ANNUAL PROGRAM PLANNING WORKSHEET (APPW) - …€¦ · A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t 2 0 1 5 - 2 0 1 ... Use the following narrative outline and be brief

1 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t 2 0 1 5 - 2 0 1 6

Approved Document to be Used for Submission Spring 2015

ANNUAL PROGRAM PLANNING WORKSHEET (APPW)

Program: Legal/Paralegal Planning Year: 2015-2016 Last Year CPPR Completed: 2014 Unit: Business Education Cluster: Work Force/Economic Development Next Scheduled CPPR: 2018

NARRATIVE: APPW

Use the following narrative outline and be brief and concise:

I. Program Support of District Mission, Institutional Goals, Institutional Objectives, and/or Institutional Learning Outcomes:

Institutional Goal 1: San Luis Obispo County Community College District will enhance its programs and services to promote students’ successful completion of transfer requirements, degrees, certificates, and courses.

Institutional Objective 1.1: Increase the percentage of transfer-directed students who are transfer prepared by 2% annually The Legal Studies Social Science Emphasis degree is a popular “liberal arts” style degree with emphasis in social sciences and law for students considering transferring into 4 year pre law majors. The Legal Studies Business Emphasis degree is a popular dual degree for students transferring into 4 year business majors and pre law majors. The Legal Studies degree program helps fulfill the College’s transfer goal by giving students two desirable options for transfer at low cost to the College since all of the Legal Studies courses are “repackaged” from other existing degrees. Institutional Goal 2: San Luis Obispo County Community College District will build a sustainable base of enrollment by effectively responding to the needs of its local service area. Institutional Objective 2.1: Increase the capture rate of the local 24 – 40 age cohort by 2:% annually The Paralegal degree program is uniquely suited to increase the capture rate of the above demographic and in particular female reentry students. The Paralegal degree program is attractive to reentry students because it is one of the few remaining programs at Cuesta College that prepare students for professional level employment and wages in an office setting at the community college level. Institutional Objective 2.2: Increase the local high school capture rate by 2% annually The Paralegal and Legal Studies degree programs support this institutional objective by participation in local high school outreach functions such as career day functions and the upcoming San Luis Obispo High School community college night.



Institutional Goal 5: San Luis Obispo County Community College District will strengthen its partnerships with local educational institutions, civic organizations, businesses, and industries. Institutional Objective 5.1: Increase participation at district events for business and civic leaders The Paralegal Program supports this institutional goal and objective to create community partnerships and satisfy community needs while providing good community public relations for Cuesta College. This goal and objective is supported by Cuesta College representation at community outreach functions including SLO County Bar Meetings, Women’s Bar Association Meetings, and San Luis Obispo Paralegal Association Meetings. In addition, the lead instructor for the Paralegal Program maintains contact with the local legal community through membership in the San Luis Obispo Bar Association and serving on the executive board of the San Luis Obispo County Mock Trial Program. Consistent community contact is also achieved through the Paralegal Program Advisory Committee which is comprised of a number of highly regarded professionals from both the public and private sector. The Advisory Committee includes members from the legal profession, both attorneys and paralegals, and members from related fields such as the San Luis Obispo Court Executive Administrator. The inclusion of members from diverse professional fields helps implement one of the key goals of the Program which is to prepare students for a variety of job opportunities including, but not limited to, employment in the legal profession. Institutional Objective 5.2: Increase participation at district events for K-12 districts and universities. The Paralegal and Legal Studies degree programs support this institutional objective by such community outreach functions as participation in Tech Fair at Cuesta College and local high school outreach functions such as career day functions and the upcoming San Luis Obispo High School Cuesta College Night. Institutional Learning Outcome 1: Personal, Academic, and Professional Development Students achieving this outcome will be able to: Recognize, assess, and demonstrate the skills and behaviors that promote academic and

professional development Recognize, assess, and practice lifestyle choices that promote personal health and

mental well-being Demonstrate the professional skills necessary for successful employment



The Paralegal Program Learning Outcomes support ILO 1 in that Paralegal Program PLO’s 1, 2, 3, and 5 all incorporate skills and competencies required of a practicing paralegal including performing different law office management functions, preparing legal documents, conducting legal research, and conducting oneself in an ethical and professional manner. In addition, several of the course level SLO’s in PLGL 131 (Current Ethical Issues for Paralegals), PLGL 201 (Introduction to Paralegal Studies), PLGL 203 (Paralegal Internship), PLGL 205 (Civil Procedure and Litigation), PLGL 209 (Technology in the Law Office), and PLGL 220 (Legal Research and Writing) are mapped to the above-reference program level outcomes which support ILO 1. Institutional Learning Outcome 2: Critical Thinking and Communication Students achieving this outcome will be able to:

Analyze and evaluate their own thinking processes and those of others

Communicate and interpret complex information in a clear, ethical, and logical manner Both the Paralegal Program and the Legal Studies Program strongly emphasize attaining competency in critical thinking and communication as these skills are fundamental components of any legal program. All of the Legal Studies Program Learning Outcomes (including identifying sources of law, recognizing different perspectives on the law, describing the legal decision making process, and recognizing the impact of the law on different political, business, and social institutions) involve both the ability to analyze and evaluate legal materials as well communicate and interpret complex legal concepts. While the Paralegal Program is primarily a vocational program, the Paralegal Program Learning Outcomes clearly supports ILO 2 as well. Paralegal PLO’s 2, 3, and 4 (interpreting legal documents, conducting legal research, and discussing different areas of the law) clearly require the acquisition of core critical thinking and communication skills. Institutional Learning Outcome 4: Social, Historical, Global Knowledge and Engagement Students achieving this outcome will be able to:

Analyze, evaluate, and pursue their opportunities and obligations as citizens in a complex world

Demonstrate understanding of world traditions and the interrelationship between diverse groups and cultures

The Legal Studies Program Learning Outcomes 2, 4, and 5 support ILO 4 in that both the Legal Studies Business Emphasis degree and the Social Science Emphasis degree place a strong emphasis on the interconnection between law and the legal system with other major social institutions and systems such as politics, government, business, and the economy. In



addition, the Legal Studies Program places emphasis on recognizing different perspectives on the law and the law’s impact on various social groups and society as a whole. Institutional Learning Outcome 6: Technical and Informational Fluency Students achieving this outcome will be able to:

Recognize when information is needed, and be able to locate and utilize diverse sources effectively and ethically

Produce and share electronic documents, images, and projects using modern software and technology

The Paralegal Program Learning Outcomes support ILO 6 by requiring that students attain skills in law office management, preparing legal documents, and conducting computerized legal research (PLO’s 1, 2, 3) all of which require technical and informational fluency. These skills are taught primarily in PLGL 201 (Introduction to Paralegal Studies), PLGL 205 (Civil Procedure and Litigation), PLGL 209 (Technology in the Law Office), and PLGL 220 (Legal Research and Writing).

II. Program Data Analysis and Program-Specific Measurements This should be an update on the data analysis from the last CPPR

SLOCCCD Institutional Research and Assessment Program Review Data Dashboard site.

A. Enrollment (Insert Data Chart)

http://www.cuesta.edu/aboutcc/planning/research/Program_Review_Data.html

https://public.tableausoftware.com/views/Demand_Efficiency/ENROLLMENT?amp;:embed=y&:display_count=no&:showVizHome=no#1

https://public.tableausoftware.com/views/Demand_Efficiency/ENROLLMENT?amp;:embed=y&:display_count=no&:showVizHome=no#1



The Legal (LGL Prefix) enrollment numbers have trended downward in 2013 – 2014 due to the fact that certain courses that previously had an LGL prefix were switched to a PLGL prefix. Thus, the enrollment of 66 students represents enrollment in the only remaining LGL course which is LGL 217 with one section of LGL 217 offered in fall 2013 and one section of LGL 217 offered in spring 2014.

Enrollment numbers in Paralegal (PLGL prefix) have increased due to the same effect, namely that certain courses are now designated as PLGL courses rather than LGL courses and have been added to the 2013 – 2014 enrollment numbers.

Because of these factors, trends in enrollment in both Legal and Paralegal cannot be accurately assessed until the spring 2016 APPW has been completed.



B. Student Demand (Fill Rate) (Insert Data Chart)

Legal fill rates have increased in 2013 – 2014 due to the same factors identified in the discussion regarding enrollment. LGL 217 is the only Legal Studies Program specific course required to complete the Legal Studies Program degrees and it typically has enjoyed near full

https://public.tableausoftware.com/views/Demand_Efficiency/FillRate?amp;:embed=y&:display_count=no&:showVizHome=no#1

https://public.tableausoftware.com/views/Demand_Efficiency/FillRate?amp;:embed=y&:display_count=no&:showVizHome=no#1



enrollment due to its status as a GE transfer and diversity qualified course.

Paralegal fill rates have dropped in part due to the inclusion of the paralegal elective courses that have been redesignated from LGL to PLGL courses. These include PLGL 206 (Business Organizations), PLGL 207 (Family Law), and PLGL 208 (Estate Planning and Administration). Because of their status as elective courses, they tend not to fill as well as the PLGL required courses. In order to increase fill rates in the PLGL elective courses, starting fall 2015, all PLGL elective courses will be offered in distance education mode.

C. Efficiency (FTES/FTEF) (Insert Data Chart)

http://public.tableausoftware.com/views/Demand_Efficiency/Demand?amp;:embed=y&:display_count=no&:showVizHome=no#1

http://public.tableausoftware.com/views/Demand_Efficiency/Demand?amp;:embed=y&:display_count=no&:showVizHome=no#1



Legal efficiency has increased in 2013 – 2014 due to the same factors identified above in the discussion of fill rates. LGL 217 is the only Legal Studies Program specific course required to complete the Legal Studies Program degrees and it typically has enjoyed near full enrollment due to its status as a GE transfer and diversity qualified course.

Paralegal efficiency has dropped as mentioned above under fill rates due in part to the inclusion of the paralegal elective courses that have been redesignated from LGL to PLGL courses including PLGL 206, PLGL 207, and PLGL 208. These include PLGL 206 (Business Organizations), PLGL 207 (Family Law), and PLGL 208 (Estate Planning and Administration). As mentioned above, because of their status as elective courses, they do not fill as well as the PLGL required courses. In order to increase fill rates in the PLGL elective courses, starting fall 2015, all PLGL elective courses will be offered in distance education mode.



D. Student Success – Course Completion (Insert Data Charts)

Legal success rates have increased in 2013 – 2014 due to the same factors identified above in the discussion of fill rates. LGL 217 is the only Legal Studies Program specific course required to complete the Legal Studies Program degrees and it typically has enjoyed near full completion rates due to its status as a GE transfer and diversity qualified course.

http://public.tableausoftware.com/views/PROGRAM_REVIEW_SUCCESS/SuccessOverall?amp;:embed=y&:display_count=no&:showVizHome=no#1



Paralegal success rates have dropped as mentioned above under fill rates due in part to the inclusion of paralegal elective courses that have been redesignated from LGL to PLGL courses. These include the PLGL elective courses (PLGL 206, PLGL 207, and PLGL 208) that do not enjoy success rates as high as the PLGL required courses. Success rates in the PLGL elective course may well increase starting fall 2015 when all PLGL elective courses will be offered in distance education mode. It is contemplated that success rates may increase because conflicting family and work commitments among the paralegal students may be eased due to the elective courses being offered in DE mode with a resulting higher success/completion rate.

E. Degrees and Certificates Awarded (Insert Data Chart)

http://public.tableausoftware.com/views/Degrees_2/PROGRAMAWARDS?:embed=y&:display_count=no&:showVizHome=no#1



It is unclear why there has been a drop in the number of degrees awarded in the Legal Studies Program. Fill rates and efficiency increased from 2012 – 2013 to 2013 – 2014. It is possible that a greater percentage of the students who are pursuing the Legal Studies Program degrees were still in the process of completing their required course work in 2013 -2014 as opposed to 2012 – 2013 resulting in fewer degrees being awarded in 2013 – 2014. With regard to the Paralegal Program degrees and certificates awarded in 2013 – 2014, despite the decline in fill rates and efficiency, the number of degrees and certificates awarded remained stable as compared to degrees and certificates awarded in 2012 – 2013. This adds further evidence to the contention that the drop in fill rates and efficiency is due largely to the resdesignation of the above referenced courses from LGL to PLGL. It may well be that once the PLGL elective courses are offered in DE mode there will be an increase in fill rates and efficiency without a corresponding increase in degrees and certificates awarded. It is speculated that this might occur as a result of the fact that once these courses are offered in a DE mode students may use these courses offered by Cuesta College to satisfy course requirements at other institutions offering paralegal degree programs.

F. Other Relevant Program Data (optional)

Employment

Strong evidence exists that demonstrates a robust job market for persons with paralegal

training both locally and state-wide. I have included the employment charts below with data

drawn from the local region and from the State as a whole. The first chart was included in the



Business Administration CPPR completed in spring 2014. It is interesting to note that the

highest paying occupation among the business related occupations is in lawyers’ offices. It is

also interesting to note that demand for employees with legal training has increased in the five

year period represented below. This is consistent with the data below from the California

Employment Development Department shown and discussed below as well.

NAICS Code

Description

2010 Jobs

2015 Jobs

Current EPW

54111 Offices of lawyers 1,284 1,389 $62,727 54119 Other legal services 16 18 $29,048 54121 Accounting and bookkeeping services 2,252 2,495 $30,747 54161 Management consulting services 1,645 1,887 $51,338 54181 Advertising agencies 261 302 $49,569 54182 Public relations agencies 24 26 $45,999 54183 Media buying agencies 11 13 $51,586 54184 Media representatives 37 40 $47,550 54185 Display advertising <10 <10 -- 54186 Direct mail advertising 34 34 $41,577 54187 Advertising material distribution services 62 70 $78,246 54189 Other services related to advertising 77 76 $20,011 54191 Marketing research and public opinion polling 150 177 $61,375

Legal Support Workers, All Other in California Occupational Wages [Top]

Area Year Period Hourly Mean Hourly by Percentile 25th Median 75th

California 2013 1st Qtr $28.62 $21.06 $27.21 $34.17

Occupational Projections of Employment (also called "Outlook" or "Demand")

[Top]

Area Estimated Year-Projected Year Employment Employment Change Annual Avg Openings

Estimated Projected Number Percent California 2010 - 2020 26,800 32,200 5,400 20.1 920



Industries Employing This Occupation (click on Industry Title to View Employers List)

[Top]

Industry Title

Number of Employers in State of California

Percent of Total Employment for Occupation in State of

California

Legal Services 59,953 23.5% Management of Companies and Enterprises

943 4.6%

Scientific Research and Development Svc

6,118 1.2%

Management & Technical Consulting Svc

29,811 1.0%

Other Professional & Technical Services

24,586 1.0%

Training Programs (click on title for more information) [Top]

Program Title

Legal Assistant/Paralegal

With regard to employment opportunities, it is clear from the information available on the California EDD Labor Market Information website that the demand for individuals with paralegal training is growing. The legal services area is the primary employer for individuals with paralegal degrees and is one of the fastest growing areas for employment (20.1% between 2010 and 2020) in California. In addition, as demonstrated by the above employment graphs, other related professional areas employ paralegal graduates as well. The graphs demonstrate not only the fast growing demand for paralegal graduates, but the versatility of the degree in terms of seeking employment in related areas. One interesting development related to future potential employment opportunities for paralegal graduates is contemplated legislation in California that would permit individuals who are not licensed attorneys to provide legal advice in certain limited areas. If this were to occur, this would increase the employability of paralegals significantly especially with regard to providing lower cost legal assistance to clients with routine legal matters. If such legislation was enacted, it is very likely that state licensing requirements would be added to the current statutory standards that persons who hold themselves out as paralegals in California must satisfy the requirements of California Business and Professions Code § 6450. As a result of recent judicial decisions interpreting Business and Professions Code § 6450, law offices will now only hire individuals as paralegals who have met the above mentioned statutory requirements. The Cuesta College Paralegal Program is fully compliant with these statutory requirements. This begs the question as to why the Cuesta College Paralegal Program, which is the only accredited paralegal program in San Luis Obispo County, is not more robustly enrolled. The answer may well be directly related to the unique demographic characteristics of the students enrolled in the Paralegal Program and the inability of traditional college outreach efforts to reach this particular demographic cohort.

http://www.labormarketinfo.edd.ca.gov/aspdotnet/databrowsing/EmpResults.aspx?menuChoice=emp&searchType=Occupation&naicscode=5411&geogArea=0601000000&soccode=232099&occKeyword=legal%20support%20workers

http://www.labormarketinfo.edd.ca.gov/aspdotnet/databrowsing/OccNaicscode4.aspx?menuChoice=emp&searchType=Occupation&naicscode3=55&geogArea=0601000000&soccode=232099&occKeyword=legal%20support%20workers

http://www.labormarketinfo.edd.ca.gov/aspdotnet/databrowsing/OccNaicscode4.aspx?menuChoice=emp&searchType=Occupation&naicscode3=55&geogArea=0601000000&soccode=232099&occKeyword=legal%20support%20workers







http://www.labormarketinfo.edd.ca.gov/cgi/databrowsing/traProgramSummary.asp?menuChoice=occexplorer&CipCode=220302&geogArea=0601000000



Cuesta College Student Demographics

As can be seen in the above charts, one of the most striking differences in demographic characteristics between Cuesta College students as a whole and Paralegal students is age. College-wide 73.47% of the enrollment is made up of persons between the ages of 19 or less to 24 while only 26.53% of the Paralegal Program enrollment is made up of

https://public.tableausoftware.com/views/DEMOS/Demos?amp;:embed=y&:display_count=no&:showVizHome=no#1



persons between the ages of 20 to 24 (none under the age of 20). Only 23.36% of college-wide enrollment is made up of persons between the ages of 25 and 64 while 71.43% of persons enrolled in the Paralegal Program are between the ages of 25 and 64.

Based on the demographic figures above, the target demographic for the Paralegal Program is clearly not the traditional college target demographic of ages 18 to 24, but returning students age 25 and above. These demographic figures strongly suggest that the traditional marketing and promotional efforts conducted by the College (high school outreach, college night, etc.) are of little to no value in attracting students to the Paralegal Program. The paralegal lead instructor has engaged in regular promotional efforts by attending local bar association meetings, paralegal association meetings, etc. These efforts have had the effect of increasing the profile of the Paralegal Program within the local legal community without producing appreciably greater numbers of students enrolled in the Paralegal Program. Ironically, there have been instances where there were more open entry-level paralegal positions in the local legal community than there were Cuesta paralegal graduates to fill these positions.

It is clear that in order to increase the number of students who enroll in the Paralegal Program local community-wide marketing and promotional efforts must be conducted. This would include creating a higher profile for the Paralegal Program through mass mailings, print and broadcast outlets, as well as social media websites. These types of promotional and marketing efforts would require the substantial involvement of Cuesta personnel whose primary task is to promote and market the various Cuesta College programs. Given the instructional and administrative duties already required of the Paralegal lead instructor, it would not be feasible for the lead instructor to pursue these marketing and promotional efforts without considerable and sustained assistance from the personnel referenced above.

III. Program Outcomes Assessment and Improvements

A. Attach or insert the assessment cycle calendar for your program.

(See next page)

B. Attach or insert the most recent program-level Course or Program Assessment Summary (CPAS) for each of the degrees/certificates in your program

(Attached after Assessment Cycle Calendar)



ATTACHMENT 1 Program/Course Assessment Cycle Calendar PARALEGAL/LEGAL STUDIES

CYCLE STAGE Spring 2012 Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 2015 Fall 2015 Spring 2016

SLO/PLO Assessment

BUS 218 PLGL 206 PLGL 207 PLGL 220 PLGL 203 Paralegal

Legal Studies

LGL 217 PLGL 208 PLGL 131 PLGL 201 PLGL 205


Legal Studies



Legal Studies



Legal Studies



Legal Studies

Analyze Results & Plan Improvements


Legal Studies


PLGL 209 Paralegal

BUS 218 PLGL 206 PLGL 209 PLGL 220 PLGL 203

Legal Studies


Plan Implementation


Legal Studies



Legal Studies


Post-Implementation SLO/PLO Assessment


Legal Studies



Legal Studies



ATTACHMENT 2 Course or Program Assessment Summary http://academic.cuesta.edu/sloa/docs/Course_and_Program_Assessment_Summary_F_2011.docx This form can be used to record SLO assessment plans and results for courses or programs. It is recommended that this document be stored on a group drive, or in MyCuesta.

Division: Business Education Program: AA Legal Studies - Business Emphasis Date: 5/24/12 v. 3 2012

Courses in program, or course: Program Core/Required Courses: BUS 218, ECON 201A, LGL 217, POLS 202, Electives: BUS 201A, BUS 201B, BUS 245, ECON 201B, LGL 206, LGL 220, MATH 247, MATH 255

Faculty involved with the assessment and analysis: Ruth Biering (Lead Instructor)

Course-to-program outcome mapping document** is completed: Yes: X No______

1 Student Learning Outcome Statements

x Legal Studies –

Business Emphasis

1. Identify different sources and types of law and how law is created, changed, and classified. 2. Recognize different theoretical perspectives on the law and functions law serves in society. 3. Describe the legal decision-making process used to analyze and decide legal cases. 4. Recognize the impact that law and legal institutions have on political and governmental institutions. 5. Discuss the impact that law and legal institutions have on economic systems and business

2 Assessment Methods Plan (attach any assessment instruments, scoring rubrics, SLO mapping diagrams)

It was not feasible to administer a Program Learning Outcome self survey to students who were advancing towards the Legal Studies degree this spring 2012 semester. Instead assessment was accomplished by reviewing SLO survey results collected in required courses and representative elective courses which measured course SLO’s that were reasonably equivalent to the Legal Studies Program Learning Outcomes. More accurate data may be collected in future semester through direct survey of students who are advancing towards the Legal Studies degree.

3 Assessment Administration Plan (date(s), sample size and selection of course sections, scoring procedures, etc.)

The above referenced Student Learning Outcomes Assessment Forms were administered to BUS 218, BUS 245, ECON 201A, LGL 217, and POLS 202 students in fall semester 2011 and spring semester 2012. The scoring procedure involved submitting the raw data from the Assessment Forms to Ryan Cartnal who then completed the Condensed Item Analysis Report referenced below.

4 Assessment Results Summary (summarize data)

Program Learning Outcomes #1 through #3 were generally assessed through roughly equivalent Student Learning Outcomes in BUS 218 and LGL 217. BUS 218 SLO #1 and LGL 217 SLO #1 (Identify the different sources and types of American law and demonstrate how American law is created, changed, and classified) is identical to Legal Studies PLO #1. As per the Condensed Item Analysis Reports, the mean response in BUS 218 was 4.15 and in

http://academic.cuesta.edu/sloa/docs/Course_and_Program_Assessment_Summary_F_2011.docx



LGL 217 it was 4.68. LGL 217 SLO #4 (Describe and compare the most common judicial systems in the world today and how these systems may conflict with one another) is roughly equivalent to Legal Studies PLO #2 (Recognize different theoretical perspectives on the law and functions law serves in society) with a mean response of 4.10. LGL 217 SLO #5 is roughly equivalent to Legal Studies PLO #3 (Describe the legal decision-making process used to analyze and decide legal cases) with a mean response of 4.42. Legal Studies PLO #4 could not be measured through a roughly equivalent course SLO, but POLS 202 course SLO #1 (I am able to describe the structure and function of U.S. governmental institutions and political processes) and LGL 217 course SLO #8 (Discuss the impact that the U.S. Supreme Court has had in shaping governmental and social policy in the United States through its rulings in landmark constitutional cases) provide some insight into PLO #4. Assessment data were not available for POLS 202, but assessment data for LGL 217 show a 4.68 mean response to SLO #8. Finally, with regard to PLO #5 (Discuss the impact that law and legal institutions have on economic systems and business), there are three course SLO’s that address different aspects of this outcome. These course SLO’s are BUS 218 SLO #7 (Apply the knowledge acquired in this course to make legal and business decisions based on reasoned analysis and application of legal principles), BUS 245 SLO #1 (Differentiate between the 3 world economic systems and show the correlation between those economic systems, business and politics), and ECON 201A SLO #4 (Identify and analyze factors that contribute to or hinder economic growth and development). The clear majority of students who responded to self survey questions addressing these SLO’s felt they had mastered the concepts either “fairly well” or “very well.”

5 Discussion of Assessment Procedure and Results, and Effectiveness of Previous Improvement Plans

Since this is the first assessment performed on the Legal Studies Degree, there were no previous improvement plans to implement. It is difficult to draw much in the way of conclusions based on the assessment method used. However, it is clear that the PLO’s that were most aligned with equivalent course SLO’s demonstrated that a clear majority of students feel they have mastered these PLO’s either “very well” or “fairly well.” It is more difficult to draw any firm conclusions with regard to PLO #4 and #5 because of the inherent difficulty in aligning the PLO’s in a legal studies degree that emphasizes the role of law specifically in relation to government, politics, business, and the economy with course SLO’s that are more specifically related to their respective topic areas of government, business, and economics. That being said, the two SLO’s from LGL 217 and BUS 218 used to assess PLO #4 and #5 respectively show a strong majority of students who mastered the concept either “very well” or “fairly well.”

6 Recommended Changes & Plans for Implementation of Improvements

It is clear to this author that a college wide rubric needs to be established with regard to the assessment of interdisciplinary degrees such as Legal Studies. In fall 2012 it is planned that the LGL 217 (the core Legal Studies course) Student Learning Outcomes will be revised to more accurately reflect the Legal Studies Program Learning Outcomes developed spring semester 2012. A similar plan is in place to embed Legal Studies PLO’s in the BUS 218 course SLO’s. In addition, Legal Studies PLO surveys will be conducted throughout the next year with students who have identified themselves as advancing towards the Legal Studies degree. Finally, relevant Legal Studies PLO’s will be incorporated into cumulative final exams in both LGL 217 and BUS 218.

7 Description or evidence of dialog among course or program-level faculty about assessment plan and results

The only faculty directly involved with assessment and analysis of the Legal Studies degree is the author of this CPAS document and the lead instructor for the Legal Studies degree. Informal discussions regarding the Legal Studies degree have taken place among Business Division faculty, but there is no means available on campus to share and analyze survey results with faculty outside the Business Division.



ATTACHMENT 3 Course or Program Assessment Summary http://academic.cuesta.edu/sloa/docs/Course_and_Program_Assessment_Summary_F_2011.docx This form can be used to record SLO assessment plans and results for courses or programs. It is recommended that this document be stored on a group drive, or in MyCuesta.

Division: Business Education Program: AA Legal Studies – Social Science Emphasis Date: 5/24/12 v. 3 2012

Courses in program, or course: Program Core/Required Courses: BUS 218, LGL 217, POLS 202, SOC 201A

Electives: ANTH 203, ECON 201A, ECON 201B, LGL 220, POLS 201, POLS 206, POLS 209, HIST 204A, HIST 204B, HIST 207A, HIST 207B, PHIL 208, PHIL 213

Faculty involved with the assessment and analysis: Ruth Biering (Lead Instructor)

Course-to-program outcome mapping document** is completed: Yes: X No______ 1 Student Learning Outcome

Statements

x Legal Studies –

Social Science Emphasis

1. Identify different sources and types of law and how law is created, changed, and classified. 2. Recognize different theoretical perspectives on the law and functions law serves in society. 3. Describe the legal decision-making process used to analyze and decide legal cases. 4. Recognize the impact that law and legal institutions have on political and governmental institutions. 5. Discuss the impact that law and legal institutions have on different social groups and society as a whole.


It was not feasible to administer a Program Learning Outcome self survey to students who were advancing towards the Legal Studies degree this spring 2012 semester. Instead assessment was accomplished by reviewing SLO survey results collected in required courses and representative elective courses which measured course SLO’s that were reasonably equivalent to the Legal Studies Program Learning Outcomes. More accurate data may be collected in future semester through direct survey of students who are advancing towards the Legal Studies degree.


The above referenced Student Learning Outcomes Assessment Forms were administered to BUS 218, LGL 217, POLS 202, and SOC 201A students in fall semester 2011 and spring semester 2012. The scoring procedure involved submitting the raw data from the Assessment Forms to Ryan Cartnal who then completed the Condensed Item Analysis Report referenced below.


Program Learning Outcomes #1 through #3 were generally assessed through roughly equivalent Student Learning Outcomes in BUS 218 and LGL 217. BUS 218 SLO #1 and LGL 217 SLO #1 (Identify the different sources and types of American law and demonstrate how American law is created, changed, and classified) is identical to Legal Studies PLO #1. As per the Condensed Item Analysis Reports, the mean response in BUS 218 was 4.15




and in LGL 217 it was 4.68. LGL 217 SLO #4 (Describe and compare the most common judicial systems in the world today and how these systems may conflict with one another) is roughly equivalent to Legal Studies PLO #2 (Recognize different theoretical perspectives on the law and functions law serves in society) with a mean response of 4.10. LGL 217 SLO #5 is roughly equivalent to Legal Studies PLO #3 (Describe the legal decision-making process used to analyze and decide legal cases) with a mean response of 4.42. Legal Studies PLO #4 could not be measured through a roughly equivalent course SLO, but POLS 202 course SLO #1 (I am able to describe the structure and function of U.S. governmental institutions and political processes) and LGL 217 course SLO #8 (Discuss the impact that the U.S. Supreme Court has had in shaping governmental and social policy in the United States through its rulings in landmark constitutional cases) provide some insight into PLO #4. Assessment data were not available for POLS 202, but assessment data for LGL 217 show a 4.68 mean response to SLO #8. Finally, with regard to PLO #5 (Discuss the impact that law and legal institutions have on different social groups and society as a whole), there are three course SLO’s that address this outcome. These course SLO’s are LGL 217 SLO #5 (Explain the judicial decision making process and what impact this process has on different social groups and overall social policy), LGL 217 SLO #8 (Discuss the impact that the U.S. Supreme Court has had in shaping governmental and social policy in the United States through its rulings in landmark constitutional cases), and SOC 201A SLO #7 (I am able to analyze social events using major sociological perspectives). The clear majority of students who responded to self survey questions addressing these SLO’s felt they had mastered the concepts either “fairly well” or “very well.”


Since this is the first assessment performed on the Legal Studies Degree, there were no previous improvement plans to implement. It is difficult to draw much in the way of conclusions based on the assessment method used. However, it is clear that the PLO’s that were most aligned with equivalent course SLO’s demonstrated that a clear majority of students feel they have mastered these PLO’s either “very well” or “fairly well.” It is more difficult to draw any firm conclusions with regard to PLO #4 and #5 because of the inherent difficulty in aligning the PLO’s in a legal studies degree that emphasizes the role of law specifically in government, politics, and society as a whole along with business and the economy with course SLO’s that are more specifically related to their respective topic areas of government, politics, and sociology. That being said, the two SLO’s from LGL 217 used to assess PLO #4 and #5 respectively show a strong majority of students who mastered the concept either “very well” or “fairly well.”


It is clear to this author that a college wide rubric needs to be established with regard to the assessment of interdisciplinary degrees such as Legal Studies. In fall 2012 it is planned that the LGL 217 (the core Legal Studies course) Student Learning Outcomes will be revised to more accurately reflect the Legal Studies Program Learning Outcomes developed spring semester 2012. A similar plan is in place to embed Legal Studies PLO’s in the BUS 218 course SLO’s. In addition, Legal Studies PLO surveys will be conducted throughout the next year with students who have identified themselves as advancing towards the Legal Studies degree. Finally, relevant Legal Studies PLO’s will be incorporated into cumulative final exams in both LGL 217 and BUS 218.


The only faculty directly involved with assessment and analysis of the Legal Studies degree is the author of this CPAS document and the lead instructor for the Legal Studies degree. Informal discussions regarding the Legal Studies degree have taken place among Business Division faculty, but there is no means available on campus to share and analyze survey results with faculty outside the Business Division.



ATTACHMENT 4

Course or Program Assessment Summary http://academic.cuesta.edu/sloa/docs/Course_and_Program_Assessment_Summary_F_2011.docx This form can be used to record SLO assessment plans and results for courses or programs. It is recommended that this document be stored on a group drive, or in MyCuesta.

Division: Business Education Program: AA, CA Paralegal Date: 9/7/14 v. 3 2012

Courses in program, or course: Program Core/Required Courses: BUS 218, BUS 227, LGL 217, PLGL 131, PLGL 203, PLGL 205, PLGL 209, PLGL 220 Electives: CJ 206, CJ 208, PLGL 206, PLGL 207, PLGL 208

Faculty involved with the assessment and analysis: Ruth Biering (Lead Paralegal Instructor), Stacey Hunt, Janet Wallace

Course-to-program outcome mapping document** is completed: Yes: X No______ 1 Student Learning Outcome

Statements

x Paralegal Program

1. Students will be able to perform different law office management functions such as utilization of legal software programs, correspondence, billing and financial management, file and record management, and library management.

2. Students will be able to prepare and interpret various legal documents and forms, including litigation, non-

litigation, and transactional documents and forms.

3. Students will be able to conduct library and computerized legal research that involves the selection, compilation, and analysis of relevant reference materials.

4. Students will be able to discuss and explain the different subject areas of the law, including the substantive and

procedural areas of civil and criminal law.

5. Students will be able to conduct themselves in a professional and ethical manner in the workplace environment, and interact and communicate effectively with attorneys, other staff, and clients.


Students were asked to complete a Program Learning Outcome student self-survey that included the PLO statements listed above.


The above referenced Program Student Learning Outcomes Assessment Form was administered to PLGL 220 (Legal Research and Writing) and PLGL 203 (Internship class) students spring semester 2014 who self-identified as students who were nearing completion of the Program. 24 students responded to the survey. The scoring procedure involved submitting the raw data from the Assessment Forms to Ryan Cartnal who then completed the Condensed Item Analysis Report referenced below.





As per the Condensed Item Analysis Report, students responded to the PLO statements with a “fairly well” or “very well” response from the lowest percentage of 91.66% for statement #1 the highest percentage of 100% for statement #5. The highest percentage of “very well” responses was to statement #5 and the lowest percentage was to statement # 3. Statements #1 had a “somewhat” response of 8.33% and #5 had no “somewhat” responses.


Since the first assessment performed on the Paralegal Program, improvement plans have been implemented to address the lower percentages in Questions #1 and #3. A new course, PLGL 209 (Technology in the Law Office) has been added to the required classes while CAOA 123 (Business English) has been deleted. Despite the addition of a new class (PLGL 209) that specifically addresses technology in the law office as related to law office management and computerized research, students still feel the least confident in their ability to perform different law office management functions (Statement #1) but, on the other hand, relatively more confident (mean 4.46 – 2014 versus 4.28 – 2012) to conduct library and computerized legal research (Statement #3).Overall, the assessment results indicate as they did last time that the large majority of students feel they have mastered all the student learning outcomes either fairly well or very well. The percentage of “very well” or “fairly well” ranged from 91.66% to 100%. Students feel the most confident in their ability to conduct themselves in a professional and ethical manner in the workplace environment, and interact and communicate effectively with attorneys, other staff, and clients (Statement #5).


The results of the student program survey indicate that the courses in the Paralegal Program provide a solid basis for the Paralegal students to achieve the stated Paralegal Program Student Learning Outcomes. The lower level of confidence in conducting library and computerized legal research (Statement #3) may still be due in part to the fact that the primary course involved, PLGL 220, is a difficult course and is generally viewed as one of the most difficult courses in the Program. As previously mentioned in the CPAS for PLGL 220, the skills introduced in that course evolve over time once the student becomes a practicing paralegal and it is not practical to address this issue as other larger colleges do by offering a second semester of legal research. The lower level of confidence in performing different law office management functions continues to be challenging, but plans have been implemented to address this concern not only by creating a new class devoted to different aspects of technology in the law office but also by working with the relevant instructors in an ongoing effort to integrate skills introduced in PLGL 201 (Introduction to Paralegal) that are later refined and reinforced in such classes as PLGL 205 (Civil Litigation and Procedure) and PLGL 209. In terms of ongoing assessment, efforts are being directed towards using some of the specific course SLO survey outcomes that are mapped to specific Program Student Learning Outcomes to create a more detailed and comprehensive analysis of the Program Student Learning Outcome survey results.


In discussions with both Stacey Hunt and Janet Wallace who teach, respectively, PLGL 205 and PLGL 209 about the results of the Paralegal Program Student Learning Outcome survey, they both agree that further integration of key courses would help refine and reinforce knowledge and skills across the paralegal curriculum. Both have also expressed concern over the lack of instructor/student access to professional software and fee based legal research data bases. The high cost of providing students even limited access to these professional resources has been a deterrent in the past. CTE funds might be a short term solution, but the ongoing nature of the cost of access to these resources is a cost that ultimately the Business Division would have to absorb in its annual budget. As such, without greater “hands on” access to and practice with these professional resources, the percentages for questions #1 and #3 will continue to be among the lowest in the Paralegal Program Student Learning Outcome survey.



C. Program Improvements

Program improvements that have been implemented in the Legal Studies Program consists of reducing the number of elective units required for the Legal Studies Social Science Emphasis AA and the Legal Studies Business Emphasis AA from 12 – 14 units to 6 – 8 units. The total unit count for both degrees is now 18 to 20 units which parallels the interdisciplinary liberal arts degrees offered by Cuesta College. The changes to the Legal Studies Program degrees have been pending approval from the California Community College Chancelor’s Office since May 2014.

Program improvements in the Paralegal Program include approval of BUS 218 (Business Law), PLGL 131 (Current Ethical Issues for Paralegals) and PLGL 208 to be offered in DE mode. Proposals to offer PLGL 206 and PLGL 207 in DE mode will be submitted to the Curriculum Committee this spring for approval. With the opportunity to complete two required courses (BUS 218 and PLGL 131) plus all of the PLGL electives (PLGL 206, PLGL 207 and PLGL 208), it is expected that this will increase enrollment among the 25 - 64 age cohort who, as mentioned earlier, comprise the majority of the current paralegal students. This is due to the fact that these students, because of work and family commitments, often find it more challenging to complete a college program that consists entirely of live class offerings. This will hold true for the Legal Studies Program as well in that BUS 218 and many of the Legal Studies required/elective courses are already or will be offered in a DE mode.

It is contemplated that if this strategy proves successful in increasing student enrollment in the above-mentioned courses, more of the paralegal courses will be converted to be taught in either a full DE mode or a hybrid mode. This is not to suggest that all of the courses in the Paralegal Program be taught in DE mode. An important program learning outcome for the Paralegal Program is that students be able to conduct themselves in an appropriate and ethical manner in the professional setting of the workplace. Paralegals must be able to work and communicate effectively and appropriately with co-workers, supervisors, clients, witnesses, outside law firm staff, and court personnel. This involves acquiring interpersonal working and communications skills that can really only be taught effectively in a live face to face classroom setting.

D. Identify and describe any budget requests that are related to student learning outcomes assessment results or institutional objectives.

Requested resource allocation specific to the Paralegal/Legal Studies Programs is documented below. It is contemplated that these funding requests will be met through Business Divisions general funds



The following are the program funding requests for the 2015 – 2016 school year.

Funding requests (a) through (c) are made to support student learning outcomes in:

PLGL 205: Explain the proper preparation of different pleadings, judicial forms and litigation documents. Prepare proper pleadings, judicial forms and litigation documents in the areas of pretrial procedures, discovery procedures, trial procedures, and post trial procedures. PLGL 206: Demonstrate knowledge of the appropriate legal application software by utilizing the software in the preparation of forms and documents relevant to business organizations. PLGL 207: Prepare proper judicial forms and legal documents under California Family Law in such areas as adoption, child support and custody, and marital and alternative relationships. Demonstrate knowledge of the appropriate legal application software by utilizing the software in the preparation of forms and documents relevant to family law. PLGL 208: Prepare proper judicial forms and legal documents in estate planning including wills and trusts, in estate administration including formal probate and summary proceedings as well as forms and documents relevant to powers of attorney and conservatorship proceedings PLGL 209: Demonstrate an understanding of and the ability to utilize various computer applications in the law office. Explain the use of and demonstrate the ability to perform computer assisted legal research

PLGL 220: Develop different research strategies which can be utilized to greatest effect depending on the specific legal issues presented using both print and computerized resources

a) Legal Solutions Annual

Renewal

$565

b) Lexis/ subscription renewal $3,540/ 1 year subscription split

with Engineering and Technology

Division with Business Education

paying $2,490 and Engineering

and Technology paying $1,050.

c) AbacusLaw Law Office

Software subscription

$750 1 year subscription

d) Program Marketing and

Promotion

$10,000



Marketing and Promotional Funds (d) Request to support the following institutional goals:

The funds will be used in part for direct employment of staff to engage in promotional activities, hiring professional services for related professional purposes, and costs of print, radio and/or television advertising, including production costs. These funds will be used to support Institutional Goals 2 by building a sustainable base of enrollment by responding to the needs of the District's local service area; and Institutuional Goal 5 by strengthening its partnership with local educational institutions, civic organizations, businesses, and industries, including the San Luis Obispo Bar Association, The Central Coast Paralegal Association, the Atascadero Chamber of Commerce's Young Professionals Association and the numerous law firms, legal document preparation service providers, titile companies, and local Superior Court, all of which employ Paralegal Program graduates.

IV. Program Development/Forecasting for the Next Academic Year

A. New or modified action steps for achieving Institutional Goals and Objectives

In addition to the discussion in Section I, with regard to Institutional Objective 2.1: (Increase the capture rate of the local 24 – 40 age cohort by 2:% annually), PLGL 131, the three PLGL electives (PLGL 206, PLGL 207, and PLGL 208) as well as one section of BUS 218 will be offered in a distance education modality in 2015 - 2016. It is expected that this will increase enrollment among the 24 – 40 age cohort who, because of work and family commitments, find it more challenging to complete a college program that consists entirely of live class offerings. This will hold true for the Legal Studies Program as well in that BUS 218 and many of the Legal Studies required/elective courses are already or will be offered in a DE mode. In addition to the discussion in Section I, with regard to Institutional Objective 5.1: (Increase participation at district events for business and civic leaders), it is has been suggested that an orientation/exit course should be created for students who are starting the Paralegal Program and who are just about to graduate from the Program. This came at the suggestion of Dean Cascamo and members of the Paralegal Advisory Committee who have advocated that paralegal faculty and members of the legal community create a “bridge” program to orient new students to working in the legal field and mentor graduating students who are transitioning from the classroom to the workplace.

B. New or modified action steps for achieving Institutional Learning Outcomes

Please see discussion in Section I – PROGRAM SUPPORT OF INSTITUTIONAL LEARNING OUTCOMES and above discussion regarding new or modified action steps for achieving Institutional Goals and Objectives.



C. New or modified action steps for achieving program outcomes Both the Paralegal and Legal Studies Programs, but especially the Paralegal Program, have been subjected to regular intensive review and revision in order to address identified needs at both the institutional and programmatic levels. The paralegal elective courses (PLGL 206, PLGL 207, PLGL 208) and two of the Program’s required courses (PLGL 131 and BUS 218) will now be available in DE mode. Aside from the changes in instructional modality, it is anticipated that only a few, if any, select changes will be made going forward to both Programs as noted below. Both Programs should be given the opportunity to fully implement the changes made over the last four years and to fully assess the impact of these changes. It is felt that further significant changes not be contemplated unless clearly warranted by new assessment data.

D. Anticipated changes in curriculum and scheduling

As mentioned previously, the Paralegal elective courses (PLGL 206, PLGL 207, PLGL 208) and two of the Program’s required courses (PLGL 131 and BUS 218) will now be available in DE mode. Also, as mentioned previously, it is hoped that offering these courses in DE mode will increase enrollment in these courses as well as the Paralegal Program as a whole.

E. Levels or delivery of support services: N/A F. Facilities changes: N/A

G. Staffing projections

Three new part time Paralegal instructors were hired for the 2013/14 school year. In addition, Gary Rubin, after serving as the North County Executive Dean for the last two years, has returned to the Business Division as a full time instructor. Part of Mr. Rubin’s teaching load will include BUS 218 and PLGL 131. Because of Mr. Rubin’s full-time assignment to the North County Campus, it is contemplated that he will be a strong advocate for the Paralegal Program at the North County Campus. With these part time hires and Mr. Rubin’s return to the Division, it is not contemplated that additional full time or part time staff will be required in the near future.

H. Strategies for responding to the predicted budget and FTES target for the next academic year

Please see data and accompanying discussion in Section II regarding Program Data Analysis and Program-Specific Measurements. The discussion in Section ll includes measures that are in the process of being implemented (approved proposals to offer certain Legal Studies and Paralegal Program courses in DE mode). Also included in Section II is a discussion of the unique demographic characteristics of students enrolled in the Paralegal Program with an accompanying discussion of measures that could be taken to more effectively promote this Program to its target cohort.



Documents

ANNUAL PROGRAM PLANNING WORKSHEET (APPW) - …€¦ · A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t 2 0 1 5 - 2 0 1 ... Use the following narrative outline and be brief