Self-Study Title Page .............................................................................................................. 3
Listing of all business and business related programs ........................................................... 4
Overview and Organizational Profile for Accreditation .................................................... 5-20
STANDARD 1 – Leadership ............................................................................................. 21-26
STANDARD 2 – Strategic Planning .................................................................................. 26-44
STANDARD 3 – Student, Stakeholder, and Market Focus .............................................. 44-59
STANDARD 4 – Measurement, Analysis, and Knowledge Management ....................... 60-76
STANDARD 5 – Faculty and Staff Focus.......................................................................... 77-88
STANDARD 6 – Process Management .......................................................................... 88-108
SELF-STUDY SUMMARY ............................................................................................... 109-111
Table 1 – Student and Stakeholder-Focused Results ................................................. 112-115
Table 2 – Student Learning Results (Required for each accredited program) .......... 116-117
Table 3 – Organizational Performance Results ................................................ 118-120
Table 4 – Faculty Qualifications ...................................................................... 121-125
Table 5 – FTE and Faculty Composition ..................................................................... 126-128
Table 6 – Curriculum Summary Sheet (one per program) ................................ 129-141
Reaffirmation Letter ................................................................................................... 143-145
Organizational Charts.................................................................................................. 146-147
Professional Development & Scholarly Activities ....................................................... 148-150
2

NAME OF INSTITUTION: Skyline College
PRESIDENT’S NAME: Dr. Regina Stanback-Stroud
CHIEF ACADEMIC OFFICE: Mike Williamson
DEAN OF BUSINESS: Don Carlson
PRIMARY INSTITUTIONAL CONTACT DURING THE ACCREDITATION PROCESS:
Name:
Title:
Address:
Don Carlson
Dean of Business
3300 College Drive
City, State, Zip:
Phone:
San Bruno, CA 94066
650-738-4362
E-Mail Address: dcarlson@smccd.edu
DATE OF SUBMISSION OF THE SELF-STUDY: January 15, 2012
3

Listing of all business and business-related programs
Comment: These figures are for academic year 2010-2011. Fall semester 2010 and Spring 2011 semester.
Business or
Business
Related Programs
Accounting
Administrative Assistant (name changed to Office Management)
Business Administration
Business Information Systems (name changed to Business Management)
Computer Information Specialist
Entrepreneurship and Small Business
Management (In progress)
Fashion Merchandising
International Logistics
International Trade
Legal Administrative Assistant (currently
Lawyer’s Assistant)
Medical Transcriptionist
Multimedia Technologist
Office Assistant
Office Information Systems
Retail Management
Program in
Business
Unit
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
To be
Accredited by
ACBSP
Yes
Yes
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes
No
Yes
No
No
No
Number of
Degrees
Conferred During
Self-Study Year
17
5
24
0
4
0
3
0
1
0
0
0
3
0
0
COMMENTS: The Fashion Merchandising and Retail Management AS Degrees will not be accredited by ACBSP. They are not staffed by full-time faculty and only a few courses are offered each semester.
Because of the budget, there are no plans to hire full-time faculty for the programs. The Medical
Transcriptionist Program is staffed by adjunct faculty and the Business Division is in discussions with administration about the direction of the program. The program may be moved to the Science/
Mathematics/Technology Division.
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A.
Self-Study Preparers: The self-study was completed by the following faculty within the
Business Division at Skyline College. The following individuals were actively involved in the conduct and the preparation of the self-study.
Don Carlson, MBA
Alma Cervantes, M.A.
Dean of Business
Computer Applications & Office Technology
Coordinator, Computer Applications & Office
Technology Professor
Fatima Guadamuz-Cabral, MBA
Robert Johnstone, Ph.D.
Margery Meadows
Adjunct Business Professor
Director of Assessment
Former Dean of Business and Faculty
Member
Sita Motipara, M.A. Business/Computer Applications & Office
Technology Professor
Guillermo Ortiz, MBA Business Professor
Hui Pate, MBA and Ph.D.
Dietra Prater, M.S. Education
Christine Roumbanis, M.A. Business
Education
Business Professor
Adjunct Business Professor
Co-Champion ACBSP, Business Department
Coordinator, Business Computer Applications and Office Technology Professor
Research Analyst, Planning, Research and
Student Success
David Ulate, M.A. Education
(Administration and Supervision),
Ph.D. Education
Linda Whitten, MBA
B.
Mike Williamson, M.S.
Dennis Wolbers, M.A., M.L.S.
ACBSP Coordinator, Accounting Coordinator and Accounting Professor
Interim Vice-President of Instruction
Professor, Librarian
Self-Study Purpose: Skyline College will be the first community college in California to undergo the accreditation process from the Accreditation Council of Business Schools and Programs. The Dean of Business introduced the ACBSP Accreditation process and faculty from the business programs at Skyline College welcomed the need to review their degree programs with a new perspective to achieve performance excellence in business education for students. The process has brought discipline faculty, staff, and administration together to systematically evaluate the Business AS degree programs.
Through the process, faculty and staff in the various departments have increased communication and worked collaboratively to discuss ideas for improvement of the degree programs. Major revisions and additions to the degree programs have helped support the College’s ongoing efforts to academically strengthen programs. Faculty worked together to add required core courses to their business programs to better
5

prepare students for their careers. Through the ongoing process, faculty and staff have a clearer sense of the goals and mission of the Division, College and District. Going through an Association of Business School and Collegiate accreditation self -study has provided an opportunity for faculty and staff to take a thoughtful look at the programs, the College, and business programs at our sister schools in the District. It has provided an opportunity for reflection, involvement, collaboration, and promoted the need for major changes to our Business programs.
Skyline College Business Division is utilizing the current academic year as its self -study year. This is an atypical self-study and it is needed for us to demonstrate that we meet
ACBSP standards. The primary reasons we are using the 2011-12 academic year is the fact that major curriculum and outcomes assessment changes were made in this time period and need to be reflected in this report. Some data utilized is still reflected in the past year, but wherever we can get complete or use partial data for the current year, we have placed that in our self-study.
C.
D.
Self-Study Timeline:
October 2010-December
2010
Began initial discussions in departments about ACBSP and curriculum changes
Spring 2011 Joined ACBSP
February 2011-May 2011 ACBSP Business Department Planning Meetings with faculty. Worked on AS Degree Redesign to meet
ACBSP standards.
June 2011 Attended ACBSP National Conference
July 2011 Self-Study Writing Begins
September-January 2011 Curriculum changes submitted to Curriculum
Committee for approval.
January 2012
January 15, 2012
Self-Study Proofread
Self-Study Submitted to ACBSP
March 11-14, 2012 ACBSP Accreditation Team Visits Skyline College
Regional Accrediting Body: Skyline College is approved by the Office of the
Chancellor of the California Community Colleges and is fully accredited by the
Accrediting Commission for Community and Junior Colleges of the Western
Association of Schools and Colleges (WASC), the recognized local accrediting agency that is affiliated with the Federation of Regional Accrediting Commissions of Higher
Education. The College has been accredited since 1971. The WASC visiting team visited Skyline College from October 22-25, 2007. The College was reaffirmed accreditation, with a requirement that the college complete a Progress Report by
October 2009 on the specific recommendations made by the evaluation team. A
Midterm Report was submitted in 2010 addressing all the recommendations and concerns of the evaluation team. The next comprehensive evaluation of the College will occur during Fall 2013.
6

E.
Copies of the accreditation self-study, letter of reaffirmation, progress report and midterm report are located at: http://www.skylinecollege.edu/aboutskyline/accreditation.html
. A copy of the most recent letter of reaffirmation is included in the Appendix.
Profile of the Institution: Skyline College was founded in 1969 as one of three community colleges in the San Mateo County Community College District (SMCCCD). Located on the
San Francisco Peninsula in San Bruno, Skyline College is a public comprehensive degree and certificate granting institution. The geographic location of Skyline is unique. It is bordered by residential developments and the Golden Gate National Recreation Area. The City of San
Bruno is adjacent to the San Francisco International Airport. San Mateo County is situated between San Francisco County to the north, Santa Cruz to the south, and Santa Clara to the east. The northern portion of Santa Clara County and east side of the San Francisco
Peninsula are often referred to as the Silicon Valley, home to many of the world’s high technology companies including Adobe Systems, Apple Computer, Cisco Systems,
DreamWorks Animation, Google, eBay, Sun Microsystems, and Yahoo! The boundaries of
Silicon Valley are not easily fixed; it is more a regional state of mind than a geographical location. The result is that the intellectual capital in the Peninsula is considerable, lending itself to new products and innovations including the Bay Area’s emerging biotechnology industry.
The College’s enrollment continues to grow and has steadily increased faster than the other colleges in the District. The District enrolls more than 45,000 students each year and Skyline
College’s share of this enrollment is close to 40 percent while the College of San Mateo and
Cañada College constitute approximately 37 and 24 percent of the district’s total enrollment. Skyline College offers 42 AA/AS degree programs and 52 certificate programs.
Skyline College awarded 1,128 degrees and certificates in 2010-2011. Of these, 46 percent were associate degrees while the remaining were certificates. Students achieve employment and advancement in business and industry after earning certificates from
Skyline's 43 certificate programs. Our certificate programs include Automotive Technology,
Biotechnology, Cosmetology, many areas of Business, Early Childhood Education,
Respiratory Therapy, Surgical Technology, and Telecommunications & Network Information
Technology. New programs are developed as the College meets the needs of its community as it grows.
Reflecting the Bay Area’s increasing racial and ethnic diversity, Skyline College’s diversity on our campus creates an environment rich in culture and opportunity. The student composition in 2010-2011 consisted of 46% of students between the ages of 18-22, 24% between 23 and 28, 14% in the 29-39 age group, 7% between 40 and 49, 7% over 50, and 1 percent under 18. Interestingly 14% of students served were in the age group of 40 or more. This demonstrates that many students are either returning for training or acquiring new skills. Projections developed for the Education Master Plan in spring 2006 showed that the College will experience even more diversity in its service area in coming years.
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The College serves a diverse student population. There are 23% of students who are Asian,
21% White, 19% Hispanic, 17% Filipino. Only 4% of student served are African
Americans. There are more females than males served-- 53% females, 44% males and 2% are undeclared. The College employs 219 permanent employees, of whom 108 are faculty. In addition, we have 258 hourly faculty.
The departments create or enhance new degrees and certificates and programs based on workforce development needs. The Chancellor’s Office, California Community Colleges, awarded Industry Driven Regional Collaborative (IDRC) funding to Skyline College for the development and implementation of a surgical technology workforce development project.
This funding was awarded to Skyline College based on industry needs. Despite great pay, hospitals and surgery centers were struggling to ensure staffing for these positions. Industry partners requested that the community colleges create an additional accredited surgical technology program and strategically locate it to serve more students and employers.
The campus has undergone much needed facility upgrades and facility replacements since
2001. The support from the San Mateo County voters has been tremendous; we are the only community college district in California where voters have approved bonds for college upgrades. The first bond passed was a general obligation bond Measure C in the amount of
$207 million in 2001 providing funding for the first phase of construction projects. The passage of general obligation bond Measure A in the amount of $468 million in 2005, along with other funds, have helped with the second phase of the construction upgrades. In 2006, the formation of an Education and Facilities Master Planning Project (EFMPP) began with interactive meetings and forums with the consultant, architectural firm, administration, and faculty to involve all constituency groups at the College providing input for the new construction projects and upgrades. The projects completed with the bond money include modernization of Building 2, 3, 7, and 8. There have been classroom renovations in Building
1, roofing replacements, exterior painting, smart classrooms, athletics facilities upgrades, and new buildings 5 and 6. Major upgrades to the science and Business Division classrooms and facilities included installation of smart classrooms. New construction of the Student and
Community Center and Science Annex, Building 6 and 7A was completed Technology upgrades included Smart classrooms equipped with projectors and sound systems, wireless access throughout the campus and multiple computer labs.
The campus includes 11 buildings on the main campus, plus a facilities building, upgraded athletic facilities (comprised of a state-of-the-art baseball diamond, tennis courts and soccer field), and 13 parking lots for students and staff. These physical resources are sufficient to support the integrity and quality of the College’s programs and services. Current plans are underway to address future needs as well.
The San Mateo County voters also passed Measure G which has approved bonds to help with current state budget cuts. The support for these projects demonstrate SMCCCD and
Skyline College’s commitment to upgrading and replacing facilities that are aged and no longer support Skyline College programs and services adequately.
8

The three colleges of the San Mateo County Community College District are governed by a six-member Board of Trustees; five elected at large by County voters for four-year terms and one elected by students for a one-year term. Members include: Richard Holober,
President; Dave Mandelkern, Vice-President-Clerk; Helen Hausman, past president for four terms; Patricia Miljanich; Karen Schwarz; Barry Jointer, Student Trustee.
In 2007, the Vice President of Instruction, Dr. Regina Stanback-Stroud introduced the strategic plan vision for establishing a center to serve working families. In May 2009, through the San Francisco Foundation, the Bay Area Workforce Funding Collaborative awarded a grant to Skyline College to establish a One-Stop Center where students can access multiple services related to employment and career development, work supports, public benefits, financial literacy, and asset building. This 33 month project supported the planning and launch of the SparkPoint Center at Skyline.
The Business Division has strong ties with the Center for Workforce Development
(SparkPoint Center) at Skyline College. The CWD collaborated with Skyline College departments and programs including the CAOT Department, business and industry, community based organizations, and governmental agencies to connect individuals, agencies or organizations to effective career programs that provide college credit while preparing for upwardly mobile careers. They work with business to provide customized training and education solutions for both credit and non-credit on-site workforce preparation and development needs. Computer Applications & Office Technology
Department (CAOT) faculty participated in a state-wide grant funded project (Chancellor’s
Office Responsive Training Fund) providing 30 hours of training at Kaiser Permanente in
South San Francisco training their employees in Introductory Computers. In Summer 2011,
Skyline College partnered with San Mateo County Workforce Development to provide ARRA
(Stimulus) funded training for displaced workers in a Medical Billing and Coding certificate.
A total of 22 students completed the program and received a Medical Billing and Coding
Certificate. Also, CAOT faculty participated in training Coldwell Banker Real Estate employees in Excel computer training.
The Business Division is under the leadership of the Dean who reports directly to the Vice
President of Instruction. The Business Division Dean is responsible for the following departments: Accounting, Automotive Technology, Business, Computer Applications and
Office Technology, Cooperative Education, Cosmetology, Early Childhood Education, Family and Consumer Science, Fashion Merchandising, Interior Design, International Logistics,
International Trade, and Real Estate. There are three departments within the Business
Division that are undergoing ACBSP accreditation: Accounting, Business (with five AS Degree programs – Business Administration, Business Management, Entrepreneurship and Small
Business Management, International Logistics, and International Trade), and Business
Computer Systems and Management (with three programs – Lawyer’s Assistant,
Multimedia Technology, and Office Management).
9

The business faculty is comprised of 22 full-time and 68 part-time who are experts in their respective fields. All full-time faculty that teach in the business area in programs that are going through ACBSP accreditation hold degrees including Ph.D., MBA, MA, MBE, and MS.
Most of the adjunct faculty in the Division hold master degrees or are professionally qualified with bachelor’s degrees and bring real-world practical experience in their fields into the classroom.
F. Organizational Chart: A copy of Skyline College’s organizational chart can be found in the
Appendix and on the San Mateo County Community College website at: http://www.smccd.edu/accounts/smccd/departments/humanresources/internal/fac/fac_or gchart.shtml. The Business Division organizational chart can be found in the Appendix.
G. Legal Authorization: California played a pivotal role in the development of community colleges and districts in America. Legislation in California produced some of the earliest community colleges in the country. The district college soon became the model for most public community colleges in the nation and other states moved quickly to pass similar legislation. Social, political, and economic forces shaped public higher education in
California. Its major personalities include David Starr Jordan, Benjamin Ide Wheeler, Hiram
Johnson, Earl Warren, and Clark Kerr.
The first two-year colleges in California began with the recognition by local townspeople that many young high school graduates, unable to take up residence at an often distant college or university (usually for financial reasons), might benefit from college level studies.
The founders of these institutions tended to be modest about their aspirations. They wanted to make it clear that they were in no sense proposing to compete with four-year universities.
Generally, these colleges were established by an existing high school district as just one more service offered to the community by the democratic school system. It was not long, however, before the "post high school experience" grew into full-fledged junior colleges.
Ultimately these institutions became today's "comprehensive" California Community
Colleges.
Though some debate the origins of how the junior college came to California, evidence points to William Rainey Harper, President of the University of Chicago. Letters authored by
Harper around 1900 noted that he was working with three California Colleges on the junior college idea. However, it was David Starr Jordan, President of Stanford College, who became the most important figure in the junior college movement in California. Jordan's friendship and exchanges with Harper, as well as his tenacious pursuit of the separation from the university's lower division, made him one of the most important figures in
California's two-year college movement.
A California law adopted in 1907 (Upward Extension Law) allowed high schools to offer
"postgraduate" classes. Many historians have described this law as the beginning of the
10

California junior college system. The historical record, however, does not support this view.
Both extended high schools and two-year colleges appear to have existed before the 1907 law. There is some historical evidence that many California high schools were already offering post diploma courses before the law was passed. William Rainey Harper noted in
1900 that five California colleges were already preparing to convert to junior colleges. These institutions may have converted before 1907 (Witt, p. 53).
The first use of the Upward Extension Law in the state was Fresno High School around 1910.
With the assistance of universities Stanford and Berkeley, a principal and instructors were chosen for the first junior college in California. The school provided courses primarily to prepare persons for work in agriculture or industry. In 1913, Bakersfield, Fullerton, and Long
Beach founded junior colleges. Between 1915-1916, Azuza, Chaffey, Riverside, Sacramento, and Santa Ana followed suit. By the end of the decade, California had created the most extensive junior college system in the nation (Witt, p. 53).
Skyline College opened in 1969 and is one of the three community colleges in the San
Mateo County Community College District. The District also includes Cañada College in
Redwood City, and the College of San Mateo. SMCCCD has served the educational needs of hundreds of thousands of county residents since 1922 when the San Mateo Junior College first opened its doors.
H. Governing Board: The San Mateo County Community College District including Cañada
College, College of San Mateo and Skyline College is governed by a six-member Board of
Trustees, five elected at-large by County voters for four-year terms and one elected by students for a one-year term. The trustees themselves elect the board officers. The positions and members of the board are listed below in the table. All the current Board members have served as past-presidents of the Board. The Board generally holds public meetings at 6:00 p.m. on the second (Study Sessions) and fourth Wednesdays (Regular
Meetings) of each month at the District's headquarters, 3401 CSM Drive, San Mateo,
California. All sessions are open to the public. All agendas for the meetings are made public and posted several days in advance of the meeting and posted to the Internet at: http://www.smccd.edu/accounts/smccd/boardoftrustees/agenda.shtml
. Meeting minutes are posted to the Internet at: http://smccd.edu/accounts/smccd/boardoftrustees/minutes.shtml
.
The Board has policy responsibility for system planning, academic and Career and Technical programs, fiscal management, personnel, admissions requirements, tuition and fees, and rules and regulations. The trustees are responsible for hiring the college president, fiscal oversight and policy. For a complete description of the SMCCCD 2011-2012 Board Goals of trustees please refer to http://smccd.edu/accounts/smccd/boardoftrustees/goals.shtml.
In December 2009, the Board reaffirmed its commitment to the Core Values and Principles of the District in helping them to make decisions impacting budget reductions and related uncertainties for faculty, staff, and students of the San Mateo County Community College
11

District. The Core Values and Principles include a student-centered mission, support for innovation, employment philosophies, shared governance support, and as elected representatives of the people of San Mateo County they will make the final decision regarding budget reductions based upon what it believes is in the best interests of the
District as a whole. The Board believes that adherence to these core values and operating principles will continue to support the District and advance the interests of students, faculty, staff, and the San Mateo County community. A copy of the SMCCCD 2011-2012
Board Goals will be able in the Resource Room or at this link: http://www.smccd.edu/accounts/smccd/boardoftrustees/Reaffirmation.shtml
.
Helen Hausman hausman @smccd.edu
Richard Holober
Current President rholober@yahoo.com
Dave Mandelkern
Current Vice-President-Clerk mandelkern@smccd.edu
Patricia Miljanich
Board Member miljanich@smccd.edu
Karen Schwarz
Board Member ukareme2@sbcglobal.net
Term Dates: 1989-present
Past President 4 terms
Term Dates: November 1997-present
Board President, 2002 and 2008
Term Dates: November 2003-present
Board President, 2006
Term Dates: November 1995-present
Served two previous terms as Board
President
Term Dates: November 1995-present
Served four terms as President of the
Board
Barry Jointer
Student Trustee jointerb@smccd.edu
Term Dates: August 2011-present
Unanimously selected by District student representatives to serve as Student
Trustee
I. Institution Mission: The Skyline College Mission Statement mirrors the Mission
Statement for the San Mateo County Community College District. It has gone through revisions and updates. The most current revision was updated using an open and collaborative process and approved by the Skyline College Council on February 28, 2007, and approved by the Board of Trustees on April 11, 2007. Used extensively in College planning and decision making, the mission statement addresses all parts of the College’s programs and services and is tailored to the needs of the students and community. The
Mission Statement is published on page 8 of the College Catalog and the campus website at: http://www.skylinecollege.edu/combiz/commresources/whatshappening/newsevents/m issionsgoals.html
.
12

Skyline College is a comprehensive, open access community college that provides student-centered education leading to transfer, career advancement, basic skills development, and personal enrichment.
The College is committed to preparing students to be culturally sensitive members of the community, critical thinkers, proficient users of technology, effective communicators, socially responsible lifelong learners and informed participants of a democracy in an increasingly global society.
Skyline offers innovative instruction and student support to a rich tapestry of diverse learners through the hallmarks of the College: academic excellence, responsive student services, advanced technology, community and industry partnerships, and workforce and economic development.
J. Business Unit Mission: The following Business Unit Mission Statement, Values
Statement, Goals and Program Level Student Learning Outcomes will be published in the Fall 2012-2013 catalog. Faculty in the Business Division worked on the document this semester.
Skyline College Business Program serves a diverse community of learners and provides student-centered education leading to transfer to baccalaureate institutions and career employment. The program provides students with multi-disciplinary courses of study in business of the highest standards that emphasize critical thinking, the ability to effectively communicate in written and oral form, a substantive and practical knowledge of business disciplines and skills, and a commitment to lifelong learning that will enable them to think critically and analyze business problems.
The only constant in society is change. Therefore life-long learning is the foundation of an educated person. We educate within:
A climate that reflects a “Student First” philosophy with mutual respect between all constituencies and appreciation for diversity. Both faculty and staff are dedicated to providing every student with an avenue to success.
We are committed to the availability of quality business programs of study for every member of our community. We are committed to providing students with open access to our programs that enable them to advance steadily toward their goals.
We value excellence in all aspects of our mission offering preparation for transfer to business programs in baccalaureate institutions and workforce and economic development
13

through career programs and certificates. We are committed to academic rigor and quality with relevant, recent, and evolving curriculum and well-equipped programs that include new and emerging areas of study. We are dedicated to providing education in business in a climate that values innovation and freedom of intellectual exploration, discovery, thought, and exchange of ideas for all.
 Provide excellent instruction by experienced and highly qualified staff using quality curriculum to prepare students for transfer to baccalaureate institutions, and to achieve career goals, and success in business careers.

Encourage and support faculty research, collaboration, faculty-student interactions, and other professional activities that enhance faculty skills and expertise to enhance student learning and development.

Offer a range of learning experiences to apply academic knowledge to practical problems concerning business decisions; build a strong partnership between the program and the surrounding business community.
Upon successful completion of the Business Program, students will be able to:
Critical Thinking
Apply critical thinking and analytical skills in decision making and problem solving.
Accounting/Financial Accounting
Understand and apply accounting principles to prepare financial statements.
Business Law
Develop an understanding of the law and the legal environment as it relates to business operations, including its ethical implications.
Introduction to Business Information Systems
Identify the basics of information technology and apply software applications to enhance efficiency of business functions.
Business Communications
Create effective oral and written business communications utilizing modern communication technologies.
Economics/Macroeconomics
Demonstrate knowledge of basic economic concepts and how they affect business.
K. Business Programs Evaluated: The Skyline College Business Division is seeking accreditation for the following business programs:
Accounting AS Degree
Business Administration (AS-T) Degree
Business Management AS Degree (formerly Business Information Systems AS)
14

International Logistics AS Degree
International Trade AS Degree
Lawyer’s Assistant AS Degree (formerly Legal Administrative Assistant AS)
Multimedia Technology AS Degree
Office Management AS Degree (formerly Administrative Assistant AS)
These programs have been modified by faculty and approved by the Curriculum
Committee to meet ACBSP standards. They will become effective in the 2012-2013 catalog. The self-study year catalog may not meet ACBSP standards, but the new catalog requirements will. The information in this self-study will reflect the newly approved programs that meet standards.
The following programs have been banked and will be removed from the 2011-2012 catalog. The following business programs are not to be evaluated:
Retail Management
Image Consulting
The following programs have been banked and removed from the 2012-2013 catalog.
Computer Information Specialist
Office Assistant
Office Information Systems
Fashion Merchandising
Justification for Exclusion: a.
The program is small and does not have a full-time faculty member. There are no plans to hire a full-time instructor in the near future. b.
The program was originally affiliated with the Family and Consumer Science
Department at Skyline College which includes programs in Interior Science, Family and Consumer Science, Early Childhood Education, and Fashion Merchandising. c.
The program does not have a business core that would meet ACBSP standards. d.
The College is considering aligning the program more closely with the Fashion
Design and Merchandising program at Cañada College, one of our sister campuses in the district.
Medical Transcriptionist
Justification for Exclusion: a.
Does not meet ACBSP accreditation standards as the program is currently under review. b.
The Curriculum Committee has recommended that we delay until the direction of the program can be decided. The Committee did not recommend that changes should be made to the program to meet ACBSP standards. The Committee wants to review this program and decide where it should be placed administratively in the
College. It may be better suited with the allied health programs or the program
15

may undergo other changes such as an alignment with the Medical Assistant program at Cañada College, one of our sister campuses in the District.
Summary of Business Programs to be Evaluated:
Accounting
This degree is designed for both transfer and career and technical education (CTE). The
Accounting AS degree prepares students for a variety of positions in the accounting field.
The lower division accounting courses are required for all business administration degree programs, and accounting courses provide an important foundation for students who plan to transfer to a four-year bachelor’s degree program. In addition, courses in the program help students gain knowledge and skills in accounting for basic entry level office positions in the field. To meet the requirements of the Associate of Science Degree in Accounting, students must take three required accounting classes for the major in addition to the business core courses.
Associate in Science for Transfer (AS-T) Degree:
Business Administration
This degree provides the foundation for students planning to transfer to a four-year college or university and includes core requirements in accounting, economics, and business law.
This is a variation of the associate degree traditionally offered at California community colleges. This degree is intended for students who plan to complete a bachelor’s degree in a similar major at a CSU campus. Students completing the degree are guaranteed admission to the CSU system. Students must complete a minimum of 60 required semester units of
CSU-transferable coursework with a minimum GPA of 2.0 in all CSU-transferable coursework and complete a minimum of 18 semester units in an “AS-T” major. At the time of this self-study report, faculty have submitted the Business Administration major paperwork for approval by the State Chancellor’s Office.
Business Management
This transfer and CTE degree has been updated and was formerly the Business Information
Systems AS degree. The Business Management degree and certificate program is designed for students who are interested in a baccalaureate or a professional degree in business, marketing, education, or training, as well as students preparing for career entry positions.
The Business Management program combines management, accounting, communication and computer skill courses along with additional business and economic courses to prepare a person to assume a management position.
Students who plan to transfer to schools of business or four-year colleges and universities may benefit from completing an Associate of Science in Business for Transfer (AS-T) degree in addition to the Associate of Science in Business Management. Students should consult with a counselor.
16

International Logistics
The Associate in Science degree prepares students for employment and advancement in the field of logistics including transportation, freight, warehousing, delivery and support of firms specializing in moving goods from producers to customers, including other producers and end users. The knowledge and skills acquired throughout the curriculum prepares students for careers at the national and/or international level. The program is designed for the working individual, part-time or full-time student. The majority of classes are offered online.
Employers may wish to enhance their business productivity by enrolling their employees in the transportation and logistics program. Individuals may wish to enroll in the logistics and transportation program to enhance opportunities for upward mobility or to acquire a viable career path. Students may transfer certain coursework to a four year university to continue studies in supply chain management, transportation, logistics, and other related fields.
International Trade
International Trade involves activities related to the global exchange of goods and services to satisfy needs. These activities include acquiring, developing and managing physical, financial, and human resources. Skyline’s program prepares students for many exciting careers in the global business environment. In this program students learn about business practices, international trade regulations and laws, communication, and finance. This program provides an excellent foundation for students wanting to be entrepreneurs in the import/export business.
Lawyer’s Assistant
This degree has been updated and the name changed from Legal Administrative Assistant to
Lawyer’s Assistant to better reflect the legal administrative office field. This program is designed to develop the skills and knowledge associated with the practice of law. Career opportunities are available with small and large legal firms, legal departments of large corporations, and government agencies dealing with the legal system. Students develop an understanding of typical civil and administrative procedures and learn about case docketing and calendaring management. Students also learn how to use the Internet for legal research, prepare correspondence, and legal documents including California Judicial Council forms. Organizational and communications skills are developed along with competency with legal terminology and drafting of legal documents.
Multimedia Technology
This degree has been updated to include a business core of courses. The Multimedia
Technology program provides students with the skills to combine the use of audio, video, graphics, and text to provide and disseminate information to others in an aesthetic manner.
By combining graphics, audio files, animation and video components, students are prepared to enter the current job market with competitive multimedia management and publication skills or they may choose to continue with advanced or specialized training.
Office Management
This degree has been updated and the name changed from Administrative Assistant to
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Office Management. The department combined three AS degrees Computer Information
Specialist, Office Assistant and Office Information Systems degrees into the one degree.
There was too much overlap with the three degrees and Office Management better reflects the skills and abilities of today’s workforce. The opportunities for employment in the office management area are unlimited depending on the individual's strengths and interests. The
Office Management degree and certificate program prepares graduates for employment and advancement for on-the-job to mid-management office positions. The curriculum includes training in business computer programs and software such as Word, Excel, and
Access, as well as research skills, accounting, the Internet, HTML and web authoring software. Students complete this program by developing skills in organizational management, business decision making, problem solving, and business communication including written and oral communications, team-building, leadership, and human relations.
Graduates of the Office Management degree and certificate program are competitively positioned for jobs such as Administrative Assistant, Administrative Support Specialist,
Office Manager, Executive Assistant, and Office Support Supervision.
Certificates

Accounting Certificate

Accounting Computer Specialist Certificate

Administrative Assistant Certificate

Air Freight Forwarding Certificate

Asian Business Practices Certificate

Business Administration Certificate

Business Information Systems Certificate

Computer Information Specialist General Supervision Certificate
 Customs Broker Certificate

Import and Export Certificate
 International Business Certificate
 Lawyer’s Assistant Certificate
 Legal Aspects of International Business Certificate
 Medical Billing and Coding Certificate
 Medical Transcriptionist Certificate

Medical Office Assistant Certificate
 Multimedia Technology Certificate

Ocean Freight Forwarding Certificate
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L. Academic Degrees: Skyline College offers 15 Associate in Science degrees in the business programs. The programs and number of graduates during (2010-2011) are identified below:
Accounting
Administrative Assistant
Business Administration
Business Information Systems
Computer Information Specialist
Fashion Merchandising
International Logistics
International Trade
17
5
24
0
4
3
0
1
Legal Administrative Assistant
Medical Transcriptionist
Multimedia Technology
Office Assistant
Office Information Systems
0
0
0
3
0
Retail Management 0
M.
Class Time: Skyline College follows the Carnegie Unit standard, a standard generally accepted in degree-granting institutions of higher education, which awards unit hours based on a semester structure. There are 16 weeks in the fall and spring semesters and six, seven and eight week summer sessions. To calculate semester units, one lecture unit equals
16 hours of lecture. One lab unit equals 48 contact hours. A three unit course meets a minimum of 150 minutes per week during the fall or spring semester.
Detailed documentation will be provided in the Resource Room for the academic years of fall, spring and summer 2010-2011 and 2011-2012.
N.
Course Delivery: The delivery of business courses includes traditional classroom instruction, hybrid and online instruction using various methodologies and modern classrooms. Most of the business courses are taught in Smart classrooms with easy connection setup, overhead projectors, and whiteboards. The Smart classrooms facilitate teaching and learning as faculty can walk into a classroom and not have to spend time with connections. All computer classes are taught in updated computer labs, with the latest software installed. Fully online courses have increased in all of our programs. The majority of the business online courses require no on-campus meetings. The Business Computer
Systems and Management Department (formerly Computer Applications and Office
Technology) teach over 50 percent of their courses online allowing flexibility for students. A few courses are taught as a hybrid, where 51 percent or more of the classroom instruction is taught online with some regularly scheduled class meetings.
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The District supported Moodle and E-College, but for the last two years changed to the
WebAccess platform. WebAccess is the district's branded version of Moodle, an opensource course management system designed to help educators create effective online learning communities using sound teaching principles based on social constructionist pedagogy supports. There is strong support for distance education with training for faculty and support to ensure classes have the same quality as traditional courses. There is a
District Education Gateway website for distance education. There is a website offering a central location for students and faculty to find links to everything Distance Ed in the three colleges of the SMCCCD. The Center for Teaching and Learning website includes web resources, tutorials and Podcasts for faculty in development of a WebAccess website. In addition, there are opportunities for full-time and part-time faculty to participate in
Structured Training for Online Teaching (STOT) to assist faculty with online courses. The training is sponsored by the Office of Vice Chancellor, Educational Services and coordinated by the District Distance Education Committee. Faculty who complete the program receive a stipend. The Distance Education Gateway website can be located at: http://www.smccd.edu/degateway/index.shtml
.
The College is engaged in a district-level process to increase distance learning. The District and College have incorporated plans for increased distance learning in their facilities plan.
The Distance Ed Strategic Plan includes information to achieve and maintain 20 percent annual distance education enrollment growth by 2018. As a result of these focused efforts, students may now meet more than 50 percent of the requirements online for 11 associate degree programs in the business area: Accounting, Administrative Assistant, Business
Administration, Business Information Systems, Computer Information Specialist,
International Trade, Medical Transcriptionist, Office Assistant, Office Information Systems,
Retail Management, and Multimedia Technology.
O.
Credit Hours: Skyline College offers 16-week fall and spring semester units (credit hours) and six, seven or eight week classes in the summer time based on semester units. To calculate semester units, one lecture unit equals 16 lecture hours. One lab credit equals 48 contact hours. Online and hybrid courses are calculated the same way.
P.
Student Communication: Students can obtain information about the various business program requirements, tuition and fees, student policies, and academic credentials from the Skyline College Catalog. A Student Handbook posted on the Skyline College website directs students to a wide variety of programs that support success and outlines key College policies, procedures, student rights and responsibilities. The Student Handbook supplements the College’s two other publications: the College Catalog and Class Schedule.
Class Schedules are distributed throughout campus prior to registration in the fall, spring and summer. The College Catalog and Class Schedule are available via the web at: www.skylinecollege.edu and will be available in the Resource Room.
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Criterion 1.1 - Leadership Strategies
A.
Explain the business unit leadership strategies or systems to foster a high-performance work environment that results in meeting the mission of the business unit.
The Vice President of Instruction serves as the Chief Instructional Officer for Skyline College overseeing five instructional divisions including the Business Division. The Office of Instruction oversees the administration of all instructional programs at the College as well as the curriculum approval processes, distance education, academic support services, staff and faculty professional development, faculty evaluations and tenure review. The Business Division Dean reports to the VP of Instruction and supervises 22 full-time faculty members, 68 adjunct faculty,
10 department coordinators, and 25 plus staff in 10 departments. The Business Division consists of the following departments:

Accounting

Business

Business Computer Systems and Management (formerly CAOT)

Early Childhood Education

Child Development Center

Cooperative Education (Co-op)

Real Estate
 Family Consumer Science/Fashion Merchandising/Interior Design

Automotive Technology
 Cosmetology/Wellness/Massage Therapy (WELL)
The math courses that are under the MATH prefix report to the Dean in the Science Math and
Technology area. Courses under the ECON prefix report to the Dean in the Creative Arts area.
All other prefixes ACTG, BUS. BCM. (formerly CAOT), and MGMT report to the Dean of Business.
The Business Division Dean’s responsibilities include:
 Collaboratively makes decisions with department faculty regarding new programs and certificates, modifications of programs, new courses, course modifications and banking of programs and courses

Encourages all faculty to be a part of the shared governance process by participating in
College committees

Provides strong leadership and guidance to evaluation committees in the Division for fulltime faculty and adjunct faculty

Provides effective financial planning and budget management and encourages faculty to apply for internal College funding for various projects
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
Maintains effective interpersonal and institutional relationships with internal and external constituencies of the college
 Provides leadership for formulating and implementing divisional goals and objectives
 Promotes the assessment of student learning outcomes in order to determine the effectiveness of student learning and student development programs in the Business area
 Provides leadership for program development, program review, and evaluation
 Oversees development and implementation of program advisory committees and works with the committees as well as industry representatives to identify industry trends and program needs analysis

Promotes staff development and supports a climate which fosters innovation and academic excellence
The organization chart is available in the Appendix.
B.
Explain how the business unit maintains effective communications and develops participation throughout the business unit.
The Dean of the Business Division maintains effective communication with faculty and staff in many ways. The Dean is responsible for ten programs and 22 full-time faculty members in four different buildings on campus. He maintains an open door policy, to encourage communication with faculty and staff. Faculty and staff feel comfortable to stop by and openly speak with the
Dean about issues. He has asked to be invited to Business department faculty meetings to stay connected with department matters and maintain effective communication with faculty. In addition, he has instituted meetings with all Business department coordinators two to three times a year to share information and exchange ideas. To maintain effective communication and participation in the Business Division, the Dean has added a division meeting in the spring.
Previously the division had one annual meeting in the fall, but with this extra meeting communication and participation between departments has increased. Faculty are connected to departmental activities, College information and division updates. The Business Division
Dean visits the program faculty on a regular basis. Additionally, the Dean uses technology to distribute information about important deadlines, meeting information and other information throughout the Division using campus email. Using technology to distribute information to all
Business Division faculty is paramount as it improves consistency and reliability in the information faculty and staff receive which is vital in order to enable effective communication and avoid misunderstandings. Reminders of important dates, deadlines and information are sent to all faculty members in the Business Division, In addition, the Dean uses Outlook to send meeting invitations to faculty. The dates are automatically embedded on their calendars, and they can accept or decline the meeting.
Full-time faculty are required by contract to be involved in at least one committee as part of their faculty obligation. At the beginning of the school year during the Fall Division meeting faculty members are asked to sign up for a committee. During the year, faculty share information with the other departments in the Business Division about committee matters. This
22

kind of communication keeps faculty in the Division informed. The majority of the programs in the Business Division include program information on the College website. The Business
Division shares relevant data by communicating through email, meetings, minutes, bulletin board postings, and informal discussions which enhances participation and congeniality among the faculty and staff.
To better meet the standard this is what we will do:
The Business Division will work to document how its leadership strategies connect to outcomes assessment, work plans, and the College strategy and mission. Showing how we use outcomes measures in our planning and leadership processes will document our continuous improvement processes more easily and enhance our leadership and ability to serve our students and our community. The Division will also consider other communication methods for all stakeholders to better communicate our leadership strategies, including use of the web (such as SharePoint).
Criterion 1.2 – Leadership Measures of Performance
Explain how the business unit leadership ensures the establishment, deployment, and evaluation of performance measures and ensures that the results are used to improve performance.
The Business Division faculty and classified staff were provided with the opportunity to evaluate the new Dean in spring of 2011. The management uses a 360 degree evaluation process to evaluate deans through the Vice Presidents Office. Evaluations of managers are conducted annually on their anniversary date of hire or promotion. Evaluation instruments are sent to a sample of full-time employees, both faculty and classified and all other managers at the same level, plus a selection of other managers at the same level at the other two district campuses. The performance evaluation addresses the following components of a manager’s job: job knowledge, functional knowledge, organization, leadership/supervision, adaptability and cooperation, quality and quantity of work, initiative and ingenuity, dependability, development in present position and evaluation of potential. The evaluation was distributed via interoffice mail. Faculty and staff answered the questions and were able to make comments.
The completed evaluations were sent back to the Vice President’s office. The Vice President of
Instruction assessed the evaluations, and met with the Dean to provide a summary report. The
Vice President of Instruction went over the evaluation with the Dean to set goals. All that information is confidential. The evaluation process is an important part of being accountable in a leadership role and enhancing the work of the Division and the College. Evaluation accountability measures help maintain the integrity of the College and retain well-qualified administrators.
Suggestion for Improvement:
The College could develop a climate survey that would include leadership questions. The
Business Division will work with the Research Office at Skyline College to develop a climate survey for the Division if the College does not develop one in order to better meet ACBSP standards in the future.
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Criterion 1.3 – Leadership and Community
Explain how the business unit addresses its responsibilities to the environment and practices good citizenship.
Skyline College has a strong relationship with the San Mateo County voters. Two bond measures were successfully passed for facility upgrades and facility replacements. The first general obligation bond was Measure C for $207 million in 2001 and Measure A for $468 million in 2005. The San Mateo County voters also passed Measure G which has approved bonds to help with current state budget cuts. The support for these projects demonstrate the
San Mateo Community College District’s commitment to improve and stay current with the needs of the community providing upgrading and replacement of facilities that are old and no longer support Skyline College’s programs and services.
The faculty in the Business Division and the Dean of Business are actively involved in the community. The College is close to San Francisco with a diverse population and a strong commitment to equity and social justice. We honor and respect the diversity of our students, our staff, and our community. The Dean is involved in the LGBT community in San Francisco and sings in the San Francisco Gay Men’s Chorus. The Business Division is in the process of developing a Students in Free Enterprise (SIFE) chapter with two business instructors. This will be the first time Skyline College has had a business organization sponsored on campus. The
Business faculty will be organizing a Kappa Beta Delta Honor Society for business students. Both of these organizations are essential for recognition of student scholarship and achievement in
Skyline’s business programs.
The Business Division and SparkPoint Skyline College Center were awarded President’s
Innovation Funds for 2011-2012. They will collaborate to invite speakers from the Business
Profession and/or Community/Public organization representatives to address Business
Technology themes including social media, the future and responsible role of technology in the future of education, student success and professional development. The SparkPoint at Skyline
College offers free tax preparation for qualified community members at its Volunteer Income
Tax Assistance (VITA) site. VITA sites assist taxpayers who earn low to moderate income
(generally, $49,000 and below) in preparing their own tax returns. Each year, the projects are featured in a video that is revealed at the President’s Breakfast. That event will be on March 15,
2012.
Business faculty and staff were involved in the Fresh Look Project in 2005 which was to take a close look at all the ways that Skyline Collage communicates with students and the community
– our signage; publications such as the catalog, class schedule, flyers and posters; Skyline website, and e-mail signatures. To begin, a Fresh Look Advisory Group with representatives from faculty, students, classified, administration, and the community was formed. The College conducted Student Focus Groups to 62 students (full-time and part-time) during peak hours for morning, afternoon and evening classes to assess the value propositions and perceptions of
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students. Members of the President’s Council were surveyed for their perceptions of Skyline.
The recommendations served as a guide to focus College efforts in communicating more effectively with the community and with our students about the various programs, services, and activities we offer. The final recommendations were compiled and presented in December
2005 with the following visual identity standards: logo guidelines, signage, email footers, and collateral materials such as posters. This project helped to market Skyline College as an institution that offers high quality education as a strong base and a bridge for students who transfer to four-year institutions while offering a level of higher-level degrees through partnerships and educate a workforce for a vibrant economy. Additionally, Business faculty were involved in the Fresh Look Advisory Group for the Web Site Redesign Project which began in May 4, 2007. The new look, designed with the advice of our Website Redesign Committee, launched in February 2009. The Skyline College Final Recommendations Fresh Look: Creative
Brief and Visual Identity Standards are available in the Resource Room. The Website Redesign
Visioning Meeting minutes are at: http://skylinecollege.edu/facstaff/PIO/WebDesignData/index.html
.
Summary of Standard 1 - Leadership
Provide a summary of strengths and opportunities for improvement the institution plans to address related to Standard 1 - Leadership.
The Business Division strengths include:

A strong shared governance structure.

Coordinators for all three major Business areas.

Coordinators who provide good leadership and support structure for faculty and staff for programs which are not part of ACBSP accreditation.

Increased communication and collaboration between the Dean and the department coordinators with meetings held two to three times a semester.

Productive Division meetings twice a year in the fall and spring by the Dean.

Department meetings once a month to exchange ideas and keep faculty informed of changes.
 Open communication in the Division using multiple options including email, phone and person to person.
 High morale in the Division due to candid and direct communication and structure of leadership. Faculty and staff are better informed about the Division, College and participate fully in the decision making process.
Improvements that are needed:
 Provide additional leadership development opportunities for coordinators.
 Inclusion of classified staff in the decision making process to encourage more participation.

Skyline College currently has an Interim Vice-President of Instruction until June 2012 who is very supportive of the goals in the Division. The business unit will need to work
25

on building a strong and supportive relationship with the new VPI who will be hired and in place by July 2012.
 Business and accounting coordinators should consider emulating the CAOT Department by having formal or informal department meetings with full-time and adjunct faculty and staff.
Criterion 2.1 Strategic Planning Process
A.
Describe the business unit’s strategic planning process to address key student and program performance requirements; include the key steps and participants.
In the fall of 2002 Skyline College began work on a new strategic and operational planning process. The process began with a strategic analysis of the internal and external environment
(i.e., enrollment and community demographics, economic and labor market shifts, and educational and technological advances) to determine trends that would impact enrollments, programs, services, staffing and facilities planning decisions. A Budget and Planning Calendar was established to better integrate institutional planning with the allocation of College resources. The Calendar includes evaluation periods for review of program reviews and work plans. The planning cycle includes annual work plans along with an annual year-end report on progress made in each of the ten goal areas. In the fall of 2005 the Institutional Planning
Committee (IPC) at Skyline began the revision of the planning process in an effort to more closely link the strategic planning activities to the budget planning process. Modifications were made to the division work plans, including the development of College wide goals and strategic themes. The work plans now incorporates objectives and activities over a three-year, rather than one-year, period. In addition, the IPC led an effort to develop strategies that are aligned to each goal so that departments and divisions could develop objectives in response to a concrete set of guideposts. The outcome of these revisions are: 1) a more useful version of the unit plans, 2) an extended cycle of planning (one year development and three year implementation), and 3) an improved process for linking budgetary decisions to planning actions.
As part of the planning process, the business unit works on an annual work plan that is required by the College president’s office. Goals for the department must match college-wide and district strategic plans and goals and strategies which were updated in October 2010.
The Division Dean sends the work plans to program coordinators and lead faculty members for their input. The key individuals involved in the planning of the work plan are the Dean, the coordinators, and the faculty in the Business Division.
Budget processes for the College are integrated in the Division and College work plans and input is sought from all employees in the Division for both equipment and personnel needs each year. Equipment and personnel requests are reviewed by a committee of faculty and coordinators to provide the Dean with a recommendation for priority of funding.
26

The new program level assessment SLOS will be tied in with the work plans and budget planning in future years and we are currently in the process of implementing this process. The direction of the College is to have outcomes assessment that relates back to the departments, divisions, and College. This integration will begin the process of aligning the business program level and institutional level outcomes to align with the budgetary process.
A copy of the Division and the College’s strategic plan and Skyline College’s Goals and Strategies are available in the Resource Room.
B.
Identify the key strategic initiatives included in the business unit’s strategic plan and describe how the business unit decides upon these initiatives.
The three-year work plan has been developed to provide for annual reviews and revisions as needed. A year-end report on the success toward meeting the objectives will continue as an annual update on progress made toward each goal area. These year-end reports are prepared by each division, compiled into a single report and disseminated from the Office of Planning,
Research and Institutional Effectiveness. The work plans include five College Goals and
Strategies that are reviewed and revised as needed. A year-end report on the objectives is done as an annual update on progress made toward each goal area. The work plans contain the following information:

Goals. Overarching ambitious aspirations for achieving the stated vision within the frame of the mission and values.

Strategies: Programs, services, markets, resources and capabilities that are needed in order to leverage changes in the environment and meet intended goals.

Objectives: Directions for achieving, coordinating, tracking, and measuring a set of major activities that helps to implement strategies and achieve goals.

Measures and Criteria: Clearly defined indicators of institutional effectiveness that can be measured, tracked, and often benchmarked.

Resources Needed: Resources that may be part of budget decisions to provide support for unit objectives.
. The key strategic initiatives the business unit has identified for each goal are listed below:

Goal 1: Develop the scope, quality, accessibility and accountability of instructional and student service offerings, programs, and services.
 Goal 2: Enhance institutional effectiveness in the planning and decision-making processes through cooperative leadership, effective communication, and shared governance.
 Goal 3: Fulfill the college's role as a leading academic and cultural center for the
 community through partnerships with business, the community, and non-profit organizations.
Goal 4: Provide adequate human, physical, technological and financial resources to successfully implement educational programs and student services in order to improve student learning outcomes.
 Goal 5: Offer faculty and staff opportunities for professional growth and advancement.
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C.
Describe how the business unit communicates and deploys the strategic plan throughout the business unit.
The Division Dean sends the work plans to program coordinators and lead faculty members for their input. The key individuals involved in the planning of the work plan are the Dean, the coordinators, and faculty in the Business Division. They work as a group and individually begin thinking strategically about aligning the goals and objectives with the College Strategic Plan and
Goals. The coordinators work with faculty to receive input identifying objectives that the departments work toward. The departments try to keep between five and ten objectives as less than five seems too sparse, and more than ten may be difficult to actually implement. As the
Division is analyzing the objectives, we are asked to think holistically about decisions–what would you and your unit like to accomplish in the current year–or work toward achieving in future years? All objectives are assigned to a College Goal & Strategy.
Area of improvement:
This is an area of improvement for the Business Division. Take the coordinators and essential lead people to set up a Business Division Strategic Planning and Outcomes Assessment
Committee. We are working with departments individually, but will need to formalize the process.
D.
Describe how the business unit evaluates and improves the strategic planning process.
At the end of the academic year the Business Division Dean creates a Year-End Divisional Report which compares the results of actual performance against the goals established the previous academic year. The goals and outcomes are reviewed from the previous year’s Year End
Divisional Report. This process includes a review of the unit objectives and if the objectives were successfully completed including their outcomes. This evaluative process helps measure the success of the work plan.
The Dean, faculty, and coordinators work on the new academic College Work Plan in regard to specific objectives, activities, and evaluative criteria, prior to submission of the budget request to the Planning & Budget Committee. They review the previous year’s work plan and update the new plan aligning the goals and objectives with the College Strategic Plan and Mission and
Goals. This process helps the business unit to make informed decisions and improvements in the planning process.
Criterion 2.2 Current Strategic Plan
A.
Describe the business unit’s key strategic objectives.
The work plan includes:

Goals: Overarching goals for achieving the stated vision within the framework of the college’s mission and values.
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
Strategies: Programs, services, markets and resources that are needed in order to leverage changes in the environment and meet intended goals.
 Objectives: Directions for achieving, coordinating, tracking and measuring activities that help to implement strategies and achieve goals.
 Measurement Criteria: Clearly defined indicators of institutional effectiveness that can be measured, tracked and benchmarked.
 Resources Needed: Resources that may be part of budget decisions to support for unit objectives.
There are five College goals and multiple strategies under each goal that the College uses in their planning. The goals and strategies are listed below:
GOAL 1: Develop the scope, quality, accessibility and accountability of instructional and student service offerings, programs, and services.
Strategy 1.1. INNOVATIVE PROGRAMS, SERVICES & MODES OF DELIVERY: An innovative and comprehensive balance of programs, courses, services and modes of delivery that meet student and community needs.
Strategy 1.2. STUDENT ACCESS & SUCCESS: Student access and success through availability, quality and assessment of support services and student learning outcomes.
Strategy 1.3. OUTREACH & RESPONSIVENESS TO COMMUNITY NEEDS: Broad outreach efforts that build partnerships
GOAL 2: Enhance institutional effectiveness in the planning and decision-making processes through cooperative leadership, effective communication, and shared governance.
Strategy 2.1. INTEGRATED PLANNING & INSTITUTIONAL PERFORMANCE MEASUREMENT: An integrated planning system that responds to all stakeholders and tracks and measures collegewide performance indictors.
Strategy 2.2 EFFECTIVE COMMUNICATION: Widespread, continuous and reliable communication that informs decision-making processes and ensures institutional effectiveness.
Strategy 2.3 SAFE & SECURE CAMPUS: A safe and secure environment that includes staff trained in emergency procedures.
GOAL 3: Fulfill the college's role as a leading academic and cultural center for the community through partnerships with business, the community, and non-profit organizations.
Strategy 3.1 CULTURAL CENTER FOR THE COMMUNITY: A position and presence in the community as a major cultural center.
Strategy 3.2 MARKETING, OUTREACH & CONNECTIONS TO ACADEMIC & BUSINESS
COMMUNITIES: Broad outreach and marketing efforts that incorporate continuous evaluation of community needs for comprehensive planning to build public awareness.
GOAL 4: Provide adequate human, physical, technological and financial resources to successfully implement educational programs and student services in order to improve student learning outcomes.
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Strategy 4.1 INTEGRATED & EVIDENCE-BASED RESOURCE PLANNING SYSTEM: A comprehensive, integrated and evidence-based resource planning system that responds to all stakeholders and is tied to budget, program and services decisions.
Strategy 4.2 UPDATED FACILITIES: Updated facilities that include timely replacement of equipment.
GOAL 5: Offer faculty and staff opportunities for professional growth and advancement.
Strategy 5.1 COMPREHENSIVE STAFF DEVELOPMENT PROGRAM: Unified and coordinated staff development programs that are dynamic, comprehensive and rich.
B.
Describe the business unit’s action plans that address key strategic objectives, including who, what, when, where, and how.
There are many goals listed in the annual work plan. The work plan is in the Resource Room.
Examples of the business unit’s action plans are listed below.
Strategy 1.1. INNOVATIVE PROGRAMS, SERVICES & MODES OF DELIVERY
Strategy 1.2. STUDENT ACCESS & SUCCESS
BUS. 1.1 1.1.6 Obtain Accreditation for
Business Programs through
ACBSP, the Accreditation Council for Business Schools and
Programs.
BUS. 1.2 1.2.1 Develop assessment plans, implement the plans and assess outcomes in the next year for all classes in the Business Division.
SLO's, assessment plans and results will be entered into
TRACDAT.
Preserve job training programs. Maintain core academics. Prepare students to transfer to four-year colleges and universities.
Higher student completion and success rates; Business Division faculty will have assessment plans in place for 50 percent of their courses.
Business faculty pay for development and dues and membership fees.
Workshops to aid faculty with SLO development, implementation, and assessment.
BUS. 1.2 1.2.3 Utilize the latest technology in all career technical education classes to ensure that students acquire entry level job skills on the latest technology. (i.e., Update equipment, tools, software equipment repairs, supplies and vehicle parts for Automotive
Technology. Expand online course offerings in Accounting, Business and ECE programs.)
Completion rates and job placement rates
Funds to replace equipment, tools, software equipment repairs, and vehicle parts in Automotive.
Funds for faculty to develop online courses.
30

BUS. 1.2 1.2.4 Continue to design and develop online courses in all programs focusing on both core and elective classes to enhance academic success and meet student demand for access.
Increased enrollment and online course evaluation
Support in the form of release time for course design and development, online course management tools, and technical training and support on tools.
BUS. 1.2 1.2.5 Investigate the need for a
Student Business Club to integrate our curriculum and to enhance student engagement in the
Business Division.
Increased enrollment. Business Division
Coordinator time.
Strategy 2.1. INTEGRATED PLANNING & INSTITUTIONAL PERFORMANCE MEASUREMENT
Strategy 2.2 EFFECTIVE COMMUNICATION:
BUS. 2.1 2.1.1 Implement web conferencing technologies such as CCC Confer for district/college wide meetings and use emerging technologies such as Wiki pages to create, edit, and collaborate on any public or private topic to increase participation and allow interaction from all campus entities.
BUS. 2.2 2.2.1 Support faculty development of skills to create websites and on-line classes using WebAccess.
Meetings and conferences held online in real time
Increased web presence for faculty using
WebAccess and
Business Division departments.
N/A
WebAccess support and training.
Strategy 3.2 MARKETING, OUTREACH & CONNECTIONS TO ACADEMIC & BUSINESS
COMMUNITIES
BUS. 3.2 3.2.3 Connect with the community and local businesses through advisory committee meetings, partnerships, internships, networking and through newsletters, publications and listserv and
Co-op Education.
Increased memberships in advisory committees and development of internships and publications.
Faculty support and funds for marketing
BUS. 2.2 2.2.1 Support faculty development of skills to create websites and on-line classes using WebAccess.
Increased web presence for faculty using
WebAccess and
Business Division departments.
WebAccess support and training.
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Strategy 4.1 INTEGRATED & EVIDENCE-BASED RESOURCE PLANNING SYSTEM
BUS. 4.1 4.1.2. Provide additional instructional aides for the Cosmetology/Wellness program.
Part-time instructional aides to help expand our class size.
Measure G money
Strategy 5.1 COMPREHENSIVE STAFF DEVELOPMENT PROGRAM
BUS. 5.1 5.1.1 Faculty to attend business related conferences, i.e., CBEA, CCCAOE, IMPAC,
IBAC, ASBBS, CARS, SEMA, CAT, NACAT,
State Board of Barbering & Cosmetology
Meetings, CIBER, NASBITE, and Annual
Conference for Academy of International
Business.
Conference and/or meeting reports
Short and long term professional development funds which cover travel expenses in addition to registration and conference fees.
BUS 5.1 5.1.2 Continue training and development of SLOAC assessment plans and implementation in the Division.
Number of faculty trained in SLOAC process.
BUS 5.1 5.1.3 Continue support for Classified staff development activities.
Number of classified staff attended courses and retreats.
Criterion 2.3 Finances
A.
Describe how the business unit links finances to strategic planning.
The Mission Statement goals and values that are part of the Strategic Plan are used in the budget planning process and guide the individual departments in planning for each academic year. The Business Division works on a budget with the VPI and Deans based on
College funds including the annual VTEA budget. The proposed plan is reviewed by the coordinators, faculty, and staff. The Dean works with faculty and coordinators to make requests for faculty and staff positions which are presented to the FTEF Committee. Each department makes a list of their annual equipment needs with coordinators presenting their prioritized needs to the Dean who summarizes the Division’s priorities and presents the request to the VPI. The Division’s operating expenses are also presented to the VPI.
The Division received the same budget from the previous year because of budget constraints. If the departments require additional funds, faculty discuss requests with the
Dean who then presents the requests to the VPI for approval.
The College works on a chain of command system. Deans work with the coordinators and look at the work plans to see how the plans can be funded. When departments have additional needs, the budget requests are sent to the Vice President of Instruction for approval. Each request for additional funding goes through the chain of command. The
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VPI and Deans look at the requests individually and as a group to determine if funding is available.
B.
Report and graph the following financial information for the past three years (two years plus the self-study year):
1.
The total student credit hours (FTES) generated for the institution and each business unit program being considered for accreditation.
Year
2008-2009
2009-2010
2010-2011
Business,
Accounting, and CAOT Skyline College
611.21 8,119.49
682.74 8,809.42
642.91 8,389.25
8 809,42
8 119,49
8 389,25
9000
8000
7000
6000
5000
4000
3000
2000
Business
Unit
Skyline
College
611,21 682,74 642,91
1000
0
2008-2009 2009-2010 2010-2011
A copy of the Skyline College and Business Unit Productivity reports will be available in the Resource Room.
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2.
The business unit budget and actual expenditures.
During the 2008-2009 academic year, the entire unrestricted Business Division budget allocation was $4,622,582.22 with expenditures at $4,939,349.51 resulting in $316,767.29 over budget. The unrestricted budget does not include summer instruction payroll or any grants that have been awarded and impact the Division. During the 2009-2010 academic year, the entire business division budget allocation was $4,504,109.14 with expenditures at $4,619,194.42 resulting in $115,085.28 over budget. During the 2010-2011 academic year, the entire business division budget allocation was $4,523,687.32 with expenditures at $4,591,272.00 resulting in $67,584.68 over budget. During the 2011-2012 academic year, the entire business division budget allocation is $3,534,987.16. The College adds funding for adjunct payroll to division budgets at the end of every fiscal year and because of this our budget for 2011-2012 appears to be lower. However, that will change at the end of the year as approximately $1 million will be added back to the budget.
$5 000 000,00
$4 500 000,00
$4 000 000,00
$3 500 000,00
$3 000 000,00
$2 500 000,00
$2 000 000,00
$1 500 000,00
$1 000 000,00
$500 000,00
$0,00
2008-2009 2009-2010 2010-2011 2011-2012
All Business Division Programs are Included
Budget
Actual
Expenditures
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$1 600 000,00
$1 400 000,00
$1 200 000,00
$1 000 000,00
$800 000,00
$600 000,00
$400 000,00
$200 000,00
$0,00
Budget
Actual
Expenditures
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The Business Unit includes all programs falling under ACBSP accreditation within the
Business Division. These program areas fall under the following prefixes: Business (BUS.),
Accounting (ACTG) and Business Computer Systems and Management (BCM).
$28 000 000,00
$27 000 000,00
$26 000 000,00
$25 000 000,00
$24 000 000,00
$23 000 000,00
$22 000 000,00
Budget
Actual
Expenditures
This does not include expenditures for summer instruction. A full accounting of summer budgets will be available in the Resource Room for the past three years. An example of a summer budget for 2010-2011 allocation is $1,159,860.04 with expenditures at
$1,177,990.26 resulting in $18,130.22 over budget.
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3.
The business unit budget and actual expenditures as a percent of the institution’s academic budget and actual expenditures.
Business Unit
94%
Skyline College
Total Expenditures
Skyline College
Total
Expenditures
37

Business Unit
Expenditures
5%
Skyline College
Total Expenditures
Business Unit
Expenditures
95%
Skyline College
Total Expenditures
38

Business Unit
Expenditures
5%
Skyline College
Total Expenditures
Business Unit
Expenditures
95%
Skyline College
Total Expenditures
C.
Describe the adequacy of the budget to support changing technology, program improvement, and professional development of faculty.
Skyline College provides adequate resources for the business unit to meet its goals and objectives. The Business Division receives funding for new equipment and software as needed to keep up with changing technology so that students are able to work on the latest equipment and software to be competitive. The resources are available through
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regular budgeting, bond funds and other measures. The College has very modern and updated facilities at all three campuses at the San Mateo County Community College
District. The county has been very supportive through the passage of bond measures and other property support such as Measure G.
A generous amount of funds are set aside through contract each year strictly for professional development funds. The professional development funds are for full-time and part-time faculty to attend workshops, seminars and conferences. Management cannot touch the funds. Those dollars are part of the teacher’s contract and are set aside for professional development in the AFT contract. More information will be available in the Resource Room including the Facilities Plan.
Criterion 2.4 Facilities
A.
Describe how the business unit links facility planning to strategic planning.
The facility planning is part of the strategic planning process of the college. We submit facility requests to the Vice President of Instruction annually and the requests are considered into the College facilities plan if they are accepted. We address facilities needs in the work plan for the Division. The Dean serves on a facility planning committee for the
College.
We have a formal planning process with details provided in the Resource Room.
B.
Describe how the business unit classrooms, laboratories, and office space meet the
needs of students and faculty.
The classrooms, labs and office space adequately meet the resources for the business unit.
Nearly all the programs in the Business Division with the exception of Cooperative Education have benefited from updated and new facilities from Bond measures passed in the past decade.
Most of the Business programs under ACBSP accreditation are housed in Building 8. Building 8 was refurbished in 2009. Other programs within the Business Division such as Automotive
Technology, Cosmetology, the Child Development Center, and Early Childhood Education are housed in facilities that are brand new or in refurbished buildings. The International Trade and
Asian Studies Center is housed in the new Building 4.
Area of improvement:
This is an area of improvement for the Business Division. We could use more space for adjunct faculty and more meeting space, such as a couple of small conference rooms. The Asian Studies
Center needs funding for resources to add to the resource library and to help staff the new
Center.
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Criterion 2.5 Equipment
A. Describe how the business unit links equipment planning to strategic planning.
Each year all divisions submit requests for technology and other support needs. The Deans ask
Department Coordinators to furnish a list of needed items by a set due date. The coordinators communicate with faculty in their respective departments to list the items in order of priority. The items are linked to the strategic plan prior to submitting the request to the Dean. The requests are then reviewed and prioritized by the College Budget Committee, based on available funding. In the event that technology requests may be funded through Instructional Equipment funds, they are routed to those bodies responsible for decision making in these areas. The Instructional
Leadership Team (ILT), composed of the Instructional Deans, has oversight of the instructional equipment budget and makes decisions regarding technology hardware and software to meet institutional needs. Requests submitted by the Instructional Deans are reviewed and prioritized by the instructional leadership team under the direction of the Vice President of Instruction and forwarded to the President’s Cabinet for approval. All items under consideration are linked to the College work plan and strategic plan of the College.
Concerns for the future:
The last College bond issue did not pass in November of 2011. This could threaten the College’s ability to fund future resources for facilities and equipment. Additionally, state budget cuts that will impact the College in 2012-2013 could impact College services and force the Division to offer fewer course sections. Rising fees (tuition) for rates per unit (credit hour) may also negatively impact the College’s enrollment and bring about some budget challenges.
B. Explain the business unit’s plan for acquisition, upgrade, and maintenance of equipment which reflects current technology.
Technology resources are used throughout the College and the business unit to support and increase the effectiveness of student learning. Skyline College maintains updated equipment and current software and technology in their classrooms and labs. To insure state-of-the-art equipment, the Business Division faculty discuss with the Dean any departmental equipment replacements, upgrades and maintenance needs to ensure currency with technology. The Dean forwards these requests to the Vice President of Instruction. These requests and considerations are sent to the
Budget Committee and other groups for approval. The Dean follows the same budget process as stated above in Section A.
Skyline College identifies technology needs through a variety of processes. Planning for the technology needs of the College has been informed by the Education and Facilities Master Planning
Project (EFMPP) and the College Technology Plan. The Skyline Technology Advisory Committee, in coordination with District ITS, determines and publishes minimum standards for supported technology. These standards are reviewed annually. These standards are the basis for determining the equipment replacement schedule. The Technology Advisory Committee (TAC), a multi-
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constituency college committee exists in the planning process for technology and helps to look at future technological trends. To support faculty and staff, the District has assigned three full-time computer support technicians to Skyline, who provide technical and instructional support services; computer/computer systems installation, configuration, maintenance, and repair; customer and help desk assistance. Some software is upgraded and supported from the District such as Adobe
Suite, MS Office Suite and Windows Operating System through campus licensing agreements.
Software specific to the Division such as Peachtree is purchased using federal VTEA (Perkins) funds.
Skyline College has a Technology Plan online at: http://www.skylinecollege.edu/facstaff/plans/Skytech_plan_adopted%202_25_09.pdf and it will be available in the Resource Room.
C. Describe how well current equipment meets the instructional needs of the business unit, including students, staff, and faculty.
Skyline College is committed to investing in technology to support its mission by offering innovative instruction and student support to a rich tapestry of diverse learners through the hallmarks of the College: academic excellence, responsive student services, advanced technology, community and industry partnerships, and workforce and economic development. Faculty and administration work together to assure that the equipment is updated to meet the instructional needs of students, staff, and faculty.
Business program faculty and students have access to the Computer Application/Office
Technology lab and the Accounting lab. The labs are equipped with the following hardware and software:
CAOT Labs
Room 8119, 36 high-end PCs and one instructor computer station
Room 8121, 38 high-end PCs and one instructor computer station
Room 8119 A1, 14 Macintosh computers
Software in Rooms 8119 and 8121 a.
Microsoft Office 2010 i.
Word ii.
Excel iii.
PowerPoint iv.
Access v.
Publisher b.
Adobe Creative Suite Master Collection (5.5) i.
Photoshop ii.
Flash iii.
Dreamweaver iv.
Acrobat Pro v.
Illustrator vi.
In-Design
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c.
College Keyboarding Glencoe d.
Cortez Peters 4th e.
Internet Explorer Version 8 f.
Windows Media Player g.
Windows 7
Software and Hardware in Room 8119 A1
Adobe CS5 Master Collection
Microsoft Office 2010
Macintosh Life
2 scanners
Dell Printer (one)
Instructional Aide II Lab assistance is available Monday through Saturday. The CAOT department employs one full-time Instructional Aide II and two part-time Instructional
Aides.
M-Th 8:00 am - 9:30 pm
Friday 8:00 am - 4:00 pm
Saturday 9:00 am - 2:00 pm
Accounting Lab
Room 8209, 36 PCs and one teacher’s station and Lab Assistant’s workstation. The Lab
Assistant maintains the lab and assists students in the lab offering some personal tutoring.
Software in Room a.
Peachtree Complete Accounting 2011 b.
QuickBooks Pro 2011 c.
Microsoft Office 2010 i.
Word ii.
Excel iii.
PowerPoint iv.
Access b.
Windows 7 c.
Internet Explorer Version 8
The lab is open and the part-time lab tutor is available:
M-Th 8:00 am - 12:00 pm
M-Th 4:00 pm - 6:30 pm
Summary of Standard 2 - Strategic Planning
Provide a summary of strengths and opportunities for improvement the institution plans to address related to Standard 2 - Strategic Planning.
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The planning process at Skyline College has evolved so that it is now broad-based, offers opportunities for input from the campus constituencies, allocates necessary funds and leads to improvement of the institution’s effectiveness. The planning processes include coordination between planning and budgeting within the governance organization. Before the last WASC visit, Skyline created a Strategic Planning Taskforce that included administration, district personnel, faculty, staff, students, and the local business community. The taskforce met over the course of three semesters to develop a thorough and collaborative process to create
Skyline’s current Strategic Plan. Progress reports were published on the College website and public forums were held to solicit comment from all College constituencies—administration, faculty, staff and students. In fall 2003, the College Council established the shared-governance
Institutional Planning Committee (IPC) with the responsibility to integrate, coordinate and
Communicate all planning and budgeting at the College. The IPC incorporated the Strategic
Planning Task Force and redesigned the governance organization, committees, and planning work at the College.
The strategic planning process works well, especially with the division work plans. An area of improvement would be for the Business Division to involve more faculty and staff to tie in the work plans with the budget and outcomes assessment. This is an area that will be strengthened by showing a continuous improvement process and providing an opportunity to close the loop with outcomes assessment and strategic planning closely linked.
Criterion 3.1 Stakeholders
A.
List the business unit’s key stakeholders.
Skyline College has had the resources and the support to reach academic excellence and to grow because of the strong connection with the community. Our key stakeholders are students from San Mateo County and surrounding counties including San Francisco and Santa Clara
Counties, residents of San Mateo County, and employers in San Mateo County. Other stakeholders include: The State of California, the California State University system (especially
San Francisco State University, the college’s primary transfer institution), the University of
California System, San Mateo County Community College District (SMCCD) Board, Skyline
College employees, all other employees of the San Mateo County Community College District, advisory committee members, College alumni, the business community, government agencies, and non-profit organizations.
B.
Explain how the business unit determines key stakeholder requirements and expectations.
The business unit holds advisory committee meetings once or twice a year depending on the program’s needs. We have worked hard to develop stronger advisory committees with increased local employer and alumni membership. In regards to stakeholder feedback, the
Business Division’s leadership reviews the information from instructor evaluations, Noel-Levitz,
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Community College Survey of Student Engagement (CCSSE) and the CTE Survey when developing the work plans to continuously improve the Business Division.
Area of improvement:
An area of improvement would be to develop and implement a graduate survey and an employer survey. In addition, we need to improve on collection of our student evaluations. The
College instructor evaluation system only requires evaluations once every three years per faculty member through AFT contract. Due to this accreditation process we will be performing annual student evaluations which will only go to the faculty members for review. This will be separate from their formal evaluation process. We will follow a student evaluation process similar to other Skyline College departments that have program accreditation processes (i.e. allied health). We have a benchmark model on campus to follow in Surgical Tech and
Respiratory Therapy who have specific program accrediting agencies. Another improvement for stakeholder feedback would be to develop a climate survey for faculty and staff. Currently, we to receive significant feedback through the shared governance process from program and
College employees, but an anonymous climate survey would give us an additional opportunity for useful feedback from students.
Criterion 3.2 Stakeholder Satisfaction
A.
Explain how the business unit builds relationships to attract and retain students.
Marketing for Skyline College is administered through the Development, Marketing and
Public Relations office which works with each program and division on promoting programs to the community. In addition, many department faculty actively recruit students for their programs by attending college fairs and visiting local high schools. The
Business Dean and business faculty serve on a number of advisory boards at the local high schools and promote their programs and build relationships with high school faculty.
Though Tech Prep funding, the College organizes a annual CTE Career Pathway Day on campus where local high schools bring students to Skyline to meet with faculty from various career programs. Skyline College also has a Transfer Center, a Career Center, and a Cooperative Education Department which all facilitate in the attraction and retention of students. Additionally, the College has learning communities and other programs and services to support a variety of demographic groups that help with recruitment and retention including:

African American Success Through Excellence and Persistence (ASTEP) - A program designed for African-American and other students to increase their chances of remaining in college. This program offers students an exciting and unique opportunity to select courses from a curriculum with an African-American emphasis.

First Year Experience (FYE) Learning Community - a year-long program in which a group of students (cohort) stay together in a set sequence of classes.
45


Puente - originally designed for Chicano/Latino students, this program is currently open to all students. Puente is a two-semester program that links together students with a counselor, an English instructor, community mentors, the
University of California and other colleges in an effort to increase the number of students who transfer to four-year colleges.
 Kababayan - a transfer and community support program for students interested in
Filipino culture with the goal of increasing proficiency in English skills for success in college, work and life.
 Women in Transition (WIT) – helps adult women who have been away from school transition back into the academic environment.
 GSA (Gay/Straight Alliance) provides support for Lesbian, Gay, Bisexual and
Transgender (LGBT) students on campus.

SparkPoint Center at Skyline College provides services for students and community members for job placement, job training, financial planning, and resources (such as a food pantry)

Career Advancement Academies – are currently being planned in several program areas on campus. Automotive Technology in the Business Division is the an excellent example of a successful Career Advancement Academy implemented in the 2011-12 year helping students gain a certificate in one semester with relevant employment skills.

Child Development Center – Skyline College’s daycare center on campus helps with student retention for working parents. The Center accepts State of California funding for eligible parents of employees and students who are economically disadvantaged.

Accounting and Business Computer Systems and Management Labs – Both labs provide business students with excellent support for any computer related course work in the department.
 Learning Center: – a tutoring center for Math, English and other various subjects on campus helps significantly with retention.
Area of improvement:
An area of improvement for the business unit is in student engagement. Student activities are strong college-wide including: the Associated Students of Skyline College (ASSC), Phi
Theta Kappa Honor Society, and various Student Clubs. However, Business faculty have determined the need for a SIFE Chapter and a Kappa Beta Delta Honor Society to meet the needs of business students. Stronger student engagement within the business unit will help strengthen the student’s ability to apply knowledge learned in business subjects in the real world.
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B.
Explain how the business unit delivers services that satisfy students and stakeholders.
The development of curriculum for the business unit is based on feedback from advisory committees. The delivery of instruction is enhanced from feedback received from student evaluations, from employees in the Division, from faculty exchanges in department meetings, from information gathered from various committees, and the 360 degree evaluation of the Dean helps to improve our services to satisfy students and our stakeholders. In addition, the class schedule is developed with input from faculty coordinators after they meet with faculty, staff and students. The Dean reviews and may make changes using feedback he receives from various stakeholders.
Area of improvement:
We need to improve the connection between Skyline College and our graduates. We would like to send follow up surveys to our graduates and to their employers to gather feedback on their Skyline training and how it applies to their work as well as suggestions for improvement. Inviting graduates to speak to current students, serve on advisory committees, and follow their progress would be of great advantage. We also need to develop a climate survey of employees in the Division.
C.
Describe how the business unit learns from former and current students to determine and anticipate changing needs and expectations.
Student evaluations are disseminated to students and are an integral part of getting feedback from current students. We recruit former and current students to serve on advisory committees. Through all of our stakeholders we get feedback on how we offer courses either in a traditional format, (evening, day, weekends) or online and hybrid. The Business Division’s leadership uses the data from current measures such as Noel-Levitz, CCSSE and the CTE Survey to help us with the planning of curriculum, budgets, and create scheduling options to respond to the needs of students. The creation of business clubs will also provide feedback from student stakeholders.
Area of improvement:
We need to improve in the following areas: do a better job of reviewing with faculty and documenting the use of these measures in our planning process; tie it together with our own planning; improve on the balancing of the advisory membership; improve on the collection and reviewing of student evaluations of courses; and develop a follow-up survey of our graduates and their employees on how we are doing.
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D.
Explain the process for utilizing stakeholder feedback in program development and enhancement.
Those issues were addressed above. Feedback is derived from the CTE student survey, shared governance process, and employees in the Division. Student course evaluations and instructor evaluation feedback is taken into consideration when preparing course schedules, days and times to offer classes and whether to offer them traditionally or online. Faculty feedback is gathered during department meetings and division meetings.
Our CTE Transitions high school/Regional Occupational program partners provide useful feedback for program development and enhancement. Many of these partners also serve on our Advisory Committees. The Dean, faculty members and the Director of Institutional
Planning will work to develop a graduate survey and an employer survey which will provide feedback on how well our students are doing. We will take the information and feedback from these stakeholders to help develop the Division budget, curriculum, and the annual work plan.
Criterion 3.3 Student Support
A.
Describe the support services available to business students, including admissions,
financial aid, and advising.
Skyline College has many support systems to help students meet their educational goals.
Some of the support services available to all students include new student orientation, academic advising, placement testing, health services, Writing and Reading lab, MESA
(Mathematics Engineering Science Achievement), Disabled Students Programs and
Services, the Career Center, career counseling, web based career assessments, online job posting website, and online resume and interview guides. Skyline College has a Counseling
Center under the Student Services Division of the College. The Counseling Center has a dean and an adequate number of counselors to advice students. In addition, we offer
Psychological Services and Personal Counseling to students at Skyline College Monday through Friday. The Psychological Services Office is staffed by licensed mental health professionals. Psychological Services is open to all currently enrolled Skyline College students and is free of charge.
B. Describe the policies that govern student relationships with the business unit ,
including the procedures used to resolve student concerns.
All Skyline College students follow the rules and regulations set forth in the SMCCCD
Policies and Procedures Manual and in the Student Handbook. If a student has a complaint about a class they follow a chain of command procedure which is to start with the instructor, then either the Program Coordinator and/or the Dean, and finally the Vice
President of Instruction. The Skyline College Student Handbook directs all students to a wide variety of programs that support success and outlines key College policies, procedures, student rights, and responsibilities. There is a student grievance and appeals
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policy and procedures section in the Skyline College Student Handbook. Everything the student needs to know about College procedures and policy is in the Student Handbook which can be viewed on line at: http://www.skylinecollege.edu/general/student_activities_office/student_handbook.html
Students can review the student handbook online or contact Student S ervices for information. There is also a District college Policies and Procedures Manual that is available and is consistent for all three colleges in the district. A student who has been subject to an academic or administrative sanction has the right to appeal the decision of the professor or administrator in accordance with the due process procedures established by the College. Students can access information on pages 46-47 from the 2011-2012
College Catalog about the Student Grievance and Appeals policies. Students who have concerns regarding the quality of the services they have received at Skyline College can file a student complaint with the Center for Student Life. Information from the complaint will be forwarded to the supervisor of the department, program or division. The student will also receive additional information regarding follow up and alternative courses of action as appropriate to the situation.
The College Policies and Procedures Manual and Skyline College Student Handbook will be available in the Resource Room.
Criterion 3.4 Stakeholder Results
A.
Describe how the business unit measures student utilization of offerings and services.
The College uses enrollment data and the class wait list to make decisions for course offerings.
All classes in the Division are reviewed by the Dean and coordinators throughout the year before the semester begins and at the start of the semester. Decisions are made whether to offer more classes in this particular area, cancel classes, or raise the cap for the particular class.
Faculty members and administrators have access to their class rosters and wait lists online so decisions can be made before the class begins. An example would be the Accounting
Department faculty made a decision to add a late start Accounting 100 Accounting Procedures course for those students who find that Accounting 121 Financial Accounting is too difficult.
Faculty made the decision after looking at enrollment data including drop rates and getting feedback from students verbally. By expanding course offerings, students have the option to drop Accounting 121 and take the late start class so they can be successful taking Accounting
121 at a later date.
B.
Report and graph the following student and stakeholder satisfaction results for the
past three years (two years plus the self-study year):
Course Evaluations
Our faculty evaluation system requires faculty to be evaluated at least once every three years.
The type of evaluation alternates between Standard and Comprehensive. Half of the faculty
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being evaluated start with a Standard Evaluation and the other half with a Comprehensive
Evaluation. The Division uses a lottery method to determine who receives which type of evaluation when they are next evaluated.
The Standard Evaluation includes a member of the Peer Committee administering a standard questionnaire for each course that represents a separate preparation for the Evaluee, normally, with a minimum of three sections. Results of the survey are tabulated electronically by District
ITS. The Division Dean is responsible for typing or the voice recording of the student comments for the Committee. The Dean completes a “Dean’s Assessment of Non-Teaching
Responsibilities” form and the evaluee completes a Faculty Assessment form.
The Comprehensive Evaluation includes all inputs of the Standard Evaluation as described above, plus a class observation by a single peer and a portfolio submission to assist the peer committee in understanding the instructional methodologies being employed in the courses currently taught by the Evaluee. The portfolios include sample copies of tests, syllabi, class project descriptions, and key handouts.
We need to improve on collection of student evaluations. Our faculty evaluation system only requires faculty evaluations once every three years per faculty member through AFT contract. Due to this accreditation process we have begun performing annual student questionnaires/evaluations which will only go the faculty members for review. This will be separate from their formal evaluation process. We will follow a process similar to ot her programs that have separate accreditation processes such as required by the health programs.
Student Satisfaction Surveys
The Community College Survey of Student Engagement (CCSSE) was administered to Skyline students during the seventh and eighth week of the Spring 2008 semester from randomly selected classes. The purpose of this survey study was to measure students’ behavior related to their learning processes. The survey provided faculty, staff and administrators with information that helped them evaluate the degree to which students are engaged in good educational practices. The survey groups were divided into the all Skyline student group which included sections from all classes in the sample and the Basic Skills student group, which was randomly selected Basic Skills classes (e.g., English, Math and ESOL). The strata for the sample were based on time of day (day, afternoon or evening) so there would be representation from day time and evening students. Approximately 70 course sections were surveyed (683 students) including a special target group from the Basic Skills classes so that representation from Basic Skills (305 students) would be available. The response rate for the all Skyline student group was 97% and for the Basic Skills student group it was 87%.
The instrument contained 89 items about student engagement (learning behavior) including questions about frequency, importance and satisfaction of services. The items were grouped into five behavioral clusters: 1) Academic and Collaborative Learning, 2) Student Effort, 3)
Academic Challenge, 4) Student‐Faculty Interaction, and 5) Support for Learners. Each
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benchmark group contained a set of related survey items that addressed areas of student engagement, learning, and persistence. The survey also contained 18 profile questions (e.g., gender, age, and education goal) and two questions on overall satisfaction. There were also two open‐ended questions which asked about support and resources at the College.
2008
The benchmarks provide a tool for comparing Skyline College with other mid‐sized colleges that administered the CCSSE in Spring 2008, as well as comparing nationally (585 institutions and
343, 378 students). The College will be administering more CCSSE surveys in the future for its regional accreditation. Future ACBSP reports will include this information. The results are below:
The first benchmark, Active and Collaborative Learning, contained items that assessed the degree to which the student was actively involved in his or her own learning. The overall score for this benchmark was 49.5 for Skyline students compared to 49.7 for other medium sized colleges that took the CCSSE and 50.0 for the 2008 National CCSSE Cohort.
The next benchmark, Student Effort, contained items that asked the students to assess their learning behavior in relation to class preparation, accessing tutoring, and other lab services on campus and their learning skills. The overall score for this benchmark was 47.0 for Skyline students compared to 50.0 for other medium sized colleges that took the CCSSE in Spring 2008 and 50.0 for the National CCSSE Cohort.
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The third benchmark, Academic Challenge, contained items that assessed the amount and rigor of assigned academic work and the standards that faculty used to evaluate student performance. The overall score for this benchmark was 47.6 for Skyline students compared to
49.8 for other medium sized colleges that took the CCSSE and 50.0 for the 2008 National CCSSE
Cohort.
The fourth benchmark, Student‐Faculty Interaction, contained items that assessed the degree to which the students interacted with faculty both in the classroom on assignments and outside of the classroom communicating, for example, through e‐mail. The overall score for this benchmark was 47.6 for Skyline students compared to 49.8 for other medium sized colleges that took the CCSSE and 50.0 for the 2008 National CCSSE Cohort.
The fifth benchmark, Support for Learners, contained items that assessed the degree to which the College provides support for learning and the frequency with which the student accesses specific services. The overall score for this benchmark was 48.6 for all Skyline students compared to 49.6 for other medium sized colleges that took the CCSSE and 50.0 for the 2008
National CCSSE Cohort.
In conclusion, the Active and Collaborative Learning Benchmark rated the highest overall (49.5) and was on par with the CCSSE Other Medium Colleges group and the National CCSSE Cohort group. Students at Skyline College believe that they are active participants in their learning. This was evidenced through various items in the survey (i.e., ratings on the degree to which the student contributes to in class discussion and asks questions during class). The students’ perception that Skyline College is an active and collaborative learning environment is also validated through the students’ comments about the faculty. Students wrote that they felt supported by their instructors and they believed that faculty was interested in their success.
This is a strength that needs to be sustained and marketed as a value‐added benefit to receiving an education at Skyline.
Skyline College Noel-Levitz Spring 2006-2010 Survey Results
The Noel-Levitz Surveys were administered in spring 2006 and spring 2010 at Skyline College.
The total number of respondents for the Spring 2010 survey was 766 students. Sections were sampled randomly from the spring 2010 schedule with 37 sections providing responses.
Samplings of the survey results from the 2010 survey are below.
The table below indicates the biggest gaps between Skyline Satisfaction & Western Colleges.
The biggest concern is in the area of Internships or practical experiences. This is something that the College and the Business Division need to address.
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Table 20. Biggest Gaps between Skyline Satisfaction & Western Colleges
Item
#9 Internships or practical experiences are provided in my degree / certificate program.
#39 The amount of student parking space on campus is adequate.
Skyline Western Coll.
4.36 4.80
3.80 4.21
Diff.
-0.44
-0.41
#69 There is a good variety of courses provided on this campus.
5.13 5.54 -0.41
5.12 5.50 -0.38 #31 The campus is safe and secure for all students.
#45 This institution has a good reputation within the community.
#21 There is a sufficient number of study areas on campus.
#8 Classes are scheduled at times that are convenient for me.
#22 People on this campus respect and are supportive of each other.
#70 I am able to experience intellectual growth here.
#29 Faculty are fair and unbiased in their treatment of individual students.
5.28
5.15
4.99
5.04
5.49
5.14
5.62
5.43
5.26
5.30
5.75
5.39
-0.34
-0.28
-0.27
-0.26
-0.26
-0.25
There were 10 areas on which Skyline College satisfaction exceeded the Western Colleges.
Students were very satisfied with the child care facilities that we have at Skyline College. Not all colleges provide this service for students. Another area that exceeded other Western colleges was with academic advising which is strong at Skyline College.
Table 21. Items on which Skyline Satisfaction Exceeded Western Colleges
Item
#10 Child care facilities are available on campus.
Skyline Western Coll.
4.79 4.49
Diff.
0.30
5.23 5.03 0.20 #40 My academic advisor is knowledgeable about the transfer requirements of other schools.
#12 My academic advisor helps me set goals to work toward.
#26 Library staff is helpful and approachable.
5.11
5.68
4.93
5.56
0.18
0.12
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Table 21. Items on which Skyline Satisfaction Exceeded Western Colleges
#25 My academic advisor is concerned about my success as an individual.
5.01 4.90 0.11
5.57 5.47 0.10 #51 There are convenient ways of paying my school bill.
#13 Financial aid awards are announced to students in time to be helpful in college planning.
#20 Financial aid counselors are helpful.
#38 The student center is a comfortable place for the students to spend their leisure time.
#59. New student orientation services help students adjust to college.
4.76
4.95
5.25
5.20
4.67
4.88
5.20
5.16
0.09
0.07
0.05
0.04
A comparison on Satisfaction between Skyline College and Western Colleges is below. The area where we were slightly higher than the Western Colleges was in the area of Academic Advising and Counseling. Areas for improvement include Safety and Security.
Table 22. Scale Comparisons on Satisfaction between Skyline
and Western Colleges
Skyline Western Coll. Diff.
Academic Advising / Counseling
Campus Support Services
Admissions and Financial Aid
5.13
4.90
4.96
5.09
4.91
4.99
0.04
-0.01
-0.03
Service Excellence
Concern for the Individual
Registration Effectiveness
Academic Services
Student Centeredness
Responsiveness to Diverse Populations
Campus Climate
Instructional Effectiveness
Safety and Security
5.12
5.07
5.25
5.34
5.17
5.27
5.08
5.18
4.66
5.21
5.16
5.37
5.47
5.33
5.43
5.25
5.37
4.91
-0.09
-0.09
-0.12
-0.13
-0.16
-0.16
-0.17
-0.19
-0.25
The table below shows a comparison of two years from the Noel-Levitz Survey which was administered in spring 2006 and spring 2010. The area with the highest improvement from
Spring 2006 and Spring 2010 was in the Campus Climate area. Campus Climate along with several other measures including Student Centeredness, Concern for Individual, and Campus
Support Services all increased significantly. This is likely due to a significant upgrade in facilities
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and new buildings and the beautification of the campus through a major bond measure. A new student center opened on campus after the first survey. Many of the categories on the Noel-
Levitz survey have been addressed in the College’s work plans. Registration Effectiveness was the only category that was down, and this is likely due to budget cuts in the district that resulted in elimination of class sections in the 09/10 year before county residents passed a tax increase in a proposal called Measure G. The Measure G funding brought back class sections to meet demands of students in the 2010-11 and 2011-12 academic years.
Scale Comparisons on Satisfaction, Spring 2006 to Spring 2010 Surveys
Scale
Spr
2010
Spr
2006 Diff.
Student Centeredness
Instructional Effectiveness
Responsiveness to Diverse Populations
Campus Support Services
Safety and Security
Academic Advising / Counseling
Admissions & Financial Aid
Academic Services
Registration Effectiveness
Service Excellence
Concern for the Individual
Campus Climate
5.17
5.34
5.25
5.12
5.07
5.08
5.03
5.21
5.31
5.03
4.98
4.86
0.14
5.18 5.12 0.06
5.27 5.18 0.09
4.90 4.76 0.14
4.66 4.58 0.08
5.13 5.02 0.11
4.96 4.88 0.08
0.13
-0.06
0.09
0.09
0.22
The surveys will be available in the Resource Room.
Alumni Satisfaction Surveys
We do not administer alumni satisfaction surveys at Skyline College currently. The business unit is planning to implement a graduate survey in 2012-13 to start a process to meet this standard for ACBSP. The research office will work with the Division on developing an effective instrument.
Employer Satisfaction Surveys
The only employer satisfaction surveys that the College conducts are in the Allied Health area. This is an area of improvement for the Business Unit which plans to implement an employer survey in 2012-2013 to meet ACBSP standards similar with the assistance of the research office. We will track data received for continuous improvement.
Other Student/Stakeholder Measures
Career Technical Education Surveys were administered in Fall 2010 and Fall 2009. The results of the course delivery options and scheduling preferences are listed below. These are two areas that the Business Unit is interested in analyzing.
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Fall 2010 SMCCCD Career Technical Education Survey
The survey was administered to 1,419 students in the Career and Technical area at the three colleges in the San Mateo County Community College District. The survey was grouped into four parts: 1) Demographics, 2) Current Program of Study, 3) Previous Program of Study and 4)
Other Topics.
Examples of survey results from the CTE Survey that were useful for scheduling and enrollment management decisions at the College are listed in Table 1 and Table 2 below:
The data from Tables 1 and 2 regarding preferred course delivery and scheduling preferences in the business programs was noteworthy. Students seem to prefer classroom instruction over online and hybrid course delivery and weekday morning classes’ options was preferred. Based on this data, the business division has added additional day class sections and enrollments are steady.
Table 1. Course Delivery Options
Course delivery options Preferred Acceptable
Online Courses
Hybrid Courses
Classroom Instruction
18%
12%
71%
58%
68%
26%
Not
Acceptable
24%
20%
3%
Table 2. Scheduling Preferences
Scheduling Option
Weekday morning
Weekday afternoon
Overall Cañada CSM Skyline
Rated
1 or 2
56%
Rated
1 or 2
62%
Rated
1 or 2
52%
Rated
1 or 2
54%
52% 56% 49% 52%
Weekday evenings
Saturdays
51%
39%
53%
39%
54%
40%
45%
38%
Sundays 31% 30% 30% 35%
Note: respondents rated the options from 1 (highest) to 5 lowest)
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Fall 2009 SMCCCD Career Technical Education Survey
The Fall 2009 SMCCCD CTE Survey was administered to 82 students in the Career and Technical area at the three colleges in the San Mateo County Community College District. The survey was grouped into four parts: 1) Demographics, 2) Current Program of Study, 3) Previous Program of
Study and 4) Other Topics.
Examples of survey results from the CTE Survey that were useful for Skyline College’s business unit are listed in Table 1 and Table 2 below. The data from Tables 1 and 2 regarding preferred course delivery and scheduling preferences in the business programs was noteworthy. Students seem to prefer classroom instruction over online and hybrid course delivery and weekday afternoon classes were preferred. Because of the small sampling, the information was reviewed and the division compared the data from Fall 2009 and Fall 2010 in making enrollment management and scheduling decisions.
Course delivery options
Online Courses
Hybrid Courses
Classroom Instruction
Preferred Acceptable
13%
12%
75%
67%
68%
24%
Not
Accept.
21%
21%
1%
Scheduling Option Rated 1 or 2
Weekday morning
Weekday afternoon
Weekday evenings
Saturdays
Sundays
56%
60%
58%
42%
32%
The CTE Surveys for Fall 2009 and Fall 2010 will be available in the Resource Room.
Criterion 3.5 BUSINESS/INDUSTRY RELATIONS
A.
Describe the business unit’s partnerships and processes that link the business unit’s business programs to business and industry.
The Business Division programs at Skyline College have advisory committees that meet at least once a year to receive updates on program updates, program enrollments, and content of programs and individual courses. These advisory committees actively support programs through internships, the donation of equipment, the development of resources, and guest lecturing. The Division Dean appoints a coordinator from the department to establish committee members and schedule meetings. Members are typically departmental faculty and
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administrators, representatives of the constituency served by the program, and students. The
CAOT Department holds advisory meetings annually. Beginning in Fall 2011, the CAOT
Department will be holding targeted Advisory Meetings through CCC Confer. The plan is to hold these targeted meetings twice a year. The feedback from our advisory members as we develop and make curriculum updates and changes to programs is necessary as we go through the accreditation process. Using CCC Confer allows flexibility in scheduling for participants. The
Business and Accounting Departments had a combined meeting on October 18 th . It was well attended and advisory members offered many good suggestions. Minutes from the meetings will be available in the Resource Room.
Skyline College is in the process of establishing an Honor Society and Students in Free
Enterprise (SIFE) program on campus. These programs are sorely needed to enhance our business programs. There are numerous clubs and organizations on campus, but these will be the first for business students. This added component will help our business students to become leaders and to create a better more sustainable world through the positive power of business. Students will gain leadership and career connections to enhance their personal and professional development. SIFE participants learn teamwork, leadership and communication skills that will help them to succeed throughout their life.
B.
Describe the impact or results of business and industry linkages.
The College’s SparkPoint Center Director or his assistant usually attend the CAOT Advisory committee meetings. They collaborate with EDD and other organizations to help meet community needs for retraining. Through their partnerships, CAOT faculty was asked to teach Medical Billing and Coding classes to displaced workers. Students participated in an extensive 8-week program at Skyline working towards a Billing and Coding Certificate. This sector was targeted because of the high demand for Medical Billing and Coding workers.
Also, workforce development asked CAOT faculty to train Coldwell Banker Real Estate employees the updated version of Excel and to train Kaiser Permanente employees in using Microsoft Windows. These linkages provided training opportunities for industry workers so they keep abreast of software application upgrades to meet industry needs.
Summary of Standard 3 - Student, Stakeholder, and Market Focus
Table 1 is at the end of the report.
Provide a summary of strengths and opportunities for improvement the institution plans to address related to Standard 3 - Student, Stakeholder, and Market Focus.
The self-study process revealed a number of student, stakeholders and market focus strengths, the most significant of which include: 1) The CCSSE Survey revealed that overall students are engaged in their learning and feel they are active participants, 2) Instructors are very supportive and interested in students success, and Skyline has a high ra te of transfer for the socio-economic level of students 3) students believe that the College, its
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programs, services, faculty and staff, provide a nurturing environment that will help them succeed. This is an important strength that helps promote student retention and success.
4) The Noel-Levitz Survey revealed that the highest satisfaction measures were in the areas of campus climate, student centeredness, campus support services and concern for individuals.
Skyline exceeded the Western Colleges standards in the area of Academic Advising and
Counseling. This illustrates the concept of the “students-first philosophy” at Skyline College is strong. We have made significant improvement in 11 out of 12 measures in Noel-Levitz in four years.
The Noel-Levitz indicated gaps in satisfaction between Skyline College and Western Colleges in a few areas including concerns about internships or practical experiences not being provided in degree/certificate programs. The Business faculty are reviewing the curriculum and plan to expand internship and cooperative education opportunities. Currently, the College has a very strong Cooperative Education program which is operated through the Business Division. This is a great resource for us to take advantage of for future curriculum changes in the business program. Although none of our business degrees require an internship component to their curriculum, we have added COOP as an elective in some of our degrees. The Business program has created several entrepreneurship mini certificates and is developing a degree in
Entrepreneurship and Small Business Management. We are taking the lead in infusing practical experience integration into curriculum design of these certificates. The Business program faculty will create a SIFE Chapter in the 2012-2013 year which will create an effective student engagement component providing students practical experience in the business world.
Providing enhancing internships or practical experiences in the business programs is important to enhance the programs and offer students actual work experience.
Another area of concern was with registration and students’ concerns with the ability to register for the classes they need. This response is likely due to budget cuts in the District that resulted in the elimination of numerous class sections in the 2009/2010 year before county residents passed Measure G, a parcel tax which increased funding. The Measure G funding brought back class sections to meet demands of students in the 2010-11 and 2011-12 academic years.
Student parking spaces on campus was another area of concern. The College is addressing parking problems in its Master planning process. The College currently believes it is meeting the parking needs of the student population.
Another area of improvement is students concern for safety and security. The College is concerned about this issue and has adopted measures for improvement including: introducing an electronic access controls and monitoring system, proprietary keys have been administered to staff and faculty and the administrative processes have been modified to better track key issuance and retrieval of keys. Campus security needs related to lighting, emergency phones, emergency announcements, and the parking lot safety have been addressed. Cameras which were installed on campus have been effective.
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Criterion 4.1 Student Learning Outcomes Assessment
A.
Describe the current student learning outcomes assessment plan.
Discussions about assessment began to surface at the College around 2005. The mission of
Skyline College is to foster student learning. In keeping with that mission, Skyline College ensures that student learning outcomes are at the center of its key processes through a process of continuous assessment of student learning. In spring 2005, a SLOAC Steering Committee
Chair was appointed by the Skyline Academic Senate and Vice President of Instruction (VPI), and working in tandem with the VPI, established a SLOAC Steering Committee with representatives from every division on campus. The SLOAC Steering Committee members fulfill two roles: the first role is to help to shape the process and the second role is to develop their expertise and experience in the SLOAC process to serve as resources for other members of campus as trainers and sounding boards.
The SLOAC Steering Committee created an infrastructure for implementation. To set a positive tone for the SLOAC initiative, members helped to shape the campus’ philosophy about the purpose and uses of the SLOAC, as did the Academic Senate, the Curriculum Committee, and administrators. This philosophy was eventually adopted by the campus, with representatives from key constituencies. The philosophy was then distributed to the campus via e-mail. Next, in fall 2005, the SLOAC Steering Committee focused its efforts on creating a framework with which to implement the SLOAC. The framework consists of three sections: A) A Model for
College Implementation, B) Creating Student Learning Outcomes, and C) Outcomes Assessment
Planning and Implementation. This framework was created after significant research and dialogue. In its beta stage, the SLOAC Steering Committee disseminated the framework throughout spring and fall 2006 as a resource to faculty via departmental and division presentations. After revisions were made to the SLOAC Framework it was distributed as a printed manual. The Skyline College model for Student Learning Outcomes ensures that
Student Learning Outcomes and Assessment at all levels—course, program, and institution— are integrated through collaborative, college-wide planning, and support the overall goals, mission, vision, and values of the College.
At the onset of the SLOAC discussions, there was some resistance from faculty, but with the support of the SLOAC Committee, division deans, ongoing workshops and ongoing email communications from the SLOAC chair to faculty and staff, the vast majority of the campus have participated. Faculty were given many opportunities to attend student learning assessment conferences and workshops on various topics from writing SLO’s to the development of assessments. Attendance at the workshops increased the understanding of the importance of assessment in the College. The SLOAC Committee decided to begin assessing on the course level and faculty focused their efforts on drafting course-level outcomes and assessments. The Curriculum Committee formally adopted a new course outline template
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requiring SLO’s which was fully implemented in spring 2006. At the present time, 100 percent of the course outlines of record have SLO’s embedded in them.
The SLOAC established an implementation schedule for assessment. The schedule aligns with the six-year program review cycle. All departments are expected to assess at least one course per year, and submit an annual assessment report to the Office of Research and Planning in the spring. The recommendation is to collect data in the fall and analyze the data and its implications in the spring. The Committee recommends assessing core courses in programs whose assessment is likely to have the most widespread impact (i.e., heavily enrolled courses, courses in a prerequisite sequence, general education courses, etc.), or courses that need troubleshooting. Faculty are encouraged to assess the courses that are most heavily enrolled.
There are many options: assess a core course per year, or assess one SLO from multiple courses per year, or substitute a course level assessment with a program level assessment. In short, identify which core courses should be assessed and divide by six to determine how much will be assessed from year to year. The Committee based their schedule on authentic assessment rather than quantity of assessment.
Institutional SLO’s were drafted by the SLOAC Committee and then adopted by Skyline College in 2007. These are the knowledge, skill, ability, and/or attitude that students should attain by the end of their College experience. Students who complete an AA/AS degree and/or transfer preparation should have mastered the ISLO’s in critical thinking, effective communication, citizenship, information literacy, computer technology literacy, and lifelong wellness. The
College took their first step in spring 2008, administering the Community College survey for
Student Engagement (CCSSE) as an indirect measure (since students evaluate themselves). The
CCSSE measures student engagement in a variety of dimensions. For instance, students identify how frequently they contribute to class discussion, or make judgments about the soundness of information, arguments, and methods. Four to sixteen CCSSE items per ISLO were determined, and then the resultant data was converted into 1- 100 scales. The overall means score for
Information and Computer Literacy was highest (60.7), while Citizenship the lowest (42.9) In between were Critical Thinking (55), Lifelong Wellness (54.7), and Effective Communication
(50.3). Since the CCSSE has been administered only once, this data will be used to set benchmarks for subsequent administrations of the survey. The CCSSE survey data can be viewed at http://www.ccsse.org/aboutsurvey/CCSR_2005.pdf
and will be available in the
Resource Room.
Every department completed a matrix aligning their courses with the ISLOs. Which courses within a program contribute to student achievement of the ISLOs? If they do, which are
“central” to a course, and which are “supported” by a course? Unfortunately there was some confusion about whether an ISLO was “central” to a course. Many of us probably address all of these ISLOs to a certain extent, but the purpose of the matrix is to help the College identify who is best situated to assess those institutional outcomes, so as to eventually employ a direct measure of student achievement of these ISLOs. Those best situated are the departments that prioritize the ISLO in at least one core course, and can provide evidence via student performance on major assignments such as essays or tests. The SLOAC Steering Committee
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created a draft rubric to assess the Effective Communication ISLO, and piloted it. Faculty are required to map out instructional course level SLOs with institutional SLOs to identify which course within programs contribute to student achievement of these outcomes.
The District purchased TracDat in 2009 for the colleges to store course, program, and institutional outcome information. The software facilitates completion of the feedback loop through assessing data for program improvement entering course, program, and institutional level SLO and assessment information. It provides efficient documentation of the impacts that assessment activities have on educational programs and administrative responsibilities. The
College has been slow to adopt the TracDat system, but all programs have entered assessment information and mapped course level SLOS to institutional outcomes.
B.
Describe the student learning outcomes assessment process and include information about the following:
 What student learning data is collected and why.
Course level student learning outcomes have been written for all courses at the College to determine what the student is expected to do and/or know at the end of the course or program of study. This data has been entered and stored into TracDat. Courses to be assessed are identified by departments. One strategy used is to begin with assessment of the highest enrolled courses first, courses in a sequence, or those courses that need to be analyzed. This faculty driven process allows each department to determine which activity or assignment to use, the type of assessment tool, and what section(s) to select. The SLOAC Committee originally directed faculty to include three different measures of each course SLO using a combination of direct and indirect measures. Faculty use written work, major assignments, examinations, final projects, pre- and post-tests, surveys, and other means for data collection. The assessment instrument is chosen to collect data from the assignment or activity. Performance criteria are established. The performance standards judge whether a student has achieved a given level of knowledge or skill proficiency. To complete an assessment cycle, outcome results are analyzed to determine if there is any action or follow up needed. Colleagues use the results in discussions to determine if changes to the teaching/learning process in the course(s) are warranted, as well as whether the SLO or assessments need to be adjusted. Outcome results of the assessment are collected and the results analyzed to determine if there is any action or follow up needed. The assessment instruments, criteria, and outcome results are entered into
TracDat. Course level student learning outcomes is linked to program and institutional SLOs.
Furthermore, the Community College Survey for Student Engagement (CCSSE) was administered to students to measure student engagement in a variety of dimensions. Students are evaluated through observation of skills in lab and clinical settings.
The Community College Survey of Student Engagement for academic year for Spring 2008 is available at: http://www.ccsse.org/aboutsurvey/CCSR_2005.pdf
and also available in the
Resource Room.
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 How the business unit uses student-learning data to improve the business program and enhance student learning
The District uses TracDat as the assessment management software which is designed to meet the assessment and planning needs necessary to handle all functions of the assessment cycle.
Lead faculty or departmental assessment coordinators in each department have been trained in
TracDat and are responsible for entering SLO information into TracDat. All course level student learning outcomes have been entered into TracDat. Faculty in the department’s work together creating assessment plans. Faculty administer the plans and then enter the data, result, and/or action plan(s) to complete the cycle.
The SLOAC Committee established a timeline for assessment. Write the assessment plans in the fall and administer the assessments to classes in the spring. Faculty work to collect the data and instruments used in the assessment, write an analysis and action plan if applicable. If it is necessary, the areas of improvement are addressed in the spring after careful analysis and reflection. Also, departments were to have developed program level SLOs and then determine which course level SLOs roll up to which program level SLOs. The faculty were asked to determine for each course which course level SLOs give students an opportunity to “practicewith-feedback” or “master” said PSLO, and for each ISLO, determine which course level SLOs are central to helping students achieve said ISLO. This “mapping” will enable the course SLOs results to “roll up.”
The College is not progressing as quickly with the assessment plans. The Business Division program faculty met and discussed the benefits of having core requirements for all programs going through accreditation.
 How comparative or benchmark data is used to enhance and improve of student learning
The College is in the gathering stage of outcomes assessment and is working on SLOs and looking for comparisons with our ISLOs. We are starting to gather information by looking at course level SLO assessment data. The business unit created program level SLOs and would like to assess and compare our data with our sister colleges. The Business programs are going to create surveys as one means of assessing the Business Unit program level student learning outcomes. The Business unit faculty need to sit down as a group and review CCSSE, Noel-Levitz documents, SLOs, PSLOs and review the documents to see how we can improve and close the loop. We need to do a more thorough job of documenting our findings.
Additionally, we need to review our SLOs and PLSOs and find a way to compare similar business programs in California and those that are ACBSP accredited. We have benchmarks from our CTE surveys comparing data with other colleges in the district. For example, we compare our data with Cañada College and College of San Mateo. The CCSSEE data uses benchmarks to compare with other schools and Noel-Levitz compares data nationally.
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Student completion rate comparisons will be available in the Resource Room.
 How the business unit improves, refines, or enhances the student outcomes assessment process.
The Business Unit has faculty in the Division who participate and are very active on the SLOAC
Committee as well as representatives (lead faculty) from each program area or department on the SLOAC. We have been expanding our efforts from collecting SLOs to currently writing assessment plans and measuring them as well as writing program level student learning outcomes. All departments required to undergo program review are required to write PSLOs, map core courses to PSLOs in TracDat, and determine whether additional assessments need to be designed and implemented. Currently only programs that award more than 20 degrees or certificates each year or those programs undergoing program review will be required to conduct more in-depth assessments. For programs with less than 20 degrees or certificates awarded each year, course level assessments “rolling up” to program level assessment will suffice for program level assessment, though departments can do more if they so desire. All departments as defined above at the College were to create and document PSLOs by the end of
Spring 2011.
We have been involved in writing institutional level student learning outcomes. Faculty discuss their assessment plans and analysis among each other within each department. We are creating plans to expand our measures for the business core courses. The faculty in the business unit approved the program level SLOs for the business core this year. This spring we will be implementing and reviewing data we collect to make improvements to our programs.
We need to improve how we document our findings. The Business unit has begun mapping the course level SLOs to institutional SLOs. Faculty will start reviewing the CTE Surveys, Noel-Levitz and CCSSE data to determine student satisfaction as part of outcomes assessment. We are making plans to develop an employer survey and graduate survey to help provide information that we can use to review and document to make changes to our programs. All this information will be tied in with the work plan which will impact the budget, scheduling, and the curriculum.
This is a continuous improvement process.
C.
List the student learning outcomes for each program seeking accreditation or reaffirmation.
The program level student learning outcomes are based on our five business core courses for all our AS degrees. The Business Transfer Degree has a modified business core to meet the statewide transfer degree requirements. We will be doing assessments of all courses in our standard business core and transfer degree as part of our PSLO process. The Office
Management, International Logistics, Lawyer’s Assistant and Multimedia Technology AS degrees offer options for accounting and economics to allow for more flexibility. Accounting,
Business Management, Entrepreneurship and Small Business Management, and International
Trade do not include choices for accounting and economic classes. The Business Transfer
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Degree includes Financial and Managerial Accounting, Macroeconomics, Business Law, and a choice between Business Statistics or Statistics from the math department. The categories are the same for all our AS degrees with the exception of the statewide transfer degree. We will be doing outcomes assessment consistently for all our business core classes in all of our degrees.
We will be able to track our progress and look for benchmarks in the future. By 2012-2013 we will be assessing all courses and reviewing information. We have a system in place using
TracDat. The timeline is to assess in the fall and analyze information and write results and input the data into TracDat in the spring. The District purchased TracDat for assessment documentation and many colleges in California are using this tool. We hope to get comparative information from TracDat with our sister colleges which would provide a good benchmark.
TracDat is in the process of being expanded, refined, and implemented. We are at the beginning stage of implementing program level PSLOs.
Refer to Table 6 Curriculum Summary in the self-study report.
D.
Complete Table 2 – Student Learning Results, at the end of this section, for each program seeking initial accreditation or re-affirmation
The Business Unit is at the beginning stages of implementing PSLOs for the Business core courses and will be creating assessments and measuring those assessments for the new business core in 2012. When assessing a business core within a program, the results will indicate how well our graduates are performing in the classes that make up the central business core. These results will provide a good foundation to measure our achievements.
Table 2 includes two examples of course level assessments for CAOT 225 - Spreadsheets 1:
Excel and ACTG 100 - Accounting Procedures. The classes are central courses in the business area.
CAOT 225 data shows a two-year comparison of a 13 Question Survey administered to day classes. Questions 5-10 were used for the analysis as they measured the SLO. The criteria benchmark was met for five out of six of the questions surveyed. Based on student's responses regarding whether or not they feel prepared to move onto the next course, only 60% felt strongly capable. After discussion with faculty, we decided to add more hands-on projects and homework assignments to the curriculum to enhance critical thinking and application of concepts. An action plan was established to re-administer the survey to see if student response will increase for that question. The comparison results are illustrated in Table 2.
ACTG 100 data shows the results of a Financial Statement Unit Exam that was administered to three sections of accounting. The criteria benchmark set by faculty that 60% or more of students will score 70% or higher was met. The results were high, 92% of students scored 70% or higher on the Financial Statement questions. The student percentages for each category breakdown are illustrated in Table 2.
Refer to Table 2 in the Self-Study. Complete information will be available in the Resource Room.
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E.
Provide a comparison of the achievement of students receiving instruction through traditional delivery compared with those who receive instruction through the use of
alternative methods of instructional delivery.
The table data above indicates that students are more successful in traditional courses than online courses in this six-year study. The Business Unit needs to work on strategies to help with student success for online courses. on strategies to help with st udent success.
Criterion 4.2 Program Evaluation
A.
Describe how the business unit conducts each program evaluation (i.e., DACCUM, program review, etc.)
To assure the quality of programs, Business faculty undertake a self-study of their programs every six years. Faculty are central to this process, as they revise and update course outlines, analyze data provided by the Office of Planning, Research and Institutional Effectiveness, as well as write and present their findings to the Curriculum Committee. Among the factors
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identified on the program-review template and other components that faculty must address are:
 A Program Review Executive Summary which identifies strengths of the program A selfstudy of the program including goals, whether the program contributes to the mission and priorities of the College, interdisciplinary coordination, use of advisory boards, and how the program addresses the needs of a diverse community
 An analysis that asks for areas of improvement, future directions regarding curriculum and program, staffing, equipment, facilities, and budget requests A summary of curriculum components, including response to course-outline updates and the incorporation of student learning outcomes, any assessment plans completed, and implementation of assessment plans
 Any department results from the implementation of the assessment plans
 All programs fill out a form mapping instructional course level SLOs with institutional SLOs

All programs fill out a Resource Needs Summary Form which is submitted with the selfstudy
The program review process was revamped in Spring 2006. A small taskforce was convened by the Curriculum Committee with the charge to review the program review process and make recommendations for enhancing the overall effectiveness of Program Review at
Skyline College. The taskforce held a series of meetings during Fall 2005 and Spring 2006 semesters. The taskforce made recommendations to the Curriculum Committee to improve the effectiveness and efficiency of the program review process, align the review with the accreditation standards and facilitate the use of the findings in informing the allocation of human, fiscal, and physical resources.
The recommendations can be found online at: http://www.skylinecollege.edu/facstaff/GovCommittees/currcom/taskforce.html
. Information will also be available in the Resource Room.
The self-study enables faculty to identify their program’s strengths as well as needed resources and areas of improvement. To sustain a dialogue about program improvement between the faculty and the Curriculum Committee, the program-review process was revamped in 1999 to provide for written feedback from the Curriculum Committee and the VPI; faculty are given the opportunity to respond in writing to any concerns. The process is cyclical in nature, not linear, prompting in some cases the redesign or addition of courses in a given program which are then assessed and evaluated in the next cycle.
Since Fall 2006, all faculty undertaking program review are required to update course outlines with student learning outcomes (SLOs). To facilitate this process, the College provided three flex workshops on how to write SLOs, and the Student Learning Outcomes Assessment Cycle
(SLOAC) Steering Committee created a framework, with one of the three major sections focused on how to write SLOs. After considerable discussion and input from the SLOAC Steering
Committee, the Curriculum Committee crafted and adopted a revised course-outline template that included SLOs and guidance on filling in the course-outline template. The campus was
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made aware of this revision through the bi-yearly program-review workshops and SLOAC email updates.
The Curriculum Committee and SLOAC Committee worked collaboratively to include three additional forms which are included in the program review self-study. They include a Course
Outline, Prerequisite, and SLO Checklist, Mapping Instructional Course Level/Program
Level SLOs with Institutional SLOs along with a Check-Off List and a Resource Needs Summary
Form. These forms are all included as part of the self-study.
The Curriculum Committee and the Office of Planning, Research, and Institutional Effectiveness provide support to faculty throughout the program-review process. A schedule of all programs rotating through the cycle is posted on the Curriculum Committee website. The Curriculum
Committee hosts program-review workshops to support faculty as they move through the process. Topics include the purpose of program review, directions, forms, process and timelines, course-outline updates, prerequisite validation, SLOAC, and data collection and assessment.
B.
Describe faculty involvement in the program evaluation process.
Faculty at Skyline College are involved at all stages of course and program design, approval, delivery, and evaluation. Faculty meet with their respective departments and the Dean in the planning and writing of the self-study. They can contact Curriculum Committee representatives to assist them with the process. They attend program review workshops and the Curriculum
Committee website provides resources to assist faculty step-by-step through the self-study process. There are links to schedules, timelines, program data for productivity, enrollment and outcomes, Directions and Forms, and Program Review Submissions. Program review information can be found online at: http://www.skylinecollege.edu/facstaff/GovCommittees/currcom/program-review.html
The College uses program review as a means to systematically evaluate programs and support strategic program planning, with faculty being central to this process. By analyzing data and assessing general observations, faculty discover gaps in curriculum, equipment, staffing, and the like, which are reported during program review and then addressed by the College. Faculty revisit critiques from their last program review to determine if they have adequately addressed them.
C.
Describe what data is collected to assess the effectiveness of courses and programs to meet educational objectives of graduates (i.e., periodic surveys of graduates, transfer institutions, and/or employers of graduates).
This is a major area of improvement for the business unit since the College does not have standard measures in place. The Office of Planning, Research, and Institutional Effectiveness
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will assist us to develop measures. We have benchmark accredited programs in the allied health area which can be additionally used as models or benchmarks to help us develop appropriate measures.
D.
Describe how program evaluation data and information is shared with internal and external stakeholders.
Program evaluation through program review is one way data and information is shared with all stakeholders in the College. All the measures mentioned earlier and data from employer and graduate surveys we are planning to implement will be shared with faculty, staff, and advisory committees as well as being made available to interested students. We receive feedback from all these stakeholders for planning and improvement processes.
E.
Describe the improvements that have been implemented as a result of the program evaluation.
Using information from the CTE survey, we have used the data to help in planning our course schedules. Through CCSSE data we added additional day classes based on the data from student information. We have used information from the recent Accounting Program Review, CCSSE, and Noel-Levitz to help influence faculty decisions about the most appropriate courses for the business core. One example would be including the Business Communications course into the core since this course is required for the majority of our business degrees and the modifying the curriculum. We are planning on offering the business core fully online to address the feedback from the CTE survey.
Criterion 4.3 Student Assessment
A.
Explain the process for identifying student needs for developmental assistance.
The Disabled Students Program and Services offers supported education services to students with various disabilities. Students are provided with the opportunity to experience a safe beginning or re-entry to college through attendance in specially designed courses on college orientation and study skills (CRER 650), disability management (CRER 665), and peer counseling
(CRER 140). In accordance with federal legislation, Skyline provides reasonable academic adjustments to students with verified disabilities in order to create an educational environment where they have equal access to instruction. Skyline College offers the Differential Skills
Program to ensure equal access to education by providing appropriate accommodations, auxiliary aides, and services to eligible students upon request. Adaptive technology helps meet the needs of those students with motor or sensory deficits.
Students with learning disabilities/differences must provide documentation of disability and need for services. Eligibility for services is evaluated according to the criteria for determining
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learning disabilities approved by the California Community College Chancellor’s Office. Skyline students taking DSKL 811: Differential Learning Skills Assessment, complete eight hours of group and/or individualized testing within a four-week time frame. Areas assessed include cognitive ability, academic performance, and information processing. Criteria addressed include presence of significant discrepancies between ability and achievement and within or between the major modalities for learning.
For many students in the DSKL program, learning to use assistive technology related to reading, writing, and study skills is strongly recommended. Eligible students may take classes taught by the Assistive Technology Specialist in which they are taught to use appropriate technology and encouraged to use it on a daily basis. The Alternate Media Specialist assists students in reformatting classroom texts and materials as needed. Tutoring in The Learning Center and the
TRIO/Student Transfer, Academic Achievement, and Retention Services (STAARS) program both serve to address the diverse needs and learning styles of their students. STAARS is a federally funded student support program designed to help first-generation, low-income students with disabilities that plan to transfer to a four-year college or university. In order to help students achieve their goals as quickly as possible, the TRIO/STAARS program provides students with a variety of services designed to create an academically focused environment. The program provides special courses focused on instruction and support.
B.
Explain the process for determining and awarding advanced placement, if applicable.
Skyline College accepts the Advanced Placement Test. The College applies AP credit toward the
Associate degree general education requirements in the same manner as the California State
University system applies AP credit to CSU General Education/Breadth requirements or for certificates. A score of 3, 4 or 5 is required to receive credit. Students are responsible for sending official College Board Advanced Placement Test results to the Skyline College
Admissions and Records Office. Applying Advanced Placement credit to meet specific major or degree requirements is more complicated. Each instructional division at Skyline determines how AP credit can be applied to majors for Associate degrees. How credit is applied to university majors and degree requirements is determined by evaluators at each college or university. Students should be aware that college courses taken after the AP test may duplicate the content of the AP test and, in these cases the university (transfer destination) may not award credit for both the course and the AP test. There is not enough space in the catalog to permit discussion of how AP credit is granted for every university and program so students are advised to thoroughly investigate this area. The Advanced Placement Exam Credit Policy chart is available on pages 19 and 20 of the 2011-2012 catalog.
C.
Explain the student advisement process, including the use of remedial assessment information.
Skyline Counselors provide many tools to help students succeed at Skyline College. Students planning to obtain an associate degree, vocational certificate, or planning to transfer to a
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four-year university to complete a bachelor’s degree are encouraged to work with a counselor to develop a Student Educational Plan (SEP) during their first semester in attendance. It is very important to meet with a counselor at least once a semester to review the SEP and make modifications as needed.
Students take Math and Language Arts (Reading, Sentences & ESOL) placement tests before taking any Math or English class at Skyline College. Students have a choice of taking the placement tests either online or taking the test in the Assessment Center. We have placement tests for English, ESOL and Math. After students take a placement test, they receive their scores and make an appointment with a counselor to discuss the results of their placement test that will determine what level of Math or English they take. Counselors will help to select the best course for the student. Students may not be permitted to enroll in an
English or Math class without first taking a placement test that qualifies them to enroll in that course. If students try to register for a class without the appropriate pre-requisites, their registration will be blocked.
Listed below are the English placement levels:

ENGL 826, Basic Writing Skills , and READ 826, Reading Improvement

ENGL 846

ENGL 100, Composition , or ENGL 105, Intensive Composition

ENGL 110, Composition, Literature and Critical Thinking , and ENGL 165, Critical Thinking and
Advanced Composition
Listed below are the Math placement levels:

Pre-Algebra

Elementary Algebra

Intermediate Algebra

Pre-Calculus
Listed below are the ESOL program sequence placement levels:
ESOL Program Sequence & Supplemental Courses
Students start by taking a Placement Test which indicates the appropriate level in this
Recommended supplemental courses for each level (non-transferable, not part of sequence) sequence of courses.
Level 1: High-Beginning
ESOL 851+861+871
Level 1 ESOL 801 Basic Conversational English
Level 2: Pre-Intermediate
ESOL 852+862+872
Level 3: Intermediate
ESOL 830 or
863+873
Level 4: High-Intermediate
ESOL 840 or 864+874
Level 2 ESOL 802 Pre-Intermediate
Conversational English ESOL 803 Workplace
English for Speakers of Other Languages
Level 3 ESOL 655 ESL Supplement (self-paced lab course) ESOL 803 Workplace English for
Speakers of Other Languages ESOL 853
Intermediate Listening & Speaking
Level 4 ESOL 655 ESL Supplement (self-paced lab course) ESOL 854 Hi-Intermediate Listening &
Speaking
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Transferable Courses
ESOL 400
ENGL 100
Level 5 and beyond ESOL 875 Advanced ESL
Grammar & Editing
Tutoring in The Learning Center and the TRIO/Student Transfer, Academic Achievement, and
Retention Services (STAARS) program both serve to address the diverse needs and learning styles of their students. STAARS is a federally funded student support program designed to help first-generation, low-income, and students with disabilities that plan to transfer to a four-year college or university. In order to help students achieve their goals as quickly as possible, the
TRIO/STAARS program provides students with a variety of services designed to create an academically focused environment. The program provides special courses focused on instruction and support.
The College meets this standard.
The many programs and services Skyline offers attests to the commitment Skyline has in meeting the diverse needs and learning styles of its students, providing a variety of delivery modes, teaching methodologies, and support services that address the learning needs of all students.
D.
Report data that correlates assessment scores to retention and improved academic skills as a result of developmental offerings.
The heart of the College is social justice and open-access education for all students, and this is a strong theme held by faculty, staff all the way up to the President. Discussions include how to help students succeed in Math and English courses. The College receives funding to look at these issues to support students with developmental needs. The College has learning communities designed to meet the particular needs of specific cohorts of students, from the African-American Success through the Excellence program for African-American students, Kababayan, ESOL, TRIO, to the Women in Transition program for re-entry women.
Moreover, career advancement academies have continuously incorporated English and Math courses into the curriculum. For example, automotive terminology is being used in the developmental course to enhance learning. Additionally, developing contextualized learning includes the launching of the contextualized development English course in Early Childhood
Education ECE 804 English for Childcare Providers. These cohorts are designed to connect students to each other, to their instructors, to the College, and to student learning. Examples of student learning programs and services that align with the College character, purposes, and student population include basic and remedial education for underprepared students (the 800level courses) and English as a second language program. The appropriateness, responsiveness, and effectiveness of these programs are routine topics of discussion throughout the College and are assessed in a systematic manner in a variety of ways.
The College has tracked the percentage of students completing development courses in basic skills ESOL, English and Math Cohorts from 2004-05 to 2008-09. Examples of three tables are broken out by demographic groups and are provided below to show how the supporting groups lead to student success.
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Basic Skills ESOL Cohort Tracking
Basic Skills ESOL
% of Students Starting Cohort and
Passing Transfer Level English
Level of
ESOL Course
% Pass Transfer
Level English
43%
11%
High Beginning
Pre Intermediate
Intermediate
High Intermediate
11%
19%
26%
42%
19%
27%
High Beginning
Pre Intermediate
Intermediate
The table and chart above compare the starting level of ESOL basic skill courses and the percentage of students passing the transfer level English course ESOL 400 or ENGL
100/105 course. It is apparent that students that start in the highest level ESOL class pass
Transfer Level English with the highest percentage success rate of 43%. This comparison of data indicates that those students that test and place at the highest level of ESOL
English have the skills and knowledge for success in passing transfer level English.
Development English Cohort
Tracking
Development English
Column1
Pass
Transfer B
18%
Two Levels Below Transfer
One Level Below Transfer
Transfer A
18%
33%
45%
45%
Two Levels
Below Transfer
One Level Below
Transfer
Transfer A
33%
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The table and chart above compare the starting level of Development English basic skill cohorts passing courses and the percentage of students passing Transfer B ENGL 110
Composition, Literature & Critical Thinking or ENGL 165 – Critical Thinking & Advanced
Composition. It is apparent that students who have higher skill level by placing in Transfer
A English courses have a higher percentage of passing the more difficult Transfer B English course.
Basic Skills Math Cohort
Tracking
Basic Skills Math
Column1
Pass Transfer
Level
30%
Basic Skills Math
% of Students Starting Cohort and
Passing Transfer Level Math
27%
Fundamentals 5%
25%
Beginning Algebra 12% 20%
Intermediate Algebra 27% 15%
12%
10%
5%
5%
0%
% of StudentsPassing Transfer Level Math
Fundamentals Beginning Algebra
Intermediate Algebra
The table and chart above compare the starting level of Basic Skills Math cohorts passing courses and the percentage of students passing Transfer Level Math - 130, 150, 200, 201,
222, 241, 242, 251, 253, 270, or 275. It is apparent that students who have higher skill level by placing in Intermediate Algebra have a higher percentage of passing Transfer
Level Math.
Table 3 – Organizational Performance Results.
The Business, Accounting and CAOT success and retention results from 2006-07 through 2010-
11 are included in Table 3. The annual data is an aggregate of the fall and spring semesters. The following parameters have been applied:

Success Counts: Number of students with A, B, C, CR grades.

Success Rate: The percentage of students who complete a course with a grade of A,
B, C, CR out of total enrollments.

Retention Counts: Number of students with A, B, C, D, F, CR, NC, I grades.

Retention Rate: The percentage of students who complete a course with a grade of
A, B, C, D, F, CR, NC out of total headcount.
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The data results show that the Business Unit retention rates have varied over the past five years and range from 82% to 85% with an average of 83%. These rates have remained steady and are a positive measure of faculty efforts to retain students in their classes. The Success rates have remained relatively steady at between 62% and 67% with an average of 65% for the business unit. Success and retention rates for California are divided by the school of the socioeconomic level of the students. Our retention and success rates are higher than California. For example, success rates by ethnicity for accounting students increased from 36% in 2000 to 53% in 2005/06 and 57% in 2009/10. The retention rates are effectively the same for Hispanic students as other ethnic groups. Hispanic students in the accounting student success and retention rates increased significantly in 2000. The college-wide annual success rate has varied from 71% in the implementation of assessment plans and analysis of the plans in 2012-13 should provide information to help us with discrepancies between ethnic groups.
More data reports will be available in the Resource Room.
F. Describe how you routinely provide reliable information to the public on your
performance, including student achievement.
The Office of Planning, Research and Institutional Effectiveness is responsible for providing information to the public. They effectively gather, maintain and organize data from a variety of sources (state, district, and institutional data including surveys, environmental scans, focus groups, etc.) to use in institutional planning and decision making. The Director and Research
Analyst of Planning, Research and Institutional Effectiveness regularly conduct workshops and presentations to disseminate research findings and to assist committees and departments in effective utilization of data. Institutional data is disseminated widely to the College community in easy-to-understand reports, both in hard copy and posted to the Office of Planning, Research and Institutional Effectiveness website including student achievement statistics for the public to review.
Summary of Standard 4 - Measurement, Analysis, and Knowledge Management
Provide a summary of strengths and opportunities for improvement the institution plans to address related to Standard 4 - Measurement, Analysis, and Knowledge
Management.
With the advent of the Student Learning Outcomes Assessment Cycle (SLOAC) Committee, a strong focus on the campus is centered on student learning outcomes and assessment. The
SLOAC process is faculty driven with the highest level of institutional commitment. A SLOAC
Steering Committee Chair was appointed by the Skyline Academic Senate and Vice President of
Instruction (VPI), a SLOAC Steering Committee was established with representatives from every division on campus. The SLOAC Steering Committee members fulfill two roles: to help to shape the process and to develop their expertise and experience in the SLOAC to serve as resources for other members of campus as trainers and sounding boards.
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There is a Skyline SLOAC one-stop website which includes many resources and examples and a framework which was created by the SLOAC Steering Committee to provide support to faculty with the process. The framework explains key terminology and concepts as well as providing templates that can be downloaded as MS Word documents. Also available are the steps for assessment, with a one-stop site where you can access pertinent resources to complete those steps. And finally, on the examples page are draft SLOs and assessment plans and as with any initiative on campus, colleagues are also a key resource.
The SLOAC Steering Committee created a framework to implement the SLOAC consisting of three sections: A) A Model for College Implementation, B) Creating Student Learning Outcomes, and C) Outcomes Assessment Planning and Implementation. On the departmental level, faculty and staff are responsible for articulating SLOs and creating related assessment plans for their area. On the institutional level, faculty on the SLOAC committee determined the qualities of well written SLOs and best practices in assessment in the SLOAC Framework. The SLOAC framework and models on the SLOAC website are excellent references for faculty.
On advice from the SLOAC Steering Committee, the Curriculum Committee required student learning outcomes for all courses by Fall 2010. A six-year timeline for assessing was established.
The recommendation was to assess courses in a prerequisite sequence, general education courses, or heavily enrolled courses. The department uses TracDat to document assessment, maps the assessed course level SLOs up to the relevant ISLOs, and tabulate the rubric data in a spreadsheet or table. This data is used to evaluate student achievement of ISLOs and to aggregate with other course level data. Program Level student learning outcomes were created for all departments. The Business Unit created PSLOs for their business core. Due Fall 2010: create assessment plans, collect analyze and report assessment findings, match core courses to
Institutional Student Learning Outcomes. This information is entered into TracDat. This data will be used to evaluate student achievement of ISLOs, aggregated with other course level data are required for all courses. All departments are expected to assess in the Fall, then analyze the data and file an assessment plan report with the Office of Research and Planning in the Spring.
On advice from the SLOAC Steering Committee, the Curriculum Committee requires SLOs for all new course outlines of record. The SLOAC Steering Committee also recommended a timeline for the rollout and to what degree formal assessment, evaluation, and reporting needs to take place. The timeline model was adopted by the Curriculum Committee. The Business Division faculty members are committed to their program success and have utilized these support systems in developing SLOs, program level SLOs, and helping with the institutional level SLOs.
An area of improvement for the Business Unit is to work on assessment plans for the core business courses in the Business programs. We are 100 percent compliant with the course level student learning outcomes for all Business unit classes. We have created program level SLOs for all business core courses for each degree for our program level SLOs. The Business Unit is working on assessment plans for the core courses within the degrees and a matrix will be available in the Resource Room for each of the core courses in the Business Programs. SLOs are identified for each class in the core and we will be identifying measures for those SLOs and implement those changes no later than Fall 2012.
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Criterion 5.1 Human Resource Planning
A.
Describe the business unit’s criteria for recruiting and selecting business faculty, including consideration of academic credentials, workforce diversity, and related professional experience.
The SMCCCD has developed policies for ensuring that all personnel are qualified by appropriate education, training and experience to provide and support all programs and services. These policies are outlined in the SMCCCD Rules and Regulations 3.10, 4.10, 5.04 and posted on the
SMCCCD website. These policies include, but are not limited to, providing full, objective and equal access for all applicants; actively seeking applicants who demonstrate the required technical expertise, competency, and sensitivity that will enable them to work effectively in a multicultural educational environment; complying with all federal, state and local laws; ensuring participation by faculty, classified staff, and administrators in their respective roles throughout the process; providing training in equal opportunity and legal selection procedures so that fair and equitable treatment of all individuals can be assured; ensuring diversity on all screening committees; including a diversity-trained representative on all screening committees; and maintaining confidentiality throughout the process.
There are guidelines for the selection of all employee groups—classified staff, full- and parttime faculty, and managers which provide the general principles to guide the screening and selection of all new employees. These guidelines cover development of the job announcement, selection of the screening committee, development of the assessment plan, the screening of application materials, the screening of candidates, the recommendation of finalists, final interviews, reference checks, and the candidate approval process. District Human Resources staff work closely with screening committees to provide training for committee members and to assist in all steps of the selection process, starting with the job announcement. All job announcements provide a description of the District and Skyline College and include reference to institutional mission and goals. All job announcements emphasize the importance of an applicant’s being able to demonstrate sensitivity in working within a multicultural, multilingual educational environment.
Specific duties and responsibilities of each position are clearly outlined in all job announcements. Job announcements for faculty positions are written by the screening committee, which is composed of a majority of discipline experts, and clearly state minimum qualifications, as determined and published by the state Academic Senate. The announcement emphasizes the importance of discipline knowledge, current pedagogy, and commitment to student learning. The process for classified staff and managers is similar with job announcements written by the screening committee based on the knowledge, skills and abilities needed to carry out the duties and responsibilities of the position in an effective manner.
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Faculty play a significant role in the selection of new faculty. The Screening committees for faculty positions include at least three and no more than five members, a majority of whom are faculty, with a minimum of one discipline expert.
The paper-screening process for all hires includes a checklist based on the job announcement and provides a review of the applicant’s minimum qualifications, including degrees held, and a systematic assessment of each applicant’s materials. Degrees held must be from recognized
U.S. accrediting agencies. For faculty positions, an equivalency process has been established for applicants who do not directly meet minimum qualifications to determine equivalence, based on degree equivalence, academic background equivalence, or professional equivalence. The same process is followed for applicants holding degrees from non-U.S. institutions. This process includes a review of transcripts and course descriptions.
The equivalency process has been revised by the District Academic Senate and includes review by an equivalency committee, made up of discipline experts. The job applicant is responsible for submitting the required forms and supporting documents to affirm an equivalency. Screening committees develop interview questions which address the knowledge, skills and abilities of each applicant as they pertain to the duties and responsibilities of the position. Key response elements are also developed by the screening committees to provide a common basis for what is sought in an applicant’s response. Many faculty screening committees include a skills demonstration, such as some type of teaching demonstration as part of the screening process.
Those candidates forwarded to final interviews are evaluated and assessed for their potential to contribute to the mission and goals of the department, division and institution.
Once finalists have been selected, extensive reference checking is conducted by the appropriate parties, as defined in the selection procedures guidelines, to verify the qualifications of finalists. Screening committee members are invited to sit in on final interviews of faculty and administrators by the College President and appropriate vice president. The final interview reviews evidence of discipline expertise and scholarly activities, but places greater emphasis on the applicant’s potential to contribute to the institution outside of the classroom.
Consensus is usually reached at this level, but the final decision ultimately rests with the College
President.
In order to seek qualified applicants, Human Resources staff routinely advertise classified, faculty, and administrative positions in the following outlets: the District Human Resources website, the California Community Colleges Registry, Education Job Opportunities Information
Network, Higher Education Recruitment Consortium, Caljobs.ca.gov, Craig’s List (depends on position and request by division), Careerbuilder.com, and other sites specific to the position announcement. One measure that the process is successful at yielding highly qualified employees is that 100 percent of all faculty going through the four-year tenure process since the last self-study have received tenure.
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Faculty Selection Procedures are posted on the district website at:. http://sharepoint.smccd.edu/SiteDirectory/portal/Human%20Resources/Selection%20Committ ee%20Information/Faculty_Selection_Procedures_5-04.pdf
B. Describe how the business unit's work environment, compensation, career progression, and workload assignments support recruitment of high-performance
faculty.
Business faculty are hired based on education and their area of expertise in the field. Faculty are paid according to an established San Mateo County Community College District Regular
Faculty Schedule that includes incremental salary steps. Initial salary placement and compensation for full time faculty is based upon degrees and the number of higher education units taken, in addition to years of applicable, previous work experience with additional steps awarded for new employees who have doctorate or juris doctorate degrees upon hire. For each year of service there is a step increase which usually results in salary increases. Business faculty are rewarded by placement in the college’s salary schedule for their attainment of degrees and furthering their education. The Skyline College compensations is based on negotiated contracts.
The District offers a wide array of benefits to eligible employees and their dependents.
Regular faculty employees working at least 60% of full-time are eligible to receive the following benefits: medical, dental, vision, life insurance, an employee assistance program for private, off-site counseling’ and enrollment in the State Teachers Retirement System.
The working conditions are favorable for faculty and staff. Most academic faculty and nonacademic classified positions in the District are represented by one of three collective bargaining units ("unions") that have negotiated contracts which govern employment rights and benefits such as cost of living increases, benefits, vacation and sick leave, overtime and other working conditions. The strong advocacy groups that represent faculty are the AFT and the Academic Senate.
Skyline College encourages faculty to update their current knowledge and skills, and to stay current in their fields. The Professional Development Committee, a committee of the AFT, allocates funds so that instructors may attend workshops, conferences, and other events to enhance their skills. The Faculty Professional Development Funds were established by a negotiated agreement to expose faculty to new classroom techniques and current research in community college education and enable them to interact with educators outside their district.
Each fiscal year, 1 percent of faculty salaries are put into the Professional Development fund to be used for short- and long-term projects. Faculty members are eligible to apply for Long-Term
Professional Development Projects which involve full or partial reassignment for more than three weeks and Short-Term Projects involving full or partial reassignment for a period of three weeks or less. Faculty members are eligible to apply for a full semester or academic year sabbatical funding, providing opportunities to perform research. Such as original work in one's own field of expertise, extensive scholarship in a specific area, or perfecting techniques and processes applicable to one's teaching assignment. For sabbaticals, faculty participants receive all fringe benefits and eighty percent (80%) of their regular pay. In addition, the Business
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Division Dean supports faculty participation in industry associations so they remain current in their field.
The San Mateo County Community College District Regular Faculty Schedule and
Professional Development information will be provided in the Resource Room.
C. Describe how the business unit's work environment supports a climate that contributes to the well-being, satisfaction, and motivation of business unit faculty and staff.
The Business Division work environment is very positive. The Division Dean strives to build a collaborative working environment encouraging faculty and staff to take an active role in the planning and decision-making process for programs. The Division Dean’s open communication management style promotes a positive working environment. The Division maintains open communication lines between the dean, faculty, staff, and administrators.
The newly established coordinator structure, coordinators in Accounting, Business and
Computer Applications and Office Technology work closely with the dean and faculty in communicating department issues and concerns. This has increased division satisfaction and positive leadership collaboration. Through significant shared governance processes and an open-communication style the College fulfills this goal of a positive working environment.
One area of improvement is to create a climate survey for the business unit to document faculty well-being, satisfaction, and motivation. This will be our goal for the 2012-2013 academic year. The research office will help with the development of the climate study.
D. Report evidence of business unit faculty and staff well-being and satisfaction.
The open communication structure in the Business Division allows faculty and staff to feel comfortable discussing issues or concerns with the Business Division Dean or department coordinators. The channels of communication are open which helps promote faculty and staff well-being and satisfaction. As stated above an area of improvement is to create a climate survey for the business unit to document faculty and staff well-being and satisfaction.
Criterion 5.2 Faculty Qualifications
Refer to Table 4 in the Tables section.
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Criterion 5.3 Faculty Composition
A.
Explain the business unit’s method of calculating FTE teaching loads for full-time and parttime instructors.
Full-time Faculty Equivalent (FTE) is based on semester units. One FTE faculty member equals thirty semester units of teaching per academic year.
B.
Complete Table 5 –FTE and Faculty Composition. List all full-time and part-time faculty members for the self-study year in alphabetic order.
Report the following: 88% Masters/Doctorate qualified
5% Professionally Qualified
7% Exceptions
Refer to Table 5 in the Tables section.
C.
If exceptions exceed 10%, provide a detailed plan to improve and meet Criterion 5.A.2.
Our exceptions do not exceed 10%.
Refer to Table 5 in the Tables section.
Criterion 5.4 Faculty Deployment
A.
For the self-study year, report how each program deploys full-time faculty resources among the disciplines, units, courses, departments, and major fields in such a way that every student attending classes regardless of delivery method (on- or offcampus, day or night, online, etc.) has an opportunity to receive instruction from full time faculty.
Class schedules and instructor assignments are determined by the Dean, with input from individual faculty members. Every instructor is sent a workload sheet for planning schedules months in advance for the fall, spring, and summer schedules. Instructors complete a form of their preferred classes and turn those into the Dean’s office, and share a copy with their program coordinator. Each program coordinator in Business,
Business Computer Systems and Management (formerly CAOT), and Accounting complete a proposed class schedule for the term requested and give that to the Dean who reviews the schedule, makes appropriate changes, and approves it. The Dean verifies that workloads meet College contract standards, and follows appropriate enrollment management processes to meet students’ needs and to balance full-time and part-time faculty throughout the offerings of day, evening and online classes.
Fifty-five percent or 11.57 of FTE in the business unit were taught by full-time faculty in the 2011-12 year. This figure includes courses required by the business unit that are taught by faculty in the Business Division, Science, Math and Technology Division and
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Social Sciences and Creative Arts that are not considered General Education courses for the purpose of this self-study. Full-time faculty are well represented in the Division for day, evening and weekend classes. The process for faculty scheduling in other divisions of the College is similar to the Business Division (though in some cases, there may not be a program coordinator and the faculty work directly with the Dean). Representation of full time faculty in some of these program areas may be more limited outside the Division, particularly in TCOM and LEGL. However, the College is addressing this issue, particularly in the Legal Department, with a proposal to add a full-time faculty member in that area
(this has not yet been approved, but is in process).
B.
For any program not meeting this criterion, provide a detailed plan to improve and meet the criterion.
All programs meet the criterion because we will be using a common business core among all programs of courses primarily taught by full-time faculty.
Criterion 5.5 Faculty Load
A.
Describe the business unit’s faculty load management policy for full-time and parttime faculty; include policies related to teaching load (credit/semester/quarter hour), released time, class size, number of preparations, delivery mode, and other related factors.
Full-time faculty are required to teach 30 units (semester hours) per year, typically 15 units per semester. There is no limit contractually on how many units a full-time instructor can teach in overload. Most faculty have reasonable numbers of overload and typically it is an average of one or two courses. The faculty union discourages heavy overloads by full-time faculty among its membership, especially during this current, difficult economic period to give more opportunity to adjunct faculty members to teach classes. Only one business instructor exceeds 1.55 FTE in a year by choice, and she has been able to effectively teach at this workload. This instructor has a 1.55 FTE in the 2011-
12 years, which is unusual.
Class size loads are set by the Dean who consults with faculty on most courses. Typically, most classes in the business unit do not surpass 40 students with a few exceptions.
Instructors can agree to a large class with over 75 students and the AFT contract outlines additional pay levels for larger classes.
Seating capacity in classrooms determine class maximums. Computer lab courses have maximum seating availability of 35 students. Most lecture classrooms range between 35 and 45 capacity seating. Instructors can take additional students above their maximum if they have seats in a classroom, but this decision is left completely up to the instructor.
Online classes are limited to 40 students per section in most situations. The only courses that are outlined in AFT contract for class maximums is English Composition due to intensive writing assignments and grading and those class maximums are set at 26 students.
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Adjunct faculty cannot exceed 66.6% FTE in one year (two semesters) during the fall and spring semester. This is clearly outlined in the AFT contract. Summer teaching assignments are not counted in this total. There is no exception to this rule, because adjunct faculty become benefits eligible beyond this point driving up costs considerable for the College.
This information will be available in the Resource Room.
B.
For the self-study year, explain the circumstances for any faculty member exceeding the institution’s maximum teaching load.
No faculty exceed contractual maximums.
Criterion 5.6 Faculty Evaluation
A.
Describe the formal system of faculty evaluation used by the business unit for full time and part-time faculty.
All personnel are evaluated systematically and at stated intervals. Evaluation procedures for faculty, staff and administrators are available on the SMCCCD webpage at http://sharepoint.smccd.edu/SiteDirectory/portal/Human%20Resources/Performance%20
Evaluations/Evaluation%20Procedures_APPENDIX_G.pdf
. These processes are covered in board policies and procedures and in contracts negotiated with the various collective bargaining units: AFT for faculty, California State Employees Association (CSEA) for classified personnel, and American Federation of State, County, and Municipal Employees (AFSCME) for facilities personnel.
There are three faculty evaluation processes used by the business unit and the district for fulltime and part-time faculty. These include the four-year tenure review for new faculty, tenured faculty evaluations, and adjunct faculty evaluations. New full-time tenured faculty are evaluated for a four-year review period by a four member committee, including the division dean, two permanent faculty members from the division and a discipline expert. During this probationary period faculty undergo rigorous evaluation, which includes student evaluations, a faculty portfolio, peer observations, and division dean observation each of the four years before a recommendation is made. Recommendations and commendations, signed by the candidate, are sent each year of probation to the office of the appropriate vice president and president. Tenured faculty are evaluated every three years, alternating between two types of evaluation: comprehensive and standard. The comprehensive evaluation includes peer observation (for instructional faculty), student surveys, the division dean’s evaluation, the faculty member’s self-assessment and the completion of a portfolio. The standard evaluation includes student surveys, dean’s evaluation and self-assessment. The evaluation process provides an opportunity to give commendations and recommendations for improvement. If an evaluation results in a rating of “unsatisfactory,” a comprehensive evaluation is scheduled for
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the next academic year. The evaluation of adjunct faculty takes place in the first semester of service, and at least once every six semesters thereafter. The evaluation includes the completion of a faculty portfolio, student surveys, and performance assessment by a tenured, full-time faculty evaluator. A faculty self-assessment and performance assessment by the division dean are optional components of the adjunct evaluation process. Monitoring and documentation for the evaluation of adjunct faculty reside in division offices.
B.
Describe how the results of the evaluation are shared with the faculty member.
The Division Dean is responsible for the tabulation of the evaluations and for typing or the voice recording of the student comments from the student questionnaires. Results of the survey are tabulated electronically by District ITS. The Dean completes a “Dean’s Assessment of Non-
Teaching Responsibilities” form and the evaluee completes a Faculty Assessment form. The faculty member is provided with the results of the evaluation and meets with the Division Dean,
Tenure Review Committee and/or the Peer Review Committee to go over the results.
C.
Describe how the faculty evaluation is used in making decisions.
The Dean and Peer Review Committee review the committee’s findings and recommendations with the faculty member. If any evaluation (standard or comprehensive) results in a rating of unsatisfactory, then a Follow-up Comprehensive Evaluation is conducted the next academic year. It is intended that the one year time frame allow the evaluee sufficient time to receive assistance from the responsible administrator and/or mentoring from a peer and to initiate improvements in her/his performance. If the first Follow-up Comprehensive Evaluation results in a rating of satisfactory, then the faculty member returns to the regular evaluation cycle. If it results in a rating of unsatisfactory, a second Follow-up Comprehensive Evaluation is conducted the next academic year. If the second evaluation results in a rating of unsatisfactory, referral of the matter is made to the appropriate Vice President for suitable action. If there are unsatisfactory findings with adjunct faculty evaluations, the Division Dean and Committee members discuss the findings with the adjunct faculty and discuss areas of improvement. The
Division Dean can decide not to schedule an adjunct faculty member for a teaching assignment if problems persist. The Dean and the Peer Committee follow Skyline College’s Evaluation
Procedures for tenured, full-time faculty, and adjunct faculty.
Criterion 5.7 Faculty and Staff Professional Development and Scholarly Activities
A.
Describe the business unit’s faculty and staff development policies and processes for activities such as sabbaticals, leaves of absence, grants, provision for student assistants, travel, clerical and research support, and other activities that contribute to continuous performance improvement of faculty and staff.
All Business faculty (Regular and Adjunct) can apply for Short Term Professional Development funds. Professional Development funds for long term projects are reserved for (Tenured and
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Contract) faculty only. During the fall semester of each academic year, an electronic memo
“PROFESSIONAL DEVELOPMENT FUND - REQUEST FOR PROPOSALS” goes out to all faculty for proposals and for sabbaticals. Deadlines for the proposals, proposal instructions, and links are provided on the website. The applications for Long-Term and Short-Term requests are located at the following link: http://www.skylinecollege.edu/facstaff/office_instruction/profDevelopment.html
. The application for Sabbaticals request is located at the following link: http://www.aft1493.org/contract-a-salaries/sabbatical-information.html
. The Professional
Development Committee, a committee of the AFT, allocates funds so that instructors may attend workshops, conferences, and other events to enhance their skills. The Faculty
Professional Development Funds were established by a negotiated agreement to expose faculty to new classroom techniques and current research in community college education and enable them to interact with educators outside their district. The Faculty Professional Development
Funds are provided for both long- and short-term projects. Each fiscal year, The SMCCCD provides a fund equal to 1 percent of expenditures for regular salaries to provide faculty professional development opportunities.
Skyline College has established a small Program Improvement Fund to support faculty and staff in the development, implementation and evaluation of instructional materials for existing and emerging programs and services. The fund is to be used in development of materials that enhance, expand, create or modify new or existing programs. For the 2011-12 academic year the fund has
$15,000 available. All information is on the website with a packet that includes the guidelines, instructions and application forms for faculty and staff to submit proposals. Proposals are evaluated by the Professional Personnel Committee.
All faculty can apply for the President's Innovation Fund which provides seed money that encourages Skyline College's faculty and staff to “dream out loud.” The President's
Innovation Fund is designed to support the College's goals and strategies. Faculty and staff have been awarded the President’s Innovation Funds to start or continue many creative and exciting projects. Each year, the projects are featured in a video that is revealed at the
President’s Breakfast. That event will be on March 15, 2012. Business Division faculty have been awarded money for several projects. To view a snapshot of the projects awarded, the application, guidelines, college goals and accounting procedures refer to the website at http://www.skylinecollege.edu/facstaff/PresidentsOffice/presinnovationfund.html
.
All full-time academic employees who have completed six years of continuous paid service with the District directly proceeding the term of the requested leave are eligible for extended leaves
(Sabbatical) of a full semester or academic year. The types of activities involve retraining; upgrading skills and knowledge for current or future assignments, improvement of curriculum, enhancing educational delivery, student personnel services or other support services; development or revision of certificate or degree program; feasibility or revision of new or existing programs.
For academic year 2011-2012, two Business faculty were granted professional development funds for short-term funding to attend the ACBSP Annual Conference next summer. After
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attending the conference, contractual obligations require that faculty provide a summary report which is sent to the Office of the Vice Presidents of Instruction and include receipts for the conference and travel fees.
B.
Report the participation of business unit faculty and staff in professional development and scholarly activities. Provide three years of data —two years plus selfstudy year.
Skyline College faculty and staff meet this standard through their consistent participation in their knowledge, classroom effectiveness, and community service.
The Professional Development and Scholarly Activities can be found in the Appendix.
C.
Provide examples of how the professional development and scholarly activities of the business unit have supported the achievement of the business unit’s mission, including building faculty and staff knowledge, skills, and capabilities that contribute to high performance.
Refer to professional development and scholarly activities found in the Appendix.
Criterion 5.8 Faculty Instructional Development
A.
Describe the instructional developmental opportunities for business unit faculty to:
1.
Improve teaching skills which may include mentoring, orientations, in-service programs, and other activities.
Skyline College business faculty are on the SLOAC Committee and key faculty in each department within the division serve as a resource and trainers in the SLOAC process. This mentoring helps faculty with the implementation of assessment plans, implementation of the plans and analyzing results. Training in inputting data into TracDat is also provided.
All full-time faculty are required to fulfill 25 hours of flex time activities annually. These hours can be fulfilled by attending staff, student, and instructional improvement activities. All Flex obligations are on “flexible time,” however, all faculty members are encouraged to attend
Opening Day activities and other special activities that are offered at the College during flex days in the fall and spring. There are many workshops provided to assist faculty with course instruction methodology and improvement, SLOAC, curriculum development, and other topics.
2.
Acquire skills in the use of alternative methods of instructional delivery.
Skyline College uses Moodle Open Source (Web Access) course management software for distance education. A variety of web services are available to support faculty with Web Access to develop and strengthen skills in providing online instruction and services. Faculty have access to online WebAccess platform support services and tutorials. Additionally, support services are
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available by phone, Web, and email at all times except federal holidays. Training is provided by the Center for Teaching and Learning which provides a website with online training modules which include Creating an Instructional Website, Good Best Practices and other links. The CTL website is available online at: http://www.smccd.edu/accounts/ctl/
B.
Describe the instructional development opportunities for business unit faculty to improve knowledge of curriculum development. Provide examples of how instructional development activities of the business unit have supported the achievement of the business unit’s mission, including building faculty knowledge, skills, and capabilities that contribute to high performance.
The department coordinators and faculty work on program and curriculum changes on an ongoing basis. Curriculum is a faculty driven process. The quality of programs and services is ensured by the daily and ongoing professional work of the faculty and staff, faculty dialogue, the strong connection to industry through advisory boards, a rigorous yet responsive curriculum development and approval process, and an extensively integrated and meaningful program-review process. Structurally and in practice the faculty and staff at Skyline College develop the scope, quality, accessibility and accountability of instructional and student service offerings, programs and services. The discussion emanates from the department level as to how the delivery of instruction fits the objectives and content of its courses, as well as the current and future needs of the College’s students. The delivery systems and modes of instruction offered are also influenced by transfer institutions, student requests, employee and advisory committees, and survey results from the programs themselves. An instructor proposing a new course completes a Form D - New Course Request into CurricUNET which generates a course outline. Instructors describe and explain all methods of instruction and how they may reflect an understanding of students’ diverse learning styles. The Curriculum Committee then reviews the course content—including delivery methods—and provides feedback to ensure the instruction is appropriate to the students’ learning objectives. All curriculum is entered into
CurricUNET which has been purchased by the SMCCCD District as the curriculum management system for the College.
Criterion 5.9 Faculty Operational Policies, Procedures, and Practices
A.
Explain how the business unit faculty and staff access the operational policies and procedures manual.
All business faculty and staff have access to District policies, procedures, and practices online.
The College does not provide a hard copy of these procedures. All new hires can access and download anything they need such as New Hire Employment Paperwork, New Hire Orientation, and Policies and Procedures. This information is available online at the SMCCCD portal page website: http://sharepoint.smccd.edu/SiteDirectory/portal/Human%20Resources/Forms/AllItems.aspx
A comprehensive list of District downloads include links to Rules and Regulations, Facilities,
District Information, Library, Information Technology Services and more. These procedures, policies, and practices include faculty development, tenure and promotion policies, evaluation
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procedures and criteria, professional expectation, termination policies and more. This information is available online at: http://www.smccd.edu/accounts/portal/index.php/downloads/
B.
Provide a copy of the faculty operational policies and procedures manual to the peer review evaluation team in the resource room. (Do not include in the self-study.)
Summary of Standard 5 – Faculty and Staff Focus
Provide a summary of strengths and opportunities for improvement the institution plans to address related to Standard 5 - Faculty and Staff Focus.
Skyline College has well qualified faculty and staff. The SMCCCD has developed policies for ensuring that all personnel are qualified by appropriate education, training, and experience to provide and support all programs and services. As stated above, the rules and regulations can be found on the District website. The College is a desirable place to work. San Mateo County offers competitive salaries and good benefits to attract the finest faculty and staff for positions.
The programs in the Division are strong and well supported in the community. Both full-time and part-time faculty are available for student advising. Faculty door cards are posted electronically providing 24-7 access to instructor office hour availability. There is big push at the start of each semester for 100 percent of faculty posting electronic door cards indicating when they are available to students. Students appreciate this enormously because they can readily access faculty information. The College provides professional development funds for faculty encouraging them to attend conferences, workshops, and training seminars for professional growth in their respective fields. Faculty have strong support with online resources that assist with curriculum development, Student Learning Outcomes and Assessment (SLOAC), website support, and strong support from the Business Dean and leadership.
An opportunity for improvement for the Business Division includes working to expand faculty involvement in the student learning outcomes and assessment initiative. Most faculty members have embraced this initiative and become involved in the process. The business unit courses in accounting, business, and business computer systems and management have developed program level SLOs for their common core classes. Faculty need to work on creating assessment plans, implementing these plans, and analyzing the results.
Criterion 6. 1 Curriculum
A.
Describe how the business unit manages key processes for design and delivery of its educational programs and offerings.
Skyline College uses several procedures in constructing and evaluating its courses and
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programs, which are presently defined as traditional academic disciplines or certificate bearing.
The quality and improvement of the College’s curricula depends upon the collaboration between the faculty and the Skyline Curriculum Committee, which consists of representatives from every division, the campus articulation officer, the Dean of Enrollment Services, and the
Vice President of Instruction (VPI). Ideas for new programs and courses are often introduced by the needs of the community from advisory committee recommendations to faculty. The curriculum review and approval process occurs in identifiable stages and is faculty driven.
Faculty with subject matter expertise develop curriculum and work with the Curriculum
Committee representatives to prepare the materials for committee review. The review process ensures that the new curricula reflect the College’s mission as well as the quality, currency, and rigor of the course itself. A well-developed website contains resources supporting all aspects of curriculum development and review. All new or modified curriculum is entered into CurricUNET for technical review by a subcommittee composed of representatives with expertise in Title 5 regulations, matriculation requirements, prerequisites policies, degree requirements, and articulation requirements. The technical review subcommittee reviews the curriculum, makes comments, and follows up with faculty members to assist them in preparation for the
Curriculum Committee discussion. Faculty developing the curriculum then present it to the
Curriculum Committee where questions are addressed and the items are approved with a vote.
The curriculum changes and redesign of courses and programs in this self-study were massive.
Faculty in the Business programs undergoing ACBSP accreditation based curriculum changes on other ACBSP benchmark institutions, advisory committee input, and faculty and staff considerations. Our current College catalog reflects the old business programs at Skyline
College. The new curriculum was approved in the Fall of 2011, and it becomes effective July 1,
2012. This is the basis of our self-study for curriculum, because it meets ACBSP standards and reflects the future of our business programs starting in the 2012-13 year.
The information on the curriculum changes will be available in the Resource Room.
Refer to Table 6 for details of curriculum changes in the self-study below.
B.
Describe how the business unit ensures that courses taught by both full-time and part-time faculty are of comparable quality and consistency.
All faculty keep current in their discipline by taking advantage of professional development opportunities offered on campus during flex day activities or through professional development funds they can apply for. These funds are available to both full-time and part time faculty. Parttime faculty are involved and attend department meetings and advisory meetings. In addition, adjunct faculty help with curriculum development and participate in the SLOAC (outcomes assessment) process. Full-time faculty and the department coordinators work closely with adjunct faculty to make sure they are meeting current curriculum standards. Part-time faculty generally adopt the textbooks used by full-time faculty so there is consistency. Skyline College has one common outline that all faculty must adopt for each course. In addition, there is a common syllabi template that all faculty use for consistency in appearance and content.
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Criterion 6.2 Professional Component
A.
Complete the Professional Component portion of Table 6 Curriculum Summary for each program.
Skyline College meets the ACBSP Professional Component standard. The Skyline College
Professional Component required for completing the Business AS degrees is listed in Table 6
Curriculum Summary for each program. This table reflects changes that will be effective
Summer semester 2012 and is noted in the 2012-2013 catalogs which has not yet been published, but documents from the Curriculum Committee meetings approving the curriculum will be available in the Resource Room. This table shows that all business programs meet the professional component listed at 25% or higher, which falls within the ACBSP standard. All courses listed in the professional component are taught by the Business Department faculty with the exception of economics and math for the Business Transfer degree. Faculty meet several times a year to discuss curriculum issues and establish standards. The professional component category was established by the business program faculty. Table 6 is included in this self-study.
B.
Provide a detailed plan to improve and meet the criterion for any program not meeting the 25 percent standard.
All programs in the business unit meet the 25 percent standard for the 2012 Skyline College catalog.
Criterion 6.3 - General Education Component
A.
Complete the General Education Component portion of Table 6 Curriculum Summary for each program.
The General Education requirements for Skyline College are outlined on page 88 of the 2011-12 catalog. The degrees within the Business Division at Skyline College meet ACBSP standards as seen in Table 6 in the self-study. In addition, the General Education requirements at the College follow the CSU (California State University) and IGETC (Intersegmental General Education
Transfer Curriculum (IGETC) standards to help students effectively transfer to UC and CSU systems and private universities. The IGETC and CSU requirements are outlined in the catalog on pages 247-250 and will be available in the Resource Room.
B.
Provide a detailed plan to improve and meet the criterion for any program not meeting the 25 percent standard.
All programs in the business unit meet the 25 percent standard for the 2012 Skyline College catalog.
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Criterion 6.4 - Business Major Component
A.
Complete the Business Major Component portion of Table 6 Curriculum Summary for each program.
Skyline College meets the ACBSP Professional Component standard. The Skyline College
Professional Component required for completing the Business AS degrees is listed in Table 6
Curriculum Summary for each program. This table reflects changes that will be effective
Summer 2012 and is noted in the 2012-2013 catalog which has not yet been published, but documents from the Curriculum Committee meetings approving the curriculum will be available in the Resource Room. This table shows that all business programs meet the professional component listed at 25 percent or higher, which falls within the ACBSP standard.
All courses listed in the professional component are taught by the Business Department faculty with the exception of economics and math for the Business Transfer degree. Faculty meet several times a year to discuss curriculum issues and establish standards. The professional component category was established by the business program faculty. Table 6 is included in this self-study.
B.
Provide a detailed plan to improve and meet the criterion for any program not meeting the 25 percent standard.
All programs in the business unit meet the 25 percent standard.
Criterion 6.5 Off-Campus Operations and Unique Items
A.
Provide the number of business student credit hours produced along with the total number of student credit hours generated for each campus.
Listed below are charts indicating enrollment for the college for four years. The weekly student contact hours (WSCH) for the Business Unit for 2010-11 was 19,287 as compared to the WSCH for the total college which is 251,677. for the last five years for the Business
Unit and the College total productivity. This indicates that the Business Unit is around 8% of the semester unit production in the college. These figures include fall, spring and summer terms.
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B.
Identify any branch campus at which it is possible for students to complete a degree program.
We have no branch campuses and all programs are offered on campus and online.
C.
Explain other unique situations, if any, present at the institution requiring special understanding during the accreditation process (i.e., grading, credit hours of courses, etc).
There are no unique or special situations in which the business unit at Skyline College requires special understanding during the accreditation process.
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Criterion 6.6 Minimum Grade Requirement
A.
Provide evidence that business students from an associate degree program have a minimum grade average of “C”, such as a letter of certification from the registrar or a catalog statement.
The Skyline College Associate Degree Requirements are on pages 86-89 of the 2011-2012 catalog. To graduate from Skyline College, a student meet the following requirements:
A. Residency Requirement: Either 12 units or 50% of the units applied to the major, whichever is fewer, must be completed at Skyline College.
B.
Scholarship Requirement
1. A minimum 2.00 is required in all degree-applicable coursework
2. All coursework transferred into SMCCCD, except-degree applicable and upper division courses, will be evaluated to meet graduation requirements and will be come part of the overall GPA.
3. Any student pursuing an Associate Degree must declare a major field of study. Skyline offers both Associate in Arts and Associate in Science Degrees. A minimum of 18 units must be completed in a major.
In addition to completing the course and unit requirements for the major, a student must:

Complete with a grade of ”C” or better (or Pass) all courses used to satisfy both core and elective requirements for the major.

Complete 12 units or 50% of the units required for the major, whichever is fewer, at
Skyline College.
Students may earn additional Associate Degrees. Each state-approved degree will be posted to the student’s academic record and receive diplomas for each degree earned.
Students must complete Basic Competency Requirements in Writing/Reading and Mathematics with satisfactory completion of a grade of C or better. In addition, there is an information literacy requirement. The requirements can be seen on pages 86-87 in the catalog.
Specific Area requirements are required. The History and Institutions requirement includes choosing one course of 3 units from courses in Group A and 6 units from courses either from
Group B1 or Group B2. English requirements include two courses (minimum of 6 units) from a list. One of these courses may be the English course which fulfills the General Education
“Language and Rationality” requirement. A physical education (Kinesiology) requirement includes two activity courses. The requirement may be waived or modified for students in the following categories: a. Graduates of accredited community colleges, other colleges, or universities. b. Veterans with one or more years of service who have submitted a DD214.
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c. Persons who successfully petition the Dean of Kinesiology, Dance and Athletics for a medical waiver or modification based on being restricted or unable to successfully complete any of the curricular offerings as certified by a licensed physician due to a medical condition.
Students must complete a total of 3 units in Ethnic and Cultural Diversity. d.
Students must complete a minimum of 18 units of General Education requirements. A minimum of 3 units from Natural Sciences, Humanities, Social Sciences and Language and
Rationality. The balance of course work may be taken from any section including Personal
Development.
B.
Describe how the institution ensures compliance regarding minimum grade requirements.
Graduation from Skyline College with the Associate in Arts or Associate in Science degree requires the completion of at least 60 units, including requirements A through F as outlined on pages 86-89 of the 2011-2012 catalog. All students must fill out an application for the degree and it must be filed in the Office of Admissions and Records within the last two semesters of attendance. The scholarship requirement includes a minimum 2.00 requirement in all degree applicable coursework. The major requirement includes completion with a grade of “C” or better (or Pass) for all courses used to satisfy both core and elective requirements for the major.
Criterion 6.7 Learning and Academic Resources
A.
Describe the business unit faculty’s participation in the library’s acquisitions program to ensure the availability of current business learning resources.
The library’s ongoing commitment is to provide students and faculty with resources, services, and facilities that directly contribute to the achievement of student learning outcomes at the course, program, and institutional levels. Faculty often bring their classes to the library for librarian-led workshops in which the basic principles of research and information literacy are presented. These workshops are nearly always tailored to specific subjects, assignments, and projects. In the process of planning their research assignments and incorporating a research workshop into their class, faculty work with librarians to ensure that the library has the necessary print and online materials for students to complete their projects.
Faculty are encouraged to regularly assess the adequacy of library holdings in the subject areas in which they teach and make recommendations for additions to the collection using the online
New Book Request Form. In addition, when faculty propose a new course, the library’s collection in that subject are assessed to ensure an adequate and authoritative range of materials are available to students. If holdings are not sufficient, the faculty member consults
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library services and the necessary resources to help students achieve the learning goals of the new course are purchased.
The Skyline Library provides a wide range of information resources and services for students studying all areas of business. Information resources at Skyline Library specifically related to business include:
1) Online resources
 Proprietary (subscription) databases:
-- Business Source Premier (EBSCOhost) : a research database providing full text articles from more than 2,300 journals in all disciplines of business, including marketing, management,
MIS, POM, accounting, finance and economics.
-- Business and Company Resource Center (Gale): detailed company and industry news and information, including company profiles, brand information, rankings, investment reports, and company histories and chronologies.
-- Small Business Resource Center (Gale): a research database covering all major areas of starting and operating a business, including accounting, finance, human resources, management, marketing, taxes, and more. Provides periodical articles and reference content.
-- LexisNexis Academic: a research database providing business news, legal research, and company information on over 43 million companies.

Electronic books (ebooks):
Skyline Library belongs to a county-wide library consortium called the Peninsula Library
System (PLS). With a PLS library card, Skyline students have access to all of the ebooks in the PLS Digital Book Library and the Northern California Digital Library. (Skyline students also have access to all of the print books held by the libraries of the Peninsula
Library System.)

Online research guides:
Also known as “pathfinders,” online research guides provide detailed guidance on doing research in business. Skyline librarians have written two research pathfinders pertaining to business:
General business research: http://skylinecollege.edu/library/bus-sources.html students
Economics research: http://skylinecollege.edu/library/econlinks.html
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2) Print Resources
 Books: Skyline Library provides approximately 2,500 volumes covering all major areas of business.
Periodicals: Skyline Library provides a small browsing collection of ten business periodicals in print format, including Business Week, The Economist, Forbes, Fortune, Harvard Business
Review, The Wall Street Journal, and others. (Students access the journal literature in business primarily through the subscription databases mentioned above.)
B.
Describe how off-campus students have access to the same research and reading assignments as on-campus students. This may include evidence of library resources at other locations in the community or by electronic access or inter-library loans.
Off-campus and on-campus students have access to the following databases and resources:
C.
 Periodicals available in online databases and in print at Skyline Library
 Periodicals available in any California Library
 Periodicals on the Web
 Periodicals available at San Francisco State University

Peninsula Library System for a variety of public library systems in the Peninsula

Describe the availability and utilization of other learning and academic resources (tutorial services, instructional technology support, open labs, etc.)
Computer Applications and Office Technology (CAOT) Labs
There are three CAOT labs which supplement online, traditional, and hybrid classes that are used for instruction and tutoring for students enrolled in CAOT courses. The labs, all of which are under the direction of the Business Division, are located in building 8.
All three labs serve students in certificate and degree programs or those who are taking courses for job skills or self-enrichment. All computers have the latest networking and research technology, tutorials, and versions of software taught in CAOT courses which include Microsoft
Office and Adobe multimedia software. All computer stations are connected to the Internet for student research, tutorials, and testing. Installed on the computers in all three labs are the latest networking and research technology, tutorials, and versions of software taught in CAOT courses which include Microsoft Office and Adobe multimedia software.
The CAOT computer lab in Room 8119 is equipped with 36 high-end PCs and one instructor computer station. Each PC is configured with combination DVD/CD drives, four USB ports, floppy drives, headphones and microphones. The room is equipped with one teacher station scanner, an overhead (ceiling mounted) projector for presentations, one HP laser printer and one Dell color laser printer for printing of student projects. The computer stations are also
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outfitted with transcribers and headsets that provide the students in the medical and legal classes with access to training and research software. The computer lab in Room 8121 is equipped with 38 student computers and one instructor computer station which are configured with DVD drives, CD burners, four USB ports, headphones, and microphones. The instructor’s station is equipped with an external hard drive that is accessible to students and instructors for large multimedia projects. The lab is equipped with an overhead (ceiling mounted) projector, one scanner, and one HP Laser Printer and one Dell color laser printer. Room 8119-A1 is the
Mac Lab which houses 14 Mac computers. This lab has one Dell laser printer and two scanners.
Multimedia equipment such as digital cameras (video and still) are also available for demonstration and hands-on training in various video and audio classes offered by the CAOT
Department. All three labs serve students in certificate and degree programs or those who are taking courses for job skills or self-enrichment.
The Centers for Teaching and Learning
The Center for Teaching and Learning website includes resources to assist faculty with development and information about Web Access. WebAccess or Moodle is the District adopted website platform. Unfortunately, due to severe budget cuts the Centers for Teaching and
Learning no longer exist. However, the website is updated and maintained for the benefit of all district personnel. The website includes tutorials to assist faculty with website development,
Podcasting, Accessibility and 508 standards, and good practices for online instruction. The site includes resources for faculty and staff to purchase discounted software and other distance education information. Skyline has a Coordinator for Distance Ed and Technology.
The Learning Center
The Learning Center is a flexible learning environment providing academic support for students in most Skyline courses through supplemental instruction, peer tutoring, workshops, and computer-assisted learning. The Learning Center is located on the ground floor of building 5 and includes space for tutoring, independent study, workshops, computer-assisted learning, faculty and staff offices, a room for small group instruction, and a Media Services check-out area. In order to participate in this academic assistance or receive tutoring, students must be enrolled in a Learning Center (LSKL) course to receive supplemental instruction or peer tutoring.
Students record their hours on each visit to the Learning Center. Academic assistance is provided through the following labs:

The Writing & Reading Lab assists any student with any reading or writing assignment from a Skyline class.

The ESOL Lab provides materials for students to practice the English language.

The Language Lab offers the Rosetta Stone program for students studying Spanish,
Filipino, Arabic, and Chinese.

The Communication Studies Lab support students in Communication Studies classes.
 The Math and Sciences Lab helps students in all levels of math, from basic skills to calculus and statistics, as well as biology, chemistry, anatomy, and other sciences.
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
Tutoring in other subjects may be offered. The Learning Center does its best to find tutors for various subjects as needed.
The Learning Center, supervised by the Director of The Learning Center/TRIO program, includes the Writing and Reading Lab, the Math Assistance Lab, the English as a Second or Other Language Lab, the Basic Skills Lab, the Tutoring Assistance Program, a computer lab, Media Services, and the TRIO/STAARS program. The Learning Center is located on the ground floor of building 5 and includes space for tutoring, independent study, workshops, computer-assisted learning, faculty and staff offices, a room for small group instruction, an office and workspace for TRIO students, and a Media Services check-out area. In all, the Center can accommodate 300 students and is equipped with 65 computers for student use, including 55 PC’s and 10 Macs. Three of the PC’s are equipped with adaptive software for use by students who have learning disabilities. All of the Center’s computers are connected to the Internet to support student research and are loaded with software programs that support instruction in courses offered at the
College. Three work stations for students using their own laptops are set up for easy access to electrical and data ports.
Faculty members help The Learning Center select equipment and materials to support student learning. Faculty-recommended software to support basic skills is available on
Learning Center computers. In addition to recommending educational materials, instructors bring classes to The Learning Center to complete assignments and show students how to use various software programs and conduct online research.
Center for Advanced Learning & Technology
The Center for Advanced Learning and Technology (CALT) is located in Building 2. The CALT houses general computer classrooms utilized by a number of departments for instruction. In addition, the CALT houses the Computer Science lab, a lab to support beginning computer networking coursework, and the PC Repair and Configuration lab. The CALT also provides use of networked PC-platform computers to any registered student doing specific course-related work in a drop-in area. The CALT is open when the College is in session. Adjacent to the CALT is the Center for Teaching and Learning (CTL), a technology resource center for faculty and staff.
Accounting Lab
The Accounting Lab which is the only one left in the District is under the direction of the Dean of Business. The state provides funding to keep the lab open. The lab provides academic support for students taking courses in the Business Division, utilizing alternative instructional modes including online, hybrid, and traditional formats to address diverse learning styles.
Located in building 8, the Accounting Lab offers instruction and tutoring to students in business courses, including accounting, QuickBooks, statistics, economics, and international business.
The Business Division has made improvements by upgrading both the software and hardware in the lab. To address the diverse learning needs of the students, the lab is equipped with 36 PC’s
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on which students can access MS Office Suite, Peachtree, and QuickBooks. A teacher’s station and the lab tutor’s workstation have the same software configuration as computers in the lab.
The lab hours have been cut by 50 percent due to budget cuts (51 hours per week to 26 hours per week). Lab hours are Monday through Thursday from 8:00-12:00 and 4:00-6:30 pm. The lab closes at 6:30 pm when the lab is used as a classroom. Faculty in the department made a collaborative decision to not ask for the additional lab hours to be reinstated. Students’ success rates have not decreased over the last five years, but have actually increased. The quality of learning has remained constant because instructors have incorporated electronic tutoring and interactive websites to enhance student success.
Criterion 6.8 Support Services
A.
Describe the level of institutional support services available to the business unit.
Skyline College provides comprehensive support services to meet the needs of the business programs. Skyline College’s Campus Climate Values Statement states “Both instruction and student services are dedicated to providing every student with an avenue to success.” To support the mission of the College, Skyline provides comprehensive student support services to students and the mission statement states: “Skyline College is a comprehensive, open access community college that provides student-centered education leading to transfer, career advancement, basic skills development, and personal enrichment.” The “Students First” philosophy at Skyline College permeates through the various support services that are available. The following institutional support services are important in providing students with the appropriate materials, equipment, and resources for student success.
Career Center
The Career Center provides comprehensive career resources and activities for enrolled Skyline
College students. The center offers a wide variety of services and activities, excluding job placement, to assist students with their specific career needs. The Print and Video Resource
Library provides information about job descriptions, salary studies, future career trends, and emerging occupations. Web-based career assessment and interpretation services are provided along with individualized career counseling to enhance students’ career search in planning their educational and occupational goals. The Career Center sponsors a variety of classes and career orientated workshops, as well as career panels and career expos to provide students the opportunity to establish career networks with local employers. The center sponsors a Holiday
Job Fair in November and a Career Expo is offered in mid-April. The computerized guidance system EUREKA is provided to assist students in becoming better informed about career options. On-line job postings are available at www.skylinejobs.com
, and on the website at www.smccd.edu/accounts/skycareer . Career Center job binders are available with current job openings for full-time and part-time employment.
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Counseling at Skyline
Skyline College’s Counseling Division is designed to assist students in all aspects of their development as students. The Division’s aim is to help students be successful in accomplishing their goals. Career and educational counseling are emphasized. Skyline counselors support students using many resources to help them become better prepared to explore their alternatives, establish priorities, and develop a plan of action. Counselors help students establish both immediate and long range goals and provide information about courses and programs that transfer to four-year colleges and universities. They also provide information about certificates that divisions offer. Counselors assist students in developing an individual
Student Education Plan (SEP), which is their guide to achieving their goals. All students are required to have an SEP on file once they have completed 15 units at Skyline College. Assistance with students’ personal and social concerns is also available.
Services are available to help students with academic planning, career planning, personal counseling, and counseling courses are offered to help students succeed. Some examples of courses offered are: self-development, student success and study skills, college success, Up
Your Self-Esteem, Anxiety Management, and Coping with Depression.
All the counseling services are offered at the One-Stop Student Services Center in building 2 which makes it especially convenient to students. Counseling appointments can be made in the following ways:

In person at the "Counseling Counter" in building 2 (in front of Room 2218)

By calling the Counseling Office at 650-738-4318
 e-SARS - a web based appointment system (this system is currently unavailable for making counseling appointments)

E-Counseling is also available at http://skylinecollege.edu/general/counseling/electronicCounseling.html
The Transfer Center
The Skyline College Transfer Center provides comprehensive transfer services, resources, and events designed to facilitate a student’s transition from Skyline College to a four-year college or university. Services include Drop-In Transfer Counseling, workshops, visits from university representatives, UC Davis representatives on-campus every Tuesday, newsletters, and transfer eNews mailing list for students to keep informed about on/off-campus transfer-related events and activities. There is a Transfer Admissions Guarantee (TAG’s) program for students transferring to four-year colleges and universities.
There are many resources available to help students succeed with transferring such as: transfer and articulation information; library of college catalogs from CSU, UC, and private colleges; print materials for reference; and access to computers to conduct transfer related research.
The Transfer Center hosts a Transfer Day every October with representatives from CSU’s, UC’s, and private colleges. A Transfer Fair is held in the spring semester which focuses on California
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Private Colleges. The Transfer Center also conducts college and university tours and off-campus events.
The Center for International Trade Development (CITD)
The Center for International Trade Development (CITD) contributes to the academic environment at Skyline College, as well as the economic growth of the Bay Area, through an array of services and programs. The CITD promotes economic development through international trade by providing one-on-one consulting to small and medium-sized companies located in the area. It also contributes to the academic/learning environment at Skyline College, as well as throughout the Bay Area, through the development of degrees and certificate programs that impact the community and create opportunity for economic viability. They have established partnerships with different community-based organizations and economic development groups to develop and/or implement cutting edge training programs that target often-ignored communities in the Bay Area, elevating their economic potential.
The College Library
The Skyline College Library is located on the second floor of building 5 and features electronic resources as well as a book collection of 47,000 volumes and subscriptions to 235 magazines, journals and newspapers. Through a local area network, students have access to the Internet, the Peninsula Library System (PLS) online catalog, and periodical and other research databases.
Students can assess the libraries website at: http://skylinecollege.edu/library .
The library includes six group study rooms, numerous study carrels which provide privacy for students to work, and a computer demonstration area for class orientations. The Library offers two courses: LSCI 100 – Introduction to Information Research and LSCI 110 – Digital Oral
Research Project.
Learning Communities
The College supports extensive learning community programs. Students in learning communities take two or more classes, often in different departments. The classes are designed to be taken together by the same group of students in each class of the Learning Community.
Learning Communities connect students to each other, their instructors, and the College.
In Learning Communities, students participate in groups to share ideas and help each other learn while exploring topics that are relevant to them. Faculty members support learning and innovation as everyone works together to create a community in a positive learning environment. Learning Communities offer students additional guidance and access to resources while challenging them as they work toward their goals.
Skyline College has the following communities and programs:
 African-American Success Through Excellence and Persistence (ASTEP) Program - A program designed for African-Americans and other students to increase their chances of
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


 remaining in college. This program offers students an exciting and unique opportunity to select courses from a curriculum with an African-American emphasis.
First Year Experience (FYE) Learning Community - A year-long program in which a group of students (cohort) stay together in a set sequence of classes. Counseling and case management are linked with math, fitness, and other required courses to provide a holistic foundation for success. The FYE program is geared toward full-time students who want support transitioning into college-level classes while completing the algebra sequence. The program is also a good choice for those who would like to transfer and/or receive an AA/AS degree as quickly as possible.
Honors Transfer Program – Design for highly motivated students who seek a challenging academic experience for intellectual and personal growth.
Kababayan - A transfer and community support program for students interested in
Filipino culture with the goal of increasing proficiency in English skills for success in college, work, and life. Filipino Cultural Night
Puente - A two-semester program that links together students, a counselor, an English instructor, community mentors, the University of California and other colleges in an effort to increase the number of students who transfer from two- to four-year colleges.
The Scholar Athlete Program - Groups student-athletes in a learning community focused on reading and writing proficiency that provides the basis for students to pursue their athletic and academic goals at the university level.
 Mathematics Engineering Science Achievement (MESA) - An academic enrichment program which helps educationally disadvantaged students excel in math and science and graduate from college with degrees in math based fields. Founded in 1970, MESA program serves pre-college, community college, and university students at over 90 sites throughout California.
 Women in Transition A program that helps adults who have been away from school transition back to an academic environment.
SparkPoint Center
Skyline College partnered with the United Way of the Bay Area (UWBA) and Jewish Vocational
Services (JVS) to launch the San Mateo County SparkPoint Center in January 2010. The center serves as a one-stop community resource center that helps families achieve lasting financial stability. To fund the project, Skyline received $309,998 in SB70 funding for the period February
1,2010-March 31,2012. The funding is being used to implement a long term strategy to support economic self sufficiency for individuals and their families and contribute to regional economic sustainability. Students and families can access multiple services related to employment and career development, work supports and public benefits, and financial literacy and assetbuilding strategies. The Center enhances both access and success in targeted career technical education programs by integrating support services and instruction and bundling the services to change the framework of support services for career technical education students. Skyline
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College was one of the first community colleges in the United States to open a SparkPoint
Center.
UWBA developed its vision of the SparkPoint Centers, drawing on various models including the
Annie E. Casey Foundation (AECF) Center for Working Families. This funding complements additional funding by the Bay Area Workforce Funding Collaborative to support SparkPoint
Center operations. The SparkPoint Center includes Skyline’s Center for Workforce
Development, The English Language Institute, the BESST (Beyond Economic Self-Sufficiency
Tools) Program, and Volunteer Income Tax Assistance (VITA) program.
The Center for Workforce Development (CWD)
The Center for Workforce Development (CWD) facilitates the delivery of workforce development programs and services designed to meet local labor market needs and to support entry or advancement in the workplace. The CWD collaborates with Skyline College departments and programs, business and industry, community based organizations, and governmental agencies to connect individuals, agencies or organizations to effective career programs that provide college credit while preparing for upwardly mobile careers.
The CWD develops and administers grants and contracts for economic and workforce development projects and initiatives. The CWD also works with business to provide customized training and education solutions for both credit and not for-credit on-site workforce preparation and development needs. The CWD is responsible for coordinating the delivery of contracted credit and not-for-credit courses, associated services, and programs requested by business, industry, governmental or community agencies.
The CWD worked with the American Recovery and Reinvestment Act projects in partnership with the San Mateo County Workforce Investment Board. Business faculty participated in training opportunities to Real Estate offices, Kaiser Permanente and in a Medical Billing and
Coding certificate program. The CWD is located in building 1, Room 1221A.
The Center for Advanced Learning and Technology (CALT)
CALT is a complex of one open computer lab offering the support of an instructional aide in computer usage, and three classrooms that facilitate computer-assisted instruction for any
Skyline course. The classrooms feature a instructor computer station with the capacity of viewing and interacting with 101 student computer stations. Students can access wireless connection to the Internet in the facility. CALT open labs can accommodate approximately 130 students at any given time. They are staffed by two instructional aides (one at a time) and two student assistants.
Writing Center
The Writing Center offers individual assistance for students needing help with any written assignment. Students from all over campus utilize the writing center for assignments from classes in English, political science, psychology, and more. All Skyline College students can make use of the Writing Center without any cost.
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The Math Assistance Lab
The Math Assistance Lab offers supplemental assistance in mathematics from basic mathematical skills to Calculus. The Math Assistance Lab offers the courses LSKL 800AV
(Supplemental Learning Assistance) and LSKL 803AV (Supervised Peer Tutoring) for any student seeking help in a math class. In these two courses, students work individually and/or in groups to reinforce learning in the parent course from which the student was referred. Additionally, the two courses Math 650AV and Math 650BV (Mathematics Supplement - TRIO) are designed primarily for students in the TRIO program. The format of Math 650 provides students with individual and group assistance for collaborative work and appropriate lab activities including the use of computers to solve mathematical problems. In addition to these courses, the Math
Assistance Lab also offers workshops and activities in mathematics.
TRIO Student Support Services
Skyline College's TRIO program, which began in 1980, is a federally-funded Student Support
Services program designed to help first generation, low-income students, including students with disabilities, who have a goal to graduate with an Associate’s degree and transfer to a fouryear college or university. The TRIO Program provides students with a rich variety of services designed to provide academic, personal, and social support to achieve their dreams. The program serves 330 students each year.
B.
Describe how the business unit manages support services to promote student success and achieve the mission of the business unit.
The college culture promotes a positive and open communication link between Student
Services, Counseling and Instruction. The Business Division reflects this attribute by having open communication with Student Services and Counseling and this is at all levels including support staff, faculty, program coordinators and the Dean. This support helps to serve student needs to have a successful academic experience at Skyline College.
The Division Office has an open door policy for students and has regular hours from 8:00 to
4:30 pm, Monday through Friday and by appointment after hours. Appointments can be made online, in person and by phone with the Business Division Dean. The Division
Assistant is well trained in student services procedures and able to help students with many questions.
Criterion 6.9 Educational Innovation
A.
Describe how the business unit encourages and recognizes faculty and staff
innovation and creativity.
The College recognizes and acknowledges outstanding teaching. The Skyline Academic
Senate solicits nominations for an award to be given at the end of the academic year to
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full-time Skyline faculty who are in their first to fifth year of teaching. This monetary award was established through an endowment to the College by retired faculty, Professor
Phil Meyer, who taught in the Science/Math/Technology Division to celebrate excellence in the classroom—the primary criterion for this award. Other criteria include departmental participation, student activities beyond the classroom, and overall collegiality. This award is presented every year at the End-of-the-Year Celebration where faculty and staff are recognized, new retirees are congratulated, and an annual drawing is conducted to raise funds for student scholarships.
Business faculty and staff are encouraged to continue their education and continue on going training in their field of expertise. Business Unit faculty are encouraged to apply for
Professional Development Funds to participate in short-term and long-term projects which encourage innovation and creativity in the education of students.
The President's Innovation Fund provides seed money that encourages Skyline College's faculty and staff to “dream out loud” and have those dreams come true. Among those dreams for Business Division faculty have been the Business Technology Speaker Series – where speakers are invited from the business profession and/or community/public organizations to address business technology themes including social media, the future and responsible role of technology in the future of education, and student success. The formation of the Heart Wrenchers Club, which is designed to increase the participation of women in the Skyline College Automotive Technology program pools resources and mobilizes connections to the community. One of the Club’s projects is the Low Income
Project Services (LIPS) where students, in partnership with “Ways to Work”, St. Vincent de
Paul’s, Salvation Army, and Coleman Advocates in San Francisco, provide automotive maintenance and repair to low income women and families.
The President's Innovation Fund supports the College's goals and strategies one of which is Strategy 1.1 Support of Innovative Programs, Service & Modes of Delivery.
Skyline College and the Business Division have a strong support system that is community oriented, very supportive and appreciates and acknowledges staff and faculty members ’ innovation and creativity.
B.
Provide evidence of innovations and creativity that have been implemented by the business unit.
Innovation includes: Asian Studies Center, ACBSP Accreditation (with major changes in curriculum – including a common business core), PSLO’s, a speakers’ series, proposals to create a SIFE and KBD Chapter, restructuring the business unit so each program area now has a program coordinator, career pathway day and CTE Transitions (formerly Tech Prep).
Further evidence of these innovative programs will be provided in the Resource Room.
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Criterion 6.10 Articulation and Transfer Relationships
A.
List the principal transfer institutions for which the business unit’s institution receives, sends, or transfers students.
Community Colleges
Cañada College
City College of San
Francisco
College of San Mateo
Public Universities
California State University, East
Bay
California State University, Fresno
California State University,
Monterey
California State University,
Stanislaus Cal Poly University San
Luis Obispo
San Francisco State University
San Jose State University
Sonoma State University
UCSF School of Dentistry
UCSF School of Pharmacy
University of California, Berkley
University of California, Davis
University of California, Irvine
University of California, Los
Angeles
University of California, Merced
University of California, Riverside
University of California, Santa
Barbara
University of California, Santa Cruz
University of California, San Diego
Private
Colleges/Universities
Golden Gate University
Mills College
National University
Norte Dame de Namur
University
Santa Clara University
For a full listing of public institutions with transfer articulation agreements with Skyline College go to www.assist.org
and click on Skyline College.
The Transfer Center link for Skyline College is at http://www.skylinecollege.edu/general/transfercenter/index.html
.
The Private College’s transfer articulation link is at http://www.skylinecollege.edu/general/transfercenter/articulationAgreemnts.html
.
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B.
Provide a copy of all articulation and/or course transfer agreements in effect, or evidence of attempts to establish such agreements for the peer review evaluation team in the resource room. (Do not include in the self-study.)
Copies will be available in the Resource Room.
C.
Describe the mechanisms in place that avoid requiring students to duplicate coursework completed at another institution.
Skyline College has an extensive Counseling Center and a Transfer Center that is well staffed to meet the needs of students transferring to other colleges in the region. The
College has articulation agreements with its regional transfer schools and it follows CSU
(California State University) and IGETC (Intersegmental General Education Transfer
Curriculum) General Education standards for the state of California. Students who follow these standards and work effectively with College counselors will avoid duplication of course work in other institutions when they transfer. In addition, California is mandating
(through recent legislation) common transfer degrees that articulate between all community colleges and all California State University campuses (if those programs are offered at each prospective school). An example of this can be seen in our new Business
Administration AS-Transfer degree which is outlined in the self study and meets ACBSP standards.
For students transferring to Skyline College, the Transfer Center and the dean’s office will review transcripts to determine what courses transfer automatically into the College, and the dean’s office will make decision on courses transfers that are not listed in articulation agreements for each program area. The business unit makes every effort to help students avoid duplicating classes they have already successfully completed at another regional college and can accept those credits through either a waiver or a course substitution process.
D.
Describe the student advisement process that counsels students as to the transferability of course work.
The Skyline College Transfer Center provides comprehensive transfer services, resources, and events designed to facilitate a student’s transition from Skyline College to a four-year college or university.
Services
 Drop-In Transfer Counseling
 Transfer Related Workshops
 Visits from university representatives
 UC Davis representatives on-campus every Tuesday
 Transfer Student Newsletters
 Transfer eNews mailing list
 Transfer Admissions Guarantees (TAG’s) to four-year colleges and universities
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Resources
 Transfer and articulation information
 Library of college catalogs from the California State University (CSU), University of California
(UC), and Private Colleges;
 Print materials (Major handouts, GE transfer requirements, and more)
 Access to use of center computers to conduct Transfer related research
Services
 Transfer Day (held every October) – Hosting representatives from all systems of higher education (CSU’s, UC’s, and Private Colleges)
 Transfer Fair (held in the Spring semester) – A focus on California Private Colleges & Universities
 College Tours
Summary of Standard 6 – Process Management
The curriculum for the eight degree programs in the business unit meet ACBSP standards with the catalog changes made in the fall 2011 effective July 2012. The centerpiece of the new curriculum is that seven out of eight degrees have one common business cor e which is a benefit for students since they will have one set of competencies among a variety of degrees. These common cores will aide us in developing a very solid outcomes assessment process (PSLO) for the business unit. The remaining degree with a different business core is a new statewide business administration degree common among all community colleges in California, mandated by the legislature. It has a direct transfer into a junior status into the California State University system.
Other elements of process management at Skyline College including off-campus operations, minimum grade requirements, learning and academic resources support services, educational innovation and articulation and transfer relationships are all very represents students well and meet ACBSP standards.
An area of improvement is to continue to review our degree programs and make improvements to the Office Management, International Trade and International Logistics
Degrees to serve students better. In addition, we will need to monitor the implementation of the new Business Administration Transfer Degree to help with student success. We anticipate that this program will b e very popular with students.
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1.
Provide a brief summary of the self-study that includes an overview of the strengths and opportunities for improvement identified at the end of each standard.
The self-study process provided the opportunity to measure the College, the Business Unit, and programs against the criteria set forth in ACBSP Associate Degree Standards. Overall, The
Business Unit at Skyline College has exceptional programs that meet the needs of it community.
The following list shows the strengths and opportunities for improvements that the accreditation self-study team identified:
Strengths:

Skyline College has stable and supportive administrative e leadership

The Business faculty is committed to the mission and goals of the College and of the
Business Unit.

The business programs have an updated curriculum with a commitment to academic excellence and student success. Programs include a breadth and depth of study with a general education component which articulates to four-year colleges.

The Business Division will be offering a new statewide Business Administration Transfer
Degree that not only meets ACBSP standards but will significantly help students meet their educational goal of a seamless transfer to the California State University system.
 There is alignment between the SMCCCD strategic plans, the college, overall mission and goals, and the Business Division’s work plans.

The College has a strong commitment to professional develop and innovation.
 The College has a strong commitment to its mission, which places an emphasis on the achievement of student learning in an open-access and student equity.
 The business faculty are active committee members.
 The business faculty are actively involved in scholarly and professional activities.

The business faculty demonstrate strong teamwork based on respect for one another.
 The business faculty is highly qualified, motivated, professional innovative, dynamic, and student-focused.

The organization culture at Skyline College is very positive with its focus on student equity, diversity, social justice and strong desire to serve the community they represent in San Mateo County.

The college has a strong shared governance system allowing employees at all levels to give input on planning and decision making processes.

The faculty and staff in the Business Unit, Business Division and college-wide are extremely diverse in all aspects of demographics including gender, ethnicity, national origin, age, disability, religion and sexual orientation.

In these difficult economic times, Skyline College and the San Mateo County Community
College District are financially stable.

San Mateo County residents are very support of Skyline college and the entire district
(through the support of bond funding and Measure G property tax funding.
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Opportunities for Improvement:
 Working within the financial constraints imposed through state funding that is causing an increase in student fees and may lead to cut services provided by the college
 Working within the constraints of the AFT contract and other contractual agreements which do not provide a system for evaluation of online courses.
 The Business Division fell behind on its three year peer evaluation process for tenured faculty (it is now being addressed).
 The Business Division fell behind with peer evaluations of adjunct faculty (it is now being addressed).

Improve the student evaluation process to increase feedback between instruction and student stakeholders.
 Improve the Business Division documentation process and its impact on teaching and learning.

Replacing Business Division faculty with future retirements.

Improving Business Unit outcomes assessment process (SLOAC and PSLOs) to meet
ACBSP standards and assure student success.

Include faculty and staff more systematically in development of work plans for the
Business Unit.

Continue reviewing curriculum for improvements in curriculum.

Improve student engagement opportunities in the Business Unit by creating a SIFE and
KBD chapters.
 Improve stakeholder analysis through creation and implementation of a Graduate
Survey, Employer Survey, and an Employee Climate Survey within the Business Unit.
 Research and analyze online course achievement results and develop plans to improve student outcomes.
2. Explain circumstances that prevent compliance with any standard such as state or local laws or bargaining agreements. Include a request for an exception or waiver of compliance with an appropriate justification.
We are not aware of anything that would prevent Skyline College from meeting ACBSP standards.
3.
Explain how student achievement will be made public.
All information regarding student achievement will be made public in an annual outcomes assessment report which is posted on the college website. All outcome assessment information is made available through our SLOAC link online on the college’s website at http://www.skylinecollege.edu/facstaff/GovCommittees/sloac/index.html
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This is an example of what is being planned. The college is planning to implement an
Annual Departmental Assessment Analysis Report for Instruction Further information will be available in the Resource Room.
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Table 1 - Student and Stakeholder-Focused Results
1. Student and stakeholder-focused results examine how well your organization satisfies key needs and expectations of students and other stakeholders. Key indicators may include: satisfaction and dissatisfaction of current and past students and key stakeholders, perceived value, loyalty, persistence, or other aspects of relationship building, end of course surveys, alumni surveys, Internship feedback, etc.
2. Periodic surveys should be collected from graduates, transfer institutions, and/or employers of graduates to obtain data on the success of business programs in preparing students to compete successfully for entry-level positions. Key indicators may include: satisfaction and dissatisfaction of graduates, retention and/or average grades of transfer students, job performance of graduates, etc.
Performance
Measure
(Competency)
College will show improvement in the student survey measures in the
Campus Climate
Survey.
Description of
Measurement
Instrument
Campus Climate
Survey
Noel-Levitz
2006 and 2010
Areas of
Success
Analysis of Results
Analysis and
Action Taken
Results of Actions
Taken (during the
Insert Graph or Chart of Resulting Trends
(graph up to five years of data)
Satisfaction on climate survey
The college reviewed the 12 skills showed a measures of
92% student satisfaction improvement between 2006 and 2010. and through the colleges workplans goals were
College met the goal of improvement in nearly all the measures.
implemented to increase satisfaction in these measures.
following year)
The college improved on all 11 student satisfaction Student Centeredness 3% measures in Noel-Levitz out of 12 successfully increasing student satisfaction.
Satisfaction Survey Measures % Improvement
Institutional Effectiveness 1%
Responsiveness to Diverse Populations 2%
Campus Support Services 3%
Safety and Security 2%
Academic Advising /Counseling 3%
Admissions & Financial Aid 2%
Registration Effectiveness -1%
Service Excellence 2%
Concern for the Individual 2%
Campus Climate 5%
See Full Table Below
112

Scale
Student Centeredness
Instructional Effectiveness
Responsiveness to Diverse Populations
Campus Support Services
Safety and Security
Academic Advising / Counseling
Admissions & Financial Aid
Spr 2010
5.17
5.18
5.27
4.90
4.66
5.13
4.96
Academic Services
Registration Effectiveness
Service Excellence
Concern for the Individual
Campus Climate
5.34
5.25
5.12
5.07
5.08
Spr 2006
5.03
5.12
5.18
4.76
4.58
5.02
4.88
5.21
5.31
5.03
4.98
4.86
Diff.
0.14
0.06
0.09
0.14
0.08
0.11
0.08
0.13
-0.06
0.09
0.09
0.22
113

Table 1 - Student and Stakeholder-Focused Results
1. Student and stakeholder-focused results examine how well your organization satisfies key needs and expectations of students and other stakeholders. Key indicators may include: satisfaction and dissatisfaction of current and past students and key stakeholders, perceived value, loyalty, persistence, or other aspects of relationship building, end of course surveys, alumni surveys, Internship feedback, etc.
2. Periodic surveys should be collected from graduates, transfer institutions, and/or employers of graduates to obtain data on the success of business programs in preparing students to compete successfully for entry-level positions. Key indicators may include: satisfaction and dissatisfaction of graduates, retention and/or average grades of transfer students, job performance of graduates, etc.
Performance
Measure
(Competency)
College will meet or exceed the mean of
Western College's comparison measures in the
Campus Climate
Survey.
Description of
Measurement
Instrument
Campus Climate
Survey
Noel-Levitz
2010
Areas of
Success
College only met 8% of the goal.
Analysis of Results
Analysis and
Action Taken
Results of Actions
Taken (during the
Insert Graph or Chart of Resulting Trends
(graph up to five years of data)
The college reviewed the 12 measures of student satisfaction and through the colleges workplans goals were implemented to increase satisfaction in these measures.
following year)
The college surpassed only one measure out of
12 when compared to other Western Colleges in the survey. This was in the area of Academic
Advising.
Satisfaction Survey Measures Diff. in Mean
Student Centeredness -0.16
Institutional Effectiveness -0.19
Responsiveness to Diverse Populations -0.16
Campus Support Services -0.01
Safety and Security -0.25
Academic Advising /Counseling 0.04
Admissions & Financial Aid -0.03
Registration Effectiveness -0.12
Service Excellence -0.09
Concern for the Individual -0.09
Campus Climate -0.17
See Full Table Below
114

Skyline Western Coll. Diff.
Academic Advising / Counseling
Campus Support Services
Admissions and Financial Aid
Service Excellence
Concern for the Individual
Registration Effectiveness
Academic Services
Student Centeredness
Responsiveness to Diverse Populations
Campus Climate
5.13
4.90
4.96
5.12
5.07
5.25
5.34
5.17
5.27
5.08
5.09
4.91
4.99
5.21
5.16
5.37
5.47
5.33
5.43
5.25
0.04
-0.01
-0.03
-0.09
-0.09
-0.12
-0.13
-0.16
-0.16
-0.17
Instructional Effectiveness 5.18 5.37 -0.19
Safety and Security 4.66 4.91 -0.25
The Business Unit will develop a Graduate Survey and an Employer Survey with the assistance of the research office at Skyline College starting in the 2012-2013 year to help meet ACBSP standards. The college will continue collecting and evaluating Noel-Levitz, CCSSE and the CTE Survey and this analysis will be reviewed by the business unit faculty and staff to determine the future needs of stakeholders. In addition, the program advisory committees in Business will be more effectively utilized for stakeholder analysis.
115

1. Student Learning Results
(Required for each accredited program)
A student learning outcome is one that measures a specific competency attainment.
Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance, third-party examination, faculty-designed examination, professional
performance, licensure examination).
To help students succeed, community colleges must both assess skills and remediate deficiencies before students take more than 25 percent of the credits in business programs
Performance Measure
(Competency)
ACTG 100 Accounting
Procedures
Students completed a Unit
Exam with financial statement questions to access their ability to
“Perform the necessary steps in manually completing the accounting cycle for service proprietorships both manually and on a computerized accounting system”.
Analysis of Results – ACTG 100 Accounting Procedures Course
Description of
Measurement Instrument
to include Formative or
Summative, Internal or
External, and Descriptive or Comparative
Unit Exam administered to three class sections
(Direct Measure)
Areas of
Success
60% or more of students will score 70% or higher
Analysis and
Action Taken
92% of students scored 70% or higher--Financial
Statement questions. No action was necessary because the aggregate results for the three sections were met. Faculty addressed the weakness of closing entries.
Results of
Action Taken
(occurs in the following year)
Insert Graph of Resulting Trends for 3-5
Years (please graph all available data up to five years)
100%
0%
71%
89%
64%
87% 92%
92% of students scored 70% or higher--
Financial Statement questions
116

Performance Measure
(Competency)
CAOT 225 Spreadsheets I:
Excel 13 Question Survey
Students will answer questions 5-10 of the survey which demonstrate their knowledge of creating and building professional spreadsheets with accurate formulas, functions and formatting 70% will strongly agree with
Questions 5-10 of the 13 question survey. All questions met the 70% criteria except the one compared.
Description of
Measurement
Instrument to include Formative or Summative, Internal or External, and
Descriptive or
Comparative
13 Question Survey
(Questions 5-10 used for analysis)
(Indirect)
Areas of
Success
Class score on
Question
“Students strongly agree that the course helped them achieve their goals” in
2010 was
60%. Class score on question in
2011 was
70%.
Analysis and
Action Taken
More critical thinking spreadsheet projects will be added to the course to increase students competency creating spreadsheets independently.
Results of
Action Taken
(occurs in the following year)
Added more projects and homework assignments that include critical thinking which led to an increase in the percentage score in Fall
2011.
Insert Graph of Resulting Trends for 3-5
Years (please graph all available data up to five years)
60%
2009-2010
70%
2010-2011
Students strongly agree that they feel prepared to move onto the next course
Students
Agree
117

Organizational effectiveness results examine attainment of organizational goals. Each business unit must have a systematic reporting mechanism for each business program that charts enrollment patterns, student retention, student academic success, and other characteristics reflecting student performance. Key indicators may include: improvement in safety, hiring equity, increased use of web-based technologies, use of facilities by community organizations, contributions to the community, partnerships, graduation and retention rates by program, etc.
Performance
Measure
(Competency)
65% success rate of students with a completion of courses with cohort in
Business Unit programs with a
C or better.
Description of
Measurement
Areas of Success
Student Success Survey
2006-07 through
2010-11
65% of students successfully completed courses over five year period.
Analysis of Results
Analysis and
Action Taken
Results of Actions Taken
(during the following year)
Development of
PSLO's in the
Busines Core and analysis in the future.
Current infrastructure shows we meet this standard.However, implementation of the new
PSLO process in 2012-13 will provide more data for making better decisions
Insert Graph or Chart of
Resulting Trends
(graph up to five years of data)
2006-07 = 64%
2007-08 = 62%
2008-09 = 67%
2009-10 = 67%
2010-11 = 63%
Average is 65%
Chart is below
118

Organizational effectiveness results examine attainment of organizational goals. Each business unit must have a systematic reporting mechanism for each business program that charts enrollment patterns, student retention, student academic success, and other characteristics reflecting student performance. Key indicators may include: improvement in safety, hiring equity, increased use of web-based technologies, use of facilities by community organizations, contributions to the community, partnerships, graduation and retention rates by program, etc.
Performance
Measure
(Competency)
Retention of
80% of students will be retained in business programs.
Description of
Measurement
Retention Survey
2006-07 and 2010-11
Areas of Success
83% of students retained in Busines program over 5 year period.
Analysis of Results
Analysis and
Action Taken
Results of Actions Taken
(during the following year)
Development of
PSLO's in the
Busines Core and analysis in the future.
Current infrastructure shows we meet this standard.However, implementation of the new
PSLO process in 2012-13 will provide more data for making better decisions
Insert Graph or Chart of
Resulting Trends
(graph up to five years of data)
2006-07 = 83%
2007-08 = 83%
2008-09 = 83%
2009-10 = 85%
2010-11 = 82%
Average is 83%
Chart is below
119

120

1. List all faculty (full-time and part-time) who taught during the self-study year in alphabetic order.
2. Identify the major teaching field for each faculty member (full-time and part-time).
3. List all courses taught during the self-study year.
4. State each degree as printed on the transcript, including the major.
5. List professional certifications and other supporting activities (if applicable).
6. State the ACBSP qualification status.
Name
Alcalde, Sharon
Major Teaching
Field
CAOT
Courses Taught All Earned Degrees Professional Certifications and Supporting Activities
MBA
Allen, Robert
Araica, Daisy
Broxholm, Valerie
Bruening, William
Cervantes, Alma
CAOT
MATH
BUS.
ACTG
CAOT
BUS.400
CAOT 100
CAOT 101
CAOT 480
MATH 241
BUS. 120
ACTG 121
ACTG 131
A.A. Applied Science
MA Mathematics
MA Mathematics
MA Business
Education
MA Multimedia
Lifetime CA Credential in
Accounting
20 years experience
Claire, Richard
Cortes, Quintin
Corzonkoff, Barbara
ACTG
CAOT
CAOT
BUS. 401
BUS. 670
CAOT 214
CAOT 215
CAOT 301
CAOT 410
CAOT 411
ACTG 131
CAOT 480
CAOT 104
CAOT 105
CAOT 201
CAOT 225
CAOT 226
MBA Finance
MA Career Education
121
ACBSP
Qualification
Masters
Exception
Masters
Masters
Masters
Masters
Masters
Exception
Masters

Deamer, Patricia
Del Prado, Norman
Fraser, Laura
Fredericks, Stephen
Freedman, Jonathan
Gianoli, Virginia
Guadamuz-Cabral,
Fatima
Hernbroth, Robert
Holland, Christi
BUS.
BUS.
Hough, Richard
Kazaryan, Inessa
Kilmartin, Jack
Kress, Shirley
Loeffler, Jude Thaddeus
Maoujoudi, Abdelhak
Maxwell, Michael
Miller, John
MATH
MATH
BUS.
ECON
MATH
BUS.
MATH
ACTG
MATH
CAOT
CAOT
MATH
MATH
CAOT
BUS.
CAOT 400
MATH 200
CAOT 480
CAOT 230
CAOT 231
MATH 241
MATH 251
CAOT 100
CAOT 101
BUS. 249
BUS. 258
BUS. 261
BUS. 263
BUS. 267
BUS. 268
BUS. 107
HSCI 484
BUS. 476
BUS. 483
HSCI 484
BUS. 485
MATH 251
MATH 200
BUS. 279
ECON 100
ECON 102
MATH 200
BUS. 123
MATH 200
ACTG 172
MA Mathematics
MBA Information
Systems
MS
Telecommunications
MA Mathematics
MA Mathematics
MA Education
MBA Urban Studies
MA Education
Specialist
MBA Health
Management
MA Mathematics
MA Math Education
B.S. Ag/Mgmt Econ
Ph.D. Economics
122
MA Mathematics
MA Mathematics
PhD Mathematics
IRS enrolled agent
Masters
Masters
Masters
Masters
Professional
Masters
Masters
Masters
Masters
Exception
Masters
Masters
Exception
Masters
Masters
Exception
Masters

Miranda, Eric
Moss, Cindy
Motipara, Sita
Nelson, Kevin
Neuendorff, Michael
Newland, Bernadette
Nuschy, Allison
Ortiz, Guillermo
Pate, Hui
ECON
BUS.
BUS.
BUS.
BUS.
BUS.
MATH
MATH
CAOT/BUS.
ACTG 171
ACTG 665
ECON 100
ECON 102
BUS. 665
BUS. 486
BUS. 487
BUS. 489
BUS. 491
BUS. 499
BUS. 190
ACTG 100
ACTG 121
BUS. 120
BUS. 123
BUS. 150
BUS. 100
BUS. 200
BUS. 210
BUS.221
BUS. 226
MATH 241
MATH 200
ACTG 103
BUS. 103
CAOT 104
CAOT 105
CAOT 200
CAOT 201
CAOT 222
CAOT 223
CAOT 403
CAOT 404
CAOT 408
MA Mathematics
MA Mathematics
MA Economics
Fin. Paraplanner
CA Society Tax Prof ethics,
Audit Rep H&R Block
Masters
Masters
MA Political Science
Credential Soc Sci
BS Advertising
BA Business Mgmt
Award/Employer Letter
Vocational Education
Credential
Masters
Professional
Professional
BA History
MBA
MS Engineering
MBA International
Business
PhD Education
ROP Letter Professional
Masters
Masters
123

Phelps,Graciela
Prater-Slack, Dietra
BUS.
LEGL
Richardson, Lisa
Robinson, Calvin
Roumbanis, Christine
Sanford, Dorothy
Speight, Lonnie
Steinberg, Marvin
Suzuki, Masao
Tan, Paul
Wang, Li Way
Weeks, Janice
ACTG
BUS.
CAOT
ECON
ECON
ACTG
ECON
BUS.
MATH
CAOT
ACTG 194
ACTG 196
BUS.101
BUS.120
BUS. 150
BUS.201
CAOT 104
CAOT 105
CAOT 225
CAOT 226
ECON 100
ECON 102
BUS. 230
BUS.241
BUS. 243
BUS. 248
BUS. 261
BUS. 262
BUS.263
BUS. 240
BUS. 443
BUS. 445
COOP 670
LEGL 243
LEGL 245
LEGL 671
ECON 100
ACTG 100
ECON 100
ECON 102
BUS. 680
MATH 200
CAOT 100
CAOT 101
CAOT 412
BA International
Trade
BA Adm/Legal Process Teachers Credential
Computer Applications and
Office Technology
Exception
Professional
BA Biology
Juris Doctor (JD)
and MBA
21 accounting units
MA Business
Education
MA Economics
MBA
BA Business ACTG
PhD Economics
MBA
MS Mathematics
BA Communications
Credential in Accounting
Letter
Web Developer Certificate
Professional
Masters
Masters
Masters
Masters
Professional
Masters
Masters
Masters
Professional
124

Whitten, Linda
Zamani, Soodi
Zhang, Hellen
ACTG
MATH
ACTG
CAOT 413
CAOT 416
ACTG 121
ACTG 131
MATH 251
ACTG 100
ACTG 121
MBA – Accounting
MA
Master of
Accountancy
Masters
Masters
Masters
125

1. List all faculty (full-time and part-time) who taught during the self-study year in alphabetic order.
2. Identify the ACBSP qualification status for each faculty member.
3. Identify the number of credit hours taught during the self-study year.
4. Calculate the FTE (Full-Time Equivalent) faculty load (such as 36 hours/30 semester hours of full-time load = 1.20 FTE).
5. Calculate the total FTE for credit hours and each column of ACBSP Qualification (Master's/Doctorate, Professional, and Exceptions).
6. Calculate the percent of total hours taught for each ACBSP Qualification.
Analysis of Results
Name ACBSP Qualification Credit Hours
(Units)Taught
Master's/Doctorate
FTE
Professional FTE Exceptions FTE
Alcalde, Sharon
Allen, Robert
Araica, Daisy
Broxholm, Valerie
Bruening, William
Cervantes, Alma
Claire, Richard
Cortes, Quintin
Corzonkoff, Barbara
Deamer, Patricia
Del Prado, Norman
Fraser, Laura
Fredericks, Stephen
Freedman, Jonathan
Gianoli, Virginia
Guadamuz-Cabral,
Fatima
Hernbroth, Robert
Holland, Christi
Hough, Richard
Masters
Exception
Masters
Masters
Masters
Masters
Masters
Exception
Masters
Doctorate
Masters
Exception
Masters
Masters
Exception
Masters
Masters
Masters
Masters
9.0
3.0
5.0
6.0
16.0
35.5
8.0
3.0
13.5
20.0
3.0
6.0
10.0
10.0
6.0
18.0
1.0
15.0
5.0
0.30
0.17
0.20
0.53
1.13
0.27
0.47
0.67
0.10
0.33
0.33
0.60
0.03
0.50
0.17
0.10
0.1
0.20
0.20
126

Kazaryan, Inessa
Kilmartin, Jack
Kress, Shirley
Loeffler, Jude
Thaddeus
Maxwell, Michael
Maoujoudi, Abdelhak
Miller, John
Miranda, Eric
Moss, Cindy
Motipara, Sita
Nelson, Kevin
Neuendorff, Michael
Newland, Bernadette
Nuschy, Allison
Ortiz, Guillermo
Pate, Hui
Phelps, Graciela
Prater-Slack,Dietra
Richardson, Lisa
Robinson, Calvin
Roumbanis, Christine
Sanford, Dorothy
Speight, Lonnie
Steinberg, Marvin
Suzuki, Masao
Tan, Paul
Weeks, Janice
Whitten, Linda
Wang, Li Way
Zamani, Soodi
Zhang, Hellen
Masters
Professional
Masters
Masters
Doctorate
Masters
Exception
Masters
Masters
Masters
Masters
Professional
Professional
Professional
Masters
Doctorate
Professional
Professional
Professional
JD, Masters
Masters
Masters
Masters
Professional
Doctorate
Masters
Professional
Masters
Masters
Masters
Masters
12.0
3.0
12.0
8.0
10.0
3.0
36.0
33.0
3.0
13.0
4.0
30.0
17.5
9.0
6.0
6.0
30.0
4.0
9.0
32.0
8.0
15.0
14.0
16.0
3.0
14.0
5.0
20.0
45.5
9.0
3.0
127
0.40
0.40
0.27
0.43
1.00
0.58
0.30
0.20
0.53
0.10
0.17
0.67
1.55
0.30
1.20
1.10
1.00
0.13
1.07
0.27
0.50
0.47
0.10
0.10
0.54
0.38
0.10
0.13
0.20
0.30
0.10

Totals
Qualification
Master's/Doctorate
Professional
Exception
Totals
6
Total Hours Taught
During Self-Study Year
626.00
FTE Teaching Load
(Based on 30 cr. hrs.)
553
32
41
626
18.43
1.11
1.44
20.98
18.43
Percent of Total Hours
Taught
88%
5%
7%
100%
1.11 1.44
128

Table 6 - Curriculum Summary
Name of Major/Program:
Total Number of Hours in Degree:
AS Accounting
60
Professional Component
Course Number and Course Title
ACTG 121 Financial Accounting
BUS. 103 Intro to Business Information Systems
BUS. 201 Business Law
BUS. 401 Business Communications
Area of Study
A
B
E
I
ECON 100 Principles of Macroeconomics D
Total Credit Hours:
Percent of Total Hours:
Credit Hours
4
3
3
3
3
16
27%
General Education Component (Including Specific Area Requirements)
Course Number and Course Title
* Natural Sciences
Educational Goal
6
Credit Hours
3
** Humanities
Social Sciences
3 3
* American History & Institutions 2 6
Languages and Rationality:
** English Composition
* ** Communications/Analytical Thinking
Personal Development - Kinesiology
1
1, 6, 8
Total Credit Hours:
3
3
2
20
*
Some Couses Count for Ethnic and Cultural Diversity Requirement
**
Some Courses Count for English Requirement Percent of Total Hours: 33%
Business Major Component
Course Number and Course Title
ACTG 100 Accounting Procedures
ACTG 131 Managerial Accounting
ACTG 194 Introduction to QuickBooks Pro
BUS. 120 Mathematical Analysis for Business or
MATH 241 Applied Calculus or
MATH 251 Calculus with Analytic Geometry I
BUS 123 Statistics or
MATH 200 Probability and Statistics
BCM. 225 Spreadsheets I: Excel l
ECON 102 Principles of Microeconomics
Electives (select 3 units from the following)
ACTG 103 Ten Key Skills
ACTG 171 Federal Income Tax
ACTG 172 Business Income Tax
ACTG 196 Intermediate QuickBooks Pro
BUS. 100 Introduction to Business (UC Required)
BCM. 226 Spreadsheets II: Excel
Additional General Education Electives (if needed)
Total Electives
Elective Credit Hrs
1
3
3
1
3
2
0-3
Total Credit Hours:
Percent of Total Hours:
3-6
24
40%
Credit Hours
3
4
1
3-5
3-4
1
3
129

Table 6 - Curriculum Summary
Name of Major/Program:
Total Number of Hours in Degree:
AS in Business Management
61
Course Number and Course Title
ACTG 121 Financial Accounting
BUS. 103
Professional Component
Intro to Business Information Systems
Area of Study
A
B
BUS. 201 Business Law
BUS. 401 Business Communications
E
I
ECON 100 Macroeconomics D
Total Credit Hours:
Percent of Total Hours:
Credit Hours
4
3
3
3
3
16
26%
General Education Component (Including Specific Area Requirements)
Course Number and Course Title Educational Goal Credit Hours
* Natural Sciences
** Humanities
Social Sciences
6
3
3
3
* American History & Institutions
Languages and Rationality:
2 6
** English Composition
* ** Communications/Analytical Thinking
Personal Development - Kinesiology
1
1, 6, 8
Total Credit Hours:
3
3
2
20
*
Some Couses Count for Ethnic and Cultural Diversity Requirement
**
Some Courses Count for English Requirement Percent of Total Hours: 33%
Business Major Component
Course Number and Course Title
ACTG 131 Managerial Accounting
BUS. 100 Introduction to Business
BUS. 150 Entrepreneurship - Small Business Management
BUS. 101 Human Relations at Work
MGMT 100 Introduction to Business Management
BUS. 230 Introduction to International Marketing
Electives (see next page)
Total Credit Hours:
Percent of Total Hours:
Credit Hours
4
3
3
3
3
3
6
25
41%
130

Business Major Component - Electives
Course Number and Course Title
Plus a minimum of 6 units from the following:
ACTG 100 Accounting Procedures
ACTG 194 Introduction to QuickBooks Pro
ACTG 196
BCM. 214
BCM. 215
Intermediate QuickBooks Pro
Word Processing I: Word
Word Processing II: Word
Business Presentations I: PowerPoint BCM. 222
BCM. 223 Business Presentations II: PowerPoint
BCM. 225
BCM. 226
BCM. 230
Spreadsheets I: Excel
Spreadsheets II: Excel
BCM. 231
BCM. 400
Database Applications I: Access
Database Applications II: Access
Internet I
BUS. 120 Mathematical Analysis for Business or
MATH 241 Applied Calculus I or
MATH 251
BUS. 123
MATH 200
BUS. 200
BUS. 210
BUS. 221
BUS. 226
BUS. 243
Calculus with Analytic Geometry I
Statistics or
Probability & Statistics
Introduction to International Business
International Finance
Intercultural Business Communication
Global Business Negotiation
Legal Environment of International Business
BUS. 246
BUS. 249
BUS. 258
Doing Business in China
Intro to Interna ti ona l Logi s ti cs for Cus toms Brokers a nd Frei ght Forwa rders
Customs Broker Services & Regulations
Customs Admissibility, Classification, Value and Entry BUS. 261
BUS. 262
BUS. 263
BUS. 267
Introduction to International Forwarding and Cargo Transportation
U.S. Export & Destination Country Import Requirements; Foreign Collectors
BUS. 268
BUS. 279
BUS. 400
Ocean Forwarder and NVOCC Regulation, Operations and Work-Flow
Air Forwarder Operations and Work-Flow
Import/Export Management
Business English
ECON 102
ECON 111
SPCH 100
Microeconomics
The Economy Today
Public Speaking
Total Elective Credit Hours in Major:
Credit Hours
1
2
1.5
3
5
5
3
1
1
2
4
3
1.5
1.5
1.5
1.5
3
3
3
3
1.5
3
3
3
3
3
3
3
3
6
3
1
1
1
2
1
131

Table 6 - Curriculum Summary
Name of Major/Program:
Total Number of Hours in Degree:
AS Business Administration - Transfer
60
Course Number and Course Title
ACTG 121
ACTG 131
BUS. 201
Financial Accounting
Managerial Accounting
Business Law
Professional Component
Area of Study
A
A
E
C BUS. 123 Business Statistics or
Math 200 Probability and Statistics
MATH 241 Applied Calculus or
MATH 251 Calculus with Analytic Geometry I
ECON 100 Principles of Macroeconomics D
Total Credit Hours:
Percent of Total Hours:
General Education Component (Including Specific Area Requirements)
Credit Hours
4
4
3
3-5
3
17-19
29%
Course Number and Course Title
* Natural Sciences
** Humanities
Social Sciences
* American History & Institutions
Languages and Rationality:
** English Composition
* ** Communications/Analytical Thinking
Personal Development - Kinesiology
*
Some Couses Count for Ethnic and Cultural Diversity Requirement
** Some Courses Count for English Requirement
Total Credit Hours:
Percent of Total Hours:
Course Number and Course Title
Educational Goal
Business Major Component
6
3
2
1
1, 6, 8
Credit Hours
3
3
6
3
3
2
20
33%
BUS 103 Introduction to Business Information Systems
BUS 401 Business Communications or
BUS 100 Introduction to Business
Electives Transfer Courses from CSU/IGETC General
Education Requirements
Total Credit Hours:
Percent of Total Hours:
Credit Hours
3
3
15-17
21-23
38%
132

Table 6 - Curriculum Summary
Name of Major/Program:
Total Number of Hours in Degree:
Professional Component
Course Number and Course Title
ACTG 100 Accounting Procedures or
ACTG 121 Financial Accounting
BUS. 103 Intro to Business Information Systems
BUS. 201 Business Law
BUS. 401 Business Communications
ECON 100 Principles of Macroeconomics
AS International Logistics
60
Area of Study
A
B
E
I
D
Credit Hours
3-4
3
3
3
3
Total Credit Hours:
Percent of Total Hours:
15-16
25%
General Education Component (Including Specific Area Requirements)
Course Number and Course Title
* Natural Sciences
Educational Goal
6
Credit Hours
3
** Humanities
Social Sciences
3 3
6 * American History & Institutions
Languages and Rationality:
** English Composition
* ** Communications/Analytical Thinking
Personal Development - Kinesiology
2
1
1, 6, 8
*
Some Couses Count for Ethnic and Cultural Diversity Requirement
Total Credit Hours:
**
Some Courses Count for English Requirement Percent of Total Hours:
Business Major Component
3
3
2-3
20-21
35%
Course Number and Course Title
Intro to International Logistics for Customs
BUS 249
Brokers & Freight Forwarders
BUS. 258 Customs Broker Services and Regulations
Credit Hours
3
BUS. 261
BUS. 262
BUS. 263
BUS. 267
BUS. 268
Customs Admissibility, Classification, Value & Entry
Intro to International Forwarding & Cargo Transportation
U.S. Export & Destination Country Import
Requirements Foreign Collections
Ocean Forwarder & NVOCC Regulation, Operations & Work-Flow
Air Forwarder Operations & Work-Flow
Electives (select 3 units from the following)
BUS 100 Introduction to Business
BUS. 200
BUS. 101
BUS. 210
BUS. 221
BUS. 226
BUS. 243
COMM 130
Introduction to International Business
Human Relations at Work
International Finance
Intercultural Business Communication
Global Business Negotiation
Legal Environment of International Bus.
Interpersonal Communication
Elective Credit Hrs
3
3
3
1.5
1.5
1.5
1.5
3
Total Credit Hours:
Percent of Total Hours:
3
3
3
3
3
3
3
24
40%
133

Table 6 - Curriculum Summary
Name of Major/Program:
Total Number of Hours in Degree:
AS International Trade
60
Professional Component
Course Number and Course Title
ACTG 121 Financial Accounting
BUS. 103 Intro to Business Information Systems
BUS. 201 Business Law
Area of Study
A
B
E
BUS. 401 Business Communications
ECON 100 Principles of Macroeconomics
I
D
Total Credit Hours:
Percent of Total Hours:
Credit Hours
4
3
3
3
3
16
27.0%
General Education Component (Including Specific Area Requirements)
Course Number and Course Title Educational Goal Credit Hours
* Natural Sciences
** Humanities
Social Sciences
* American History & Institutions
Languages and Rationality:
6
3
2
3
3
6
** English Composition
* ** Communications/Analytical Thinking
Personal Development - Kinesiology
General Education Electives
1
1, 6, 8
Total Credit Hours:
3
3
2
3
23
*
Some Couses Count for Ethnic and Cultural Diversity Requirement
**
Some Courses Count for English Requirement Percent of Total Hours: 38.0%
Business Major Component
Course Number and Course Title
BUS. 200 Introduction to International Business
BUS. 210 International Finance
BUS. 221 Intercultural Business Communication
BUS. 230 Introduction to International Marketing
BUS. 243 Legal Environment of International Business
BUS. 226 Global Business Negotiation
BUS. 279 Import/Export Management
Electives (see next page)
Total Credit Hours:
Percent of Total Hours:
Credit Hours
3
1.5
1.5
3
1.5
1.5
1.5
7.5
21
35.0%
134

Business Major Component - Electives
Course Number and Course Title
Plus a minimum of 7.5 units from the following:
BUS. 100 Introduction to Business
BUS. 101 Human Relations at Work
BUS. 120 Mathematical Analysis for Business
BUS. 225 Foundations of Global E-Commerce
BUS. 227 Global Business Contracts
BUS. 240 International Logistics and Transportation
BUS. 241 Doing Business in Asia
BUS. 245 Introduction to Customs Brokerage
BUS. 246 Doing Business in China
BUS. 248 Asian Management Systems
BUS. 258 Customs Broker Services and Regulation
BUS. 468 Asia in the World Today
BUS. 670 Internship in International Trade
ECON 102 Principles of Microeconomics
Total Elective Credit Hours in Major:
Credit Hours
3
1.5
1.5
1.5
3
3
3
3
1-4
3
6
1.5
1.5
3
3.0
135

Table 6 - Curriculum Summary
Name of Major/Program:
Total Number of Hours in Degree:
AS Lawyers Assistant
60-61
Course Number and Course Title
ACTG 100 Accounting Procedures or
Professional Component
ACTG 121 Financial Accounting
Area of Study
A
BUS. 103 Intro to Business Information Systems
BUS. 201 Business Law
BUS. 401 Business Communications
B
E
I
ECON 100 Principles of Macroeconomics or
ECON 111 The Economy Today
D
Total Credit Hours:
Percent of Total Hours:
Credit Hours
3-4
3
3
3
3
15-16
25%
General Education Component (Including Specific Area Requirements)
Course Number and Course Title Educational Goal Credit Hours
* Natural Sciences
** Humanities
Social Sciences
6
3
3
3
2 6 * American History & Institutions
Languages and Rationality:
** English Composition
* ** Communications/Analytical Thinking
Personal Development - Kinesiology
1
1, 6, 8
3
3
2
General Education Electives
Total Credit Hours:
2
22
*
Some Couses Count for Ethnic and Cultural Diversity Requirement
**
Some Courses Count for English Requirement Percent of Total Hours: 37%
Business Major Component
Course Number and Course Title
BCM. 201
BUS. 443
Integration of MS Office Applications 1.0
Law Office Procedures or
LEGL 443 Law Office Procedures
BUS. 445 Law Office Management or
LEGL 445 Law Office Management
LEGL 250 Legal Research
LEGL 252 Principles of Civil & Administrative Process
Electives from Group A
Electives from Group B
Total Credit Hours:
Percent of Total Hours:
Credit Hours
1
3
3
3
3
5
5
23
38%
136

Course Number and Course Title
Group A – Select a minimum of 5 units from the following:
BCM. 214 Word Processing I: Word
BCM. 215 Word Processing II: Word
BCM. 222
BCM. 223
Business Presentations I: PowerPoint
Business Presentations II: PowerPoint
BCM. 225
BCM. 226
Spreadsheets I: Excel
Spreadsheets II: Excel
BCM. 230 Database Applications I: Access
BCM. 231 Database Applications II: Access
BCM. 400 Internet I
Group B – Select a minimum of 5 units from the following:
ACTG 194 Introduction to QuickBooks
BCM. 101 Computer Keyboarding Skill Building
BCM. 400 Business English
BUS. 670 Business Work Experience
LEGL 240 Introduction to the Law
LEGL 245 Legal Operations
LEGL 250 Legal Research
SPCH 120 Interpersonal Communications
Total Elective Credit Hours in Major:
Credit Hours
1
2
1
2
1.5
1
1
1
2
3
3
3
3
10
1
3
3
1
137

Table 6 - Curriculum Summary
Name of Major/Program:
Total Number of Hours in Degree:
AS Multimedia Technology
60
Professional Component
Course Number and Course Title
ACTG 100 Accounting Procedures or
ACTG 121 Financial Accounting
BUS. 103
BUS. 201
BUS. 401
ECON 100
Intro to Business Information Systems
Business Law
Business Communications
Principles of Macroeconomics or
ECON 111 The Economy Today
Area of Study
A
I
D
B
E
Total Credit Hours:
Percent of Total Hours:
Business Major Component
Course Number and Course Title
BCM. 400 Internet I
BCM. 403
BCM. 404
HTML & Web Authoring Applications I
HTML & Web Authoring Applications II
BCM. 408 Multimedia Project
BCM. 410
BCM. 411
Photoshop Essentials
Photoshop Portfolio
BCM./COMP 412 Flash I
BCM./COMP 413 Flash II
BCM. 416 Adobe InDesign Essentials
Electives (see next page)
Total Credit Hours:
Percent of Total Hours:
Credit Hours
3-4
3
3
3
3
15-16
25%
General Education Component (Including Specific Area Requirements)
Course Number and Course Title
* Natural Sciences
Educational Goal
6
** Humanities
Social Sciences
3
2 * American History & Institutions
Languages and Rationality:
** English Composition
* ** Communications/Analytical Thinking
Personal Development - Kinesiology
General Education Electives
1
1, 6, 8
Total Credit Hours:
*
Some Couses Count for Ethnic and Cultural Diversity Requirement
**
Some Courses Count for English Requirement Percent of Total Hours:
Credit Hours
3
3
6
3
3
2
2-3
20
38%
Credit Hours
1.5
1.5
1.5
3
1.5
1.5
1.5
1.5
3
5.5
22
37%
138

Business Major Component - Electives
Course Number and Course Title
Plus a minimum of 5.5 units from the following:
ART 214 Color
ART 301 Design
BCM. 222 Business Presentations I: PowerPoint
BCM. 223 Business Presentations II: PowerPoint
BCM. 214 Word Processing I: Word
BCM. 215 Word Processing II: Word
BCM. 301 Maximizing Your Employment Potential
BCM. 417 Adobe Illustrator Essentials
Total Elective Credit Hours in Major:
Credit Hours
3
1
1
1
2
3
1.5
1.5
5.5
139

Table 6 - Curriculum Summary
Name of Major/Program:
Total Number of Hours in Degree:
AS Office Management
60 - 61
Professional Component
Course Number and Course Title
ACTG 100 Accounting Procedures or
ACTG 121 Financial Accounting
Area of Study
A
BUS. 103 Intro to Business Information Systems
BUS. 201 Business Law
BUS. 401 Business Communications
B
E
I
ECON 100 Principles of Macroeconomics or
ECON 111 The Economy Today
D
Total Credit Hours:
Percent of Total Hours:
Credit Hours
3-4
3
3
3
3
15-16
25%
General Education Component (Including Specific Area Requirements)
Course Number and Course Title
* Natural Sciences
Educational Goal
6
Credit Hours
3
** Humanities
Social Sciences
3 3
6 * American History & Institutions
Languages and Rationality:
** English Composition
2
* ** Communications/Analytical Thinking
Personal Development - Kinesiology
1
1, 6, 8
*
Some Couses Count for Ethnic and Cultural Diversity Requirement
**
Some Courses Count for English Requirement
Total Credit Hours:
Percent of Total Hours:
Business Major Component
3
3
2
20
33%
Course Number and Course Title
ACTG 194
BUS. 101
BCSM 104
Introduction to QuickBooks Pro
Human Relations at Work
Intro to Computers with Windows I
BCSM 214 Word Processing I: Word
BCSM 215 Word Processing II: Word
BCSM 222 Business Presentations I: PPT
Credit Hours
1
3
1.5
1
BCSM 223
BCSM 225
BCSM 226
BCSM 230
BCSM 403
BCSM 410
Business Presentations II: PPT
Spreadsheets I: Excel
Spreadsheets II: Excel
Database Applications I: Access
HTML & Web Authoring Applications I
Photoshop Essentials
SPCH 120 Interpersonal Communications
1
2
1
1.5
1.5
2
1
1
Electives (see next page)
Total Credit Hours:
Percent of Total Hours:
3
4.5
25
42%
140

Name of Major/Program:
Plus a minimum of 4.5 units from the following:
ACTG 103 Ten Key Skills
AS Office Management - Continued
Business Major Component - Electives
Course Number and Course Title Credit Hours
ACTG 194
BCM. 101
QuickBooks Pro
Computer Keyboarding Skill Building
1
1
1.5
BCM. 200 Introduction to MS Office Suite
BCM. 231
BCM. 301
BCM. 400
BCM. 404
BCM. 411
BCM. 416
Database Applications II: Access
Maximizing Employment
Internet I
HTML & Web Authoring Applications II
Photoshop Portfolio
Adobe InDesign Essentials
Total Credit Hours:
2
2
1
1.5
1.5
1.5
3
4.5
141




142

143

144

145

146

Automotive
Technology
AUTO
Cooperative
Education
COOP
Accounting
ACTG
Business
BUS
Rick Escalambre
Coordinator
Faculty/Staff
Chester Jones
Coordinator
Faculty/Staff
Linda Whitten
Coordinator
David Hall
Computer Lab
Supervisor
Christine
Roumbanis
Coordinator
Faculty
Business Division Dean
Don Carlson
Business
Computer
Systems &
Management
(CAOT)
BCM
Alma Cervantes
Coordinator
Division
Assistant
Angelica
Gorostiza
Family
Consumer
Science
- FCS
- INTD
- FASH
Claire Mueller-
Mosely
Coordinator
Real Estate
R.E
Faculty
Teresita del
Castillo-Brown
Computer Lab
Supervisor
Faculty
Faculty
Faculty
Cosmetology
- COSM
- WELL
Early
Childhood
Education
- ECE
- CDC
Josie Glenn
Coordinator
Faculty/Staff
Kate Browne
ECE Coordinator
Tina Watts
CDC Coordinator
Cece Rebele
ECE Program
Services
Coordinator
Faculty/Staff
Faculty
147

David Hall
Don Carlson
Alma Cervantes
Angelica Gorostiza
Professional/Scholarly Activities: Campus Technology Advisory
Committee (2010-2012); WASC accreditation self-study writing team for Standards 2 and 3(2011-2012);District Education Advisory
Committee (2011-2012); Stewardship for Equity, Equal Opportunity and Diversity SEEED/Student Equity Committees (SEEED) (2011-
2012); Bay Area Community College Consortium (BACCC) (2010-
2012); Board of Advisors for Man Dance, Ballet Company, San
Francisco 2011-2012); Alumni of Omicron Delta Kappa Leadership
Society; Champion ACBSP Accreditation Team 2010-2012; ACBSP member (Spring 2011); 2011 ACBSP Annual Conference (2011);
2012 ACBSP Annual Conference (2012); involved in the planning and implementation of the Business Technology Speaker Series
(2011-2012); Full Time Equivalent Faculty Allocation Committee
(FTEF) (2010-2011); Management Council (2010-2011); Skyline
College Instructional Leadership Team Membership (2010-2012); adjunct faculty member in business and social sciences at
Metropolitan Community College in Omaha, Nebraska (1990present) currently online instructor; Board of Directors Twin Cities
Gay Men’s Chorus (2008-2010); member and singer in San
Francisco Gay Men’s Chorus; and president elect of ACBSP Region 4
(2009-2010).
Professional/Scholarly Activities: Ed Policy Committee (2011-2012);
Computer Applications and Office Technology (2010-2012); Campus
Technology Advisory Committee (2011-2012); Distance Education
Advisory Committee (DEAC) (2006-2012); CAOT Advisory
Committee Meetings (2005-present); received a Presidents
Innovation Fund to work in collaboration with the Business Division and SparkPoint Center to develop Business Technology Speaker
Series (2011-2012); SLOAN – International Conference on Online
Learning – (2011); SMCCCD WebAccess- Advanced Moodle Online
Course Development Training – Certificate of Completion (Spring
2011); EDUCAUSE Conference (2010); Open Ed Tech Campus Life
Conference (2010); NUTN Conference for distance learning leaders
(2010); CAMPUS 2015 (2010).
Professional/Scholarly Activities: Dealing with Difficult People
Workshop(2010); Outreach Committee (2005-2007); participate in
Classified Council Events (2005-2008); Ed Policy (2006); California
Community College Matriculation Professional Association (2006).
Professional/Scholarly Activities: Involved on the planning committee Volunteer Income Tax Assistance (VITA) program through the SparkPoint program and United Way; Accounting
148

Sita Motipara
Guillermo Ortiz
Hui Pate
Christine Roumbanis
Advisory Board (2004-present).
Professional/Scholarly Activities: Full Time Equivalent Faculty
Allocation Committee (FTEF) (2011-2012); CAOT Department
Coordinator (2008-2010); CAOT Advisory Committee Meetings
(2005-present); Adobe CS4 hands-on training event at Mission
College (2010); participated in lynda.com online software training
(2010).
Professional/Scholarly Activities: Professional Personnel Committee
(2010-2012);participated in Statewide Discipline group workshop for the Business Administration Transfer Degree in San Jose (2011);
Business Program Advisory Board (2009-present); Accounting
Advisory Board (2004-present).
Professional/Scholarly Activities: Learning Summit Conference in
Phoenix, AZ (2011); received a Presidents Innovation Fund for the
Asian Studies Program for project management, speaker stipend and lodging and event promotion and other activities (2011);
Research Committee (2010-2011); organizes the Chinese New Year
Celebration at the college (2012).
Professional/Scholarly Activities: ACBSP Co-Champion and coauthor of the self-study (2010-present); WASC accreditation selfstudy writing team Standard 1(2011-2012); ACBSP member (Spring
2011); Business Coordinator (2010-present); Association of
Collegiate Business Schools and Programs (ACBSP) National
Conference (June 2011); ACBSP National Conference (June 2112);
Curriculum Committee representing the Business Division (2004present); Curriculum Committee Co-chair (2010-2011); Curriculum
Committee Chair (2007-2011); District Curriculum Chair (2009-
2011); District Academic Senate Governing Council (2009-2011);
Student Learning Outcomes Assessment Cycle (SLOAC) Steering
Committee representing the Business Division (2005-present);
Academic Senate Business Representative (2005-2011); CAOT
Coordinator (2004-2007); Tech Prep/VTEA Perkins Coordinator
(2001-present); participated in Statewide Discipline group workshop for the Business Administration Transfer Degree in San
Jose (2011); CAOT Advisory Committee Meetings (2005present);Career Pathways Leadership Certification ( 2009); Trained
Kaiser Permanente employees in a Basics of Computers course
(2010); Trained City of San Bruno employees on the Basics of Excel
(2009); National Network Tech Prep Conferences (2001-2010);
Worked on the design and development of The Skyline College
SLOAC Framework (2005-2006); participated in lynda.com online
149

software training (2010); Nominated for Teacher of the Year at
Skyline College (2004); Special Recognition Awards from Academic
Senate 2007 and 2010; California Business Education (CBEA) member) (2000-2010); Member of Theta Alpha Delta (Business)
(2005-present); Member of California Faculty Association (CFA)
(1997-present); Jefferson Union High School District and South San
Francisco Unified School District Advisories (2005-present).
Marv Steinberg
Linda Whitten
Professional/Scholarly Activities: Speaker at Mills High School during Career Day about the Accounting profession; Business
Program Advisory Board (2009-present); Accounting Advisory Board
(2004-present).
Professional/Scholarly Activities: ACBSP Coordinator (2010present); ACBSP member (Spring 2011); College Budget Committee
(2000-present); District Budget Committee (2006-present); ACBSP
National Conference (2012); Association of Collegiate Business
Schools and Programs (ACBSP) National Conference (June 2011);
Refereed two journals: "The Economic Meltdown: Implication for
Business Education", Journal of Business and Behavioral Sciences
(2011) and "How Does A Financial Crisis Affect 401(k) Participants’
Investment Behavior? An Exploratory Study”, ASBBS eJournal
2010); Co-authored three proceedings: Sensory Marketing: The
Next Frontier (2011), Going Green – Best Marketing Practices for a
Global World (2010), and Advances in Marketing: Issues, Strategies,
Theories; participated in Statewide Discipline group workshops for the Business Administration Transfer Degree (2010-2011); SMA
Conference (2009-2010); Phillips Advisory Board (2011); Needles &
Powers Financial Accounting Advisory Board (2009-2011); McGraw-
Hill panel for 4 th Edition planning Phillips, Libby, Libby; working with
Cal CPA Society Local Chapter Faculty Education Committee (2011);
Board of Editors, Journal of Business and Behavior Sciences (1999present); Track Chair for American Society of Business and
Behavioral Sciences (200-present); Key note speaker for ASBBS
(2010); worked with Center for International Trade and
Development to create entrepreneurship certificates and degree
(2010-present). Business Program Advisory Board (2009-present);
Accounting Advisory Board (2004-present).
150

Present: John O’Shaughnessy, Allison Mello, Pcyeta Jackson, Aaron Wilcher, Joleen McGrorey,
Don Carlson, Dianna Ariani, Celia Canfield, Anthony Lew, Mike Baird, Alex Kramer, Guillermo
Ortiz, Lloyd Pena, Hui Pate, Linda Whitten, Rhonda Abrams.
Rhonda Abrams, CEO of The Planning Shop and Business Program Advisory Board Member made a presentation on “What’s New in marketing” describing the role played by social media in marketing both large and small businesses today. There were about 150 members of the Skyline community in attendance.
Three student engagement platforms were introduced. Dr. Hui Pate made a presentation about the
Asian Program at Skyline which includes the Asian Studies Center, Asian Culture Week, and Study
Abroad in China. Lloyd Pena, President of Kappa Beta Delta, talked about the creation of the
Business Honor Society and its activities and Joleen McGrorey represented Enactus, a student entrepreneurism club. These groups were formed as an outcome of the Business Program earning
Business Program Accreditation last May. One of the major activities this year is a joint project between Kappa Beta Delta and Enactus which is a Business Technology Lecture Series funded by the President’s Innovation Fund.
Three partnerships were presented. The Business Program is working with the Youth
Entrepreneurship Program (YEP) with Skyline’s Center for International Trade and Development
(CITD). Pcyeta Jackson made a presentation about the Entrepreneurship training program, Business
Plan Competition, and Rock the School Bells. The CITD has also been given funding to start a business incubator to be housed in San Bruno. The incubator will provide beginning and small businesses with advice, offices, and staff.
Aaron Wilcher presented Energy Systems Technology Management (ESTM) at Skyline which has been developed with the Business Program in the last year. The three program areas are energy efficiency, solar, and business development. The business development contains Marketing, Sales,
Finance, Project & Construction Management, and Entrepreneurship.
Don Carlson talked about Partnership with Goodwill to create sustainable jobs. Certificates created at Skyline include Entry Level Warehousing Certificate and Warehousing and Logistics Certificate.
Goodwill and Skyline see an expanded program in the future in more areas such as retail and fashion merchandising.
Don Carlson talked about the Business Program Accreditation with Accreditation Council for
Business Schools and Programs (ACBSP) accreditation. Skyline College is the first community college in California to earn associate business accreditation. He also gave an update on our
151

WASC/ACCJC accreditation renewal process. Skyline College is in the self-study year. The accreditation team will be on campus next October. The business program should have outcome assessments in place for all courses by the end of this academic year.
Don Carlson presented two degrees for Advisory Board approval. They are the Entrepreneurship
Degree and Fashion Merchandising Degree. Both were approved by the board. He then introduced certificates in Entrepreneurship, Fashion Merchandising, Entry Level Warehousing, and
Warehousing and Logistics. All were approved by the Board. The board filled out questionnaires on the Entrepreneurship Degree and Certificate which will be used in our application to the state for degree and certificate approval.
152

153