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Business, Behavioral and Social Sciences Program

Review

June 2017

Business, Behavioral and Social SciencesAdministrative Program ReviewAugust 2017ContentsAdministrative Area Overview..............................................................................................................3

The Mission of Modesto Junior College.............................................................................................3Program Overview............................................................................................................................3

Student Achievement and Completion.................................................................................................4College Goal for Student Achievement............................................................................................4Success............................................................................................................................................4College Profile..................................................................................................................................9Remedial / ESL.................................................................................................................................9Transfer Level Achievement...........................................................................................................10Completion.....................................................................................................................................11

Student Learning and Outcomes Assessment....................................................................................12Administrative Unit Outcomes (AUO).............................................................................................12Institutional Learning Outcomes (ILO)............................................................................................12Analysis, Planning and Continuous Quality Improvement: AUOs and ILOs....................................12

Program Analysis...............................................................................................................................13Program Personnel.........................................................................................................................13Division Productivity Measurements..............................................................................................13

Long Term Planning and Resource Needs..........................................................................................14Long Term Planning.......................................................................................................................14Resource Request and Action Plan.................................................................................................14Evaluation of Previous Resource Allocations..................................................................................14

Career Technical Education Questions...............................................................................................15How many students did you serve in the last two academic years?..............................................15What kinds of students are you serving?.......................................................................................15What percentage of your students are persisting? Consider within the program and within the college............................................................................................................................................15Are students getting and keeping jobs?.........................................................................................15What percentage of students are attaining a living wage?............................................................15

Developmental Education..................................................................................................................16Achievement Rate for time to complete transfer level..................................................................16

Appendix............................................................................................................................................17Optional Questions.........................................................................................................................17Review Process Feedback..............................................................................................................17

Executive Summary...........................................................................................................................18

Program Review 2017 [Top] Page | 1

Administrative Area OverviewThe Mission of Modesto Junior College

MJC is committed to transforming lives through programs and services informed by the latest scholarship of teaching and learning. We provide a dynamic, innovative, undergraduate educational environment for the ever-changing populations and workforce needs of our regional community. We facilitate lifelong learning through the development of intellect, creativity, character, and abilities that shape students into thoughtful, culturally aware, engaged citizens.

Provide a brief overview of the administrative area and how it contributes to accomplishing the Mission of Modesto Junior College. (Overview Suggestions: How consistent is the administrative area with the institutional mission, vision, core values and/or goals? How are aspects of the institutional mission addressed within the administrative area? Is the administrative area critical to the pursuit of the institutional mission?)

The Business, Behavioral, and Social Sciences (BBSS) Division consists of 50 degrees and awards in the areas of Administration of Justice, Anthropology, Economics, Geography, Gerontology, Human Services, History, Philosophy, Political Science, Psychology, Sociology, Social Science, Business Administration, Computer Graphics, Computer Science, Office Administration, and Real Estate. The division produces approximately 28% of the college’s total FTES and serves the diverse curricular needs of the Modesto Junior College student body.

Faculty and administrative professionals in the division are service-minded, innovative professionals who work hard to serve MJC’s diverse student population. The work of the BBSS Division fully supports the college mission in providing a broad breath of courses to meet student needs along with innovative pedagogical strategies delivered by student-minded faculty. Faculty in this division pride themselves on being available to students to not only teach, but also to guide and mentor. The dean and staff in the division office are committed to a role of support and success in enabling faculty and administrative professionals in specialized computer and support labs to more fully serve students and work to improve student success. The diverse course work in the division creates opportunity for cross-disciplinary collaboration and innovation among faculty. Further, division faculty are well-represented in college-wide governance and leadership roles throughout the college.

Program OverviewPlease list program awards that are under this department according to the college catalog. Next to each program award listed;

Please denote if it should be included here, or should be listed elsewhere. Answer yes or no, if the program has external regulations Additional lines, if needed, may be added by typing the tab key while in the last cell Any additional notes can be added in the box below the table

[addl help]Business Awards

AS, CERT: AccountingCERT: Accounting ClerkAS, CERT: BookkeepingAS, AST: Business AdministrationAS: Business Operations ManagementAS, C ClericalCERT: Computer Applications Specialist

AS, CERT: Computer Graphics ApplicationsAA: Computer Information SystemsCERT: Computer Network AdministrationCERT: Computer Network TechnicianCERT: Computer Programming SpecialistAS, AA: Computer ScienceCERT: International BusinessAS: MarketingCERT, AS: Office Administration


CERT: Office Computer ApplicationsCERT: Office SupportCERT: Professional SellingAS, CERT, SR: Real EstateCERT: Records Management/ Data-Entry SpecialistCERT: Retail ManagementAS, CERT: Supervisory ManagementBehavioral & Social Sciences Awards

AST, AS: Administration of JusticeAAT: Anthropology

AA: Chemical Dependency CounselingAAT: Elementary Teacher EducationSR: Ethnic StudiesAAT: GeographySR: GerontologyAAT: HistoryAA, CERT: Human ServicesAAT: PhilosophyAAT: Political ScienceAAT: PsychologySR: Psychosocial RehabilitationAAT: SociologyAS, CERT, SR: Supervisory Management

The foregoing accurately reflects the 2017-2018 Catalog.


Student Achievement and CompletionCollege Goal for Student AchievementIncrease Scorecard Completion Rate for Degree and TransferThe College has a primary aspirational goal of increasing the Completion rate from 43% to 53% on the CCCCO Scorecard Completion Rate for Degree and Transfer [view] by 2022. The completion rates in the Scorecard refers to the percentage of degree, certificate and/or transfer-seeking students tracked for six years who completed a degree, certificate, or transfer-related outcomes (60 transfer units).

As you answer the questions below, please consider how your administrative area is helping the college complete this aspirational goal of increasing the MJC Degree, Certificate, and Transfer Completion rate by 10% on the CCCCO Scorecard by 2022.

Success The following questions refer to data from the Success Rate Data Dashboard, the CCCCO scorecard, and the Program Awards Dashboard.Use the filters in the Success Rate Dashboard to examine departmental course level and degree attainment data in your area over the last two years. In the equity tab, examine disaggregated success rates by ethnicity, modality and gender. Finally, examine degree and certificate attainment rates at the college and department level on the program awards dashboard.Use the CCCCO Scorecard to examine disaggregated Math and English/ESL Metrics, Completion Metrics, and CTE Metrics.Review the Program Awards Dashboard , using the drop-down filters to focus the analysis on your division.

After examining the above data, are these rates what you expected? Are there any large gaps? Is there anything surprising about the data? What do you see in the data?

After examining the data from the Success Rate Data Dashboard, the CCCCO Score Card, and the Program Awards Dashboard, the following observations were noted for the past two academic years ending in Spring 2017.

College-wide Summary – 2015-2016 and 2016-2017 Academic Years Success rates range from 63% to 77% with African American success rates at

55% Total awards issued 2,139 in 2015-2016 (2016-2017 data were not available);

1,952 awards issued in 2014-2015, indicating a 9.5% increase. Fill rates have steadily declined from 2012 to 2016, while retention has

remained steady with a slight increase; success rates have increased from 64% to 68% over the same period of time.

College wide completion rates: college prepared students 55.5%; underprepared student completion rate 39.6%; overall completion rate 43.0%

Division Data Observations Behavioral and Social Sciences – Fall 2014 to Spring 2017 (summer 2017 data

are not currently available)o Total students served as of Census are 51,550o Fill rates – 2014-2015 83%; 88% for 2016-2017; Fall fill rates exceed

spring and summer and were 92% to 94%o Success rates have been consistent over the past two academic years

and have ranged from 63% to 65%; summer seems to outperform the traditional semesters with a success rate of 71% (Summer 2016).

o Total awards during 2015-2016 are 475; comprised of 472 associates; 3 certificates. Sociology had 215 awards; Administration of Justice had 85 awards; and Psychology had 83 awards. Awards for 2016 -17 do not


http://mjc.edu/general/research/dashboards/drilldown/awards_drilldown.php

http://mjc.edu/general/research/dashboards/drilldown/awards_drilldown.php

http://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=592

http://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=592

http://www.mjc.edu/instruction/outcomesassessment/programreview/prdashboard/success.php

http://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=592#home

appear in the data. Total awards from 2014-2015 were 345, which is an increase of 38% from one year to the next.

o Student retention and success by ethnicity – retention rates are consistently in the mid to upper 80% range with the exception of the African American population with a retention rate of 79%. Success rates vary to some degree; African Americans have a 51% success rate followed by Pacific Islanders and Hispanics. All other groups fall in the mid to high 60% range.

Business Area - Fall 2014 to Spring 2017 (summer 2017 data are not currently available)

o Total students served at census was 15,697o Fill rates range from 83% to 88%; summer 2016 fill rates were 74%o Success rates range from 64% to 68%; summer success rates appear to

closely mirror traditional semester rateso Total awards during 2015-2016 are 291, comprised of 251 associates;

40 certificateso Student Retention and Success by ethnicity - the highest performers

tend to be found in the designation of declaring two or more ethnicities (n = 235), Asian (n = 1040), and Filipino (n = 186). Hispanic and White students make up the majority of the students (Hispanic, n = 6612; White, n = 6615) and their retention rates are 79% for the Hispanic population and 82% for the White population. Success rates overall hover in the 60s and 70s for most groups, with notable variances for African Americans (n = 659) at 50% and Native Americans (n = 80) with a 39% success rate.

Despite the diverse curriculum in this division, there appears to be disproportionate impact with our African American students in terms of both retention and success measures. The foregoing also aligns to the overall college trends.

If distance education is offered, consider any gaps between distance education and face-to-face courses. Do these rates differ? If so, how do you plan on closing the achievement gaps between distance education and face-to-face courses?

In reviewing success rates among face-to-face classes and online classes, success rates vary between the Behavioral and Social Sciences (BSS) curriculum and the Business area curriculum. For example, success rates in BSS for live classes over the past two years range between 64% and 66%; online class success rates for the same period range between 60% and 66%. Business area success rates for the 2015-2016 year for face-to-face classes range from 59% to 64%. For online classes during the same two year time frame, success rates ranged from 65% to 70%. One explanation for the increased success rates for online classes in the Business area is that transfer accounting courses are not taught in an online format. Financial Accounting success rates tend to be low given that there are no prerequisites in place and the course requires college level competence in reading comprehension and general math skills.

Overall, online success and face-to-face success rates are very close and mirror college wide rates. The division recognizes that there is room for improvement for both live and online success rates. The division plans to provide opportunities for faculty dialog in the area of online best practices, strategies for retention and success, along with show-casing exemplary courses in the coming academic year.

If there are differences in success across groups, how will your administrative area help to close achievement gaps across student populations, and how will it contribute to overall success? In other words, how do you plan on closing achievement gaps across student populations and raise completion/degree rates? How will your area help to increase the CCCCO Scorecard Completion rate to 53%?

As noted previously, the disaggregated data does indicate disproportionate impact among some groups within our student population. In reviewing data, disproportionate impact in the Business, Behavioral, and Social Sciences Division closely mirrors that of the overall college population. The college as a whole is committed to equity training.


Within the BBSS Division, dialog and training are planned for the current academic year. The discussion will take place in the context of strategic planning and goal setting at the department and division levels. Areas of discussion will revolve around increasing access, retention, success, and completion. Further, in planning, dialog and training will be specifically targeted toward closing equity gaps. Through dialog, planning, and goal setting, individual departments and the division will set measurable goals aimed at increasing completion rates to meet the 53% college-wide aspirational goal over the next five years.


Face to Face Courses


Online Course Success


College Profile


Completion


Student Learning and Outcomes AssessmentPlease review your Learning Outcomes data located on the MJC Student Learning Outcomes Assessment website in regards to any applicable Program, Institutional, and General Education Learning Outcomes. After you have examined your rates and disaggregated data, reflect on the data you encountered. Please address your Administrative Unit Outcomes (AUO) and the College Institutional Learning Outcomes (ILO) in your analysis.

Administrative Unit Outcomes (AUO) Examine your disaggregated Administrative Unit Outcomes and provide a brief synopsis of the data.Students, classified professionals, and faculty will be provided with information, problem solving tools, structure, resources, and an interactive environment in order to facilitate the learning process and improve engagement (feeling focused, connected, valued, nurtured, and directed).

Based on the survey results, college-wide data indicated the following:

Faculty Support 3.27 Feedback 3.07 Quality 3.33 Ed Planning 3.14 Office Helpfulness 3.03 Belonging 2.99 Overall 3.14

Results for the Business, Behavioral, and Social Sciences Department indicate the following:

Faculty Support 3.25 Feedback 3.03 Quality 3.33 Ed Planning 3.17 Office Helpfulness 3.00 Belonging 2.97 Overall 3.13

As noted above, the results for the division align closely with the college-wide average. Overall, the results seem strong, with average respondents indicating, in all but one category “Good” results. In reviewing results initially, they appear counter intuitive to success and completion rates, given that only 43% of our students complete their intended educational goal within a six year period. Questions arise as to the significance of this data. For example, how many students responded to the survey? Are successful students self-selecting, etc.? Or, perhaps are their other unidentified reasons as to why students are not completing at higher rates.

In reviewing the disaggregated data, the BBSS division results closely align with the college-wide findings. The results disaggregated by when students take classes are very close with overall results of 3.13 (good >3.00). There was a slight decrease in the area of online; however, days and nights were close, with students at night indicating the highest quality of education with a score of 3.40. Data was further disaggregated based on where students took their classes. Again, overall results were very close. Some cursory observations do indicate that students on West Campus and taking online classes feel the least sense of belonging with scores of 2.96 and 2.83 respectively. Interestingly, students taking classes on both campuses indicated the highest satisfaction with the quality of their education. Lastly, disaggregated data was also presented based on the number of years students have attended college. An interesting trend that appears is that students’ sense of belonging decreased the more time they spend taking classes. Faculty support, feedback, and quality remained consistent over the time span of one to more than four years.

Disaggregated data for “Office Helpfulness” was closely evaluated, given the mission of the division office in serving students, faculty, and classified professionals. Overall, student feedback on the helpfulness of the division office was in the “Good” range with each survey area of “When, Where, and Years Attended” scoring a 3.0. Having only worked in the division office for a few weeks, my observation is that the staff in the office are very student centered. The division


office, because of its location on the lower floor of Founders Hall is very busy with inquiries from both students and faculty. I also question the validity of the results, given that the division office is not open in the evenings, yet night students seem to be most satisfied with their interaction with professionals in the division office.

The Dean and staff in the BBSS Division office are committed to providing both students and staff with excellent service and support. Collaborative efforts are in place to better educate and support faculty with procedural information in the areas of student add procedures (before and after census), roster certification and dropping students after census, if the deadline is missed, as well as handling various emergency situations in the classroom. Through communication and education, the goal is to serve students with an accurate and consistent message, with our overall goal to help students accomplish their educational goals.

To conclude, despite questions about some of the data, the results indicate that there is still room for improvement in each of the areas. At a division level, this data will provide a basis for discussion at division council and will be incorporated into goal-setting discussions at both the department and division level.

Institutional Learning Outcomes (ILO) Examine the overall College disaggregated Institutional Learning Outcomes and provide a brief synopsis of the data.In reviewing the disaggregated data for institutional learning outcomes, the following results were noted:

Outcome College Business Area Behavioral and Social Sciences

Communication 82.2% 87.1% 82.6%Creative, critical & analytical thinking

81.7% 87.4% 79.9%

Cultural Literacy & Social Responsibility

80.6% 89.7% 78.5%

Information & Technology Literacy

80.6% 86.8% 80.8%

Personal & Professional Development

82.4% 87.3% 82.7%

In reviewing the disaggregated data, similar trends can be found at the college level and in both the Business and Behavioral and Social Sciences area. As a whole, African American students tend to be disproportionately impacted in some way across the board. It should also be noted that equity gaps in Business and Behavioral and Social Sciences appear to be less dramatic than the college wide averages. In the behavioral and social sciences area, Pacific Islanders perform well and in the business area, assessment results represent the largest equity gap, indicating that subject matter may influence performance.

As a general observation, ILO results do not align with our completion rates. Based on the foregoing data, roughly 80% of our students are meeting the institutional learning outcomes, yet only 43% are completing their certificate, degree, or transfer goals. Although assessment results and class grades are different measures of student success, the data provides more questions than answers. Professional development would be helpful in the area of course learning outcomes, assessment tool development, along with mapping to program and institutional outcomes. It would be helpful to assess the validity of the assessment data.


Analysis, Planning and Continuous Quality Improvement: AUOs and ILOsAfter analyzing the above data, provide plans for improvement. How you does your administrative area plan on addressing issues of equity and success in AUOs and ILOs? How does your area plan on closing learning gaps across student populations?The Data Dashboards and open access to data and trends provides faculty and staff with powerful tools to evaluate their programs and student performance. It is critical that training occur to build capacity for individuals to fully utilize the data available to them and to use it in an


effective manner. As a division, the initial plan is to build capacity to evaluate and analyze the data. Further, plans are in place for strategic planning and goal setting to align department and division goals to the college-wide 53% completion goal over the next five years. From the goal-setting exercises, collegial dialog and best practices will be shared to maximize access, especially to disproportionately impacted groups within our community, as well as to increase retention, success, and completion rates.


Program AnalysisProgram PersonnelProvide a narrative or diagram of your division and personnel. Report any recent changes and any future personnel planning.

Personnel noted below includes faculty from Business Administration, Real Estate, Supervisory Management, Computer Science, and Computer Graphics, but excludes faculty from Behavioral and Social Sciences; the largest part of the BBSS Division. In terms of staffing, Nancy Sill is now the division dean and her vacancy in accounting is planned for permanent replacement for fall 2018. For the Fall 2017 semester, there are 40 full-time faculty and 101 part-time faculty working in the BBSS Division.

FacultyInstructor TypeDepartment Alavezos, Kevin R FT Office AdministrationSalerno, Barbara A FT Business AdministrationBrooks, Duane G PT Business AdministrationFoss, Amanda K PT Business AdministrationGroth, Mary C PT RetiredAkiona, Shelley K FT Business AdministrationKropp, Linda M FT Business AdministrationSill, Nancy FT Business AdministrationWall, Patricia D FT Business AdministrationArnold, Shawne M PT Business AdministrationBeam, Erica L PT Business AdministrationBrunn, Gerald E PT Business AdministrationBurbank, Janet R PT Business AdministrationDanielson, Dean L PT Business AdministrationEwert, Craig K PT Business AdministrationHeinsius, John J PT Business AdministrationHutcheson, Geoffrey C PT Business AdministrationKong, Linda L PT Business AdministrationLapcevic, William PT Business AdministrationLavelle, Dolores PT Business AdministrationLima, Sheri A PT Business AdministrationMccann, John PT Business AdministrationSalazar, Roman S PT Business Administration

Souza, Heather S PT Business AdministrationStueve, Jennifer A PT Business AdministrationSujata, Shirreen PT Business AdministrationTam, Kenneth K PT Business AdministrationHagen, Joel F FT Computer Graphics App.Miller, Letitia S FT Computer Graphics App.Sinclair, Brian H FT Computer Graphics App.Acker, Jeremy D PT Computer Graphics App.Bava, Adam B PT Computer Graphics App.Chu, Kwei-Yu FT Computer Graphics App.Cordova, Alejandra LPT Computer Graphics App.Dalrymple, Deanne G PT Computer Graphics App.Greenberg, Eric S PT Computer Graphics App.Hagen, Katherine M PT Computer Graphics App.Hartman, Annesa A PT Computer Graphics App.McAdam, Lauren L PT Computer Graphics App.Sholar, Kenneth W PT Computer Graphics App.Isho, Nadia A FT Computer SciencePhillips, Dale K FT Computer ScienceVaughn, Christopher B FT Computer ScienceWedge, Brent J FT Computer ScienceZamora, John A FT Computer ScienceBank, Louis K PT Computer ScienceCain, Judith L PT Computer ScienceCummerow, David J PT Computer ScienceDelunas, Andrew PT Computer ScienceGoreff, Andrew B PT Computer ScienceMendez, Ivan F PT Computer Science


Smith, Jennifer D PT Computer ScienceSolomon, Denise K PT Computer ScienceTucker, Gerald L PT Computer ScienceWalsh, Edward J PT Computer ScienceBacklund, Nancy A FT Office AdministrationFlesuras, Ann Y PT Office AdministrationSevick, Jimme D PT Office Administration

Thompson, Ty M PT Office AdministrationThomson, John L PT Office AdministrationBawiec, John PT Real EstateCampidonica, Elizabeth PT Real EstateNavarro, Roy PT Real EstatePeterson, Ashley PT Real EstatePorter, Andrea PT Real Estate


Division Productivity MeasurementsExamine your division rates in the Productivity Dashboard. A picture of this dashboard will be supplied by Research and Planning. Provide an analysis of the rates over the last two years. Include future goals, areas for improvement, and strategies the division will employ to improve productivity.

General Observations:

College Enrollments – Fall/Spring Trends - (2008-2009 to 2016 – 2017) Fall enrollments tend to consistently exceed spring enrollments over the nine year

period. FTEF have decreased from 789.53 during 2008-2009 to 737.40 in 2016-2017 (7%

decline) FTES have decreased from 14,104.90 FTES to 12,247.10 FTES from 2008-09 to 2016-17

(decrease of 1,857.80 FTES); represents a 13% decline in FTES.

Business Area – Fall/Spring Trends - (2008-2009 to 2016-2017) FTEF Increased from 64.12 to 67.12 (5% increase) FTES decreased from 1091.00 to 1002.50 (8% decline) Efficiency consistently decreases during spring in terms of FTES/FTEF 2008-09 to 2013-14 FTES in spring were greater than Fall Number of sections would be helpful in this report FTES/FTEF has declined to 15.3 FTES/FTEF in Fall 2016 and 14.5 FTES/FTEF in Spring

2017. The past two academic years resulted in the lowest productivity over the nine year period.

Behavioral and Social Sciences - Fall/Spring Trends - (2008-2009 to 2016-2017) Fall/Spring enrollments have a trend of being close to equal in comparing fall FTES to

spring. FTEF have increased from 2008-2009 (109.37 FTEF) to 2016-2017 (122.53 FTEF);

increase of 12%. FTES have declined by 100.50 FTES during the same timeframe (2542.30-2441.80); 4%

decrease. Spring enrollments compared to fall have decreased in the past 3 years (2014-2015 to

2016-2017). Overall efficiency is still strong (Fall 2016 was 19.6 FTES/FTES and Spring 2017 was 19.2

FTES/FTEF); however, productivity is at its lowest over the nine year period during the 2015 – 2016 and 2016-2017 academic years.

Analysis and recommendations

Overall, the division mirrors the trends of the college in terms of decreased FTES and lower productivity. Since 2008-2009 college-wide FTES have declined by 13%; the business area experienced an 8% decline and Behavioral and Social Sciences experienced 4% decline. Although enrollment trends are somewhat predictable in a strengthening economy, the division will work to create efficiencies in scheduling and to increase access to our community. The division will work to address the following:

Fill Rate Strategies – consider student access in scheduling, time of day, term length, course sequencing, modality, and the needs of underserved populations

Retention Strategies – strategies to reduce drop rates from the time students enroll to the beginning of the term; from enrollment to the census date; and from census to the end of the term.

Success Strategies – share best practices to keep students engaged and supported in high demand college-level courses; on a course-by-course basis and as a department.

Strategic Planning – given the foregoing, as a division, set measurable goals to move the college toward the institutional goal of increasing completion rates by 10 percentage points over the next five years.

Work will also take place this fall to further refine the Spring 2018 schedule to maximize both efficiency and access to students. The foregoing will also be used to drive scheduling for Summer and Fall 2018.


Long Term Planning and Resource NeedsLong Term PlanningProvide a long-term outlook for your division, including any goals addressing equity, success, enrollment, or any additional information that hasn't been addressed elsewhere in this program review. You may include environmental scans for opportunities or threats to your program, or an analysis of important subgroups of the college population you serve. Taking into account the trends within this division and the college, describe what you realistically believe your program will look like in three to five years, including such things as staffing, facilities, enrollments, breadth and locations of offerings, etc.

The Business, Behavioral, and Social Sciences Division is a productive and diverse area of the college that provides students with general education, transfer degrees, and career and technical education coursework. In addressing the future needs of the division and student population, it is critical to address the changing trends in education and the external pressures that are present. The paradigm has changed from a teaching model to that of a learning and success model. The recent state budgets confirm the foregoing as noted by the change from funding focused on access to include specific categorical funding for success and the inclusion of funding for pathways.

Institutionally, the college has already created a foundation to support faculty and staff efforts to more fully serve students. The addition of a data dashboard and access to disaggregated data provides valuable information for planning and evaluation. Further, the college has invested in student success specialists, partnered with the Center for Urban Education (CUE) as well as providing other professional development opportunities to engage and inform faculty and staff. It is critical that we continue the momentum that has been started and provide opportunities to build capacity to fully utilize the data that are now available. In addition, it is important that we continue our discussion of how to address disproportionately impacted students on our campus and improve overall success and completion rates. Collaborative dialog, along with strategic planning in this area will be planned at the division level.

Although student success is important, the division will also need to address ways to increase student access to better support underserved populations. The foregoing will involve an assessment of our community, a review of curriculum, and innovative ways to schedule and offer classes. It is also critical that faculty are involved in the development of the guided pathways on campus. Being accepted as one of 20 campuses to participate in the California Guided Pathways Initiative will provide a systemic approach to how we serve our students.

Lastly, an underlying concern of the division is the ability to staff the increased demand for classes within the division. Currently, there is increasing demand for online, off-site, and other nontraditional class offerings. Ensuring adequate staffing is proving to be difficult. Many full-time faculty are teaching loads beyond the 167% contractual maximum. Further, as demand grows in the online modality, many of our full-time faculty are teaching online and therefore spending less time in live modalities, and decreasing their availability to students on campus. Many of the Behavioral and Social Science areas are low cost, but highly productive, yet they have been passed over in the college-wide hiring practices. It would be helpful to determine a college-wide staffing model to ensure a balance between high-demand, productive departments and small specialized departments. The foregoing would ensure college-wide productivity measures are met, while maintaining the viability of smaller programs that ensure the maintenance of a comprehensive college that meets the needs of our community.


Resource Request and Action PlanPriori

tyName Resource

TypeEstimated Cost

Objective

5 Move Lab Staff to Fund 11

Personnel TBD Move lab staff in Magic Lab and Business Lab to Fund 11

4 Meet the Faculty Night

On Campus Activity

$2,000 Organize a division-wide “meet the faculty night” mixer and student advising event. The goal would be to increase student engagement and sense of belonging.

1 2 – Portable White Boards (1 – 4’x8, 1 – 4’ x 6’)

Instructional Supply

$1,800.00

Purchase white boards for large lecture rooms in Forum 101 and 110 (102 is already equipped) Quote: https://mywhiteboards.com/platinum-reversible-non-magnetic-board.html

2 12 - Faculty Office Computer Replacements

Computer System

$20,500 Replace faculty office computers (12 computers and monitors)

3 Updated Smart Classrooms14 – Computers and monitors for BBSS Classrooms

Computer System

$24,000 Replace computers in classrooms (FH 172, 174, 175, 176, 178, 114, 131, 133, 136, 135, 134 and Forum 101, 102, and 110)

3 2 – Wacom Clintiq 27” Pen and Touch Display

Computer Screen

$4,000 Touch screen for two accounting rooms in FH. Screens used for demonstration problems and to annotate solutions in the classroom.

Evaluation of Previous Resource AllocationsBelow is a list of resource allocations received in previous Program Reviews. Please evaluate the effectiveness of the resources utilized for your program. How did these resources help student success and completion? (https://www.mjc.edu/governance/rac/documents/ielmallocationsummary20142015.pdf)

The Evaluation / Measured Effectiveness can be typed in another program and pasted here, or typed directly in to the box below. The box will expand with additional text, and paragraphs (hard returns) can be added by using Ctrl+Enter.

Resource Allocated

PR Year Evaluation / Measured Effectiveness

Did not have access to that information.


https://www.mjc.edu/governance/rac/documents/ielmallocationsummary20142015.pdf

https://mywhiteboards.com/platinum-reversible-non-magnetic-board.html

https://mywhiteboards.com/platinum-reversible-non-magnetic-board.html

Career Technical Education Questions The following series of question focus on Career and Technical Education, and can be answered using the labor data from Cal-PASS Plus on Launchboard. You will need to create an account before accessing the Launchboard.

How many students did you serve in the last two academic years?(See Program Snapshot Reports > Where are students taking courses in the region > student)

Data for this area are being collected in the individual department program reviews. Please see Business Administration, Office Administration, Computer Science, and Computer Graphics’ departmental program reviews.

What kinds of students are you serving?(See Program Snapshot Reports > Where are students taking courses in the region > Check Categories)


What percentage of your students are persisting? Consider within the program and within the college.(See Program Snapshot Reports > Are students progressing the pathway? > Term-to-Term Retention and Persistence)


Are students getting and keeping jobs?(See Program Snapshot Reports > Are students getting jobs?)


What percentage of students are attaining a living wage?(See Program Snapshot Reports > Are Students Making Reasonable Wages? > Living Wages button)



AppendixOptional QuestionsPlease consider providing answers to the following questions. While these are optional, they provide crucial information about your equity efforts, training, classified professional support, and recruitment.What strategies do you use to recruit, support and retain students from disproportionately impacted groups?

Does your division (or program) provide any training/mentoring for faculty to support the success of students at risk of academic failure?

Is there a need for more classified professional support in your area, please describe this need. Indicate how it would support the college mission and college goals for success, and completion.

What factors serve as barriers to recruiting active faculty to your program(s)?The most common barriers to recruiting and hiring faculty in the area are that many of the individuals who teach in the CTE areas, such as Business, Real Estate, Accounting, Law, Supervisory Management, Computer Science and Computer Graphics had day jobs and are only available in the evening, where we are noting a decline in demand when online classes are available. In the CTE areas, most working professionals want a live classroom environment and are not interested in online training. Further, division wide, it is difficult to find qualified online adjunct instructors. It has also proven difficult to recruit and hire qualified and motivated online faculty in other areas as well.

Review Process FeedbackPlease share any recommendations for improvements in the Program Review process, analysis, and questions. Your comments will become part of the permanent review record.

This is not a process comment, but I was not sure where else to put this…. It would be helpful to provide disaggregated data in the area of college readiness and to somehow capture why students are dropping classes. If we truly desire deliberate interventions to increase student retention and success, this additional information would be very helpful.


Executive SummaryProvide an executive summary of the findings of this program review. Your audience will be your Division Program Review Group, the MJC Program Review Workgroup, and the various councils of MJC.

The Business, Behavioral, and Social Sciences (BBSS) Division consists of 50 degrees and awards in the areas of Administration of Justice, Anthropology, Economics, Geography, Gerontology, Human Services, History, Philosophy, Political Science, Psychology, Sociology, Social Science, Business Administration, Computer Graphics, Computer Science, Office Administration, and Real Estate. In terms of staffing during the Fall 2017 semester, the division employs 40 full-time faculty and 101 part-time faculty. The division produces approximately 28% of the college’s total FTES and serves the diverse curricular needs of the Modesto Junior College student body.

Faculty and administrative professionals in the division are service-minded, innovative professionals who work hard to serve MJC’s diverse student population. The work of the BBSS Division fully supports the college mission in providing a broad breath of courses to meet student needs along with innovative pedagogical strategies delivered by student-minded faculty. Faculty in this division pride themselves on being available to students to not only teach, but also to guide and mentor. The dean and staff in the division office are committed to a role of support and success in enabling faculty and administrative professionals in specialized computer and support labs to more fully serve students and work to improve student success. The diverse course work in the division creates opportunity for cross-disciplinary collaboration and innovation among faculty. Further, division faculty are well-represented in college-wide governance and leadership roles throughout the college.

Despite the college-wide decline in FTES and productivity measures over the past four academic years, the division remains productive and consistently exceeds college-wide FTES/FTEF measures. Through innovative scheduling, the division is committed to increasing student access to underserved populations as well as managing productivity to better serve our students and community. The division will engage in collaborative dialog in the areas of access and fill rates, as well as increasing student retention, success, and completion rates, while working to decrease disproportionate impact on several of our student populations.

The recent addition of the Data Dashboard provides a very powerful tool for all college personnel. The division will work to build capacity to use the Dashboard effectively as both a planning and evaluative tool in the future. The availability of disaggregated data based on ethnicity, gender, and course modality provides additional insight to our students’ performance. It would also be helpful to further disaggregate data based on college readiness skills. In addition, it would be helpful to capture why students are dropping. The division would like to take deliberate steps to increase retention and success and without the foregoing additional information, interventions will be haphazard at best.

The division has ongoing concerns regarding staffing. Many of the Behavioral and Social Science areas are low cost, but highly productive, yet they have been passed over in the college-wide hiring practices. Further, as the demand for online classes grows, it has proven difficult to find trained online adjunct faculty. Further, many full-time faculty find themselves teaching in excess of the 167% contractual maximum just to cover classes.

Lastly, it should be noted that the Business, Behavioral, and Social Science Division is filled with academic professionals that are engaged in not only the work of their departments and division, but also the work of the college. There is a tremendous amount of synergy created by the cross-disciplinary nature of departments housed within the BBSS division.


administrative area overview - mjc - modesto … · web viewsinclair, brian hftcomputer graphics...

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