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Computer Applications/Business Technology

Instructional Planning Report: Spring 2019

Background and Analysis ............................................................................................................................................ 2

Program Description............................................................................................................................................... 2

Relationships .............................................................................................................................................................. 3

College Relationships ............................................................................................................................................. 3

External Relationships ............................................................................................................................................ 4

Labor Market Information and Analysis ..................................................................................................................... 5

Job opportunities ................................................................................................................................................... 5

U.S. Labor Statistics ................................................................................................................................................ 5

Local Demand and Supply ...................................................................................................................................... 5

Program Overview and Analysis ................................................................................................................................. 6

Cost ......................................................................................................................................................................... 6

Student Learning Outcomes ................................................................................................................................... 7

Student Success ...................................................................................................................................................... 8

Results of Student Surveys ................................................................................................................................... 10

Conclusions ........................................................................................................................................................... 11

Curriculum Review .................................................................................................................................................... 11

Certificates and Degrees ...................................................................................................................................... 12

Course Updates .................................................................................................................................................... 12

Conclusion ............................................................................................................................................................ 13

Goals and Recommendations ................................................................................................................................... 13

Progress on Previous Goals and Recommendations ............................................................................................ 13

New Directions ..................................................................................................................................................... 14

Relevance to Other College Plans ........................................................................................................................ 14

Program Planning Goals and Recommendations ................................................................................................. 15

Appendices ............................................................................................................................................................... 17

Appendix A: CABT Occupational Program Assessment Plan (SLOs) ..................................................................... 17

Appendix B: SLO Assessments, Embedded Assessments ..................................................................................... 22

Appendix C: Requisite Review .............................................................................................................................. 62

Appendix D: PRO Data—CABT Program ............................................................................................................... 62

Appendix E: CABT Cabrillo College Catalog Pages ................................................................................................ 63

Appendix F: CABT Student Surveys ...................................................................................................................... 70

Appendix G: CABT Course Changes ...................................................................................................................... 82

Appendix H: CABT-Related Occupations .............................................................................................................. 83

Appendix I: Pending SLO Assessments ................................................................................................................. 84

Appendix J: Overlapping (“Stackable”) Program SLOs ......................................................................................... 85

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COMPUTER APPLICATIONS/BUSINESS TECHNOLOGY

INSTRUCTIONAL PLANNING REPORT Spring 2019

Background and Analysis

Program Description The Computer Applications/Business Technology (CABT) department offers an Associate of Science (AS) degree, as well as certificates of proficiency and skills certificates in order to prepare students to thrive in the modern office environment. Proficiency in computer applications and business technology is required for a large number of occupations in Santa Cruz County, especially, but not exclusively, those in office administrative areas. Productivity-centered computer skills are required for college success as well, especially among transfer students in fields such as business or accounting. Digital literacy is also essential to academic workplace success. The goal of the Computer Applications/Business Technology department is to prepare students to use business computer technologies, carry out modern office procedures, and demonstrate professional customer service and business/technical writing skills for workplace productivity in any field that they choose. CABT students, whether they are taking non-credit or credit courses, develop (or upgrade) skills for a wide variety of occupations in virtually every industry, and after completing courses, certificates, or the degree, find employment in large businesses, small businesses, government, healthcare, and education.

The CABT department has one full-time and ten part-time instructors. There are 35 active CABT courses, and the department serves approximately 2,300 student enrollments per yeari, in addition to drop-in support provided in the Aptos and Watsonville Computer Technology Centers (CTCs). In recent years, the CABT department has taken over the scheduling of staffing the Watsonville CTC with qualified faculty.

The CABT department offers programs which meet the Cabrillo College mission of educating students in Career Technical Education (CTE), transfer, and basic skills courses and programs. The course curriculum supports the development of technological literacy, critical thinking and problem-solving skills, customer service and human relations skills, group work skills, and both oral and written communication skills. Soft skills and personal success skills, such as adaptability to change, are infused throughout the curriculum. In addition, the success of under-represented minority (URM) students is a particular focus of the departmentii. Enhanced non-credit course sequences are a newer area of interest and development for the department.

Changes Due to the changing nature of the field, course and certificate curriculum have been substantially revised to remain current. New certificates include the Social Media skills certificate, and the non-credit Beginning Technology Skills Certificate of Competency. In addition, the Business Information Worker (BIW) program was developed to coordinate with a state-wide initiative to create certificates which offer the skills employers desire most. The BIW I certificate program was successfully piloted as a cohort embedded in regularly-offered CABT classes. The BIW II and Customer Relationship Management certificates are under development, and are expected to be offered in Spring 2019. An increasing number of courses are being offered online or as open-entry, as students express a preference for the always-on, anytime learning that online education offers.

The department has long recognized that the cost of textbooks is prohibitive for many students who would otherwise experience success in a CABT course. Using Strong Workforce funds, the CABT department has begun a book-lending program for students in courses with the most expensive textbooks, especially Microsoft Excel and Records Information Management, and all books required for the BIW I and II certificates. Some courses, such as CABT 101 Computer Proficiency, have eliminated the textbook

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requirement and use instructor-created materials, while books can be borrowed for five other courses for use in the CTCs in Aptos and Watsonville.

Goals for the department include the following: maintaining currency in the field, assuring sufficient faculty to staff courses and labs in Watsonville and Aptos; developing pathway classes to lead students from local job training organizations and schools to Cabrillo; expanding the BIW certificate program, and continuing to develop a BIW learning community with the assistance of the Learning Communities Center and the AEBG/GOAL Coordinator.

Relationships

College Relationships The Computer Applications/Business Technology department’s faculty have embraced opportunities to work with other departments to offer keyboarding, office/computer skills, business and technical writing courses, digital literacy, and other essential workplace skills courses. CABT courses are core requirements, electives, or recommended preparation for several Cabrillo College programs, including those in Accounting, Business, Computer Information Systems, Construction and Energy Management, Culinary Arts and Hospitality Management, Digital Management Career Preparation, Digital Media, Engineering Technology, Horticulture, Human Services, and Medical Assisting. In addition, CABT faculty worked with Library faculty, English faculty, and the Learning Communities Center to deliver an enhanced non-credit course series in digital literacy. The digital literacy courses were offered to students in the STARS learning community, in order to develop their technology skills and support their academic writing skills in coordination with the English 100 instructor. Feedback from the English instructors involved was positive, and these skills were incorporated into the newly created English 1A+, which was redesigned to comply with the new legislation of AB 705.

Student Support and Computer Lab Assistance CABT faculty, in coordination with the CABT Instructional Assistant, support the Aptos and Watsonville Computer Technology Centers, where students are assisted and directed in all levels of CABT coursework. Several courses, including four levels of keyboarding, 10-key calculator, and non-credit beginning computer skills courses are offered in both the Aptos and Watsonville CTCs as open-entry, self-paced courses. Eleven sections will be offered in Spring 2019, including both credit and non-credit courses. These courses are often a gateway into the CABT department and Cabrillo College, and become the beginning of technology careers for many students. CABT courses, including the ones described above, are enhanced with Canvas shells, where students can gain access to course materials, watch instructional videos, and review content to prepare for work in the CTCs.

CABT faculty coordinate with the CTCs, Tutoring Center, and CWEE department to assist students in gaining hands-on experience by tutoring, serving as Office Assistants or Teaching Assistants in the CTCs, or through work experience in the community. The CABT department received Strong Workforce funds to use toward tutoring for CABT students; this opportunity has also been used as a chance to support CABT tutors in their development of customer service skills, workplace etiquette, ethics, and other basic workplace skills. To facilitate tutoring and to provide a space for students with laptops and mobile devices to work, one room in the Aptos CTC has been re-purposed to serve as a student study and collaboration lounge and tutoring space, and it has been very successful: CABT and Accounting instructors and tutors use the space to meet with students, while the Digital Media department is considering the space for consultation meetings with clients. In Summer 2018, CABT faculty members and staff coordinated with the Watsonville campus staff and IT to improve the Watsonville CTC with an updated layout, standing desks, study chairs, and more. To further support all students, and specifically online students with limited technology access, the CABT department collaborated with CTC faculty and staff to include video and audio-conferencing stations in both CTCs.

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Learning Communities and Support Networks The CABT department faculty strongly support learning communities and work closely with the Learning Communities Center. Specially-designated sections of certain courses are reserved for students in learning communities, such as the Accelerated Medical Assisting Program (AMAP). Students who have participated in

the Academy for College Excellence (ACE) and STARS (Students Transitioning in Academics and Reaching Success) learning communities have become CABT majors and received certificates. CABT’s own learning

community, formed around the BIW I certificate, was successful in a pilot program and offered starting Fall 2018. The BIW II certificate, currently under review, would offer students a natural sequence of courses of increasing skill level to enhance their professional readiness and collaborate with the Accounting department to include a QuickBooks course. The Accounting department and CABT faculty are currently working together to update classes that are offered in Accounting and CABT certificates. The CABT department coordinated with the Horticulture department as they developed a certificate in agriculture, business, and technology, which will include a CABT Excel or Spreadsheets course. The CABT department launched collaborations with the Business department in Fall 2018, to begin the development of a BIW III certificate.

The CABT department has valued relationships with the campus’ Veterans’ office and Guardian Scholars

office, and the department, as well as the Computer Technology Center, has actively sought ways to include and accommodate students who are veterans, former foster youth, students with disabilities, and other students with special needs. Working with the Student Resource & Support Network, the CABT department welcomes students who are receiving assistance from county programs, CalWORKs, and WIOA.

Committees and College Guidance CABT faculty serve, or have served, on a wide variety of college committees, including (in the last six years) the Technology Committee, the Basic Skills Committee, Instruction Council, Faculty Senate, College Planning Council, Program Improvement and Effectiveness, CCFT, CTE Council, two Accreditation teams, and one Guided Pathways working group. CABT faculty members have led several Flex activities to aid in the professional development of faculty and staff technology skills.

External Relationships CABT faculty are members of California Business Educators Association (CBEA) and have attended conferences dedicated to business education and non-credit education development and support. CABT faculty also attend industry conferences, such as a recent Salesforce education conference. The CABT department participates in outreach to potential students by presenting at College and Career Night, attends the concurrent enrollment and career-path expos at almost all local high schools. CABT is working with the AEBG/GOAL Coordinator to reach out to community partners at the Adult School and the Center for Employment Training, to create potential pathways for students. CABT is launching a bridge class with the Sueños program, embedded at Sequoia High School, to train students in job skills, and help onboard students to Cabrillo for further job training. In addition, CABT faculty liaise with interested community groups, individuals, and businesses, including the County of Santa Cruz Employment Services workers in Santa Cruz, Capitola, and Watsonville, businesses providing staffing services, the Department of Rehabilitation, and the Department of Veteran’s Affairs. Department faculty participated on committees working to develop curriculum to map CABT courses at Cabrillo and other colleges to statewide C-ID numbers.

CABT faculty communicate regularly with members of their Community Advisory Committee (CAC) on programmatic matters, and to assess the needs of local employers. By maintaining communication with advisors who represent the County of Santa Cruz, the City of Santa Cruz, local businesses, and local staffing agencies (who work with many local employers and are aware of their needs), the CABT program receives regular feedback on specific training requirements for our county’s employers. Committee members have been visitors to, and presenters in, various CABT classes, and have helped CABT graduates to find

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employment. CABT is currently working to expand its CAC to include representatives from the county’s larger employers.

CABT graduates are employed in local school districts, with the federal government, in private businesses, non-profit organizations, and in state and local government offices. Students who upgrade their skills while employed report receiving raises and promotions to better positions within the organizations where they work.

Labor Market Information and Analysis

Job opportunities Demand for workers in the occupational titles mapping to the CABT department have been increasing or remaining steady. In 2016, several careers in the CABT occupational area were featured in the Hot Jobs1 publication by the Santa Cruz County Workforce Development Board. For annual openings in Santa Cruz county for many CABT-related fields see: Table 4: CABT-Related Occupations in Appendix H.

U.S. Labor Statistics Nationally, according to the data collected by the U.S. Department of Labor/Employment and Training Administration2, jobs including office and technology skills Client Services Representative, Customer Care Representative (CCR), Customer Service Agent, Customer Service Representative, Customer Service Specialist, Member Services Representative, Clerk Specialist, Community Liaison, Front Desk Receptionist, Member Service Representative, Office Assistant, Receptionist, Senior Receptionist, Office Clerk, Office Admin and more are all on the “bright outlook” list, meaning they are expected to grow rapidly, over 10% within the next few years.

Skills in Demand The CABT department continues to develop new and updated classes to meet job market demand for these increasingly available jobs. Our newest classes in customer relationship management (CRM), teach skills in Salesforce, a field growing at a rate of 1.3 times faster than other office skills jobs. CRM skills offer jobs with higher salaries and increased mobility for promotion within organizations. Burning Glass Technologies’ 2017 study showed that 42% of job postings for positions such as office administrative assistants required CRM skills.3

Local Demand and Supply According to the California Employment Development Department, CABT-related jobs are in the top-ten categories for most available jobs for the state of California4. The U.S. Bureau of Labor Statistics reports that office and administrative support jobs (SOC 43-0000) are the largest occupational group in the United States, constituting 15.4% of entire US employment, and 15.2% of employment in Santa Cruz County5. The mean

1 Your Guide to High Demand Careers—Hot Jobs—Santa Cruz County 2016, Chemura Economics and Analytics, produced for the Santa Cruz County Workforce Investment Board. accessed: http://santacruzhumanservices.org/Portals/0/wib/wfscc/2016-Fall-Hot-Jobs.pdf 2 ONet, U.S. Department of Labor, 2018, https://www.onetonline.org/link/summary/43-4051.00, https://www.onetonline.org/link/summary/43-4171.00 3 Burning Glass Technologies, 2017, Salesforce Skills Are a Platform to Better Jobs, https://www.burning-glass.com/blog/will-next-job-require-salesforce-skills/ 4 California Employment Development, 2018, https://www.labormarketinfo.edd.ca.gov/data/employment-projections.html 5 U. S. Bureau of Labor Statistics, Occupational Employment and Wages: May 2017 (https://www.bls.gov/regions/west/news-release/pdf/occupationalemploymentandwages_santacruz.pdf) and U. S. Bureau of Labor Statistics, Occupational Employment and Wages: May 2017 (https://www.bls.gov/oes/current/oes430000.htm)

http://santacruzhumanservices.org/Portals/0/wib/wfscc/2016-Fall-Hot-Jobs.pdf

https://www.onetonline.org/link/summary/43-4051.00

https://www.onetonline.org/link/summary/43-4171.00

https://www.bls.gov/regions/west/news-release/pdf/occupationalemploymentandwages_santacruz.pdf

https://www.bls.gov/oes/current/oes430000.htm

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yearly income for this group was $41,330 in 2017, or $19.87 per hour. For those who move up to become First-Line Supervisors or office managers, the mean hourly income is $28.90 and median yearly income is

$60,120. 6 Data Table 4: CABT-Related Occupations, demonstrates the progression of salaries and job opportunities in CABT related fields in Santa Cruz County and the surrounding unincorporated areas.

Table 1: Labor Market Gap

The projected 5-year demand for category 43-6014, Secretaries and Administrative Assistants, Except Medical, Legal and Executive, is expected to be 489, or 97 per year over the five-year period 2015-2020, according to Cal-PASS8. Supply of actual completers of skills certificates (46), Certificates of Achievement (64), and the Associate of Science degree (25) total 110 for the last six-year period, 2011-2017. Data from the CABT Biennial Report demonstrated a sharp increase in demand and a widening 98% gap, up from 76% just a few years ago.

Program Overview and Analysis

Cost The CABT program has undergone major curriculum changes in the last six years, as well as a reduction in student enrollments,

leading to changes in load and income. As shown, the Figure 1: CABT / College Load, while still higher than the college average of 573-534, decreased from 947 to 646 for the period 2011-2016. The CABT load decreased due to curriculum changes which reduced To Be Arranged (TBA) hours for nearly all CABT courses. Open-entry, positive hours courses were not changed as part of this process.

6 U. S. Bureau of Labor Statistics, Occupational Employment and Wages May 2017 https://www.bls.gov/oes/current/oes_42100.htm#43-0000 7 Source for Demand Data: Labor Insight Jobs (Burning Glass Technologies), Jan. 01, 2017 - Dec. 31, 2017. Source for Supply Data: LMI data: Centers of Excellence Supply Data Tools. List of SOC (Standard Occupational Classification) codes and job title for demand data. 8 Cal-PASS, May 2018, (https://www.calpassplus.org/Launchboard)

Labor Market Gap: Supply - Demand = Net Gap7

Projected Annual Demand Based on 3

Regions

Projected Annual Demand Based on 4

Regions

Projected Annual Supply for 3 Years

Annual Avg.

(2014-2017)

Gap

Supply – Demand (3

regions)

% Over or (Under)

Supplied

2,300 16,708 52 (2,248) (97.74%)

Figure 1: CABT / College Load

https://www.bls.gov/oes/current/oes_42100.htm#43-0000

https://www.calpassplus.org/

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CABT’s economic productivity is slightly below the college average in the most recent year reported, with CABT’s percent of college FTES at 1.002% compared to the department’s percentage of college expenses at 1.266%.

CABT’s income to expense ratio was .79 in 2016-2017, which slipped below the break-even mark in the 2015-2016 school year. During the years measured, 2011-2017, the department saw reductions in overall enrollment. Some of this drastic change can be attributed to the CABT department’s increased vigilance in

dropping students from open-entry classes who do not have student contact in the first two weeks. This statistic can also be seen in increased success rates in our open-entry classes. The decrease in enrollment is also believed to be due to several factors: first, the continuing effect of the elimination of course repeatability affects computer applications courses significantly, as students often refresh their skills by repeating a course, but are not able to in the ways they were in the past. In addition, the decrease in unemployment, combined with a stronger economy overall, has meant that fewer students were out of work and looking to update their skills. Finally, the department focus has been on improving outcomes, revamping curriculum, and offering coherent programs that can be completed within a reasonable timeframe, not upon total numbers of students. In the future, as more courses will be offered in Watsonville, online, and in non-credit formats, students may be able to repeat courses they wish to, as well as participate in courses previously inaccessible to them due to scheduling difficulties.

Student Learning Outcomes The department continues to pursue self-evaluation using embedded assessments. This has proved to be a productive way to have focused discussions on course and student success, and ways to increase them. Our discussions about improving teaching and learning led us to decide to provide more frequent student feedback, more examples of completed assignments to guide student progress, and to modify evaluative tests and projects. CABT’s goals to expand and improve pathways to and from the program and provide more extensive student supports, as detailed in New Directions and Program Goals, are born of the Student Learning Outcome (SLO) assessment process.

In addition, we supplement this process with 1) an annual re-assessment of our courses and their alignment with program and course Student Learning Outcomes, and 2) annual faculty review of all courses to identify necessary and potential course changes to be taken to Curriculum. As part of our

Table 2: Income/Expense

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Fiscal Department Income (FTES)

College Income (FTES)

Percent of College Income (FTES)

204.6 166.1 149.8 139.3 111.6 97.5

11,160 10,897 10,800 10,531 9923 9703

1.83% 1.52% 1.39% 1.32% 1.09% 1.00%

Department Base Expenditures

College Base Expenditures

Percent of College Expense

$255,488 $219,651 $264,024 $315,820 $305,416 $334,224

$26,006,944 $25,252,502 $25,706,340 $26,181,028 $26,770,804 $26,394,541

0.98% 0.87% 1.03% 1.21% 1.14% 1.27%

Income/Expense Ratio 1.87 1.75 1.35 1.10 0.96 0.79

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current Instructional planning process we have assessed nearly all course, certificate, and degree-level SLOs and reviewed and updated all of our courses and submitted them to the Curriculum Committee to process.

Due to circumstances beyond the department’s control, subsequent class cancellations and low staffing, and the very recent introduction of updated and new courses, not every SLO was able to be assessed. The department has made great efforts to assure that all SLOs not assessed in the current cycle will be assessed within a year. The department created a comprehensive SLO tracking database to assure this completion, as well as the completion of future cycles. As CABT has a full series of “stackable” certificates that lead to an AS degree, many certificates have overlapping SLOs that were assessed simultaneously (see Appendix J). Four new classes offered for the first time in spring 2019 will be assessed then, seven classes will no longer be offered, and one class will be assessed in fall 2019. A table of specifics may be seen in Appendix I.

In assessing both our program and course SLOs, CABT instructors found common strengths and challenges. Our students gained significant technical and soft skills, including creating beginning to advanced documents, spreadsheets, presentations, and databases, as well as organizational and customer service skills. Some common challenges for the students are: the need to build critical thinking and apply skills independently, the need for more visual examples and learning aids, lack of time for collaborative work, lack of access to textbooks, and the need for support in math, writing, and other basic skills. These discoveries led to the introduction of more project-based learning and evaluations, including office simulations. As our students showed success in individual skills, but often became overwhelmed by larger projects, instructors initiated practices to help students build towards larger goals. These include scaffolding and breaking up large projects into blocks, which allows students to receive feedback throughout the semester and practice skills in time-management, project-management, academic development and personal growth.

In our most recent discussions, the department has seen challenges with student collaboration, which is a thread in many of our SLOs and a skill our Community Advisory Committee (CAC) has stressed as important. Our students are stellar at working together, but often have very busy lives outside of the classroom, so meeting and working together outside of class hours is a challenge. One approach several instructors took was a “flipped” classroom approach, where students may do a tutorial as individual lab work, and use classroom time for collaboration and problem-solving practice. This has shown promising results. Now, the department is working on how to accomplish similar results through online classes with multimedia apps that allow synchronous and asynchronous collaboration. The department has participated in Flex week sessions with English and Math to discuss how their courses can best support CABT A.S. student success, for example how to improve students’ business writing skills and use of applied math in spreadsheets. The department also secured grant money to provide supplies and books for our students, and included more lab units for faculty to support students at lab time. Looking to the future, the department has committed to pilot the implementation of assessments for our courses and SLOs. (See CABT SLO summations in Appendix B.)

Student Success Student success and completion has been a major focus for the CABT department faculty since the last instructional plan. As a result, the success rates for students in CABT classes have increased from 60% in 2011-2012 to 76% in 2015-16, slightly above the college average of 74%. In 2018-17, it climbed to 78.4%. Increasing student contact, particularly while working with learning communities, has been a key factor. Success in open-entry classes was previously around 35% on average, and is now around 65% on average. Other contributing factors may be careful restructuring of the classes to increase

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accountability, increasing student contact through use of a course management system and frequent messaging, and implementation of a book lending program. These are changes that have supported the increase in success, as well as in-person contact on both campuses at the CTCs. CABT instructors are able to support each other’s online and on-ground students with assigned hours in the CTC; this is essential to our students’ success and completion. Students asked about the strengths of the department noted that the support of instructors, CTC staff, and the cohort model lead to their success (see

Results of Student Surveys). These comments match our success rates, as students in our BIW cohort had a higher success rate of achieving SLOs and completing certificates of achievement quickly (92%).

In addition, the department faculty are dedicated to success for under-represented minority students. Results from the latest five-year period show URM CABT students’ success increasing from 70% in 2012 to 77% in 2017. The URM completion rate in CABT is 87.8% as compared to a comparable 88.2% non-URM completion rate. CABT has seen a steady increase in URM participation from 54.4% in 2012-2013 to 61.0% in 2016-2017. One interesting note is that in four out of the five years reported, URM CABT students have higher completion rates than non-URM CABT students. Closing the success gap is a persistent goal of the department; providing non-credit courses will provide another “on-ramp” for students who have little technology experience and are often English language learners.

Figure 2: CABT Success and Completion Rates

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Between Fall 2011 and Spring 2017, CABT awarded a total of 206 A.S. degrees, certificates of proficiency, and skill certificates. CABT had an average of 94 majors per year in 2011-2017, beginning with 90 majors in 2011 and ending with 104 majors in 2017. Students in CABT classes often have majors in Business, Accounting, Human Services, or Medical Assisting, which is borne out in the relatively high number of student enrollments compared to awards.

Academic Year

2011-12

2012-13

2013-14

2014-15

2015-16

2016-17

Majors Majors 90 87 88 96 100 104

Certificates Skills Certificates Awarded 21 16 31 20 25 15

Certificates of Achievement Awarded 7 6 9 8 9 9

Degrees AS Degrees Awarded 3 6 2 8 6 5

Total Awards 31 28 42 36 40 29

Results of Student Surveys Students who take CABT courses are primarily taking the course or courses in order to prepare for a new career, according to a student survey conducted in Spring 2017. See full results in Appendix F.

Students were asked how satisfied they were with the CABT course they were taking. The majority of students, 64%, are “very satisfied” with their course, while 24% are “satisfied” and 8% are “neutral” (neither satisfied or dissatisfied). In terms of dissatisfied students, 2% responded as “dissatisfied” and 2% responded as “very dissatisfied”. Students’ most common comments were that they had great, supportive instructors: “Professors are very patient with beginning students.” “Great teachers!” “The instructor[s], they are great. Very helpful and kind.” “I love the enthusiastic, and patient instructors that are very polite and helpful.” “The professor is very knowledgeable and patient with the diverse class.” etc.

Students were asked about the strengths of the department. One response encapsulates many of the student’s answers to this question, as well as saying something important about CABT students:

“I am thrilled to be a part of the BIW cohort. The professors are amazing and having such a great CTC with all the people there to help you is so inspiring. Everyone is so friendly and helpful. I feel blessed to get to be a part of it all. After not being in school for 10 years then having a child, coming to Cabrillo is the best decision I ever made.”

Students were also asked what would improve Cabrillo’s CABT classes. The most frequent suggestion for improvement was to offer more online classes, followed by the suggestion to offer courses more frequently (some courses are offered only once a year). Students felt that the timekeeping system in the lab was ineffective, and students reported feeling overwhelmed by some course material and requested tutoring. In response, we now offer tutoring, funded by Strong Workforce. Alternate timekeeping systems should be investigated by the college, as making a change in this system is beyond the department’s scope.

In terms of educational goals, CABT students are planning on completing one or more certificates (41%) and many are planning on completing the AS degree (58%). This represents an increase from previous surveys, and may demonstrate the department’s focus on completion of degrees and certificates as a way to increase employability for students. Students who plan to transfer are a lower percentage of respondents (14%).

Figure 3: Awards

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CABT students are split primarily between those who work (50%) and those who are unemployed (46%). Self-employed students were only 4% of respondents. Anecdotally, CABT students report to faculty that they often take courses in order to be competent in their current job, and the CABT survey responses reflect this, as 42% of students replied that this is a reason they are taking their current CABT class.

Ages of CABT students is reported by CAL-Pass Snapshot Data for 2015-2016. As can be seen in the chart at right, the data shows a shift in ages of CABT students, who have traditionally been considered as older, returning students or late adopters of technology. While the group of students age 40 and over is nearly a third of CABT students (29%), holding with traditional expectations, over a third of students are under age 25 (38%). The remaining third (32%) are between ages 25-39. This chart shows a more balanced age distribution than in previous years, and may be due to the inclusion of computer technology courses in learning communities or differences in high school curricula.

An anecdotal change, which is not reflected in the data, is that older students are often taking CABT classes to retrain or refresh their skills, and often would like to complete their studies quickly. These students may not complete a certificate, because they may choose to focus on only one or two courses. They are important students for the department to plan for, by offering courses in the evening, in Watsonville, as open-entry and/or online which are most likely to be needed by employed or retraining adults.

Conclusions The need for students prepared for entry-level office positions will continue to be in demand. Higher-level administrative support occupations are available for well-qualified candidates; however, as there are fewer of these positions available, only candidates with previous experience and current skills are competitive. The Bureau of Labor Statistics (BLS) lists most office occupations as requiring only a high school diploma, and in some cases, added work experience. In the local job market, however, job openings often list a requirement of a bachelor’s degree and office experience, or some other level of higher education. Underprepared job applicants may become discouraged with office careers, feeling that they are too challenging, or they may be let go due to a lack of demonstrated skill, when they need suitable education for their career. Solving the problem of the disparity between employers’ requirements, students’ expectations, and the BLS educational level descriptions for office careers is an ongoing challenge. Educating potential CABT students about this gap is one potential solution; however, this has a limited scope. Increasing outreach and marketing around this topic may also be useful.

Curriculum Review

The past seven years have been a time of great change in the computer and office technology fields. Offices increased the use of mobile technology, business machines and programs have become more complex, and a high level of skill is expected with more than one office software suite or platform (MS Office, Google Suite, Salesforce, and Adobe, for example). This is evident in the modifications to course content and offerings, and our pending new course and certificate submissions, seen in Appendix H. In addition, the department crafted new enhanced non-credit course sequences, leading to non-credit certificates for short-term vocational training, and revised open-entry and online offerings. Due to intense, rapid changes, the CABT faculty review and often create new course materials every semester. Current curriculum changes will most likely require updating soon.

17%

21%

15%10%

7%

30%

STUDENT AGE

< 20

20-24

25-29

30-34

35-39

40 and over

Figure 4: Student Age

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Certificates and Degrees

Non-Credit Certificates The CABT department offers two non-credit certificates of competency, the Digital Literacy Certificate of Competency, and the Beginning Technology Skills Certificate of Competency. Non-credit courses are offered in person, with scheduled times, in the Digital Literacy courses, while the Beginning Technology Skills courses are offered in an open-entry lab format.

Skills Certificates The department updated and revised all skills certificates and created three new certificates. The creation of the Social Media skills certificate was in direct response to industry recommendations, and required the

creation of new courses in the department, listed in Table 3: CABT Course Changes. Currently, two new certificates are under review: BIW Level II and Customer Relationship Management (CRM) Skills Certificates. The BIW Level II certificate extends learning for BIW students with intermediate skills, and is aligned with the statewide BIW II certificate. The CRM Skills Certificate has intermediate to advanced skills that align with high-demand, higher-paying jobs9. The department’s two pre-existing skills certificates were updated and renamed. The Professional Computer Applications skills certificate (13-14 units) was updated and expanded to become the Office Software skills certificate (17.5 units). The Office Software certificate will soon be updated to a Certificate of Achievement, under new California Community College requirements. Finally, the four-unit skills certificate was renamed from Computer Skills for the Office to Computer Proficiency.

Certificates of Achievement Two existing certificates of achievement were updated: the Administrative Support Certificate of Achievement, and the Computer Applications/Business Technology Certificate of Achievement. Updates included the addition of new courses, such as Records and Information Management, and discontinuance of courses such as Data Entry. Course requirements were updated to meet industry standards and to reflect current technology use. The BIW (level 1) certificate is new to the department. Developed with input from industry, and supported by the ICT-DM Sector Navigators and the BACCC, the BIW Certificate of Achievement is designed to be completed in nine months or less, and to prepare or retrain workers for modern office career requirements. To offer the certificate, the department needed to create several new courses, and align curriculum in others. The BIW Level II and III certificates are currently under development, and Level II will likely be offered in 2019. Courses for this second level of the BIW program were created, and only one remains in the curriculum approval process.

The Associate of Science Degree The Associate of Science degree in Computer Applications/Business Technology has been updated to reflect industry needs and current technology standards. For example, the AS core now includes Social Media for Business, Effective Presentations, Customer Service and Human Relations, and Records and Information Management. The intention of the department is that certificates should be “stackable”; that is, if a student begins with a low-unit skills certificate, that student can apply those courses toward a Certificate of Achievement. By continuing one’s education in CABT, a student can apply courses taken for the Certificate of Achievement toward the AS degree. Students have expressed appreciation for this structure, as it both motivates them to continue, and recognizes accomplishments along the educational pathway.

Course Updates Many courses in CABT were developed, or updated, since the last full instructional plan in 2012. Courses have been revised to reduce TBA (to be arranged) hours or to allow for a distance-education format. New courses were created to meet emergent job market needs, such as Social Media for Business and Customer

9 Burning Glass Technologies, 2017, Salesforce Skills Are a Platform to Better Jobs, https://www.burning-glass.com/blog/will-next-job-require-salesforce-skills/

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Relationship Management Technology. Other classes were updated and created to add newer software and online platforms. For the full list of new courses, major changes to existing courses, deactivated courses, and

their details, see Table 3: CABT Course Changes in Appendix G: CABT Course Changes.

Conclusion Active CABT courses have been revised, or created, to serve the needs of students to train for office careers in the local community. Several courses were (or are in the process of being) inactivated, including those in assistive technology topics. A previous plan to collaborate with the Accounting Department to re-establish the Account Clerk certificate or a similar certificate was not thoroughly pursued; this goal will be continued. Finally, while students need to spend time in To Be Arranged hours working directly on course content, collection of these hours has proved problematic in recent years. Changing the hours to online labs, which could be completed in the CTCs or in the student’s home or workplace, will be considered.

Goals and Recommendations Progress on Previous Goals and Recommendations

Goal Progress Status

1. Maintain faculty and instructional currency with technology, including software, hardware, and changes in business technology practices.

Goal met and on-going CABT updated, added, and decommissioned classes to meet current job market demands. As a tech-based department, this is an on-going goal. It is challenging for our department to retain faculty with tech currency in an economy with low-unemployment, in a high-cost living area.

2. Increase success in open‐entry courses.

Goal met and on-going CABT increased success rates in open-entry classes with increased student-instructor contact and communication, vigilant roll-keeping, and the employment of the LMS system notifications.

3. Maintain current software and hardware technology in computer classrooms and the CTCs

Goal met and on-going CABT collaborated with IT and used SWP funds to update classroom and lab technology. As a tech-based department, this is an on-going goal.

4. Maintain sufficient contract faculty for program needs.

Goal was met, now on-going CABT is currently looking to hire a replacement full-time faculty member, to meet program needs.

5. Increase support to beginning and/or struggling students in the CTC in order to increase course success and retention.

Goal met and on-going Increasing support for students was a major goal, and one of the many reasons CABT implemented a learning community for the BIW certificate. The first cohort had a 92% success rate. A second cohort is in progress, and a third is planned for fall 2019.

6. Cultivate student identification with the department.

Goal met and on-going CABT has increased student identification with the department by creating a learning community, including informational, support, and social events,

7. Continue participation with learning communities.

Goal met and on-going CABT has continued its participation in learning communities, as well as creating its own learning community.

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Goal Progress Status

8. Cultivate pathways to careers for students lacking in computer and technology skills

Goal met and on-going CABT developed both beginning skill non-credit classes to aid in on-boarding students, and high-level skill classes to extend pathways from CABT classes to other programs and higher paying careers.

New Directions The department’s new directions include aligning curriculum with the BIW pathways, levels 1, 2, and 3, increasing coordination and student referrals and possible internships through community organizations and businesses, increasing online, open-entry, Watsonville Campus and off-campus offerings, and the development of low or non-credit curriculum. For example, our SLO assessments have revealed students are challenged by applying math skills in spreadsheet creation, so the development of a course to support intense review of these specific skills could be valuable. Non-credit curriculum development should be investigated as an option, or mirrored non-credit courses could be created for students without the need for college credit. CABT’s CAC meetings reveal businesses with interest in developing possible internships. Our student survey, SLO assessments, and cohort success rates reveal the need to continue to expand and build on the BIW cohort model, which requires intensive community outreach, providing extensive student support systems, and supplying materials. Finally, as a tech-based department, we will continue to innovate and adapt to new technology and software or online platforms that our CAC and industry experts desire for employment. These include CRM platform, such as Salesforce, online databases and Records Information Management (RIM) systems, such as SharePoint, and Enterprise Resource Planning (ERP) systems, such as Microsoft Dynamics.

Relevance to Other College Plans The CABT department works to support many of the college’s current plans and initiatives. CABT is participating in the implementation of the Guided Pathways (GP) model, takes direction from Cabrillo’s Educational Master Plan Update of 2015 (EMP), and Facilities and Technology Master Plan of 2018 (FTMP). The CABT department serves on committees to support the integration of CTE into these plans.

In concurrence with Cabrillo’s EMP and GP, CABT supports the upscaling and improvement of the learning community model. CABT is working towards providing a full program of study at the Watsonville campus to support student populations in south county. CABT has committed to offering a learning community cohort program in Fall 2019 at the Watsonville campus that provides a pathway for students to complete full skills certificates, certificates of achievement, and an A.S. degree. To fulfil our promise as a Hispanic Serving Institution, CABT works to provide classes in Watsonville where Latinx students are a majority. CABT is working in conjunction with other majority Latinx schools and organizations, such as Harbor High School and the Sueños program to create on-ramps to our certificate and degree programs to support these goals. In addition, to work towards these goals CABT is working in collaboration with the ESL department to provide support to English language learners in classes.

In concurrence with the FTMP, CABT will continue to collaborate with IT to ensure our students have technology that is up-to-date to match the needs of the modern workplace. For example, CABT will soon need to provide access to the newest version of Microsoft Office, which is moving to an online subscription service only, Office 365. Microsoft currently only provides university and college student access to students with an education email account, ending with the .edu extension. Once Microsoft moves exclusively to this subscription model, the college will need to provide Cabrillo email accounts with the proper extension, to grant students access to the essential software used in the workplace. CABT and IT are collaborating on these issues.

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Program Planning Goals and Recommendations For the next instructional planning cycle the CABT department will focus on the following goals, tied to our AS degree program SLOs:

1. Goal: Maintain faculty and instructional currency with technology, including software, hardware, and changes in business technology practices. (CABT AS SLO 3, CABT Certificate of Achievement SLO 3, and BIW Certificate of Achievement SLO 3: Use the Internet, a wide variety of current and emerging computer applications and standard business procedures to compute, analyze business performance, and solve problems; College Master Plan Goal B: Enhance excellence in the classroom and student support services to support student success; College Master Plan Goal C: Provide pathways to prosperity through Career Technical Education (CTE); and, Goal D: Enhance college effectiveness through measurement and evaluation of key areas such as shared governance, departmental effectiveness, and student learning.)

Recommendation: Regularly identify technology curriculum changes (as determined by industry specialists in our CAC, EWD of CCC, and research), plan for their adoption, and complete technology training and curriculum changes as appropriate. Cost: $6,000-$12,000 for conference and training programs. Conferences average around $1000 for travel and attendance fees. This is an estimate for two faculty attending about one conference a year for the next six years. (Perkins and SWP funding may help cover these costs.) In addition, six to eight faculty units ($10,410-13,880) for development of new course curriculum (SWP funds could possibly be used for this purpose.)

2. Goal: Increase enhanced non-credit course sequences and/or open-entry offerings to support students’ short-term vocational goals, and create on-ramps to the college. (CABT AS SLO 5, and BIW Certificate of Achievement SLO 5: Demonstrate high and efficient qualities of self-management and self-awareness in terms of workplace responsibility and productivity; CABT AS SLO 6, CABT Certificate of Achievement SLO 4, and BIW Certificate of Achievement SLO 6: Demonstrate the ability to competently use a wide variety of office equipment, including computers, peripherals, and non-computerized office machines; College Master Plan Goal B: Enhance excellence in the classroom and student support services to support student success, and College Master Plan Goal C: Provide pathways to prosperity through Career Technical Education.)

Recommendations: a. Analyze curriculum needs that could be best met by non-credit or open-entry course sequences. b. Develop courses, offer them, and monitor student success. c. Modify curriculum as necessary. Cost: 6-8 Faculty units faculty units ($10,410-13,880) for development, implementation, and assessing courses. (SWP funds could possibly be used for this purpose.)

3. Goal: Maintain current software and hardware technology in computer classrooms and the CTCs. (CABT AS SLO 2, CABT Certificate of Achievement SLO 2, and BIW Certificate of Achievement SLO 2, Administrative Support Certificate of Achievement: Competently communicate in support of a business office, including production and design of complex electronic and paper-based correspondence and documents; CABT AS SLO 3, CABT Certificate of Achievement SLO 3, BIW Certificate of Achievement SLO 3: Use the Internet, a wide variety of current and emerging computer applications and standard business procedures to compute, analyze business performance, and solve problems; CABT AS SLO 6, CABT Certificate of Achievement SLO 4, BIW Certificate of Achievement SLO 6: Demonstrate the ability to competently use a wide variety of office equipment, including computers, peripherals, and non-computerized office machines; College Master Plan Goal B: Enhance excellence in the classroom and student support services to support student success, College Master Plan Goal B, Objective B3: Increase use of current and emerging technologies for student support and for teaching, College Master Plan Goal C: Provide pathways to prosperity through Career Technical Education (CTE), Accreditation Standard 3C: Technological Resources, and the Cabrillo Technology Plan.)

Recommendation: Regularly identify technology changes and upgrades, plan for their adoption, and complete technology upgrades as necessary and appropriate. Cost: Replacement hardware and software costs, much of which is supplied through the IT department; upgrading software every 12-18 months, $2,000 annually.

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4. Goal: Maintain sufficient contract and adjunct faculty and staff for program needs. (All Program SLOs [1-6] are supported by this goal; College Master Plan Goal B: Enhance excellence in the classroom and student support services to support student success, College Master Plan Goal B, Objective B3: Increase use of current and emerging technologies for student support and for teaching, College Master Plan Goal C: Provide pathways to prosperity through Career Technical Education (CTE), Accreditation Standard 3C: Technological Resources.)

Recommendation: Maintain faculty and IA staffing levels in the CABT program to support the department’s goals and SLOs. Cost: Replacement of full-time contract faculty: $40, 011 (or the college’s updated standard cost)

5. Goal: Cultivate pathways to careers for students lacking in computer and technology skills. (CABT AS SLO 2, CABT Certificate of Achievement SLO 2, and BIW Certificate of Achievement SLO 2: Competently communicate in support of a business office, including production and design of complex electronic and paper-based correspondence and documents; CABT AS SLO 3, CABT Certificate of Achievement SLO 3, BIW Certificate of Achievement SLO 3: Use the Internet, a wide variety of current and emerging computer applications and standard business procedures to compute, analyze business performance, and solve problems; College Master Plan Goal B: Enhance excellence in the classroom and student support services to support student success, and College Master Plan Goal C: Provide pathways to prosperity through Career Technical Education.)

Recommendations: a. Develop pathways to the Business and Accounting fields. b. Investigate need for reinstatement of Account Clerk certificate in CABT, which includes accounting classes in bookkeeping, or creation of interdepartmental certificates, with stackable certificates leading students to those fields. Cost: None identified.

6. Goal: Continue to cultivate student identification with the department and create strong interpersonal, professional relationships. (CABT AS SLO 1, CABT Certificate of Achievement SLO 1, and BIW Certificate of Achievement SLO 1, Administrative Support Certificate of Achievement SLO 1: Productively work as a team member with people of diverse experiences and backgrounds in a workplace environment; College Master Plan Goal C: Provide pathways to prosperity through Career Technical Education, Objective C1: Define clear career technical educational pathways, and Objective C3: Offer CTE programs that inform students of career opportunities and requirements.)

Recommendations: Develop printed, video, and social media materials, hold in‐person meetings and events, expand the BIW cohort model, continue to enhance CABT’s online presence, and develop communication systems with CABT majors/ BIW cohort members, as CABT has seen evidence that of these practices aid in student success statistics, in BIW cohort completion rates, and in responses to our student surveys. Cost: $5,205 annually (1-2 adjunct units/year and funding for professional and marketing services; SWP funds could possibly be used for this purpose, as could some funding from the Student Equity and Achievement (SEA) via the Learning Communities Center.)

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Appendices

Appendix A: CABT Occupational Program Assessment Plan (SLOs) ............................................................... 17

Appendix B: SLO Assessments, Embedded Assessments ............................................................................... 22

Appendix C: Requisite Review ........................................................................................................................ 62

Appendix D: PRO Data—CABT Program ......................................................................................................... 62

Appendix E: CABT Cabrillo College Catalog Pages .......................................................................................... 63

Appendix F: CABT Student Surveys ................................................................................................................. 70

Appendix G: CABT Course Changes ................................................................................................................ 82

Appendix H: CABT-Related Occupations ........................................................................................................ 83

Appendix I: Pending SLO Assessments ........................................................................................................... 84

Appendix J: Overlapping (“Stackable”) Program SLOs .................................................................................... 85

Appendix A: CABT Occupational Program Assessment Plan (SLOs)

Occupational Program Assessment Analysis

Use the form below to summarize the results of the department meeting in which you discussed the results of your program’s assessment process. Include this form in your Instructional Plan and incorporate the results into the narrative of your instructional plan.

Department Computer Applications / Business Technology

Meeting Date December 12, 2018 (to discuss Fall 2018 semester)

Number of Faculty participating in dialogue

Number of Faculty sharing Assessment Results

Total number of staff/faculty in department

Fulltime Adjunct

2 2

4

10 (Note: Many faculty members work as lab academic specialists, and were not sharing SLO assessments, as they did not teach a course.)

SLO(s) Competency Measured Course-SLO # Course SLOs Assessed

CABT 38-1 1. Use the Microsoft Office Suite of applications (Word, Excel, Access, PowerPoint) to design and produce effective professional-quality documents and presentations of moderate complexity.

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CABT 101-1 1. Demonstrate the basic ability to work with computers in a business or professional organization including the use of Windows, file management, e-mail, Internet research, simple web page creation, word processing, and spreadsheets

CABT 105-1 1. Demonstrate proficiency with principles of records information management for physical and electronic records, using physical media and electronic database software.

CABT 156-2 2. Apply principles of effective workplace communication in email, business letters, memos and reports.

CABT 405-1-2 1. Apply fundamental computer technology skills necessary for the basic operation of a desktop 2. Demonstrate awareness of current human and technology resources available to students in

CABT 406-1 1. Apply beginning computer technology skills necessary for basic operation of a desktop computer, including opening and closing programs, and saving files in a variety of locations.

CABT 118-1

1. Demonstrate the ability to competently run programs, configure the desktop, manage files and perform elementary word processing, e-mail, graphics and web browsing using the Windows operating system.

Program SLOs (See Appendix J for reference.)

Office Software Skills-2-3

2. Competently design and produce complex electronic and paper-based correspondence and documents. 3. Use a variety of current and emerging computer applications.

Beginning Tech

Skills- 1-2

Apply fundamental and beginning computer technology skills necessary for the basic operation of a printer and a desktop computer, including opening and closing programs, and saving files in a variety of locations. Determined by projects and quizzes. Demonstrate awareness of current human and technology resources available to students in the Aptos and/or Watsonville Computer Technology Center (CTC).

Assessment Tool

Projects and Exams

Assessment Results

(Summarize the overall results of your department including any students needs

Students showed need of:

o Help with collaboration, especially online/virtual collaboration, to allow for success in online classes and in the workplace.

o Support with basic skills in and out of class. o Scaffolding and building of skills through courses and course sequences. o Guidance for students to take courses in the correct sequence to support attainment

of skills.

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and issues that emerged)

o Support with life issues (social services, housing, finances, transportation, etc.) that affect student learning.

Next Step in the Classroom to Improve Student Learning

o State goals or objectives of assignment/activity more explicitly

o Revise content of assignment/activities o Revise the amount of writing, oral, visual, clinical or similar work o Revise activities leading up to assignment o Increase student collaboration and/or peer review o Increase guidance for students on assignments o Increase interaction with students outside of class o Seek apps or methods for synchronous or asynchronous communication and

collaboration

Next Step in the Department to Improve Student Learning

Check all that the department felt would help them improve student learning

o Offer/encourage attendance at seminars, workshops or discussion groups about teaching methods

o Consult teaching and learning experts about teaching methods o Encourage faculty to share activities that foster competency o Write collaborative grants to fund departmental projects to improve teaching o Visit classrooms to provide feedback (mentoring) o Analyze course curriculum to determine that competency skills are taught, so that

the department can build a progression of skills as students advance through courses

Priorities to Improve Student Learning

List the top 3-6 things faculty felt would most improve student learning

o Continued support by faculty and tutors in the CTCs for in-person and online students. Having instructors who teach online available in-person has proved helpful.

o Expansion of supports within the learning community. o Increased interactivity, communication, and group learning in online classes. o Analyze and improve/update curriculum. o Provide examples of completed work.

Implementation

(List the departmental plans to implement these priorities)

o Have faculty attend trainings online education. o Continue to fund tutors and faculty support hours. o Update and communicate changes to the program’s pathway map. Create ways to

communicate directly to CABT majors. o Research and discuss support activities and campus supports to implement. Connect

with Learning Community Center staff, Counseling, and Student Support Services.

Timeline for Implementation

CABT faculty have already begun to implement many of these steps. Examples set in motion for 2019: Faculty are researching and trying new apps for collaboration, embedding images of completed assignment examples in Canvas pages, planning support meetings for BIW cohort members, and communicating about lab support for students.

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Department Computer Applications / Business Technology

Meeting Date August 24, 2018 (to discuss Spring 2018 semester)

Number of Faculty participating in dialogue

Number of Faculty sharing Assessment Results

Total number of staff/faculty in department

Fulltime Adjunct

1 6

3 present, 2 additional assessments were submitted, but faculty were unable to attend discussion in-person

10 (Note: Many faculty members work as lab academic specialists, and were not sharing SLO assessments, as they did not teach a course.)

SLO(s) Competency Measured

Program SLOs (See Appendix J for reference.)

1 Productively work as a team member with people of diverse experiences and backgrounds in a workplace environment. (GE Core Competency IIIB. Global Awareness, Social Diversity and Civics)

2 Competently communicate in support of a business office, including production and design of complex electronic and paper-based correspondence and documents. (GE Core Competency I. Communication, Competency II. Critical Thinking and Information Competency)

3 Use the Internet, a wide variety of current and emerging computer applications and standard business procedures to compute, analyze business performance, and solve problems. (GE Core Competency II. Critical Thinking and Information Competency)

4 Actively assist in implementing general office procedures, including records management. (GE Core Competency II. Critical Thinking and Information Competency)

5 Demonstrate high and efficient qualities of self-management and self-awareness in terms of workplace responsibility and productivity. (GE Core Competency IV. Personal Responsibility and Professional Development)

6 Demonstrate the ability to competently use a wide variety of office equipment, including computers, peripherals, and non-computerized office machines. (GE Core Competency II. Critical Thinking and Information Competency)

Assessment Tool

Projects and Exams

Assessment Results

(Summarize the overall

Students showed need of:

o Help with collaboration, especially online/virtual collaboration, to allow for success in online classes and in the workplace.

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results of your department including any students needs and issues that emerged)

o Support with basic skills in and out of class. o Scaffolding and building of skills through courses and course sequences. o Guidance for students to take courses in the correct sequence to support attainment

of skills. o Support with life issues (social services, housing, finances, transportation, etc.) that

affect student learning.


o State goals or objectives of assignment/activity more explicitly

o Revise content of assignment/activities o Revise the amount of writing, oral, visual, clinical or similar work o Revise activities leading up to assignment o Increase student collaboration and/or peer review o Increase guidance for students on assignments o Increase interaction with students outside of class


Check all that the department felt would help them improve student learning


o Consult teaching and learning experts about teaching methods o Encourage faculty to share activities that foster competency o Write collaborative grants to fund departmental projects to improve teaching o Visit classrooms to provide feedback (mentoring) o Analyze course curriculum to determine that competency skills are taught, so that

the department can build a progression of skills as students advance through courses


List the top 3-6 things faculty felt would most improve student learning

o Continued support by faculty and tutors in the CTCs for in-person and online students. Having instructors who teach online available in-person has proved helpful.

o Expansion of supports within the learning community. o Increased interactivity, communication, and group learning in online classes. o Analyze and improve/update curriculum. o Provide examples of completed work.

Implementation

(List the departmental plans to implement these priorities)

o Have faculty attend trainings online education. o Continue to fund tutors and faculty support hours. o Update and communicate changes to the program’s pathway map. Create ways to

communicate directly to CABT majors. o Research and discuss support activities and campus supports to implement. Connect

with Learning Community Center staff, Counseling, and Student Support Services.


CABT faculty have already begun to implement many of these steps.

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Appendix B: SLO Assessments, Embedded Assessments

Departmental Course Assessment Fall 2014

26


33


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Additional SLO Assessments, Fall 2016

CABT 101 SLOs -Fall 2016, J. Vered SLO Assessed (list the specific SLO you assessed for either a course, CTE certificate or core competency)

CABT Course SLO1 and SLO2 1. Productively work as a team member with people of diverse experiences and backgrounds in a workplace environment. 2. Demonstrate entry-level professional computer skills, including the use of word processing, spreadsheet, Internet research, e-mail, simple web page development, and keyboarding.

Assessment Tool/ Assignment (Describe briefly)

SLO 1: CABT 101 Evaluating Sources Project CABT 101 students work in small groups to assess online sources for validity. Students must discuss and agree on the validity of specific sources, categorize sources, explain findings in a brief presentation to the class. SLO 2: CABT 101 Final Exam Students took final written and practical exam that included saving multiple files in Windows, Internet research, editing HTML, creating a report in Microsoft Word, a spreadsheet with a chart in Excel, and uploading files as attachments. Students researched different assigned products online, and used the information they found to create short reports using the beginning professional features of Microsoft Word and a small table and chart in Microsoft Excel.

Assessment Results

SLO 1: CABT 101 Evaluating Sources Project Some students (10-20%, depending on the class) found working in a group with others to be extremely

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In general, how did students do on the assignment? Numerical results (if applicable) (average scores on pre and post tests, scores on rubrics evaluating major assignments or scores on test questions What student needs and issues were revealed?

challenging, especially when they need to come to a consensus, while the majority of students successfully worked together to produce a presentation.

SLO 2: CABT 101 Final Exam

In our Thursday evening class, 100% of students who

completed the class passed the final exam with

scores over 90%.

In our Tuesday morning class, 88% of students who


scores over 90% and 12% of students who completed

the class passed the final exam with scores over 70%.

In our Monday morning STARS cohort class, 88% of

students who completed the class passed the final

exam with scores over 90% and 12% of students who


scores over 70%.

Rate the Results (circle the appropriate rating)

What do these results tell you about how well students are mastering the skills: 3. Most have mastered the SLO

Next Step in the Classroom to Improve Student Learning How will you address the needs and issues that were revealed by your assessment? Go through list. Highlight what items you feel would help improve student learning and your teaching. Delete the rest.

o Revise activities leading up to and/or supporting assignment/activities

o Increase guidance for students as they work on assignments

o Other – Introduce a different collaboration app early on in the class to prepare them

Students who struggled in CABT 101 could greatly benefit from extended support in the Computer Technology Center from tutors.



o Visit classrooms to provide feedback (mentoring)

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SLO Assessed (list the specific SLO you assessed for either a course, CTE certificate or core competency)

CABT 105 Course SLO 1

1. Demonstrate proficiency with principles of records information management for physical and electronic records, using physical media and electronic database software.


Project, graded by rubric

Assessment Results In general, how did students do on the assignment? Numerical results (if applicable) (average scores on pre and post tests, scores on rubrics evaluating major assignments or scores on test questions What student needs and issues were revealed?

Students worked in small groups to produce a final project, creating a full records management system for a mock business. The project included organizing physical files, building a multi-table digital database with queries, producing a records retention schedule with legally standard record retention times, designing a flow chart of the company’s system, and a presenting the group’s work to the class. Students were assigned to different “departments” within their mock business, with various duties and responsibilities for the group. Each student was required to create multiple tables, queries, and organize the physical files for his or her “department” independently, while collaborating with the group to update the common database. Group members worked to collaborate in-person and via various digital methods.

All students who participated in this final project received a passing grade. Students worked together to divide and distribute work. Students were most challenged by creating relationships between tables and understanding creating effective queries. Databases seem to be the least familiar application to our students. Earlier exposure or tutoring support could assist.




Have more support available in the CTC.

Increase exposure to Microsoft Access and/or database structure in other classes.


o Coordinate student learning pathways o Expose students to database work earlier in the CABT

program

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Departmental Certificate and CTE Assessment Fall 2017

Meeting Date: January, 2017

Certificate SLO 1-Learning Outcome 1 - J. Vered Spring 2017 CABT AS Degree, CABT, Admin Support, BIW 1, Certificate

of Achievement SLO 1 1. Productively work as a team member with people of diverse experiences and backgrounds in a workplace environment. (GE Core Competency IIIB. Global Awareness, Social Diversity and Civics)




Students worked in small groups to produce a final project, creating a full records management system for a mock business. The project included organizing physical files, building a multi-table digital database with queries, producing a records retention schedule with legally standard record retention times, designing a flow chart of the company’s system, and a presenting the group’s work to the class. Students were assigned to different “departments” within their mock business, with various duties and responsibilities for the group. Each student was required to create multiple tables, queries, and organize the physical files for his or her “department” independently, while collaborating with the group to update the common database. Group members worked to collaborate in-person and via various digital methods.

All students who participated in this final project received a passing grade. Students worked together to divide and distribute work. Almost all students given the “office manager” position successfully acted as leaders of the group. In one group, a student took over the role from a shyer student who could have completed the job, given the chance. In the future, rules will need to be in place to prevent this, and allow students to learn their assigned roles. One key to the success of this project was scheduled in-class group meetings, that allowed students to coordinate, and for the instructor to guide some interactions between students.




Have more support available in the CTC.

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How will you address the needs and issues that were revealed by your assessment?

Increase exposure to Microsoft Access and/or database structure in other classes.


Have more equipment available in the CTC.

Certificate SLO 2-Learning Outcome 2 – K. Ram Spring 2017 CABT AS Degree, CABT, Admin Support, BIW 1, Certificate

of Achievement SLO 2 2. Competently communicate in support of a business office, including production and design of electronic and paper-based correspondence and documents.


Project, graded by rubric, an exam


The assessment used to address this SLO was the creation of a Resume and Cover Letter for Test 1 in CABT 38. Students were given an actual job posting from a popular job website and were directed to read related articles on creating effective resumes. They were then asked to create a Resume and Cover Letter using Microsoft Word templates. The students were instructed to input related information into both documents to address the job requirements in the posting. Students learned professional communication concepts as well as design creation based on their personal design preferences.

Most students used a Microsoft predeveloped template. In reviewing the assessment feedback, students gave sufficient information regarding experience, education and skills. All students who submitted the assignment to Canvas met the assignment objectives of creating both documents. Some formatting errors related to creating business letters were present, including spacing, bullet points, paragraph and page formatting. In few cases, poor sentence structure and informational errors existed.

Instruction should be given to ensure both templates have consistent design and formatting. To facilitate student learning, the instructor should consider accepting a rough draft two weeks prior to the submission deadline so that feedback can be given earlier in the development process. Corrections made by students based on this feedback would solidify the production and design process and give students a complete body of work that can be used in their professional career.

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The college should ensure it has the latest MS Office software installed on all computers at the campus.



Next Step in the Classroom to Improve Student Learning How will you address the needs and issues that were revealed by your assessment?




Certificate SLO 3-Learning Outcome 3 – K. Ram Spring 2017 CABT AS Degree, CABT, Admin Support, BIW 1, Certificate

of Achievement SLO 3 3. Use the Internet, a variety of current and emerging computer applications, and standard business procedures to compute, analyze business performance, and solve problems.




The assessment used to address this SLO was the creation of an Invoice for Test 3 in CABT 41. In a classroom environment, students used the latest version of Microsoft Excel to create a functional and dynamic invoice designed to decrease user error and calculate the total dollar amount charged for a customer order by the business. Students were expected to use Excel functions to hide error messages and calculate tax, shipping, and the total charge. They were also expected to create drop down lists and input messages to better assist the user in completing the invoice according to the different mix of items ordered by the customer. Lastly, students were expected to create a macro program that automatically exported the invoice into a pdf.

Based on the assessment feedback reviewed, students successfully completed simple Excel calculations and analysis. They understood how to use data validation to create lists and input messages, as evidenced by the completion of these elements by all students in the class. Some tasks listed in the instructions were consistently missed, like the application of certain advanced logical functions. Additionally, formatting issues were present,

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such as borders and text alignment. A few students were unable to finish the test in the time allotted, which resulted in the absence of the program to create a pdf in the completed workbook.

The use of formatting elements can be reviewed on a regular basis to ensure discrepancies are noticed by students in a testing environment. Short lessons that emphasize the application of advanced functions should be conducted throughout the semester to ensure students learn which functions to use in different scenarios. Time constraints can be overcome using these techniques during the semester.








Departmental Certificate and CTE Assessment Fall 2018

Meeting Dates: August 2018, January 2019

Assessments from Spring 2018

Certificate SLO 1-Learning Outcome 1 – J. Vered

Analysis for CABT 108: Social Media for Business, Spring 2018

SLO Assessed (list the specific SLO you assessed for either a course, CTE certificate or core competency)

Certificate SLO1 Productively work as a team member with people of diverse experiences and backgrounds in a workplace environment. (GE Core Competency IIIB. Global Awareness, Social Diversity and Civics)


Students in this course were required to complete a final project, collaborating digitally with a group of three to four students to produce a social media marketing plan and accompanying media. Students created media individually, but needed to decide as a team a strategy and discuss media ideas based on principles learned in the class. Groups were given a group

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discussion area of their own on Canvas, and a form that needed to be completed by the group.


Students struggled to collaborate digitally in this assignment. Many defaulted to meeting in-person, although this was an online class. Groups that were able to meet in-person did slightly better on the assignment. Meeting in-person also caused some confusion and inequality within the groups. Overall, the class average was 85%, with everyone passing with a C or better. This showed me that students needed more scaffolding for this type of collaboration online. It also revealed that students found it hard to work within the group discussion boards.




o Revise activities leading up to and/or supporting assignment/activities

o Increase guidance for students as they work on assignments

o Other – Introduce a different collaboration app early on in the class to prepare them



o Visit classrooms to provide feedback (mentoring)

Certificate SLO 2-Learning Outcome 2 - D. Burum

Analysis for CABT 157: Business and Technical Writing, Spring 2018 Spring 2018 CABT 157 – SLO 2

2. Participate effectively within a group to solve business communication or technical writing problems.


Project graded by rubric


The project that my students were working on was a “Resume to Edit.” As a class, we began by going over the power point that provided information about the Dos and Don’ts of writing a powerful resume. After the presentation, I provided a couple of strong example resumes; one was chronological and the other was functional. During the lecture, I had explained when an individual would use either. I allowed students time to work in partners to discuss their observations of the two resumes. Then as a class, we discussed their findings about the two different types. After, I had students complete a “Resume to Edit” assignment. I had students briefly look

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over the resume, and as a class, they listed off errors and problems that they had noticed. After, their task was to improve the structure of the resume by using the Resume lecture, their notes, and two model resumes. During the activity, I circulated to address any issues that I saw. I would say that about ¾ of the class was very successful. Others seemed to have some difficulty with the assignment.

For homework, I had each student complete a personal resume. I found that more students did better this time around. I believe this was a result of getting feedback from me about their “Resume to Edit” partner assignment.

When I look back, I believe more students would have been more successful on the “Resume to Edit” assignment if I had taken more time to go over each area of the model resumes in detail rather than being general. I have to remember that I can’t assume that students really understand unless I am very detailed in how I explain different activities or models. I have already made adjustments to my instruction for lessons and activities that have followed the Resume lesson. I have found that students are producing better work.




Improve instructions

More scaffolding of skills


Increase support in the CTCs

Increase exposure to resume formats

Certificate SLO 3-Learning Outcome 3 - E. Green

Analysis for CABT 101: Computer Proficiency, Spring 2018 SLO Assessed (list the specific SLO you assessed for either a course, CTE certificate or core competency)

Use the Internet, a wide variety of current and emerging computer applications and standard business procedures to compute, analyze business performance, and solve problems. (GE Core Competency II. Critical Thinking and Information Competency)


Students in this course were required to complete a final exam which asked them to complete both a multiple choice and a practical portion. The practical exam asked them to research an item of tech hardware online, to write a one-page Word document containing a report about that item, and to produce an Excel spreadsheet and chart comparing prices of the item at three different retailers. I chose this assignment because successful completion required a synthesis of skills acquired

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over the course of the semester, and it also required critical thinking in gathering and comparing information and making a recommendation.


In general, students did well on this assignment. One way of looking at this is that the lowest of three exam scores is automatically dropped in this course, and only two people had their lowest overall exam score on this particular exam. So, for most students, they did well on this exam compared to their own previous performance on exams. I think that’s good news in a final, in that it indicates some accumulation of skills. Average score: 78% Spread by students: A 40%; B 10%; C 20%; D or lower 30% Spread by question topic: Web and online research – 78% correct answers Excel – 76% correct answers Word and PowerPoint – 75% correct answers HTML – 56% correct answers It’s clear that for the HTML topic students needed more time in class, and more practice time. Even though it had been the most recent topic, students scored the lowest on these questions on the final exam. This makes sense, because this was by far the most unfamiliar topic to students, so the course may need to provide more support in this area, or to adjust the exam questions to reflect the steeper learning curve for students. For the practical exam, it was immediately obvious that students needed more time to complete this particular assignment than the typical 1.5-hour window for exams. This exam required them to create two documents – all previous exams had only asked them to make one document. I expanded the time window as the test went on and it was clear no-one could finish at the 1.5-hour mark, but it would be better to be clear from the outset. Students could also use guidance on time management to make sure to leave enough time to create their report after they do research. Overall, students were able to navigate the web and find the information they needed, and they were able to make competent comparisons of information, as expressed in excel using a chart. They did have difficulty expressing what they had found in the Word document given the time constraint. This is shown by the split in average scores on the Excel vs. Word portion of the practical exam: Excel: 89% Word: 75%




o Revise content of assignment/activities o Revise activities leading up to and/or supporting

assignment/activities o Increase in-class discussions and activities o Increase guidance for students as they work on assignments

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How will you address the needs and issues that were revealed by your assessment?

o Other (extend exam time for all students)

Next Step in the Department to Improve Student Learning Go through list. Highlight what items you feel the department can take to help improve student learning or your teaching. Delete the rest


o Visit classrooms to provide feedback (mentoring) o Create bibliography of resource material o Have binder available for rubrics and results

Certificate SLO 4-Learning Outcome 4 – K. Ram

Analysis for CABT Microsoft Office, Spring 2018 Spring 2018 CABT AS Degree, CABT, Admin Support, BIW 1, Certificate

of Achievement SLO 3 4. Actively assist in implementing general office procedures, including records management. (GE Core Competency II. Critical Thinking and Information Competency)


An exam


The assessment used to address this SLO was the management of records in an Access database from Test 3 of CABT 38. Students were given an Access table and were asked to modify records in the table by making name and address corrections. They were also asked to create new records using a screen shot provided in a Word document. The students developed an Access query by linking tables together. By running this query, they were able to pull fields from the two tables to create a new list of records.

Based on the assessment feedback reviewed, students successfully completed record corrections. They also deleted and sorted records as instructed. Some students did not enter new records correctly, and either skipped or missed entries. Most students were able to create a new query from the two tables after linking them. In some instances, field names were missing from the query. There was a consistent formatting error present of not widening the columns so that the field names could been seen in full.

Instead of providing a screen shot of the new table to be entered, an Excel worksheet should be provided. The data in the worksheet should closely represent the records to be entered in the table. Headings, which represent field

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names, and rows, which represent records, should be saved in an Excel table with a table style applied. This will assist the student when entering records from the Excel table, by guiding their eye across the row to be entered. Instruction should be given in the assessment instructions and the rubric to ensure the student checks that the field names are visible in the completed table or query.




Improve instructions and rubrics


Improve instructions and rubrics

Certificate SLO 5-Learning Outcome 5 – L. Printzian

Analysis for CABT 118: Windows /160: Outlook and Internet /157: Business and Technical Writing Spring 2018, Online SLO 5: Demonstrate high and efficient qualities of self-management and self-awareness in terms of workplace responsibility and productivity. (GE Core Competency IV. Personal Responsibility and Professional Development)

Spring 2018 CABT AS Degree, CABT, Admin Support, BIW 1, Certificate of Achievement SLO 5: 5. Demonstrate high and efficient qualities of self-management and self-awareness in terms of workplace responsibility and productivity. (GE Core Competency IV. Personal Responsibility and Professional Development)


An exam, project graded by rubric


CABT 160 This course had several practical group assignments that students might encounter in the workforce. One such project was working with calendaring meetings and setting appointments for a sample work project. Students used soft skills such as communication, problem solving, teamwork and time management.

Students were randomly selected into groups of 2. The Outlook software was the primary way of communication, although a couple of students used Canvas InMail. Out of 15 students, 3 did not complete the assignment; 3 missed

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one or two steps; and the other 9 completed all the steps required to pass the assignment.

Some of the challenges included the software itself. Some students encountered software issues or didn't always have access to the Outlook software version that was being demonstrated in the materials. Many students met these challenges with creative approaches and succeeded in the class. Other students struggled with learning the course objectives due to the challenges.

Another challenge for the group projects were that there were students who were unable to complete their portion of the group assignment. Both challenges were met with appropriate instructor support. In the first case, one on one video conferences were set up with demonstrations of the software, as well as troubleshooting activities. In the second case, the instructor took the role of the student who was unable to participate in the group project, so that the other group member could complete their portion of the project.

CABT 118 Students learned the fundamental uses of the PC and Windows operating system. Students reviewed file management skills for the workplace, as well as privacy and safety issues. Students learned different storage systems, such as the hard drive, USB drives and cloud storage. A few of the assignments included moving and saving files to different locations. In one assignment, students downloaded a series of files, placed them in the public folder on the C:\ drive and renamed a file. Another assignment required moving the files to OneDrive. (See outcomes in chart below)

Assignment Outcomes Chart:

Managing Personal Folders

Moving and storing files on One Drive

3 out 3 8 6

2.5 out of 3 0 2

2 out of 3 4 3

No submittal

3 4

Total Students

15 15

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These assignments presented many challenges. The computers in the computer lab had a slight difference in configuration, then the examples in the book. The book had also been written in 2016 and the Windows system had undergone many upgrades in the last two years. Also, students who worked at home had different versions of Windows. Some students did not upgrade on a regular basis. In addition, the textbook went into advanced level detail, beyond the expectations for basic computer skills in the workplace.

Recommendations: Instructor developed materials. Materials and instructions should align with the configuration of the computers in the lab. There should be more basic file management exercises that focus on real world workplace scenarios.

To improve outcomes for the OneDrive (cloud-based storage) assignment, any future assignment would include students selecting a cloud-based storage drive of their choice. A grading rubric would be written to provide students with clear expectations and grading criteria.

CABT 157 In the Business and Technical Writing course students learned professional-quality writing skills for the modern workplace. Students learned the fundamentals of writing business letters, memos, technical writing, instruction sets, reports, resumes, and other professional writing. Students practiced identifying the appropriate use of the various written communication tools in the workplace.

One of the challenges was working with students with various levels of English language skills. Assignments that required proofreading assisted in developing written English skills. Instructions and exercises were developed to practice using Microsoft Word spelling and grammar check, and proofreading tools. A video was added to improve students understanding of using the Microsoft Word track changes features. Grading rubrics provided students with clear grading expectations and helped the instructor grade more effectively.

For a three-part memo assignment, students wrote a memo and submitted it to a partner in the class for proofreading. During the second part of the assignment, students proofread their partners memo using Microsoft Word tracking features, then sent the proofread document back to the original writer. For the last part of the

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assignment, the original memo writer reviewed the proofreading changes, accepting or declining the suggestions and submitted a final memo. The final memo was graded on a rubric. For the final memo, 9 out of 13 students received 5 out 5 points. Two students did not turn in the assignment. Two students received scores of 4.5 and 3.

The outcome of this assignment was that students learned to write and edit professional memos, as well as use proofreading tools to produce quality communication in the workplace.




Improve instructions


Increase instruction on file management

More support in the CTC

Certificate SLO 6-Learning Outcome 6 – J. Vered SLO Assessed (list the specific SLO you assessed for either a course, CTE certificate or core competency)

Certificate SLO6 Demonstrate the ability to competently use a wide variety of office equipment, including computers, peripherals, and non-computerized office machines. (GE Core Competency II. Critical Thinking and Information Competency)


CABT 102: Students took midterm and final exams testing speed and understanding of the use of the 10-key calculators. CABT 100: Students created web-based portfolios to demonstrated their work and experience for future employers, combining skills in various computer applications with linking, embedding, online collaboration, and basic WYSIWYG website design. Students then presented their projects to the class, using either a SMART board or large screen projector. CABT 108: Students created a short video for the purpose of promoting a real or fictional business. Students used webcams, cell phone cameras, digital microphones, and headsets to record audio and video for their video products.

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CABT 102: Students took midterm and final exams testing speed and understanding of the use of the 10-key calculators. All students completing exams passed with a C or better. The majority passed with an A. The only students who did not pass were those who did not complete assignments and to failed come to complete the course. Repeated attempts were made to encourage attendance for these few students. CABT 100: All students received A grades on this final project. In the previous analysis of this project, students were challenged by combining all of their skills and linking work correctly to their websites. Some changes that helped students succeed in this project were:

More in-class time and support to get help and feedback about their projects as they worked on them.

Use of a simpler website production platform. Several website production platforms transitioned to easier interface over the last few years. This limited frustration for students trying to find the tools they wanted to edit their sites.

Suggestions to use simpler website templates, so students could focus on the skills required, rather than get bogged down in creating an overly complex site.

CABT 108: All students received passing grade, except one student who never submitted a project. Three students earned C grades, three earned B grades, and 19 earned A grades. Students who had limited experience with any video editing applications and did not request help had less success with the project. Students who had limited experience, but came to get help in the CTC or in online office hours had better success. Students expressed disappointment that their videos were not as high-end, or professional quality that they are used to seeing online. Student expectations will need to be clarified in the future. The student who never submitted a project was not prepared to take an online class.


What do these results tell you about how well students are mastering the skills: CABT 102 3. Most have mastered the SLO What do these results tell you about how well students are mastering the skills: CABT 100 4. Almost all have mastered the SLO CABT 108 3. Most have mastered the SLO

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CABT 102 o Increase guidance for students as they work on assignments

(exam prep and practice tests) CABT 100 o Increase guidance for students as they work on assignments o Other (Provide class time for collaboration, feedback, and

support) CABT 108 o Revise content of assignment/activities o Revise activities leading up to and/or supporting

assignment/activities o Increase guidance for students as they work on assignments o Make assignment expectations clearer

Next Step in the Department to Improve Student Learning Go through list. Highlight what items you feel the department can take to help improve student learning or your teaching. Delete the rest

o Offer/encourage attendance at seminars, workshops or discussion groups about teaching methods (specifically preparing students for online classes is an important focus)

o Visit classrooms to provide feedback (mentoring) o Create bibliography of resource material

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Additional Assessments

Larissa Printzian – Course SLOs 1 and 2 Spring 2018

CABT 160

Spring 2018 CABT 160 SLOs 1. Demonstrate use of Outlook to manage email accounts, calendar events, schedule meetings, and perform related tasks. 2. Demonstrate use of Internet resources for research relevant to modern workplace needs.


Project graded by rubric


This course had several practical group assignments that students might encounter in the workforce. One such project was working with calendaring meetings and setting appointments for a sample work project. Students used soft skills such as communication, problem solving, teamwork and time management.

Students were randomly selected into groups of 2. The Outlook software was the primary way of communication, although a couple of students used Canvas InMail. Out of 15 students, 3 did not complete the assignment; 3 missed one or two steps; and the other 9 completed all the steps required to pass the assignment.

Some of the challenges included the software itself. Some students encountered software issues or didn't always have access to the Outlook software version that was being demonstrated in the materials. Many students met these challenges with creative approaches and succeeded in the class. Other students struggled with learning the course objectives due to the challenges.

Another challenge for the group projects were that there were students who were unable to complete their portion of the group assignment. Both challenges were met with appropriate instructor support. In the first case, one on one video conferences were set up with demonstrations of the software, as well as troubleshooting activities. In the second case, the instructor took the role of the student who was unable to participate in the group project, so that the other group member could complete their portion of the project.

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Software consistency

Improve textbook/learning material choices


Increase exposure to online collaboration

Increase support in the CTCs

Department Overview: Department

CABT

Meeting Date

August 20, 2018

Course SLOs measured

List the courses SLOs whose assessment results were discussed in this meeting

SLOs Class for

Assessment Faculty

Member Assessments Success Rating

AS Degree, CABT Certificate of Achievement, Administrative Support Certificate of Achievement, BIW Certificate of Achievement, Office Software Skills Certificate, Social Media Skills Certificate, Computer Proficiency Skills Certificate 1. Productively work as a team member with people of diverse experiences and backgrounds in a workplace environment. (GE Core Competency IIIB. Global Awareness, Social Diversity and Civics) CABT 108

Jennifer Vered

Project graded by rubric 3

AS Degree, CABT Certificate of Achievement, Administrative Support Certificate of Achievement, BIW Certificate of Achievement, Social Media Skills Certificate, Office Software Skills Certificate 2. Competently communicate in support of a business office, including production and design of complex electronic CABT 157

Dairea Burum

Project graded by rubric 3

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and paper-based correspondence and documents. (GE Core Competency I. Communication, Competency II. Critical Thinking and Information Competency)

AS Degree, CABT Certificate of Achievement, Administrative Support Certificate of Achievement, BIW Certificate of Achievement, Social Media Skills Certificate, Office Software Skills Certificate 3. Use the Internet, a wide variety of current and emerging computer applications and standard business procedures to compute, analyze business performance, and solve problems. (GE Core Competency II. Critical Thinking and Information Competency) CABT 101

Emilyn Greene

Exam graded by rubric 3

AS Degree, CABT Certificate of Achievement, Administrative Support Certificate of Achievement, BIW Certificate of Achievement, Office Software Skills Certificate 3./4. Actively assist in implementing general office procedures, including records management. (GE Core Competency II. Critical Thinking and Information Competency)

CABT 41 and 38 Kim Ram

Exam graded by rubric 3

AS Degree, CABT Certificate of Achievement, Administrative Support Certificate of Achievement, BIW Certificate of Achievement 5. Demonstrate high and efficient qualities of self-management and self-awareness in terms of workplace responsibility and productivity. (GE Core Competency IV. Personal Responsibility and Professional Development)

CABT 157 118 160

Larissa Printzian

Projects graded by rubric

3

2

3

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AS Degree, CABT Certificate of Achievement, BIW Certificate of Achievement 6. Demonstrate the ability to competently use a wide variety of office equipment, including computers, peripherals, and non-computerized office machines. (GE Core Competency II. Critical Thinking and Information Competency)

CABT 100 102 108

Jennifer Vered

Project graded by rubric Exam graded by rubric Project graded by rubric

4

3

3

Summarize the participation of your full-time faculty in this process (check one)

□ Robust participation

Summarize the participation of your adjunct faculty in this process (check one)

□ Robust participation

If unsatisfactory, how will you improve participation next time?

N/A

Date of last assessment of these SLOs

August 20, 2018

Interventions tried after last assessment

Improved equipment and support in CTCs – Still on-going

Assessment Tools

(Give examples of major assignments your faculty

CABT uses project-based learning and assessments most often, as this provides students with experiences similar to the workplace and gives students practice working on longer-term activities and develops critical thinking skills. Examples of these are resume and cover latter creation, records management system development, and development of social media plans. CABT also uses exams, as

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used to measure the course SLOs)

students will often need to work within time constraints with very specific outcomes required in the workplace.

General Assessment Results

(Summarize the overall results of your department )

Numerical results

(average scores on pre and post tests, scores on rubrics evaluating major assignments or scores on test questions)

What student needs and issues were revealed as a result of these scores?

Summary: Most students successfully achieved student learning outcomes for certificates. As CABT 100 is a capstone class, it would be fitting that students would attain higher levels of success, after completing previous classes leading up to CABT 100 successfully. Challenges that appeared for students in more than one SLO were the need for additional support and preparedness in online classes, and the need for support and training in digital collaborative work, as students do better with collaborating in-person.

See averages above.

Rate the Results (circle the appropriate rating for the department overall)

3. Most have mastered the competency

Next Step in the Classroom

o State goals or objectives of assignment/activity more explicitly o Revise content of assignment/activities o Revise activities leading up to and/or supporting assignment/activities o Increase student collaboration and/or peer review o Provide more frequent or more comprehensive feedback on student progress

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to Improve Student Learning

How might student performance be improved?

o Increase guidance for students as they work on assignments o State criteria for grading more explicitly

Next Step in the Department

to Improve Student Learning


o Consult teaching and learning experts about teaching methods o Encourage faculty to share activities that foster competency o Analyze course curriculum, so that the department can build a progression of

skills as students advance through courses


Scaffolding collaboration and self-management skills

Support in CTCs

Continue collaboration and communication between faculty


On-going

Work to provide LIA support in Watsonville.

Work to provide tutoring.

Work to have faculty support in CTCs.

Encourage cohort model, which allows for increased peer support.

Provide books.

How do you believe this will impact departmental budget requests and other types of resources?

Grant money and marketing may be needed to support these changes. Tutoring is already included in the college budget. CABT’s challenge is finding students who can successfully fill these rolls.

Next Assessment- in how many years will you assess this competency again (1-6)

Track success of BIW cohort over the next six years.

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Appendix C: Requisite Review

Appendix D: PRO Data—CABT Program

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Appendix E: CABT Cabrillo College Catalog Pages

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Appendix F: CABT Student Surveys

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Appendix G: CABT Course Changes

Course Changes

CABT 43 and 44 Beginning/Intermediate Spreadsheets and Advanced Spreadsheets: courses include content in Microsoft Excel course, add similar systems (Google Sheets), and separate the content into two levels.

CABT 100 Reduced TBA hours; developing a hands-on equipment lab class to teach business machines such as scanners, complex copiers, VOIP phone systems, etc.

CABT 103A and 103B The beginning and advanced data entry classes have been inactivated.

CABT 105 Records and Information Management: new in 2016, part of BIW certificate

CABT 108 Social Media for Business: new in 2015, part of Social Media skills certificate

CABT 109 Customer Service and Human Relations: new in 2015, part of BIW certificate

CABT 110A, B, C Keyboarding: content is unchanged; closer management of open-entry process and student assignments to increase course success

CABT 118 Revised for Windows 10 and to include a broader understanding of operating systems; also revised to include distance-education option

CABT 121 Effective Presentations: new in 2015, part of Social Media skills certificate

CABT 32 and 33 Beginning/Intermediate Documents and Advanced Documents: courses include content in Microsoft Word course, add other document systems (Google Docs), and separate the content into two levels.

CABT 160 Outlook and Internet for the Workplace: modified in 2016 to include Outlook, and part of BIW certificate

CABT 171 and 172 New Customer Relationship Management classes, projected to be offered in 2019, covering emergent, high-demand software skills, part of BIW II and III certificates

CABT 215 Intro to Using the Computer: Inactivated. Replaced by non-credit series (405/406)

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Course Changes CABT 400 and 401 Digital Literacy I and II: an enhanced non-credit sequence, taught in

conjunction with the Library, which introduces students to digital literacy skills necessary for academic success. Offered in unique pairing with English 100 courses.

CABT 405 and 406 Beginning Technology Skills I and II: an enhanced non-credit sequence to teach vocational skills in computer technology necessary for beginning, or returning, students. Offered in open-entry format; replaces CABT 215.

Table 3: CABT Course Changes

Appendix H: CABT-Related Occupations

Occupation SOC Hourly wage, mean 2017

Annual wage, mean

2017

Number of Jobs

2017 Receptionists and Information Clerks

43-4171 $16.30 $33,900 830

Office Clerks

43-9061 $16.50 $34,320 2,610

Medical Secretaries

43-6013 $17.76 $36,940 1,310

Bookkeeping, Accounting, and Auditing Clerks

43-3031 $18.80 $39,110 8,230

Office and Administrative

Support Occupations 43-0000 $19.87 $41,330 14,800

Administrative Assistants and Secretaries, not Legal, Medical, or Executive,

43-6014 $20.04 $41,680 1,390

Payroll and Timekeeping Clerks

43-3051 $21.47 $44,650 810

Customer Service Representatives

43-4051 $21.90 $45,550 930

Information and Record Clerks, All Other

43-4199 $26.59 $53,970 60

First-line Supervisor

(Administrative Assistant) 43-1011 $28.90 $60,120 930

Executive Administrative Assistants and Secretaries

43-6011 $29.83 $62,540 420

Administrative Services Managers

11-3011 $46.57 $96,860 2,630

General and Operations Managers

11-1021 $55.42 $115,280 16,130

Table 4: CABT-Related Occupations

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Appendix I: Pending SLO Assessments SLO in Need of Assessment Reason not assessed Planned Assessment

Semester

CABT 38 SLO 1 Faculty changes Spring 2019

CABT 41 SLO 3 Not submitted Spring 2019

CABT 43 SLO 1 New class, offered spring 2019 Spring 2019


CABT 106 SLO 1 No longer offered May be decommissioned

N/A


CABT 111 SLOs 1 and 2 No longer offered N/A

CABT 121 SLO 1 Cancelled in fall 2018 Fall 2019




CABT 405 SLOs 1 and 2 Not submitted Spring 2019


CABT 272 SLOs 1 and 2 No longer offered* N/A

CABT 400 SLOs 1, 2, and 3 No longer offered* N/A



CABT 412 SLO 1 No longer offered* N/A

Social Media Skills Cert. SLOs 2 and 3 Newer certificate Spring 2019

Digital Literacy Skills Certificate SLO 1 Classes not offered May be revitalized in 2020

Possibly Fall 2020

Computer Proficiency Skills Certificate SLO 2

Not submitted Spring 2019

Beginning Technology Skills Certificate SLO 1

Not submitted, Faculty changes

Spring 2019

Office Software Skills Certificate SLOs 2 and 3

New certificate (modified from previous certificate)

Spring 2020

Table 5: Pending SLO Assessments

*All these classes were offered in conjunction with the Accessibility Support Center (ASC), and were designed to be taught by an assistive technology specialist, with a MA in Special Education. As our one faculty member who was qualified to teach these classes retired, we have been unable to offer them. In the future, if we have a qualified instructor, these courses may be revitalized.

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Appendix J: Overlapping (“Stackable”) Program SLOs

Table 6: Overlapping program SLOs (continues next page)

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Table 7: Overlapping program SLOs (continued from previous page)

i https://sites.google.com/a/cabrillo.edu/program-planning-data/bela ii https://sites.google.com/a/cabrillo.edu/program-planning-data/bela

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