Annual InStructional unit plan
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- CONTACT PERSON:__ Dr. Ron Pardee _____________
Instructional Unit Plan Please retain this information for your discipline’s/department’s use (or forward to your chair). A database will be created and distributed to the relevant councils and committees as requested. The Unit Plan is conducted by each unit at the college and consists of an analysis of changes within the unit as well as significant new resource needs for staff, resources, facilities, and equipment. It should be submitted or renewed every year by mid May in anticipation of budget planning for the fiscal year, which begins July 1 of the following calendar year. Data sets are available on the Program Review website. Please consult with your Department Chair or Daniel Martinez daniel.martinez@rcc.edu for assistance interpreting the data relevant to your discipline. Also, review the course retention and success data provided at http://www.rccdistrict.net/rcc-IE/accreditation2/self_study_2014/Data/Forms/AllItems.aspx The data are disaggregated by gender, ethnicity, age, socioeconomic status, and delivery method (hybrid, online, face-to-face). Within these categories, course data are further disaggregated by transfer, CTE, and developmental categories. Note that you are only required to mention data relevant to your analysis or requests. Please utilize these data or data collected by your discipline to assess your goals and as rationale for resource requests.
http://www.rcc.edu/riverside/riversidestp/files/Aug2012RevRCCStrategicPlan200914100510.pdf. Instructional Unit Plan Update
The Business, Banking, Management, Marketing, Paralegal, and Real Estate programs are part of the Business and Information Systems & Technology Department and as such has developed the following mission statement. The Business programs increase capabilities of our community through the improvement of individuals through developing technical skills, analytical abilities, and critical thinking. Our efforts develop local and regional competitiveness for businesses through the preparation of traditional students and expanding the skills of life-long learners. This mission statement is very well aligned with the college’s mission statement shown below. Riverside City College provides a high-quality affordable education to a diverse community of learners by offering career-technical, transferable, and pre-college courses leading to certificates, associate degrees, and transfer. Based on a learner-centered philosophy, the College fosters critical thinking, develops information and communication skills, expands the breadth and application of knowledge, and promotes community and global awareness. To help students achieve their goals, the College offers comprehensive learning and student support services, student activities, and community programs. RCC empowers and supports students as they work toward individual achievement, intellectual curiosity, and life-long learning.
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Yes. The department / programs have been instrumental in developing:
Yes. The CIS program has increased the access to computerized classrooms which have allowed several courses to be offered in that computerized environment. Our collaboration with CAT & CIS has increased over the past two years.
2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 Enrollments 3,558 3,238 3,669 4,221 4,669 4,592 4,099
2005 2006 2007 2008 2009 2010 2011 Efficiency 467.25 407.46 435.02 498.23 658.52 651.77 653.48
We have revised the course rotation plan to accommodate the fewer number of sections and reduced number of part time faculty mandated by budget cuts. It will take longer for students to complete all certificates and degrees. Courses that used to have multiple sections have fewer sections and some now are offered only once per year. Courses that were offered once per semester are now offered once per year, while others which were offered every other semester are now offered once every other year. This has adversely affected the persistence, completion, and graduation rates of our students. This seems to have been a systemic issue applicable to all CTE programs at RCC. 
The graph above shows the dramatic decline in the AS degrees, as a percent of all degrees, awarded at RCC since 2008 The above graph shows the dramatic increase in AA degrees, as a percent of all degree, awarded at RCC starting in 2008
Goals from 2012-13 Business Department would like to be separated from CIS Department, be no longer BUS/CIS combined Department
The goal of returning to being an independent department (separate from CIS) was placed on hold for the year and will be re-visited as we make progress toward become a “School of Business”. The goal of becoming accredited by ACBSP (Accrediting Council for Business Schools and Programs) was essentially abandoned during the budget crisis, but has not been forgotten. We will be again including this as one of our goals, but it will be resource dependent. The goal of budget control was also abandoned due to the budget crisis, but we do need to take a more realistic view of what it really takes to financially support our program areas. Student success rate was identified as a goal, but we did not really establish targets or determine what realistic expectations could be accomplished.
The two tables above show the retention and success rate for each program area included in this unit plan, for the time period of 2008 – 2012. We seem to meet or exceed the success target more frequently than we meet or exceed the retention target. Through discussion of these data and the data sorted by gender, the full-time faculty agreed to focus on the area that we are already relatively good at. We will continue to implement strategies intended to improve student success rates by at least .6% on average. Starting the Fall 2013 semester, some of the specific strategies to continuously improve our student success rates are:
From the CCSSE survey Improving student-faculty interaction is not simply faculty spending more time with students, it is also how faculty interact with their students. With that under consideration, we will establish a working document that will describe professional interaction expectations between faculty and students. This will be based on the standards presently used in professional business relationships. We will disseminate these standards to all faculty within the discipline and post them on the RCC Business Discipline facebook page. When we looked at the CCSSE survey to determine what elements comprise the “student-faculty interaction” evaluation in an effort to identify additional activities which would improve the results on this survey, the college’s lowest score was in the area of “Discussed ideas from readings or classes”. We will disseminate this information to all discipline faculty, but actually believe that this is the primary focus for most classroom discussions, so question the relevance of this score to our discipline. The second lowest score for RCC was “talked about career plans”. Since this is obviously beyond the scope of most classroom assignments, we will attempt to improve this interaction by scheduling monthly discussion groups focused on career planning for business majors.
College goals: I. Student Access & Support Discipline goals: Extend the capabilities of the RCC Business facebook page and continue PodCasts II. Responsiveness to the Community Discipline goals: Expand the usefulness and effectiveness of the Entrepreneurship @ RCC website Conduct monthly “Sharktank” Entrepreneurial Council consultation to business start-ups in the community Visit to local high schools to speak with counselors about are many certificates and degree programs; including participating in high school career fair days. Currently invite community to participate in annual Paralegal Open House III. Culture of Innovation Discipline goals: Expand the capabilities of the RCC Business facebook page and continue iTunes PodCasts Develop interdisciplinary certificate/degree program focused on Hospitality Management, our School of Culinary Arts and include one of the area hotels. There is a fairly new program innovation and initiative sponsored by the Coalition of Access to Fairness and Justice (COAF). This initiative is geared to provide a “pipeline” to law school for students who begin their education at community colleges. Studies have shown that many California lawyers, especially minorities, began their education at California community colleges. This program aims to partner various community colleges, universities and law schools by way of providing matriculation agreements under what would be known as the “2-2-3” agreement/program: A student would complete their first 2 years at community college, subsequent 2 years at university and then finish with their last 3 years at law school. COAF is seeking “faculty champions” for this new initiative and we plan on having a faculty member join up and become one of the “champions” for RCC. In time, the goal will be to fully introduce this program to our students, and work with other colleges, universities and law schools to facilitate the work frame of the initiative. This is an amazing opportunity for our students, faculty and community at large. In addition, the Mock Trial program here at RCC is a great gateway to making the CAOF program successful. Students in the paralegal program have already been recognized for their achievements via John Marshall Law School Undergraduate Diversity Mock Trial competitions both regionally and nationally; RCC students have cumulative won over $100,000 in scholarships/law school tuition waivers. Additionally, the annual Paralegal Open House facilitates all of the above, and is a great tool for securing new students into the program and the proposed COAF initiatives. Further, the RCC Paralegal Program is also pursuing the change all PAL designated courses to LAW. These changes will attractively align with all initiatives mentioned above to support of the paralegal program. IV. Resource Development Discipline goals: Continue to attempt to locate external funding for Entrepreneurship program and The development of a “court” classroom as part of the future school of business. V. Organizational Effectiveness Discipline goals: Review the ACBSP guidelines for accreditation as a “Professional Business School” Develop a plan, resource requirements, and timeline for obtaining ACBSP accreditation. Continue to explore possibility of offering BA in Business Administration Increase the success rates in discipline courses. Discipline goals for 2013-14, are aligned with college goals Goals from the Fall 2011 CIPR are:
As of the end of Spring 2013 semester, ALL of our classes have updated COR with revised SLO’s, Methods of Instruction and Evaluation and GE mapping.
As a matter of good practice and in alignment with Accrediting Commission of Community and Junior Colleges (ACCJC) standards, RCC faculty participate in ongoing and systematic efforts to assess courses, programs, and degrees. Reports on specific assessment projects undertaken by individual faculty or groups of faculty in your discipline should be referenced here, but the primary purpose of this update is to provide an overview of your discipline’s assessment activities (data, responses to data, results, reports, etc.) since your last unit plan update as well as your current plans for assessing student learning. Please note, since unit plans are completed during the spring semester, we are asking you to report on the previous spring semester data along with the current spring semester plans.
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