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.
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.”
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.
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.
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 college-wide 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.
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:
This PrOF process included dialog with the Supervisor/Responsible Administrator Yes No
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:
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)
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_Information_System.htm
Instructional Support and Administrative Programs is online at http://www.crc.losrios.edu/Faculty_and_Staff/Research_Office/Our_College/Instructional_SupportAdministrative_Services_Information_System.htm
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.
Briefly list observationsfrom 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.
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.
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.
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.
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.
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.)
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.
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.
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
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