ࡱ> )+ !"#$%&'(` >/bjbj 4 )'|||tttth|ttttdE<$h|"ttKͺ   Rt|t   DZ"||!t @2L]+to0 #ܖ0F 6ɿ'ɿ,|!|!nɿ|!!p sN!!! !!!tt IMPERIAL VALLEY COLLEGE PROGRAM REVIEW AND PLANNING BUSINESS DIVISION 2005-2008 The mission of ֱ߲ is to foster excellence in education that hallenges students of every background to develop their intellect, character, and abilities; to assist students in achieving their educational and career goals; and to be responsive to the greater community. 1. BUSINESS DIVISION MAJOR AREAS/PROGRAM COURSES BUSINESSDivDispSubNew Crs #Old Crs #DescriptionCat #BUSBUSBUSBUS 010BUS 10Practical Accounting174BUSBUSBUSBUS 060BUS 41Essentials in Workplace Corr196BUSBUSBUSBUS 061BUS 40Business English195BUSBUSBUSBUS 062N/AIntercultural Business CommN/ABUSBUSBUSBUS 080BUS 70ACustomer Service1302BUSBUSBUSBUS 082BUS 70CTeam Building1304BUSBUSBUSBUS 083BUS 70DBasic Time and Space Mgmt1305BUSBUSBUSBUS 084BUS 70EStress Mgmt, Job Burnout, Coun1306BUSBUSBUSBUS 085BUS 70FConflict Resolution1307BUSBUSBUSBUS 086BUS 70GAttitude in the Workplace1308BUSBUSBUSBUS 087BUS 70HManaging Organizational Chngs1309BUSBUSBUSBUS 088BUS 70IDecision Making and Problem So1310BUSBUSBUSBUS 089BUS 70JFoundation Essentials: Values1311BUSBUSBUSBUS 124BUS 2Intro to Business165BUSBUSBUSBUS 126BUS 5Business and the Legl Env168BUSBUSBUSBUS 132BUS 3Business Mgmt166BUSBUSBUSBUS 134BUS 6Mgmt Concepts of Supv170BUSBUSBUSBUS 136BUS 7Human Relations in Mgmt171BUSBUSBUSBUS 138BUS 8Human Resources Management172BUSBUSBUSBUS 140BUS 11Business Retailing1255BUSBUSBUSBUS 142BUS 14Practical Salesmanship179BUSBUSBUSBUS 144BUS 4Principles of Marketing167BUSBUSBUSBUS 146BUS 16Small Business Mgmt147BUSBUSBUSBUS 148BUS 12Personal Finance1301BUSBUSBUSBUS 152BUS 51Basic Keyboarding236BUSBUSBUSBUS 154BUS 20Beginning Keyboarding181BUSBUSBUSBUS 156BUS 25ACKeyboarding: Speed and Accurac177BUSBUSBUSBUS 164BUS 29AWord Processing293BUSBUSBUSBUS 166BUS 23Machine Calculation184BUSBUSBUSBUS 168BUS 24Records Management185BUSBUSBUSBUS 172BUS 39Office Procedures194BUSBUSBUSBUS 174BUS 29BDocument Processing294BUSBUSBUSBUS 176BUS 32Office Transcription1177BUSBUSBUSBUS 178BUS 30Business Computer Applications176BUSBUSBUSBUS 210BUS 1APrin of Financial Accounting163BUSBUSBUSBUS 220BUS 1BPrin of Managerial Accounting164BUSBUSBUSBUS 260BUS 42Business Communications197 COMPUTER INFORMATION SYSTEMSDivDispSubNew Crs #Old Crs #DescriptionCat #BUSCISCISCIS 050CIS 050Online Learning, An Orientatn1299BUSCISCISCIS 100CIS 23Computer Literacy235BUSCISCISCIS 101CIS 1Intro to Info Systems202BUSCISCISCIS 102CIS 21ACComputer Appl Lab208BUSCISCISCIS 104CIS 3Intro to Telecommunications300BUSCISCISCIS 106CIS 8PC Maintenance, Repair and Upg1256BUSCISCISCIS 108CIS 22Computer Accounting237BUSCISCISCIS 110CIS 26Windows Operating System298BUSCISCISCIS 120CIS 32AMicrosoft Word1197BUSCISCISCIS 121CIS 32BMicrosoft Word1198BUSCISCISCIS 124CIS 37AEXCEL299BUSCISCISCIS 125CIS 37BEXCEL301BUSCISCISCIS 128CIS 41AACCESS302BUSCISCISCIS 130CIS 34PowerPoint1189BUSCISCISCIS 132CIS 42FrontPage1206BUSCISCISCIS 200CIS 12Prog in Basic209BUSCISCISCIS 202CIS 13Prog in Visual Basic1314BUSCISCISCIS 204CIS 15Programming in C260BUSCISCISCIS 206CIS 10Prog in COBOL204BUSCISCISCIS 208CIS 16Programming in JAVA1315 ECONOMICSDivDispSubNew Crs #Old Crs #DescriptionCat #BUSECONECONECON 101ECON 2Intro to Micro Economics331BUSECONECONECON 102ECON 1Intro to Macro Economics330 LEGAL ASSISTANTDivDispSubNew Crs #Old Crs #DescriptionCat #BUSLEGLLEGLLEGL 121LEGAL 21Legal Research630BUSLEGLLEGLLEGL 122LEGAL 22Civil Proc and Family Law631BUSLEGLLEGLLEGL 123LEGAL 23Civil Discovery and Torts632BUSLEGLLEGLLEGL 124LEGAL 24Corporations and Bankruptcy634BUSLEGLLEGLLEGL 125LEGAL 25Real Estate Law for Legl Asst638BUSLEGLLEGLLEGL 126LEGAL 26Wills Trusts Probate & Est Ad639 REAL ESTATEDivDispSubNew Crs #Old Crs #DescriptionCat #BUSREALREALBUS 190BUS 90Real Estate Principles222BUSREALREALBUS 191BUS 91Real Estate Practices227 2. STRENGTHS AND CHALLENGES BUSINESS DIVISION STRENGTHS All Programs Strengths Experienced, committed full time and adjunct instructors who have the ability to teach in multiple disciplines within the division and whose education, technical expertise, and business experience enhance course offerings by giving students a broader picture of the various subjects being offered. Strong support staff with technical expertise, who are responsive to student, community, and institutional needs. Broad opportunity available for students to pursue certificate, associate degree, or transfer educational programs as well as personal or professional development. Certificate and associate degree programs integrated with transfer level courses. A Business Division computer lab which serves the campus community at large as a general computer lab, is open in the evenings, and has 54 computers with Internet access and tutorial software supporting business and computer classes; two of the computers are equipped with JAWS screen readers for people with sight disabilities. Active Business Club, which gives the students opportunities to observe and learn through new experiences connected to field trips and fundraising, including contracting to create the database for participants, design the documents (such as conference forms, name tags, participant packets) and operate the information booth at the annual Salton Sea International Bird Festival. Scheduling plan that meets the needs of our diverse student population -- including the traditional day and night schedule and a nontraditional short-term format -- and allows for completion of programs in a reasonable timeframe. Flexibility to meet the employee training needs of businesses in our community through contract education programs which include customer service and supervisory courses. Ongoing collaboration with SDSU-IVC. Development of articulation agreements with IVROP and local high schools. Ongoing collaboration with the business community through the Business Division Advisory Committee and our contract education program. Development and implementation of a comprehensive customer service training program for businesses in the Imperial Valley that offer short-term training modules allowing employers to choose specific courses to meet their needs. Development and implementation of a series of short-term supervisory courses to train employees who are promoted into management. Development of an employment readiness certificate, which includes a strong language component, in response to advisory committee and community concerns that applicants and employees do not have necessary basic skills. Coordination with other divisions and with other units on campus including counseling, DSPS, Workforce Development Center, extended campus, ESL department, human resources, and Banner implementation team. Partnership with the Imperial County Work Training Center to develop the HSIAC Grant proposal for the Imperial County Colonia Empowerment Project. CIS Program Strengths Designed, developed and delivered new CIS courses including PC Hardware Repair, Programming in Visual Basic, Programming in JAVA, Web Page Design, and Power Point. Integrated hybrid distance education delivery models into CIS courses. Designed, developed and delivered an online course with the use of Internet technologies as the distance mode of delivery. Participated in the VTEA grant. Legal Assistant Program Strengths Experienced part-time instructors with expertise in the law and a commitment to ensuring students in the Program receive the education and obtain the skills needed to succeed as a Legal Assistant. Courses held primarily at extended campus, and scheduled at convenient times, to allow students already working in the field to pursue their education. Extended Campus staff provides necessary coordination and support services for the program. Program recently revised, updated to ensure compliance with State mandates. EVIDENCE THAT FACULTY MEMBERS ARE STAYING CURRENT All Programs All faculty members take courses, attend conferences or workshops to further their professional growth, belong to professional organizations in their disciplines, read relevant books, journals, and business periodicals, and/or meet with other colleagues to discuss issues relevant to the various business areas. One faculty member holds an A+ Certification a nationally recognized testing program that certifies the competency of professionals in the computer industry. One faculty holds memberships in the American Institute of Public Accounting and Institute of Accounting Certified Management Accountants In 2003-2004, one faculty member was recognized as Employee of the Year, received the Presidents Recognition Award, and also received the Rafael Santos Excellence in Teaching Award from the Academic Senate. Faculty members are open to teaching with new technologies and methodologies: Faculty members maintain websites relating to their disciplines. Several instructors have taken courses and/or been certified in Online Teaching Members of the business division have been campus leaders in integrating technology into the curriculum through the Instructional Technology Advisory Committee. One faculty member is liaison with the Imperial County Office of Education technical and distance learning department and is a member of the Region 10 Advisory Committee for CIS. Faculty and students participated in CONAHEC grant activities to improve the teaching methodologies in a multicultural environment and to improve retention rates. Faculty participated in the Train the Trainer workshops for the Customer Service Academy. BUSINESS DIVISION CHALLENGES All Programs Challenges Upgrade hardware, software, and facilities on main campus and extended campus to allow the division to meet the technological learning needs of students. Hire a lab technician to maintain equipment at the extended campuses. Implement an institutional course management system to facilitate the development of distance learning courses. Implement an institutional plan to improve students basic skills for certificate, associate degree, and transfer level work. Meet the needs of the business community as businesses in Imperial Valley continue to expand. Expand contract education to include retail sales and communication skills courses, designate and equip a facility to accommodate additional offerings, and develop a budget to compensate a coordinator, instructors, and support staff. Develop a Retail Skills Center for Imperial County and develop a budget to compensate a coordinator, instructors, and support staff. Implement and institutional tracking system to evaluate/analyze the success rates of students who transfer or transition to the job market. Increase the budget for conference travel expenses to foster professional development. CIS Program Challenges Meet the demands of the community in the areas of PC hardware repair, programming, networking, multimedia, and electronic commerce: Expand the CIS 106 repair course to encompass A+ certification training, and upgrade the equipment and facility to accommodate additional sections. Develop multimedia curriculum, and designate and equip a multimedia lab Upgrade and improve instructional delivery equipment Embrace an institutional Course Management System Work together with Math/Science to coordinate computer curriculum. Develop Network+ certification curriculum, and designate and equip a network lab. Attain Network+ certification for one or more CIS professors Hire additional adjunct CIS instructors to cover increasing workload. Develop a backup system for lab programs and data. Maintain continuity of curriculum at extended campuses by securing District commitment for funds for new equipment. Legal Assistant Program Challenges Give students access to computerized legal databases to allow students to develop and refine legal research skills. Purchase software programs to allow students to practice and test new skills. Implement a stronger legal research and legal writing component to improve career prospects/success for students. Attract qualified, caring instructors to teach in the program. Real Estate Program Challenges Survey the real estate community and revise our curriculum to better meet their needs. The Real Estate Program, which included both a certificate and a major were inactivated Spring 2004. Real estate course offerings since Spring 2000 have included only two courses -- Bus 190 Real Estate Principles, which is offered in the fall, and Bus 191 Real Estate Practices, which is offered in the spring. These courses were kept active because there has been very good demand for them. The Principles class prepares students for the salesperson examination. Once they have become licensed, the Practices class assists them in their jobs. The other courses in the program, which were inactivated because of low enrollment -- Legal Aspects, Finance, Appraisal, and Economics -- are continuing education courses. Most agents take their CE courses through a private entity; they can do 45 hours for $40. IVC has not been able to compete with the private schools. A decision was made to inactivate the program while we make a determination regarding the future of the program. Chuck Storey, who has been teaching real estate for us, is a licensed real estate broker who has many years of experience in Imperial Valley. Mr. Storey will be working with us as we evaluate the program. 3. STUDENT DEMOGRAPHICS: After reviewing the student demographic information provided by the institutional researcher, discuss student trends, comparing the program trends to the institution as a whole. Explain any unusual patterns in student trends. BUSINESS PROGRAM Age The three year trend appears to be a decrease in percentage of students under age 20 for the program; however, the under age 20 group for the general population has increased. The largest age group in the business program consists of students who are between the ages of 20 to 24. It appears that the number of students in this age group for the business program mirrors the trend for the general population. Business Division Business Disicipline Demographic Information Age (in %) ( Table 1 )Term< 2020 - 2425 - 2930 - 49> or = 50ProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 0228.026.835.529.712.011.922.026.92.64.6Fall 0327.129.337.931.010.411.023.224.61.44.0Fall 0425.629.636.832.311.410.723.623.42.64.0Avg.26.928.636.731.011.311.222.924.92.24.2 Ethnicity The business program has had a slight average increase in Asian, Afro American, Native American, and White students over the past three years; however, 82.6% of the students in the program are of Hispanic heritage and that percentage continues to remain fairly constant. Business Division Business Discipline Demographic Information Ethnicity (in percentage) ( Table 2 )TermAsianAfro AmericanHispanicNative AmericanWhiteOtherProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 023.82.01.11.482.786.50.20.411.89.60.40.2Fall 031.92.02.51.582.886.70.40.412.49.30.00.3Fall 042.81.91.71.382.387.61.70.49.68.50.00.2Avg.2.82.01.81.482.686.90.80.411.39.10.10.2 Gender The three year trend indicates there has been an increase in enrollment in the business program. The data also reflect that males have increased their enrollment while there has been a slight, yet consistent, decrease in the percentage of female enrollment; however, females continue to constitute approximately two thirds of the enrollment. Business Division Business Discipline Demographic Information Gender (Table 3) TermHead CountMale (%)Female (%)Program IVCProgramIVCProgramIVCFall 02533741334.537.465.562.6Fall 03565748036.138.163.961.9Fall 04606813236.138.363.961.7Average568832135.637.964.462.1 Primary Language More students in the business program reported English as their primary language than students in the IVC general population. It may be explained in that the IVC general student data includes a significant number of ESL enrolled students. Business Division Business Discipline Demographic Information Primary Language (Table 4) TermEnglish%Other%Program IVCProgramIVCFall 026660.034.040.0Fall 0371.361.228.738.8Fall 0467.363.132.736.9Average6861.431.838.6 Residence The majority of the students in the business program reside in El Centro and Calexico which mirrors the IVC general population. Over the three years, there appears to be an increase in the number of students in the program from Brawley, Holtville, and Imperial, and a significant increase of students residing in Winterhaven. Business Division Business Discipline Demographic Information Residence (in percentage) ( Table 5 )TermBrawleyCalexicoCalipatriaEl CentroHoltvilleImperialWinterhavenOtherPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCFall 0212.913.729.329.83.62.234.933.84.35.27.17.60.00.07.97.7Fall 0314.913.324.230.12.52.136.832.96.55.47.87.90.00.17.38.2Fall 0413.913.027.430.82.62.236.132.05.35.27.48.41.70.25.68.2Avg.13.913.327.030.22.92.235.932.95.45.37.48.00.60.16.98.0 CIS It appears that there are no unusual patterns in student trends for the CIS program in age, ethnicity, gender, primary language, or residence. Age Business Division Computer Information Systems Discipline Demographic Information Age (in %) ( Table 1 )Term< 2020 - 2425 - 2930 - 49> or = 50ProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 0227.226.828.029.711.411.928.526.95.04.6Fall 0328.029.332.731.09.711.026.024.63.64.0Fall 0428.329.634.332.39.010.723.923.44.64.0Avg.27.828.631.731.010.011.226.124.94.44.2 Ethnicity Business Division Computer Information Systems Discipline Demographic Information Ethnicity (in percentage) ( Table 2 )TermAsianAfro AmericanHispanicNative AmericanWhiteOtherProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 022.02.02.11.484.286.50.30.411.29.60.20.2Fall 031.32.02.71.583.386.70.40.411.79.30.20.3Fall 040.91.90.91.389.587.60.30.48.28.50.20.2Avg.1.42.01.91.485.786.90.30.410.49.10.20.2 Gender Business Division Computer Information Systems Discipline Demographic Information Gender (Table 3) TermHead CountMale (%)Female (%)Program IVCProgramIVCProgramIVCFall 02615741341.837.458.262.6Fall 03557748044.438.155.661.9Fall 04658813241.038.359.061.7Average610832142.437.957.662.1 Primary Language Business Division Computer Information Systems Discipline Demographic Information Primary Language (Table 4) TermEnglish%Other%Program IVCProgramIVCFall 0263.160.036.940.0Fall 0367.161.232.938.8Fall 0461.463.138.636.9Average6461.436.138.6 Residence Business Division Computer Information Systems Discipline Demographic Information Residence (in percentage) ( Table 5 )TermBrawleyCalexicoCalipatriaEl CentroHoltvilleImperialWinterhavenOtherPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCFall 0213.813.731.429.83.12.233.333.84.95.25.77.60.00.07.87.7Fall 0312.413.329.830.12.52.134.632.94.55.48.37.90.00.17.98.2Fall 0411.613.032.730.80.82.233.932.05.95.25.68.40.20.29.48.2Avg.12.613.331.330.22.12.233.932.95.15.36.58.00.10.18.48.0 ECONOMICS No true trends appear to be developing in economics except that more 20-24 year olds are taking economics courses. In addition, there are fewer other language students than the college as a whole. Age Business Division Economic Discipline Demographic Information Age (in %) ( Table 1 )Term< 2020 - 2425 - 2930 - 49> or = 50ProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 0235.526.835.529.712.811.916.326.90.04.6Fall 0333.029.338.831.011.211.016.524.60.54.0Fall 0432.429.639.632.310.110.716.423.41.44.0Avg.33.628.638.031.011.411.216.424.90.64.2 Ethnicity Business Division Economic Discipline Demographic Information Ethnicity (in percentage) ( Table 2 )TermAsianAfro AmericanHispanicNative AmericanWhiteOtherProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 021.72.04.71.486.686.50.60.45.89.60.60.2Fall 031.02.01.91.582.586.70.50.414.19.30.00.3Fall 042.41.91.01.380.287.60.50.415.98.50.00.2Avg.1.72.02.51.483.186.90.50.411.99.10.20.2 Gender Business Division Economic Discipline Demographic Information Gender (Table 3) TermHead CountMale (%)Female (%)Program IVCProgramIVCProgramIVCFall 02172741347.137.452.962.6Fall 03206748043.738.156.361.9Fall 04207813248.338.351.761.7Average195832146.437.953.662.1 Primary Language Business Division Economic Discipline Demographic Information Primary Language (Table 4) TermEnglish%Other%Program IVCProgramIVCFall 0273.360.026.740.0Fall 0368.961.231.138.8Fall 0473.463.126.636.9Average7261.428.138.6 Residence Business Division Economic Discipline Demographic Information Residence (in percentage) ( Table 5 )TermBrawleyCalexicoCalipatriaEl CentroHoltvilleImperialWinterhavenOtherPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCFall 0210.513.739.529.81.72.230.833.82.95.210.57.60.00.04.17.7Fall 0312.113.328.230.10.52.135.932.96.35.410.27.90.00.16.88.2Fall 0411.613.031.430.81.42.234.432.06.35.210.18.40.00.24.88.2Avg.11.413.333.030.21.22.233.732.95.25.310.38.00.00.15.28.0 LEGAL ASSISTANT The student demographic information for the Legal Assistant Program is derived from a very small sample 37 total students in the program over three years. Consequently, it is difficult to make relevant comparisons to the institutional demographic information. The small sample is probably a direct result of the rigor required of a program of legal study. However, it is crucial for IVC to continue to offer this program to help ensure that Imperial Valley has adequate legal services. The program should grow as the area grows and as more legal services jobs naturally become available. The most glaring difference between program data and institutional data occurred in the year 2003. The numbers are especially skewed because only one student was in the program in 2003. One promising trend seems to emerge from the data: more students are enrolled in the program for the year 2004 than for the other years. This bodes well for the future of legal services in the Imperial Valley. Age Program students tend to be older than the average student. Reasons: the rigor of legal study and the fact that younger students tend to be undecided about their educational goals Business Division Legal Discipline Demographic Information Age (in %) ( Table 1 )Term< 2020 - 2425 - 2930 - 49> or = 50ProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 0213.326.846.729.720.011.920.026.90.04.6Fall 03100.029.30.031.00.011.00.024.60.04.0Fall 049.529.633.332.314.310.738.123.44.84.0Avg.40.928.626.731.011.411.219.424.91.64.2 Ethnicity It appears that there are no unusual patterns in student trends for the Legal Assistant program in ethnicity. Business Division Legal Discipline Demographic Information Ethnicity (in percentage) ( Table 2 )TermAsianAfro AmericanHispanicNative AmericanWhiteOtherProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 026.72.00.01.486.786.50.00.46.79.60.00.2Fall 030.02.00.01.50.086.70.00.4100.09.30.00.3Fall 044.81.90.01.376.287.60.00.414.38.54.80.2Avg.3.82.00.01.454.386.90.00.440.39.11.60.2 Gender Program students tend to be female. Reasons: Unknown; however Legal Assistant has traditionally been an occupation with more female employees than male and perhaps this is continuing in the Imperial Valley. Business Division Legal Discipline Demographic Information Gender (Table 3) TermHead CountMale (%)Female (%)Program IVCProgramIVCProgramIVCFall 021574130.037.4100.062.6Fall 03174800.038.1100.061.9Fall 0421813214.338.385.761.7Average1283214.837.995.262.1 Primary Language Program students tend to be native English speakers. Reasons: Unknown; however it may be due to the fact that native speakers of English learn about the U.S. legal system at an earlier age than people whose primary language is other than English. Business Division Legal Discipline Demographic Information Primary Language (Table 4) TermEnglish%Other%Program IVCProgramIVCFall 0293.360.06.740.0Fall 0310061.20.038.8Fall 0490.563.19.536.9Average9561.45.438.6 Residence It appears that there are no unusual patterns in student trends for the Legal Assistant program in residence. Business Division Legal Discipline Demographic Information Residence (in percentage) ( Table 5 )TermBrawleyCalexicoCalipatriaEl CentroHoltvilleImperialWinterhavenOtherPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCFall 0226.713.733.329.86.72.226.733.86.75.20.07.60.00.00.07.7Fall 030.013.30.030.10.02.10.032.9100.05.40.07.90.00.10.08.2Fall 044.813.014.330.80.02.257.132.04.85.219.08.40.00.20.08.2Avg.10.513.315.930.22.22.227.932.937.25.36.38.00.00.10.08.0 REAL ESTATE Age The majority of students in the Real Estate program is made up of students in the age group 30 to 39, which is inconsistent with the IVC general population. Age cohorts of students less than 20 years old and students 20 to 24 years old are significantly less than the IVC general population. Business Division Real Estate Discipline Demographic Information Age (in %) ( Table 1 )Term< 2020 - 2425 - 2930 - 49> or = 50ProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 0211.426.811.429.720.011.948.626.98.64.6Fall 0310.729.325.031.014.311.035.724.614.34.0Fall 046.729.623.332.36.710.756.723.46.74.0Avg.9.628.619.931.013.711.247.024.99.94.2 Ethnicity Over three years, there has been a significant increase in Asian students enrolled in the Real Estate Program and when compared to the IVC general population of Asian students, the program percentage is significantly higher. In addition, the percentage of White students who are enrolled in Real Estate is significantly higher than the general IVC White population whereas the Hispanic population for the program is significantly lower than the IVC general population. Business Division Legal Discipline Demographic Information Ethnicity (in percentage) ( Table 2 )TermAsianAfro AmericanHispanicNative AmericanWhiteOtherProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 026.72.00.01.486.786.50.00.46.79.60.00.2Fall 030.02.00.01.50.086.70.00.4100.09.30.00.3Fall 044.81.90.01.376.287.60.00.414.38.54.80.2Avg.3.82.00.01.454.386.90.00.440.39.11.60.2 Gender Females constitute the majority of students enrolled in the Real Estate program and the three year data indicates a sudden increase between Fall 03 and Fall 04. There was a corresponding percentage decrease in males between Fall 03 and Fall 04. Business Division Real Estate Discipline Demographic Information Gender (Table 3) TermHead CountMale (%)Female (%)Program IVCProgramIVCProgramIVCFall 0235741342.937.457.162.6Fall 0328748050.038.150.061.9Fall 0430813230.038.370.061.7Average31832141.037.959.062.1 Primary Language On an average, well over three fourths, 81 %, of students in the real estate program indicate that English is their primary language. It appears that there was approximately a 12 % decrease in students indicating English as their primary language between Fall 02 and Fall 03. Business Division Real Estate Discipline Demographic Information Primary Language (Table 4) TermEnglish%Other%Program IVCProgramIVCFall 0291.460.08.640.0Fall 0378.661.221.438.8Fall 0473.363.126.736.9Average8161.418.938.6 Residence Sixty percent of the students who are enrolled in real estate courses reside in El Centro or Calexico. There have been increases in students who reside in Calipatria and Imperial with Imperial reflecting the highest percentage increase and with Brawley reflecting the highest percentage decrease in student enrollment. Business Division Real Estate Discipline Demographic Information Residence (in percentage) ( Table 5 )TermBrawleyCalexicoCalipatriaEl CentroHoltvilleImperialWinterhavenOtherPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCFall 028.613.717.129.88.62.228.633.88.65.225.77.60.00.02.97.7Fall 0314.313.325.030.10.02.142.932.93.65.43.67.90.00.110.78.2Fall 043.313.043.330.83.32.226.732.03.35.210.08.40.00.210.08.2Avg.8.713.328.530.24.02.232.732.95.25.313.18.00.00.17.98.0 4. GRADE DISTRIBUTION/RETENTION: Business Only 13 percent of all Business students earned an A, whereas 25.9 percent of IVC students as a whole earned As. At 16.3, the percentage of Bs earned by Business students is also lower than the IVC average, 21.6. The number of Cs given to Business students, 14.1 is comparable to the IVC average, 15.1. The number of Ds and Fs given to Business students slightly exceeds the percentage of Ds and Fs given to IVC students as a whole, 4.8 and 4.6 respectively. The number of W grades is lower for Business students than the institution as a whole, 14.9 versus 17.1. The success rate and the retention rate of Business students are lower than the IVC averages Business Students rates are 65.9 and 78.1 versus 70.6 and 82.9 for IVC students. Business Division/Business Department Grade Distribution and Retention Information (Table 6)Total Initial CountTotal Census CountGrades - Fall 2004Retention Rate (non "W"/census)End of Term Retention Rate (non "W"/census)Success Rate (Grade A,B,C,CR)%A%B%C%D%F%I%Cr%NC%WBUS 0101359736.117.59.36.25.20.00.00.025.871.974.262.9BUS 06036293.420.720.70.010.30.00.00.044.880.655.244.8BUS 06131185.616.733.322.20.00.00.00.022.258.177.855.6BUS 08212110.00.00.00.00.00.0100.00.00.091.7100.0100.0BUS 08416160.00.00.00.00.00.093.86.30.0100.0100.093.8BUS 08711110.00.00.00.00.00.0100.00.00.0100.0100.0100.0BUS 08814140.00.00.00.00.00.092.97.10.0100.0100.092.9BUS 089990.00.00.00.00.00.0100.00.00.0100.0100.0100.0BUS 1241307513.328.017.35.38.00.00.00.028.057.772.058.7BUS 1261671073.79.329.012.117.80.00.00.028.064.172.042.1BUS 132422931.027.613.86.90.00.00.03.417.269.082.872.4BUS 14034200.020.030.015.020.00.00.00.015.058.885.050.0BUS 152332035.030.015.00.00.00.00.00.020.060.680.080.0BUS 154412814.328.625.03.67.10.00.00.021.468.378.667.9BUS 15664458.915.66.72.22.20.040.04.420.070.380.071.1BUS 16463412.443.917.10.017.10.00.00.019.565.180.563.4BUS 166261921.121.115.810.50.00.00.00.031.673.168.457.9BUS 168312142.99.50.09.59.50.00.00.028.667.771.452.4BUS 17428156.726.76.70.013.30.00.00.046.753.653.340.0BUS 176312634.638.511.50.00.00.00.00.015.483.984.684.6BUS 2101651257.212.826.413.611.20.00.00.028.875.871.246.4BUS 220271513.30.033.36.70.00.00.00.046.755.653.346.7BUS 26034214.89.514.319.04.80.04.80.042.961.857.133.3Department Average12.416.314.15.85.50.023.10.921.973.478.165.9Division Average12.415.113.54.65.00.026.04.618.870.781.267.0IVC Average25.921.615.14.84.60.28.02.617.172.382.970.6 CIS Only 7.5 percent of all CIS students earned an A, whereas 25.9 percent of IVC students as a whole earned As. As the table below indicates, the percentages of Bs, Cs, Ds, Fs, and Ws earned by CIS students are also lower than the IVC averages. GradeCIS StudentsIVC StudentsB10.421.6C9.115.1D2.44.8F3.34.6W14.917.1 Since the CIS department has a higher percentage of credit/no credit courses than other departments, the percentage of CR grades exceeds 40 percent, which is significantly higher than institutional average of 8. The retention rate of CIS students, 85.1, is slightly higher than the institution as a whole, 82.9; however, the success rate at 67.2 is slightly lower than the institutional rate of 70.6. Business Division/CIS Department Grade Distribution and Retention Information (Table 6)Total Initial CountTotal Census CountGrades - Fall 2004Retention Rate (non "W"/census)End of Term Retention Rate (non "W"/census)Success Rate (Grade A,B,C,CR)%A%B%C%D%F%I%Cr%NC%WCIS 10077550.00.00.00.00.00.074.520.05.571.494.574.5CIS 10134925210.724.219.413.911.90.00.00.019.872.280.254.4CIS 1021671390.00.00.00.00.00.065.520.913.783.286.365.5CIS 106332227.327.336.40.04.50.00.00.04.566.795.590.9CIS 108211216.741.716.78.316.70.00.00.00.057.1100.075.0CIS 11098540.00.00.00.00.00.070.427.81.955.198.170.4CIS 12083600.00.00.00.00.00.076.720.03.372.396.776.7CIS 12177440.00.00.00.00.00.068.225.06.857.193.268.2CIS 124117750.00.00.00.00.00.082.710.76.764.193.382.7CIS 12580420.00.00.00.00.00.066.726.27.152.592.966.7CIS 13030190.00.00.00.00.00.057.921.121.163.378.957.9CIS 202402828.617.921.40.03.60.00.00.028.670.071.467.9CIS 204282321.713.021.70.04.30.00.00.039.182.160.956.5CIS 20822180.022.211.111.15.60.00.00.050.081.850.033.3Department Average7.510.49.12.43.30.040.212.314.967.885.167.2Division Average12.415.113.54.65.00.026.04.618.870.781.267.0IVC Average25.921.615.14.84.60.28.02.617.172.382.970.6 Economics Only 6 percent of Econ students received an A compared to 25.9 percent of students as a whole. Those Econ students earning Bs increased to 13.5 percent; however this figure is still well below the institutional average of 21.6. The figures reflect that 37.2 percent of Econ students received Cs, while institutionally the figure is 15.1. Econ students receiving Ds and Fs, 8.9 and 8.1, were approximately double the institutional rates, 4.8 and 4.6. The withdrawal rate for Econ students was 25.6 versus 17.1 institutionally. The retention rate of Econ students, 74.4, is lower than the institution as a whole, 82.9, as is the success rate at 57.4 compared to the institutional rate of 70.6. Business Division/Economic Department Grade Distribution and Retention Information (Table 6)Total Initial CountTotal Census CountGrades - Fall 2004Retention Rate (non "W"/census)End of Term Retention Rate (non "W"/census)Success Rate (Grade A,B,C,CR)%A%B%C%D%F%I%Cr%NC%WECON 1011341108.210.939.111.88.20.00.00.021.882.178.258.2ECON 102140995.116.235.46.18.10.00.00.029.370.770.756.6Department Average6.613.537.28.98.10.00.00.025.676.474.457.4Division Average12.415.113.54.65.00.026.04.618.870.781.267.0IVC Average25.921.615.14.84.60.28.02.617.172.382.970.6 Legal Nearly 52 percent of all legal students earned an A, whereas only 25.9 percent of IVC students as a whole earned As. There doesnt appear to be a significant difference in the number of Bs and Cs given to Legal students compared to IVC students as a whole. None of the Legal students earned a D compared to 4.8 for IVC; however, 9.4 of the Legal students failed compared to 4.6 for IVC. The withdrawal of Legal students was significantly lower at 3.1 than the IVC average of 17.1. Both the retention rate and the success rate of Legal Students, 96.9% and 87.5%, are significantly higher than the IVC averages, 82.9 and 70.6. Business Division/Legal Department Grade Distribution and Retention Information (Table 6)Total Initial CountTotal Census CountGrades - Fall 2004Retention Rate (non "W"/census)End of Term Retention Rate (non "W"/census)Success Rate (Grade A,B,C,CR)%A%B%C%D%F%I%Cr%NC%WLEGAL 123301618.825.031.30.018.80.00.00.06.353.393.875.0LEGAL 124241384.615.40.00.00.00.00.00.00.054.2100.0100.0Department Average51.720.215.60.09.40.00.00.03.153.896.987.5Division Average12.415.113.54.65.00.026.04.618.870.781.267.0IVC Average25.921.615.14.84.60.28.02.617.172.382.970.6 Real Estate Only13 percent of all Real Estate students earned an A, whereas 25.9 percent of IVC students as a whole earned As. However, the percentage of Bs earned by Real Estate students reaches 43.3 which is significantly higher than the IVC average, 21.6. The number of Cs given to Real Estate students, 10, is lower than the IVC average, 15.1. The number of Ds is significantly higher than the institutional average, 10 versus 4.8. Real Estate students received no Fs; however, the percentage of withdrawals at 23.3 exceeds the institutional withdrawal rate at 17.1. The retention and the success rates, 76.7 and 66.7, are lower for Real Estate students than for IVC as a whole, 82.9 and 70.6. Business Division/Real Estate Department Grade Distribution and Retention Information (Table 6)Total Initial CountTotal Census CountGrades - Fall 2004Retention Rate (non "W"/census)End of Term Retention Rate (non "W"/census)Success Rate (Grade A,B,C,CR)%A%B%C%D%F%I%Cr%NC%WBUS 190423013.343.310.010.00.00.00.00.023.371.476.766.7Department Average13.343.310.010.00.00.00.00.023.371.476.766.7Division Average12.415.113.54.65.00.026.04.618.870.781.267.0IVC Average25.921.615.14.84.60.28.02.617.172.382.970.6 5. STUDENT LEARNING OUTCOMES: During Fall 2004, the ֱ߲ Academic Senate is providing leadership to the campus community to initiate and sustain an on-going dialogue to develop and assess institutional student learning outcomes. This process is addressing institutional student learning outcomes, and is providing a model for academic divisions and programs as they develop and assess program-level student learning outcomes tied to the institutional outcomes. This process began with a faculty wide presentation during Fall faculty orientation on the basic tenets of student learning outcomes. Between October, 2004 and January, 2005, the following workshops were conducted for faculty: Introduction to student learning outcomes Authentic assessment Classroom assessment techniques and learning styles Institutional student learning outcomes. These activities included sessions to develop a list of potential institutional student learning outcomes. Out of these discussions, the following five outcomes have been agreed upon by faculty: Personal Responsibility Global/Multi-cultural Awareness Communication Skills Information Literacy Analytical/Critical Thinking The Business Division participated in the workshops and the division also met to discuss the implications for our areas. The division will be working with the Academic Senate to determine a process to develop our student learning outcomes at the program level that will tie to the institutional outcomes 6. STUDENT SUPPORT SERVICES: Discuss the need for learning and counseling services for students in this program and whether each is adequate to support the program. Learning services include library, audiovisual, tutorial, labs including computer labs, reading/writing and math labs, and individual studies. The division maintains computer learning labs with staff to support classroom instruction. These labs are open to students across campus and are filled to capacity most hours during the day. During peek hours and during the last part of the semester, the lab will not accommodate the need; however, students are then referred to other labs on campus. The division maintains two classrooms with computers. One of the computer classrooms is also equipped with transcription machines. In order to offer a multimedia curriculum, the hardware and software in at least one of the computer classrooms needs to be upgraded. The division maintains a classroom that is equipped with calculators for use in our accounting and machine calculation courses. That classroom is also used for the computer repair course; storage cabinets have been installed to secure the computers used in that course. In order to add another section of the repair course, additional computers and cabinets must be acquired. In order to add sections to the schedule for the computer repair course and revise that course to encompass A+ certification training, new equipment is needed and the facility must be upgraded. In order to develop Network+ certification program, the district must make a financial commitment to designate and equip a network lab. The division maintains instructional delivery equipment for several classrooms; however, existing instructional delivery equipment units need to be upgraded and units need to be added to each classroom used by business division staff . The Workforce Development Center provides tutors and lab support to students in our programs. Students and the community would benefit if a placement center were implemented at IVC. The implementation of an institutional tracking system for students who transfer or transition to the job market would help us to evaluate/analyze success rates. In order to facilitate distance learning modules and/or courses, the institution must embrace a Course Management System. The division actively participates in coordinating with service areas in the following ways: Works with Counseling Services to pursue articulation agreements with two- and four-year colleges and universities. Works closely with counselor liaisons. Consults with Disabled Students Program and Services to help students with specific needs Works with the library staff members by referring students who need help with special projects and by making reference materials available for students. ACADEMIC STANDARDS: (Instructional Divisions Only) What procedures are being used to assure that academic standards are maintained and that current curriculum is adequately meeting the needs of the students? If an applied science area, discuss advisory committee input. How is the program reviewed for recency and methodology? How are prerequisites and co requisites reviewed and updated? Staff maintains the integrity of the programs in the Business Division by implementing rigorous standards that conform to employment and transfer requirements. The staff evaluates curriculum, equipment, and software yearly and works closely with local businesses to develop plans to maintain relevant instruction. The Business Division Advisory Committee meets each semester and its members assist our staff in maintaining programs that match the realistic needs of businesses in our community. Since our business community is in a constant process of change, maintaining an awareness of the nature and scope of such changes is almost impossible for the instructional staff unless we can rely on our advisory committee. The following is a list of our current committee members: MemberCompanyCorfman, LylaRetired-Jury CommissonerCroft, DarrylHuman Resource DirectorDiaz, BobSearsDonnatt, JenniferGeneral DynamicsFerrand, TrishaComm. Economic Dev.DeptGaddis, AJCity of CalexicoGarcia, CamiloOne StopHurst, CurtisEDD/CalWORKSJohnson, JosephRyerson/Valley DatabaseKennerson, CathyEl Centro Chamber of CommerceLopez, VirginiaCalWORKSOlague, JuliaImperial CountyPlancarte, LuisWIBStuder, CharlotteVIBValenzuela, TeresaSCFCUArrington, GloriaOne StopHarrold, DeborahConsulting & AssociatesLotz, SandraManpowerRicker, TimImperial Valley MallSchwerin, SeanIVROPSwaim, AliciaImperial Valley MallWysocki, LoriJack-In-The-Box Because of input from our advisory committee, we developed supervisory courses in a short format to offer to businesses through contract education. We also developed an Employment Readiness Certificate that addresses the business communitys concern that employees and applicants need to develop the skills needed to successfully seek employment. The division continues to support and work with the WIB to implement projects that will improve the employment opportunities for Imperial County residents. The staff continues to develop business partners in our community through our Work Experience Program. The staff collaborates with other educational institutions including San Diego State University, Imperial Valley Regional Occupational Programs, and local high schools. The staff works with the Academic Senate, Instruction, and Student Support Services to develop plans to maintain high academic standards. Faculty makes a concerted effort to use work based learning techniques and strategies that conform to the standards and yet motivate students to succeed. The faculty works with counselors to place students in appropriate classes. Assessment scores are used by the counselors to determine if the students basic skills requirements are sufficient. Assessments are also needed for students in certificate programs. The counselors inform students of any prerequisites or any recommended preparation necessary to achieve success in courses. In the past, there has been reluctance to implement prerequisites because of volume of work required and the legal issues involved. However, the CIS staff plans to test the process by attempting to implement prerequisites for programming and computer repair classes and will begin the process to collect the statistical data necessary. The staff develops clear attendance policies which reflect the instructors expectations of regular student attendance. The staff ensures that course syllabi make all requirements, rules, and the rigors of the courses explicit and understandable. The staff attends workshops and conferences to keep up with technology trends and learning styles. 8. PROGRAM/DEPARTMENT PLANS AND OBJECTIVES, 2005-2008 Institutional Goal A: Create a modern comprehensive Science and Technology Center. Program Goal A: N/A : Institutional Goal B: Develop a Distance Learning Center that provides faculty support for curriculum development for online, interactive TV and hybrid courses to reach students whose access are hindered by factors such as distance, disability, scheduling, preference of learning style, etc. Program Goal B: Business Division staff will develop curriculum and implement new online courses, new online modules for courses, and interactive TV courses. Program Objective 1: Once a Course Management System is in place, Business Division staff will work through the technology center to develop and implement at least one new online course and at least two new online modules for existing courses by Spring 2008. Program Objective 2: CIS instructor will work with Academic Services to offer at least one video conference course by Spring 2008. Program Objective 3: The economics instructor will work with Academic Services to offer at least one interactive TV course to high school students by Spring 2008. Program Objective 4: Division will work with the Business Community to develop online courses to meet their needs during 2005-2008. Institutional Goal C: IVC will respond to community needs that address our evolving economic diversification. Program Goal C: The Business Division will respond to community needs that address our evolving economic diversification. All Programs Program Objective 1: Meet at least once a year with the Business Division Advisory Committee. Program Objective 2: In order to meet the challenges of technological changes in the business community and of the technology learning needs of students, the Business Division will upgrade computers, software, and equipment according to the following timeline: Computers, Software, Equipment2005-062006-072007-08801/803/901/902 Upgrade and repair of computers, transcription machines, calculators, scanners, and printers, including memory, floppy drives, CD drives, hard drives, mother boards, monitors, keyboards, mice, and cables  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  801 new computers (13 units needed)  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  803 new computers (28 multimedia units needed)  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  901/902 new computers (8 units needed)  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Instructor Computer Replacements (3 per year)  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  804 Trickle down computers for repair course  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Upgrade software licenses (evaluate yearly)  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Purchase new lab software that instructors and staff to control units on a network.  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Networking lab equipment in new tech center building  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Printer maintenance and repair  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Printer Replacements (2 per year)  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Calculator replacements (5 per year)  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Transcription machines replacements (5 per year)  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Instructor demonstration unit repair and maintenance  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  New instructor demonstration units (1 each year)  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Chairs Rooms 801/803  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Chairs Room 804  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Chairs Rooms 901/902  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Chairs Room 906  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Extended campus equipment/software (evaluate yearly)  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Program Objective 3: Work with Applied Science and the Workforce Development Center to implement a student placement center by Spring 2008. Program Objective 4: In order to foster professional development, secure funds to increase the budget for conference travel expenses beginning Fall 2005. Program Objective 5: Work with the director of the transfer center to review articulation agreements with colleges and universities each school year. Program Objective 6: Meet with high school and IVROP staff to discuss implications of credit by exam requirement for articulation agreements by Spring 2006. Program Objective 7: Work with Academic Services, Student Services, and Institutional Researcher to implement an institutional tracking system to evaluate/analyze the success rates of students who transfer or transition to the job market by Spring 2008. Program Objective 8: Work with Academic Services and Student Services to develop and implement an institutional plan to improve students basic skills for certificate, associate degree, and transfer level work during 2005-2008. Program Objective 9: During the years 2005-2008, work with the Academic Senate to assist in the development of an outcomes assessment program. Program Objective 10: Work with the Academic Senate and administration to implement a computer information literacy requirement for students graduating from IVC by Spring 2008. Program Objective 11: Work with Information Systems Department to develop a plan to systematically backup campus lab data and programs by Fall 2005. Program Objective 12: Work with the Vice President of Academic Services and the Dean of Applied Science to meet the challenges of decreasing VTEA funding. Bus Management Program Objective 1: Work with Academic Services to expand contract education to include retail sales by Spring 06. Program Objective 2: Work with Academic Services to expand contract education to include communication skills courses by Spring 06. Program Objective 3: Work with Academic Services to designate and equip a room with tables to accommodate current and additional contract education offerings by Fall 05. Program Objective 4: By Fall 2005, work with Academic Services to develop a budget to compensate a coordinator and support staff (for developing curriculum, scheduling courses, organizing instructional materials and supplies, and reviewing curriculum and instructional issues) for contract education programs offered to the business community. Program Objective 5: Work with Academic Services to develop a Retail Skills Center for Imperial County and to develop a budget to compensate a coordinator, instructors, and support staff during 2005-2006. CIS Program Objective 1: Work through the Dean of Applied Science to purchase new equipment and upgrade facility to be able to add sections to the schedule for the computer repair course and revise that course to encompass A+ certification training by Spring 2006. Program Objective 2: Work through the Dean of Applied Science to secure funds to designate and equip a network lab in order to develop Network+ certification program by Spring 2008. Program Objective 3: Work through the Dean of Applied Science to remodel Room 901, the Business Computer Lab to professionalize the work space. Program Objective 4: Work through the Dean of Applied Science to secure funds to send one or more CIS instructors to training for Network+ Certification. Program Objective 5: Work through the Dean of Applied Science to designate and equip a multimedia classroom by Spring 2006. Program Objective 6: Work with Division of Humanities to develop a Multimedia Certificate by Spring 2006, which would include a Desktop Publishing, Photoshop, second level courses for PowerPoint and for Front Page, Graphic Design, and Web Page Design. Program Objective 7: Work together with Science/Math/Engineering Division to coordinate computer curriculum 2005-2008. Program Objective 8: By Fall 2005, hire additional adjunct instructors to cover increasing workload brought about by expanding repair class sections and offering network certification course. Program Objective 9: By Fall 2007 evaluate the need to hire an additional full-time tenure track position to meet the increasing student enrollment demands. Program Objective 10: Work with Extended Campus Dean to secure funds to replace outdated equipment and to hire a technician to maintain equipment at extended campus sites by Spring 2006. Program Objective 11: Evaluate the community need for GIS and Computer Forensics curriculum and by Spring 2008. Program Objective 12: CIS instructor will begin the process to collect the statistical data necessary for implementing prerequisites for programming and computer repair classes during the 2005-2006 school year. Legal Assistant Program Objective 1: Work with the adjunct faculty and extended campus staff to give students access to computerized legal databases to allow students to develop and refine legal research skills by Spring 2008. Program Objective 2: Work with the adjunct faculty and extended campus staff to purchase software programs to allow students to practice and test new skills by Spring 2008. Program Objective 3: Work with the adjunct faculty and extended campus staff to implement a stronger legal research and legal writing component to improve career prospects/success for students and submit the revisions to C&I by Spring 2008. Real Estate Program Objective 1: Survey the real estate community and revise our curriculum to better meet their needs by Spring 2007. Institutional Goal D: Develop a long-term facility plan. Program Goal D: Work with administration and Maintenance and Operations to modernize classrooms to improve learning environment for students using the following timeline: FACILITIES2005-062006-072007-08Maintenance of classrooms including painting, wallpaper removal, lighting, acoustics, ceiling repair, and remodeling. (Evaluate yearly)   FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Carpet Room 804  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Carpet Room 906  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Carpet Room 901/902/913  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Designate space in new technology center building for networking lab  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Add storage cabinets in 804 to secure computers needed for repair course.  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Provide ceiling-mounted instructor demonstration units for 906 and 810 through Library Learning Services  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Purchase tables for one additional classroom assigned to the business division to accommodate contract ed, accounting, records management, and machine calculation courses.  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Remodel Room 911 for offices (classroom cramped if more than 20 students)  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Replace desks/chairs in 800 and 900 classrooms (should be suitable to accommodate any size student. (Evaluate yearly)  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Buildings 800 and 900 roofs  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Remodel 901 to professionalize work area for lab technicians with a low level counter.  FORMCHECKBOX   FORMCHECKBOX   FORMCHECKBOX  Institutional Goal E: Develop, implement and manage six day per week balanced class schedule applicable district-wide to meet the needs of our community. Program Goal E: Work with Academic Services to develop a schedule that meets the needs of our diverse student population. Program Objective 1: Evaluate each year the need to expand or decrease the number of course offerings; the need to offer Friday/Saturday courses; and the need to develop online courses; and use the evaluation to develop the course schedule for the division. Institutional Goal F: Give Imperial County high school graduates primary and residents secondary priority at the entry freshmen level. For those who are ready for college level courses, a full-time program is offered to graduate in two years, or four to six semesters depending on major preparation requirements. Program Goal F: Work with Academic Services and Student Services to develop a schedule that meets the needs of our diverse student population. Program Objective 1: Review the divisions scheduling plan each semester and make adjustment so students may complete programs in a reasonable timeframe. Institutional Goal G: Implement community involvement by IVC. Program Goal G: The Business Division staff will continue to represent IVC positively in the community. Program Objective 1: Host a meeting with high school and IVROP instructors by Spring 2008. Program Objective 2: Participate in the career fairs throughout Imperial Valley, the Business Exposition, and the California Midwinter Fair by manning a table at the events each year. Program Objective 3: Develop and implement a plan to visit high schools to recruit students for our programs by Spring 2007. Program Objective 4: Meet with the Business Division Advisory Committee at least once a semester. Program Objective 5: Expand contract education to include business communication courses and retail courses by Spring 2006. Program Objective 6: Work with Applied Science and the Workforce Development Center to schedule a work experience course in the evening by Spring 2006. Program Objective 7: Work with high schools and IVROP to hold the Howard P. Meyer Scholarship Competition by Spring 08. 9. GOALS FOR MEETING STUDENT DEMAND: (For division or program as appropriate) Business Program: There are no major trends or fluctuations in FTEs or FTEs/Fete. The IVC data show an approximate 3% FTEs growth from Fall 2002 to Fall 2004. The Business Program shows a FTEs increase of approximately 2.2%, and the projection for Fall 05 through Fall 07 is based on that figure. However, we do expect that percentage to increase when we begin offering a new retail curriculum designed for entry-level through first line supervisory positions. There is consistent growth in unmet demand, but the data appears to indicate that an additional full time faculty position is not necessary. We expect that we will need to hire additional adjunct faculty starting Fall 2005 to address the projected unmet demand and the needs of students enrolling for the retail programs. Business Division Business Department FTEs, FTEs/FTEf, and ENROLLMENT INFORMATION (Table 8)Instruction OnlyStudent Svc OnlyFTEsFTEs/FTEfUnmet DemandEnrollment by NumberDept.IVCDept. IVCDept.Dept.IVCFall 200287.42433.012.513.893Fall 200389.42502.312.414.675Fall 200489.42557.513.013.787FTEs expected: Fall 200591.22621.413.514.0100FTEs expected: Fall 200693.22687.914.014.4106FTEs expected: Fall 200795.22754.214.514.8134 CIS Program: The FTEs data for the CIS Program show a sharp decline in Fall 2004, which is inconsistent with the institutional trend. However, according to the researcher, the program FTEs for Fall 2004 do not include positive attendance courses because the data had to be collected before the end of the semester. In the CIS department, 45% of the hours we teach in the CIS program are positive attendance courses. Based on the enrollment we are experiencing in our classes this semester, the data should reflect an overall increase in FTEs for Fall 04. Therefore, we based our projections for Fall 05 through Fall 07 on the percentage increase between Fall 02 and Fall 03, which is 2%. There appears to be a consistent growth trend in unmet demand. The CIS program has the highest unmet demand in the division, and as we add multimedia courses, A+ Certification courses, and networking courses, we expect the student demand to increase even more. We expect that we will need to hire additional adjunct faculty starting Fall 2005 to address unmet demand and to meet student needs as we expand the CIS program. The projection for the future appears to indicate a full time instructor may be needed to meet the additional demand by Fall 07. Business Division Computer Information Systems Department FTEs, FTEs/FTEf, and ENROLLMENT INFORMATION (Table 8)Instruction OnlyStudent Svc OnlyFTEsFTEs/FTEfUnmet DemandEnrollment by NumberDept.IVCDept. IVCDept.Dept.IVCFall 200252.32433.010.513.893Fall 200353.42502.312.914.6137Fall 200437.22557.58.213.789FTEs expected: Fall 200555.6*2621.415.714.0105FTEs expected: Fall 200656.7*2687.919.114.4124FTEs expected: Fall 200757.8*2754.223.314.8148 * Projections for Fall 05 through Fall 07 based on the percentage increase between Fall 02 and Fall 03, which is 2%. Economics Program: No major trends or fluctuations in FTEs or FTEs/FTEf. The unmet demand is minimal. We expect the FTEs to increase approximately 3% a year consistent with IVC increases. Any increase in demand will be addressed on a full time faculty overload basis and, if necessary, with adjunct faculty. Business Division Economics Department FTEs, FTEs/FTEf, and ENROLLMENT INFORMATION (Table 8)Instruction OnlyStudent Svc OnlyFTEsFTEs/FTEfUnmet DemandEnrollment by NumberDept.IVCDept. IVCDept.Dept.IVCFall 200217.62433.017.613.868Fall 200321.52502.317.914.668Fall 200421.22557.517.713.745FTEs expected: Fall 200521.82621.417.714.060FTEs expected: Fall 200622.42687.917.714.480FTEs expected: Fall 200723.02754.217.714.8160 Legal Program: The decline from Fall 2002 to Fall 2003 from 1.5 to 0.2 FTEs is an anomaly because of extended campus scheduling problems Fall 2003. Fall 2004 data reflect a truer picture of the increasing trend in enrollment. Discounting Fall 2003, the FTEs/FTEf ratio remains consistent with IVC as a whole. There is no unmet demand, and we do not expect the demand to increase over the next three years. Business Division Legal Department FTEs, FTEs/FTEf, and ENROLLMENT INFORMATION (Table 8)Instruction OnlyStudent Svc OnlyFTEsFTEs/FTEfUnmet DemandEnrollment by NumberDept.IVCDept. IVCDept.Dept.IVCFall 20021.52433.07.513.80Fall 20030.22502.30.514.60Fall 20042.92557.57.313.70FTEs expected: Fall 20052.92621.47.314.00FTEs expected: Fall 20062.92687.97.314.40FTEs expected: Fall 20072.92754.27.314.80 Real Estate Program: There are no major trends or fluctuations in FTEs. The ratio of FTEs/FTEf for Real Estate remains consistently higher than IVC. The unmet demand is minimal and can be met with existing adjunct faculty. We will be evaluating the Real Estate curriculum over the next three years which could lead to an expansion of the program by Spring 2008; in the next three years, however, we do not expect an increase in FTEs that would require additional faculty. Business Division Real Estate Department FTEs, FTEs/FTEf, and ENROLLMENT INFORMATION (Table 8)Instruction OnlyStudent Svc OnlyFTEsFTEs/FTEfUnmet DemandEnrollment by NumberDept.IVCDept. IVCDept.Dept.IVCFall 20023.52433.017.513.80Fall 20032.82502.314.014.618Fall 20043.02557.515.013.70FTEs expected: Fall 20053.02621.415.014.00FTEs expected: Fall 20063.02687.915.014.40FTEs expected: Fall 20073.02754.215.014.80 10. CAPITAL OUTLAY/FACILITIES: (For division or program as appropriate) Will you have specific remodeling and construction needs/changes in the next three years? Please list in priority order. Indicate the dollar amount in the year needed. On a separate page, include diagrams if appropriate. Division/Program Facility Changes Information (Table 9)  Facility ChangesTotal Amt 2005-2006Total Amt 2006- 007Total Amt 2007-2008Maintenance of classrooms including painting, wallpaper removal, lighting, acoustics, ceiling repair, and remodeling. (Evaluate yearly) 20,00020,00020,000 Remodel Room 901 to add a low level counter to professionalize the work space.5,000 Carpet Room 8045,000 Carpet Offices in Room 8053,000 Carpet Room 9065,000 Carpet Rooms 901/902/91315,000 Networking lab in new tech center building26,000 Add storage cabinets in 804 to secure computers needed for repair course.5,000 Provide ceiling-mounted instructor demonstration units for 906 and 810 through Library Learning Services5,000 Purchase tables for one additional classroom assigned to the business division to accommodate contract ed, accounting, records management, and machine calculation courses.10,000 Remodel Room 911 for offices (as classroom, cramped if more than 20 students)10,000 Replace desks/chairs in 800 and 900 classrooms (should be suitable to accommodate any size student. 3,0003,0003,000 Buildings 800 and 900 roofs100,000Projected Totals161,10069,00033,000 11. CAPITAL OUTLAY EQUIPMENT/SOFTWARE: (For division or program as appropriate) What do you anticipate will be major capital equipment and capital software expenditures in the upcoming years? Please list in priority order, and indicate the dollar amount in the year needed. Include equipment needed as part of any facility changes. Division/Program Capital Outlay Equipment (Table 10)  Item QuantityTotal Amt 2005-2006 QuantityTotal Amt 2006-2007 QuantityTotal Amt 2007-2008 801 new computers (13 units needed)1320,000 803 new computers (28 multimedia units needed)3060,000 901/902 new computers (8 units needed)3060,000 804 Trickle down computers for repair courseNo CostNo CostNo Cost Networking lab equipment for new tech center building26,000 Printer Replacements (2 yearly)21,00021,00011,000 Scanner Replacements (2 yearly)21,00021,00021,000 Calculator replacements (5 yearly)52,00052,00052,000 Transcription machines replacements (5 yearly)52,50052,50052,500 New instructor demonstration units (1 yearly)15,00015,00015,000 Chairs Rooms 801302,000 Chairs Room 804302,000 Chairs Room 906302,000 Extended campus equipment/software (evaluate yearly)Extended Campus BudgetExtended Campus BudgetExtended Campus Budget Projected Totals75,5005950073,500 Software (Table 10)  Item Total Amt 2005-2006 Total Amt 2006-2007 Total Amt 2007-2008 Purchase new lab software that allows instructors and staff to control units on a network5,000 Upgrade software licenses (evaluate yearly)2,4003,0003,500 Projected Totals7,4003,0003,500 Division/Program Equipment Repair (Table 10)  Item Total Amt 2005-2006 Total Amt 2006-2007 Total Amt 2007-2008801/803/901/902 Upgrade and repair of computers, transcription machines, scanners, and printers, including memory floppy drives, CD drives, hard drives, mother boards, monitors, keyboards, mice, and cables1,1001,3001.500 Instructor demonstration unit repair and maintenance1,0001,0001,000 Projected Totals2,1002,3002,500 12. FTEF FULL TIME/PART TIME RATIO: (For division or program as appropriate) The data in the tables below show that for the Business and Economics programs we are exceeding the Chancellors Office goal of 75% full time faculty. Although the data reflect that some of our programs do not meet the goal, divisionally we are at approximately 75%. Business Division Business Program FTEF Full Time/Part Time Ratio (Table 11)Current FTEFRatio*Full Time 5.681.4%Part Time1.3*Chancellor's Office goal is 75% full time to 25% part time.Business Division Computer Information Systems Program FTEF Full Time/Part Time Ratio (Table 11)Current FTEFRatio*Full Time 3.167.8%Part Time1.5*Chancellor's Office goal is 75% full time to 25% part time. Business Division Economics Program FTEF Full Time/Part Time Ratio (Table 11)Current FTEFRatio*Full Time 1.2100.0%Part Time0.0*Chancellor's Office goal is 75% full time to 25% part time.Business Division Legal Program FTEF Full Time/Part Time Ratio (Table 11)Current FTEFRatio*Full Time 0.00.0%Part Time0.4*Chancellor's Office goal is 75% full time to 25% part time. Business Division Real Estate Program FTEF Full Time/Part Time Ratio (Table 11)Current FTEFRatio*Full Time 0.00.0%Part Time0.2*Chancellor's Office goal is 75% full time to 25% part time. 13. PROJECTED BUDGET: (For division or program as appropriate) What do you anticipate your budget needs will be over the next few years in dollars? Also indicate how many instructional, non-instructional, administrative, and classified staff members you feel you will need to conduct your planned program in the next few years? Division/Program Projected Budget Information ( Table 12) (Include significant changes only)Description No.Current Budget No.2005-2006 Budget No.2006-2007 Budget No. 2007-2008 BudgetInstructional Regular*9549,1569631,52910776,25810892,696Counselor/Library Regular*------------Administrators*------------Classified Regular*379,268391,1593104,8323120,556Chair/Coordinator28,40832,66937,56943,204Adjunct30,00034,50039,67545,626Overload32,94044,88151,61359,354Coaching------------Consultant---4,0002,0002,000Student Salaries (Do not include work study)6,0006,0006,0006,000Professional Expert------------Books, Magazines, Periodicals, CDs300400500600Postage190200220240Telephone/Data500550600650Instructional Supplies and Materials Lottery Account9,00010,00011,00012,000Non-Inst Supplies/Material (includes copy print)8,2609,26010,26011,260Copier Maintenance Agreement3,3004,0004,7005,500Travel and Conference5,4006,0006,5007000Equipment Repairs9001,1001,3001,500Software2,4007,4003,0003,500Capital Outlay Facilities (Remodeling and Construction)**161,00069,00033,000Capital Equipment**75,00059,50073,500Total*Salary only, figures do not include employee benefits. **Currently using VTEA Funds Division/Program Summer School Projected Budget Information ( Table 12)  (Include significant changes only)Description No.Current Budget No.2005-2006 Budget No.2006-2007 Budget No. 2007-2008 BudgetInstructional Salaries*8,5009,97511,24212,928Classified Regular*15,00016,00017,00018,000Instructional Supplies and Materials3,0003,5004,0004,500Total16.50019,47522,24225,428 *Salary only, figures do not include employee benefits. 14. 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