2014-2015 comprehensive program review form and ... of business and... · 2014-2015 comprehensive...

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2014-2015 Comprehensive Program Review Form and Instructions ADMINISTRATIVE SERVICES

San José City College

INSTRUCTIONS: Please find below the form that includes the specific elements that should be included in the

Comprehensive Program Review. Feel free to include additional information or documentation as you

deem necessary. When identifying and analyzing trends and compliance regulations, be certain that

these are current, occurring during program review cycle. The document should be written so that it is

clear to external reviewers (members of the Academic Senate, College Planning Council, and Finance

Committee) who may not be familiar with special terms, acronyms, regulations and compliance issues.

The purposes of a program review are improvement, alignment with established objectives, and

planning for the future. The program review process provides opportunities for programs to review

their accomplishments, examine their strengths and weaknesses, and develop plans through which

improvements can be achieved. Program review conclusions and recommendations will be used in

department, division, College, and strategic planning processes as well.

While the guidelines may be adapted to meet the needs of a particular program/department, they

should be followed as closely as possible. The Office of Research and Institutional Effectiveness, the

Dean/Manager, and/or the SJCC Research Analyst can assist the department in locating the quantitative

information and data needed.

Descriptions and data are important in order for readers to understand the Program Review conclusions

and recommendations. It is essential that careful analysis be provided in order to extract the maximum

value from the process. This includes not only an examination of trends from the past to present but

projections into the future. Since this is a process for self-improvement, it is encouraged that the

Program Review delves into the important future challenges and opportunities for the program and

takes advantage of both self-reflection and dialogue among administrators, faculty and staff.

A word of caution is in order regarding solving problems or making improvements exclusively with the

use of new resources. Program review is not an opportunity to list what the program can do only if the

funds become available. It is expected that many solutions and improvements can be accomplished with

careful planning and a focus on the most effective use of existing resources.

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2014-2015 Comprehensive Program Review ADMINISTRATIVE SERVICES - SAN JOSÉ CITY COLLEGE

DEPARTMENT: Division of Business and Workforce Development

PREPARED BY: Ingrid Thompson, Ph.D.

ADMINISTRATOR: Ingrid Thompson. Ph.D.

PROGRAM REVIEW SUBMISSION DATE: February 11, 2015

PART ONE: DEPARTMENT OVERVIEW

1. Describe the functions of your department. (Please use a bulleted list with headings as necessary to make it clear and easy to read.)

The Division ‘s Business and Career programs prepare students for employment, career advancement, and continuing education opportunities in

Accounting

Business

Computer Applications

Computer Information Systems

Cosmetology

Dental Assisting

Medical Assisting (front office and clinical)

Emergency Medical Services/Clinical Technician

Health Education & Health Science

Marketing

Real Estate

The Division also offers Applied Science courses and programs that are hands-on and flexible that train students in new career fields or enhance their skills within their current field or trade. Current programs include

Air Conditioning & Refrigeration Technology

Construction Technology

Facilities Maintenance Technology

Laser Technology

Machine Technology

Solar Systems

Transit Systems

Work Experience

Apprenticeship models provide an “earn while you learn” approach to education and career advancement. It pairs on-the-job learning with related technical classroom instruction. Certification is portable nationally and in some skilled trades, internationally. Apprenticeship programs currently include

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Electrician Apprenticeship

Carpentry Apprenticeship (with Stanford University)

Meatcutters Apprenticeship

Ironworkers Apprenticeship (in progress)

Carpenters Apprenticeship for Northern California (in progress)

Partnerships and grant programs currently include

AACI Patient Navigator grant program (Pipeline to Medical Assisting)

Prop 39 BayClean Energy Efficiency Grant (HVAC and FMT)

HSI Grant (CTE Pathways)

Perkins Grant (Covers CIS, Construction Tech, FMT, HVAC, Dental Assisting, Medical Assisting, Laser Technology, Machine Technology, Emerging Energy Technologies, Solar Technology, Emergency Medical Services, and Apprenticeships)

SB1070 Southwest Region Bay Area Collaborative (ongoing to integrate secondary and post-secondary articulation pathways)

CTE Enhancement Funds, 60% and 40% (State Chancellor’s Office funds awarded through regional consortium): 60% funds already awarded for the following areas Advanced Manufacturing (Industrial Maintenance Technician curriculum development) Ironworkers Apprenticeship (credit curriculum development) Carpenters Apprenticeship (credit curriculum development) Machine Technology (embedded soft skills) 40% funds in proposal stage EMS/Public Safety Consortium CIS/NetLabs Consortium Machine Technology/Advanced Manufacturing Consortium (quality control technicians)

Three California Career Pathways Trust grant proposals with different consortia submitted February 6th

Possible DOL American Apprenticeship Initiative grant proposal may be submitted in April

Bay Area Community College Consortium (ongoing meetings and webinars)

STRIDE of Silicon Valley (Credit CIS courses to be offered in the community, in process for Summer 2015)

Pathway/pipeline partnerships in development: Center for Employment and Training, MetroEd, Silicon Valley CTE Center, Yerba Buena High School, Fremont Union School District, San Jose Conservation Corps & Charter School, Campbell Union High School District,

Please note that all grants and partnerships involve ongoing scheduled meetings, codified work plans, written reports, and fiscal management.

The Division’s programs are offered in 5 buildings across campus:

Technology Center

Cosmetology Building

Career Technology Building (CT)

100 Wing

200 Wing

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Courses are offered across a wide spectrum of delivery options: days, nights, Saturdays, online, hybrid, 16 week, 8 week, and 4 week schedules. Accelerated schedules are now available for FMT, Laser, and CIS. Students have the ability to earn a certificate(s) and/or degree(s) after successful completion of the required course work.

The Division Office functions as a service hub for supporting the programs, faculty, and students in the Division’s programs. This is achieved by providing responsive assistance to those who contact us via email, phone calls, scheduled appointments, or drop in visits. We also provide a leadership role in developing course schedules in collaboration with faculty and staff, overseeing multiple budgets (Fund 10, lottery, materials fees, Perkins, and other grant programs), purchasing of consumable supplies and equipment for multiple programs, facilities issues, assisting faculty with locked classrooms, and issuing essential information to the Division. The Division Office supports a staff room (T-416) that provides access to two printers, two computers, faculty mailboxes, office supplies, college forms, and hospitality features (refrigerator, microwave, coffee pots, paper towels, soap, etc.). Both Division faculty and staff and non-division faculty and staff have use of this room when they are in the Tech Center. Additionally, Dean Kimura has asked that her faculty be allowed to make copies in the staff room if needed. The Division Office also provides support and supplies for the computer applications labs in the Technology Center. In short, we serve as the customer service hub for the Technology Center as well as the Division.

2. Describe Current Staffing: List the number of positions currently in the program/department:

Position type: # of positions:

Classified: Full time 12 (Division

assistant, lab

techs, contracts

assistant, staff

assistants)

Classified: Part-time permanent 1 (lab tech)

Classified: Part-time hourly (1 lab tech)

Student workers 0

Administrators 1 (dean)

3. List your program Service Area Outcomes (SAOs). 1. Implement administrator/faculty professional development sessions focused on

diversity/multiculturalism and its relationship to CTE andragogy

2. Initiate a program viability review for all CTE programs through program advisory council partners, external data, and RIE information

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3. Embed “soft skills/employability skills” into all CTE courses and SLOs to enhance student career

opportunities across industry sectors (as requested by advisory councils)

4. Ensure that all CTE syllabi have current and relevant SLOs that reinforce Student Success initiatives though new and establish linkages to and partnerships with business and industry (including unions and associations) that provide employer engagement with students, labor market intelligence, and resource opportunities

3.1. How do the department Service Area Outcomes (SAOs) align with and support San Jose City College’s mission and/or Institutional Student Learning Outcomes (ISLOs)

Division SAO SJCC Strategic Goal District Strategic Goal 1. Professional development 1, 3, 4 II.2.a; VI.5.a.

2. Program viability review 1, 2, 3 III.1.a, b, c; III.2; V.2.a; VI.1.b

3. Embedded Soft Skills to enhance student career opportunities

1, 3, 4, II.5.a ; III.1.c.i, ii, iii; V.2.a

4. Current & relevant CTE SLOs connected to student success and industry requirements

1, 3,4 III.2.a; IV.3.b. VI.4.a, c

CTE programs by their very nature require currency, relevancy, and industry engagement. This requires constant content review, professional development for faculty, and genuine responsiveness to advisory council input. Advisory council partners across all industry sectors have indicated the need for soft skills to be embedded into the Division’s business, service, and and technical programs to ensure that students are fully prepared to enter their chosen field.

3.2. Describe how the department consistently engages in the discussion, review, assessment and revision of program SAOs.

This is the first year that SAOs have been discussed at a Division level and the first time that the Division Office has undergone a review. Additionally, the current dean has been in place for eleven months and as a result has been learning past practice and initiating new processes to begin getting the house in order. It should be noted that there has been administrative turn-over within the Division, thus undermining any sense of consistency, planning, and development. As a result, higher level discussions are just beginning across the division. The division believes that it is now in a renaissance period. Refurbishment of the 100/200 wings and the purchase of highly sophisticated equipment will highlight to the college that our career and technical education programs constitute a working model of applied STEM education. The renaissance of applied science and career education and the work needed to ensure its continued development are discussed at division level meetings, department meetings, and advisory council meetings. Planning now needs to happen to ensure that concept is married to development and progress. A yearly review and discussion of the Division SAOs is planned going forward.

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4. Previous goals and activities: Describe the department goals and activities since the last comprehensive program review. Assess the attainment level of each goal by identifying the activity implementation as complete, incomplete or on-going. (Refer to previous annual and comprehensive program reviews.) Then discuss any challenges which occurred in attainment of each goal.

Please note that no Division Office program review has been created previously. In addition, no documentation regarding the Division’s goals and activities from previous Deans of Business and Workforce Development has been located.

4.1 Goal: Current and Relevant CTE Programs

Person responsible: Dean, faculty, CTE Counselor

Activities for attainment of goal:

Attendance at conferences focusing on educating for careers Ongoing professional development opportunities supporting instructional effectiveness in CTE

including marketplace meetings through the Bay Area Community College Consortium (BACCC)

Participation in grant proposals and collaborative activities that focus on articulation as well as dual and concurrent enrollment

Training to cover a complete overview of labor market data analysis, creation of sample pathways, understanding of the articulation process, course review and implementation models, and creation of pathway curriculum for secondary to post-secondary transition as needed

Service area outcomes (SAOs) addressed: 1- Professional development; 2- Program viability review

Method of measuring goal attainment:

Track number of conferences and training events attended by faculty and staff in Division

Track number of partnership grants submitted and awarded

Track number of new articulations, dual/concurrent enrollments, and secondary transitions to college created

Assessment of goal attainment:

Documented evidence of training and conference content is brought back and embedded into programs

Documented evidence of linkages to other community college CTE programs through BACCC

Data usage for CTE program development and discontinuance

Status: ( ) Complete ( ) Incomplete (X ) On-going

Discuss in detail the barriers (if any) to completing the above goal and describe actions taken to overcome these challenges. Outline a plan to attain success if goal is not complete. Currently all of these activities have resided with the Dean. The addition of two more positions that focus on driving the grant goals of Perkins funding as well as secondary transition development will allow for additional linkages and outcomes.

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4.2 Goal: Program Assessment

Person responsible: Dean, faculty, instructional lab assistants, division senior administrative assistant


Ongoing assessment of CTE programs for academic rigor and applied competencies

Ongoing measurement of progress against student success benchmarks

Ongoing assessment and maintenance of instructional labs

Service area outcomes (SAOs) addressed: 1, 5, 6


Collaborate with faculty to complete and enter into TracDat 1. Program SLO assessment 2. Course SLO assessment

Ensure that all Comprehensive and Annual Program Reviews are submitted by established deadlines

Ensure that course outline revision is up-to-date and meets the needs of academia, industry, and state certifying boards (as applicable)


100% completion of SLO assessment in TracDat across the Division

100% submission of program reviews with proficient ratings

50% of course outlines are in progress with IPCC or in progress (includes lab needs)

Status: ( ) Complete ( ) Incomplete ( X) On-going

Discuss in detail the barriers (if any) to completing the above goal and describe actions taken to overcome these challenges. Outline a plan to attain success if goal is not complete. The Division has a lot of catching up to do with regard to meeting the deadlines for SLO assessment entry into TracDat, creating proficient program reviews, and maintaining updated course outlines. The addition of an associate dean will help the Division Office to more effectively track and drive the status of these activities.

4.3 Goal: Student Transition to Work--Soft Skills/Employability Skills/Technical Communications Embedded into CTE courses

Person responsible: Dean, faculty, contracts assistant


Gather required soft skills competencies from multiple advisory councils

Seek guidance from other Divisions such as Communications

Collaborate across CTE programs to convert information into course outlines of record

Submit to IPCC

Service area outcomes (SAOs) addressed:

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2,3


Track courses and programs adopting this approach

Track courses submitted to IPCC and in process

Track industry response to inclusion of their recommendations


Report on implications of adopting this approach

Breakdown of courses/programs utilizing this approach

Industry validation

Status: ( ) Complete ( ) Incomplete (X ) On-going

Discuss in detail the barriers (if any) to completing the above goal and describe actions taken to overcome these challenges. Outline a plan to attain success if goal is not complete. The manpower issue to work on these partnership activities will be addressed by the hiring of the Associate Dean of Business and Workforce Development and the CTE Transitions Contract Assistant.

4.4 Goal: Development of Industry Partnerships including Labor Unions and Apprenticeship Programs @ SJCC

Person responsible: Dean, Associate Dean, faculty, contracts assistant

Service area outcomes (SAOs) addressed: 1,3,4


Track partnerships that directly link CTE courses to skilled trades and industry

Track apprenticeship courses that go through IPCC and lead to program development

Track new opportunities to link courses to skilled labor trades


Analyze outcomes of partnership (council membership, resources, externships, etc.)

Create model of replication for apprenticeship to credit course development

Status: ( ) Complete ( ) Incomplete ( X) On-going

Discuss in detail the barriers (if any) to completing the above goal and describe actions taken to overcome these challenges. Outline a plan to attain success if goal is not complete. The manpower issue to work on these partnership activities will be addressed by the hiring of the Associate Dean of Business and Workforce Development and the CTE Transitions Contract Assistant.

PART TWO: COMMUNICATION AND COLLABORATION 1. How does information flow within this department?

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Because there are over 20 CTE programs spread over 5 buildings, much of the communication has been achieved through email, telephone, and convenings such as Division meetings. The Dean’s Office has an open door policy so that faculty, staff, and administrators have time to discuss matters at hand on a one-to-one basis. Smaller meetings are also held at program locations across the campus. The Division culture is that of open expression and shared information. However, due the extensive number of diverse programs and specialized faculty, responding to all the daily needs for communication and responding in a timely way about both academic and operational issues can be challenging. To that effect, a new position was approved in December 2014 by the SJECCD Board of Trustees: Associate Dean of Career and Technical Education. The associate dean will provide overall supervision and administrative oversight for selected instructional programs and services focused on the delivery of career and technical education. This dean will also assist in administering the district’s Carl D. Perkins Career and Technical Education (CTE) Improvement Act grant and other grants as assigned; manage use of funds and services; monitor programs for effectiveness; and ensure adherence to federal and state regulations in the use of funds. Emphasis will be placed on the growth potential of occupational/vocational programs, apprenticeships, articulation agreements and dual enrollment with area high schools, establishing partnerships with business and industry, and securing additional grants that support program development and student success.

1.1 Assess the effectiveness in the area of intradepartmental communication. Identify the strengths and weaknesses of the current communication flow.

Current communication flow is satisfactory, especially as many faculty members have been employees of the college for years and know their colleagues well.

2. How does information flow from this department to other departments? Information flows as required through participation on standing committees, campus events, and long term collegial relationships. It should also be noted that the entire team of deans currently in place across the

college campus works together closely and effectively.

2.1 Assess the effectiveness in the area of interdepartmental communication. Identify the strengths and weaknesses of the current communication flow.

The primary mode is email as it is accessible from any location at any time. Telephone and in-person meetings constitute other important communication modalities. The Division of Business and Workforce Development holds a Division meeting the second Wednesday of every month during the academic year. The Dean also attends program staff meetings as requested or as needed. In the past year, some of the Division’s programs have been asked to participate in college-wide CTE events such as Career Day. This further enhances communications amongst programs, departments, and the college as a whole. 3. How does information flow from this department to the community and off campus

organizations?

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The college solicits participation from a diverse constituency representing consortium members from local high

schools, regional occupation centers, and business advisory committees. Therefore, outreach to industry and education partners is a critical component of career and technical education programs. To that effect, an Applied Science faculty member has received 20% reassigned time to work on CTE programs and outreach. Career and Technical Education courses taught at the local high schools and regional occupation centers include strong lab/hands-on components as well as reading assignments and use of appropriate technical equipment. This ensures students acquire appropriate real-world training to meet industry needs. Many of these CTE programs form a natural pipeline to San Jose City College that is beneficial for both the students and the college. However, San Jose City College’s outreach program has very limited resources to conduct activities that include bringing high school students to campus. This activity provides future students the opportunity to interact with faculty, staff, and senior students in the program and to visit program labs. The CTE Transitions grant as well as Perkins funds plan allow for developing and disseminating CTE program information at high school events, community events, business organizations, and the general community. The career counselors from local high schools and members from community based organizations will be invited for a campus tour to educate them about the CTE programs offered at SJCC. In addition, faculty can participate in industry fairs and events to recruit potential students into SJCC’s workforce programs that prepare them for high skill/ high wage jobs.

In addition, significant outreach is accomplished through faculty and administrative connections to industry and business. Presentations about SJCC CTE programs are provided at industry sites, and new representatives are brought on to advisory councils. Faculty members and the Dean attend employer events and partner with the City of San Jose one-stop centers for dislocated workers. Program flyers are also sent to industry partners, associations, and community-based organizations. In this way we connect with populations whom we do not currently serve. Beginning this year an Articulation Day and Career/Job fair will take place at San Jose City College. This will bring more students and their teachers as well as industry representatives on to campus to visit our programs, labs, and faculty. 3.1 Assess the effectiveness in the area of outreach communication. Identify the strengths and weaknesses

of the current communication flow. Outreach consumes considerable time and personnel resources that are not directly instructional in nature. Therefore, through the CTE Transitions grant, the Division was able to add the position of CTE Transitions Contracts Assistant, now filled by Kim Hoopingarner. The contracts assistant provides a wide variety of program-related clerical, technical, operational, and service responsibilities as well as a complex level of computer software and database support to the development, scheduling, monitoring, reporting, and coordination of project activities. Kim has been critical in creating marketing flyers for programs across the Division, as well as establishing linkages and articulation meetings with high schools, MetroEd, and other secondary education programs with whom we wish to partner. San Jose City College has also become a desired partner in grant proposals as CTE programs are the focus of federal and state funding opportunities. During the course of proposal development, additional educational and industry partnerships are initiated and developed. One FTE faculty member receives 20% reassigned time to market CTE programs and drive innovative CTE

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curriculum. He works directly to enhance the student pipeline from secondary institutions and trades organizations.

PART THREE: NEED

1. Provide the official Organizational Chart of your department or create a modified ideal chart, if different. Indicate any vacant positions.

*The Associate Dean of Career and Technical Education position is currently open awaiting identification of a budget. *Faculty Coordinators are currently in place for Cosmetology, Esthetics, Medical Assisting, and Dental Assisting. Coordinators are also needed in the other program areas.

1.1 Explain how the current staffing structure meet the department’s needs and discuss rationale for proposed changes. Provide historical trends if applicable to support proposed changes.

Several years ago, the Division of Business and Service Careers and the Division of Applied Science were melded into one large division, the Division of Business and Workforce Development. During this past year, the Division Office has taken on the additional tasks of partnership development, grant proposal development, grant project management, secondary education linkages, apprenticeship programs, and regional consortia participation. These are all exciting opportunities that help to showcase San Jose City College, which is important as we initiate our renaissance period in CTE. However, all these activities (many of which take place

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off campus) have stretched the office staff into many directions, leading to setting priorities that affect (both positively and negatively) internal and external partners and customers. Yet these new components in the Division are critical to the currency, relevance, and significance of the college’s CTE programs. Therefore, more staff is necessary to help the Division and its faculty, staff, and students succeed in their goals. They also require more resources as the labs must remain reflective of new technologies and industry standards. Additionally, there has been tremendous turn-over of the Senior Administrative Assistant position in the Division Office; indeed, there have been three administrative assistants in twelve months due to maternity leaves, substitutions, and separations from the college. This has created a deficit of procedures, processes, and historical continuity that affects the Division Office on a daily basis. The permanent position has now been advertised, and a candidate will be selected for this critical position during the Spring 2015 semester.

2. Staff Needs: New or Replacement (Administrative or Classified)

Prioritize Staff Positions Needed for 2015-2016 Academic Year Please be specific and as brief as possible when offering reason for ranking. Place titles on list in order (rank) of importance.

Annual TCP*

TCP for Employee

1. Associate Dean of Career and Technical Education Reason: The sheer scope of programs, partnerships, grants, and workforce development required to keep CTE programs current, relevant, and visible as well as the administrative demands of academic oversight, budget oversight (fund 10, lottery, Perkins, other grants), direct supervision of all classified staff, scheduling, student issues, personnel, tenure review, and day to day operations is too expansive for one administrator. Therefore, this additional position would take on many aspects of daily operations and personnel supervision.

$154,472 (salary and

benefits)

Office space, computer, printer, telephone, and

supplies will be required

2. CTE Transitions Contracts Assistant Reason:

Because of the scope of programs receiving Perkins fund, the contracts assistant supports the dean through a wide variety of program-related clerical, technical, operational, and service responsibilities. She also provides a complex level of computer software and database support to the development, scheduling, monitoring, reporting, and coordination of project activities. In addition, MOUs and other legal documents are required for many grants and apprenticeship programs. Therefore, this position would work with the budgets and purchasing for the grant programs, assist with the daily paperwork required for apprenticeship programs, and assist with marketing and outreach activities.

$52,500 (salary and

benefits)

Office space available

3. Instructional Lab Technician for Applied Science (Part time) Reason: Instructional lab techs perform support services for a variety of courses in the Applied Sciences programs by 1) providing materials, supplies, equipment, and related logistical support to lecture, laboratory, or other

$17,650.00 (salary and benefits)

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activities; 2) by preparing materials, supplies and equipment using special methods and procedures related to the discipline. Lab techs report to the Dean of Business and Workforce Development. Due to the large amount of equipment and supplies necessitated by the four Applied Science programs, a part time instructional lab technician also is required. Note: Construction Technology, which is only one program located in one building, currently has one full time and one part time instructional lab technician. 4. Reason:

5. Reason:

6. Reason:

*TCP= “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement positions) also require space and equipment. Please speak with Human Resources to obtain accurate cost estimates. Please be sure to add related office space, equipment and other needs for new positions to the appropriate form and mention the link to the position.

3. Equipment Needs Not Covered by Current Budget

Prioritize Equipment or Equipment Repair Needed for 2015-2016 Academic Year Please list/summarize the needs of your department below. Please be specific and as brief as possible. Place items on list in order (rank) of importance.

Annual TCO*

Cost per Item

Number Requested

Total Cost of

Request

1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6. Reason:

* TCO = “Total Cost of Ownership” is the average cost for one year including the initial purchase cost and/or maintenance contracts. Please verify the cost estimates with your campus Business Officer or vendor. If equipment needs are linked to a position please be sure to mention that linkage.

4. Facilities Needs Not Covered By Current Building or Remodeling Projects*

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Prioritize Facility Needs for 2015-2016 Academic Year (Remodels, Renovations or Added New Facilities) Place items on list in order (rank) of importance.

1. Reason:

2. Reason:

6 +

4. Reason:

5. Reason:

6. Reason:

5. Professional Development Needs Not Covered by Current Budget*

Prioritize Professional Development Needs for 2015-2016 Academic Year. Reasons might include in response to SAOs assessment findings or the need to update

skills. Please be as specific and as brief as possible. Some items may not have a cost per se, but reflect the need to spend current staff time differently. Place items on list in order (rank) of importance.

Costs:

Cost Per Item

Number Requested

Total Cost of

Request

1. Reason:

2. Reason:

3. Reason:

4. Reason:

5. Reason:

6.

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Reason:

*It is recommended that you speak with District Human Resources or the Professional Development Center to see if your request can be met by their areas/budgets.

6. Other Needs Not Covered By Current Support Services or Budget

Prioritize Other Needs for 2015-2016 Academic Year Please list/summarize the needs of your unit or department. Please be as specific and as brief as possible. Place items on list in order (rank) of importance.

Costs:

Cost Per Item

Number Requested

Total Cost of

Request

1. Funds to pay for SLO assessment for courses taught only by adjunct faculty. Reason: Currently, there are a number of programs in Business and Workforce Development that are taught primarily by part-time faculty (Accounting, Business, Real Estate, EMS, Medical Assisting, Construction Technology, Facilities Maintenance Technology, Machine Technology, Air Conditioning and Refrigeration Technology, Transit, Solar, Health Science/Health Education, and Work Experience). As a result, these faculty members are involved in the design and deployment of SLO assessments and participate in discussions with colleagues to ensure that the input received is integrated into instruction. Coverage for a year of SLO assessments for these programs amounts to approximately 132 hours per year.

$220 12 $2,640

2. Funds to pay for outline revision for courses taught primarily by adjunct faculty. Reason: There are a number of programs in Business and Workforce Development taught primarily by part-time faculty. These part-time faculty members take on the task of revising curriculum. The Division is extremely behind in submitting course updates. The following courses need revision for 2015-2016:

Cost Accounting Intermediate Accounting

Accounting for Income Taxes Bookkeeping for Small Business

Electrical Principles for Air Conditioning/Refrigeration

Refrigeration Principles Refrigeration Service

Hydronics and Air Distribution Air Conditioning Control Systems

Legal Environment of Business

Computer Literacy Computer Keyboarding

Speed and Accuracy Document Processing

Microsoft Windows Internet for Beginners

Microsoft Word Specialist

Microsoft Word Expert

$300

76 $22800

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Microsoft Outlook

Microsoft Office Getting Started with Microsoft Word

Getting Started with Excel

Getting Started with PowerPoint Getting Started with the Internet

Windows XP Professional Windows 2003 Server

Introduction to Computer Information Systems C/C++ Programming

Visual Basic Programming

Java Programming Introduction to Hand and Power Tools

Construction Tools, Materials and Processes Residential Construction Framing

Residential Construction Plumbing, A & B

Roof Framing Systems Interior/Exterior Finish

Concrete Construction Construction Blueprint Reading, Estimating, Codes and Specifications

Seminar in Principles of Contracting Basic Cabinet/Furniture Making

Basic Cabinet/Furniture Making

Blueprint Reading Estimating

OSHA Construction Safety Standards Project Management for Construction

Building Code for the Construction Industry

Careers in Construction Green Construction

National Electrical Code & Calculations House Building Practicum

LEED Green Associate Exam Preparation

LEED AP BD+C Examination Preparation Applied Construction Math

Low and High Pressure Boilers Introduction to Programmable Logic Controllers

Intermediate Programmable Logic Controllers Electronic Health Records and Medical Billing

Physical Examination Procedures

Medical Office Laboratory Procedures Medical Asepsis and Surgical Procedures

Medication Administration for Medical Assistants Medical Assisting Clinical Experience

Introduction to Coordinate Measurement Machine

Basic CNC Machining Center CNC Turning Center

Advanced CNC Machining Center CNC Operator Fundamentals

Introduction to CNC Programming Macros Introduction to CNC Laser Applications

Mill Setups I

Principles of Real Estate Legal Aspects of Real Estate

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Real Estate Practice

Real Estate Property Management Real Estate Economics

NABCEP Exam Preparation

Note: Dental Assisting courses not noted as there are three full-time faculty to

cover 11 courses past due for revision

2.Non-instructional supplies to cover usage of faculty and staff room (T-416), including Scantron supplies, paper, staples, tape, etc., and Technology Center computer application labs Reason: Both full and part-time faculty from across campus and the Division utilize T-416 between their classes. Computers have been set up for their use as well as a Konica printer. Also, when the Konica printer is down, they come into the Division Office to print out copies of needed documents. Scantron keys and summary sheets are required for the Scantron machine. The Division Office supports the supply needs of the Computer Applications student computer labs in the Technology Center. The funds allocated for the current year ($2,012) are insufficient. We currently have $82.00 remaining for the rest of the academic year.

$5,000

4.Funds for mileage reimbursement Reason: As part of her portfolio of duties, the Dean is required to attend regional convenings, local meetings, and short conferences. Therefore, the mileage budget needs to be increased to support this activity.

$700

5.Discretionary funds for emerging technology and industry sector opportunities Reason: Because currency and relevancy are the life blood of career and technical education, new opportunities may emerge that may require just-in-time activities (curriculum design, proposal development, faculty participation in regional meetings, etc.) in order to be responsive to industry needs. Currently there are limited funds available that allow us to respond to these opportunities.

$5,000

6. Reason:

PART FOUR: FOUR-YEAR PLAN

1. Discuss how the department will build on existing strengths over the next four years.

San Jose City College was once known as the South Bay epicenter for education that provided instruction for middle skilled vocations that had career advancement pathways, especially in the trades. In addition, new emerging and specialized technologies were added to the division such as laser tech (our laser

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program is only one of five of its kind in the nation—right here at SJCC!). Highly dedicated faculty and instructional lab technicians have played a critical role in keeping these

programs running through some very lean years—lean both in terms of resources/finances and administrative support. Our labs now hold state-of-the art equipment purchased during the summer of 2014 during the extensive refurbishment of the 100 and 200 wings. Yet much of the community—including the campus, industry, and neighborhoods—may not be aware of this. Clearly, this campus is in possession of hidden treasure that can help to rejuvenate the surrounding area by educating people for high wage, high growth careers.

Indeed, Silicon Valley has become a “tale of two valleys,” one that harbors the low income population and

one that rewards high-tech high-stakes entrepreneurs. Our Division’s vision is to re-establish our role in Silicon Valley as the portal for education and careers that

will rebuild the middle class. The CTE opportunities we provide support the educational, health, environmental, cultural, and economic development of greater San Jose by creating career opportunities that cannot be outsourced or replaced by technology.

This renaissance will require the support and commitment of administration, faculty, staff, and community.

We are on the road already to this goal. The Division will also work on further developing collaborative relationships with other divisions and departments on campus, including student services, counseling, and outreach staff.

In short, the Division Office for Business and Workforce Development will continue to serve with even

focused commitment as the hub for opportunity by providing leadership, assistance, and support.

2. Discuss how the department will specifically address any weaknesses identified in this Program Review.

Enhanced consistency in staffing and administration will allow the Division Office to better meet the college’s timelines for scheduling, budgeting, purchasing, faculty evaluations, and SLO assessments. Processes and procedures will be established to ensure appropriate coordination and documentation of these activities. The advent of an Associate Dean will also help to address ongoing daily operational needs as well as educational partnership development through articulation and dual/concurrent enrollment opportunities. The Dean has served on three screening committees as well as multiple part time faculty interviews and teaching demonstrations. However, the Dean would like to participate on some standing college committees to establish more linkages with the rest of the college and to participate in our college’s daily life. As part of CTE’s re-integration into the life of the college, the Division will interface more frequently with other Divisions across campus through outreach activities, service on committees, participation on screening committees, participation in student activities, Articulation Day, Career/Job Fair, and special projects (“field trips” to Applied Science, contextualized basic skills curriculum development, etc.).

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3. List measurable departmental goals and activities for the next 4 years (based on the College’s mission statement and strategic plan). List the department’s plan for completing these goals and objectives. Include proposed timelines, budget, if needed, and persons responsible.

For Career and Technical Education, meeting all of the goals below will move us toward greater student success as CTE programs are contingent on academic requirements, industry standards, and state certification board requirements.

Goal: Promote student success through ongoing evaluation of academic programs


Work with faculty to remove barriers so as to ensure that the following is entered into TracDat in a timely way: 1. Program SLO Assessment 2. Course SLO Assessment

Ensure that all Annual and Comprehensive Reviews are completed and submitted on time Note: Comprehensive Program Reviews for 2014-2015:

Air Conditioning and FMT Cosmetology Machine Technology Medical Assisting

Ensure course outline revision backlog is progressing to level of compliance

Ensure quality instruction through timely completion of faculty evaluations

Person responsible: Ingrid Thompson, Mary Wong-Kauzlarich (Interim), Division faculty

Timeline: June 30, 2015, ongoing

Budget:

Service area outcomes (SAOs) addressed: Program Viability Review


Establish Division Office tracking system

Track completion rates in TracDat

Track course outline revisions submitted

Track completion of faculty evaluations

Goal: Develop state-of-the-art workforce development programs through effective partnerships both internally and externally


Collaborate with Division of Language Arts and Basic Skills Initiative to investigate

Person responsible: Ingrid Thompson, Division faculty, Division of Language Arts faculty, industry partners


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contextualized curriculum for ESL/CTE

Work with advisory councils to explore embedding communications skills into tech courses

Work with union programs such as Ironworkers and Carpenters to establish credit-based programs that lead to career advancement

Budget:

Service area outcomes (SAOs) addressed: Embedded Soft Skills to Enhance Student Career Opportunities; Apprenticeship development


Develop the framework for a contextualize course for one CTE area that aligns with the I-BEST model

Develop a model for providing communications skills within the FMT/Laser/Machine Tech courses as directed by industry (use School to Career model)

Track number of apprenticeship courses moving through IPCC process

Goal: Enhance Resource Development through Grants and Other Funding approaches


Work with Ironworkers, Carpenters Union, etc.to bring in RSI (Related and Supplemental Instruction) funds to college

Partner on meaningful grants that enhance or expand current programs

Participate in regional meetings as part of State Chancellor’s Office strategy for disseminating funds and issuing marketing information

Person responsible: Ingrid Thompson, Duncan Graham, Division faculty, external partners


Budget:

Service area outcomes (SAOs) addressed: Professional Development


Track process for RSI funds through State Chancellor’s Office and DAS

Track number of grant proposals submitted and awards

Track access to available funds, industry resources, and partnership opportunities

Goal: Encourage an environment of continuous quality improvement


Ensure that faculty and student requests are

Person responsible: Ingrid Thompson, Mary Wong-Kauzlarich (Interim), Division Faculty, industry partners

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responded to in a timely manner

Ensure that each program holds advisory committee meetings one time per year

Ensure that new curricula is developed as needed to support emerging technologies, workplace standards, and industry certifications

Ensure that faculty participate in professional development opportunities to remain current


Budget: N/A

Service area outcomes (SAOs) addressed: Current and relevant SLOs connected to student success and industry requirements, program viability


Issue evaluation tool of Division Office’s customer service to Division

Track number of purchasing transactions processed in one academic year

Track industry advisory council meetings held and outcomes

Track new courses developed based on workforce needs

Track professional development activities attended by dean, faculty, and staff

2014-2015 comprehensive program review form and ... of business and... · 2014-2015 comprehensive...

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