Cabrillo College
INSTRUCTIONAL
PLANNING
Business Department
Mo Hassan – Program Chair
David Ambrosini
12
INSTRUCTIONAL PLANNING
Business Program - 2012-2017
BACKGROUND
PROGRAM DESCRIPTION:
Business Program
The Business program is designed to provide students with the theoretical and practical knowledge to
prepare them for transfer to four-year institutions. The objective is to teach the fundamental principles
underlying organizations, to emphasize education which will improve students' thought processes, to
provide familiarity with the basic analytical tools of business and to develop in the student the ability to
use the techniques involved in analyzing and evaluating business problems and finding reasonable
solutions.
The Business program has been actively responsive to market and industry changes. Due to the
globalization of business operations, employers need employees with an international perspective.
Universities have seen an increase in the popularity of International Business degrees. Hence, the
Business program has developed an International Business and Marketing and Law curriculum. In
addition, the Business program responded to the virtual Internet business model by offering an ecommerce course and plans on adding other courses and a possible certificate in the e-commerce area.
Recently the Business program earned a grant from the Community College’s Chancellor’s office to
promote and develop an Entrepreneurship certificate. This certificate has been developed and is now
being offered.
The Business program consists of three full time faculty members, one of whom is currently serving as
department chairperson as well as teaching a full load of classes. Another full time faculty is currently on
loan to CEED and currently teaching only part time in the department. In addition, the program relies on
two to three adjunct faculty members to meet the staffing needs.
The program offers AA-T., and AS-T degrees, as well as two Certificates: General Business Certificate of
Achievement and a Skills Certificate in Business and Entrepreneurship. Students wanting more
immediate job skills or re-training can following the AS-T degree track and certificates and students
interested in transferring to a university and pursuing a four year degree in Business--or a related field,
such as Finance, Accounting or Management--may follow the AA-T track.
We have a challenge in attempting to satisfy the interests of the community as well as the transfer
requirements of the universities. Due to recent shifts in enrollment, the Business program has seen an
increase in transfer students. Thus, the program faculty members have been responding to these students’
needs by offering additional transferable courses and changing current qualifying courses to “transfer”
status.
Seven years ago, the Business department was one of the pioneering departments in the college to
develop and offer online courses. Today, the department offers a wide selection of online and hybrid
courses and currently enables students to earn their degree “online”.
1
The CSU transferable courses consist of the following (A.S.T.):
Bus 5
Business Information Systems
Bus 9
Business Statistics
Bus 18
Business Law
Bus 20
Introduction to Business
Bus 60
International Business
Bus 67
Human Relations & Supervisions
Bus 75
Business, Society and Government
Bus 50
Advertising for Small Business
Bus 84
Marketing Principles
Bus 70
International Marketing
Bus 88
Starting & Operating Small Bus
Bus 89 Starting & Operating e-commerce Bus
4.0 units
3.0 units
4.0 units
3.0 units
3.0 units
3.0 units
3.0 units
3.0 units
3.0 units
3.0 units
3.0 units
3.0 units
Although universities are not consistent in their lower division requirements, the above courses are
generally required for transfer students. A business major will take these and other lower division
requirements and then choose a concentration of study when they transfer. Concentration options include
Management, Accounting, Finance, International Business or Marketing, Human Resource Management
or Computer Information Systems.
The primary emphasis in our course development has been to be consistent with what CSU and U.C.
schools require in their courses. Given that they have differences in course content, this has not always
been an easy task. Since, historically, many of our transfer students have transferred to San Jose State
University, and UC-Santa Cruz. The U.C. system, including UCSC, may give an option under a program
such as Economics (Social Sciences) with a Business emphasis rather than having a “School of
Business.” It is these programs we attempt to follow.
Along with the transfer courses identified above the A.S. vocational program (CTE) consists of the
following courses:
Bus 67
Human Relations & Supervisions
Bus 88
Starting & Operating Small Bus
Bus 89
Starting & Operating e-commerce Bus
Bus 50
Advertising for Small Business
Bus 82
Marketing Principles
Bus 155
Business Mathematics
Bus 163
Global Business Management
Bus 190A-Z Special Topics in Business
3.0 units
3.0 units
3.0 units
3.0 units
3.0 units
3.0 units
3.0 units
½ to 5 units
The specific CORE requirements for the A.S. degree are as follows:
Acct 1A
Bus 5
Bus 18
Bus 20
Bus 163
Bus 82
Fin 4
Financial Accounting
Business Information Systems
Business Law
Introduction to Business
Global Business Management
Marketing Principles
Money Management
4.0 units
4.0 units
3.0 units
3.0 units
3.0 units
3.0 units
3.0 units
2
Student Surveys
The Planning and Research Office conducted a survey of Business students and issued the results
in fall 2011. The survey was based on a total of 56 students. (See appendix 1 for more detail) The
highlights of the survey are:
Students were highly satisfied 87% - 95%):




that class outline/syllabus reflected what was taught;
workload assigned in classes was appropriate;
classroom facilities, computer labs and instructional equipment;
and would recommend classes in the department to other students.
Two thirds are planning a business career and 56% declared themselves Business majors.
In conclusion our Department is providing strong instructors and appropriate classroom facilities.
The following are samples of written responses to the questions posed in the survey.
A – What do you consider the major strengths of this program?
 Qualified instructors and well organized; Instructors are great and extremely supportive.
 Instructors are available and helpfulness.
 Cabrillo has a learning environment that is conclusive to a learning lifestyle.
B- What are your suggestions for improving the program?
 more summer classes and night classes
 More affordable books.
 Focusing on fewer concepts and reinforcing them before moving on to new subjects.
 More equipment and technology to advance classes into the more modern era we live in.
In conclusion, we will emphasize textbook options such as renting the textbook, assigning soft cover
versions, and using the same text consistently so used copies become available. We will discuss SLO’s
course-by-course and explore reinforcing and overlapping concepts to create useful repetition and
building skills. We will seek department resources and continue to write grants to keep classroom
equipment and software up to date with the rapidly changing technology for business tools.
3
RELATIONSHIPS
COMMUNITY:
Santa Cruz County’s economy is characterized by small, locally owned and operated businesses with few
large corporations. The majority of the firms have fewer than 50 employees. Of the businesses that submit
quarterly payroll tax returns, almost 75% employ less than 20 people. According to the Occupational
Employment Projections for Santa Cruz County, the following changes are expected to occur during the
period (Source: Economic Modeling Specialists International | www.economicmodeling.com).
Labor Market Need for the Business Program (Positions with Growth Prospects)
Occupation
Annual Average
Annual Average
Change
Employment 2011
Employment 2018
(2011-18)
Marketing Manger
210
246
36
Sales Manager
368
412
44
Executive Assistant
1518
1608
90
Operation Manager
1543
1677
134
Occupation
Marketing Manager
Sales Manager
Executive Assistant
Operations Manger
Hourly Pay
10th Percentile
$24.63
$22.00
$15.65
$26.12
Hourly Pay
Median
$44.67
$39.87
$20.79
$43.77
Hourly Pay
90th Percentile
$81.94
$76.55
$29.12
$87.81
Percent Growth
17.4
12.1
5.9
8.7
Educational
Degree-AS+BA/BS
55%
55%
27%
42%
(The Educational Degree category in the above table refers to a National figure indicating the number of
people holding these degrees in the stated position, i.e. 55% of Marketing Mangers have at least an AS
degree or BA/BS degree).
The State projections for Business/Occupational related positions show a double digit increase in two of
the categories that were included. This indicates that in the near term the California economy will need
more people with Business skills, skills provided by this program. If current market trends hold, then we
should be expecting continuous growth in students pursuing Business training, Business degrees or
pursuing related fields such as Accounting or Real Estate. Overall, the labor market or employability
prospects for Business majors seem to be very healthy at the local as well as the state level. In addition
the data for Monterey County Occupations with greatest growth reveals excellent prospects for First Line
Supervisors/Managers, Sales Reps, and Administrative Assistants.
The Business program is connected to the community via an Advisory Committee that meets annually
during the spring semester. The advisory committee is beneficial and has been helpful in providing
suggestions and advice on curriculum and the labor market. The committee consists of various members
of the business, financial and small business community. However, attendance has been lacking in recent
years. When asked, members that agreed to serve on the Board anecdotally indicate they are too busy
after all. It is the objective of this program and its faculty to improve membership commitment and
attendance/participation.
Some ideas include:
 Scheduling a lunch or evening meeting rather than the current early evening
 Invite Entrepreneurs from the Chambers of Commerce
 Look at Regional participation (outside our county) or other college or local programs
 Look for alumni participation
 Coordinate with the SBDC (Small Business development Center)
4
CAMPUS PROGRAMS:
The Business program offers several courses such as Business Law, Business Information Systems and
Introduction to Business that are either required or electives of a two or four year degree in Accounting.
In addition, various Business courses are also required by those preparing for the California Real Estate
sales agent or brokers exams. These courses include, but are not limited to, Business Law, Marketing, and
Management. Business classes are usually a mix of students pursuing degrees in related fields as well as
students interested in expanding their knowledge of a specific area of Business such as Marketing or
Small Business Operations. Digital Media and Culinary Arts accept our Entrepreneurial courses (Bus 88
and Bus 89) as electives.
Recently, students have officially started a Business and Tutoring Club with a faculty sponsor. They offer
two day a week tutoring sessions on a drop-in basis for business and Accounting students. they also offer
Class Notes, encouragement and guidance and referrals to our Tutoring Center and other services.
Comparison to College Statistics
STUDENT SUCCESS:
Department Majors - The following chart illustrates that the percent of students declaring
Business as their major has increased steadily over the past five years from 7.17% to 7.84%.
Department Majors As % of College
8.00%
7.82%
7.80%
7.20%
7.32%
7.39%
2
3
7.84%
7.86%
7.48%
7.60%
7.40%
7.87%
7.74%
7.46%
7.17%
7.00%
6.80%
1
4
5
6
7
8
9
10
This trend reflects the downturn in our economy. Students anecdotally report their interest in
retraining, improving skills, majoring in business and starting their own businesses as goals in
response to the economy’s downturn and the job market challenges.
Business Majors
1000.00
0.00
540
582
623
670
693
649
687
664
692
739
Fa 06
Sp 07
Fa 07
Sp 08
Fa 08
Sp 09
Fa 09
Sp 10
Fa 10
Sp 11
5
In raw numbers, as noted in the second chart above, this increase of 540 to 739 is a significant
thirty-seven percent increase.
This is particularly notable when we factor in the number of classes that students take for
occupational skills and for entrepreneurship skills with the degree seekers AND note the increase
in overall enrollment as noted in the chart below.
Business Student Enrollments
1,000
800
600
400
200
0
583
607
770
631
Fa 06 Sp 07 Fa 07
665
719
792
751
726
726
Sp 08 Fa 08 Sp 09 Fa 09 Sp 10 Fa 10 Sp 11
The two charts above show that historically, beginning with Fall ’06, the number of declared
majors and enrolled students are very close in numbers. In Fall ’09 we see the enrollments rising
much higher than the declared majors. This follows the rise in unemployment and students
needing retraining in specific job skills.
Course Completion Success - The following chart and table illustrate the percent of students in
business courses receiving an A, B, C, or Credit compared with the Cabrillo College averages.
The success rate has been improved during the past five years from an average of 56.2to 62.2%.
80.0%
70.0%
60.0%
56.2%
54.7%
59.4%
56.3%
59.0%
62.9%
61.1%
59.7%
59.1%
62.2%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Fa 06
Sp 07
Fa 07
Sp 08
Fa 08
Sp 09
Fa 09
Sp 10
Fa 10
Sp 11
Business
56.2%
54.7%
59.4%
56.3%
59.0%
62.9%
61.1%
59.7%
59.1%
62.2%
College
66.7%
66.6%
67.3%
67.8%
68.5%
68.9%
69.7%
70.6%
71.0%
71.9%
6
The department’s faculty has focused on improving the success rate of its students by
introducing new pedagogical and support methods as well as offering the courses in various
formats; online and hybrid classes have been introduced in the past several years. The focus on
SLOs has resulted in students being asked to write more, analyze and draw conclusions and have
weekly homework and class projects as well as visit faculty during office hours for assistance.
The department faculty has also broadened the course requirements by including group work and
in-class assignments to encourage cooperative learning and understanding of the material.
We will seek and obtain information regarding success rates for online, hybrid and regular
classes separately in the future. We may be able to get this from the TLC (Teaching & Learning
Center), the Planning and Research Office or other class sources.
STUDENT RETENTION & Course Completion:
According to Cabrillo College’s fact book, the program’s retention rate has improved steadily
over the past five years from about 74% to 89% with a clear upward trend line. The Business
program shows a 13.7% increase over the past five years compared to the college rate of 7%
increase for the same time period.
100.0%
90.0%
80.0%
74.7%
72.2%
75.2%
80.5%
85.7%
87.8%
86.4%
83.6%
84.9%
84.9%
Business
70.0%
60.0%
50.0%
College
40.0%
30.0%
Linear
(Business)
20.0%
10.0%
0.0%
Fa 06
Sp 07
Fa 07
Sp 08
Fa 08
Sp 09
Fa 09
Sp 10
Fa 10
Sp 11
Based upon discussions with students in our classes and supported by verbal reports from
counselors, the department’s increased retention rates can be attributed in part to the fact that
many students taking occupational courses do not apply for a degree or certificate rather, they
take classes to learn a new skill, increase their employment opportunities and advance their
careers. The department has also increased the percent of declared majors. Additionally, we are
seeing the results of improved instructional methodology, curriculum revision, focus on learner
outcomes and course formats that suit student needs and improve the quality of instruction.
We are also finding that more degrees are being completed in recent years.
7
Degrees
Fa06/SP07 Fa07/Sp08 Fa08/SP09 Fa09/Sp10 Fa10/Sp11
33
50
32
71
55
Count
Certificates of Achievement
Fa06/SP07 Fa07/Sp08 Fa08/SP09 Fa09/Sp10 Fa10/Sp11
1
1
2
1
Count
4
1
5.5
1
Note that we issue very few Certificates. Last year the department wrote and received a grant to
develop a Skills Certificate in Entrepreneurship. It has passed through the Curriculum
Committee approval process. We feel this shorter track will restore an interest in completing an
occupational certificate and improve our issuing rate.
STUDENT LEARNER OUTCOMES AND OCCUPATIONAL PROGRAM ASSESSMENT:
The Business program is grounded in outcomes based learning, so as to help students learn about
business concepts, social responsibility, and global business practices, we prepare them for a mix
of business professional activities/fields; including management and marketing. Effective and
high quality teaching and learning is the top priority of the Business program.
During the last six years of the Instructional Planning cycle, course SLOs were evaluated in
meetings of full-time and adjunct faculty. We evaluated the outcomes in Bus 18 – Business Law,
Bus 88 – Starting & Operating a New Small Business, Bus 89 – Starting & Operating an
eCommerce Business and created a Business Program Assessment Plan. Highlights are below
and the complete assessments are in the appendices.
Bus 18 SLOs assessed.
1. Critically assess the issues behind law/regulation formation and
enforcement and compare administrative agencies regulating powers
versus personal or self-regulation.
2. Analyze contract requirements.
3. Critically assess the US criminal and civil law systems.
We discovered an increasing importance for case study based assessments, in class group work
and assignments, and for emphasis on reviewing for exams. The success rate of the case studies
and rubric-assessed projects has been high. To improve the overall success rate, the department
implemented a peer based pilot program in Bus 18 courses, so as to create a more comprehensive
measure learning result.
Bus 88 SLOs assessed.
1. Assess strengths, resources, and weaknesses as a business
8
owner/operator; compare options of starting from scratch, buying
an existing business or investing in a franchise system and
determine the feasibility of each.
2. Construct a simple business plan including capital needs,
demand projections and financial statements.
3. Articulate and justify decisions in planning areas such as
marketing plans, competition, location, legal form of business.
Our assessment conclusion (what we learned) was to integrate more in-class assignments and
group work to meet these outcomes.
See the Business Program Assessment Plan the assessment of course SLOs in Bus 5, 9, 20, 50,
67, 82, and 89 by using the "revolving wheel" and will undertake that assessment beginning next
semester (Fall 2013).
Certificate/degree SLOs were assessed. Certificate of Achievement in Business SLOs were
assessed. Those assessments lead the department faculty to believe that to enhance learning
outcomes, more real world examples and enhancing reviews for exams will be necessary to
improve students’ success.
Cabrillo College’s CORE 4 (communication, critical thinking and information competency,
global awareness, and personal responsibility and professional development)will be assessed
using the “revolving wheel” schedule established by the college for the department.
9
REVENUE:
The Business program provides high revenue to the college while being one of the most efficient
programs on campus (see EFFICIENCY below). The Business program generated a total of 223
FTES in 2010/2011, up from 173.1 in 2006/2007, an increase of 29% in FTES for the five year
program plan period. Note that in the chart, he trend line is consistently upward over the five
years.
160.00
140.00
120.00
FTEs
100.00
Fall
80.00
Spring
60.00
Linear (Fall)
40.00
20.00
0.00
06-07
07-08
08-09
09-10
10-11
FTES mirror the Weekly Student Contact Hours, from 2006/2007 to 2010/2011 shown on the
left. Enrollment Reports consistency illustrates that the courses offered by the program are fully
enrolled and operating at maximum capacity. The Load Factor below and full waiting lists also
attest to the program’s effectiveness.
(See EFFICIENCY below)
WSCH 06-07
07-08
08-09
09-10
10-11
Fall
3071.00 3553.40 4269.90 3698.40 3362.30
Spring 2276.90 3887.80 3337.60 3577.70 3543.70
Totals 5347.90 7441.20 7607.50 7276.10 6906.00
10
EFFICIENCY: Revenue, Expense & WSCH/FTEF (aka LOAD FACTOR):
The program is very efficient when you compare average revenue produced versus the average
cost of the program for the College:
Average Revenue
Average Expense
2.00%
1.35%
The chart below shows that this efficiency has been a constant for the College from Fall
2006 through Spring 2011.
4
Program Revenue as % of College
3.5
3
2.5
2
1.5
Program Expense as % of College
1
0.5
0
Fa
Sp
Fa
Sp
Fa
Sp
Fa
Sp
Fa
Sp
Fall2006 to Spring 2011
REVENUE: The Load Factor (WSCH/FTEF) tells an interesting story. The Business
Department has a significantly larger Load Factor of WSCH to Full Time Equivalent Faculty
than the does the College. The Business Department maintains a 50% higher Load than the
College norm, about 50% to 70% each semester.
WSCH/FTEF = LOAD
WSCH/FTEF
= LOAD
Fa 06
Sp 07
Fa 07
Sp 08
Fa 08
Sp 09
Fa 09
Sp 10
Fa 10
Sp 11
Business
853.10
568.00
886.60
925.70
1014.50
834.40
878.80
894.40
795.70
876.70
College
Difference
545.30
516.20
550.70
534.60
609.60
612.70
626.10
603.10
590.70
587.70
156%
110%
161%
173%
166%
136%
140%
148%
135%
149%
11
1200.00
1000.00
853.10
925.70
886.60
878.80
876.70
894.40
834.40
800.00
600.00
1014.50
795.70
Business
568.00
College
Linear (Business)
400.00
200.00
0.00
Fa 06 Sp 07 Fa 07 Sp 08 Fa 08 Sp 09 Fa 09 Sp 10 Fa 10 Sp 11
This is a positive in many ways but is also potentially a negative factor and negative trend.
Positive conclusions include
 The Program is very efficient and effective in producing revenue for the college
 Expenses are minimal with very few unique or special expenses such as software,
equipment or the need for lab staff or open lab impact.
 Declared majors and enrollments are strong.
 Classes fill with large wait lists
Concerns include:
 The quality of instruction: we will explore whether or not large class sizes provide
instructional delivery efficiency at the expense of effectiveness and individual attention
to students. If so, we will devise plans to address this issue
 The large wait lists and load factor demonstrate the need for additional sections
COST: The table below illustrates that the Business Program’s base expenditures increased
from $300,861 in 2006/2007 to $360,448 in 2010/2011.
Year
Program
Base
Expenditures
College Base
Expenditures
Percentage of
Expenditures
2010/11
2009/10
2008/09
2007/08
2006/07
$360,448.00
$349,758.00
$363,123.00
$361,005.00
$300,861.00
$26,778,795.00
$27,072,480.00
$28,658,802.00
$29,023,043.00
$26,934,725.00
1.35%
1.29%
1.27%
1.24%
1.12%
Load Factor
1672.40
1773.20
1848.90
1812.30
1421.10
Cost per
Load Factor
Program Exp
not from
College Base
$216.10
$199.48
$201.43
$206.36
$242.58
$959.00
$3,962.00
$9,308.00
$12,989.00
$43,875.00
12
When we graph the yearly Department change compared to the College change for yearly
expenditures, we see that the trend matches the College.
To illustrate the efficiency of the Business Program, it can be seen in the table at the left that the
trend is downward, reflecting that as our WSCH/FTES have increased the cost trend has been
downward.
Interpretation/Suggestions for Improvement:
The Business program has historically been highly cost efficient. When compared with other
college programs, this program is one of the most effective revenue generators with lowest cost
factors.
GOALS & RECOMMENDATIONS
PROGRAM CHANGES:
30.00%
25.00%
20.00%
15.00%
10.00%
Business
5.00%
College
0.00%
-5.00%
1
2
3
4
-10.00%
-15.00%
With recent budget cuts, the
program has had to reduce some of
its offerings even though
enrollment is excellent and
expanding. The 500 building and
classrooms have not been upgraded
or renovated along with the bond
projects that so improved our
campus in the 2000’s. The Program
has used S.I.E. money, Budget
augmentation money including
department grants, and some supply
money to upgrade some equipment
and furniture on a limited basis but
it is showing a lot of age and a lack
of maintenance.
Cost per Load Factor
$300.00
$250.00
$200.00
$150.00
$100.00
$50.00
Cost per Load
Factor
Linear (Cost per
Load Factor)
$0.00
13
Business Program Planning
Goals and Recommendations
Description:
Cost
1.
Upgrade the Business Classroom Laptops …New laptops to be
purchased to replace current laptops in the portable cart.
To be determined by
Campus IT/Department
($15,000-$20,000)
2.
Explore the development of additional courses in Entrepreneurship
and consult with other departments in regard to development of
specific field related courses such Culinary arts or Horticulture.
2-4 TUs depending on
extent of development.
($3,550 t0 $7,100)
3.
Develop a degree in Entrepreneurship
4.
Develop online curriculum for Marketing and Management courses.
None
5.
Apply for additional or continuation of the Faculty
Entrepreneur Champion grant
None
None/Possible Grant
funding.
Improve classroom retention and instructional effectiveness
(student feedback):

6.


Address textbook cost such as renting the textbook,
assigning soft cover versions, and using the same text
consistently so used copies become available.
Discuss SLO’s course-by-course and explore
reinforcing and overlapping concepts to create useful
repetition and building skills.
Seek department resources to keep classroom
equipment and software up to date with the rapidly
changing technology for business tools.
TBD
Thank you for your review and support.
Mo Hassan – Program Chair.
David Ambrosini.
14
Appendix 1 – Student Response from the Planning and Research Office
The Planning and Research Office conducted a survey of Business students and issued the results in
fall 2011. The survey was based on a total of 56 students.
The highlights of the survey are:
 87% indicated that they would recommend classes in the department to other students.
 66% indicated that they have career plans within the Business field.
 95% indicated their satisfaction with the class outline/syllabus which reflected what was
taught.
 85% indicated that the workload assigned in classes was appropriate.
 56% of respondents were Business majors.
 83% believed the facilities provided (classroom/lab) were satisfactory or excellent.
 87% believed the instructional equipment is satisfactory or excellent.
 72% indicated that assessments used in the department were sufficient.
The following are samples of written responses to the questions posed in the survey.
A – What do you consider the major strengths of this program?
 Qualified instructors and well organized.
 Instructors are great.
 Teachers are all very educated in their field and are for the most part extremely
supportive.
 Instructors’ availability and helpfulness.
 Great instructors. Communication through Blackboard. Classes aren’t too big.
 Real life situations within depth analysis.
 Cabrillo has a learning environment that is conclusive to a learning lifestyle.
 Class size and Instructors.
B- What are your suggestions for improving the program?





More class options and more summer classes.
More affordable books.
Teaching skills that are required in the field.
Focusing on fewer concepts and reinforcing them before moving on to new subjects.
More equipment and technology to advance classes into the more modern era we
live in.
 More classes, offered at different times of day, especially afternoons.
 More night classes will be helpful.
15
Appendix 2 –Occupational Program Assessment Plan - Certificate
Occupational Program Assessment Plan
Use the form below to describe your assessment plan and to analyze the results of it. Include this
form in your Instructional Plan and incorporate the results into the narrative of your instructional
plan.
Department
Program Outcomes
(List the student learning
outcomes of each degree and
certificate
your
program
offers. Attach another sheet if
necessary)
BUSINESS
Students completing the requirements for the Certificate
of Achievement will :
1) Analyze and apply the marketing mix, product,
price, promotion, and placement.
2) Assess the impacts of management functions and
decisions on business profitability and employees’
performance.
3) Apply legal, ethical and social responsible models
to business and managerial applications or cases.
4) Develop an understanding of financial statements
and financial ratio analysis.
16
Assessment of Program SLOs
Describe
the
Assessment
Process your program will use
to evaluate the outcomes.
Include the assessment tool
used and the rubric or criteria
used to evaluate success
Results of assessments will be gathered from
participating faculty. The following will be used to ass
SLOs: Exams, written reports and assignments, quizzes,
in class participation and group projects.
Criteria to evaluate and assess success will include the
following: Performance on exams and quizzes, quality of
participation, and performance in solving situational
cases and homework problems.
Rubric:
Excellent Performance
Student demonstrates understanding and analytical ability
in four or five out of five of the program outcomes.
Good Performance
Student demonstrates understanding and analytical ability
in three out of five of the program outcomes.
Fair Performance –Needs Improvement
Student demonstrates understanding and analytical ability
in two out of five of the program outcomes.
Unacceptable/Unsatisfactory PerformanceNeeds Great Improvement
Student demonstrates understanding and analytical ability in only
one or none of the program outcomes.
17
Assessment Evaluation
Describe the process the
department uses to evaluate
assessment results. Include:
What meetings will be held?
When?
Who will be involved?
Discussions and comparison of performance results.
Department Meetings and individual faculty/chair meetings.
Fall & Spring 2013/2014
Business Faulty
What will be discussed?
Implementation of SLOs impact, forming rubrics to assess success,
and updating curriculum.
How will you record the
results?
Documentation of meeting minutes.
18
Appendix 3 – Bus 18
Occupational Program Assessment Analysis
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
Business 18
Meeting Date
Number
of
Attendance
Fall 2013
in
3
Number of Faculty sharing
Assessment Results – if
applicable
1
SLO(s)
Measured
Faculty
Competency # 2 Critical Thinking and Information Competency
Analyze cases and draw conclusions using chapter materials,
concepts and information. Students conduct research related to
assigned cases. Cases will address legal and ethical issues.
Assessment Tool
The tool is an assigned mini team project in which the students
(Briefly describe assessment must conduct a legal analysis of an existing real life legal case.
tool)
The students will have to identify the Issue, Decision and
provide Reason/Support for their decision. They will do this
through use of the textbook. A one page report will be
submitted on each case.
Assessment Results
Students gained a greater understanding and interest in the
(Summarize the overall results issues and concepts of resolving legal disputes. Students gained
of your department)
skills in facilitating discussion, teamwork, research, analysis
and application of text material, presenting, and writing.
Next Step in the Classroom
to Improve Student Learning
X State goals or objectives of assignment/activity more
explicitly
19
o
o
Revise content of assignment/activities
(check all the items faculty felt
Revise the amount of writing/oral/visual/clinical or similar
would help them improve
work
student learning)
o Revise activities leading up to and/or supporting
assignment/activities
X Increase in-class discussions and activities
o Increase student collaboration and/or peer review
X Provide more frequent or fuller feedback on student
progress
X Increase guidance for students as they work on assignments
o Use methods of questions that encourage competency
o State criteria for grading more explicitly
X Increase interaction with students outside of class
X Ask a colleague to critique assignments/activities
o Collect more data
o Nothing; assessment indicates no improvement necessary
o Other (please describe)
Next Step in the Department
to Improve Student Learning
X Offer/encourage attendance at seminars, workshops or
discussion groups about teaching methods
o Consult teaching and learning experts about teaching
(check all that the department
methods
felt would help them improve X Encourage faculty to share activities that foster competency
student learning)
o Write collaborative grants to fund departmental projects to
improve teaching
o Prove articles/books on teaching about competency
X Visit classrooms to provide feedback (mentoring)
o Create bibliography of resource material
o Have binder available for rubrics and results
X Analyze course curriculum to determine that competency
skills are taught, so that the department can build a
progression of skills as students advance through courses
o Nothing; assessments indicate no improvements necessary
o Other (please describe)
Priorities to Improve Student Better access to technology/multimedia centers in classrooms
Learning
20
Encourage class participation and group work.
(List the top 3-6 things faculty
felt would most improve Provide multiple methods to deliver class material and lecture
student learning)
such as video, project based work, class discussion, and hybrid
format.
Encourage students to seek tutoring or utilize office hours.
Use assignments that encourage participation and teamwork.
Implementation
(List the departmental plans The department plans to implement these priorities during the
to implement these priorities) 2013-2014 school year.
Fall 2013 – Fall 2014
Better access to technology/multimedia centers in classroom
(Make
a
timeline
for Newer software (Fall 2013)
implementation of your top Use assignments that encourage participation and teamwork,
priorities
and are project based. (Spring 2014)
Timeline for Implementation
21
Appendix 4 – Bus 88
Occupational Program Assessment Analysis
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
Business 88
Meeting Date
Number
of
Attendance
4/16/2012
Faculty
in
3
Number of Faculty sharing
Assessment Results – if
applicable
3
SLO(s)
Measured
Competency Critical Thinking: Research and identify specific startup cost
needs for a “Local Small Business” including all permits and
licenses, equipment, supplies, contingency funds, inventory
handling and processing, location acquisition and upgrades;
then Analyze and sort them as required, necessary or
postpone-able. Arrange them into a presentable form via
spreadsheet, using an arrangement of subtotals and “Total
Startup” cash for a traditional business costs. Assess sources of
startup capital. On a third spreadsheet, research and analyze
Customer buying behavior and online purchase practices and
create projected, typical monthly incomes statements.
Assessment Tool
It is the 10th of 15 weekly Assignments, Worksheet 10,
(Briefly describe assessment requiring the student to perform research online and by
tool)
supplier catalog and other means, to gather usable
information, analyze it, draw conclusions, and develop a
financial business plan solution for a physical site (aka Bricks
& Mortar Solution) and present it in an Excel Spreadsheet
format.
Assessment Results
Students perform online research, Library research and read
(Summarize the overall results appropriate materials. They identify specific required items
of your department)
and their costs for the physical business components and
facilities for an assumed store, wholesale facility or
manufacturing location. They make startup decisions and form
business strategies that will fit their business goals and match
consumer behavior in their sales model. They present is as a
Business plan.
22
Next Step in the Classroom
to Improve Student Learning
o
o
o
State goals or objectives of assignment/activity more
Revise content of assignment/activities
Revise the amount of writing/oral/visual/clinical or similar
(check all the items faculty felt
work
would help them improve X Revise activities leading up to and/or supporting
student learning)
assignment/activities
X Increase in-class discussions and activities
o Increase student collaboration and/or peer review
o Provide more frequent or fuller feedback on student
progress
o Increase guidance for students as they work on assignments
o Use methods of questions that encourage competency
o State criteria for grading more explicitly
o Increase interaction with students outside of class
o Ask a colleague to critique assignments/activities
o Collect more data
o Nothing; assessment indicates no improvement necessary
o Other (please describe)
o Offer/encourage attendance at seminars, workshops or
discussion groups about teaching methods
o Consult teaching and learning experts about teaching
(check all that the department
methods
felt would help them improve X Encourage faculty to share activities that foster competency
student learning)
o Write collaborative grants to fund departmental projects to
improve teaching
o Prove articles/books on teaching about competency
o Visit classrooms to provide feedback (mentoring)
o Create bibliography of resource material
o Have binder available for rubrics and results
o Analyze course curriculum to determine that competency
skills are taught, so that the department can build a
progression of skills as students advance through courses
o Nothing; assessments indicate no improvements necessary
o Other (please describe)
Next Step in the Department
to Improve Student Learning
23
Priorities to Improve Student
Learning
(List the top 3-6 things faculty
felt would most improve
student learning)
1. Encourage students to use specific online sources such
as the Cal gold website, produced by the Secretary of
State’s Office to find information about business
practices.
2. Integrate the Worksheet assignment into the rough
draft of a business plan.
3. Have the students present their Business Plan in a
Blackboard Discussion format then in class finals Week.
Implementation
(List the departmental plans
to implement these priorities)
Timeline for Implementation
(Make
a
timeline
for
implementation of your top
priorities
1. Use the room 515 classroom laptops to perform in class
research and use Blackboard for discussion of ideas.
2. Rewrite the 15 worksheets as weekly assignments to
help students take “steps” that lead to the completion of
the Business Plan first draft.
3. Find and show examples of similar business plans
created by practicing professionals.
4. Use the Blackboard Learning system Discussion board
tool for student interaction and feedback.



Modify assignments during Fall semester of 2013
Implement in Blackboard during Flex week for Spring
2013
Use assignment revisions during the Spring 2013
semester.
24
Appendix 5 – Bus 89
Occupational Program Assessment Analysis
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
Business 89
Meeting Date
Number
of
Attendance
5/11/2011
Faculty
in
3
Number of Faculty sharing
Assessment Results – if
applicable
3
SLO(s)
Measured
Competency Critical Thinking: Research and identify specific startup cost
needs for an eCommerce site including all permits and licenses,
equipment, software and hardware, contingency funds,
hosting, inventory handling and processing; then Analyze and
sort them as required, necessary or postpone-able. Arrange
them into a presentable form via spreadsheet, using an
arrangement of subtotals and Total Startup cash for
eCommerce specific and traditional business costs. Assess
sources of startup capital. On a third spreadsheet, Research
and analyze Customer buying behavior and online purchase
practices and create a projected, typical monthly incomes
statement.
Assessment Tool
It is the 12th of 12 weekly Assignments, Worksheet 12,
(Briefly describe assessment requiring the student to perform research online and by other
tool)
means, to gather usable information, analyze it, draw
conclusions, and develop a financial business plan solution for
an eCommerce site (aka eCommerce Solution) and present it in
an Excel Spreadsheet format.
Assessment Results
Students perform online research, Library research and read
(Summarize the overall results appropriate materials. They identify specific required items
of your department)
and their costs for the Online component and the physical
business components and facilities for an eCommerce store.
They make startup decisions and form business strategies that
will fit their business goals and match consumer behavior in
purchasing online. They present is as an eCommerce Solution
25
(aka online Business plan).
Next Step in the Classroom
to Improve Student Learning
o
State goals or objectives of assignment/activity more
explicitly
o Revise content of assignment/activities
(check all the items faculty felt o Revise the amount of writing/oral/visual/clinical or similar
would help them improve
work
student learning)
X Revise activities leading up to and/or supporting
assignment/activities
X Increase in-class discussions and activities
o Increase student collaboration and/or peer review
o Provide more frequent or fuller feedback on student
progress
o Increase guidance for students as they work on assignments
o Use methods of questions that encourage competency
o State criteria for grading more explicitly
o Increase interaction with students outside of class
o Ask a colleague to critique assignments/activities
o Collect more data
o Nothing; assessment indicates no improvement necessary
o Other (please describe)
o Offer/encourage attendance at seminars, workshops or
discussion groups about teaching methods
o Consult teaching and learning experts about teaching
(check all that the department
methods
felt would help them improve X Encourage faculty to share activities that foster competency
student learning)
o Write collaborative grants to fund departmental projects to
improve teaching
o Prove articles/books on teaching about competency
o Visit classrooms to provide feedback (mentoring)
o Create bibliography of resource material
o Have binder available for rubrics and results
o Analyze course curriculum to determine that competency
skills are taught, so that the department can build a
progression of skills as students advance through courses
o Nothing; assessments indicate no improvements necessary
o Other (please describe)
Next Step in the Department
to Improve Student Learning
26
Priorities to Improve Student
Learning
(List the top 3-6 things faculty
felt would most improve
student learning)
4. Encourage students to use specific online sources such
as the Cal gold website, produced by the Secretary of
State’s Office to find information about business
practices.
5. Integrate the Worksheet assignment into the Shopsite
Website Project.
6. Have the students present their eCommerce Business
Solution plan when they present and show their
Shopsite website to the class for the Final Exam.
Implementation
(List the departmental plans
to implement these priorities)
Timeline for Implementation
(Make
a
timeline
for
implementation of your top
priorities
5. Use the room 515 classroom laptops to perform in class
research and discussion of ideas.
6. Rewrite the Shopsite Project and some of the weekly
assignments to help students take “steps” that lead to
the completion of the assignment.
7. Find and show examples of similar eCommerce Solution
business plans created by practicing professionals.
8. Use the Blackboard Learning system Discussion board
tool for student interaction and feedback.



Modify assignments during summer 2011
Implement in Blackboard during Flex week for Fall
2011
Use assignment revision during the fall 2011 semester.
27