Southwestern Program Review Business and Accounting Programs

Transcription

1 Southwestern Program Review Business and Accounting Programs Processon Program Review is a continuous process of collecting, evaluating, and using information to determine if and how well performance matches learning or service outcomes which occurs on at least a triennial basis. We gather evidence of student learning; discover the degree to which courses, programs, and administrative and educational support services accomplish intended outcomes; and probe the achievement of institutional projects, core themes, and mission. Southwestern conducts program reviews of all programs and services on a quadrennial basis (every 4 years) and uses the results of the assessments to enhance and improve current programs and services. Resources Program Review detailed instructions Report Documentation mylakerlink on the Resource Center tab Reports must be on campus or access network to process reports Course Completion Report Course Completion by Course Report Course Completion by Degree Report Course Enrollments Report GL Unit Costs by Fund by Unit Report Graduates by Major Report OLMIS Employment Opportunities Persistence Report being developed Student Enrollment Report Enrollments, FTE, Billing Credits Transfer Reports being developed Program review consists of the following elements Program Description and Goals / Philosophy Program Narratives Student Learning Outcomes including measures and criterion for achievement Operational Data analysis I. Enrollments II. Financial Viability III. Efficiency of Delivery IV. Instructional Effectiveness V. Program Student Success VI. Program Relevance VII. Graduate Student Success Reflection of the data Projects planned based on evidence Association with core themes and other planning, processes/projects Activity Timeline All reports are available within mylakerlink and are located on the Resource Center tab. Links to all reports are located within each section title of this document. Program Review requirements for certain sections include multiple reports with additional links to the reports located within the specific section of the report. Southwestern Oregon Community College does not discriminate on the basis of race, color, gender, sexual orientation, marital status, religion, national origin, age, disability status, gender identity, or protected veterans in employment, education, or activities as set forth in compliance with federal and state statutes and regulations. Page 1

2 PART A: Program Review Narratives Program Description and Goals / Philosophy The Entrepreneurship program is designed for students interested in managing a small business or buying a small business or franchise, or for students interested in starting a new business. The program will prepare the student for a variety of entry positions in business and industry. The business and entrepreneurship associate will be able to assist or manage in the areas of planning, organizing, leading and finance. The business associate will be able to use critical thinking processes incorporated with computer and communication skills while employing a teamwork approach to reach the goals of the organization. In this degree program students will learn how to develop, maintain and grow their own business; explore entrepreneurial concepts and processes that apply to both start-up and well-established enterprises, with an innovative focus and an entrepreneurial spirit. Students will analyze how an organization contributes to society and have hands on experience with community engagement activities and projects. Completing this degree will help the small business entrepreneur maximize the skills and abilities necessary to do business in our challenging environment. Administration Faculty / Staffing: During the academic year, the Business/Accounting programs had three (3) full time faculty. Beginning in the 2010 academic year, the department has had only two (2) full time faculty and covered needed courses by increasing the number of classes taught by part-time faculty. The pool of qualified part-time faculty fluctuations greatly from term to term. Staffing would be much more stable with an additional full-time faculty (even one shared with the AOP program) or the pool of part-time faculty needs to be grown. Professional Development With the support of Perkins funding, Office of Instruction support, and faculty development funds, each of the two full time faculty has had ongoing professional development ranging from in-service training to attendance of national conferences and the Great Teachers workshop. Support Services used (or identified need): A tutor has been provided for accounting students to provide them with needed support. The faculty are developing a more comprehensive list of courses that could benefit from tutors or supplemental instruction, and will prepare a proposal for Perkins funding support. Advisory Committee (activities and membership): Membership and participation on the Business/Accounting Industry advisory committee has varied drastically over the last five years. One of the department faculty serves on the local Chamber of Commerce Education Committee and invited the committee to serve as the SWOCC program advisory committee. They accepted the role and a rich industry education partnership is emerging. With the support of the Chamber, Southwestern students have formed a Junior Chamber chapter. At least one student attends a Chamber meeting each week. Community Relationships / Partnerships: Department faculty serve on the Chamber of Commerce Education Committee and the Bay Page 2

3 Area Enterprises Board. The Small Business Development Center staff not only participate in the development and maintenance of the programs, but also serve as part time faculty sharing their expertise and experiences with students and the department. With the support of the Chamber, Southwestern students have formed a Junior Chamber chapter. At least one student attends a Chamber meeting each week. Program Accreditation (if applicable): N/A Curriculum Degrees/Certificates offered and changes since last review: In 2011, the Business Management/Entrepreneurship pathway was reviewed and redesigned to better align with the National Content Standards for Entrepreneurship Education. In subsequent years, minor enhancements have been made to tighten the alignment with these standards. Additionally, the labor market for accounting graduated was researched and an Accounting AAS pathway was added for the 2014 academic year to expand career education options available at SWOCC with a Business focus. Course list and changes since last review, including new and revised courses: Essentially all AC and BA courses have been updated in the last five (5) years. Each was reviewed for currency and industry relevancy, prerequisites adjusted, and student learning outcomes were rewritten to be measurable and support the program student learning outcomes as well as the institution s general student outcomes. Major course enhancements in the last couple of years has been to develop courses in International Business, emarketing, Leadership, and Group Dynamics. Additionally the Career Readiness and Capstone courses have been revamped to employ student eportfolio development. Career Pathway/Program of Study Efforts: Although there are still a few high school programs of study that align with our Business / Accounting pathways due to changes in staffing at the high schools, faculty are working with the high schools and the Perkins Regional Coordinator to strengthen existing POS and explore developing new ones. Delivery Methods/Instructional Methodology: The modality of most all Business/Accounting program courses alternates between faceto-face and online to enhance student access to the programs. The rotation schedule has been shared with the advising staff and students. Articulation/Transferability: The Business program has articulation agreements with Oregon Tech and Southern Oregon University and endorses the ASOT Business to provide students with transfer options. Faculty have contacted their university partners and are developing relationships to ensure the agreements are current. Dual Credit offerings: Although there are still a few high school programs of study that align with our Business / Accounting pathways due to changes in staffing at the high schools, faculty are working with the high schools and the Perkins Regional Coordinator to strengthen existing POS and explore developing new ones. Course Scheduling issues: The modality of most all Business/Accounting program courses alternates between face-to-face and online to enhance student access to the programs. The rotation schedule has been shared with the advising staff and students. Instructional Materials (textbook, software issues): The Business Management/Entrepreneurship program has integrated an eportfolio Page 3

4 into its capstone project. Though free editions of eportfolio software has been available for students to use, changes in the restrictions of use of these free alternatives are becoming more restrictive. The project would be greatly enhances by the purchase of a full scale institutional platform for eportfolios. Students Special Populations: Over the last three years, the program has experienced an increased non-traditional student population due to some Trade Act supported retraining programs. This population tends to be highly engaged in the classroom but often cannot participate in club activities and/or have limited time to participate in team project work due to personal responsibilities. These students often need assistance in upgrading their technology skills to comfortably participate in online class activities. Recruitment: The Business department participates annually in College 101, Mornings at Southwestern, and in high school activities to inform high school students of the Business and Accounting educational programs available at Southwestern. Advising: Each Business instructor at Southwestern advises a full complement (25) students and participates in advising update meetings as well as the development and distribution of advising tidbits for the CTE advising community. The Business department also conducts group advising sessions with Business and Accounting majors which not only offer advising content for the students but helps to develop a student sense of community. The Business program is also reviewing their articulation agreements with universities and the ASOT to ensure effective transfer pathways for Southwestern Business students. Student Satisfaction: Student ratings of instruction indicate that students are generally pleased with the quality of the instruction they receive, however, some issues occasionally arise from the employment of new and inexperienced part-time faculty. To help minimize the learning curve for new faculty, the tenured faculty offer to build a standard course shell for use by part-time faculty as well as fulltime. This helps ensure consistent curriculum and instruction. Student Assessment Methods: Graduating students participate in end of program Technical Skills Assessment by taking the NOCTI exam correlating to their degree. In addition, degree students complete BA292 Capstone course to compile their eportfolio which represents their learning and achievement of the program student learning outcomes. Business faculty plan to conduct norming activity on the grading of the eportfolios this year in order to assess the reliability and validity of the eportfolio assessment. Upon completion of this activity, the eportfolio Capstone will be submitted to the State for considerations as a Technical Skills Assessment. Facilities/Budget Budget Changes over past 4 years: Five years ago the Business and Accounting budgets supported 2 business faculty, one AOP faculty, and one accounting faculty. Four years ago the budget was cut to fund only two faculty positions, The programs are maintaining course offerings by employing more part-time faculty. The pool of part-time faculty is dynamic and less than consistent making scheduling challenging. Quality of instruction sometimes suffers from the constant change in part-time faculty assignments. Instructional Materials (software, supplies, etc.): Contemporary business analytics software is being used in the business workplace but Southwestern does not hold licenses for this industry standard software. Faculty rely on free shareware to expose students to these industry tools, however, these versions have limited capabilities. Students would benefit from a firsthand experience using the full Page 4

5 industry standard software packages. Equipment lists and needs: Facilities lists and needs: The business and Accounting faculty would like to build a team approach to their courses and programs. To this end, a teaching space such as Stensland 201 prioritized for business instruction, would help improve instruction and aid in providing continuity in student exposure to resources available in the room. Tables and chairs rather than desks are better suited for collaborative learning. Student fees; NA Progress of Planned Projects Describe progress made for each project activities planned for prior year. NOT REQUIRED FOR PROGRAM REVIEW PART B: Program Outcomes Data Review Student Learning Outcomes - Measures Criteria Identify appropriate 80% of students meet or Reflection in eportfolio as BA292 - Capstone Spring 2014 ethical and legal exceed expectations as measured by the rubric procedures for a small identified in rubric business. Spring % of students met or exceed expectations providing evidence of learning and reflection. Results: Base year Analysis: The 70 % suggests students have a weaker connection to this program outcome than others. Plan: Greater integration of the three courses is needed to support this outcome. BA230 Business Law BA277 Business Ethics BA224 Human Resource Management Outcome 2 Measurable Criteria Measurement Tool Courses Time Frame Recognize and evaluate 80% of students meet or Reflection in eportfolio as BA292 - Capstone Spring 2014 opportunities in the global marketplace. exceed expectations as identified in rubric measured by the rubric Results: Base year Spring 2014, this is new outcome; not included in base year. Page 5

6 Analysis: no data Plan: Outcome will be included in Spring 2015 eportfolio. Course work impacting this outcome are from: BA156 Economic Essentials BA203 International Business Outcome 3 Measurable Criteria Measurement Tool courses Time Frame Employ appropriate and 80% of students meet or Reflection in eportfolio as BA292 - Capstone Spring 2014 effective business communication skills in virtual and interpersonal environments exceed expectations as identified in rubric measured by the rubric Results: Base year Spring % of students scored at 85% or more. Analysis: Students tended to go into great detail on their reflections for this outcome; indicating a high degree of personal relevance. Plan: Continue to monitor these results to ensure course outcomes remain sufficiently rigorous to support program outcome. SP218 Interpersonal Communications BA205 solving communication Problems with Technology BA284 Job Readiness CIS 120 Computer Literacy Outcome 4 Measurable Criteria Measurement Tool courses Time Frame Develop critical thinking 80% of students meet or Reflection in eportfolio as BA292 - Capstone Spring 2014 and decision making skills as an individual, a team member, and a leader of an organization. exceed expectations as identified in rubric measured by the rubric Results: Base year Spring % of students included evidence of learning and reflective essays Analysis: Many of the courses in this program require team-based project; small group, large group, virtual groups, as well as formal and informal working groups. These experiences provide many opportunities for students to document personally relevant experiences of learning. Plan: Continue to focus on group work throughout program. Courses impacting this outcome: BA101 Intro to Business BA120 Leadership BA206 Management Page 6

7 Outcome 5 Measurable Criteria Measurement Tool courses Time Frame Develop financial 80% of students meet or Reflection in eportfolio as BA292 - Capstone Spring 2014 recordkeeping systems and interpret results. exceed expectations as identified in rubric measured by the rubric Results: Base year Spring % of students included artifacts to support this outcome. Analysis: The measurement course was changed in spring 2014; from BA213 Managerial Accounting to BA250 Entrepreneurship. The BA213 is in the first year of the program s normal progression, while in the BA250 class students develop pro forma financial forecasting as a component of their business plan. Plan: Communicate with BA250 instructional faculty to more closely align the pro forma component of the business plan with this outcome.. Courses impacting this outcome: BA250 Entrepreneurship Outcome 6 Measurable Criteria Measurement Tool courses Time Frame Develop and evaluate 80% of students meet or Reflection in eportfolio as BA292 - Capstone Spring 2014 marketing strategies for a small business exceed expectations as identified in rubric measured by the rubric Results: Base year Spring % of students included artifacts to support this outcome. Analysis: While marketing plans were included, little evaluation of this assignment was in evidence in the eportfolio. This portion of the assignment occurred as a verbal component of their in-course presentation. As a result, the reflections tended to lack relevance to the actual assessment outcomes. Plan: Standardize the formatting requirements for this measurement assessment to assist students with eportfolio inclusion of the data. Courses impacting this outcome: BA223 Marketing BA233 emarketing Outcome 7 Measurable Criteria Measurement Tool courses Time Frame Explore entrepreneurial 80% of students meet or Reflection in eportfolio as BA292 - Capstone Spring 2014 potential and develop a business plan exceed expectations as identified in rubric measured by the rubric Results: Base year Spring % of students had business plans under development. Analysis: Because students tend to take classes out of sequence, some students had taken the capstone class before they took the BA250 class in which they would Page 7

8 develop their business plan; so business plan artifacts in the eportfolio were incomplete and reflections tended to be under developed. Plan: This issue may best be addressed by educating advisers about the most beneficial sequence for course progression. Courses impacting this outcome: BA250 Small business Mgmt./Entrepreneurship PART C: Program Operational Data Review I Enrollments Exhibit I.A: Total Enrollments Program Exhibit I.B: Number of Students in Major, if applicable Exhibit I.C: Student Demographics (optional) Reflect upon the trends, what does the data tell you, what has been accomplished/achieved and where are the gaps Enrollments and the number of majors have dropped over the last five years but billing credits for AC and BA courses appears to be stabilizing. Respond to the data evidence how will the data results be utilized to enhance and improve program enrollments, list specific planned projects The Business faculty plan to actively participate in available recruitment opportunities and campus persistence and retention initiatives. Additionally, the department will try to build the part-time faculty pool so the number of sections can be increased to provide students better access to AC and BA courses. II. Financial Viability Exhibit II.A: Student FTE Exhibit II.B: Billing Credits Exhibit II.C: Cost / FTE Reflect upon the trends, what does the data tell you, what has been accomplished/achieved and where are the gaps Student FTE have dropped over the last five years but billing credits for AC and BA courses appears to be stabilizing. Cost per student FTE has risen slightly over the last three years reflecting the increase in instructional salaries. Respond to the data evidence how will the data results be utilized to enhance and improve the financial viability of the program, list specific planned projects The Business faculty plan to actively participate in available recruitment opportunities and campus persistence and retention initiatives. Additionally, the department will try to build the part-time faculty pool so the number of sections can be increased to provide students better access to AC and BA courses. Page 8

9 III. Efficiency of Delivery Exhibit III.A: Average Class Enrollments Exhibit III.B: Student FTE to Faculty FTE Ratio (1 Faculty FTE = 45 Workload Credits) Exhibit III.C: Course Capacity Percentage (section enrollment is what percent of section capacity) Reflect upon the trends, what does the data tell you, what has been accomplished/achieved and where are the gaps Average course enrollments have increased from 8.49 in 2009 to in By increasing the fill rate, the Student to Faculty FTE ratio has increased as well. Respond to the data evidence how will the data results be utilized to enhance the efficiency of delivery associated with the program, list specific planned projects The average fill rate is acceptable, however, certain gateway courses are filling to capacity and thereby acting as a bottleneck for entry to the programs. The department will try to build the part-time faculty pool so the number of sections can be increased to provide students better access to AC and BA courses. IV. Instructional Effectiveness Exhibit IV.A: Course Retention completion rate Reflect upon the trends, what does the data tell you, what has been accomplished/achieved and where are the gaps The Business / Accounting course retention rate had hovered around 79 to 80 % for write a few years but experienced and marked increase to 88.46% in It appears that this increase may be a result of the influx of Trade Act students into the program: These students must maintain performance standards to maintain their benefits and they are mature in their commitment to their academic success. Respond to the data evidence how will the data results be utilized to enhance and improve instructional effectiveness of the program, list specific planned projects Monitor course retention completion rate to determine if increase was associated with the Trade Act student population. Also, Business faculty plan to participate in campus persistence and retention initiatives. V. Program Student Success Exhibit V.A: Program Persistence from Persistence Report (being developed) Exhibit V.B: Program Completers (Graduated) (unduplicated student count) Exhibit V.C: Program Awards (all certificates and degree, duplicated) Exhibit V.D: Transfer Rate (student who did not graduate yet transferred) from Transfer Report (being developed) Exhibit V.E: Transfer Figures from Transfer Report (being developed) Reflect upon the trends, what does the data tell you, what has been accomplished/achieved and where are the gaps Though the figures have varied from year to year. Current values are consistent with the graduation rates of five years ago. The number of awards was dramatically increased in 2012 due to the initiation of our auto-awarding practice. Respond to the data evidence how will the data results be utilized to enhance students success within the program, list specific planned projects Page 9

10 The Business department piloted group advising sessions with Business and Accounting majors. These sessions were successful in not only offer advising content for the students but also in helping to develop a student sense of community. Faculty plan to implement group advising sessions on a quarterly basis to enhance advising and to develop a cohort model to support students. VI. Program Relevance Exhibit II.A: OLMIS Reports Demonstrate Employment Opportunities - OLMIS DATA: Exhibit II.B: Advisory Committee Recommendations Reflect upon the trends, what does the data tell you, what has been accomplished/achieved and where are the gaps Respond to the data evidence how will the data results be utilized to ensure program relevance of the program, list specific planned projects Maintain a relationship with the local Chamber of Commerce Education Committee to serve as the SWOCC program advisory committee. This advisory structure helps faculty identify local industry needs and to enhance industry partnerships. Review program alignment with industry standards on an annual basis. VII. Graduate Student Success: Oregon 4 Year Completion Data, Wage Match Data, Placement Data Placement Rates Exhibit VI.A: 4 Year Achievement (if available) Exhibit VI.B: Wage Information (if available) Exhibit VI.C: Placement Rates (if available) Reflect upon the trends, what does the data tell you, what has been accomplished/achieved and where are the gaps NA Respond to the data evidence how will the data results be utilized to enhance and improve graduate student success within the program, list specific planned projects NA PART D: Systemic Program Review Systemic Program Enhancements and Projects Not Addressed in Program Outcomes or Operational Data Analysis Data Address systemic issues: The Business Management/Entrepreneurship program has integrated an eportfolio into its capstone project. Though free editions of eportfolio software has been available for students to use, changes in the restrictions of use of these free alternatives are becoming more restrictive. The project would be greatly enhances by the purchase of a full scale institutional platform for eportfolios. The business and Accounting faculty would like to build a team approach to their courses and programs. Page 10

11 Proposed Systemic Project(s): Develop a proposal and submit for budget consideration to develop a teaching space such as Stensland 201 prioritized for business instruction, would help improve instruction and aid in providing continuity in student exposure to resources available in the room. Tables and chairs rather than desks are better suited for collaborative learning. Research independently or with campus options for an enhanced and fully-functional eportfolio platform; develop a proposal and submit for budget consideration. Systemic Program Viability Analysis Program Demand: Review of overall 4-year trend of enrollments in discipline courses % >10 Growing Strong (20 pt.) 5-10% Growing (17 pt.) 0-5% Maintaining (14 pt.) 5-0% Dropping (10 pt.) <-5% (5 pt.) Program Outcomes Assessment: Assessment Category READING PROGRAM Development of course outcomes Mapping course to program outcomes Multiple Assessment measures documented and mapped to program outcomes Course Assessment data collected and analyzed Assessment Data used to improve course teaching / learning and is documented Total No Evidence (1 pt.) In Development <30% (2 pt.) Implemented in Some Areas 30-80% (3 pt.) Fully Implemented % (4 pt.) TOTAL SCORE Program Size: Review of unduplicated student FTE (all terms) in discipline courses in prior year >50 FTE (20 pt.) FTE (17 pt.) FTE (14 pt.) FTE (10 pt.) FTE (7 pt.) <10 FTE (5 pt.) Page 11

12 Proposed Productivity: Percent of students in all discipline classes for a year that earned C or better compared to number of students enrolled in same classes at end of second week 88.46% >95% (20 pt.) 90-95% Growing (18 pt.) 80-90% Maintaining (16 pt.) 70-80% Dropping (14 pt.) 60-70% (10 pt.) <10% (5 pt.) Program Cost: Cost of program per student FTE in prior year $2, < $1000/FTE (20 pt.) $1-2000/FTE (17 pt) $2-3000/FTE (14 pt.) $3-4000/FTE (10 pt) $>4000/FTE (5 pt.) OVERALL PROGRAM VIABILITY SCORE: 70 Page 12

13 PART E: Program Project Timeline All Projects Activity Timeline that includes core theme association, staff lead responsibility, start and projected end dates, association with other planning activities (academic master plan, technology plan, facilities plan), association with instructional projects. Project 1. Update program outcomes and assessment mapping. Person Responsible Activity Year Budget Request (for 2015 activities only) Core Theme/ Objective Associated Plans Associated Projects 2. Conduct thorough Labor Market analysis to determine current industry standards and market trends. 3. Conduct a program gap analysis considering results of Project Update program in response to gap analysis 5. Review program course transferability and update AS articulation with Southern Oregon University; Explore AS articulation with Western Oregon Univ. 6. Develop and implement marketing strategy for CJ program and courses 7. Conduct a minimum of two (2) Advisory Committee meetings per year. 8. Develop program part-time faculty coordination plan to include ongoing instruction evaluation, curriculum review, and professional development opportunities 9. Research strategies for collecting graduate success data. 10. Review student persistence when report is available. Page 13

14 Accounting / Business Program Majors: ASOT, AS Supvr., AS BM/D, AAS Acctg, AAS Marketing, AAS BM/E, AAS BM/S, AAS Acctg, CERT Acctg, CERTL Fin, CERT AcctgClk, CERTL Retail, PCRT Markting, PCRT Supv, PCRT entry acctg clk Discipline: AC, BA Subjects: AC, BA PART C: Program Operational Data Review Base Criteria: Activity codes- LDC, CTE prep (Rev'd 2/26/15) I Enrollments Source* Exhibit I.A: Total Enrollments (all terms) CER Exhibit I.B: Number of Students in Major (Fall only) SER II. Financial Viability Exhibit II.A: FTE Exhibit II.A: FTE for program courses CER Exhibit II.A: FTE for program majors SER Exhibit II.B: Billing Credits Exhibit II.B: Billing Credits for program courses CER Exhibit II.B: Billing Credits for program majors SER Exhibit II.C: Cost / FTE Cost for GL Unit & (including FT and PT Faculty) Budget $259, $158, $190, $193, $192, Student FTE II.A Calculated Cost per Student FTE Calculated $2, $1, $2, $2, $2, III. Efficiency of Delivery Exhibit III.A: Course Enrollments Average Class Enrollments CER Fill rate CER 40% 38% 32% 41% 42% Exhibit III.B: Student FTE to Faculty FTE Ratio Student FTE for Program Courses (II.A above) II.A Faculty FTE (FT and PT Faculty) Deans Calculated: Student FTE / Faculty FTE Calculated IV. Instructional Effectiveness Exhibit IV.A: Course Retention completion rate CCR 80.92% 79.64% 79.39% 79.34% 88.46% V. Program Student Success Exhibit V.B: Program Completers (unduplicated student count) GBM Exhibit V.C: Program Awards (duplicated) GBM *Source Legend CER = Course Enrollment Report CCR = Course Completion Report GBM = Graduates by Major Report SER = Student Enrollment Report Calculated = Calculated by Excel

15 Accounting / Business Program Exhibit I.A: Total Enrollments Exhibit I.B: Number of Declared Majors Total Enrollment (Unduplicated) Number of Declared Majors Exhibit II.A FTE Exhibit II.B Billing Credits Exhibit II.C Cost / FTE $3, $2, $2, $1, $1, $ $0.00 FTE for Program Majors FTE for Program Courses Billing Credits for Program Majors Billing Credits for Program Majors Cost / FTE Exhibit III.A Average Program Class Enrollments Exhibit III.A Average Class Fill Rate Exhibit III.B Student FTE / Faculty FTE % 40% 35% 30% 25% 20% 15% 10% 5% 0% Average Program Class Enrollments Average Class Fill Rate Student FTE / Faculty FTE Exhibit IV.A Course Retention - Completion Rate Exhibit V Program Student Success 90.00% % % 84.00% 82.00% 80.00% 78.00% % % 0 Course Retention - Completion Rate Program Completers (unduplicated) Program Awards (duplicated)