Chabot College
Program Review Report
2015 -2016
Year 1 of
Program Review Cycle
Business
Submitted on 10/24/2014
Contact:
Catherine Pinkas
Table of Contents
Year 1
Section 1: Where We’veBeen
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
YEAR ONE
1. Where We’ve Been The business discipline faculty established the following goals/initiatives for the 2014-2015 academic year:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Improve success and retention rates in Bus 1A
Develop a College Hour Speaker Series
Upgrade/remodel facilities in Building 1600.
Pilot a synchronous online course modality to improve retention, and to speed time to degree completion.
Expand DECA involvement in local, regional, and national competitions and other community activities
Continue Business Advisory Board meetings
Continue the Business Education Seminars
Establish an Accounting Club
Develop First Year Experience Business Pathway
Several efforts were directed at improving success rates for Bus 1A. A lab component was added. A manual accounting cycle project
was incorporated in all sections. Tutoring options were expanded and coordinated by full-time faculty in the discipline. Fall 2014 is
the first semester with the lab component. We will closely monitor success and retention rates in this course.
Additional efforts to improve success and retention rates in all accounting courses included creation of the Accounting Club and
attendance by accounting instructors at various business and accounting related seminars, conferences and continuing education
opportunities. The Accounting Club is designed to provide mentoring and networking opportunities, help students clarify pathways
to their transfer and career goals, and to invite guest speakers to share their expertise. A presentation last spring on CPA licensing
requirements was attended by over 75 students. Overall participation in the first year of the club was not as strong as we hoped,
and the accounting faculty plan to meet to explore ways to attract more students. All accounting faculty participated in educational
opportunities last year related to best practices in teaching accounting. These conferences/seminars help keep instructors current
and add value to courses. Increased awareness of upcoming accounting curriculum changes will assist in aligning course content
with upcoming changes in the accounting field.
Plans for the upgrade/remodel of Building 1600 are under way. We have received approval to move forward with a budget of $2
million. A user group has been formed. Needs are being prioritized. Some projects, such as an open Business Student study lab, will
have to be postponed for now; however, desperately needed furniture, room configuration changes, and wall and floor
refurbishments can be completed with the allotted funds. We hope to meet with the architect some time during spring 2015 to
identify individual project costs and begin renovations as soon as possible.
The DECA club continued to expand activities on and off campus including a college wide business challenge, and participation
national competitions, development of partnerships with Habitat for Humanity East Bay and Hayward Promise Neighborhood,
consultations with local small businesses providing analyses and advice about marketing, technology, and human resource issues,
and development of corporate alliances, including Men’s Warehouse.The DECA group also hosted the first “Beneficial Corporation”
seminar in the East Bay to introduce this newly legislated form of business. DECA mentorship projects and faculty release time
requiring approximately 15 hours per week continue to remain unfunded.
Our Advisory Board meeting last spring was extremely helpful in providing input on our marketing certificate, marketing and
advertising classes. As a result, course outlines have been updated and the certificate program altered to include
recommendations.. This meeting is mandated but not funded by the college.
On-campus business education seminars were held in the fall to promote program awareness and access. This two-day activity helps
identify and provide information on variety of business career paths. These seminars increase the familiarity of Chabot business
programs throughout the community. Student’s benefit from the attended counselors for degree and transfer information. Faculty
from other disciplines, mathematics for example, emphasizes an inter-disciplinary approach to program completion. The event was
advertised and opens to all Chabot students. A business “dress for success” attire fashion show sponsored by the Men’s Warehouse,
sponsored by DECA, was added, and it was very well-received.
The business faculty met last spring and over the summer to develop the FYE business pathway in an effort to address college-wide
issues including bottlenecks, success rates among African American and Latino students, and the impact of creating cohorts, themed
math and English content and early counseling and matriculation efforts. Fall 2014 is the first semester of implementation. It has
been challenging to coordinate faculty across disciplines, but so far we are seeing positive results. Retention and grades are high for
everyone in the business cohort. Faculty release time is needed to build a solid program and to coordinate efforts, especially if the
college decides to expand the FYE to a full service “Business House.”
The number of degrees and certificates in Accounting and Business are showing strong growth. The number of degrees awarded in
2011-2012 was 79. In 2012-2013, 125 degrees were awarded, and in 2013-2014, 115 degrees were awarded, representing 11%, 18%,
and 14%, respectively, of all degrees awarded at Chabot. The number of certificates awarded grew from 92 in 2011-2012 to 126 in
2013-2014.
More than half of the enrollment in Business courses is online students. These students take online classes for many reasons, and
would like to be able to complete all or most of their requirements for a degree or transfer online. As a college, we have not enabled
them to do that, as we have large gaps in online course availability in Math and Economics.
Requests for the College Hour speaker series and the Synchronous Online pilot could not be funded within the allocation we were
provided, as the discipline viewed them as lower priorities.
The College Hour speaker series had two goals: to provide business role models for our students of color (Latinos are
underrepresented in our major, and African-Americans have dismal success rates) and to help build community among business
students. These efforts were not funded.
The Synchronous Online pilot was aimed at improving the unacceptable retention and success rates in our online classes. Again,
these efforts were not funded.
Best Practices
The business discipline faculty meets monthly to discuss matters relating to curriculum, learning outcomes, planning and scheduling,
college initiatives and related matters. All courses have been updated within the past 5 years and the program now has an A.S.
transfer degree.
The discipline has continued to refine the course schedule to include a highly successful mix of on-campus, on-line, and hybrid
courses. We continually review student enrollment numbers insuring that course offerings permit completion of the disciplines
complex array of certificates and degrees as listed in the college catalog. On-campus courses are scheduled with morning, afternoon,
and evening program completion patterns integrated into a whole. Productivity during the three semesters is a healthy 595 for
spring 2014, 659 for summer 2014, 568 for fall 2014 .
Section A: Summary
The business discipline faces continued resource and funding challenges yet services a large student population while maintaining
high WSCH/FTEF productivity. The business faculty remains committed to keeping the program up-to-date and relevant in meeting
community need.
2. Where We Are Now–
1. Success and persistence rates observations
The Business program is highly efficient with WSCH/FTEF of 627.17during the period from fall 2011 through summer 2014. Each
term averages 44 primary sections with WSCH at 6004 and FTES at 196.7. Average enrollment at census is 94%.
The overall success rate for Business is 62.3% compared to a college average of 69%. Success rates of 62.3% are similar for both
female and male students within the program. Success rates vary significantly on the basis of ethnicity. In Business Whites and Asian
Americans have a success rate of 70% compared to 77% for the college overall. Hispanics have a success rate in Business of 56.5%
compared to 66% for the college overall. African Americans have a success rate in Business of 43.8% compared to 57% for the
college overall. The overall trend for success in Business has been stable during the past three years.
In the course sequence of BUS 1A and 1B, students that complete 1A have an overall success rate of 88% in BUS 1B. Notably
students at age or under of 24 succeed at a rate of 90% while students at age 25 or older succeed a rate of 85%. Students that
complete BUS 1A succeed in BUS 10 by 95%, where students 24 and under succeed at a rate of 98%, while students of age 25 and
older succeed at a rate of 88%.
2. Distance education vs. face-to-face observations
During the period from fall 2011 through summer 2014, the Business program offered 383 class sections. 61% of the courses
offered were online and 41% were offered in a face to face and/or hybrid setting.
During the recent spring 2013 semester, success rates for the key course of BUS 1A are 57% for face to face, 56% for hybrid, and 51%
for online during the recent 2013 semester. The Bus 1A course has historically experienced a relatively low passing rate no matter
the mode of course delivery. The department is actively trying to improve the success rate in BUS 1A and the course outline for BUS
1A was updated effective this semester, Fall 2014, to include a laboratory component. For the BUS 7 course the success rate was
70% for face-to-face delivery, 55% for online delivery, and 40% for hybrid delivery. Our courses in accounting do better in a face-toface mode of delivery. The BUS 7 course is offered to students as a first course in accounting as a way of improving the overall
success rate in accounting.
For BUS 10 the success rate was 66% for face to face and 70% for online. Business online courses offerings have largely been very
successful. The overall success rate for the college during spring 2013 was 65%.
During the past 3 years, the department has adjusted the balance of online to face-to-face and hybrid course offerings to maximize
course availability for those students not able to attend on-campus while still serving the traditional on-campus student. We
continue to fine-tune the schedule as we review the data and the designated course and program outcomes.
Overall the Business program at Chabot College is a healthy, robust program with high productivity. We actively examine our
programs and courses in light of the desired learning outcomes and adapt our offerings to meet community demand within the
allotted resources.
3. The Difference We Hope to Make -
Based on our review of the data, we have identified six major goals for the next two year period. These are:
1. “House” or pathway focused on business/economics students. The development of houses centered on student academic
interest areas is one of the initiatives that has arisen out of PRBC to support students by providing more packaged academic
and student services that directly relate to their goal. Although Business has been a pioneer in some of this work with our
Business Education Seminars each fall, transfer worksheets and program brochures, clubs and more, there is far more we can
do to support the educational and career achievements of our students.
2. 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.
3. Build practical business skills, increase educational opportunities, and develop community business alliances through the
DECA program.
4. 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 resulted in an increase in the number of business credentials
awarded.
5. 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 oncampus classes.
To achieve these goals, we have identified three major initiatives:
Develop a Pathway program or House for business students.
Build important business relationships in the community, high school programs, and special programs through DECA
conference sponsorships
Develop programs to ensure faculty and curriculum are current with business trends and pedagogy.
Continued work with our Advisory Board to ensure courses and programs are current and relevant to employers.
Intensify efforts to encourage students to earn certificates and degrees by:
o Continuation of our Fall Business Education seminars.
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.
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
X
Increase familiarity with Chabot
X
Reach out to underrepresented populations
X
Promote early awareness and college readiness to youth and families
Multiple ways to deliver instruction and services for all
Student Success
X
X
X
Strengthen basic skills development
X
Identify and provide a variety of career paths
X
Increase success for all students in our diverse community
X
Assess student learning outcomes to improve and expand instruction and services
Community Partnership
X
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
Vision Leadership and Innovation
Improve institutional effectiveness
X
Streamline academic and student support services
X
Professional development to support teaching, learning and operational needs
Support effective communication both in the college and the community
Provide safe, secure and up-to-date facilities and technology
Appendix A: Budget History and Impact
2013-14
2013-14
2014-15
2014-15
Category
Budget
Budget
Budget
Budget
Requested
Received
Requested
Received
Classified Staffing (# of positions) 0
0
0
0
Supplies & Services
$1000
$2,052
2,500
3,399
Technology/Equipment
0
0
0
0
Other
$21,900
$13,192
22,270
10,450
TOTAL
$22,900
$14,192
24,770
13,849
NO FUNDING WAS RECEIVED FROM THE COLLEGE GENERAL FUND. ALL FUNDING WAS FROM PERKINS.
1. How has your investment of the budget monies you did receive improved student learning? When you requested the funding,
you provided a rationale. In this section, assess if the anticipated positive impacts you projected have, in fact, been realized.
See Report on Fundingreport.
2. What has been the impact of not receiving some of your requested funding? How has student learning been impacted, or safety
compromised, or enrollment or retention negatively impacted?
See Report on Funding report.
REPORT ON FUNDING
Business Education Seminar:
1) How much was spent? $500
2) How has your investment of the budget monies you did receive improve student learning? When you requested the funding, you
provided a rationale. In this section, assess if the anticipated positive impacts you projected have, in fact, been realized.
Business Education Seminars help student success and promote awareness and access for the students. This seminar is offered on
two different days during the fall term. It helps students to identify and provides information on variety of career paths. It also
increases familiarity of Chabot and its programs throughout the community. The objective is to increase the number of students
working toward new certificates and degrees offered by the Business department. Students also benefit from the counselors who
attend to provide degree and transfer information.
3) What has been the impact of not receiving some of your requested funding? How has student learning been impacted, or safety
compromised, or enrollment or retention negatively impacted?
It is up most important to receive funding for this event. Business Education Seminars started a few years ago; it is so successful that
it has become an annual event. It provides opportunity for all Business faculty and students to come together to meet, engage,
learn, and have some fun.
Business Advisory Board:
1) How much was spent? $600
2) How has your investment of the budget monies you did receive improved student learning? When you requested the funding,
you provided a rationale. In this section, assess if the anticipated positive impacts you projected have, in fact, been realized.
The Business Advisory Board is a mandated activity. However, the Business Division received no college funding for this activity. Each
year, the Business Advisory Board reviews programs, certificates and classes, and provides faculty with valuable feedback to
maintain the relevance of our programs.
PART B—STATE PROVISIONS
SEC. 121. STATE ADMINISTRATION
‘‘(8) describes how the eligible agency will annuallyevaluate the effectiveness of such career and technical
educationprograms, and describe, to the extent practicable, how the eligible agency is coordinating such programs to
ensurenon-duplication with other Federal programs;
California State Plan:
Have extensive business and industry involvement, as evidenced by not less than one annual business and industry
advisory committee meeting and planned business and industry involvement in program activities as described in the
Guidelines (Reference: Requirements of Local Educational Agency CTE Programs Assisted withSection 131 and 132
Funds, Page 223.”
The meeting is held annually to review our certificate programs and courses. The advice of the Board has helped us update our
certificate programs to meet the current job needs within our community. Members of the Business Advisory Board have become
mentors to our students under the DECA program,lend their real world business experience, and provide mentorships and jobs to
students of the college.
3) What has been the impact of not receiving some of your requested funding? How has student learning been impacted, or safety
compromised, or enrollment or retention negatively impacted?
If this funding is not received, we will not meet our mandate. Mentorship programs have not received funding and the costs are
born by the instructor leading this effort.
DECA Activities
1) How much was spent? $1700
2) How has your investment of the budget monies you did receive improved student learning? When you requested the funding,
you provided a rationale. In this section, assess if the anticipated positive impacts you projected have, in fact, been realized.
All of the funding received for the conference was used to create a two day seminar to teach college and high school students how
to handle real life business problems. This teaches students to apply what they are learning in the classroom to real business
situations. This also lends to our mission to interface with high schools through student participation. Community business members
and business advisors acted as judges and mentors during the activities.
2) What has been the impact of not receiving some of your requested funding? How has student learning been impacted, or safety
compromised, or enrollment or retention negatively impacted?
We only received funding for the actual costs of the event. All other costs have been born by the instructor who received no
compensation for approximately 15 hours per week required to develop and maintain the DECA program.
DECA Conferences
1) How much was spent? $3000
2) How has your investment of the budget monies you did receive improved student learning? When you requested the funding,
you provided a rationale. In this section, assess if the anticipated positive impacts you projected have, in fact, been realized.
These students have created major conference activities for the college. They have brought community business members,
congressional representatives and business advisors act as judges and mentors during the activities. Students participated on
behalf of Chabot with Habitat for Humanity, gone on to upper division work at UC Berkeley and created their own businesses.
3) All of the funding received for the conference was used to fund instructor and staff attendance at one regional and one national
competition. DECA conferences teach college students how to handle real life business problems and apply what they are
learning in the classroom to real business situations. Our students compete with other DECA members from across the country.
We have taken home several first and second place awards. These competitions give Chabot College national recognition.
4) What has been the impact of not receiving some of your requested funding? How has student learning been impacted, or safety
compromised, or enrollment or retention negatively impacted? N/A
Business Student Awards Ceremony
1) How much was spent? $1,400
2) How has your investment of the budget monies you did receive improved student learning? When you requested the funding,
you provided a rationale. In this section, assess if the anticipated positive impacts you projected have, in fact, been realized.
The stated objective was to “increase the number of certificates offered by the Business Department.” The expected outcome was
to “increase student and community awareness of various educational paths in Business education, including certificates, two-year
degrees, and transfer degrees.” Outstanding achievement awards were given for each area of emphasis (i.e., Accounting, Marketing,
Small Business Management, Retail Management, Health Care Management, and Human Resource Management), individual
courses, public service, DECA, and some individual core courses. Students and their guests attended. Since all business majors and
key courses were presented, including criteria for exceptional performance, students were able to understand their major and
extracurricular options, clarify their goals, and understand performance standards. Members of the community were also exposed
to our course and extracurricular offerings, promoting a stronger connection between the courses we teach, student outcomes, and
benefits to the community.
3) What has been the impact of not receiving some of your requested funding? How has student learning been impacted, or safety
compromised, or enrollment or retention negatively impacted? N/A
TACTYC Accounting Conference:
1) How much was spent? $6,500.
2) How has your investment of the budget monies you did receive improved student learning? When you requested the funding,
you provided a rationale. In this section, assess if the anticipated positive impacts you projected have, in fact, been realized.
Accounting courses have been reviewed, updated and streamlined by all four accounting faculty members. Course content
components and grade composition have been revised to ensure that students are offered the course content in a robust manner
which not only teaches the course content but also requires students to apply critical thinking, communication and analytical skills.
The conference provides faculty with knowledge about current trends in accounting practices and teaching strategies. Bus 1A
(Financial Accounting) and Bus 2 (Intermediate Accounting) courses have been updated to include IFRS. Discussion of differences,
similarities and convergence (GAAP and IFRS) are now a part of the course as this development is taking place in the industry.
Courses in auditing and corporate income tax are being added to the offerings, in addition to a CPA preparation certificate.
3) What has been the impact of not receiving some of your requested funding? How has student learning been impacted, or safety
compromised, or enrollment or retention negatively impacted?
Accounting faculty was able to get the funding and our goal of reviewing and revising the courses for the time being has been
achieved. Since courses need to be constantly updated, reviewed and improved, we would like to continue educating ourselves and
improving our offerings. We do take advantage of free continuing education opportunities by attending local seminars and inviting
publishers to thecollege, but, at the same time, we do need exposure to practices by more than local institutions.
College Hour speaker series and Synchronous Online Pilot
1) How much was spent? Unfunded
Requests for the College Hour speaker series and the Synchronous Online pilotcould not be funded within the allocation we were
provided, as the discipline viewed them as lower priorities.
The College Hour speaker series had two goals: to provide business role models for our students of color (Latinos are
underrepresented in our major, and African-Americans have dismal success rates) and to help build community among business
students. We obviously made no progress on either of those goals.
The Synchronous Online pilot was aimed at improving the unacceptable retention and success rates in our online classes. We don't
know if it would have worked, but it was worth a test.
Business House
1) How much was spent? Unfunded
The development of houses centered on student academic interest areas is one of the initiatives that arose out of PRBC to support
students by providing more packaged academic and student services that directly relate to their goal. Although the Business FYE was
launched, other components of the plan are in very early stages.
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting (CLO-Closing the Loop).
A. Check One of the Following:
x No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be submitted with this Year’s Program
Review. Note: All courses must be assessed once at least once every three years.
Yes, CLO-CTL were completed for one or more courses during the current Year’s Program Review. Complete Appendix B2
(CLO-CTL Form) for each course assessed this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing The Loop form was submitted in
Program Review by marking submitted in the correct column.
Note- CTL forms have been completed for all courses in the Business discipline within the past three years.
ASSESSMENT SCHEDULE:
Fall 2014
Courses
Business
Group 1
1A, 1B, 2,3,
7,8,
10,11,12,
14,16,21
22,34,36
40,50C,50D
50K,50L,50P
Spring
2015
Fall
2015
Spring
2016
Fall
2016
Spring
2017
Assess
Report
Results
and
Close the
Loop
70,72,92,93
95,96
Group 2
4,26,32,
50A,50F,50J
50N,71
Assess
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
BUS 1A
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS-1A Financial Accounting
Fl13
10
8
80%
Sp14
Jas Bhangal, Lynn Klein, Dmitriy
Kalyagin, Wanda Wong
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Journalize and post transactions for corporations.
(CLO) 2:
Adjust, close and prepare corporate financial
statements.
(CLO) 3:
Defined Target Scores*
(CLO Goal)
70% will receive 2 or
above
Actual Scores**
(eLumen data)
87.4%
70% will receive 2 or
above
82.2%
70% will receive 2 or
82.7%
Analyze financial statements of corporate form of
business.
above
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level outcome?
87.4% has achieved above the target goal of 70%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Curricular and pedagogical changes implemented by the faculty have resulted in above satisfactory
student performance. Eg. Accounting cycle project required by all faculty reinforced concepts of
journalizing and posting thru practice and repetition.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level outcome?
82.2% has achieved above the target goal of 70%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Curricular and pedagogical changes implemented by the faculty have resulted in above satisfactory
student performance. Eg. Accounting cycle project required by all faculty reinforced concepts of adjusting,
closing and perpetration of corporate financial statements.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course level outcome?
82.7% has achieved above the target goal of 70%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Faculty reinforced the concepts of financial statement analysis thru real world examples. Eg. Real company
financial statements and current news clips are used to reinforce relevance and comparative analysis.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
Through collaboration among accounting faculty and conference attended, we streamlined course outcomes, pedagogy and
assessments.
2. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
Although accounting faculty is satisfied with the current student learning outcome performance data, we are committed to further
increase student success and retention. For that purpose, we revised the course outline to include an additional lab hour.
3. What is the nature of the planned actions (please check all that apply)?
 X Curricular
 X Pedagogical
 X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 1B
Course
Bus 1B
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Fl13
3
3
100%
Sp14
Bhangal, Wong
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
70% will receive 2 or
above
79%
70% will receive 2 or
above
89%
70% will receive 2 or
above
93%
(CLO) 1:
Compute and analyze product cost using job order costing
system.
(CLO) 2:
Compute and analyze product cost using process costing
system.
(CLO) 3:
Prepare and analyze statement of cash flows for
corporations.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this course level outcome?
Actual scores of 79% are higher than target of 70%.
4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Even though actual scores are higher than target but we feel that it is lower than our
expectation since this is the second chapter of the course and starting of the costing
methods. Students find new concepts challenging and have not yet aligned their study
habits, course requirement and needed materials.
D. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course level outcome?
Actual scores of 89% are higher than target of 70%.
4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
We feel that students are performing way above the required minimum, we are happy
with the results and would like to continue with current practices.
C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this course level outcome?
Actual scores of 93% are higher than target of 70%.
4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students have demonstrated the mastery of this course outcome. We are pleased with
the results and would like to add that this course as a whole has one of the highest
success and retention rates among all Business courses.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
4. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
Through collaboration among accounting faculty and conferences attended, we continually work to implement new and improved
strategies to successfully deliver and assess the course content. Course structure consists of lectures, discussions, group assignments
and testing online and in class.
5. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
We are satisfied with the current student learning outcome performance data but we are constantly strive to further increase
student success and retention. For that purpose, we have aligned and revised the course syllabi and content delivery.
6. What is the nature of the planned actions (please check all that apply)?
 Curricular
 XPedagogical
 XResource based
 Change to CLO or rubric
 XChange to assessment methods
 XOther:_________________________________________________________________
BUS 2
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 2
Fall 2013
1
1
100%
Spring 2014
Wong
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
Actual Scores** (eLumen
data)
(CLO) 1: Students will be able to record financial
transactions using the most appropriate method
according to current GAAP.
(CLO Goal)
75% of class scored
either a 2(C grade),
3(B grade) or 4(A
grade)
(CLO) 2: Students will be able to account for and
analyze various receivables including valuation,
disposition by sale with and without recourse, and
financial statement presentation.
75% of class scored
either a 2(C grade),
3(B grade) or 4(A
grade)
77.7% of students scored
either 2, 3 or 4
(CLO) 3: Students will be able to account for
inventory using various methods including dollarvalue LIFO and estimation.
75% of class scored
either a 2(C grade),
3(B grade) or 4(A
grade)
75% of class scored
either a 2(C grade),
3(B grade) or 4(A
grade)
85.7% of students scored
either 2, 3 or 4
(CLO) 4: Students will be able to prepare and analyze
expanded income statement, classified balance sheet,
and cash flow statement
90.5% of students scored
2,3 or 4
85.7% of students scored
either 2, 3 or 4
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
E. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this course level outcome?
The current scores is strongly exceeded the target for student success for CLO 1 as 90.5%
of the students scored either a 2, 3 or 4.
6. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students do not usually have difficulty achieving success in this CLO because this is more
of an extended review of Bus 1A (Financial Accounting) which is also a pre-req of this
course.
F. COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this course level outcome?
The current scores barely exceeded the target for student success for CLO 2 as 77.7% of
the students scored either a 2, 3 or 4.
6. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students have demonstrated with more difficulty in mastering this course outcome. This
concept is quite complicate and require much more time than currently the course allow.
We have changed from a 3 unit to a 4 unit course effective Fall 2014 to allow more class
time to tackle these difficult concepts.
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this course level outcome?
The current scores is exceeded the target for student success for CLO 3 as 85.7% of the
students scored either a 2, 3 or 4.
6. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students are doing well and able to achieve this course outcome. With more contact
hours, students should be able to do even better.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course level outcome?
The current scores is exceeded the target for student success for CLO 4 as 85.7% of the
students scored either a 2, 3 or 4.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students are doing well and able to achieve this course outcome. With more contact
hours, students should be able to do even better.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
7. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
This course is always offered once a year and during the fall semester. Since Bus 1A is a pre-req. and this course also served as an
extended/continuous course of Bus 1A, we felt that this course should be offered in the spring allowing students to continue right
after finishing Bus 1A in the fall without having to wait for a whole year. This change will take effective starting spring 2015.
8. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
Changing the course from 3 units to 4 units starting 2014-2015 academic year. This change will give additional 17 contact hours to
cover a few new topics as well as more detail coverage of some difficult topics such as stated in SLO 2
9. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 3
Course
Semester assessment data gathered
Number of sections offered in the semester
Bus 3 Income Tax Accounting
Fall 2013
2
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
2
100%
Sp14
Hatter, Hunting
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Defined Target
Scores*
(CLO Goal)
75% of students
scored 3 or 4
75.8% of students
scored 3 or 4
(CLO) 2: STUDENTS ARE ABLE TO DISTINGUISH BETWEEN
TAXABLE AND NON-TAXABLE INCOME AND TO DETERMINE THE
CORRECT AMOUNT IF TAXABLE.
85% of students
scored 2 or above
78.8% of students
scored 2 or above
(CLO) 3: STUDENTS ARE ABLE TO CHOOSE THE PROPER TAX
FORMS REQUIRED FOR TYPICAL TAX RETURNS.
85% of students
scored 2 or above
87.8% of students
scored 2 or above
(CLO) 4: STUDENTS CAN COMPLETE TAX RETURNS FOR
85% of students
scored 2 or above
90.9% of students
scored 2 or above
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Students are able to analyze a variety of
common situations to determine if a federal tax
return is required
INDIVIDUALS AND SMALL BUSINESSES WITH REASONABLE
Actual Scores**
(eLumen data)
ACCURACY
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
7. How do your current scores match with your above target for student success in this course level outcome?
Scores slightly exceeded expectations.
8. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Coverage for this CLO is sufficient for expectations.
H. COURSE-LEVEL OUTCOME (CLO) 2:
7. How do your current scores match with your above target for student success in this course level outcome?
Scores for this CLO were lower than desired.
8. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
This CLO covers many tax laws and calculations some of which are very complex. More
detailed data would help determine where improvement is needed. Perhaps
expectations are too high.
C. COURSE-LEVEL OUTCOME (CLO) 3:
7. How do your current scores match with your above target for student success in this course level outcome?
Scores were slightly above expectations.
8. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Most of the assignments have the tax forms already set up for students. It would be
good to have more where they need to decide which ones are required on their own.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course level outcome?
Scores were significantly higher.
4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
This is the heart of the course. Students prepare tax returns throughout the course
beginning with simple wage-earner returns to complex small business returns. This
process seems to work well.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
10. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
The primary change was increased communications with students via email, discussion board forums, and detailed feedback for
assignments.
11. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
The assessment shows a basic strength of course content and assignments in which students prepare actual IRS forms for a
multitude of taxpayer situations. Continued emphasis on tax law, calculations, and form preparation is recommended. Increased
emphasis on some areas of taxable computations is recommended.
12. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 4
Course
Semester assessment data gathered
Bus 4 Cost Accounting Online
Spring 2014
Number of sections offered in the semester 1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion none
Faculty members involved in “Closing the Loop” discussion
Hunting
Part I: Course-Level Outcomes – Data Results
Consider The Course-Level Outcomes Individually (the
Number of CLOs will differ by course)
Defined Target
Scores*
(CLO Goal)
(CLO) 1: Student will be able to perform accounting procedures 80% of students
in a manufacturing environment related to job order and
scored 3 or 4
process costing principles
Actual Scores**
(eLumen data)
100%
(CLO) 2: Completes all forms and schedules with
appropriate data, using correct lines, and transferring
correct data to or from supporting schedules and forms.
80% of students
scored 3 or 4
100%
(CLO) 3: Students will be able to use both average and FIFO
methods to assign costs to products in a process cost system.
75% of students
scored 3 or 4
71%
(CLO) 4: Students will be able to allocate common costs using
both single and dual-rate allocation systems.
75% of students
scored 3 or 4
79%
(CLO) 5: Students will be able to compute and analyze
variances in a standard cost system.
75 % of students
scored 3 or 4
95%
Part II: Course- level Outcome Reflections
A.
Course-Level Outcome (CLO) 1:
1. How do your current scores match with your above target for student success in this course level outcome?
All students were able to reach the desired level of 3 or 4, thereby exceeding the desired results of this CLO.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty,
what reflections and insights do you have?
This CLO is being met without problem. Students come into the class with some background from Bus 1B
and are able to successfully build upon their knowledge.
Course-Level Outcome (CLO) 2:
1. How do your current scores match with your above target for student success in this course level outcome?
All students were able to reach the desired level of 3 or 4, thereby exceeding the desired results of this
CLO.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty,
what reflections and insights do you have?
This CLO is basic to accounting as well as more specifically to cost accounting. Students are
able to operate at the desired level consistently.
C. Course-Level Outcome (CLO) 3:
1. How do your current scores match with your above target for student success in this course level outcome?
This is the one CLO for which student outcomes were lower than expected indicating more
problems with the subject. Although no student scored below level 2, a significant number
of students had problems in this area.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty,
what reflections and insights do you have?
Perhaps more time needs to be spent on the difference between FIFO and average methods and the
calculations needed for each. I will consider cutting or shorting the last chapter in order to do that.
D. Course-Level Outcome (CLO) 4:
1. How do your current scores match with your above target for student success in this course level outcome?
Current scores slightly exceeded the target for this CLO.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty,
what reflections and insights do you have?
Although scored exceeded the target, the lower average score shows that it might be
worthwhile to spend a bit more time on this one.
E. Course-Level Outcome (CLO) 5:
1. How do your current scores match with your above target for student success for this course level outcome?
Current scores significantly exceeded the target for this CLO.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights to you have?
Although scored exceeded the target, the lower average score shows that it might be
worthwhile to spend a bit more time on this one.
Part III: Course Reflections and Future Plans
1. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and
other faculty discussions?
Although I have not yet made the change, I am considering cutting or shortening the last chapter to make more time for process costing
emphasizing the calculations and differences between FIFO and average methods.
2. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment
reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions,
and insights?
A strength is shown in the basics that carry over from previous courses. It is certainly desired to maintain Bus 1A and 1B as required
prerequisites for this class. No major change is planned.
3. What is the nature of the planned actions (please check all that apply)?
o
o
o
o
o
o
Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
BUS 5
Course
Semester assessment data gathered
Bus 5 Auditing
Offered first time Sp15
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
1
NA
NA
Zakirova
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Students will apply professional auditing
standards (Generally Accepted Auditing Standards) and
appropriate audit procedures during an audit.
(CLO) 2:
Students will perform risk assessment of financial
statement assertions.
(CLO) 3:
Students will explain auditor’s responsibilities and legal
liability to clients and third parties.
Defined Target
Scores*
(CLO Goal)
75% of class
scored 2-4
Actual Scores**
(eLumen data)
75% of class
scored 2-4
75% of class
scored 2-4
(CLO) 4:
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
I. COURSE-LEVEL OUTCOME (CLO) 1:
9. How do your current scores match with your above target for student success in this course level outcome?
10. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
J. COURSE-LEVEL OUTCOME (CLO) 2:
9. How do your current scores match with your above target for student success in this course level outcome?
10. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
C. COURSE-LEVEL OUTCOME (CLO) 3:
9. How do your current scores match with your above target for student success in this course level outcome?
10. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
5. How do your current scores match with your above target for student success in this course level outcome?
6. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
13. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
14. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
15. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 7
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS-7 Accounting for Small
Business
Fall 2013
3
3
100%
Sp14
Lynn Klein, Dmitriy Kalyagin
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
Students will be able to record transactions in journal
and ledger for a sole proprietorship business.
(CLO) 2:
Develop competency in creating the income statement,
balance sheet, and statement of owner’s equity.
(CLO) 3:
Develop critical thinking by preparing and analyzing
financial statements for merchandising firms.
70% received
above 2
95.2%
70% received
above 2
93.1%
70% received
above 2
83.5%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
K. COURSE-LEVEL OUTCOME (CLO) 1:
11. How do your current scores match with your above target for student success in this course level outcome?
95.2% has achieved above the target goal of 70%.
12. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Both faculty teaching the subject, replaced paper forms with a homework management system. In
addition to completing the homework, students got access to various learning resources, as well as
immediate feedback provided by the system. These changes allowed student to solve problems faster and
more independently, which led to the high performance level.
L. COURSE-LEVEL OUTCOME (CLO) 2:
11. How do your current scores match with your above target for student success in this course level outcome?
93.1% has achieved above the target goal of 70%.
12. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Financial statement preparation is a recurring theme. Students prepare the three financial
statements (in a progressively more complex format) in chapters 2, 3, 5, and 13. This leads
to the high performance level.
C. COURSE-LEVEL OUTCOME (CLO) 3:
11. How do your current scores match with your above target for student success in this course level outcome?
83.5% has achieved above the target goal of 70%.
12. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
While the level of satisfaction is well above the target, it is lower than the other two SLOs
because it is assessed at the end of the term. Quite a few students drop by that time but
are still counted in eLumen as active students.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
16. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
The implementation of a homework management system with supporting resources and immediate feedback.
17. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
Starting Fall 2014, the faculty will adopt a new edition of the textbook, which will include more challenging assessments and learning
resources for students.
18. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 8
Course
Semester assessment data gathered
Bus 8
Fl13
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
2
2
100
Sp14
Bhangal
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Defined Target
Scores*
(CLO Goal)
70% will receive
(CLO) 1:
Complete form 941-Employer's quarterly federal tax return 2 or higher
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 2:
Complete form 940-Employer's annual federal
unemployment tax return.
(CLO) 3:
Complete a company's payroll processing followed by
quarterly and annual reports
(CLO) 4:
Actual Scores**
(eLumen data)
93.7%
70% will receive
2 or higher
93.3%
70% will receive
2 or higher
80.3%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
M. COURSE-LEVEL OUTCOME (CLO) 1:
13. How do your current scores match with your above target for student success in this course level outcome?
93.7% students achieved a performance level 2 or higher.
14. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Both sections of this course were taught by me. Student population consists of individuals
obtaining an employable skill in payroll field, fulfilling a certificate/ degree requirement or
preparing for CPA exam. In class and online discussions of the forms helps students learn
and succeed.
N. COURSE-LEVEL OUTCOME (CLO) 2:
13. How do your current scores match with your above target for student success in this course level outcome?
93.3% students achieved a performance level 2 or higher.
14. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Both sections of this course were taught by me. Student population consists of individuals
obtaining an employable skill in payroll field, fulfilling a certificate/ degree requirement or
preparing for CPA exam. In class and online discussions of the forms helps students learn
and succeed. Discussion of current year forms and updates are a regular part of the course
instruction and enrich the course.
C. COURSE-LEVEL OUTCOME (CLO) 3:
13. How do your current scores match with your above target for student success in this course level outcome?
80.3 % students achieved a performance level 2 or higher.
14. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Simulation of payroll process by using the software and completion of end of the quarter
forms and reports offers a real world perspective.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
19. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
Even though Publication 15 (Employer’s Tax Guide) and IRS website are consistently used to supplement the course, textbook was
updated to new edition also.
Homework management system has been implemented to provide automated payroll processing.
Current payroll related discussions/ case studies have been increased.
Course outline has been updated to reflect changes/updates.
20. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
This course has been very popular especially as an online and evening offering. Even though text book will be updated in Fl14 again,
current payroll laws and changes will remain a vital part of the course coverage due to changing nature of the field.
21. What is the nature of the planned actions (please check all that apply)?
 X Curricular
 X Pedagogical
 X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 10
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
BUS-10
Spring 2014
7
7
100%
Summer 2014
Faculty members involved in “Closing the Loop” discussion
Jan Novak, Norberto Ruiz
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Legal issue recognition
(CLO) 2: Understanding of business impact
(CLO) 3: Information literacy
(CLO) 4: Critical thinking
(CLO) 5: Business law terminology
Defined Target
Scores*
(CLO Goal)
75% of students
score 3 or 4
Actual Scores**
(eLumen data)
79% of students
scored 3 or 4
75% of students
score 3 or 4
75% of students
score 3 or 4
77.3% of students
scored 3 or 4
76% of students
scored 3 or 4
75% of students
score 3 or 4
75% of students
score 3 or 4
78.6% of students
scored 3 or 4
79.3% of students
scored 3 or 4
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
O. COURSE-LEVEL OUTCOME (CLO) 1: : Legal issue recognition
15. How do your current scores match with your above target for student success in this course level outcome?
We are above our target scores.
16. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students that complete the major assignment tied to this CLO are achieving the goal.
~15% of students do not complete the assignment. We may need to increase the
weighting of this assignment to ensure that more students complete it.
P. COURSE-LEVEL OUTCOME (CLO) 2: Understanding of business impact
15. How do your current scores match with your above target for student success in this course level outcome?
We are above our target scores.
16. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students that complete the major assignment tied to this CLO are achieving the goal.
~15% of students do not complete the assignment. We may need to increase the
weighting of this assignment to ensure that more students complete it.
C. COURSE-LEVEL OUTCOME (CLO) 3: Information literacy
15. How do your current scores match with your above target for student success in this course level outcome?
We are above our target scores.
16. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students that complete the major assignment tied to this CLO are achieving the goal.
~15% of students do not complete the assignment. We may need to increase the
weighting of this assignment to ensure that more students complete it.
D. COURSE-LEVEL OUTCOME (CLO) 4: Critical thinking
7. How do your current scores match with your above target for student success in this course level outcome?
We are above our target scores.
8. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students that complete the major assignment tied to this CLO are achieving the goal.
~15% of students do not complete the assignment. We may need to increase the
weighting of this assignment to ensure that more students complete it.
E. COURSE-LEVEL OUTCOME (CLO) 5: Business law terminology
1. How do your current scores match with your above target for student success in this course level outcome?
We are above our target scores.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Most students are absorbing key business law terminology. Some students just don’t
read the textbook, so it’s difficult for them to become familiar with key terms.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
22. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
We increased the weight in the total grade for business law terminology, which has improved scores.
23. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
We continue to be concerned that students are not reading. To remedy this, we’ve adopted a new textbook that more clearly
connects Business Law to the career of business and is more engaging. Additionally, we’ve adopted Connect, and require students
to complete LearnSmart assessments to ensure that they are reading. The text is also significantly less expensive than the text we
had been using, reducing one barrier to text acquisition.
We will next consider if we should increase the weight of the major research paper in the class to encourage those 15% of students
that just don’t complete it to do so.
24. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 11
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
GOVERMENTAL AND NONPROFIT
ACCOUTNING (BUS-11)
Unit 15, Week 12 – Nov 4-10
1
1
100%
February 19th 2014
Oreshkova, Zakirova
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Students will be able to explain the characteristics of
governmental and other nonprofit organizations.
(CLO) 2:
Develop competency by applying fund accounting principles to
the recording of monetary transactions of state and local
government in accordance with the standards set by the
Governmental Accounting Standard Board (GASB)
(CLO) 3:
Develop critical thinking by analyzing and interpreting financial
information of state and local government and nonprofit
organizations.
Defined Target
Scores*
(CLO Goal)
Defined Target
is 3 or 4
Defined Target
is 3 or 4
Defined Target
is 3 or 4
Actual Scores**
(eLumen data)
36 students
22-score 3 or 4
6- score below 3
8-didn’t submit
work
36 students
22-score 3 or 4
6- score below 3
8-didn’t submit
work
36 students
22-score 3 or 4
6- score below 3
8-didn’t submit
work
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level outcome?
The current scores 100% correlate.
Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Continue to improve explanation and teaching students about governmental and nonprofit characteristics and its specifics.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level outcome?
The current scores 100% correlate.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Developing competency in applying fund accounting principles for the recording of monetary transactions of state and local
government in accordance with the standards set by the Governmental Accounting Standard Board (GASB) can be achieved by
completing more practical assignments in this area and internships.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course level outcome?
The current scores 100% correlate.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Critical thinking is the high level of analysis that can be achieved by students, once overall knowledge of nonprofit and government is
accumulated. Students can practice the skills by reading the financial statements in government and nonprofit organizations.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty
discussions?
All panning changes that list below will be implemented in future.
I communicate to students on daily basis via email about the topic that we are covering, deadline for submitting assignments
and other important issues. This really helps to engage students in the class.
1. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
I am planning to respond to the students’ discussion comments throughout the week in order to engage them more in the
discussion.
I will increase the communication to students via email in order to engage them even more.
Functionality of the class structure will be improved to make it easier for students to navigate.
I will add the name of the chapter in the syllabus.
I will also provide the short description of each chapter that covered in the class.
2. What is the nature of the planned actions (please check all that apply)?  Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 12
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Bus 12
Fall 2013
9
5
55%
Spring 2014
Catherine Pinkas, Lynn Klein
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
BUS 12 - Students will be able to identify and
analyze financial statements.
(CLO) 2:
BUS 12 - Students will be able to distinguish
between ethical and unethical business practices.
(CLO) 3:
BUS 12 - Students will be able to list and
describe the functions of a typical business
enterprise.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
Q. COURSE-LEVEL OUTCOME (CLO) 1:
Defined Target
Actual Scores**
Scores*
(eLumen data)
(CLO Goal)
75% or more students
78%
will receive a score of 2
or higher
75% or more students
90.8%
will receive a score of 2
or higher
75% or more students
86.8%
will receive a score of 2
or higher
17. How do your current scores match with your above target for student success in this course level outcome?
Scores meet expectations for online and on-campus classes but could be higher. Success
rate on this outcome is significantly lower than the other two.
18. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Better online course materials are being sought for next semester. This is a complex
subject and needs additional coverage.
R. COURSE-LEVEL OUTCOME (CLO) 2:
17. How do your current scores match with your above target for student success in this course level outcome?
Scores exceed expectations for online and on-campus classes.
18. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students love this particular objective. They are well focused and the material meets the requirements.
C. COURSE-LEVEL OUTCOME (CLO) 3:
17. How do your current scores match with your above target for student success in this course level outcome?
Scores exceed expectations for online and on-campus classes.
18. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
The material is well covered in the introduction to business course. The course material was well
designed and students grasped a better broad understanding of business.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
25. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
Additional online practice materials were incorporated in the course.
26. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
Online homework practice and real-world simulations have provided the necessary drill to reinforce lectures and facilitate student
retention of terminology and business basics. Increased success rates show that this is working. However, the current text and
online resources do not provide enough and the right kind of material we need to introduce students to the accounting function of
business. We are exploring other textbook options for Fall 2014.
27. What is the nature of the planned actions (please check all that apply)?
xCurricular
 X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 13
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 13 – INT ACCTG II
First offering – Fl15
1
NA
NA
NA
Naz Bhangal
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Students will be able to prepare full disclosures
to financial statements.
(CLO) 2:
Students will be able to prepare necessary
journal entries for pensions and other postretirement benefits.
(CLO) 3:
Students will be able to prepare necessary
journal entries for debt and equity
investments.
(CLO) 4:
Students will be able to prepare the statement
of cash flows using direct and indirect
methods.
Defined Target
Scores*
(CLO Goal)
75% students
will get 2 or
higher.
Actual Scores**
(eLumen data)
75% students
will get 2 or
higher.
75% students
will get 2 or
higher.
75% students
will get 2 or
higher.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
S. COURSE-LEVEL OUTCOME (CLO) 1:
19. How do your current scores match with your above target for student success in this course level outcome?
20. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
T. COURSE-LEVEL OUTCOME (CLO) 2:
19. How do your current scores match with your above target for student success in this course level outcome?
20. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
C. COURSE-LEVEL OUTCOME (CLO) 3:
19. How do your current scores match with your above target for student success in this course level outcome?
20. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
PART III: COURSE REFLECTIONS AND FUTURE PLANS
28. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
29. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
30. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 14
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Bus 14
Fall 2014
3
3
100%
Spring 2014
Melissa Patterson
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:STUDENTS WILL ANALYZE A TYPICAL BUSINESS
PROBLEM AND PREPARE AN APPROPRIATE WRITTEN RESPONSE
(CLO) 2:DELIVER EFFECTIVE INFORMATION AND PERSUASIVE
ORAL COMMUNICATION
(CLO) 3:STUDENTS WILL DEMONSTRATE JOB SEARCH AND
INTERVIEWING SKILLS FOR USE IN THE BUSINESS ENVIRONMENT
Defined Target
Scores*
(CLO Goal)
75% score 3 to 4
20% score 2
<5% score o to 1
Actual Scores**
(eLumen data)
79 % score 3 to 4
14.5% score 2
6.6 % score 1
80% score 3 to 4
15% score 2
< 5% score 1 to 0
75% score 3 to 4
20% score 2
< 5% score 0 to 1
82% score 3 to 4
16.7% score 2
1.3% score 0 to 1
74% score 3 to 4
20.8% score 2
5.2% score 1
(CLO) 4:
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
U. COURSE-LEVEL OUTCOME (CLO) 1:
21. How do your current scores match with your above target for student success in this course level outcome?
The scores closely matched my expectations.
22. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Too many students scored a 0 to 1. I am already implementing a different approach to
writing assignments. Students do better with assignments that seem fun and relevant to
today’s business communication, including new technologies.
V. COURSE-LEVEL OUTCOME (CLO) 2:
21. How do your current scores match with your above target for student success in this course level outcome?
The scores were better than I expected. Fewer students scored a 0 to 1 than I had
expected.
22. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Providing students a safe classroom where they can gain their confidence in effective
oral communication. I want to implement more in-class activities so students can gain
confidence and express themselves effectively.
C. COURSE-LEVEL OUTCOME (CLO) 3:
21. How do your current scores match with your above target for student success in this course level outcome?
Fewer student scored a 3 to 4 and more students scored a 1 to 0 than I anticipated
22. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Developing an employment package is an important skill. Showing students how
important it is to use technology so they can present themselves professionally. I am
considering a two part resume assignment. The first part is their actual resume today
and the second is to change the resume for a different job title. Show how you can
change and edit a resume to show your specific skills that pertain to the specific job
opportunity.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
31. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
Rewrite exercise were introduced. Students write a rough draft and then rewrite the same assignment after they received feedback
from instructor.
Introduce job resume technology, including Linkedin and emphasized importance of new technology.
32. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
Introduce more in class writing exercises, quick fun exercises that let the students practice their writing skills.
Also allow students to practice one more oral presentation by creating a new in-class short speech, title Today’s Business. Students
will present a 1 minute oral report on today’s business. Students will be given 48 hours to do their research then present their 60
second oral presentation in the next class.
Emphasize job search and resume package connection with technology. How to used today’s technology and how potential
employers use the same technology.
33. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 15
Course
Semester assessment data gathered
Number of sections offered in the semester
BUS 15 – BUS ENGLISH
WILL BE DELETED Fl16
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Jan Novak
BUS 16
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Bus-16 Business Math
Fl13
2
2
100
Sp14
Catherine Pinkas, Amber Hatter
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Student will be able to calculate principal,
interest, maturity value, interest rate or time of a
compound interest investment
(CLO) 2: Students will be able to understand and evaluate
basic financial statements
(CLO) 3: Students will be able to calculate gross payroll,
employer and employee taxes
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
Defined Target
Scores*
(CLO Goal)
70% will receive
above 2
Actual Scores** (eLumen
data)
70.1%
70% will receive
above 2
64.4%
70% will receive
above 2
70.2%
W. COURSE-LEVEL OUTCOME (CLO) 1:
23. How do your current scores match with your above target for student success in this course level outcome?
70.1% have achieved above the target goal of 70%
24. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Some students need to take a basic math course before this one.
X. COURSE-LEVEL OUTCOME (CLO) 2:
23. How do your current scores match with your above target for student success in this course level outcome?
64.4% have achieved above the target goal of 70%
24. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Some students need to take a basic math and business course before this one in order to
understand the role of financial statements.
C. COURSE-LEVEL OUTCOME (CLO) 3:
23. How do your current scores match with your above target for student success in this course level outcome?
70.2% have achieved above the target goal of 70%
24. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students find this section quite relevant and their scores reflect their interest. This leads
to additional enrollment in the payroll classes which teach the students a marketable skill.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
34. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
Through collaboration among business faculty, we streamlined course outcomes and assessments to be able to target important
skills.
35. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
Faculty is not completely satisfied with the current learning outcome performance data. However, we are committed to further
increase student success and retention. Instructors will introduce a preassessment exam and recommend students who are not
prepared to take a remedial course first.
36. What is the nature of the planned actions (please check all that apply)?
xCurricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
xOther:__TBD_____________________________________________________________
BUS 17
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 17 - ETHICS
WILL BE DELETED FL 16
NORBERTO RUIZ
BUS 20
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 20 – LAW & SOCIETY
FIRST OFFERING SP15
1
NA
NA
JAN NOVAK
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Critically analyze a landmark Supreme Court case.
(CLO) 2:
Explain the interactions of law, society and historical
context.
(CLO) 3:
Accurately utilize key legal terminology.
(CLO) 4:
Defined Target
Scores*
(CLO Goal)
75% students
will get 2 or
higher.
75% students
will get 2 or
higher.
75% students
will get 2 or
higher.
Actual Scores**
(eLumen data)
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
Y. COURSE-LEVEL OUTCOME (CLO) 1:
25. How do your current scores match with your above target for student success in this course level outcome?
26. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Z. COURSE-LEVEL OUTCOME (CLO) 2:
25. How do your current scores match with your above target for student success in this course level outcome?
26. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
C. COURSE-LEVEL OUTCOME (CLO) 3:
25. How do your current scores match with your above target for student success in this course level outcome?
26. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
9. How do your current scores match with your above target for student success in this course level outcome?
10. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
37. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
38. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
39. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 21
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Business 21
Fall 2013
1
1
100
Spring 2014
Catherine Pinkas
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
90.5%
75%
85.7%
75%
85.2%
BUS 21 -Students will be able to use job's
workflow analysis to prepare a job description
and job specification
(CLO) 2:
BUS 21 - Students will be able to discuss and
analyze various compensation and benefits
packages.
(CLO) 3:
BUS 21 - Students will be able to identify the
proper procedures to hire, terminate, and
discipline employees.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
AA.
COURSE-LEVEL OUTCOME (CLO) 1:
27. How do your current scores match with your above target for student success in this course level outcome?
90.5% of the students met the target goal of 75%
28. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students bring real life experience to this subject and it is demonstrated In their learning.
BB.
COURSE-LEVEL OUTCOME (CLO) 2:
27. How do your current scores match with your above target for student success in this course level outcome?
85.7 % of the students met the target goal of 75%
28. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Student interest runs high in this area and again they have real life experience to draw
upon for their learning.
C. COURSE-LEVEL OUTCOME (CLO) 3:
27. How do your current scores match with your above target for student success in this course level outcome?
85.2% of the students met the target goal of 75%
28. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students are most appreciative of this learning. It does appear that more resources,
especially videos would be helpful examples for student training.
D. COURSE-LEVEL OUTCOME (CLO) 4:
11. How do your current scores match with your above target for student success in this course level outcome?
12. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
40. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
Additional case studies were added.
41. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
More video examples of difficult human resource challenging situations will add additional interest and learning.
42. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
xResource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 22
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Bus 22
Fall 2013
2
2
100
Spring 2014
Lynn Klein, Amber Hatter
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Ability to prepare effective situational and/or behavioral
job interview questions.
(CLO) 2:
Students will be able to apply motivation theories to
enable a company to attract, develop, and retain
motivated workforce
(CLO) 3:
Students will be able to determine four managerial
functions: planning, organizing, leading, and controlling.
Defined Target
Scores*
(CLO Goal)
70% of students
will receive a
score of 2 or
better
70% of students
will receive a
score of 2 or
better
70% of students
will receive a
score of 2 or
better
Actual Scores**
(eLumen data)
79% received a
score of 2 or
better.
82% received a
score of 2 or
better.
70% received a
score of 2 or
better
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
CC.
COURSE-LEVEL OUTCOME (CLO) 1:
29. How do your current scores match with your above target for student success in this course level outcome?
Since 79% of students achieved the goal, students understand this concept but would like
to see the percentage higher.
30. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Additional exercises/practice should increase overall student understanding and
application of this concept.
DD.
COURSE-LEVEL OUTCOME (CLO) 2:
29. How do your current scores match with your above target for student success in this course level outcome?
Since 82% of students achieved the goal according to the assessment instrument used, we
are satisfied with the success rate on this assessment. However, we are not as confident
with the transfer of knowledge to the real world.
30. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
If this was a real-world application of the knowledge, we feel the success rate would have
been lower. We should look into additional activities and assessments to ensure this goal is
being achieved.
C. COURSE-LEVEL OUTCOME (CLO) 3:
29. How do your current scores match with your above target for student success in this course level outcome?
Only 70% of students achieved this goal. We would like to see the success rate for this
outcome increased.
30. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
The outcome encompasses the entire class, but the achievement rate was based on a
single chapter assessment. To reflect the comprehensive nature of this goal, a more
comprehensive assessment (such as the final exam or overall grade for the course) should
be used to measure the achievement of this goal.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
43. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
The textbook was changed. The new text has extensive self-assessments and immediate application exercises to reinforce “chunks”
of learning. It is also very readable at the community college entry course level.
44. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
We would like to see achievement rates higher for all of the outcomes. We plan to incorporate more activities and case studies and
more frequent consultation with colleagues teaching this course.
45. What is the nature of the planned actions (please check all that apply)?
 Curricular
 X Pedagogical
 X Resource based
 Change to CLO or rubric
 X Change to assessment methods
 Other:_________________________________________________________________
BUS 25
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 25 – TAXATION FOR BUSINES
ENTITIES
BRAND NEW COURSE – SP16
NA
NA
NA
Naz Bhangal
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER
OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Students will calculate depreciation deduction using the
allowable depreciation methods under the Modified Accelerated
Cost-Recovery System (MACRS).
(CLO) 2: Students will compute a corporation's earnings and
profits and calculate the dividend amount received by
shareholders.
(CLO) 3: Students will compute a corporation's taxable income
and regular tax liability.
Defined Target
Scores*
(CLO Goal)
75 Percent will
receive 2 or
higher
75 Percent will
receive 2 or
higher
75 Percent will
receive 2 or
higher
BUS 26
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 26
Spring 2014
1
1
100
Fl14
Noureddine Lalami
Actual Scores**
(eLumen data)
70 Percent
70 Percent
70 Percent
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER
OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:Students will be able to develop a plan for the
70 Percent
70 Percent
manage a small business.
70 Percent
70 Percent
(CLO) 3: Students will use operations management to analyze a
small business using case studies and recommend change and or
improvements to the management.
70 Percent
70 Percent
70 Percent
70 Percent
establishment of a new small business
(CLO) 2:Students will identify the necessary skills needed to
(CLO) 4:Students will analyze the relationship between the
various stakeholders of a small business (employees, customers,
owners, and financial backers) and how they interact to play a
role in the success of the business.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
EE. COURSE-LEVEL OUTCOME (CLO) 1:
31. How do your current scores match with your above target for student success in this course level outcome?
Current scores are on par with target.
32. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Most students did well on the business plan project. Many students used this opportunity
to create a business plan for a business that they were considering to start.
FF. COURSE-LEVEL OUTCOME (CLO) 2:
31. How do your current scores match with your above target for student success in this course level outcome?
Current scores are on par with target.
32. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Many students in this course are working adults who work for small business. They have
experience either managing or working closing with others who manage small businesses.
C. COURSE-LEVEL OUTCOME (CLO) 3:
31. How do your current scores match with your above target for student success in this course level outcome?
Current scores are on par with target.
32. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Using various case studies, students shared their insights about what to do during specific
situations related to business management.
D. COURSE-LEVEL OUTCOME (CLO) 4:
13. How do your current scores match with your above target for student success in this course level outcome?
Current scores are on par with target.
14. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students had the opportunity throughout the course to discuss and learn about how
various stakeholders in a business interact with each other to make the business
successful.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
46. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
No changes were made as yet.
47. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
The strength of the course comes from students sharing their experiences with each other. No actions were determined by the
discipline.
48. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 32
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
BUS 32 – RETAIL STORE MNGT
1
SP14
1
1
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
FL14
BARTON
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Defined Target
Scores*
(CLO Goal)
70% and up
Actual Scores**
(eLumen data)
(CLO) 2: Describe the flow of goods and services in a retail environment
(e.g., inventory control, supply chain, and risk management).
70% and up
72%
(CLO) 3: Compare different customer service strategies that can be used
to improve the consumer experience.
70% and up
95%
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Evaluate the effectiveness of merchandising decisions in the
retail industry.
88%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
GG.
COURSE-LEVEL OUTCOME (CLO) 1:
33. How do your current scores match with your above target for student success in this course level outcome?
The score of 88% has exceeded the defined target score of 70%.
34. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
We are doing well in covering this CLO. A recent change in the class format of increasing
the number of cases for students to analyze could be contributed to the high score.
HH.
COURSE-LEVEL OUTCOME (CLO) 2:
33. How do your current scores match with your above target for student success in this course level outcome?
The score of 72% has exceeded the defined target score of 70%.
34. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Although the score is above 70%, the instructor could find ways to increase the
effectiveness of this CLO. Possibly more interactive activities in this module would be
helpful.
C. COURSE-LEVEL OUTCOME (CLO) 3:
33. How do your current scores match with your above target for student success in this course level outcome?
The score of 95% has exceeded the defined target score of 70%.
34. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Excellent score – we are doing well here.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
49. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
The course interface (it is offered online only) has been made more interactive. Right now, more discussion board, cases analyses,
and videos are used. This increases the student interest, the content’s applicability to real life scenarios.
50. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
We will continue making a more student engaged and interactive course interface and teaching methods. We also should
increase the student-to-student communication in the course. Many students taking the class are managers/supervisors in the
retail environment. The instructors should capture more of their experience in teaching the class.
51. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 34
Course
Semester assessment data gathered
Bus 34
Fall 2013
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
1
1
100
Spring 2014
Catherine Pinkas
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
70%
79%
70%
78.9%
70%
79%
BUS 34 - Student will be able to evaluate
campaigns and individual advertisements from
the standpoint of the seller, buyer, and the
creator of advertising
(CLO) 2:
BUS 34 - Students will be able to define the
procedures and considerations in development
of an advertising campaign from initial
research to final evaluation.
(CLO) 3:
BUS 34 - Students will be able to evaluate
economic, social and regulatory impacts of
advertising.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
II. COURSE-LEVEL OUTCOME (CLO) 1:
35. How do your current scores match with your above target for student success in this course level outcome?
79% of the students met the target score of 70%
36. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students are fascinated by this exercise but they lack critical thinking skills.
JJ. COURSE-LEVEL OUTCOME (CLO) 2:
35. How do your current scores match with your above target for student success in this course level outcome?
78.9% of the students met the target score of 70%
36. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students do this through actual class exercise and they learn this well.
C. COURSE-LEVEL OUTCOME (CLO) 3:
35. How do your current scores match with your above target for student success in this course level outcome?
79% of the students met the target score of 70%
36. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
This is a bigger challenge for the students but case studies about the regulatory aspects
help them understand the agencies and laws. Social impacts still seem a bit challenging
for the students.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
52. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
More actual project and case study work.
53. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
Real projects that help the college have been introduced this year to help students be able to see tangible results from their
learning.
54. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other:__________Practical application_______________________________________________________
BUS 36
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS-36
Fall 2013
2
2
100%
Spring 2014
Novak
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
PLACEMENT AND PRICING OF A PRODUCT OR SERVICE.
Defined Target
Scores*
(CLO Goal)
75% of class
scores 3 or
higher
(CLO) 2: STUDENTS CRITICALLY EVALUATE THEIR OWN
PURCHASING DECISIONS, AND THE INFLUENCE OF MARKETING ON
THOSE DECISIONS.
75% of class
scores 3 or
higher
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: STUDENTS WILL BE ABLE TO DEVELOP A VIABLE
MARKETING STRATEGY FOR THE PRODUCT OFFER, PROMOTION,
Actual Scores**
(eLumen data)
84% of students
completing
assignment
scored at this
level
92% of students
completing
assignment
(CLO) 3: STUDENTS IDENTIFY, DESCRIBE, AND ANALYZE AN
APPROPRIATE TARGET MARKET FOR A PRODUCT OR SERVICE.
75% of class
scores 3 or
higher
scored at this
level
94% of students
completing
assignment
scored at this
level
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
KK.
COURSE-LEVEL OUTCOME (CLO) 1: STUDENTS WILL BE ABLE TO DEVELOP A VIABLE MARKETING STRATEGY FOR THE PRODUCT OFFER,
PROMOTION, PLACEMENT AND PRICING OF A PRODUCT OR SERVICE.
37. How do your current scores match with your above target for student success in this course level outcome?
Students are performing very well vs. the target: 84% vs. a 75% target.
38. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Although the aggregated results are very strong, students in the online section of the class are
underperforming vs. the students in the on-campus section. Collaboration with other students really
helps on this project, and that collaboration is more challenging in an online class. I need to continue to
innovate in the online section to find ways to make collaboration easier.
LL. COURSE-LEVEL OUTCOME (CLO) 2: STUDENTS CRITICALLY EVALUATE THEIR OWN PURCHASING DECISIONS, AND THE INFLUENCE OF MARKETING
ON THOSE DECISIONS.
37. How do your current scores match with your above target for student success in this course level outcome?
Students are performing very well vs. the target: 92% vs. a 75% target.
38. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
The assignment that assesses this outcome is very interesting for students, as it’s based
on their real-world purchases. They like the assignment, understand its benefits, and
seem to learn a lot about marketing from the assignment.
C. COURSE-LEVEL OUTCOME (CLO) 3: STUDENTS IDENTIFY, DESCRIBE, AND ANALYZE AN APPROPRIATE TARGET MARKET FOR A PRODUCT OR SERVICE.
37. How do your current scores match with your above target for student success in this course level outcome?
Students are performing very well vs. the target: 94% vs. a 75% target.
38. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Although this assignment also requires collaboration with other students, both online
and on-campus students do very well on this assignment. I think it’s a simpler
assignment that the one required for CLO #1. Perhaps I could break up the larger
assignment into more discrete sections for the online class?
PART III: COURSE REFLECTIONS AND FUTURE PLANS
55. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
I made collaboration on the CLO #1 assignment optional for online students, which did improve results.
I changed one of the assignments for CLO#2 to be more of a reflection paper, which enables students to better “absorb” the
learning and to connect it to their own lives.
I clarified some of the instructions for the assignment that assesses CLO #3.
56. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
The very “real world” assignments in this class work well for students, enabling them to translate theory into action and to connect
the class work with their lives. It remains a challenge to collaborate in the online class. Collaboration is important, as it is how
marketing is done. I’m considering an assignment (perhaps a discussion) that focuses on why marketing must be done
collaboratively, and another that asks students to identify methods that will work well for online collaboration. I may also offer
additional tools to help with that collaboration, such as CCC Confer.
57. What is the nature of the planned actions (please check all that apply)?
XX Curricular
XX Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 40
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 40
Fall 2013
1
1
100
Sp14
Lalami
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
Students will be able to describe the major forces affecting
globalization and their impact on various elements of
world society.
70 Percent
75 Percent
70 Percent
75 Percent
70 Percent
75 Percent
(CLO) 2:
Assess a current economic situation of a country of one's
choice.
(CLO) 3:
Assess an attractiveness of a specific national market(one's
choice) for potential foreign investments.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
MM.
COURSE-LEVEL OUTCOME (CLO) 1:
39. How do your current scores match with your above target for student success in this course level outcome?
Current scores are higher than target.
40. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Since that was my first semester teaching this course, I don’t have enough data to make
accurate reflections. However, overall students performed above target level for this
outcome.
NN.
COURSE-LEVEL OUTCOME (CLO) 2:
39. How do your current scores match with your above target for student success in this course level outcome?
Current scores are higher than target.
40. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Most students were quite interested by the semester project of choosing a country and
assessing the economic situation of said country to see if it is investment worthy.
C. COURSE-LEVEL OUTCOME (CLO) 3:
39. How do your current scores match with your above target for student success in this course level outcome?
Current scores are higher than target.
40. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
This is similar to CLO 2. Students were able to choose a country and research various areas
to determine if it’s the country is a viable one for foreign investment.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
58. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
Continuing to emphasize the current event and increasing the interactivity of the course interface.
59. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
Increase more case analyses, discussion topics, videos, and current events.
60. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 42
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 42 – GREEN BUSINESS
PRACTICES
NOT OFFERED- LACK OF FTEF
Catherine Pinkas
BUS 43
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 43 – PERSONAL FINANCIAL
PLANNING
NOT OFFERED – FTEF SHORTAGE
Norberto Ruiz
BUS 44
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 44 – INTRODUCTION TO
INVESTMENTS
NOT OFFERED – FTEF SHORTAGE
Norberto Ruiz
BUS 45
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 45 – GREEN & SOCIALLY
RESPONSIBLE INVESTING
NOT OFFERED – FTEF SHORTAGE
Catherine Pinkas
BUS 50A
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 50A- SKILLS FOR SUPERVISORS
1
1
100%
Lalami
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Demonstrate skills of time management,
leadership, planning, motivation, and performance
appraisals (any 2 of these).
Defined Target
Scores*
(CLO Goal)
70% and up
Actual Scores**
(eLumen data)
88%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
OO.
COURSE-LEVEL OUTCOME (CLO) 1:
41. How do your current scores match with your above target for student success in this course level outcome?
The current score is above the target score.
42. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
None: the course is fine the way it is.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
61. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
No changes are necessary.
62. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
No actions are needed.
63. What is the nature of the planned actions (please check all that apply)?
 Curricular





Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
BUS 50B
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 50B – BUSINESS ETIQUETTE
NOT OFFERED – FTEF SHORTAGE
BUS 50 C
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 50C
Fall 2013
1
1
100
Sp14
Lalami
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Students will be able to respond to a series of common
interview questions.
Defined Target
Scores*
(CLO Goal)
70 percent
Actual Scores**
(eLumen data)
61 percent
(CLO) 2:
Students will develop, improve, and practice their
interviewing skills.
70 percent
61 percent
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
PP.
COURSE-LEVEL OUTCOME (CLO) 1:
43. How do your current scores match with your above target for student success in this course level outcome?
Current scores are slightly lower than target scores
44. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Whether due to lack of technology skills or other reasons, some students in this course
might be intimidated by the live interview that I conduct in this course
QQ.
COURSE-LEVEL OUTCOME (CLO) 2:
41. How do your current scores match with your above target for student success in this course level outcome?
Current scores are slightly lower than target scores
42. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Although I offer various days and times for students to choose from, some students are
unable to “make it” to the online interview. This prevents them from practicing and
improving their interviewing skills.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
64. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
I am always looking for ways to improve my courses; whether through students’ suggestions or trying out new things. I
have recently started offering a weekly live online session where students can ask questions about the course,
assignments, or any business topics.
65. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
I have found that many students do not have the skills to write a good cover letter and resume that will get them noticed
and called for an interview. I would recommend that students enrolled in BUS 50C take BUS-50D Resumes and Job
Application Letters concurrently with BUS 50C.
66. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 50D
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Business 50D
Fall 2013
1
1
100%
Sp14
Dermody
Form Instructions:
Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program Review. These courses should be
listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule.
Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen.
Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Upon completion of this class, students will be able to
write a clear, correctly formatted and well organized
resume with no errors in mechanics, usage, grammar, or
spelling
Defined Target
Scores*
(CLO Goal)
70% of the class
scored either 3
or 4
Actual Scores**
(eLumen data)
68.4% achieved
and received a 4
and 10.5%
received a 3
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
RR.
COURSE-LEVEL OUTCOME (CLO) 1:
45. How do your current scores match with your above target for student success in this course level outcome?
Level 4 score were slightly below target. The final score was 68.4% of students received a
level 4.
46. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
I think it would be helpful to have some online conferencing technologies available to
students and instructor to create more interaction. This would also help students with
resume writing and interviewing techniques.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
67. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
None
68. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
None
69. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 50F
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 50F – BUSINESS PLAN
SP14
1
1
100%
BARTON
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Outline logical and persuasive business plans,
Defined Target
Scores*
(CLO Goal)
70% and higher
Actual Scores**
(eLumen data)
87%
including some of the following: market and competitive
analysis, financial plans, management and operational
plans.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
SS. COURSE-LEVEL OUTCOME (CLO) 1:
47. How do your current scores match with your above target for student success in this course level outcome?
The class assessment results are higher than the target.
48. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
The class is well designed and encourages students’ critical thinking and hand-on
experiences. One problem is a high percentage of dropping students.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
70. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
None
71. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
None
72. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 50 G
Course
Semester assessment data gathered
BUS 50G – NEGOTIATING SKILLS
CURRENTLY NOT OFFERED DOE TO
A LOW NUMBER OF FTEF
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 50J
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 50J-TIME MANAGEMENT
Spring 2014
1
1
100%
Fall 14
Silva-Pilkins
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: SET AND PRIORITIZE SHORT-TERM GOALS AND LONG-
Defined Target
Scores*
(CLO Goal)
70% +
Actual Scores**
(eLumen data)
80%
TERM GOALS
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
TT.COURSE-LEVEL OUTCOME (CLO) 1:
49. How do your current scores match with your above target for student success in this course level outcome?
The actual score is 10% points higher than the defined target score.
50. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
We are doing well as 80% of students have achieved the CLO.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
73. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
None
74. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
None
75. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 50K
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Bus 50K – Listening Skills
Fall 2013
1
1
100%
Spring 2014
Ianello
Form Instructions:
Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program Review. These courses should be
listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule.
Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen.
Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Demonstrates appropriate, effective listening
behaviors in a variety of contexts (e.g., in
interpersonal relationships and professional
settings)
Defined Target
Scores*
(CLO Goal)
70% of those
completing the
course would
score either 3 or
4.
Actual Scores**
(eLumen data)
75.28% of those
completing the
course received a
3 or a 4.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored
either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data collected in this assessment cycle?
Communication Activity Rubric
46.9% 0.0%
17.6% 17.6% 11.8% 52.9% 100% (17)
Listens Rubric
46.9% 0.0%
11.8% 0.0%
35.3% 52.9%
100% (17)
Listen by Analyzing Rubric
46.9% 0.0%
11.8% 23.5% 17.6% 47.1%
100% (17)
Self-reflection Rubric
46.9% 0.0%
5.9%
100% (17)
Communication Orally Rubric
46.9% 0.0%
17.6% 5.9%
11.8% 23.5% 58.8%
29.4% 47.1%
100% (17)
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
UU.
COURSE-LEVEL OUTCOME (CLO) 1:
51. How do your current scores match with your above target for student success in this course level outcome?
The outcomes slightly exceeded expectations.
52. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
The course offers students a variety of ways to improve their communication skills.
However, the drop rate is quite high. Perhaps changing the timing of the course (regular
start rather than late-start) and reducing the number of assignments would increase
retention.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
76. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
The instructor contacted students when they started to fall behind. Also, the course project was changed to allow for deeper selfreflection. Students who completed the project performed well.
77. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
- Help students to complete the course
The instructor might include more resources to help students persist in the class. For example, the online resources might include
links to health services, counseling, etc.
- Re-evaluate the course workload
The instructor might delete one or two minor assignments so that students can spend more time on the final project
- Offer the course at the beginning of the semester (not as a late-start course)
The Business Department might re-consider the timing of this course
78. What is the nature of the planned actions (please check all that apply)?
 X Curricular
 X Pedagogical
 XX Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 50L
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 50L
Fall 2013
1
1
100
Sp14
Lalami
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
Students will explore business careers based on their skills,
interest, education, and experience.
70 percent
72 percent
70 percent
58 percent
(CLO) 2:
Student will be able to identify potential careers in
business.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
VV.
COURSE-LEVEL OUTCOME (CLO) 1:
53. How do your current scores match with your above target for student success in this course level outcome?
Current scores slightly higher than target
54. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students in this course enjoy learning about different business careers. Some have
expressed a great interest in the Career Mapping Exercises that students complete in the
course. Many have mentioned that they help them evaluate their own career and future.
WW.
COURSE-LEVEL OUTCOME (CLO) 2:
43. How do your current scores match with your above target for student success in this course level outcome?
Current scores are slightly lower than target scores
44. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
It seems that this course starts with high enrollment; however, some students do not
complete all the requirements in order to achieve course-level outcomes. Even though I
reach out to students several times to offer assistance and get them to complete the
course.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
79. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
I have started placing students in groups with others who share similar interest. This allows students to engage in discussions
pertaining to similar business careers.
80. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
I believe continuing to reach out to students and offer help throughout the course would be beneficial to students who might be
thinking of dropping.
Another way to improve students’ learning would be to have them complete an end-of-the-course survey to determine what works
and what does not work for the students taking the course.
81. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 50M
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 50M-WORKPLACE DIVERSITY
NOT OFFERED DUE TO DECREASED
FTEF
NA
NA
NA
NA
NA
BUS 50N
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 50N – DEALING WITH
DIFFICULT PEOPLE
Spring 2014
1
1
100%
FALL 14
LALAMI
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: OUTLINE SPECIFIC TECHNIQUES TO PREVENT AND
RESOLVE PERSONAL CONFLICT.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
Defined Target
Scores*
(CLO Goal)
70%+
Actual Scores**
(eLumen data)
87%
XX.
COURSE-LEVEL OUTCOME (CLO) 1:
55. How do your current scores match with your above target for student success in this course level outcome?
Our result is higher than the defined 70%.
56. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
We have done quite well with the class offered in the current design and structure.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
82. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
No changes are required; however, the class interface should continue to stay flexible and interactive. For this purpose, more
discussions, articles, cases, personal stories should be used.
83. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
Keep the assessments for the class diverse, student-centered, and interactive.
84. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 50P
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 50P
Fall 2013
1
1
100
Sp14
Lalami
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
Students will be able to learn and apply techniques and
tools to understand customer expectations
70 Percent
73 percent
70 percent
73 percent
(CLO) 2:
Students will use effective strategies to deal with
customers from various industries
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
YY.
COURSE-LEVEL OUTCOME (CLO) 1:
57. How do your current scores match with your above target for student success in this course level outcome?
Current scores slightly higher than target
58. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students in this course usually share their experiences and techniques on how they deal
with customers. As such students usually enjoy the course and tend to do well.
ZZ. COURSE-LEVEL OUTCOME (CLO) 2:
45. How do your current scores match with your above target for student success in this course level outcome?
Current scores slightly higher than target
46. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
This course lends itself to lively discussions as there are usually several students who work
in various customer service areas. These students always have interesting anecdotes
about customer service.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
85. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
I have recently started offering a weekly live online session where students can ask questions about the course, assignments, or any
business topics.
86. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
No action has been deemed necessary at this time.
87. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 70
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 70
Yes
One (1)
One (1)
100%
Yes
Leadbeater
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: STUDENTS WILL BE ABLE TO PERFORM A BREAKEVEN
ANALYSIS AND CALCULATE THE CORRECT NUMBER OF
DIAGNOSTIC TESTS TO ACHIEVE BREAKEVEN POINT IN BOTH
QUANTITY AND IN DOLLARS
Defined Target
Scores*
(CLO Goal)
75% scored on
either 3 or 4
Actual Scores**
(eLumen data)
94%
(CLO) 2: STUDENTS WILL BE ABLE TO ANALYZE A HEALTH CARE
FINANCIAL PROBLEM AND MAKE APPROPRIATE CALCULATIONS TO
75% scored on
either 3 or 4
94%
75% scored on
either 3 or 4
94%
75% scored on
either 3 or 4
94%
SOLVE THE PROBLEM PERMANENTLY.
(CLO) 3: STUDENTS WILL BE ABLE TO DIFFERENTIATE BETWEEN
A THIRD PARTY PAYOR SYSTEMS FROM A ‘DIRECT-PAY’ SYSTEM
AND MAKE CALCULATIONS TO DETERMINE THE MOST BENEFICIAL
REVENUE SOURCE.
(CLO) 4: STUDENTS WILL ARTICULATE KEY DIFFERENCES
BETWEEN HEALTH CARE FINANCIAL SYSTEMS AND THOSE OF
OTHER TYPES OF BUSINESS ORGANIZATIONS.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
AAA.
COURSE-LEVEL OUTCOME (CLO) 1:
59. How do your current scores match with your above target for student success in this course level outcome?
Scores exceed targets for student success in this course.
60. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
I would want to strive for 100% actual scores with all four (4) outcomes. To achieve this
goal, I would need to provide additional online assistance to a few students.
I would want to reduce the attrition rate in this course. Some students have health care
backgrounds; others do not. I would need to provide additional instruction for students
lacking this background knowledge and expertise. Further, some students are frightened
with numbers so these students require not only additional, remedial help but also
motivational, encouragement.
BBB.
COURSE-LEVEL OUTCOME (CLO) 2:
47. How do your current scores match with your above target for student success in this course level outcome?
Scores exceed targets for student success in this course.
48. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
I would want to strive for 100% actual scores with all four (4) outcomes. To achieve this
goal, I would need to provide additional online assistance to a few students.
I would want to reduce the attrition rate in this course. Some students have health care
backgrounds; others do not. I would need to provide additional instruction for students
lacking this background knowledge and expertise. Further, some students are frightened
with numbers so these students require not only additional, remedial help but also
motivational, encouragement
C. COURSE-LEVEL OUTCOME (CLO) 3:
41. How do your current scores match with your above target for student success in this course level outcome?
Scores exceed targets for student success in this course.
42. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
I would want to strive for 100% actual scores with all four (4) outcomes. To achieve this
goal, I would need to provide additional online assistance to a few students.
I would want to reduce the attrition rate in this course. Some students have health care
backgrounds; others do not. I would need to provide additional instruction for students
lacking this background knowledge and expertise. Further, some students are frightened
with numbers so these students require not only additional, remedial help but also
motivational, encouragement
D. COURSE-LEVEL OUTCOME (CLO) 4:
15. How do your current scores match with your above target for student success in this course level outcome?
Scores exceed targets for student success in this course.
16. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
I would want to strive for 100% actual scores with all four (4) outcomes. To achieve this
goal, I would need to provide additional online assistance to a few students.
I would want to reduce the attrition rate in this course. Some students have health care
backgrounds; others do not. I would need to provide additional instruction for students
lacking this background knowledge and expertise. Further, some students are frightened
with numbers so these students require not only additional, remedial help but also
motivational, encouragement
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
88. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
Honestly, this is my first opportunity to complete this exercise. However, I have discussed this course and possible changes with
the course administrator and she had been helpful with my thinking about possible changes.
89. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
A major change in this course is:
1) Provide lesson-by-lesson skill building approaches, problems, exercises to motivate and encourage students to master basic
quantitative calculations.
2) These exercises would be required: in the past, my process has been a voluntary approach where many students elect not to
attempt these calculations.
3) Once submitted, I would take extra time to review students’ calculations and provide feedback.
4) By completing these simple calculations, I would hope the student would learn to appreciate the skill-level opportunities
available and would use these skills in the medical establishments.
90. What is the nature of the planned actions (please check all that apply)?
 XX Pedagogical
BUS 71
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 71 – HEALTH CARE LAW
SP14
1
LOFFT
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 2:
(CLO) 3:
(CLO) 4:
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
CCC.
COURSE-LEVEL OUTCOME (CLO) 1:
61. How do your current scores match with your above target for student success in this course level outcome?
62. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
DDD.
COURSE-LEVEL OUTCOME (CLO) 2:
49. How do your current scores match with your above target for student success in this course level outcome?
50. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
C. COURSE-LEVEL OUTCOME (CLO) 3:
43. How do your current scores match with your above target for student success in this course level outcome?
44. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
17. How do your current scores match with your above target for student success in this course level outcome?
18. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
91. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
92. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
93. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 72
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Bus 72
Yes
One (1)
One (1)
100%
Yes
Leadbeater
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
UNIQUE ISSUES FACING HEALTH CARE ORGANIZATION LEADERS.
Defined Target
Scores*
(CLO Goal)
75% scored
either 3 o4 4
(CLO) 2: DEFINE KEY ISSUES AND EFFECTIVE MANAGEMENT
APPROACHES IN HEALTH CARE ORGANIZATIONS.
75% scored
either 3 or 4
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: ANALYZE AND FORMULATE SOLUTIONS TO THE
Actual Scores**
(eLumen data)
100%
100%
(CLO) 3: DEFINE THE ROLE OF COMMUNITY HEALTH TO THE
HEALTH CARE MANAGEMENT PROCESSES.
75% scored
either 3 or 4
100%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
EEE.
COURSE-LEVEL OUTCOME (CLO) 1:
63. How do your current scores match with your above target for student success in this course level outcome?
Scores exceed targets for student success in this course.
64. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
The immediate and obvious insight is that the outcomes are adequate; however, with
the new health care reform act, some provisions are already being implemented and
these could be reflected in these measures. Since there have been many revisions,
delays, etc. with the reforms, there are certain, specific elements that can be included.
By doing so, the student will have this knowledge, skills as they enter the health care
workforce today.
FFF.
COURSE-LEVEL OUTCOME (CLO) 2:
51. How do your current scores match with your above target for student success in this course level outcome?
Scores exceed targets for student success in this course.
52. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
The immediate and obvious insight is that the outcomes are adequate; however, with
the new health care reform act, some provisions are already being implemented and
these could be reflected in these measures. Since there have been many revisions,
delays, etc. with the reforms, there are certain, specific elements that can be included.
By doing so, the student will have this knowledge, skills as they enter the health care
workforce today.
C. COURSE-LEVEL OUTCOME (CLO) 3:
45. How do your current scores match with your above target for student success in this course level outcome?
Scores exceed targets for student success in this course.
46. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
The immediate and obvious insight is that the outcomes are adequate; however, with
the new health care reform act, some provisions are already being implemented and
these could be reflected in these measures. Since there have been many revisions,
delays, etc. with the reforms, there are certain, specific elements that can be included.
By doing so, the student will have this knowledge, skills as they enter the health care
workforce today.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
94. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
Honestly, this is my first opportunity to complete this exercise. However, I have discussed this course and possible changes
with the course administrator and she has been helpful, supportive of changes.
95. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
As a result of reflections, discussions and insights, I would want to implement various health care reform aspects with each
course-level outcome. This would prepare the student with current knowledge and skills and thereby become a more valuable
health care administrator in the workforce today.
96. What is the nature of the planned actions (please check all that apply)?
 XX Pedagogical
 XX Resource based
BUS 87
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 87-PROJECT MANAGEMENT
CERTIFICATIO EXAM
WILL BE DELETED FL16 – OFFERED
THROUGH COMMUNITY ED
CATHERINE PINKAS
BUS 88
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 88 – INTRODUCTION TO
PROJECT MANAGEMENT
WILL BE DELETED FL16 – OFFERED
THROUGH COMMUNITY ED
CATHERINE PINKAS
BUS 89
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
BUS 89-PROJECT PLANNING
SCHEDULING AND CONTROL
WILL BE DELETED FL16 – OFFERED
THROUGH COMMUNITY ED
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
CATHERING PINKAS
BUS 92
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 92
Fall 2013
2
2
100
Sp14
Naz Bhangal, Hom
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: ANALYZE DATA WITH WHAT-IF AND CHART FEATURES.
(CLO) 2: DESIGN BASIC SPREADSHEET MODELS FROM START TO
FINISH USING ACCOUNTING DATA.
Defined Target
Scores*
(CLO Goal)
75% of class
scored either a
2(C grade), 3(B
grade) or 4(A
grade)
75% of class
scored either a
2(C grade), 3(B
grade) or 4(A
grade)
Actual Scores**
(eLumen data)
80% of students
scored 2,3 or 4
84% of students
scored either 2, 3
or 4
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
GGG.
COURSE-LEVEL OUTCOME (CLO) 1:
65. How do your current scores match with your above target for student success in this course level outcome?
The current scores exceeded the target for student success for CLO 1 as 80% of the
students scored either a 2, 3 or 4.
66. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students do not usually have difficulty achieving success in this CLO using a variety of
functions and chart types.
HHH.
COURSE-LEVEL OUTCOME (CLO) 2:
53. How do your current scores match with your above target for student success in this course level outcome?
The current scores exceeded the target for student success for CLO 2 as 80% of the
students scored either a 2, 3 or 4.
54. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students have usually had difficulty mastering the use of complex What-If statements
including nested-if’s, using conjunction functions in If statements, and using conditional
statistical and math functions. Chart features are not usually a problem. In general,
students were able to master the use of complex functions and formats in this course.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
97. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
In Fall, the chapters were assigned in the order they related to the previous instructor’s text. However, this resulted in students
being thrown into situations that were covered in previous chapters but not yet covered due to the unsystematic order of the
chapters. Consequently, the ordering of the chapters is sequential during the Spring 2014 semester to facilitate the layering of
knowledge in correspondence to the order of the text.
In addition, an on-campus tutor is being used to provide some on-campus support since I solely teach online am rarely on campus.
98. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
The curriculum is properly designed to meet course objectives as indicated by the results of the data. In addition to the instructor
offering assistance to the students, it seems as if some students prefer student to student interaction to comprehend material. As
a result, extra credit is being given to students who assist their peers during the Spring 2014 semester.
In terms of schedule, two assignments per chapter were extremely useful and will be continued going forward. The performance
on the second assignment for the chapter continuously showed improved grades as the knowledge was reinforced.
The following actions will be taken as a result of my reflections, discussions, and insights:
The order of chapters covered in the Spring 2014 semester is in sequential order and an on-campus tutor has been implemented
in order to provide in-person support as online teachers are rarely on campus.
99. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
BUS 93
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 93
Fall 2013
2
2
100%
Spring 2014
Sandra Raeber Dorsett
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Students will be able to use QuickBooks to prepare
reports for a small business
(CLO) 2:
Students will be able to use QuickBooks to enter
data accurately for a small business
Defined Target
Actual Scores**
Scores*
(eLumen data)
(CLO Goal)
75% of class
85% of students
score either 3 or of class scored
4
either 3 or 4
75% of class
85% of students
score either 3 or of class scored
4
either 3 or 4
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
III. COURSE-LEVEL OUTCOME (CLO) 1:
67. How do your current scores match with your above target for student success in this course level outcome?
The current scores exceed the target for student success in this course level outcome.
68. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
The reason students didn’t meet or exceed the target for student success in this course
level outcome was that they did not complete all assignments despite opportunities to
submit them late.
JJJ.COURSE-LEVEL OUTCOME (CLO) 2:
55. How do your current scores match with your above target for student success in this course level outcome?
The current scores exceed the target for student success in this course level outcome.
56. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
The reason students didn’t meet or exceed the target for student success in this course
level outcome was that they did not complete all assignments despite opportunities to
submit them late.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
100. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and
other faculty discussions?
Course syllabus was revised to more clearly explain assignments, grading criteria and my willingness to accept late assignments.
Assignment documents posted on Blackboard were revised to be more clearly explained.
101. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment
reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Strengths would be:
1. the quality of course materials such as syllabus, assignment documents, quizzes and other course material provided to
students on Blackboard
2. the opportunity for students to post questions and comments on the Discussion Board and receive prompt replies from
instructor or classmates
3. immediate feedback to students when taking quizzes on Blackboard
4. ability to provide feedback from instructor after grading assignments submitted on Blackboard
No actions have been suggested since 85% of class scored either 3 or 4 on both CLOs which exceeds the target of 75%,
102.



What is the nature of the planned actions (please check all that apply)?
Curricular
Pedagogical
Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:__NONE____________________________________________________________
BUS 94
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
BUS 94-MS PROJECT
FUNDAMENTALS
WILL BE DELETED FL16 – OFFERED
THROUGH COMMUNITY ED
CATHERINE PINKAS
BUS 95/96
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Bus 95/96,
Fall 2013
1
1
100
Spring 2014
Catherine Pinkas
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:BUS 95 - Student will be able to demonstrate
enhanced employment skills through the establishment and
achievement of performance goals
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
90%
(CLO) 2: BUS 96 -Student will be able to define the effect
of interpersonal relations on job performanceR
75%
100%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
KKK.
COURSE-LEVEL OUTCOME (CLO) 1:
69. How do your current scores match with your above target for student success in this course level outcome?
90% of students achieved a score of 75% or more.
70. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students follow the requirements and get approval of their employers to obtain credit so
compliance is high.
LLL.
COURSE-LEVEL OUTCOME (CLO) 2:
57. How do your current scores match with your above target for student success in this course level outcome?
100% of students achieved a score of 75% or more.
58. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Students follow the requirements and get approval of their employers to obtain credit so
compliance is high.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
103. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and
other faculty discussions?
Rebuilt course after taking it over and discovering problems with navigation and usability during this term.
104. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment
reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
Course has been rebuilt for Spring 2014.
105.


X



What is the nature of the planned actions (please check all that apply)?
Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of
your Program Level Outcomes.
Programs:
Accounting – AS degree
Accounting Technician – Certificate of Achievement
Bookkeeping – Certificate of Achievement
PLO #1:
Understand and apply the generally accepted accounting principles to prepare financial statements.
PLO #2:
Identify the basics of information technology and apply software applications to accounting transactions.
PLO #3:
Create effective oral and written business communications using modern communication technologies.
PLO #4:
Apply critical thinking and analytical skills in decision making and problem solving.
What questions or investigations arose as a result of these reflections or discussions?
What kind of software skills do graduates have to have? What are the job opportunities for
holders of the AS degree in Accounting? What are philosophical differences between the
Bookkeeping and Accounting Tech certificates? How important are upper level accounting
courses for the program: Cost Accounting, Nonprofit, and Intermediate Accounting. Should we
split Intermediate Accounting into two 4-unit courses? Should we add a lab component to our
BUS-1A and BUS-1B? Should we offer a shorter, Accounting Cycle course?
What program-level strengths have the assessment reflections revealed?
After discussions with the colleagues, advisory committee, and colleagues from other two-year
colleges at conferences, we are confident of the strong preparation in various areas of accounting
for our graduates. Our programs are well aligned with each other. Bookkeeping and Accounting
Tech have different niches. All three programs have just been updated to stay current, update
required software skills. Classes were updated to include new IFRS requirements. All of these
strengths make these programs extremely popular. We are noticing an increasing number of
students majoring, especially in two certificates. To address the increasing number of students
interested in the CPA exam, we created two new short certificates preparing students to pass the
CPA tests.
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
We made major changes to the curriculum for the programs: (1) introduced three new courses,
BUS-6 Auditing, BUS-13 Advanced Topics in Accounting, BUS-18 Business Taxes; (2) updated the
existing BUS-3 Individual Taxation and BUS-2 Intermediate Accounting courses; (3) created two
new certificates for the CPA prepare (2 topics per certificate); (4) added a lab hour to BUS-1A
course, which allowed the accounting faculty to expand the accounting cycle project, increase the
number of in-class activities, small group work, and to cover more content (IFRS, time value of
money, effective rate amortization for bonds).
Programs:
Business – AS-T Degree
Business - AS Degree (General)
Business – AS Degree (Emphasis in Management)
Business – AS Degree (Emphasis in Marketing)
Business –Transfer – Certificate of Achievement
Management – Certificate of Achievement
Marketing – Certificate of Achievement
PLO #1:
Understand and apply generally accepted accounting principles to prepare financial statements.
PLO #2:
Develop understanding of the law and the legal environment as it relates to business operations, including
ethical considerations.
PLO #3:
Create effective oral and written business communications using modern communication technologies.
PLO #4:
Apply critical thinking and analytical skills in decision making and problem solving.
What questions or investigations arose as a result of these reflections or discussions?
Modern managers increasingly make decisions involving financial data. Because of that,
discussions took place of requiring both BUS-1A and BUS-1B for the program (currently, a student
has a choice of BUS-7 or BUS-1A). What job opportunities exist for graduates of the programs?
Are there internship/externship opportunities?
What program-level strengths have the assessment reflections revealed?
Major requirements are diverse and include at least one course from each "major" area of the
business administration umbrella. The program-specific requirement of Business Communication
emphasizes the importance of "soft" skills. This is an ongoing theme with our advisory
committee: graduates must have stronger "soft" skills to be successful in business. These
strengths make this the 1st most popular degree at Chabot.
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
Updating the course content delivery to include constantly changing business standards and
trends in all major business areas. In the last accounting cycle, the department updated all three
programs to exclude some obsolete/inactive courses from the list of options.
Back in the Fall of 2014, the department hosted the Advisory Committee for our Marketing degree
and certificate. Based on the advisory's recommendations, the department added ENTR-20
Marketing for Entrepreneurship to both programs and updated BUS-34 Introduction to
Advertising (the programs' requirement) to address current trends and changes in the industry.
Programs:
Retail Management – AS Degree
Retail Management – Certificate of Achievement
Retailing – Certificate of Proficiency
PLO #1:
Understand and apply practices used in the management of retail stores.
PLO #2:
Identify the basics of information technology and apply software applications to enhance efficiency of
business functions.
PLO #3:
Create effective oral and written business communications using modern communication technologies.
PLO #4:
Apply critical thinking and analytical skills in decision making and problem solving.
What questions or investigations arose as a result of these reflections or discussions?
How valid is the program for students pursuing the program outside of the grocery retailing? How
do we deal with the curriculum developed and required by an outside agency (Western
Association of Food Chains) while cuts are made locally and some classes are not offered. Are
these programs any longer valid? Should we seek opportunities to teach the program at the
retailers site as we used to do? How can we still offer the program's core, Retail Management
class if it continues being under-enrolled. The class is specialized and not required by any other
program. As the program is not the department's priority, who should coordinate it?
What program-level strengths have the assessment reflections revealed?
The curriculum is developed by the Western Association of Food Chains (WAFC) and is the same
across California, Nevada, and Arizona. Employers financially support students and give them
various benefits, including promotions and cash rewards upon graduation. We offer most courses
in the program online, which allows students from different areas to access and complete the
program.
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
The WAFC changed the required curricula. Two changes include the replacement of a
bookkeeping and Business Math courses with one Financial Accounting course. The 2nd change is
combining Business Correspondence course with Business Communications. The business
department made both changes and incorporated them in the degree and certificates. One major
issue is the WAFC's requirement for a Human Relations in the Workplace course. Chabot deleted
the course because of low enrollments and advised students to take it at LPC. This creates
confusion. Currently, we are looking into bringing the course back and offering it online once a
year. Participating colleges have until Summer of 2016 to implement the changes.
Program:
Health Care Management – Certificate of Achievement
PLO #1:
Identify and analyze unique legal issues in health care, including HIPAA (patient privacy laws and regulations),
Medicare and Medicaid reimbursement requirements, negligence/malpractice issues, advance directives, and employment
law for medical staff and independent contractors.
PLO #2:
Apply effective management approaches in health care organizations, including organizational structure and
governance, information technology, facilities and guest services, planning, marketing and strategy.
PLO #3:
Create effective oral and written business communications using modern communication technologies.
PLO #4:
Identify and analyze financial structures of both for profit and non-profit healthcare organizations.
What questions or investigations arose as a result of these reflections or discussions?
What is the program value to students without previous health care experience? How to improve
retention in online courses (the core of the program is offered online only)? If we are faced with
further FTEF cuts, will the program survive? Should BUS-7 or BUS-1a (or both) be made a
requirement for the program to better prepare students for the Health Care Financial
Management class? what is the program's niche compared to similar programs at the master's
and continuing education levels?
What program-level strengths have the assessment reflections revealed?
This is a program unique to Chabot. We are very proud to offer this as the only program of its
type in the Bay Area community colleges. Faculty teaching the program are experts in their field.
The program is popular with eth students. The program is structured and is usually completed
fully online in only three semesters. The program offers a unique blend of general business skills
and business skills specific for health care.
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
Possible inclusion of a required accounting course to enhance students' experience in Health Care
Financial Management class.
Program:
Human Resources Assistant – Certificate of Achievement
PLO #1:
Understand and apply knowledge of human resources to a modern organization, including employment laws,
staffing, compensation, training, development, workforce evaluation, motivation, and labor relationships.
PLO #2:
Create effective oral and written business communications using modern communication technologies.
PLO #3:
Identify the basics of information technology and apply software applications to manage of human resources.
What questions or investigations arose as a result of these reflections or discussions?
The job projections for HR assistants have been negative, is there still value in completing the
program? What specific technical and soft skills should a modern HR assistant have? How
important are accounting/payroll/bookkeeping skills? What software skill should we teach
students in the program? How important is the knowledge of Access? How can we prepare
students for successfully handing HRIS in the future workplace?
What program-level strengths have the assessment reflections revealed?
This is the only program of that type in the Bay Area community colleges. The program is popular
with students. At the most recent advisory committee meeting, the program was complemented
for its rigorous level of accounting and computer application preparation.
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
The program was revised to update the required computer application skills. We possibly might
add some additional short term courses in Employee Benefits, Employee Compensation, LaborManagement Relations.
Program:
Small Business Management – Certificate of Achievement
PLO #1:
Apply management principles to the selection, establishment, and operation of a small business.
PLO #2:
Use accounting principles to prepare financial reports for a small business both manually and using software.
PLO #3:
Develop understanding of the law and the legal environment as it relates to small business operations
What questions or investigations arose as a result of these reflections or discussions?
Should the program be independent from Entrepreneurship or merged with it? How are the
Small Business Management and Entrepreneurship programs different?
What program-level strengths have the assessment reflections revealed?
The program offers a set of practical skills for current and future small business owners. Most
classes can be completed online, which improves student access. The program includes a small
required core and a large list of electives. This makes it flexible: student customize the courses to
be taken to fit the needs of their particular business or business interest.
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
For now, we keep the program independent of the Entrepreneurship programs. We are also
hiring a FT faculty member focusing on teaching Entrepreneurship and Small Business
Management courses. So it is with the excitement, we are waiting for that new faculty's
leadership to enhance the learning process in the program.
Program:
Project Management – Certificate of Proficiency
PLO #1:
Develop skills to run projects from start to finish.
PLO #2:
Prepare for a certification examination.
What questions or investigations arose as a result of these reflections or discussions?
The program is NO longer offered by the department due to financial restraints. It is now offered
through Community Education.
What program-level strengths have the assessment reflections revealed?
The program is NO longer offered by the department due to financial restraints. It is now offered
through Community Education.
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
The program is NO longer offered by the department due to financial restraints. It is now offered
through Community Education.
Program:
Business Skills – Certificate of Proficiency
PLO #1:
Create effective oral and written business communications using modern communication technologies.
PLO #2:
Develop “soft” skills to succeed in the workplace.
What questions or investigations arose as a result of these reflections or discussions?
As a relatively new certificate, suggested partially by counselors, we had numerous discussions on
what courses to include in addition to our BUS-50 series. How valuable is the certificate? Who is
the student interested in the program? How do we sustain the program when facing with further
cuts? BUS-50 courses are the core of the program. We used to develop new courses, offer 6-8
every term. Now, we can offer only 3-4 per term. We are planning to possible offer some of
these courses in the summer. As elective courses, Business 50 classes were often first to be cut.
We also have not created any new BUS-50 classes because of budget cuts.
What program-level strengths have the assessment reflections revealed?
This is a unique to Chabot program: students are able to acquire specific business skills that will
make them more successful in any job or career. The program is highly flexible and allows
students to customize the choice of classes to better fit their particular needs. As such, the
program has a great value to new workforce entrants, as well as current and future small business
owners, as well as working adults, and those who are currently unemployed and/or are changing
careers.
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
We have to have enough resources to introduce new courses to keep the program current. We
need to advertise the program to a broader population. Because the program is online, the
faculty participation in the Online Retention FIG, hopefully, will lead to some enhancements in
online teaching. Some of the classes in the program have a high drop rate.
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no", please provide an explanation. No
explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? YES.
2.
Have all of your courses been offered within the past five years? If no, why should those courses remain in our college catalog? No.
Due to budget and FTEF allocation constraints, we were not able to offer all of the courses that we typically offer each year. Students
have voiced strong interest in many of these courses, and we hope to bring them back when financial conditions allow it. For next
semester’s schedule spring 2015 we are offering BUS 43 due to a recent increase FTEF allocation.
3. Do all of your courses have the required number of CLOs completed, with corresponding rubrics? If no, identify the CLO work you still
need to complete, and your timeline for completing that work this semester. YES.
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your courses within the past three years? If no,
identify which courses still require this work, and your timeline for completing that work this semester. YES.
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which still require this work, and your timeline
to complete that work this semester. YES.
6. If you have course sequences, is success in the first course a good predictor of success in the subsequent course(s)? YES.
7. Does successful completion of College-level Math and/or English correlate positively with success in your courses? If not, explain why
you think this may be. YES.
Appendix E: Proposal for New Initiatives – 1. Business Advisory Board
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will
require the support of additional and/or outside funding. The information you provide will facilitate and focus the research and
development process for finding both internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
Community Partnerships: Engage the community to participate in campus programs and events.
Student Success: Identify and provide a variety of career paths.
Awareness and Access: Reach out to populations underrepresented in higher education.
What is your specific goal and measurable outcome?
Conduct an annual required Business Advisory Board Meeting and program dinner.
Review courses, certificates, and programs to ensure that they are up to date to meet current business needs.
Provide opportunities for the business community to participate in student mentorship activities.
What is your action plan to achieve your goal?
Activity (brief description)
Business Advisory Board Meeting
Target
Completio
n Date
Spring
2015
Required Budget (Split
out personnel, supplies,
other categories)
$700 Annual Dinner
Conduct Business Mentorship Drive
Fall 2015
$600 Mentor Training
Program
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
x Other, explain Stipend (1.0 CAH)
At the end of the project period, the proposed project will:
x Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
xNo
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
xNo
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
xNo
Yes, list potential funding sources:
Appendix E: Proposal for New Initiatives -2. DECA
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
Student Success: Support programs and initiatives that increase the success for all students in our diverse community.
Community Partnership: Increase experimental learning opportunities.
Awareness and Access: Reach out to populations underrepresented in higher education.
What is your specific goal and measurable outcome?
Expand DECA leadership activities for students on campus. Create additional programs to develop business skills, develop
relationships with mentors through the Business Advisory Board, network with the business community, and participate in local,
regional, and national conferences and competitions to expand student learning. Conduct campus wide nonprofit initiatives in
partnership with Habitat for Humanity East Bay and Hayward Promise Neighborhood..
What is your action plan to achieve your goal?
Target
Completio
n Date
Ongoing
Required Budget (Split
out personnel, supplies,
other categories)
Stipend (1.0 CAH):
$4000
Participate in local, regional and national conferences
and competitions.
Ongoing
Attendance at Collegiate
Leadership Academy and
National Conference:
$3000
Provide local conference for DECA High School students
and local college students
Fall 2014
College-sponsored
conference expenses
including materials,
supplies, food, awards,
marketing: $1000
Create campus wide imitative to help Habitat for
Humanity and Hayward Promise Neighborhood
Ongoing
Provide Programs and
Seminars for students
and faculty $2000
Activity (brief description)
Hold twice weekly meetings both on campus and in the
community to develop business opportunities and
initiatives
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
x Other, explain Stipend (1.0 CAH)
At the end of the project period, the proposed project will:
x Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
by/from):
(obtained
Will the proposed project require facility modifications, additional space, or program relocation?
xNo
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
xNo
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
xNo
Yes, list potential funding sources:
Appendix E: Proposal for New Initiatives - 3. Pathway
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
“House” or pathway focused on business/economics students. The development of houses centered on student academic interest
areas is one of the initiatives that has arisen out of PRBC to support students by providing more packaged academic and student services
that directly relate to their goal. Although Business has been a pioneer in some of this work with our participation in the FYE pilot,
Business Education Seminars each fall, transfer worksheets and program brochures, clubs and more, there is far more we can do to
support the educational and career achievements of our students.
Our planning group would include faculty from Business, Economics, Math, Computer Applications and English, plus counselor(s), the
Learning Connection coordinator and students representing Business/Economics from the SSCC, the Learning Connection (tutors and
LA's), the overall Business/Economics student population, and possibly students who have transferred to our major transfer schools or
found career success after completing an Associate's degree or a certificate.
What is your specific goal and measurable outcome?
Provide students interested in Business or Economics with a community of faculty, staff, and students who are all supporting the
achievement of transferring in Business or Economics or completing an associate's degree or certificate to get a job or promotion in the
Business world.
Outcomes:
- increase number of students earning associates degrees or certificates
- increase number of students that transfer
- increase engagement of students with the campus community
- increase the number of personal contacts with students – provided by faculty, staff, and peer mentors
- decrease time to completion by providing students with focused information/SEPs early in their time at Chabot
- provide students with opportunities to learn about a variety of careers in business and with opportunities for internships/work
experience
What is your action plan to achieve your goal?
Activity (brief description)
Investigate options to build community
Expansion of current FYE cohort model (including
more robust marketing)
Streamlined FYE model (2-3 first semester courses
only)
High-touch without cohorts
Dedicated business student “spaces”
Design new student support initiatives, to possibly include:
- Business-focused career fairs
Target
Required Budget (Split out personnel, supplies, other
Completion categories)
Date
12/2015
- 3 CAH reassigned time for house lead
- $1000 stipend for counseling lead
- $400 stipends for others involved in planning (~ 6
faculty/staff)
- $100 stipends for five student participants
-
Business/Economics transfer days
Business/Economics Gladiator Day and similar Spring
events
- Further development of transfer sheets and
AS/certificate SEP templates
- Communications/community-building efforts
- Embedded counseling in early Business courses
- Focused support for our evening and online students
Design and implement new student support initiatives for Fall
2016
5/2016
-
3 CAH reassigned time for house faculty lead
3 CAH reassigned time for counseling lead
$400 stipends for others involved in
implementation (~3 faculty/staff)
$100 stipends for ten student participants
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):HSI?
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain: Ideally, Business/Econ students would have some dedicated space for study groups, information kiosks, etc.
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain: Could involve collaboration with area high schools to help prepare and educate students about careers options
in business.
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
Appendix E: Proposal for New Initiatives - 4.Business Award Ceremony
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
Student Success: identify and provide a variety of career paths.
Awareness and Access: increase familiarity of Chabot and its programs throughout the community
What is your specific goal and measurable outcome?
Conduct an annual Business Student Awards and Outreach Ceremony. Expand to include Real Estate, Entrepreneurship, and CAS
programs. Increase the number of students working towards certificates and degrees offered by the Applied Tech and Business
Department. Increase students’ and community’s awareness of various educational paths and standards of excellence in Business.
What is your action plan to achieve your goal?
Activity (brief description)
Publicize and conduct the awards ceremony
Target
Completion
Date
Required Budget (Split
out personnel, supplies,
other categories)
May 2015
$250 certificates and
frames
$150 supplies
$1,000 food
How will you manage the personnel needs? N/A
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
X Require additional funding to continue and/or institutionalize the project (obtained by/from): General Fund
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
Yes, list potential funding sources:
Appendix E: Proposal for New Initiatives - 5. Business Seminars
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
Student Success: identify and provide a variety of career paths.
Awareness and Access: increase familiarity of Chabot and its programs throughout the community
What is your specific goal and measurable outcome?
Conduct an annual Business Student Awards and Outreach Ceremony. Expand to include Real Estate, Entrepreneurship, and CAS
programs. Increase the number of students working towards certificates and degrees offered by the Applied Tech and Business
Department. Increase students’ and community’s awareness of various educational paths and standards of excellence in Business.
What is your action plan to achieve your goal?
Activity (brief description)
Publicize and conduct the awards ceremony
Target
Completion
Date
Required Budget (Split
out personnel, supplies,
other categories)
May 2015
$250 certificates and
frames
$150 supplies
$1,000 food
How will you manage the personnel needs? N/A
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
X Require additional funding to continue and/or institutionalize the project (obtained by/from): General Fund
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
Yes, list potential funding sources:
Appendix E7: Proposal for New Initiatives –6.Coordinator
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
Student Success: improved coordination of the department-wide class offering through better PT faculty hiring, evaluation, and
training + more clear pathway to students’ goals by offering all classes required for the programs.
What is your specific goal and measurable outcome?
GOAL: To return the release time of 3 CAH for a department coordinator. Measurable outcome: (1) improved scheduling will lead to
better pathways for students and higher completion rates + (2) more effective coordination of PT faculty will lead to higher flexibility
in class assignment, timelier hiring and evaluation of PT faculty, the development of orientation for PT faculty.
What is your action plan to achieve your goal?
Activity (brief description)
Release time for a Business department coordinator
Target
Completion
Date
Required Budget (Split
out personnel, supplies,
other categories)
From Fall 2015 3 CAH
and on
How will you manage the personnel needs? One released class will not be a problem to staff with eth existing PT faculty.
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project (obtained by/from): General Fund
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
Appendix E: Proposal for New Initiatives - 7. Accounting Conference
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will
require the support of additional and/or outside funding. The information you provide will facilitate and focus the research and
development process for finding both internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
Student Success: Continuous improvement in accounting curriculum and professional growth of
accounting faculty in the accounting field.
What is your specific goal and measurable outcome?
Accounting instructors to attend accounting related seminars, conferences and continuing education opportunities. Attending
sessions including topics such as learning communities, financial accounting, managerial accounting, intermediate accounting, and
cost accounting, IFRS vs. GAAP, fraud, IRS, payroll, online teaching tips and engaging classroom activities will keep accounting
instructors current and add value to course. Increase awareness of upcoming accounting curriculum changes will assist in aligning
course contents with the upcoming changes in the accounting field.
What is your action plan to achieve your goal?
Activity (brief description)
Accounting conference
Target
Completion
Date
Academic year
Required Budget (Split
out personnel, supplies,
other categories)
$6000 Registration,
2015-16
Other accounting related items
Transportation, and
Meals
Academic year $1000
2015-16
How will you manage the personnel needs? N/A
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
X Require additional funding to continue and/or institutionalize the project
by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
Yes, list potential funding sources:
(obtained
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the
Strategic Plan goal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term)
for the most recent three years, student success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
1. Number of new faculty requested in this discipline: 1.5 (another half is in Entrepreneurship)
STAFFING REQUESTS (1000) FACULTY
Position
(1) Business Instructor
(2) Entrepreneurship/Business*
PLEASE LIST IN RANK ORDER
Faculty (1000)
Description Program/Unit
Full-time,
tenure
track
Business
Full-time,
tenure
Business /
track
Entrepreneurship
Division/Area
Applied Tech & Business
Applied Tech & Business
Rationale for your proposal. Please use the enrollment management data. Data that will strengthen your rationale include FTES
trends over the last 5 years, FT/PT faculty ratios, recent retirements in your division, total number of full time and part-time
faculty in the division, total number of students served by your division, FTEF in your division, CLO and PLO assessment results
and external accreditation demands.
Position 1, Business Instructor The Business department continues to offer some of the most popular transfer, degree, and
certificate programs at Chabot. It has become one of the most efficient disciplines on campus generating 556-659 WSCH/FTEF in the
period of the last academic year, Fall 2013-Summer 2014. Our innovative schedule, cutting edge programs, online and hybrid
offerings are all contributing to the widely-recognized success of the discipline.
Chabot's business courses play a unique role at our college. Any individual course may meet the needs of a transfer student, a nonbusiness student taking the course to fulfill a GE requirement, a business degree or certificate student, an unemployed person
needing to just beef up their skills, or make a career transition.
The discipline has 7 FT faculty members with 13.15-13.85 FTEF offered per term plus an extensive additional summer.
Due to its unique nature, Business department offers over 40 different courses, 19 programs (degrees and certificates), with only 7
full-time faculty to do all that work. This burden increases with the current emphasis on course-level and program-level SLOs.
The largest area of offering for the department is Accounting. Our students enjoy an array of existing courses in Accounting. In Fall
2014, the faculty started offering an additional lab for BUS-1A students, as well as new Auditing class. Currently, the department is
proposing two new additional accounting courses, BUS 6 Business Taxes and BUS 13 Advance Accounting. The department is also
creating two additional certificates of completion, “CPA Exam Preparation: Financial Accounting and Auditing” and “CPA Exam
Preparation: Business Environment and Regulation.”
Currently, students can choose among earning a transfer AS-T degree, AS in Accounting degree, or two certificates in Accounting
Tech and Bookkeeping. Currently, 277i students claimed Accounting and Business as their transfer major goal. This makes us the 2nd
most popular transfer major on campus after Psychology. Additionally, 361 students claimed AS in Accounting as their goal, which is
by far the most popular AS at Chabot. Moreover, 46 students worked toward the certificate in Accounting Tech and 60 students –
toward the Bookkeeping certificate. You can also see the trend of the increasing number of these certificates being awarded at
http://www.chabotcollege.edu/BUS/News.asp. Note that 115 students graduated with two-year degrees offered by our
department (representing 14 percent of all AA/AS degrees awarded at Chabot). We also had 126 students earning our certificates.
Additionally, there is an array of students taking accounting and business classes to fulfill requirements for a CPA licensure. These
requirements increased effective January 1, 2014. Our creation of new, advanced-level courses in Accounting, reflects this change.
There is, however, no coordination of potential CPA candidates. Chabot has a potential of creating two separate certificates aiding
students in preparation for CPA exams. Our students need a mentor guiding them in this process, creating strong working
relationships with local CPA firms, enrolled agents, participating in fairs, conferences, etc. These certificates will attract a great
quality and quantity of students, increase the earning power of the members of our community, and create an excellent marketing
tool to further promote the college.
Currently, no full-time faculty has a CPA license. Most of upper level and specialized accounting courses: Intermediate, Income Tax,
QuickBooks, Excel Spreadsheets for Accounting, Non-profit and Government, Auditing, and future Business Tax and Advance
Accounting classes are taught by adjunct faculty as present faculty do not have needed experience and background to teach these
classes. As a result, most of these classes are offered online only, which creates a problem for some of our students. Our advisory
board specifically stated the need to develop more upper level accounting courses in Taxation, Auditing, nonprofit Accounting, etc.
These classes have to be taught by a CPA.
The new faculty will be involved in marketing and recruitment efforts for the program, creating new classes to keep the program
relevant to employer needs, forming working relationships with accounting professionals, and increasing the visibility of the
program on campus and in the community.
Position 2, Business/Entrepreneurship Instructor see the position’s description in the Program Review for Entrepreneurship.
2. Statements about the alignment with the strategic plan and your student learning goals are required. Indicate here any
information from advisory committees or outside accreditation reviews that is pertinent to the proposal.
Please see above. This position is required to enable both student completion and ultimate student success as measured by finding
a job and excelling in that job.
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent)
classified professional positions (new, augmented and replacement positions). Remember, student assistants are not to replace
Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the
Strategic Plan goal, safety, mandates, and accreditation issues. Please cite any evidence or data to support your request. If this
position is categorically funded, include and designate the funding source of new categorically-funded position where continuation is
contingent upon available funding.
1. Number of positions requested: NONE
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
None
Classified Professional Staff (2000)
Description
Program/Unit
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Position
Description
PLEASE LIST IN RANK ORDER
Division/Area
PLEASE LIST IN RANK ORDER
Student Assistants (2000)
Program/Unit
Division/Area
None
2. Rationale for your proposal.
N/A
3. Statements about the alignment with the strategic plan and program review are required. Indicate here any information from
advisory committees or outside accreditation reviews that is pertinent to the proposal.
N/A
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide
Deans and CEMC in the allocation of FTEF to disciplines. For more information, see Article 29
(CEMC) of the Faculty Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
Data includes Fall, Spring and Summer Totals. FTEF requests are for the full academic year.
COURSE
BUS 6
BUS 13
42, 43, 44
BUS 50s
TOTAL
CURRENT ADDITIONAL CURRENT ADDITIONAL
FTEF
FTEF
SECTIONS SECTIONS
(2014NEEDED
NEEDED
15)
0
0
0
0.7
.4
.27
.6
0.42
2.62
0
0
0
10
2
1
3
6
7
CURRENT
STUDENT
# SERVED
ADDITIONAL
STUDENT #
SERVED
0
0
0
380
80+
40
130+
220
470+
Business is requesting an additional 2.6 FTEF for 2014-15; breakdown as follow:
(A) 0.6 FTEF to offer two brand new Accounting Courses (Bus 6 Business Taxes once every
semester with 3 CAH and BUS 13 Advanced Accounting once a year with 4 CAH)
(B) 1.02 FTEF to offer courses that were cut and were not offered due to budget reduction
during the last 3 years (Bus 42, Bus 43, Many of the Bus 50s, Bus 88)
Detailed explanation for each request as follow:
(A) Two new Courses(Bus 6 and Bus 13)
Bus 6 and BUS 13 are the missing blocks in our accounting offering. They will target two main
groups of students: (1) AS in Accounting majors and (2) students getting education credit to sit
for a CPA exam. For our Accounting majors, the courses will be added as electives. Additionally,
the creation and offering of the courses will allow us to offer two new certificates, paths for the
CPA candidates. The first one will focus on the first two CPA exams, Certificate of Completion
“CPA Exam Preparation: Financial Accounting and Auditing.” BUS 13 Advanced Accounting will
become part of this program. The second certificate will focus on the other two exams,
Certificate of Completion “CPA Exam Preparation: Business Environment and Regulation.” BUS
153
6 is required for the second program.
(D ) Revive courses that were dropped due to budget crisis over the past few years.
Buses 42 (Green Business Practices), 43/ 44 (Personal Investing and Finance), and many of the
50 series courses (offering training in successful job search and supervisory skills) are very
popular with our students. We were not able to offer them due to the constraint of the funding
in the past. We really would like to bring them back and once again offer them to our students.
154
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab
assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the
Strategic Plan goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and
designate the funding source of new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: 12 LA's/tutors, plus students to help in building the Business "house"
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. 6 Learning Assistants
Peer tutors work with students in courses
2. 8 Peer Tutors in Learning Connections
Peer tutors work with students in PATH center
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning
outcomes and alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning
support positions.
The Business department uses tutors and learning assistants primarily in accounting courses every term. There are 5 to 8 peer tutors
working in the Learning Connections each semester for Business 1A, Business 1B, Business 7, Business 8, and Business 92. Learning
Assistants are currently b, 2, 4, 7, 8, 10, 12, 14, 16, 92, and 93. We have 4 Learning Assistants working in Fall 2014 in BUS-7 (two
sections) and BUS-1B. We are proposing two additional learning assistants for BUS-22 (online section) and for the First Year
Experience cohort.
The survey on Student Engagement indicated that students who enrolled in courses with Learning Assistants performed consistently
better (about 20% above) than those in courses without Learning Assistants in every area of the survey. Since Accounting faculty
want to improve the success rate and retention rate of the Accounting courses, especially Business 1A and Business 1B, this
improvement data is very promising. We request the continued funding of tutors and learning assistants for the Business
department. Specifically, we request 8 tutors per semester who will each work in the Learning Connections 8-10 hours per week
tutoring for a variety of accounting courses. We also request to continue to employ Learning Assistants in various Business 7, 1A, and
1B courses.
155
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order.
Do NOT include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any
requested funds beyond those you received this year. Please also look for opportunities to reduce spending, as funds are very limited.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of
local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be nice to have and would bring additional benefit to the
program.
2014-15
needed totals in all areas Request
Requeste
Description
d
Receive
d
Amount
Vendor
Division/Uni
t
Award Ceremony
400
400
MISC
Business
400
2015-16
Request
156
Priority
#1
x
Priority
#2
Priority
#3
Business Seminars
400
400
400
MISC
Business
Other Accounting Items
1000
`
1000
MISC
Business
x
X
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet mandated
requirements of local,
State or federal regulations or those regulations of an accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be nice to have and would bring
additional benefit to the program.
augmentations only
Description
Business Advisory Board Meeting
DECA Conference
Business Award Ceremony
Amount
700
1000
1000
Vendor
Fresh Choice
Fresh Choice
Fresh Choice
Division/Unit
Business
Business
Business
157
Priority #1
X
X
X
Priority
#2
Priority #3
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee,Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of
funds.
Instructions: Please list specific conferences/training programs, including specific information on the name of the conference and
location. Note that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of
need that could perhaps be fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student
learning goals and/or connection to the Strategic Plan goal.
Description
Accounting Conference
DECA Collegiate Leadership
and National Competition
Amount
$6000
Vendor
Various
Associations
3000 Collegiate DECA
Priority Priority Priority
Division/Dept
#1
#2
#3
Business
X
Business
X
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Notes
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.
Instructions: Please fill in the following as needed to justify your requests .If you're requesting classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current
standards. If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your
request.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and an
amount. Please note: Equipment requests are for equipment whose unit cost exceeds
$200. Items which are less expensive should be requested as supplies. Software licenses
should also be requested as supplies.
For bulk items, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may
be in peril) or to meet mandated requirements of local,
State or federal regulations or those regulations of an accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be
nice to have and would bring additional benefit to the program.
Description
88 laptops for Financial
Amount Vendor Division/Unit
TBD
Applied
Priority
#1
X
159
Priority
#2
Priority
#3
Accounting Labs
Tech/Business
Enough rolling cages/charger
stations to house the laptops
X
Elmos for the classrooms
X
Business department had changed curriculum to add a one hour laboratory to Business 1A (Financial Accounting) course effective
Fall 2014. We offer 8 to 10 sections of Financial Accounting in each fall and spring semesters; and 2 to 3 sections in the summer
term (for a total of 18 to 23 sections per academic year). Currently there are no lab classrooms for accounting classes in B1600.
We would like to have laptops and rolling cages to be use during lab hour in the existing lecture classrooms. With 44 capacities in
each class and based on 2 sections to be taught at the same time, we request to have a minimum of 88 laptops and enough rolling
cages to house the laptops.
160
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the
task of re-prioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in
budgets to be used to meet capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some
funds for a year or two to be used as match if and when the State again funds capital projects, and to fund smaller projects that will
directly assist our strategic goal. The FC has determined that although some of the college's greatest needs involving new facilities
cannot be met with this limited amount of funding, there are many smaller pressing needs that could be addressed. The kinds of
projects that can be legally funded with bond dollars include the "repairing, constructing, acquiring, and equipping of classrooms,
labs, sites and facilities." Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests.If requesting more than one facilities project, please rank
order your requests.
Brief Title of Request (Project Name): Remodel of Building 1600
Building/Location: 1600
Description of the facility project. Please be as specific as possible.
The upper floor of Building 1600 was designed to house Applied Tech labs. It now is used almost entirely for Business
classes. The classrooms need serious remodeling to better utilize the space, to provide current technology, and to
provide functional furniture. These are very large classrooms, and could be used for large lecture classes if properly
configured. We would also like classrooms that can be used both for “lecture” and for computer labs to
accommodate our accounting classes which have lab components, which is possible with new furniture that has builtin laptops that can be raised or lowered. Or using mobile laptop cages with laptops that can be share between two
classrooms.
What educational programs or institutional purposes does this equipment support?
This request supports our Business students -- almost 2000 of them. This is the #2 transfer major and the #2
AS/certificate major.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
Business students need exposure to the latest presentation and communications technology, as they will use this in their
future careers. They need to learn teamwork by working in small groups, which is challenging with our current
antiquated furniture. It would also be helpful to offer study spaces and small group collaboration spaces to enhance
student learning.
161
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