Located in Bellevue, WA, a suburb of Seattle Third largest higher ed institution in Washington 38,000 annual enrollments Two-thirds of students live

Transcription

1

2 Located in Bellevue, WA, a suburb of Seattle Third largest higher ed institution in Washington 38,000 annual enrollments Two-thirds of students live within 5 miles Offer Bachelor s and Associate s, Basic Ed, and Professional/Technical Certificates Next door to Microsoft, and other companies in proximity (Boeing, Amazon, Google, Costco)

3 Over 20,000 enrollments annually 16 certificate programs Open enrollment and corporate training Self-support budget Classes are10-24 hours, evenings and Saturdays Students are adult learners, years old

4 Grow revenue and increase the value of our programs using tools and best practices.

5 Enrollments 12,000 10,000 8,000 6,000 4,000 2,000 0 Enrollments 6,000,000 5,000,000 4,000,000 3,000,000 2,000,000 1,000,000 0 Revenue Revenue

6 KPI 2007 Students 7245 Net % of Gross 43% Cancellation Rate 29.6% Class Sections % of Change % 59% Gross Revenue -13% Net Revenue +18% 15.63% % Average Seat Count

7 Pricing - Implement a sustainable pricing structure to include college and department overhead, salaries and equipment replacement

8 Establish a pricing spreadsheet for each class with the goals of: Determining current break-even Establishing goal for target seat count Planning incremental price increases to attain goal

9 Expenditures we accounted for to determine pricing structure Pre-2007 Instructor Salary Instructor Benefits Course Materials Now Instructor Salary Instructor Benefits Course Materials Continuing Education/BC Overhead Department Overhead Replacing computer/classroom equipment Pricing Spreadsheet

10 Pricing - Implement a sustainable pricing structure to include college and department overhead, salaries and equipment replacement Scheduling - Develop a scheduling plan that meets the goal of an 8 student average headcount, annual class planning and dependent class progression.

11 We reviewed our enrollment data to identify: Classes with low seat count Reduce number of sections offered Under-performing class Classes with stronger enrollments when offered during day, evening or Saturdays Classes that have strong enrollment every quarter Database Design Enrollment

12 Measurable % of Change Number of sections % Cancellations % Students % Enrolled Seat Count % Salary Cost $13,440 $8,640-36% Price $249 $ %

13 Students use this schedule to plan ahead Improves the student experience Stabilizes our enrollment patterns REQUIRED COURSES 137 hours total Quarters Typically Offered Hours Database Design Su,F,W,Sp 9 Beginning SQL Server (using 2008) Su,F,W,Sp 21 T-SQL Query Extensions to SQL Su,F,W,Sp 18 SQL Server 2008 Administration (Advanced) F,Sp 28 SQL Server 2008 Security F,Sp 20 PowerShell W,Su 8 SQL Server 2008 Optimization and Performance Tuning W,Su 30 Database Administrator Certificate Capstone Su,F,W,Sp 3

14 Pricing - Implement a sustainable pricing structure to include college and department overhead, salaries and equipment replacement Scheduling - Develop a scheduling plan that meets the goal of an 8 student average headcount, annual class planning and dependent class progression. Quality - Improve quality of content and instruction through evaluation, observation, interviewing, course descriptions and syllabi.

15 Identify our customer Majority of revenue is generated from products that are targeted to our average customer Our typical Continuing Education customer: Improving skills for work Looking to retrain for new job Wants skills-based, hands on learning Doesn t have a lot of time

16 Equal mix of lecture/demo/lab Application to real world job situations Organized advisory committees Certificate Programs Skill sets that form a clear learning pathway for students Certificate capstone project demonstrates skills acquired in certificate program

17 Course Descriptions Describes class content and learning objectives Provides students with expected outcome Effective marketing tool Consistency in teaching among instructors Course Syllabus Reiterate course objectives Skills Checks In-class exercise that measures comprehension Instructor and student know they got it Course Description Example Course Syllabus Example Course Skill Check Example

18 Hiring instructors Team interviewing Value of different perspectives Clear expectations Preparing instructors Instructor orientation Instructor handbook Observing class before teaching

19 Evaluation Tools First-Session Class Evaluations Final Session Class Evaluations

20 Instructor Observations Staff observes instructors teaching once every two years Combine observation comments with student feedback and instructor feedback Instructor Observations

21 KPI % of Change Students % Net % of Gross 43% 59% Gross Revenue -13% Net Revenue +18% Cancellation Rate 29.6% 15.63% Class Sections % Average Seat Count Technology Replacement years 3 years

22 Thank you for coming!

23 Computer and Technology Programs Instructor: Location: Times/Dates: Carol C. Torkko, MCSD BC North Campus Room :00PM 9:00PM 9/20/11-9/27/11 Tu Th Database Design Course Syllabus Instructor Bio Carol has been programming for over 41 years in various languages and has more than 25 years experience working with database systems. Carol worked in the corporate world for 24 years before becoming an instructor and consultant. Carol is certified as an MCSD with Microsoft and has been teaching at BC since October, During this time Carol has taught Visual Basic 6.0, Visual Basic.NET, C#.NET, VBA Programming in Office, SQL, Database Design and Crystal Reports. Course Summary Whether you create new databases or redesign existing ones, your familiarity with the principles of database design will help your design to ensure data integrity. In this course you will gain skills that guide the practical decisions you must make throughout the design process. For example, you will learn how to: choose the best names for tables and fields, assign primary keys, set up relationships, and implement normalization rules and field key attributes. Classroom exercises will help you to actively master the content, with practice opportunities, discussions, and capstone labs, where you design a database from scratch and redesign an existing database. Labs make up approximately 30% of the course. Prerequisites Basic computer skills and working knowledge of Windows. Recommended: Experience with a database product. The above prerequisites are considered to be the basic skills and knowledge needed prior to taking this class. Instructors will assume your readiness for the class materials and will NOT use class time to discuss prerequisite materials. Course Objectives Modify an existing database so that it conforms to the first normal form of relational integrity. Modify an existing database so that it conforms to the second normal form. Modify an existing database so that it conforms to the third normal form. Redesign an existing database that meets requirements based on specific business rules, that enforces data integrity per the business rules and database design recommended techniques, and conforms to the third normal form. Copyright 2011 Bellevue College For information on customizable training, visit

24 Course Requirements Participants must attend a minimum of 70% of class sessions to receive a certificate of completion. Materials Required Text (provided): Relational Database Design (Third Edition), Element K Agenda/Assignments SESSION TOPICS ASSIGNMENTS Day 1 Day 2 Introductions Modify an existing database so that it conforms to the first normal form of relational integrity Assign primary keys to all tables in a database according to best practices for their key attributes. Define appropriate table relationships. Predict the problems that can result when a table is not in first normal form. Identify and fix non atomic fields in each table. Identify and fix repeated fields in each table. Modify an existing database so that it conforms to the first normal form of relational integrity (Continued) Modify an existing database so that it conforms to the second normal form Identify dependent fields in each table. Predict the problems that can result when a table is not in second normal form. Identify and fix fields that are not dependent on the entire primary key in each table. Define appropriate table relationships as needed. Modify an existing database so that it conforms to the third normal form Identify when a field is a key field or a non-key field in each table. Predict the problems that can result when a table is not in third normal form. Recognize when a field is dependent on a nonkey field and know how to fix the problem. Complete labs Read Chapters 1-2 AND only part of Chapter 3, which is all of Topic A on pages and part of Topic B (only Data Types and Naming Conventions for Tables and Fields subtopics) on pages Complete labs Review Chapters 1-2 AND only part of Chapter 3, which is all of Topic A on pages and part of Topic B (only Data Types and Naming Conventions for Tables and Fields subtopics) on pages Copyright 2011 Bellevue College For information on customizable training, visit

25 SESSION TOPICS ASSIGNMENTS Define appropriate table relationships as needed. Redesign an existing database that meets requirements based on specific business rules, that enforces data integrity per the business rules and database design recommended techniques, and conforms to the third normal form Write a database purpose. Apply appropriate key attributes to each field to enhance data integrity. Follow the recommended steps while designing or redesigning an existing database. Day 3 Redesign an existing database that meets requirements based on specific business rules, that enforces data integrity per the business rules and database design recommended techniques, and conforms to the third normal form (Continued) End of Class Procedure Strong Class Participation Complete evaluation Review course objectives Request for evaluations Issue certificates General Course Recommendations and Requirements Please turn off all electronic devices during class times. If it is absolutely necessary to leave a device on, please make certain it is in silent mode. Please limit non-class computer usage to breaks as excessive/noisy keyboarding can be disturbing to the students around you. Accommodation If you require accommodations based on a documented disability, have emergency medical information to share, or need assistance in case of emergency evacuation, please contact me as soon as possible. If you would like to inquire about becoming a DRC (Disability Resource Center) student, please call or go in person to the DRC office in B132 on main campus. Once you have completed Database Design, we recommend the following classes: Beginning SQL Server (using 2008) SQL: Structured Query Language Copyright 2011 Bellevue College For information on customizable training, visit

26 COMPUTER & TECHNOLOGY PROGRAMS Database Design Whether you create new databases or redesign existing ones, your familiarity with the principles of database design will help your design to ensure data integrity. In this course you will gain skills that guide the practical decisions you must make throughout the design process. For example, you will learn how to: choose the best names for tables and fields, assign primary keys, set up relationships, and implement normalization rules and field key attributes. Classroom exercises will help you to actively master the content, with practice opportunities, discussions, and capstone labs, where you design a database from scratch and redesign an existing database. Who should take this course? This course is recommended to anyone who needs to either create new databases or redesign existing databases. This course is also recommended for anyone who needs to convert an Excel spreadsheet into a database. This course is a requirement for the following certificate programs: Database Administrator, Database Developer, and Database Business Intelligence Analyst. Course Objectives Modify an existing database so that it conforms to the first normal form of relational integrity. Modify an existing database so that it conforms to the second normal form. Modify an existing database so that it conforms to the third normal form. Redesign an existing database that meets requirements based on specific business rules, that enforces data integrity per the business rules and database design recommended techniques, and conforms to the third normal form. Course Details Length: 9 hours Format: Classroom Prerequisites: Basic computer skills and working knowledge of Windows. Recommended: Experience with a database product The above prerequisites are considered to be the basic skills and knowledge needed prior to taking this class. Instructors will assume your readiness for the class materials and will NOT use class time to discuss prerequisite materials. Database Design Pg. 1

27 COMPUTER & TECHNOLOGY PROGRAMS Course Contents Modify an existing database so that it conforms to the first normal form of relational integrity. Assign primary keys to all tables in a database according to best practices for their key attributes. Define appropriate table relationships. Predict the problems that can result when a table is not in first normal form. Identify and fix non atomic fields in each table. Identify and fix repeated fields in each table. Modify an existing database so that it conforms to the second normal form. Identify dependent fields in each table. Predict the problems that can result when a table is not in second normal form. Identify and fix fields that are not dependent on the entire primary key in each table. Define appropriate table relationships as needed. Modify an existing database so that it conforms to the third normal form. Identify when a field is a key field or a non key field in each table. Predict the problems that can result when a table is not in third normal form. Recognize when a field is dependent on a non key field and fix the problem. Define appropriate table relationships as needed. Redesign an existing database that meets requirements based on specific business rules, that enforces data integrity per the business rules and database design recommended techniques, and conforms to the third normal form. Write a database purpose. Apply appropriate key attributes to each field to enhance data integrity. Follow the recommended steps while designing or redesigning an existing database. Database Design Pg. 2

28

29 Database Design Course cost 699 Hours 21 Dept. OH $ Book Cost $23.00 Instructor benefit % 22% Instr. Hourly Pay $ $/s/hr $ #Students Pay Rate Total Pay Instructor Benefits Total Sal & Ben 35% CE and BCC OH Dept. OH books Test cost Computer Refresh allotment Expenses Gross Rev Net $ Net % Instructor S&B as % of Gross 3 $60.00 $1, $ $1, $ $ $69.00 $0.00 $23.57 $2, $2, $ % 71% 4 $60.00 $1, $ $1, $ $ $92.00 $0.00 $31.43 $3, $2, $ % 53% 5 $60.00 $1, $ $1, $1, $ $ $0.00 $39.29 $3, $3, $ % 43% 6 $60.00 $1, $ $1, $1, $ $ $0.00 $47.14 $3, $4, $ % 35% 7 $60.00 $1, $ $1, $1, $ $ $0.00 $55.00 $3, $4, $1, % 30% 8 $60.00 $1, $ $1, $1, $ $ $0.00 $62.86 $4, $5, $1, % 27% 9 $60.00 $1, $ $1, $2, $ $ $0.00 $70.71 $4, $6, $1, % 24% 10 $60.00 $1, $ $1, $2, $ $ $0.00 $78.57 $4, $6, $2, % 21% 11 $60.00 $1, $ $1, $2, $ $ $0.00 $86.43 $4, $7, $2, % 19% 12 $60.00 $1, $ $1, $2, $ $ $0.00 $94.29 $5, $8, $3, % 18% 13 $60.00 $1, $ $1, $3, $ $ $0.00 $ $5, $9, $3, % 16% 14 $60.00 $1, $ $1, $3, $ $ $0.00 $ $5, $9, $3, % 15% 15 $60.00 $1, $ $1, $3, $ $ $0.00 $ $6, $10, $4, % 14% 16 $60.00 $1, $ $1, $3, $ $ $0.00 $ $6, $11, $4, % 13%

30 Instructor Observation Checklist Instructor: Course: Item Number: Class Size: Date: Observer: Part 1: Instructional Materials & Classroom Ready Below is a list of activities or events that instructors are expected to do in every class. Please respond to each statement using the following scale: 1 = Instructor did not do this activity 2 = Instructor did this activity NA = Did not observe class when this activity should have taken place Use the space below each section to provide more feedback or suggestions. Beginning of Class Technology checked to make sure it is working properly Greet students as they enter the classroom Make sure all students receive the course materials including books, other handouts, name tents, and syllabus Start class at scheduled time Brief Self introduction Review objectives as a preview of expected class outcomes Comments: During Class Used an appropriate mix of lecture*, demonstration, and practice (approximately 33% - 33% - 33% on average)

31 Comments: End of Class Class ends at scheduled time Requests for questions are honored Comments: End of Course Reviewed objectives on syllabus to demonstrate that class goals have been met Student evaluations completed during last 5 minutes of class Comments: Part 2: Professional Conduct Below is a list of positive instructor behaviors. Please respond to each statement using the following scale: 1 = Recommend greater instructor mastery of this behavior 2 = Instructor accomplished this behavior very well NA = Did not observe an opportunity for instructor to exhibit this behavior Use the space below each section to provide more feedback or suggestions. Communication Skills Projected voice so easily heard, understood, and varied NA

32 Maintained eye contact with students Explained things with clarity Spoke at a level consistent with course prerequisites and content Listened to student questions and comments Restated important ideas at appropriate times Presentation Skills NA Defined unfamiliar terms, concepts, and principles Presented examples to clarify points Related new ideas to familiar concepts Varied explanations for complex and difficult material If humor was used, it was appropriate to strengthen retention and interest Questioning & Responding Skills NA Asked specific questions to monitor student progress Asked probing questions when student answer was incomplete Addressed student questions clearly and concisely Solicited student questions Encouraged students to answer difficult questions Was respectful and tactful to students Class / Student Management Skills NA Maintained student attention Responded to nonverbal cues of confusion, curiosity, tiredness Paced the material appropriately for the length of the class Off-topic student questions handled outside of class Managed participation level so that no one student dominated class Provided opportunities for students to interact with each other Created a positive learning environment Content Knowledge and Relevance NA Demonstrated command of subject matter Appropriately used instructor experiences as they related to course content