ANNUAL INSTRUCTIONAL UNIT PLAN

UNIT: BAN, BUS, MAG, MKT, PAL & RLE_________Please give the full title of the discipline or department.

You may submit as a discipline or department, as is easiest for your unit.

CONTACT PERSON:__Dr. Ron Pardee_____________

Due: May 17, 2013Please send an electronic copy to:

Vice President, Academic AffairsDr. Wolde-Ab Isaac at wolde-ab.isaac@rcc.edu

and send an electronic copy to your divisional dean.

Form Last Revised: March 11, 2013

Web Resources: http://www.rccd.edu/administration/educationalservices/ieffectiveness/Pages/ProgramReview.aspx

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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.

The questions on the subsequent pages are intended to assist you in planning for your unit. The forms that follow are separated into pages for ease of distribution to relevant offices, councils and committees. Don’t let formatting concerns slow you down. If you have difficulty with formatting, the Administrative Support Center can adjust the document for you. Simply add responses to those questions that apply and forward the document to the Administrative Support Center with a request to format it appropriately.

If you cannot identify in which category your request belongs or if you have general funding request questions, please contact the Vice President of Business Services, Charles Wyckoff at 951-222-8307 or charles.wyckoff@rcc.edu. Within each resource request form, a recommended contact person is listed to assist you with estimating the cost of your requests. It is vital to include cost estimates in your request forms. Please cite the source for the cost estimates and indicate if the costs are one-time or recurring. If the costs are recurring, provide cost of a service contract and length of time needed. Also, please indicate if grant funds have been sought and denied. FAILURE TO PROVIDE COST ESTIMATES MAY RESULT IN YOUR REQUEST NOT BEING CONSIDERED. Please see Unit Plan Rubric for the prioritization criteria. TO ACHIEVE MAXIMUM POINTS WRITE YOUR RATIONALES BASED ON THE RUBRIC CRITERIA. IF CRITERIA ARE NOT ADDRESSED IT WILL BE GIVEN ZERO POINTS.

The college mission is available on the RCC home page, and the goals and strategies are available at http://www.rcc.edu/riverside/riversidestp/files/Aug2012RevRCCStrategicPlan200914100510.pdf.

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Instructional Unit Plan Update

A. Trends and Relevant Data

1. What is your unit’s mission statement?

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.

2. Has there been any change in the status of your unit? (if not, skip to #3)

a. Has your unit shifted departments?No

b. Have any new certificates or programs been created by your unit?Yes. The department / programs have been instrumental in developing:

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Business Transfer Model Curriculum (submitted to the District, pending state submission and approval) Entrepreneurship degree & certificate pattern approved at the state on May 7 2013 International Business (POR submitted to the District, pending state submission and approval) Cosmetology Entrepreneurship and Cosmetology Supervision & Management certificates (submitted to the District, pending state submission and approval).

c. Have activities in other units impacted your unit? For example, a new nursing program could cause greater demand for life science courses.

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.

3. How have environmental demographics and external factors affected your discipline’s enrollment? If there have been significant changes, please indicate those changes. If there are no significant changes in your unit’s opinion, indicate “None” and skip to question #4.

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12Enrollments 3,558 3,238 3,669 4,221 4,669 4,592 4,099Retention 86.1% 86.5% 82.2% 83.0% 80.7% 83.5% 83.9%Success 65.8% 66.7% 62.0% 63.4% 63.1% 64.4% 67.3%

2005 2006 2007 2008 2009 2010 2011Efficiency 467.25 407.46 435.02 498.23 658.52 651.77 653.48

The data indicate that the Discipline continues to be a “Cash Cow” for the college with an efficiency of 653 WSCH / FTEF in the 2011-12 academic year. Total enrollment did decline in our area from highs in the 2009-10 & 2010-11 years, but enrollment in this discipline is about the size of the entire undergraduate enrollment at Cal Baptist University. Enrollment could be much larger if we were able to restore sections lost during the budget crisis.

4. In reviewing your unit’s enrollment data, does your unit have plans to improve any aspects of enrollment management (ex: persistence, scheduling patterns, etc.)? If your plan necessitates resource changes make sure those needs are reflected in the applicable resource request sections.

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

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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.

Year AA AS Combined % AS of total2000 590 403 993 41%2001 582 414 996 42%2002 819 514 1333 39%2003 941 539 1480 36%2004 1012 637 1649 39%2005 1061 748 1809 41%2006 1125 788 1913 41%2007 1090 802 1892 42%2008 912 693 1605 43%2009 1197 778 1975 39%2010 1381 678 2059 33%2011 1498 515 2013 26%2012 1637 504 2141 24%

Degrees Awarded at RCCD by year since year 2000

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2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 20120%5%

10%15%20%25%30%35%40%45%50%

Percent AS Degrees of total Degrees

The graph above shows the dramatic decline in the AS degrees, as a percent of all degrees, awarded at RCC since 2008

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 20120

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AA Degrees Awarded by Year

The above graph shows the dramatic increase in AA degrees, as a percent of all degree, awarded at RCC starting in 2008

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2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 20120

100

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AS Degrees Awarded by Year

The above graph shows the number of AS degrees awarded at RCC for the years 2000 through 2012

It appears that something happened in 2008 that caused the sharp decline in number of AS degrees, while the number of AA degrees awarded has increased. We do not have the resources at the unit level to investigate the cause of this decline in AS degrees over this time period.

According to the study “Doing What Matters”, the statewide average for percentage of CTE awards as a percent of total degrees is about 30 – 32 %, our decline to 24% is below the statewide average and indicates some negative “special cause” influence unique to RCC.

The discipline needs to increase the number of sections offered, going back to a number of sections between what is being offered now and what was offered in 2008 The major resource to accomplish this would be adjunct faculty and authorization to develop a growth plan to return to the number of sections offered prior to 2008. This discipline could easily double in enrollment within five years, if we were allowed the resources to offer more sections, and build more programs.

Looking at the number of sections offered (Table below) in the discipline (excluding ACC) during the primary terms since Fall 2007 shows a pretty steady reduction in section offerings over this time period. The comparison of Fall 2007 to Fall 2012 shows a reduction in offerings of 32%. This translates into a reduction in enrollment, which will translate into a reduction in completers and graduations.

The public policy Institute of California reported in March 2013 that the community colleges dropped about 86,000 students (a 21 percent reduction) between 2007-08 and 2011-12. Our reduction of 32% over this same time period is excessive. We request that our restoration of lost sections be accelerated.

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Sections BAN BUS MAG MKT PAL TotalFall 2007 35 6 5 9 74Spring 2008 35 5 3 5 67Fall 2008 37 5 5 5 72Spring 2009 36 7 2 4 68Fall 2009 33 36 2 4 64Spring 2010 31 2 4 4 58Fall 2010 32 6 2 4 63Spring 2011 32 3 4 4 60Fall 2011 24 6 1 4 50Spring 2012 1 29 2 4 5 56Fall 2012 1 25 6 0 4 50

First dayEnrollmentFall 2007 1029 127 125 212 2023Spring 2008 967 120 93 124 1799Fall 2008 1120 135 142 143 2186Spring 2009 1261 207 77 114 2383Fall 2009 1421 228 94 183 2700Spring 2010 1375 91 185 136 2490Fall 2010 1391 245 85 180 2709Spring 2011 1329 122 170 143 2472Fall 2011 1027 246 38 168 2132Spring 2012 40 1235 87 165 173 2327Fall 2012 27 1089 228 0 149 2082

The most apparent detail found in the enrolment table above is that the discipline has held an average enrollment (duplicated headcount) of about 2300 students each semester. This is about one fourth of the total enrollment at Norco College and Moreno Valley.

5. Please report on the progress made on any of your 2012-2013 unit goals.

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Goals from 2012-13

Business Department would like to be separated from CIS Department, be no longer BUS/CIS combined Departmenti. Professional Business School Accreditation

ii. Autonomy; Department Identify; Accountabilityiii. Budget Controliv. Student Success Rate

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.

6. Please indicate your 2013-14 unit goals and/or strategies. You may insert relevant information from your CIPR Targets Addendum and/or your CIPR. Please include the needed support on the resource request forms along with the supporting rationale.

a. In the Comprehensive Instructional Program Review (CIPR) Targets Addendum, your discipline is developing strategies to improve or maintain students’ levels of achievement in course retention, course success, persistence, and program completion. What goals and/or strategies has your discipline set to improve student achievement for the academic year 2013-14?

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2008 2009 2010 2011 2012Retention (84.5)ACC 80.00% 81.30% 81.00% 79.70% 73.60%BAN 0.00% 0.00% 0.00% 0.00% 86.50%BUS 81.90% 82.80% 81.10% 83.50% 84.20%MAG 81.70% 83.30% 81.10% 80.00% 77.10%MKT 73.40% 80.90% 76.40% 84.70% 84.30%PAL 84.00% 83.00% 80.80% 84.50% 86.60%RLE 94.30% 89.00% * 94.70% *

Success (66.2)ACC 51.20% 52.90% 53.40% 52.80% 49.80%BAN * * * * 62.20%BUS 59.60% 61.80% 62.70% 62.80% 66.20%MAG 66.60% 68.30% 66.60% 65.20% 67.60%MKT 64.10% 65.40% 66.00% 73.00% 74.60%PAL 67.90% 68.40% 60.90% 69.80% 69.50%RLE 72.90% 65.20% * 42.10% *

Retention & Success for Business Discipline Yellow highlight indicates semesters when we met target

Green highlight indicates semesters when we were within statistical limits

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: 1) Continue to reach out to students at risk, via Early Alert2) Motivate student success by implementing an “Recognition of Success” Award Letter and a recommendation from to Discipline to

be tutors at Tutorial Services3) Encourage usage of Tutorial Services by embedding Tutorial Services Video (created via Pathway of Excellence committee)4) Engage the students through Riverside Business Discipline Facebook page where constantly update information useful to students’

success. e.g. reminders to apply for graduation, explanation of certificates, guidance of courses to take, etc. 5) Guide students through completion of certificates and degrees via “Roadmap to Success’

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6) Development of a discipline definition of Online, Hybrid, Web-enhanced, and face-to-face course offering so that full-time and part-time instruction using these modalities is consistent for our students.

7) Development of a business student code of conduct to enhance the classroom experience and prepare our students for the business environment.

8) We would like to see the merging of additional disciplines such as Economics added to our proposed School of Business.

b. In addition to completion, the college has identified improving student-faculty interaction as a priority. What goals and/or strategies has your discipline set to improve faculty-student interaction for the academic year 2013-14?

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.

We are concerned that this data is aggregate for the whole college and our efforts will have a minimal impact, so we would like to know the specific data for our discipline in order to better target our improvements.

Each year thru our Law Society Club, which is connected to paralegal students in our program, we hold a Paralegal Open House that is geared toward encouraging and improving student-faculty interaction. Students in the paralegal program, or those interested, are able to spend substantial time outside of the classroom with their peers and faculty in the program as well as legal professionals in the field. There are interactive activities during the Paralegal Open House that promotes student-faculty interaction. After the event, students are encouraged to sit and talk with paralegal faculty to discuss their educational plans, careers, goals, and concerns.

Additional activities of student-faculty interaction are promoted thru advising clubs. Two faculty in the department have been regular faculty advisors for both the Business club and Law Society club. Advisors meet with students in the program on a weekly basis, outside of the classroom. Student-faculty interaction with students in the program usually take place two times a week; during the planning of special engagements, these meetings can take place up to 3 or more times week.

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c. Are there other goals aligned to college goals your discipline is pursuing in 2013-14?

College goals:I. Student Access & Support

Discipline goals: Extend the capabilities of the RCC Business facebook page and continue PodCastsII. 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

communityVisit 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 InnovationDiscipline 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

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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 DevelopmentDiscipline 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 AdministrationIncrease the success rates in discipline courses.

Discipline goals for 2013-14, are aligned with college goals

Goals from the Fall 2011 CIPR are: Regain sections that were cut due to budget considerations, Expand curriculum in areas relevant to building a stronger local economy (e.g. entrepreneurship and marketing) Make needed revisions to SLO’s as a result of our discussion and analysis. Improve the capstone course concept Seek external funding to become a “Center of Excellence” for Entrepreneurial Business

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 of spring 2013 all courses taught each semester have updated COR with revised SLO’s, methods of instructions and evaluation and GE Mapping.

B. Student Learning Outcomes Assessment Summary and Update

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

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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.

I. Course-level Student Learning Outcome (SLO) Assessment Report(s)

The Riverside Assessment Committee and the Office of Institutional Effectiveness developed a process to report and store Course-level SLO assessment information. Upon completion of a Course-level SLO assessment project please utilize one of the two methods listed below for reporting and/or summarizing your results.

a. Enter into a Survey Monkey report at www.surveymonkey.com/s/Student-Learning-Outcomes , orb. If faculty in your discipline/department have already entered assessment information into another format, it is not necessary to re-enter

the information, simply send your documentation to sloassessment@rcc.edu

II. Program-level Learning Outcome (PLO) Assessment Reports

The Riverside Assessment Committee and the Office of Institutional Effectiveness developed a process to report and store Program-level PLO assessment information. Upon completion of a Program-level PLO assessment project (Career Technical Education) please utilize one of the two methods listed below for reporting and/or summarizing your results.

a. Enter into a Survey Monkey report at www.surveymonkey.com/s/Program-Learning-Outcomes , orb. If faculty in your discipline/department have already entered assessment information into another format, it is not necessary to re-enter

the information, simply send your documentation to sloassessment@rcc.edu.

The spring semester of 2012 marked the second consecutive year in which we administered the PLO assessment in MKT 42, using that course as a “capstone”. The results were promising, not only did we double the participation rate of students submitting the assessment test, the scores increased. Ten of the 22 questions were categorized at the “mastery” level, meaning that 70% or more of the students got ten of the twenty-two questions correct. The percentage of correct responses for each question increased on 17 of the 22 questions.

The discipline continues to discuss the efficacy of using MKT 42 as a capstone course and we continue to look for better ways to assess PLOs, but at this time, we believe that this is still the best way to assess PLOs. We are pleased with the results and will continue to monitor PLOs this way.

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III. Course-level Assessment Summary Spreadsheet

Please summarize the current status for assessment of all the courses in your discipline using the Course Assessment Summary spreadsheet. Please indicate for each course on the Course Assessment Summary spreadsheet:

a. Assessment Status: Ongoingb. Most Recent Assessment (Year): 2012-2013c. Assessment Method for Most Recent Assessment: Post Testd. Next Planned Assessment (Year): We plan to review each semester, ongoinge. Faculty Lead (s): Don Ajene Wilcoxson

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Business Assessment Status, by course

CourseNumbe

rBusinessCourses

AssessmentStatus

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2012

-201

3

Mos

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10 Intro to Business 2 2 2 4 2011 Exam Question 2012 Wyckoff

18A Business Law 1 3 3 3 4 2011Exam,

Assignment Judon

18B Business Law 2 2 2 3 4 2011Exam,

Assignment 2012 Judon20 Business Mathematics 2 2 2 3 2011 Survey 2012 Pardee

22 Management Communication 2 2 2 3 2011Project

(workships) 2012 Ishihara30 Entrp and Small Bus Mngmt 1 2 2 3 2011 Post Test 2012 Wilcoxson40 International Bus Principles 2 2 2 3 2011 Term project 2012 Ishihara43 International Bus Marketing 2 2 2 3 2011 Term project 2012 Ishihara46 International Bus Imp/Exp 0 0 2 3 2011 Term project 2012 Ishihara

47 Applied Bus and Mgmt Ethics 2 2 3 4 x 2011Writing

Assignment 2013 Pardee48 International Management 2 2 2 3 2011 Term Project 2012 Ishihara51 Principles of E-Commerce NA NA NA NA x not offered 2013 Pardee53 Intro to Personal Finance NA NA NA NA not offered 2013 Wyckoff58 Marketing the Virtual Office 1 2 1 2 Post Test 2012 Wilcoxson70 Intro to Org Development NA NA NA NA x not offered 2013 Pardee71 Intro to Productivity Mngmt NA NA NA NA x Exam 2013 Pardee72 Intro to Quan Meth for Bus 2 2 NA NA x Exam 2013 Pardee

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Management Assessment Status, by course

CourseNumbe

rManagement

CoursesAssessment

Status

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3

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44 Principles of Management 2 4 4 4 20 11 Pre/Post Test 2012 Wyckoff46 Contemporary Qual Sys Mgmt 1 1 2 3 2010 Pre/Post Test 2012 Pardee

47 App Bus and Mgmt Ethics 1 1 3 3 x 2011Writing

assignment 2013 Pardee51 Elements of Supervision 1 3 4 4 2011 Pre/Post Test 2012 Wyckoff52 Employee Training and Dev 1 2 NA NA Pre/Post Test 2013 Pardee53 Human Relations 1 2 2 2 2011 Term Project 2012 Ishihara54 Employee Labor Relations 1 2 1 2 Post Test 2012 Wilcoxson56 Human Resources Mgmt 1 2 1 2 Exam questions 2012 Wyckoff57 Oral Communications 0 0 NA NA x not offered to be deleted60 Intro to Hospitality Mgmt 1 0 NA NA x not offered 2013 Pardee62 Restaurant and Hotel Mgmt 1 0 NA NA x not offered 2014 Pardee70 Intro to Organizational Dev 1 3 NA 3 not offered 2013 Pardee71 Intro to Productivity Mgmt 1 3 NA NA x Exam 2013 Pardee72 Intro to Quant Methods for Bus 2 1 1 2 Exam 2012 Pardee

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Marketing Assessment Status, by course

CourseNumbe

rMarketingCourses

AssessmentStatus

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20 Principles of Marketing 3 4 4 NA 2010Pre/Post Testing 2012 Wyckoff

30 Fashion Merchandising 1 0 NA NA x not offered 2014 Wilcoxson

40 Advertising 3 4 4 NA 2010Pre/Post Testing 2012 Wyckoff

41 Techniques of Selling 3 2 2 3 2011 Term Project 2012 Ishihara42 Retail Management 1 2 4 4 2011 Survey 2012 Pardee50 Marketing Research 0 0 NA NA x not offered 2013 Ishihara

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Paralegal Assessment Status, by course

CourseNumbe

rParalegalCourses

AssessmentStatus

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10 Intro to Paralegal Studies yes 2 NA 2012 Exam, Assignment 2012 Fall Judon14 Legal Ethics NA 2 not offered 2013 Judon64 Legal Res & Comp Apps 1 1 2012 Judon68 Civil Litigation & Procedures I 2 4 2011 Exam, Assignment 2012 Judon70 Law Office Pol, Proc & Ethics yes 2 2 2012 Exam, Assignment 2012 Judon71 Legal Terminology NA NA x not offered 2013 Judon72 Legal Analysis and Writing 1 2 2012 Exam, Writing 2014 Judon78 Civil Litigation & Procedures II yes 3 3 2012 Exam, Assignment 2013 Judon80 Internship Project NA NA x not offered 2013 Judon81 Bankruptcy Law and Proc 1 2 Exam, Assignment 2013 Judon83 Est Planning and Probate Proc 1 NA Exam, Assignment 2013 Judon85 Family Law and Procedures 1 NA x Exam, Assignment 2013 Judon

87 Trial Prac Prep & Procedures yes 3 NA 2011Assignment. Trial

Ntbk 2012 -*+

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Real Estate Assessment Status, by course

CourseNumbe

rReal Estate

CoursesAssessment

Status

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2011

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2010

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80 Real Estate Principles NA NA x81 Real Estate Practices NA NA x82 Legal Aspects of Real Estate NA NA x83 Real Estate Finance NA NA x84 Real Estate Appraisal NA NA x85 Real Esate Economics NA NA x86 Escrow Procedures I NA NA x

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Please contact Jim Elton at jim.elton@rcc.edu or (951) 222-8264 for your spreadsheet so that you may simply cut and paste here.

IV. Please answer the following Course-level SLO questions:

a. Please describe your discipline’s dialogue on assessment results. We explore data and determine its validity and determine actions

appropriate for improvement. Where would one find evidence of this dialogue? In our monthly discipline minutes

b. Please summarize what your discipline learned from your assessments. How does your discipline plan to use the results to improve

student learning? At the beginning of each semester we discuss the assessment results to determine better areas of student focus as

related to Student Learning Outcome. This can result in rewriting curriculum, adjusting for material presented in class or how we

present the material.

V. Please answer the following Program-level PLO questions:

a. Please explain what steps your program has taken to map and align your PLOs with your course SLOs (Curriculum Mapping

Exercise).

This has been completed.

b. How have you shared and discussed assessment results (e.g., through Community Advisory Committee discussions, discussions with

employers, interviews of graduates, program faculty meetings)? Only the full time faculty have discussed this with a limited number

of part time faculty who are involved in capstone course (Marketing 42). Examined the results from what students learned and they

determined, based on assessment results, if they were ready for the next level course (Pal 68 to Pal 78)

c. What are your plans for further Program-level PLO assessments in the upcoming academic year? Continue to use Marketing 42 as our

capstone course until another alternative is suggested and agreed upon. Pal 78, our capstone course, will continue to be utilized to

assess the paralegal PLO’s.

If you have any questions regarding Assessment please contact Susan Mills at (951) 328-3738, susan.mills@rcc.edu, Jim Elton at (951) 222-8264, jim.elton@rcc.edu, or your Riverside Assessment Committee discipline representative

21

Instructional Unit Plan Update

C. Human Resource Status

Complete the Faculty and Staff Employment Grid below based on the 2012-2013 academic year. Please list full and part-time faculty numbers in separate rows, and classified full and part-time staff separately.

2012-2013Faculty Employed in the Unit

Teaching Assignment (e.g. Math, English) Full-time faculty(give number)

Part-time faculty(give number)

BAN, BUS, MAG, MKT, PAL & RLEThis reflects a 12% reduction in offerings on top of the 12% reduction in the previous year and a 17% reduction for the year previous to that, for a 32% overall reduction from Fall 2008.

0, 4, 0, 0, 0, 0 0, 4, 1, 0, 2, 0

2012-2013Classified Staff Employed in the Unit

Classified Employee Title (e.g. IDS, Lab Assistant) Full-time staff (give number)

Part-time staff(give number)

IDS (shared with PE, CIS, CS, CAT, RLE, PAL and all CTE programs) IDS only works in our area 2 days per week (40%)

.4 0

22

Complete the Faculty and Staff Employment Grid below based on any anticipated changes for the 2013-2014 academic year (i.e. retirements, one-year temps). If information is exactly the same, move on to the next page.

2013-2014Faculty Employed in the Unit

Teaching Assignment (e.g. Math, English) Full-time faculty(give number)

Part-time faculty(give number)

No anticipated change, but we do need to replace the Accounting faculty lost to retirement, the Paralegal faculty lost 12 years ago and the Real Estate position that has not had full time faculty in over 15 years

3.00

2013-2014Classified Staff Employed in the Unit

Classified Employee Title (e.g. IDS, Lab Assistant) Full-time staff (give number)

Part-time staff(give number)

We need to recover the lost full time IDS position back to 1.0

1.00

23

Unit Name: _________________________________________1. Staff Needs

Rank

List Faculty or Staff Positions Needed for Academic Year.Please list in order (rank) of importance. Please justify and explain each faculty or staff request based

on rubric criteria. (See APC Ranking Rubric for faculty positions.)

Indicate (N) = New or (R) = Replacement

Annual TCP*

Examples

Tenure-Track InstructorRationale: For fall 2011, the full-time contract load was 12.63 FTEF, the full-time overload was 3.70 FTEF, and the part-time load was 13.07 FTEF. All combined, the department’s FTEF was 29.40, down 5.19 FTEF from fall 2010. The part-time load (including full-time overload) was 16.77 FTEF, making up 57.04% of the FTEF. Only 43% of our department’s courses were taught by full-time faculty as part of their contract load. During spring 2012, the department had approximately 3.0 FTEF of reassigned time. The department’s WSCH/FTEF for fall 2010 was 725.59 (up from 716.59 in fall 2010), well above 525. The department expects the student demand for all courses to increase. The increasing demand for faculty to participate in grant activities, college-wide initiatives, and special programs also provides justification for the need for more full-time faculty. Enrollment for a typical class is set at 45 students. An instructor in our department teaching 4 classes during both the fall and spring semesters will serve 360 students as part of their contract load.

Clerk TypistRationale: The department had a full-time clerk typist in the past, but she was transferred to another division. Our IDS works with 2 departments - one with 30 full-time and 65 part-time faculty and one with 13 full-time and 11 part-time faculty. The volume of work produced is enormous. This request fulfills the rubric criteria of “supporting faculty in their teaching”----We are the largest department and generate enough work to support an additional person to help with the department workload.

N

R

$50,948-$78,497

Col. C, Step 1- Col. H. Step 6

Range 13$2675-3600

1.

Full-time Instructional Department Specialist (IDS)Rationale: This program area, along with Accounting, Banking, CAT, CIS, CS, Entrepreneurship, Paralegal, Operations Management, International Business, Insurance, Retail Management, & Real Estate need more support than 0.4 allotment IDS we currently have. This full time position was lost due to early retirement in 2011.

The department had a full-time IDS until her retirement in December 2011 and she was not replaced. Our department office is currently staffed with an IDS 2 days a week (40% of full-time, even though we are paying for 50%). We have no other clerical support and require restoration of full-time IDS support. The department has 11 disciplines and multiple, multi-disciplinary programs. The total student enrollment for Business and Information Systems in 2011-2012 was 11,353 and total FTEF was 69.57. The department maintains a 1.0 Department Chair reassign time. The majority of the Teaching Assignments in the department are multi-disciplinary. Multiple full and part-time faculty members teach in more than one FSA to support multiple programs in multiple modes of delivery and accounting methods as well as courses with TBA and scheduled lab instruction. Course and room scheduling requires IDS expertise as many of the Business Education Building (BE) rooms contain outdated computers. Course scheduling must be coordinated between IDS and department chairs to support instructional needs based on computer and lecture specifications. The removal of our IDS from the office 3 days per week left a high volume student traffic area (11,353 enrollments), and large number of faculty (FTEF 69.57) without support from a centralized one-stop information location in the BE building. Since the department lacks other clerical support and the IDS job description duties include being, “a primary liaison among students, faculty, staff, department chairs, deans, District departments and the public-at-large by providing information with regards to district and departmental operations, policies, procedures and regulations, involving personal expertise, judgment and interpretation”, the department requests the reduction in department IDS support be reexamined. The review must include a review of the Human Resources planning (Accreditation Standard IIIA6). We request the review also consider specific department program needs and department chair workload related to IDS collaboration, as well as the complexity and nature of the faculty teaching assignments. This request fills the rubric criteria of “supporting faculty in their teaching” and “supporting students their goals” as is no one staffing the department office to assist faculty or students 60% of the time. Safety and compliance may also be of issue. There is full-time staffing in the department office. Therefore we have no building captain in the event of an emergency. This request is the department’s primary, critical Classified Staffing need.

R Range K

Salary 62,142

F/c  13,371

H&W17,118

Total92,631

2. Tenure Track Paralegal instructor R $54,327-$83,703

Rationale: This position has been empty since around 2001, and has never been replaced. As of today, there is no faculty in the department designated as a “paralegal” faculty. The faculty member “designated” as a contact point for the paralegal program is a “Business” instructor by title. The growing demands and trends in paralegal education are fostered by at least one full-time faculty member dedicated to foster, support and promote the paralegal program. Acquiring a full-time faculty member could help facilitate these needs. The growing trends of paralegal education, including the development and acquisition of approval of our paralegal program through the American Bar Association, require adequate faculty, support, resources and administrative support.

Col. C, Step 1- Col. H. Step 6

Tenure Track Accounting instructor,

Rationale: This position has beenDean, School of Business

Rationale: During fall of 2005 we shared a Dean with Economic Development, but that position was moved to a “District” position and not replaced for RCC. In order to acquire ACBSP accreditation, we must have dedicated administrative leadership and management to “roll up their sleeves” and work to acquire the Professional Business School accreditation from ACBSP. With that accreditation, our students will have better options for transferring to more schools and we will attract better prepared students into our courses.

R $116,000 +

NEW OR REPLACEMENT STAFF (Faculty or Classified)1

1* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. For costs associated to faculty or staff positions, please contact Business Services at (951) 222-8400. New positions (not replacement positions) also require space and equipment. 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. Please complete this form for “New” or “Replacement” Classified Staff. All replacement staff must be filled per Article I, Section C of the California School Employees Association (CSEA) contract.

Unit Name: _________________________________________

2. Equipment (excluding technology) Needs Not Covered by Current Budget2

RankList Equipment or Equipment Repair Needed for Academic Year.

Please list in order (rank) of importance. Please justify and explain each equipment request based on rubric criteria.

*Indicate whether Equipment is for (I) = Instructional or (N) =

Non-Instructional purposes

Annual TCO**

Cost per item Number Requested

Total Cost of Request

EX

Document Camera for Quad ClassroomRationale: RCC Academic Master Plan: Values – learning environment-- “to provide and maintain state-of-the-art equipment;” 2) Campus Goals – “essential to delivery of instruction—increase successful course completion with supplemental/alternative instruction; persistence; improving student learning outcomes.” Currently, only about one half of the Quad classrooms are equipped with document cameras. All classrooms should contain the same type and quality of equipment to ensure equity in instruction and learning. Document cameras should be replacing the old overhead projectors.

I $2500 w/installation

1 $2500

1.

32 laptop computers for the laptop cart in BE 206 Dell Inspiron i17RM-2419sLV Notebook I17RM-

Rationale:The 32 exiting laptop computers in BE 206 are 9 years old and cannot operate current Microsoft software, they will not support current technology and no longer are useable for classroom instruction. This request is considered by the unit and the entire Business Discipline at Riverside to be an Emergency Request since these computers were used extensively on a regular basis but cannot be used at all any longer.

I $700.00 + tax and shipping

32 $25,900 including

tax & shipping

2. Color printer HP Color LaserJet Professional CP5225dn Printer I $1,700.00 1 $1,875 2 * Instructional Equipment is defined as equipment purchased for instructional activities involving presentation and/or hands-on experience to enhance student learning and skills development (i.e. desk for student or faculty use).Non-Instructional Equipment is defined as tangible district property of a more or less permanent nature that cannot be easily lost, stolen or destroyed; but which replaces, modernizes, or expands an existing instructional program. Furniture and computer software, which is an integral and necessary component for the use of other specific instructional equipment, may be included (i.e. desk for office staff).2 * See Appendix for guidelines distinguishing between equipment and supplies ** TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Instructional Media Center at (951) 222-8513 for a list of approved vendors and to request quotes. If equipment needs are linked to a position please indicate.

Rationale: The color printer shared by the entire department is about 9 years old and frequently breaks down or fails to print correctly. This printer is used daily by 13 full-time faculty and 40 plus part-time faculty.

including tax and shipping

3.

Rationale:

Unit Name: _________________________________________

3. Technology (Computers and equipment attached to them)++ Needs Not Covered by Current Budget: 3 NOTE: Technology: excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc)

Annual TCO*

Rank

List Technology Requested for Academic Year. Please list in order (rank) of importance. Please justify and explain each technology request based on rubric criteria.

New (N) or

Replacement (R)?

Program: New (N) or Continuing

(C)?

Location (i.e

Office, Classroom, etc.)

Is there existing

Infrastructure?

How many users

served?

Has it been repaired

frequently?Cost per

item

Number Requeste

dTotal Cost of Request

EX

 Two Network printers for departmentRationale: There are more than 20 full-time faculty utilizing this printer to develop instructional materials. Current printer >10 years old and high volume usage causes frequent breakdowns. Functioning equipment is critical to meeting the needs of our students, department goals and course SLOs.

R=1N=1 C Work-

room Yes >20 Y $1100 2 $2200

1. 32 laptop computers for the laptop cart in BE 206 Dell Inspiron i17RM-2419sLV Notebook I17RM-

Rationale:The 32 exiting laptop computers in BE 206 are 9 years old and cannot operate current Microsoft software, they will not support current technology and no longer are useable for classroom instruction. This request is considered by the unit and the

R C C Yes 2,000 + No longer repairable

$700.00 32 $25,900

3 TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Microcomputer Support at (951) 222-8397 for a list of approved vendors and to request quotes. If equipment needs are linked to a position please indicate.

++Technology is a computer, equipment that attaches to a computer, or equipment that is driven by a computer.

entire Business Discipline at Riverside to be an Emergency Request since these computers were used extensively on a regular basis but cannot be used at all any longer.

2.

Color printer HP Color LaserJet Professional CP5225dn Printer

Rationale: The color printer shared by the entire department is about 9 years old and frequently breaks down or fails to print correctly. This printer is used daily by 13 full-time faculty and 40 plus part-time faculty.

 R  C

 Department office  Yes  60+

2-3 times per year

$1,700.00

1 $1,875.00

3.Rationale:

4.Rationale:

Unit Name: _________________________________________

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

RANK

List Facilities Requests for Academic Year. Please list in order (rank) of importance. Please justify and explain each facility request based on rubric criteria. Requests should be for remodels, renovations or added

new facilities and not basic repair and maintenance.

Annual TCO*

Total Cost of Request

EX

Roof ReplacementRationale: The department building roof is in need of replacement. Currently, it leaks directly down the building and into our classrooms and office space. There have been three attempts to repair the roof. Previous leaks have caused damages to computer equipment and work space. The constant need to relocate staff and/or classrooms due to leaks has had a direct impact on the teaching and learning environment.

$2500

1.

Remodel of Physical Science / Life Science Building to Business CIS building (School of Business)

Rationale: On the Master Plan, Business Department is to be relocated in the remodeled Physical Science/Life Science buildings. We would like to ensure that the project will follow the Master Plan schedule for us to relocate to both floors of both buildings and be developed as a “School of Business”.

Not Available

2.

Entrepreneurship Center of Excellence feasibility study Rationale: We have over the past four years developed curriculum (including a state approved certificate and AS degree), workshops and an online presence for Entrepreneurial support for the community. We have strategic planning committee support (from 2009) to develop a center of excellence in Entrepreneurship. We need dedicated space for this and request 1500 square feet for this purpose to begin offering services to the over 22,000 small business in our district. We can take advantage of federal and state grants if we have the physical location.Rationale:

$13,750

3. Rationale:

4TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Facilities at (951) 222-8470 to obtain an accurate cost estimate and to learn if the facilities you need are already in the planning stages. For basic repair and maintenance, please submit a facilities work order.

4.Rationale:

5.Rationale:

Unit Name: _________________________________________

5. Professional or Organizational Development Needs Not Covered by Current Budget*5

RANK

List Professional Development Needs for Academic Year. Please list in order (rank) of importance. Please justify and explain each professional development request based on rubric criteria. Professional or Organizational development needs may include workshops,

guest speakers, training on equipment and/or software, attending conference, training needed to comply with state and/or federal regulations, and ongoing training in the field.

Annual TCO*

Cost per item

Number Requested

Total Cost of Request

EX

Funding for Associate Faculty to Participate in Workshop for SLO AssessmentRationale: Associate faculty members teach a large number of courses in our department, utilize department common assessments, and per ACCJC standards must be included in the dialogue for the improvement of assessment. Since associate faculty are not required or compensated for this work, the department would like to compensate them through a stipend. These workshops are critical for the completion of the assessment cycle and for faculty to use the results in helping students achieve their goals.

$100 36 $3600

1.

Instructor certification training for two faculty to become qualified by the Kauffman foundation to be “Ice House” Entrepreneurship instructors/facilitators, and use their recognized instructional materials.Rationale: The Kauffman foundation is recognized throughout the world for it’s “Ice House” entrepreneurship program. We could become the first Community College in California to offer this program, but instructors must be certified to use their materials. Our newly approved certificate and Degree in Entrepreneurship could be augmented by this curriculum and allow us to expand the offerings to our community. The knowledge gained through this certification program would be directly transferable into every Business, Management, and Marketing course offered at RCC.

$1,200.00 2 $2,400.00

2.

National Business Incubator Fall Training conference for one faculty memberRationale: The NBIA is the world leader in Business incubation practices. The annual conference and training institute provides access to funding sources specifically for entrepreneurship programs.

$3,500.00 1 $3,500.00

3. Attendance at the ACBSP annual conference for two faculty to learn the requirements for preliminary application status as an accredited professional business school. Rationale: Accreditation as a professional business school enables RCC graduates access to

$3,000.00 2 $6,000.00

5TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Human Resources and/or the Faculty Development Coordinator to see if your request can be met with their current budget.

transfer to any other accredited business school with minimal loss in units and courses. ACBSP is one of only two accrediting bodies for business schools, and the only one offering accreditation for Community Colleges. The process of meeting the accreditation standards requires familiarization with the standards and understanding of the accreditation process. Before we can apply for accreditation review, we must meet preliminary requirements. Attendance at the annual conference and training will enable us to better understand the process and assist us in developing a plan to acquire ACBSP accreditation.

4.

Attendance at the Regional American Association for Paralegal Education Conference for two facultyRationale: The American Bar Association has been involved in promoting the paralegal career since 1968 and has been approving paralegal education programs since 1975. The approval process is voluntary since it is not required by any governmental agency. To be approved, a program must be offered by an institution that is accredited by an accrediting agency on an approved list and must meet standards relating to administration, resources, curriculum and academic policies, faculty and program direction, admissions standards and practices, student services including placement and counseling, library, and facilities. Programs seeking approval must submit a detailed self-evaluation report with supporting documents and are visited by an evaluation team. Approval is granted for a period of seven years. Attendance will assist in our goal of becoming accredited.

$300.00 2 $600.00

5.Rationale:

6.Rationale:

Unit Name: _________________________________________

6. Student Support Services

RANK

List Student Support Services Needs for the Academic Year.Please justify and explain each request based on rubric criteria. These are services needed by your unit over and above what is currently provided by student services at the college. Examples of needs that fall under student

support services are provided6.

Annual TCO*

EX

Our unit needs either a permanent part-time or reassigned Outreach staff member to assist our discipline with providing course, program and college information to the local community, either through partner high schools, community based organizations and/or non-credit sites.Rationale: Based on enrollment data, the lower level courses in our discipline are typically cancelled due to low enrollment. However, based on our conversations with our community and as evidenced by the demographics, there is a demand and need. Potential students need information on how to enroll, take placement exams, and understanding the sequence of courses and pathways to potential careers. They need this information prior to coming to RCC to increase their likelihood of success.

$0 if Reassigned Time

$25,000 for Permanent part-time w/benefits

1. Rationale:

2. Rationale:

3. Rationale:

4. Rationale:

6 *Student Support Services include for example: tutoring, counseling, international students, EOPS, job placement, admissions and records, student assessment (placement), health services, student activities, college safety and police, food services, student financial aid, and matriculation. Please contact Student Services at (951) 222-8837 to obtain an accurate cost estimate and to learn if these services are available or in the planning stages.

Unit Name: _________________________________________

7. Library Needs Not Covered by Current Library Holdings7

RANKList Library Needs for Academic Year. Please justify and explain each request based on rubric criteria.

These library resources are unit needs that are over and above what is currently provided by the library.Please list in order (rank) or importance.

Annual TCO

EX

The discipline needs for the library databases to be re-established for Access Science, American National Biography, Columbia Grangers World of Poetry, Criminal Justice & Periodicals Index, CQ Weekly, Oxford English Dictionary, ProQuest National Newspaper Core, World News Digest, American Film Scripts Online, ARTstor, Biography Resource Center, Dictionary of Literary Biography, Humanities International Complete, Oxford Art Online, Oxford Music Online, World Book Complete Suite.Rationale: The library and its databases are vital components of the courses within our discipline. For students to fully achieve student learning outcomes within their courses, this integral component of students’ access must be returned to its original capacity. Faculty rely on these critical resources as part of their instruction.

1. Rationale:

2. Rationale:

3. Rationale:

4. Rationale:

5. Rationale:

7 TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Library Services at (951) 222-8657 for an estimate on databases and/or library resources.

Unit Name: _______________________________________

8. Learning Support Center Services

RANK

List Learning Support Center Services Needs for Academic Year. Please justify and explain each request based on rubric criteria.8 If your unit is responsible for running a

learning support center such as the Writing and Reading Center, the Math Learning Center, Computer lab or similar learning support center please address those needs here. These do not

include laboratory components that are required of a course.

Total Cost of Requests

Cost per item

Number Requested Total Cost

Ongoing (O) or

one-time (OT) cost

EX

Institutionalize the Supplemental Instruction (SI) Program to provide SI leaders for our discipline.Rationale: Students in our discipline have benefited greatly from the SI’s. In the 2007-2008 academic year, students who participated in SI had a 62.1% success rate in comparison to 24.7% who did not participate in SI, a difference of 37.4% between the two groups. Students need the assistance of SI’s to succeed with course student learning outcomes. Faculty with SI’s have continuously expressed the benefit of receiving professional development for SI instructional strategies and the in-class and out-of-class support SI provides to their instruction.

$2400 per

semester per SI

10 SI’sx 2

semesters= 20

$48,000 O

1. Rationale:

2. Rationale:

3. Rationale:

4. Rationale:

8 TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Lab Coordinators for a specific lab question or Academic Support Department at (951) 222-8434 to see if your request can be met within the current budget and to get an estimated cost if new funding is needed.

Unit Name: _________________________________________ 9. OTHER NEEDS not covered by current budget

RANK

List Other Needs that do not fit elsewhere.9 Please justify and explain each request based on rubric criteria. Not all needs will have a cost, but may require a reallocation of current staff time. Place items on list in order

(rank) or importance.

Annual TCO*

Cost per item Number Requested

Total Cost of Request

Ongoing (O) or one-time (OT) cost

EX

Our unit needs money for tournament awards in the form of scholarships to increase participation.Rationale: The tournament provides students with an enhanced learning opportunity. This opportunity will increase overall attainment of student learning outcomes (SLOs), increase access and overall persistence. Faculty use the competition an extension of in class learning and to promote their programs.

$1005

scholarships per year

$500 O

1.

Software license renewal fee for Minitab software used in BUS 71 & 72

Rationale: This software is used by industry for quantitative decision making and business statistics. It is used weekly by the department and three courses.

$ 1,750.00 1 site license per

year renewal for 25 stations

$1,750.00 O

2.

Membership in NBIA (National Business Incubator Association)

Rationale: This organization helped us strengthen our entrepreneurship course and certificate pattern as well as enhance instructional materials in all business courses. It also enabled us to be competitive for three grants in entrepreneurship, it is needed to expand our effectiveness in the area of entrepreneurship.

$ 575.00 1 $ 575.00 O

3.

ACBSP annual membership

Rationale: Membership in the organization that accredits professional business schools is required in order to obtain accreditation status as a “Professional Business School” as well as provides guidelines for “best in class” business programs. We are seeking ACBSP accreditation, similar to the accreditation of the Nursing program by NLN.

$ 1,350.00 1 $1,350.00 O

4.

Membership in AAfPE(American Association for Paralegal Education)Rationale:  AAfPE is the nation’s largest and continuously operating organization dedicated to promoting quality paralegal education. The organization develops educational standards and encourages professional growth, in order to assist educators to prepare paralegal graduates to perform a significant role in the delivery of legal services. AAfPE provides a forum for professional improvement for paralegal educators. It provides technical assistance and consultation services to institutions and educators. Further, it disseminates information on current trends in the paralegal profession to institutions, and very importantly, it cooperates with the American Bar Association and other institutions and professional associations in developing an approval process for paralegal education programs; ABA approval is a goal of our paralegal program.

$450 1 $450 O

5. Rationale:

9 TCO = “Total Cost of Ownership” is the average cost for one year.

Unit Name: _________________________________________

10. MID-RANGE FINANCIAL PLAN The Resources Council and Institutional Effectiveness Council have asked for information that will make it easier for us to complete and update our Mid-Range Financial Plan.  This information will help us to plan and to meet ACCJC requirements. 

YEAR

ITEM NAMEIs the item referenced in another planning document?

If so, where?If no, where do you plan on putting this item?

(i.e. Facilities Master Plan, Comprehensive InstructionalProgram Review)

Staf

f

Equi

pmen

t

Tech

nolo

gy

Faci

litie

s

Prof

Dev

elop

men

t

Stud

ent S

uppo

rt

Libr

ary

Lear

ning

Sup

port

Oth

er

Ex2015

The department requires an updated facility with state of the art equipment to meet industry standards and train students on the most current equipment. This information is included in the CIPR from 2011.

X X

Appendix Instructional Unit Plan Update

Rubrics - Riverside City College

Appendix Table of Contents

Ranking Criterion for Faculty Position......................................i-iii

Resource Request Common Rubric..............................................iv

Guidelines for Distinguishing between Equipment and Supplies. v

These criteria and rubric apply to requests for faculty in Table 1.

Ranking Criterion for Faculty PositionsRationale Form for Faculty Positions based on Data Supplied in Annual Program Review

1. Discipline Needs based on Ratio of Full-Time to Part-Time Faculty for the Discipline (35 points Total)

a. Ratio of Full-Time to Part-Time Faculty based on # Sections taught by F/T:P/T(15 Points. Points will be earned on a reverse sliding scale.)

b. Part Time FTEF (i. + ii. = __________) i. Hourly FTEF _________ + Overload FTEF ______ = P/T FTEFii. FTEF due to reassigned time, load bank or other leaves = ________

(10 Points. Discipline data will be ranked and points awarded based on ranking.)

c. Students served based on Enrollment Load with qualifier(s)Qualifiers may include, but are not limited to, lecture/lab courses, lab components, and/or linked courses.Enrollment Load (students served) by the Discipline = __________(10 Points. Points will be awarded based on the strength of the argument. See Rubric.)

2. Other Discipline Need (20 points Total)

a. WSCH/FTEF w/ qualifierQualifiers may include, but are not limited to, external regulating agency requirements or standards (State/National), Accreditation requirements/regulatory requirements (not recommendations), Health & Safety (OHSA, HazMat, Violations, Injury Issues), space limitationsand institutional demands for specialty course offerings.(10 Points. Points will be awarded based on the strength of the argument. See Rubric.)

b. Trends (anticipated retirements; discipline specific trends; expertise; technology shifts/influences, recruitment efforts/issues)(10 Points. Points will be awarded based on the strength of the argument. See Rubric.)

3. Program (Discipline) Growth Trends with qualifier (5 points Total)a. Enrollments/WSCH/FTES over the last three years (5 Points. Discipline data (% of growth) will be ranked and points awarded

based on ranking.)

4. How a faculty hire supports the Discipline, Department, & College Goals as stated in the Educational Master Plan. (5 Points Total)(5 Points. Points will be awarded based on the strength of the argument. See Rubric.)

5. Additional Factors (Job Market & Outlook Data/ Transferability & Matriculation/ (5 Points Total)Improved Quality of Student Experience {i.e., Puente, Honors, Summer Conservatory, Forensics}/ Other)(5 Points. Points will be awarded based on the strength of the argument. See Rubric.)

Improved quality experiences of having a designated full-time faculty member would be instrumental by implementation of the Coalition of Access to Fairness and Justice (COAF) initiative here at RCC. This “pipeline” to law school program is for students who begin their education at community colleges. The Mock Trial program here at RCC is another improved quality of experience whereby a full-time faculty member could help foster the program with other faculty to increase the number of student participants as well as the number of competitions the students could participate in. RCC Students 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.

1c. Students served based on enrollment load with qualifier(s) 9-10 Points 7-8 Points 5-6 Points 3-4 Points 1-2 Points 0 PointsCompelling Argument

Strong Argument Average Argument Weak/AverageArgument

Weak Argument No Argument Made

2a. WSCS/FTEF with qualifier(s) 13-15 Points 10-12 Points 7-9 Points 4-6 Points 1-3 Points 0 PointsCompelling Argument

Strong Argument Average Argument Weak/AverageArgument

Weak Argument No Argument Made

2b. Trends 13-15 Points 10-12 Points 7-9 Points 4-6 Points 1-3 Points 0 PointsCompelling Argument

Strong Argument Average Argument Weak/AverageArgument

Weak Argument No Argument Made

4. Faculty hire supports District/College/Discipline & Department Goals in Education Master Plan 9-10 Points 7-8 Points 5-6 Points 3-4 Points 1-2 Points 0 PointsCompelling Argument

Strong Argument Average Argument Weak/AverageArgument

Weak Argument No Argument Made

5. Additional Factors 9-10 Points 7-8 Points 5-6 Points 3-4 Points 1-2 Points 0 PointsCompelling Argument

Strong Argument Average Argument Weak/AverageArgument

Weak Argument No Argument Made

Resource Request Common RubricThese criteria and rubric apply to requests in Tables 2-9

Criteria Description for this category will: PointsSupporting students in their goals

Illustrate how the request is expected to lead to student course completion and success, term to term persistence, [progress in basic skills attainment,] awards, certificates, or transfer. Narrative may also show how the request aligns with college goals, mission statement, vision, and strategic initiatives.

/30

Supporting faculty in their teaching

Explain how the request is a necessary and integral part of supporting faculty members' pursuit of the program, department, or discipline goals and is essential to or useful in delivery of instruction. Additionally, narrative may explain the degree to which the request supports the unit's comprehensive program review.

/25

Supporting faculty in professional development

Demonstrate how the request fulfills professional development needs and may include workshops, guest speakers, training on equipment and/or software, attending conferences, training needed to comply with state and/or federal regulations and ongoing training in the field.

/10

Improvement need resulting from assessment

Explain how the request comes from objective (SLO / PLO) assessment results that show that this request will result in improvement in unit. The request should illustrate what the specific intended improvements are and how they relate to overall mission, goals, or function of the unit (and/or college goals or mission.)

/15

Obsolescence Show obsolescence of equipment being replaced as primary cause for need. This request relates to the replacement or updating of existing instructional technology and learning resources and should provide details (such as length, frequency, and type of use) to help illustrate obsolescence.

/10

Safety and Compliance Show how need meets American Disability Act (ADA), Occupational Safety & Health Administration (OSHA), Federal, State, or Local regulations or laws, and/or how it addresses hazards or issues that cause unfit conditions requiring mitigation from potential danger.

/10

30 Point Scale: 30 = Superior 23 = Above Average 15 = Average 8 = Below Average 0 = No Effort/Non Applicable25 Point Scale: 25 = Superior 19 = Above Average 13 = Average 6 = Below Average 0 = No Effort/Non Applicable15 Point Scale: 15 = Superior 11 = Above Average 8 = Average 4 = Below Average 0 = No Effort/Non Applicable10 Point Scale: 10 = Superior 8 = Above Average 5 = Average 3 = Below Average 0 = No Effort/Non Applicable

NOTE: The above weighting scale point values will be used for ranking criteria. For example, a 30 point scale will not be given a 26 point value.

Guidelines for Distinguishing Between Supplies and Equipment

Whether an item should be classified as equipment or as supplies is determined on the basis of the length of time the item is serviceable and on its contribution to the value of the college. For example, supplies are constantly being consumed and replaced without increasing the value of the physical properties of the district. Equipment has relatively permanent value, and its purchase increases the value of the physical assets of the district.

Supplies are items of expendable nature that are consumed or worn out, deteriorate in use, or are easily broken, damaged or lost. Examples include glassware, reagents, paper, and pencils, cleaning materials, nails, scissors, test tubes and keys. Items that have a relatively short service life (less than one year) and that, therefore, must be replaced frequently are charged as supplies.

Equipment on the other hand are items that usually last more than two years and cost at least $ 200 and where repairs are more economical than replacement. Repair parts and accessories to equipment are however classified as supplies regardless of cost.