Academic Program Review and Action Planning – YEAR ONE
Division
Program
Contact Person
Date
Applied Technology & Business
Business
Jas Bhangal
2/22/11
Section A – Data Review and Analysis
I. Basic Success and Equity
The following tables highlight the most recent data on courses and venues that show particularly
high/low success rates compared with the campus-wide average of 65% success rate. Most other
courses showed success rates between 63-68%. Online verses on-campus data is based on all
available data. Figures are based on available Program Review data averages from Fall 2007 through
Spring 2010, unless otherwise indicated. Of course, some courses are not offered every semester, and
some courses were introduced after Fall 2007. Courses with data for only one semester are not
included, and courses with less than three semesters of data are indicated with an *. Also, it should be
noted that there can be significant differences in rates for individual semesters.
Combined rates for on-campus, online, and hybrid, Fall 2007 – Spring 2010
Success Non-success Withdrawal
Chabot College
65%
16%
19%
Bus Discipline (overall)
56%
17%
27%
Course
Bus 4
84%
3%
13%
Bus 1B
70%
7%
18%
Bus 92*
73%
7%
20%
Bus 43*
75%
13%
12%
Bus 83*
77%
9%
14%
Bus 93*
72%
9%
19%
Bus 1A
44%
20%
36%
Bus 7
56%
20%
24%
Bus 12
50%
30%
20%
Bus 22
53%
12%
35%
Bus 26
47%
21%
32%
Bus 31*
53%
6%
41%
Bus 32
41%
30%
29%
Bus 34
48%
20%
32%
Bus 42*
44%
36%
20%
Bus 50A
61%
18%
21%
Bus 50B
36%
22%
42%
Bus 50C
44%
21%
35%
Bus 50D
37%
23%
40%
Bus 50E
52%
12%
36%
Bus 50F
37%
29%
34%
Academic Program Review and Planning for 2011-14
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Bus 50G
46%
20%
34
Online verses on campus success, non-success, and withdrawal rates for Spring 2010
Success Rates
Non-success Rates
Withdrawal Rates
Course Online
On
Online On Campus Online On Campus
Campus
Bus 10
55%
73%
14%
13%
30%
14%
Bus 12
45%
56%
42%
34%
13%
10%
Bus 16
54%
32%
28%
27%
18%
41%
Bus 1A
50%
38%
17%
14%
33%
48%
Bus 1B
71%
77%
7%
11%
21%
12%
Bus 22
64%
48%
11%
2%
25%
50%
Bus 36
65%
56%
22%
22%
13%
22%
Bus 7
63%
45%
22%
29%
15%
26%
Bus 8
74%
60%
12%
8%
14%
33%
Bus 93
62%
72%
13%
18%
24%
10%
Chabot College Overall success, non-success, and withdrawal rates for Spring 2010
Success
61%
Non-success
19%
Withdrawal
20%
Success rates by ethnicity, Business Division compared to Chabot Overall (Fall 2007 – Spring
2009 (latest data for Business Division) averages:
Ethnicity
Business Division Chabot Overall
African American
36%
51%
Asian
71%
73%
Filipino
58%
67%
Latino
52%
63%
Middle Eastern
59%
64%
Native American
41%
64%
Pacific Islander
56%
59%
White
62%
73%
In addition, the following trends were observed:
 No real trends related to the semester in which a course is offered were found.
 Although women performed better than men, generally, the gap between the two and which
gender performed better depended on the course. No clear trends were found.
 For most courses, withdrawal rates are much higher than non-success rates, indicating that
persistence may be an issue and early intervention strategies are important.
 Out of the popular courses, Bus 12 and Bus 1A fall at 50% to 44% success rate, respectively.
However, Bus 1A shows definite positive trend within the last three years due to changes in
teaching methodologies. So, the discipline should focus on improving success rates in Bus 12.
 Online verses on campus success rates show significant variance from semester to semester.
However, over the three year period, there is no significant difference for most courses. The
Academic Program Review and Planning for 2011-14
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

table above identifies the courses where there is a consistent difference.
Across all courses, Asian students’ success was the strongest, often in the 80 percentile.
Whites varied per course, but success rates were generally above 62%. African Americans,
Latinos, and Pacific Islanders had the lowest success rates. For African Americans, rates were
typically in the 30 percentile but as low as 10%-20% in several courses. Latino success rates
were between 30-56%.
The poor performance by some minority groups is of concern, as well as the number of
courses with success rates below the college average. To address low performance overall,
partnering with student support services, especially tutoring and learning assistants, to provide
targeted help and early intervention is recommended.
II. Course Sequence
Business 1A (Financial Accounting) to Business 1B (Managerial Accounting) is our Accounting
course sequence that maps directly to 4 year colleges’ first two accounting courses in their Business
major. Business 1B success rate is consistently high (in the 70% range) every semester (with nonsuccess rate at about 10% and withdrawal rate at about 20%). That indicates students who completed
Business 1A are successful in completing Business 1B. We also find that not all students who
completed Business 1A will continue on taking Business 1B. Business 1A is required in many other
areas of concentration, certificates, and degrees that do not necessary require Business 1B. However,
students who take both Business 1A and 1B do finish both courses within 1.5 years on the average.
Business 1A success rate (at about 50%) is lower than Business 1B. But we understood the reason that
sometimes students are not quite ready or accounting can be too much for a first semester new college
student to handle. Learning Accounting is like learning a foreign language. Accounting faculty are
actively pursuing ways to improve the success rate and retention rate in Business 1A.
Business 7(Accounting for Small Business) is not in the course sequence, but because it is strongly
recommended for students prior to taking Business 1A; it is also interesting to see what impact
Business 7 has Business 1A. From the data collected, the success rate for Business 1A is 60% for
students who passed Business7 compared to only 43% for students who did not take Business 7.
Accounting faculty are exploring ways to encourage students to take Business 7 prior to taking
Business 1A; perhaps including the deeper review of accounting cycle would be another way to
improve the student success in Business 1A.
III. Course Review
All our current course outlines have been updated within the past five years. We continue to create
new courses. Due to current discussions of impending budget cuts, there is no guarantee that the
newly developed courses will be offered in the near term. For the 2010-2011 academic year the
following course have been omitted from the schedule/discipline plan: BUS 15, BUS 17, BUS 27,
BUS28, BUS 45, and BUS 70.
The current course list with update dates is provided as an Attachment A.
IV. Budget Summary
Funding for the Business discipline has generally increased over the past 3 years, primarily due to a
focus on two efforts: the rebuilding of our DECA business club and the launch of a new
Academic Program Review and Planning for 2011-14
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Entrepreneurship program. Our only other significant funding has been for supplies for our Business
Education seminars. We offer these every Fall semester to educate our business students about
certificate, degree, and transfer options.
An overview of this funding is Attachment B.
V. Enrollment Data
The table includes the overall select enrollment data for Spring ‘08-Fall ‘10 (excluding Summer ’08
since the data did not include the rollback classes).
Semester
# of Sections # of Students at Fill Rate
WSCH
WSCH/FTEF
Census
Fall 2010
69
2823
93%
8791
640
Summer 2010 17
685
92%
2493
631
Spring 2010
61
2566
95%
8409
667
Fall 2009
72
2705
86%
8769
611
Summer 2009 20
773
88%
2874
596
Spring 2009
60
2278
88%
7515
606
Fall 2008
60
2179
83%
6969
558
Spring 2008
55
2038
86%
6703
568
The business department served a total of 6,074 students in 2010. In 2009, the total was 5,756,
representing a 5.5% increase in number of students served while the number of sections decreased by
five sections. The productivity rates (WSCH/FTEF) and fill rates have also increased significantly,
making the discipline one of the most productive in the division. For example, between Spring ’08
and Spring ’10, the fill rates increased from 86% to 95%. Productivity increased from 568 to 667 (a
17.4% increase). Between Fall ’08 and Fall ’10, fill rates increased from 83% to 93%. Productivity
increased from 558 to 640 (a 14.7% increase). The productivity rate for all years is above the
breakeven indicator of 525. The 2010 productivity rate, in particular, was 22-27% above discipline
plan’s goal. This is evidence of business discipline’s contribution to the college’s overall success. As
a result, Chabot is able to offer diverse academic programs with lower productivity rates.
At the point of this report, there is no official data for Spring 2011. However, according to ClassWeb.
As of January 10, 2011, there are no available seats in any of the business courses. Because the
faculty volunteered to increase most class capacities from 44 to 50-65 students the current fill rate is
119%. Beyond that, Class-Web shows 835 attempts to enroll in business classes after they were
filled. This represents 31% of the current offerings, which provides evidence that the discipline could
offer an additional 19 sections (3.8 FTEF).
Another trend observed is that the fill rates are higher in the Spring than the Fall semesters.
Traditionally, the discipline is allocated fewer FTEF in the Spring. The numbers advocate additional
FTEFs for the Spring semesters.
Enrollment Trends by Course
Per academic year, we offer around 45 different courses. With the exception of Bus 1A, 1B, 10, 12,
and 7, only one or two sections of each course are offered. Some courses are offered only once per
year. The table below highlights courses that have had fill rates above 100% or below 75% during
last three years.
Semester
Courses with above 100% fill rate Courses with below 75% fill rate
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Fall 2010
Summer 2010
Spring 2010
Fall 2009
Summer 2009
Spring 2009
BUS-92 123%
BUS-50F 120
BUS-50G 114
BUS-50J 114
BUS-40 111
BUS-3 105
BUS-1A 101
BUS-16 101
BUS-16 134%
BUS-1B 105
BUS-1A 102
BUS-22 132%
BUS-92 130
BUS-1B 128
BUS-26 120
BUS-4 116
BUS-21 114
BUS-36 109
BUS-88 105
BUS-93 106
BUS-40 123%
BUS-34 120
BUS-3 109
BUS-42 109
BUS-1B 108%
BUS-16 105
BUS-22 109%
BUS-2 109
BUS-1B 108
BUS-83 103
BUS-1A 102
BUS-10 102
BUS-21 61%
BUS-50K 73%
BUS-96 – 75%
BUS-50D 73%
BUS-50N 45%
BUS-40 55
BUS-50G 45
BUS-70 48
BUS-50K 50
BUS-50L 53
BUS-50P 55
BUS-50C 58
BUS-21 66
BUS-93 69
BUS-43 70
BUS-92 70
BUS-95 70
BUS-32 73
BUS-1B 74
BUS-7 73%
BUS-40 27%
BUS-34 45
BUS-50E 48
BUS-50F 57
BUS-31 59
BUS-50B 61
BUS-95 63
BUS-50L 64
BUS-26 66
BUS-14 69
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Spring 2008
BUS-21 152%
BUS-81 118
BUS-50A 107
BUS-3 105
BUS-40 45%
BUS-95 47
BUS-34 48
BUS-4 48
BUS-31 52
BUS-14 55
BUS-50J 64
BUS-50C 66
Due to careful analysis of existing enrollments, enrollment trends, productivity, and student access,
the department has been able to significantly improve its enrollments. Note that there were 8-10
courses with enrollments below 75 percent in 2008-2209 and only 4-6 courses with enrollments
above 100%. By 2010, we had only 2-3 low enrolled classes and 8-9 classes with enrollment above
100 percent.
The next section highlights specific changes made to curriculum and scheduling.
Annually, the discipline reviews its enrollments, trends, and productivity data. We have done many
changes in both curriculum and scheduling to improve student access, as well as to ensure high
enrollment and efficient movement of students through the various paths of offered programs:
certificates, degrees, and transfer options.
Here are specific changes made in last three years in CURRICULUM:
Effective Fall 2009:
 Lowered the prerequisite for BUS-2 from BUS-1B to BUS-1A that allowed increasing
enrollment in BUS-2.
 Made various changes in our accounting certificates and degrees in accordance with the
industry trends and advisory committee’s suggestions (added BUS-11, 92, 93, changed
electives, made it more flexible, made CAS requirements more diverse and flexible). The
changes significantly increase the number of students working toward earning an Accounting
certificate/degree, thus, increasing enrollments in our Accounting courses.
 Increased repeatability from none to three for some of BUS-50 courses, 92, 93 (skills-based
courses), which increased enrollments.
 Added new Health Care certificate and courses. The program also requires students to take
BUS-22, 21, and 7. Since these are mostly new students that previously were not working
toward programs at Chabot, the new certificate helped us increase enrollments in the existing
courses that are part of the curriculum.



Added a certificate in Business-transfer, which allows students to complete a short program
on their path to get an AA and to transfer. These potentially increase student motivation and
increased enrollments in our core transfer class: BUS-1A, 1B, and 10.
Effective Fall 2010:
 Added a certificate in Business Skills, which requires students to take BUS-50 series courses,
as well as BUS-12, 14, or ENTR-1. Due to this packaging, we see an increase in student
enrollment in those courses.
 Included new courses in Entrepreneurship as elective to some of our programs: a potential
increase in enrollment.
Academic Program Review and Planning for 2011-14
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Describe plans or strategies that you have for the near future in terms of curriculum or scheduling
that could impact your enrollments.
In regards to curriculum development, discipline faculty agreed to refrain from developing new
classes and programs due to current and future budget cuts. While the faculty has many ideas in
developing curriculum in the areas of entrepreneurship, Compensation and Benefits, green Business,
Project management, we agreed that the priority is to offer existing classes to allow students to
transfer and to complete AA/As degrees and certificates currently in the catalog.
We also do not offer some courses listed in the catalog if they are ONLY electives/options for
Business programs. The classes include:
 BUS-15 Business English
 BUS-17 Business Ethics
 BUS-23 Business Strategy
 BUS-27 Law for Small Business
 BUS-26 Human Relations in the Workplace
 BUS-45 Green and Socially Responsible Investing
 Some of the BUS-50 (Business Skills) courses
In the future curriculum cycles, the faculty must take a closer look at these classes, their role in the
Business curriculum, and possible removal from the catalog.
In December of 2010, the department developed its discipline plan for 2011/12 academic year. Here
are specific changes for scheduling for the next academic year.
For Fall 2011
 Added an additional morning BUS-1A to meet student demand.
 Changed many of our online 4-unit courses (BUS-10 and 1A) from short term (15 weeks) to
regular term. Faculty discovered that persistence rates are higher in the regular start classes.
 Deleted a evening BUS-1B because of low enrollment. This also reflects the enrollment
patter of more students needed BUS-1A and more BUS-1B sections in the spring.
 Moved an evening hybrid BUS-10 from Spring to Fall as there is more demand during the fall
as we have new students enrolling.
 Added an afternoon BUS-12 to meet student demand.
 Moved an evening BUS-21 to afternoon to allow morning/day students to take the class on
campus.
 Added BUS-92 on campus (evening) due to extremely high demand for the class .
For Spring 2012:
 Changed BUS-1A from afternoon to morning as there is more demand in the morning.
 Added a morning section of BUS-1B due to very high demand for the class on campus in the
spring terms.
 Added a morning BUS-10 to meet student demand.
 Added an evening section of BUS-36 to improve evening student access. We have not
offered the class in the evening for a number of years.
 Changed an online BUS-40 to morning face-to-face. The class has been exclusively offered
online for last two years. We need to balance out the offering to ensure equal access for on
campus students.
 Added the 2nd online BUS-93 due to a strong demand
Academic Program Review and Planning for 2011-14
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
Changed the time for ENTR-1 from evening to morning to provide equal access to night and
morning students.
Lastly, look closely at whether the schedule you currently offer provides access to the broader
community that your discipline serves at Chabot College—day time, night time, Saturday, distance
education, special or targeted communities that would or do enroll in your courses.
The Business department offered between 58 and 71 course sections during the Spring 2009-Fall
2010 semesters (excluding summers). Not all courses are offered each semester, but all courses are
available online; and most of the on-campus courses, especially core degree and certificate courses
have both day, evening, and late-start options. In addition, Bus 12 was offered at the San Leandro
campus during the Spring semesters and Fridays during the Fall semesters. Bus 83 was offered on
Saturdays in Spring 2009, and Bus 93 was offered on Saturdays in the Fall. A number of courses,
including Bus 12, 7, 14, 1B, and 22 provide two and one day or night block options. The tables below
summarize the data and include data for Summer semesters.
2009
Spring
Days Nights Online Total
16
12
30
58
Fall
Days Nights Online Total
17
12
42
71
2010
Spring
Days Nights Online Total
17
10
34
61
Fall
Days Nights Online Total
18
9
41
68
2009
Summer
Days Nights Online Total
3
0
17
20
2010
Summer
Days Nights Online Total
2
0
15
17
The online offerings accommodate busy schedules and extend enrollment opportunities to those
outside of the immediate Bay Area. They are extremely popular and typically fill before the oncampus sections. Evening and Saturday offerings range between 16-24% of total offerings, above the
campus-wide enrollment pattern of 12% for evening/Saturday only (based on Fall 2009 data). Fill
rates support the additional evening/Saturday offerings. As of January 18, 2011, only one of 63 total
courses has more than two openings, and these numbers do not include wait-lists.
One note on evening offerings: the number of classes offered at night have gone down between Fall
2009-2010 and Spring 2009-2010, while the number of day and online sections has practically
remained the same. Thus, when the cuts take place, the discipline cuts the evening offering. In the
future, we need to be careful to insure equal access for day, evening, and online students. Many of
our students are employed full time and do prefer/require evening classes.
VI. Student Learning Outcomes Inventory
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Percentage of courses in your discipline that have CLOs and rubrics developed:___66%______
For this information, please see the list of which courses do and do not have CLOs on the SLOAC’s
main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Percentage of courses in your discipline that have the minimum number of CLOs developed:
(1 unit = 1 or more CLO, 2 units = 2 or more CLOs, 3 or more units = 3 or more CLOs)____47%___
For this information, please see the CLO spreadsheet on the SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Date the CLO Assessment schedule was submitted:___4/28/2010_____
For this information, please see the Course-level Outcomes assessment schedules list from the
Assessment Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Percentage of courses in your discipline that have had all the CLOs assessed within the past three
years, as per Chabot’s Assessment policy: ____50%___
For this information, please see Chabot’s Assessment Policy from the SLO/Assessment Guidelines
webpage:
http://www.chabotcollege.edu/sloac/guidelines.asp
Percentage of courses in your discipline that have had all the CLO assessments reflected upon, or
discussed with colleagues, within the past three years__30%_____
What questions or investigations arose as a result of these reflections or discussions?
Explain:
From our discussions and assessments, it is clear that students are experiencing difficulty in
reading and comprehension of our course materials. They also are often unprepared to
writing college level papers. This impacts their success in completing our business courses,
certificates and degrees. This has been documented by the Basic Skills Committee on
campus and at this time there are not sufficient sections of basic skills offered on campus to
complete basic skills. (See Basic Skills Report 10/27/2010 at
http://www.chabotcollege.edu/basicskills/Documents/BS%20Strategic%20Plan%20Overvi
ewforPRBC.pdf
What actions has your discipline determined that might be taken as a result of these reflections,
discussions, and insights?
Since there are insufficient sections of basic skills on campus, we will work together with
the Basic Skills Committee to implement the following:
 Provide opportunities for professional development instruction
on how to infuse basic skills
 Develop a plan to infuse basic skills instruction into our classes for both full-time
and part time instructors.
 Assess our progress through the CLO discussions and assessments.
What course-level and programmatic strengths have the assessment reflections revealed?
 Our accounting classes and certificates continue to show an increase in passing
grades. The Department has incorporated assessments, new instructional materials,
and gathered assistance from course tutors and learning assistants to help improve
student success rates.
 We have an ongoing program to train our part time faculty in CLO development and
assessment and this will help integrate our changes successfully.
Academic Program Review and Planning for 2011-14
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Percentage of programs within your discipline that have established at least two PLOs, and mapped
appropriate CLOs to them:_____100%___
For this information, please see the Program-level Outcomes progress page from the Assessment
Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Which of the CWLGs do your discipline’s CLOs address? ___Critical Thinking, Development of
Whole Person____________
In which if any of the College-wide Learning Goals Faculty Inquiry Groups have discipline member(s)
participated? None____________
VII. Academic Learning Support
Business department uses Tutors and Learning Assistants primary in accounting courses every term.
There are 4 to 6 peer tutors working in the PATH center each semester for Business 1A, Business 1B,
Business 7, Business 8, and Business 92. Learning Assistants are also used in Business 1A, Business
1B, Business 7, and Business 92 for the past 4 semesters. Each Learning Assistant works about 3 to 5
hours per week per course.
According to the data from the survey on Student Engagement with Learning Assistants (Fall 2010 and
Spring 2010), students enrolled in courses with Learning Assistants consistently perform better (about
20% above) than in the courses without Learning Assistants in every area of the survey.
Since Accounting faculty wants to improve the success rate and retention rate of the courses in
Accounting, especially Bus 1A, Business faculty understands the importance in providing students
with tutoring and assistants. We request the continued funding for tutors and learning assistants for the
Business department. We request to continue to have about 6 tutors per semester who will work in the
PATH center tutoring different variety of accounting courses. We also request to continue to employ
Learning Assistants in various Business 7, 1A, 1B, and 92 courses. We request at least two Learning
Assistants per course to be shared by several accounting faculty. Each Learning Assistant shall work
about 3-4 hours per week for each of 2-3 units courses; and 4-5 hours per week for each of the 4 units
courses. To sum it all, we request a minimum of 6 tutors working about 5-10 hours each in the PATH
center per week. About 8 Learning Assistants working 3-5 hours per section per week (approximately
8-10 sections per semester).
VIII. External Data
In our program planning we take into account anticipated employment changes in occupations directly
related to fields of study within the Business discipline. Here we present the outlook for three
occupational areas including accounting, administrative management, and human resource and related
management. Many of these positions require a Bachelor’s degree and the Chabot college business
program provides a ready path to transfer to Bachelor granting institutions. All data comes from the
Bureau of Labor and Statistics (bls.gov) and the California Employment Development Department
(edd.ca.gov).
Accounting
“Employment change. Accountants and auditors held about 1.3 million jobs in 2008. Employment of
accountants and auditors is expected to grow by 22 percent between 2008 and 2018, which is much
faster than the average for all occupations. This occupation will have a very large number of new jobs
arise, about 279,400 over the projections decade. An increase in the number of businesses, changing
financial laws and corporate governance regulations, and increased accountability for protecting an
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Page 10 of 21
organization's stakeholders will drive job growth.” In California job growth of 19.2 percent is projected
between 2008-18.
Human Resources Managers
“Employment change. From 904,900 jobs held in 2008, overall employment is projected to grow by 22
percent between 2008 and 2018, much faster than the average for all occupations. Legislation and
court rulings revising standards in various areas—occupational safety and health, equal employment
opportunity, wages, healthcare, retirement plans, and family leave, among others—will increase
demand for human resources, training, and labor relations experts. Rising healthcare costs and a
growing number of healthcare coverage options should continue to spur demand for specialists to
develop creative compensation and benefits packages that companies can offer prospective employees.
Typically a Bachelor’s degree is required.” Specific California job growth data for the decade 2008-18
is not currently available.
Administrative Services Manager’s
“Employment change. Administrative services managers held about 259,400 jobs in 2008.
Employment of administrative services managers is projected to grow by 12 percent over the 2008-18
decade, about as fast as the average for all occupations. Continued downsizing by companies and
increasing use of office technology may result in a more streamlined organizational structure with
fewer levels of management, reducing the need for some positions. Demand should be strong for
facility managers because businesses increasingly realize the importance of maintaining, securing, and
efficiently operating their facilities. Cost-cutting measures to improve profitability, streamline
operations, and compete globally will continue to be addressed by many organizations, resulting in
more firms outsourcing facility management services or hiring qualified facility managers who are
capable of achieving these goals in-house.”
In California job growth is expected to decline, -2 percent, over the 2008-18 decade.
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Section B – Data Summary
Our basic data review leads us to several important conclusions and areas of inquiry. First, the business program is thriving in terms of
enrollments and productivity. Enrollment has grown by almost 30% over the past two years due to:



Refinements and additions to our curriculum that meet student and employer needs
Improved access, primarily as a result of a robust online curriculum
Faculty commitment to taking additional students over capacity in our classes whenever possible
Our growth continued in Fall 2010 despite a reduction in the number of courses offered. Our WSCH/FTEF has exceeded 600 for the past
two years, and reached a record high of 640 in the fall. Clearly, our classes and our programs are in high demand by students, and despite
our best efforts, we continue to turn away deserving students.
The Business program is a rather unique program on campus, with a very popular pathway to transfer as well as 17 vocational certificate and
degree programs. We award more than 100 certificates and degrees each year. This requires a diverse and deep curriculum, and we are
proud that our curriculum is very current and endorsed by our advisory committee. The world of business is changing rapidly, and we must
keep both our curriculum and our own skills up to date to prepare students for transfer or for the workplace. The diversity of our curriculum
also requires a diversity of faculty skills, and may necessitate the recruitment of more specialized faculty for some of our programs.
We would like to see the increase in enrollment translate to an increase in certificate and degree completion, which has not yet occurred.
This is a potential area for further investigation.
Overall, our success rates mirror those of the college as a whole. We have two major "gateway" courses: BUS-1A (Financial Accounting)
and BUS-12 (Introduction to Business). We were delighted to see a significant improvement in success rates in 1A last Fall (Success rate
for 1A for Fall 10 is 10% higher than Fl09 with withdrawal rate 11% less than Fl09), which we believe is attributable primarily to new
online homework and textbook resources and changes in faculty assignments. We need to monitor this closely to ensure that this is a lasting
change. BUS-12 is the entry point for many students to a business major. For most, it is the first exposure they have ever had to the
business world. Our success rates in this class continue to lag those of the discipline. We have several theories about why this is occurring,
and need to test those theories and try some new approaches.
As we review our emerging CLO data, a common theme is that our students continue to struggle with reading comprehension and with
writing. These are critical skills in most occupations, but perhaps even more crucial in the business world.
We are deeply concerned about the success rates of African-Americans and Latinos in our courses. While these success rates are a concern
college-wide, the success rates in core business classes significantly lag those of the college as a whole.
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Finally, while we know that our embrace of online learning has improved access to education for our students, we think it is time to
reevaluate our mix of day, evening/weekend, hybrid online and online courses. Online learning is not for everyone, and we need to ensure
that students have access to fully on-campus classes, particularly in the evenings, even if it means reducing online offerings. We would also
like to more rigorously explore the potential benefits of hybrid online courses, as most national research indicates that this may be the
optimal learning modality.
Section C – Action Planning
Based on our review of the data, we have identified six major goals for the next two year period. These are:
1. Improve success and retention rates of African-Americans in our classes . Our success rates lag those of the college by 15
percentage points, primarily due to much higher withdrawal rates. We are successful at attracting African-American students to
business classes (22% of our enrollment is African-American vs. 16% college-wide), but need to help them stay with our courses and
succeed.
2. Improve retention of Latino students, and attract more Latinos to business classes. Our withdrawal rate is 5 points higher than the
college. Perhaps more importantly, only 20% of our enrollment is Latino vs. 28% college-wide. We need to attract more Latinos to
business, and help them stay in our courses.
3. Increase success and retention rates in Introduction to Business (BUS-12), our “gateway” course. Success rates in this key class
continue to lag those of the discipline by about 5 percentage points. We need to find ways to make this course more relevant and
accessible to our students.
4. Ensure faculty, courses, and programs, are up to date with constantly changing business standards and trends. The world of business
is constantly changing, as are needs of employers. We need to stay current.
5. Increase the number of business certificates and degrees we award. While we consistently award over 100 degrees and certificates
each year, our growth in enrollment has not (yet?) resulted in an increase in the number of business credentials awarded.
6. Carefully balance our mix of on-campus day, on-campus evening, online and hybrid online offerings. While online classes provide
maximum access to classes, the tradeoff is lower retention and diminished offerings for students who prefer on-campus classes.
To achieve these goals, we have identified four major initiatives:
 Develop a College Hour speaker series (which will also be recorded and posted to YouTube) that will focus on business career
opportunities. Speakers will include African-American and Latino business leaders, hiring managers that can discuss the value of
certificates and degrees on a resume, and a transfer school representative that can discuss business major options. Business
instructors will offer extra credit to all students that attend or view the recording of these speakers. Supports Goals 1, 2, 3, and 5.
 Develop programs to ensure faculty and curriculum are current with business trends and pedagogy.
 Accounting specific association memberships, convention and/or workshop attendance. Supports Goal 4.
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Intro to Business specific conferences and workshop attendance. Supports Goals 1 and 3
Faculty development program with TomDeWit and Daraja students on improving African-American success and retention rates.
Supports Goals 1 and 3.
Faculty development program with a Puente representative on attracting and retaining Latino students. Supports Goals 2 and 3.
Faculty development program with Reading Apprenticeship group to help us help our students with reading. Supports Goals 1, 2
and 3.
Continued work with our Advisory Board to ensure courses and programs are current and relevant to employers. Supports Goal 4.
Continuation of our DECA club (Business club) to attract students to business and connect them with the community. Supports
Goals 2 and 4.
Collaborate with PACE on the potential development of an AA in Business/transfer PACE program. Supports Goal 5.
Intensify efforts to encourage students to earn certificates and degrees by: Supports Goal 5.
o Continuation of our Fall Business Education seminars.
o Requiring one hour in every class, every semester to communicate certificate and degree options to students, to encourage
them to declare majors, and to discuss potential “bottlenecks” such as the math pathway.
o Continued development of our website, program brochures and other marketing materials.
o Working with adjunct faculty to ensure they are well-versed in our programs and actively communicating information to
students.
Developing pilot programs:
o Explore more “real” and experiential approaches to BUS-12, potentially including a business simulation model. Supports
Goals 1 and 3.
o Reestablish a relationship with WRAC to help our students with reading and writing. Supports Goals 1, 2 and 3.
Further detail on these initiatives, including timelines and budgets, are included on the Resource Request Forms.
I.
X
X
Strategic Plan Goals and Summaries: Which Strategic Plan goals and strategies does your action plan support?
Awareness and Access
Increase familiarity with Chabot
X
Reach out to underrepresented populations
X
Promote early awareness and college readiness to youth and families
X
Multiple ways to deliver instruction and services for all
Student Success
Strengthen basic skills development
X
Identify and provide a variety of career paths
X
Increase success for all students in our diverse community
X
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X
X
Assess student learning outcomes to improve and expand instruction and services
X
Community Partnership
Increase experiential learning opportunities
X
Initiate/expand partnerships among the college, businesses and community organizations
X
Promote faculty and staff involvement in college and community activities
X
Engage the community in campus programs and events
X
Vision Leadership and Innovation
Improve institutional effectiveness
Streamline academic and student support services
X
Professional development to support teaching, learning and operational needs
X
Support effective communication both in the college and the community
Provide safe, secure and up-to-date facilities and technology
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Program Review and Action Planning – YEAR TWO
Action Plan Progress Report
Division
Program
Contact Person
Date
Audience: IPBC; Program Review Committee; Deans/Unit Administrators; Budget Committee
Purpose: To provide evidence of progress on from previous year and to provide input into
planning for subsequent years.
Instructions: If you have completed your unit plan last year, please update your timeline and
answer the questions below. If you are updating/changing your timeline, list the appropriate
year in which revisions were made.
IA. Problem Statement: Summarize your Program Review Year One conclusions.
IB. Analysis: If there are any new data or conclusions, what is the basis for these new
conclusions?
II. List your accomplishments: How do they relate to your program review and PLO
work? Please cite any relevant data elements (e.g., efficiency, persistence, success, FT/PT
faculty ratios, SLO/PLO assessment results, external accreditation demands, etc.).
III. Student Learning Outcomes Inventory Update
Acronym Key:
SLO = Student Learning Outcome is a general term, for the following three levels of outcomes:
CLO = Course-level Outcome, i.e. what a student can do after completing a course
PLO= Program-level Outcome, i.e. what a student can do after completing a sequence of courses
CWLG = College-wide Learning Goal
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Percentage of courses in your discipline that have CLOs and rubrics developed:_________
For this information, please see the list of which courses do and do not have CLOs on the
SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Percentage of courses in your discipline that have the minimum number of CLOs
developed:
(1 unit = 1 or more CLO, 2 units = 2 or more CLOs, 3 or more units = 3 or more
CLOs)_______
For this information, please see the CLO spreadsheet on the SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Date the CLO Assessment schedule was submitted:________
For this information, please see the Course-level Outcomes assessment schedules list from
the Assessment Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Percentage of courses in your discipline that have had all the CLOs assessed within the
past three years, as per Chabot’s Assessment policy: _______
For this information, please see Chabot’s Assessment Policy from the SLO/Assessment
Guidelines webpage:
http://www.chabotcollege.edu/sloac/guidelines.asp
Percentage of courses in your discipline that have had all the CLO assessments reflected
upon, or discussed with colleagues, within the past three years_______
What questions or investigations arose as a result of these reflections or discussions?
Explain:

What actions has your discipline determined that might be taken as a result of these
reflections, discussions, and insights?
Actions planned:

What course-level and programmatic strengths have the assessment reflections revealed?
Strengths revealed:
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Percentage of programs within your discipline that have established at least two PLOs, and
mapped appropriate CLOs to them:________
For this information, please see the Program-level Outcomes progress page from the
Assessment Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Which of the CWLGs do your discipline’s CLOs address?
_________________________________________________________________________
_________________________________________________________________________
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In which if any of the College-wide Learning Goals Faculty Inquiry Groups have
discipline member(s) participated?
_________________________________________________________________________
_________________________________________________________________________
Insights gained:
VII. Academic Learning Support
What kinds of academic learning support does your discipline use or require to help students
succeed (e.g., tutoring, learning assistants, student assistants, peer advisors, lab support,
supplemental instruction, peer-led team learning, peer advisors)? How many hours per semester
do you use and/or how many hours per semester do you need?
Explain:
IV. External Data
 Cite any relevant external data that affects your program (e.g., labor market data,
community demand, employment growth, external accreditation demands, etc.).
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V.
Action Plan Timeline Update: Cut and paste your previous timeline from Year One and update the “Accomplished?”
column. List any new PLOs or program goals and activities you may have in the second chart.
PLOs and/or Program
Goal(s) from Year
One
Timeline
Activity
Support Needed to
Accomplish these
Activities*
Outcome(s) Expected
Person(s)
Responsible
Accomplished?
Yes/No/In
Progress
New PLOs and/or
Program Goal(s)
Timeline
Activity
Support Needed to
Accomplish these
Activities*
Outcome(s) Expected
Person(s)
Responsible
Accomplished?
Yes/No/In
Progress
YEAR
TWO
LEAVE
BLANK
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Definitions of terms:
1. Program Goal = A general statement of what the program hopes to accomplish, for the
long-term. It may be in qualitative (narrative) rather than quantitative (numeric) terms. It
may include the integration of several program outcomes, or relate to class scores,
credits, units, course completion, retention term to term, progression to next course/level,
program completion, degree and certificate completion, transfer, success/scores on
licensure exams, job placement, attitudes, fundraising, media promotion, etc.
PLO = Program-level Outcome, i.e., what students can do, what knowledge they have, after
completing a sequence of courses. It is a subset of the Program Goals, related to student
learning.
*Types of Support Needed to Accomplish Activities:
 Training or workshops
 Publications, library, resources
 Guidance to support research and/or inquiry projects
 Technology
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Program Review and Action Planning – YEAR THREE
Final Summary Report
Division
Program
Contact Person
Date
I. Reflect upon the last three years' analysis and activities.
II. Briefly summarize the accomplishments of the discipline, and how they relate to the review of the
program, the program-level outcomes (PLOs) and course-level outcomes (CLOs).
III. Please list what best practices (e.g., strategies, activities, intervention, elements, etc.) you would
recommend? What was challenging? Was there a barrier(s) to success?
Best practices:
Challenges/Barriers to Success:
IV. Next Steps: Recommendations for program and institutional improvement.
Program Improvement:
Institutional Improvement:
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