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BUSINESS ADMINISTRATION

Spring 2014 Comprehensive Program Planning and

Review (CPPR)

2/28/14

INSTRUCTIONAL COMPREHENSIVE PROGRAM PLANNING AND REVIEW

(CPPR)

Program: Business Administration Planning Year: 2014 Last Year CPPR Completed: 2010 Unit: Business Education Cluster: WED

I. GENERAL INFORMATION AND PROGRAM OUTCOMES Program Mission

The department supports the college mission to assist students in their efforts to improve foundational business skills, their ability to transfer to four-year institutions, earn certificates or associate degrees in business, and gain employment or advance in the workforce. This connects directly into the college’s mission statement and correlates to the college’s purpose.

Through rigorous learning opportunities, the Business Department improves student lives by promoting cultural, intellectual, and professional growth. We prepare students to become engaged employees and citizens in an increasingly complex global business environment.

History of the Program

The Business Administration Program (“Program”) is offered within Cuesta’s Business Education Division (“Division”). The Program is currently certified to offer the following Associates of Arts degrees and Certificates:

• Business Administration Associate of Arts degree /ADT • Career Path Associate of Arts degree • Management Associates of Arts degree • Marketing Associate of Arts degree • Business Administration Certificate of Completion • Business Administrative Assistant Certificate of Completion • Accounting Clerk Certificate of Achievement

Two new degrees have been approved with subsequent revisions made since the last CPPR. In total, 4 individual degrees are currently being offered. However, the business education department has reformatted their degrees to offer students 2 separate choices. Students may follow a degree pattern for transfer to 4 year universities or choose between multiple degrees in areas of specialization that direct and qualify students toward specific areas of employment.

Two new certificates, Accounting Clerk and Business Administrative Assistant, have been submitted to curriculum committee and been approved for Fall 2014.

Three E-Commerce courses were deleted; however a new E-Commerce certificate entitled Internet Digital Marketing is in the process of being submitted to curriculum for approval to be offered in Fall 2014.

The Customer Service courses are in the process of being transferred to the Workforce and Economic Development and Community Programs division of Cuesta College.

A new tenure-track accounting instructor was hired in Spring of 2014 to teach the program’s two accounting courses, BUS 201A Financial Accounting and BUS 201B Managerial Accounting. SLOs

were revised in the Fall of 2013 and will have data available after Spring of 2014 comparing outcomes between semesters. A capstone project is being developed in BUS201B Managerial Accounting.

The Business Education Division was successful in hiring Susan Iredale-Kline, a tenure-track economics instructor, beginning her employment with the college in the Fall semester, 2012. Ms. Iredale-Kline joined Tanya Downing as the second full-time economics instructor for the division. Her inclusion in the division corrected a habitual challenge of finding qualified instructors to meet a growing demand for principles of economics courses. In addition to Ms. Iredale-Kline and Mrs. Downing, economics courses are taught by the following adjunct faculty: Mr. Cal Depass, Mr. Neil Higgins, Ms. Elisa Queenan, and Ms. Amy Stapp. SLOs were revised in the Spring of 2013 for Econ 201A and Econ 201B. A Major revision of Econ 201B was approved by the curriculum committee in 2013 as well.

Since the last Program Review in 2010, two full-time faculty have retired and one full-time faculty member transferred into administration for the 2012/13 and 2013/14 years. The department hired a new economics instructor in the Fall of 2012 and a new accounting instructor in the Spring of 2014. Involved in the preparation of this Program Review are the following faculty from the Division:

Amy Stapp Business

Christine Beyer Marketing

Ruth Biering Business Law

Solveg Cooper Accounting

Susan Iredale Economics

Tanya Downing Economics

William Snider Management and International Business

Program review processes included a review of institutional data and previous APPW documents, consultation with Cuesta’s articulation representative, the co-chairs of the IPPR committee, department colleagues, and a review of ongoing data pertaining to departmental changes and needs.

William Snider served as the coordinator of departmental information and helped author this document with Solveg Cooper. Input was provided by all full time faculty and two part time faculty members.

Current Full-Time Faculty During the 2013-2014 academic year, there are five full-time faculty teaching the core courses of the Business Administration Program. Ruth Biering

• Educational Background: B. A. UCLA, Juris Doctorate (J.D.) Loyola University, member of the California Bar Association

• Courses Taught: Business Law, Estate Planning & Administration, Introduction to Law, Legal Research & Writing, Paralegal Internship, Ethical Issues for Paralegals

• Relevant Work Experience: Legal office assistant, Superior Court Law Clerk, Associate Attorney, Partner in law firm with emphasis in business law, real estate law, land use law, administrative law, probate and estate law, and civil litigation, Lead Instructor for Paralegal and Legal Studies Programs

Solveg Cooper • Educational Background: B.S., Chemical Engineering, Texas A&M; MBA, University of

Southern California; California licensed CPA • Courses Taught: Financial Accounting, Managerial Accounting, Macro Economics,

Introduction to Business and Customer Service Academy Classes

• Relevant Work Experience: Cuesta College Instructor; Accounting, Tax, Audit and Bookkeeping at an independent CPA locally owned firm, Marketing and Sales Rep. to construction contractors; Process Engineer, Educational Consultant in Online and Traditional Pedagogy, National Speaker on Best Practices for teaching Accounting.

Tanya Downing

• Educational Background: Master’s in Business Administration earned with honors from California Polytechnic State University San Luis Obispo, 2001. Bachelor’s in Agribusiness from California Polytechnic State University San Luis Obispo, 1995. International Business/German Immersion Program, University of Salzburg, Austria, 1991-1992.

• Courses Taught: Principles of Macroeconomics; Principles of Microeconomics • Relevant Work Experience: Economics subject matter consultant - McGraw Hill Corporation;

Partner – Reno-Alderwood, LLP; Financial Analyst – Pierce Capital

Susan Iredale • Educational Background: Masters in Economics, University of California, Irvine 2009;

Bachelor’s of Business Administration (BBA), Finance, Pace University 2002 • Courses Taught: Principles of Macroeconomics; Principles of Microeconomics • Relevant Work Experience: Operations Analyst - Barclays Capital; Financial Services Associate

– Prudential; Teaching Assistant – UC Irvine; High School Substitute – Pomona Unified School District; Part Time Instructor – Irvine Valley College & Orange Coast College; Intern – Securities & Exchange Commission; Intern – Morgan Stanley Dean Witter

William Snider

• Educational Background: B.A., Cal Poly, Pomona; MBA, University of Southern California • Courses Taught: International Business, Introduction to Business, Management & Supervision,

Human Relations, Small Business Management, Marketing • Relevant Work Experience: Cuesta College Professor—25 years; Director of International

Training for global humanitarian organization—traveled to 23 countries; Director of Management Development for Fortune 100 company in San Francisco; Director of Training for one of the largest savings/loan financial institutions in CA; Management Development Administrator for Southern CA Edison/Los Angeles

Current Part-Time Faculty

During the 2013-14 academic year, the following part-time faculty have taught at least one course in the Business Administration Program.

Amity Perry Boada, B.A., Business Administration California State Polytechnic, Pomona, CA, M.B.A. California State University Dominguez Hills, Carson CA Amy Stapp, B.A., Business/Economics, Wheaton College; M.B.A, General Business, California Polytechnic State University (SLO) Bev Larson, B.S. Accounting and Finance, Wichita State University; Master’s Accounting and Finance, Wichita State University Cal DePass, B. S., Economics, Portland State University; M.A., Economics, University of Oregon Carol Janssen, B.A., Speech, Cal State University Northridge; Juris Doctorate (cum laude), Southwestern University School of Law; Kent J. Snyder Merit Scholarship Recipient

Cheryl Garnsey, B. S., Business Administration/Marketing, Fresno State University; M.A., Organizational Leadership, Chapman University Catherine Hillman, B.S., Art & Design, Cal Poly University (SLO); M.S., Education, California State University (Hayward) Christine Beyer, B.S., Business Administration, California State University (Bakersfield); MBA, University of Bath, England Cynthia Wilshusen, MBA, University of Phoenix; B.S. Accounting, Cal Poly, SLO Deborah Bayles, B.A., English & Art, California State University (Chico); M.S., Education, California State University (Fullerton); M.A., Psychology, National University

Diane Stevens, B.S., Mathematics- Applied Science, University of California, Los Angeles; MBA, CA University Northridge

Elisa Queenan, B.S. Economics, California State University, Bakersfield, CA; MBA, Northcentral University- Prescott, CA John Alexander, B.S Business Administration/Sacramento State University; MBA University of San Francisco Ken Coffey, B.S., Education, University of Northern Colorado (Greeley, CO); MBA University of Northern Colorado, Greeley Kathy Marcove, B.A. International Political Studies, American College of Switzerland; Master of International and Intercultural Management, Concentration in Human Resource Development and Training, School for International Training. Neil Higgins, B.S., Agricultural & Managerial Economics, University of Davis; MBA (Marketing), Cal Poly University (SLO) Priscilla Simoes, B.S. Information Systems Management, University of San Francisco; Masters Telecommunications Management, Golden Gate University Traci Robichaud, A.A. Psychology, Cuesta College; A.A. General Studies, Cuesta College Willis Baughman, B.A. History, California State University Long Beach; Juris Doctor, Pepperdine University School of Law; Advance Certification for Dispute Resolution, Pepperdine University School of Law

Program Outcomes:

The Business Administration Program established three primary learning outcomes which were consistent with the outcomes listed by the Chancellor’s Office: (Note: The following Business Administration Program Learning Outcomes are undergoing revision – see section V, page 25.) 1. BASIC SKILLS: Develop basic skills and learn content knowledge in accounting, economics,

marketing, management, law, entrepreneurship, international trade, e-commerce, computer applications, and customer service.

The educational outcome for any business student is to have a well rounded background of core business topics, such as international business, economics, marketing, accounting and law.

Students are required to take specific courses that will give them general knowledge to understand:

• How businesses operate to create profit • The functions that interrelate with each other to form a business organization • How a company integrates into an enterprise that produces goods and services to create

shareholder value or non-profit status for societal good. • Contemporary issues of the economy and evaluate them using concepts based on economic

principles. • The relationship between the economic environment and political systems which influence

businesses strategy and their ability to prosper. • The impact that law and legal institutions have on economic systems and business organizations. • How to make business decisions based on reasoned analysis and application of legal principles

2. TRANSFER: Achieve a Business Administration A.A. degree that is transferable to a four-

year college or university and which can be obtained at Cuesta College within two years. One specific degree (ADT Business Administration) has been approved by the Chancellor’s office that enables business students to complete a 2 year degree at Cuesta and transfer to any CSU in California. Its sole purpose is to complete lower division classes that articulate and are required for transfer to a 4 year university. This degree is currently in place and operational. Econ 201B, Bus 201A, Bus 201B, Bus 218 and Bus 245 underwent major revisions to match CID course descriptors in 2013, in order to expand the number of articulation and/or transfer agreements for these courses. 3. VOCATIONAL: Be trained for immediate entry into, or advancement within, the workforce

in business related fields of employment. The Business Department has made significant alterations to degrees they now offer by:

• Streamlining the unit requirement to permit students to complete a degree within 2 years • Offering students the opportunity to obtain multiple degrees by completing additional courses to

their existing degree path • Providing areas of business specialization so that students can choose degrees that relate directly

to their current field of employment or vocational area of choice

Degrees are offered in Management and Marketing plus another in the Career Path of a student’s choice. Students are given options based upon their field of employment. All classes have been updated to reflect the current level of business expertise with the intent of making business graduates employable and promotable in the workforce.

New degrees are currently being developed in Accounting, Entrepreneurship and Internet Digital Marketing.

II. PROGRAM SUPPORT OF INSTITUTIONAL GOALS, INSTITUTIONAL OBJECTIVES, AND/OR INSTITUTIONAL LEARNING OUTCOMES

Alignment of Program to Institutional Goals and Objectives

1. Institutional Goal 1: San Luis Obispo County Community College District will enhance its programs and services to promote students’ successful completion of transfer requirements, degrees, certificates, and courses.

The mission of the Business Department is directly aligned with Institutional goals regarding transfer, completion of degree/certificate and successful completion of Business distance education courses.

The Business Education Division contributes to the District’s objective of increasing students who are transfer prepared by 2% annually. Since the 2009/2010 the number of students attaining a Business Administration transfer degree has increased from four to 36.

Business Administration AA Degree - Transfer 2009/2010 2010/2011 2011/2012 2012/2013 # Degrees 4 9 26 36 Annual Increase 125% 189% 38%

Since the 2009/2010 academic year Business Education Division has increased the success rate of students completing degrees and certificates significantly more than 2%, with the exception of the past academic year, which is believed to be due to the impact of budget cuts decreasing the certificate course offerings.

Business Education - Total Program Awards 2009/2010 2010/2011 2011/2012 2012/2013 Total Degrees & Certs 34 56 71 70 Annual Increase 65% 27% -1%

Business Education - Degree Awards 2009/2010 2010/2011 2011/2012 2012/2013 Degrees (AA) 23 40 55 62 Annual Increase 74% 38% 13%

Business Education - Certificate Awards 2009/2010 2010/2011 2011/2012 2012/2013 Degrees (AA) 7 11 16 15 Annual Increase 57% 45% -6%

The Business Education DE courses offered between 2008/2009 and 2012/2013 have experienced high fill rates ranging from 83% to 93%. Business Education is preparing to add additional distance education courses because DE is a format that is typically well received by Business students. By offering more DE Business courses this will enable the division to better serve students throughout the diverse geographic region of the District as well as beyond district boundaries.

There are some courses that are required for Business degrees and certificates that are only offered on alternating years on SLO and NC campuses, due to limited resources. For example, Advertising, which is a required course for a Marketing AA is typically offered one time a year and rotates each year between SLO and NC campuses. Therefore if students are not able to commute to one or the other campus locations, these students will not be able to complete their degree within two years. By offering this type of required course either through DE or a hybrid course, it is forecasted that the number of students earning Business degrees and certificates will increase.

2. Institutional Goal 3: San Luis Obispo County Community College District will assess and improve the quality and effectiveness of its participatory governance and decision-making structures and processes.

Business Administration faculty serve on a variety of committees and other entities within the College in order to improve the quality and effectiveness of its participatory governance and decision ‐making structures and processes, including:

• Academic Senate Council • CCFT Council of Representatives • Curriculum Committee • Employee Wellness Committee • PASS Committee • Planning and Budget Committee (Fall 2014) • Student Learning Outcomes and Assessment Committee

3. Institutional Goal 4: San Luis Obispo County Community College District will implement,

assess, and improve its integrated planning processes.

The Business Administration Program has come together in the CPPR planning process and worked collaboratively to improve its integrated planning processes. The Program Learning Outcomes are currently being analyzed and improved to become more cognitive in nature to be a better fit with the Institutional Learning Outcomes. Work will be coordinated between the faculty and cluster dean and finalized during the Spring 2014 semester.

4. Institutional Objective 5.1: Increase participation at district events for business and civic leaders.

The Business Administration Program continues to initiate and cultivate relationships with business and civic leaders. Tanya Downing is the Chair of the Business Advisory Council, which meets annually to build strategic partnerships between Cuesta College and the local business community. Additionally, the North County Cluster Coordinator position filled by Gary Rubin, Tanya Downing, and currently by Trisha Bramsen, has cultivated and encouraged relationships with North County business organization such as the chambers of commerce. This position includes promotion of Cuesta classes and participation in outreach events in the North County. The Business Club, under the current leadership of Christine Beyer, has grown to 40 members and builds strong relationships with the local business community through speaking engagements and field trips. The club is active on both the San Luis Obispo campus and the North County campus. Several faculty sit on governance boards of community organizations. For example, Solveg Cooper sits on the board of the Food Bank Coalition of San Luis Obispo County. Amy Stapp, sits on the board of and is a mediator for, Creative Mediation, an organization providing mediation training to schools and mediation services to the community. Guest speakers are regularly invited to Business classes to connect students with the business community.

5. Institutional Objective 5.2: Increase participation at district events for K-12 districts and universities.

The Business Administration Program attends Paso Robles and San Luis Obispo High School College Information Days annually. Faculty are actively seeking out how to make class schedules accessible to K-12 enrichment students. ECON 201A is offered at Mission Prep High School in San Luis Obispo.

Alignment of Program to Institutional Learning Outcomes

Listed below are multiple business classes that align with institutional learning outcomes. Funding requirements to continue to meet these ILO’s are listed in section VI. ILO 1. Personal, Academic, and Professional Development Students achieving this outcome will be able to:

• Recognize, assess, and demonstrate the skills and behaviors that promote academic and professional development

• Recognize, assess, and practice lifestyle choices that promote personal health and mental well-being

• Demonstrate the professional skills necessary for successful employment

A sample of courses that achieve these outcomes are listed below:

1. ECON 201A and ECON 201B – Principles of Macroeconomics and Principles of Microeconomics -require comprehensive final examinations to promote the rigor of study behaviors necessary for success in four-year university systems.

2. BUS 218 Business Law requires a comprehensive final examination to promote the rigor of

study behaviors necessary for success in four-year university systems. 3. Syllabus Best Practices were shared and adopted by faculty to alert students to personal

health/mental well-being, tutoring and learning resources available to students. 4. Several classes have capstone projects that promote professional development. These

include: • BUS 201A Financial Accounting – Comprehensive Accounting Problem • BUS 201B Managerial Accounting – Instructor actively working on development and

implementation of Capstone project • ECON 201B – Principles of Microeconomics – Capstone project is presented • BUS 243 – Marketing – Comprehensive Marketing Plan is created and presented to

develop professional skills • BUS 245 – Introduction to Business – Comprehensive Stock Market Project • BUS 248 – Small Business Management – Comprehensive Business Plan created and

presented • BUS 249 – Entrepreneurship – Comprehensive Business Plan created and presented • BUS 260 – International Business – Two Country Reports about conducting business

abroad ILO 2. Critical Thinking and Communication Students achieving this outcome will be able to:

• Analyze and evaluate their own thinking processes and those of others • Communicate and interpret complex information in a clear, ethical, and logical manner

A sample of courses that achieve these outcomes are listed below: 1. ECON 201A – Principles of Macroeconomics – students analyze and evaluate issues

pertaining to the economy and communicate opinions as part of facilitated in-class discussions, papers, and examinations.

2. ECON 201B – Principles of Microeconomics – students analyze and evaluate current events and their impacts on the firm as part of facilitated in-class discussions, papers, and examinations.

3. BUS 201A – Financial Accounting – students analyze business financials and evaluate them to predict future economic health.

4. BUS 218 - Business Law • Distinguish between the ethical and social responsibilities in the field of business that are

imposed by law versus by custom. • Use the IRAC (Issue, Rule, Analysis, Conclusion) method to analyze legal cases. • Differentiate among the different areas of substantive law relevant to business such as

contract, tort, and property law and describe the impact these areas of the law have on the field of business

• Apply the knowledge acquired in Business Law to make legal and business decisions based on reasoned analysis and application of legal principles.

5. BUS 245 – Introduction to Business – students analyze various components of corporate financial performance to determine the variables which influence stock market prices and over-all stock market trends

6. BUS 260 – International Business – students analyze cultural variables between countries and determine how to live and conduct business in multiple cultural settings.

7. BUS 286 – Human Relations – students assess varying management styles in order to supervise employees effectively

ILO 3. Scientific and Environmental Understanding Students achieving this outcome will be able to:

• Draw conclusions based on the scientific method, computations or experimental and observational evidence

• Construct and analyze statements in a formal symbolic system • Analyze the relationship between people's actions and the physical world • Make decisions regarding environmental issues based on scientific evidence and reasoning

The Business Administration Program fosters scientific and environmental understanding through extensive quantitative analysis and graphing analysis in ECON 201A Principles of Macroeconomics, ECON 201B Principles of Microeconomics, BUS 201A Financial Accounting, and BUS 201B Managerial Accounting. Models are used to analyze the economy and determine the impact of various fiscal and monetary policy interventions, as well as, to explain and predict decisions made by individual economic entities in the economy.

ILO 4. Social, Historical, and Global Knowledge and Engagement Students achieving this outcome will be able to:

• Analyze, evaluate, and pursue their opportunities and obligations as citizens in a complex world

• Demonstrate understanding of world traditions and the interrelationship between diverse groups and cultures

The Business Administration Program develops students as citizens in a complex, diverse world through classes such as BUS 260 International Business. Students in BUS 260 discover cultures from around the world and analyze how they differ from Western culture. Through case studies, class presentations, country reports, and group discussions, students learn how to appreciate diverse cultural traditions and ways of doing business. . In Econ 201A Principles of Macroeconomics students study concepts of comparative advantage and look at statistics and issues pertaining to the United States and its place in international trade. In Econ 201B Principles of Microeconomics students study the issues of international trade and international finance. In BUS 201B and BUS 245 students are exposed to practices within the global economy and the resultant impact upon citizens, governments and business owners. In BUS 218 (Business Law) students study the impact that law and legal institutions have on economic systems and business and learn the processes involved in making legal and business decisions based on reasoned analysis and application of legal principles

ILO 6. Technical and Informational Fluency Students achieving this outcome will be able to:

• Recognize when information is needed, and be able to locate and utilize diverse sources effectively and ethically

• Produce and share electronic documents, images, and projects using modern software and technology

The Business Administration Program encourages technical and informational fluency by requiring students to use computers for every course. Online homework platforms, word processing, spreadsheet creation and management, data analysis, and research are all examples of computer use within the Business Administration Program. It is being recommended that iPads be purchased for classroom use with Accounting students.

III. PROGRAM DATA ANALYSIS AND PROGRAM-SPECIFIC MEASUREMENTS Employment:

One program outcome of the business education department is to offer courses that lead to employment in local industries. A variety of jobs in the Cuesta College service area, as indicated below, have predicted growth through 2015.

NAICS Code

Description

2010 Jobs

2015 Jobs

Current EPW 54111 Offices of lawyers 1,284 1,389 $62,727 54119 Other legal services 16 18 $29,048 54121 Accounting and bookkeeping services 2,252 2,495 $30,747 54161 Management consulting services 1,645 1,887 $51,338 54181 Advertising agencies 261 302 $49,569 54182 Public relations agencies 24 26 $45,999 54183 Media buying agencies 11 13 $51,586 54184 Media representatives 37 40 $47,550 54186 Direct mail advertising 34 34 $41,577 54187 Advertising material distribution services 62 70 $78,246 54189 Other services related to advertising 77 76 $20,011 54191 Marketing research and public opinion polling 150 177 $61,375

Industry salaries range from $20,011 (other advertising services) to $78,246 (advertising material distribution services). According to the Rural Studies Environmental Scan Report, six sectors employ 63 percent of all industry workers in the local area. Those sectors include:

• Offices of lawyers • Accounting and bookkeeping services • Computer systems design and related services • Management and consulting services • Other technical consulting services • All other Professional, Scientific and Technical Services

Business courses are offered to students to prepare them for various employment opportunities in these sectors. In addition, courses and degrees that lead to employment outside the county are also provided in international business, marketing, E−Commerce and small business management.

Enrollment data:

The Business Department enrollment/headcount mirrors the data for the college. Over the 5 year period we have seen a decrease in enrollments due to cancelled sections that resulted from state budget cuts as well as accreditation angst. In 2010/11, students enrolled in other colleges to complete their degrees and did not return. In 2009/10 the college temporarily increased in enrollment and FTES but not in headcount, which meant students were taking more classes. Efficiency was improved college wide due to a decline in FTEF and the increase in FTES.

The Business Department FTES/FTEF efficiency ratios are higher than the college and track to college enrollments over the 5 year period. The Business Department success and retention rates both increased over the 5 year period.

The college data is presented immediately below and the Business Department data follows.

Annual 2008/2009 – 2012/2013

DEPARTMENT DATA (Economics is disaggregated.) 2008/09 2009/10 2010/11 2011/12 2012/13 Enrollments 3451 4690 4378 3953 3072 Headcount 1861 2344 2091 2052 1824 FTES 279.24 313.56 284.24 284.93 265.86 FTEF 17.07 18.80 17.77 16.93 17.33 FTES/FTEF 16.36 16.68 16.00 16.83 15.34 Success Rate 72.3% 68.5% 69.1% 75.2% 81.3% Retention Rate 85.3% 78.1% 77.5% 83.0% 91.7%

CREDIT 2008/09 2009/10 2010/11 2011/12 2012/13 Enrollments 73,968 76,301 69,105 68,574 60,371 Headcount 17,032 16,885 14,898 14,994 13,884 FTES 9,425.35 9,469.78 8,744.23 8,789.69 7,848.43 FTEF 622.68 591.11 572.63 583.82 547.41 Mean FTES/FTEF 15.1

16.0

15.2

15.0

14.3

Additional Enrollment Data:

While the number of course sections have declined by 6 % over a 5 year period, distance education offerings have increased by 40%. Although the numbers are small, more emphasis is being placed on offering DE sections of business courses.

The data for business administration includes Customer Service and Management Academy classes which are being moved to WED/Community Programs. If this data were removed from the above Business Department results, then the aggregate efficiency number would be higher.

Historically, Economics has been separated from Business Administration as its own department. Economics has no terminal degree but is an integral requirement of the ADT degree and economics classes are also offered as electives in all other business degrees and certificates. The data from the economics section is presented below. If this data was combined with the Business Department then overall results would be increased, as well.

Annual 2008/2009 – 2012/2013 DEPARTMENT DATA - ECONOMICS

2008/09 2009/10 2010/11 2011/12 2012/13 Enrollments 1087 1337 1199 1232 1118 Headcount 973 1230 1119 1122 1000 FTES 109.10 133.61 119.62 122.86 111.07 FTEF 5.20 6.20 6.00 6.60 6.40 FTES/FTEF 20.98 21.55 19.94 18.62 17.35 Success Rate 73.0% 73.1% 69.1% 71.8% 69.2% Retention Rate 83.3% 87.3% 85.9% 85.8% 87.6%

The number of course sections in economics over the 5 year period of this review peaked at an increase of 23%, reflecting a steady increase in demand for the principles courses. In the past year demand has declined, leaving sections at an increase of 15% from the beginning of the five year period. Distance education offerings have continued with consistent offerings in Econ 201A – Principles of Macroeconomics

FTEF, FTES and Efficiency Ratios :

Efficiency ratios for the department are above the campus mean and are skewed lower by including the lower enrolled campuses at North and South County. However, it is important to offer classes at the North County classes because Business degrees are offered at that campus. Of additional note is the disaggregation of economics course data from the Business Education program in institutional research reports. Consideration of economic course statistics significantly increases departmental data results.

Success Rates:

Success rates have shown consistent improvement over the past 5 years. Retention rates have also risen consistently. Withdrawal rates have also declined in each area. This indicates that faculty has taken a more proactive position to support student persistence to complete courses and obtain degrees in a two year time frame.

Declared Majors in Business Administration:

Even though headcount at the college and in our department has declined, the overall number of students declaring a Business major has increased from 287 in 2008/09 to 548 in 2012/13. This shows student intent to obtain degrees has almost doubled over the past 5 years. The career path degree has proven very popular for students with a vocational orientation. The transfer degree has grown to the point where the Business Department has the highest transfer applicant rate from Cuesta to Cal Poly University of any department at Cuesta College. There were 129 out of 228 students that applied to transfer to Cal Poly in Fall of 2013 with a Business oriented intended major. The Management and Marketing degree has shown consistent growth and the certificate in Business Administration has tripled.

Program Improvement efforts Significant work has been completed to modify 3 degrees in the Business Administration area by reducing unit requirements for graduation to a level that is consistent with other colleges. Different specialized courses are available as optional electives that allow students to take a broad selection of classes, giving them knowledge in multiple areas of the field of Business. The purpose is to ensure that all Business students graduate with a well rounded understanding of the elements which make up the discipline of Business.

Additional work is being finalized on the ADT degree to include sections on:

• Ethics and responsibility • Business Law • E-Business

This will make it consistent with the C-ID descriptor for BUS 245, Introduction to Business.

New degrees are under development in Accounting, Internet and Digital Marketing and Entrepreneurship which will allow students to obtain an AA degree in Business Administration yet specialize in their preferred area of business. This will improve graduation and transfer rates plus certificates of completion. Each of the existing and new degrees will lead to growing fields of employment in San Luis Obispo County with the intent of preparing graduates for jobs in local industries or for self employment.

The new certificates that were approved in December 2013 for Accounting Clerk and Business Administrative Assistant have not been in effect long enough to accumulate reliable data. The courses in the certificates have undergone major curriculum modification due to the merger and name change of CAOA courses to become BUS courses. These courses will become effective in the Fall of 2014.

The local service area has an increasing demand for trained marketing professionals. See the employment section on page 10 for available jobs in the local area. Unfortunately, over the past five years only six students have completed the Marketing AA degree. However, the number of students enrolled in the four required core Marketing classes over the past five years overall has increased, with the past two years reaching 250 + students.

Annual 2008/2009 - 2012/2013 Enrollment for Marketing AA Required Classes

Bus 131 DE Not Offered Not Offered 47 52 65 Bus 131 SLO Not Offered 30 Not Offered Not Offered Not Offered

Bus 240 NC 10 Not Offered 17 Not Offered 13 Bus 240 SLO Not Offered 40 Not Offered 25 Not Offered Bus 241 NC 19 Not Offered 13 Not Offered 24 Bus 241 SLO Not Offered 34 Not Offered 24 Not Offered Bus 243 NC 15 24 20 Not Offered 15 Bus 243 SLO 113 106 119 149 144 Total Enrollments 157 234 216 250 261

The student enrollments in Bus 240 Advertising and Bus 241 Sales are below the enrollment rates for Bus 131E-Commerce and Bus 243 Marketing. As is shown, Bus 240 and Bus241 rotate between the two

campuses, whereas Bus 131 is consistently offered via DE and Bus 243 is offered simultaneously on both on the NC and SLO campuses. Below are recommended changes to increase the number of Cuesta students who are awarded a Marketing AA degree. The new tenure track hire for Fall 2014 will evaluate these recommendations as an objective during their first year as a faculty member.

1. Increase and leverage the use of DE courses. • By offering marketing courses via DE it will allow students on both NC and SLO campuses a

higher probability of completing a Marketing AA degree in two years. Students will no longer need to wait a year for a course to rotate onto the necessary campus. In addition, the DE format should better meet needs of students who are currently working professionals.

• Many California Community Colleges are successfully offering a number of Marketing courses via DE. These colleges are attaining high enrollments and are awarding a substantial number of Marketing AA degrees. As an example, Santa Barbara City College is one of the highest performing CCC in number of students earning Marketing AA degrees. In the past five years this college has awarded 59 Marketing AA degrees. They offer a number of online marketing course options, and beginning in 2014 they are offering complete course work for a Marketing AA degree exclusively online.

2. Combine the Advertising (Bus 240) and Sales (Bus 241) courses into one course: Advertising and Sales Promotion. Offer this course as a 3 unit required Marketing AA course.

• This is recommended because both Advertising and Sales offer an increasing number of jobs in our service area, as well as important core knowledge needed by all marketing professionals. However, much of the content of each of these courses is redundant to one another. Both of these courses delve into the promotions aspect of marketing (4 Ps = Product, Price, Placement, Promotion). Many other colleges offer courses that combine these two topics; typically spending the first portion of the term studying advertising and the second half covering sales-promotion. There are also specific texts that can be utilized for this course.

• Instead of rotating this course between NC and SLO campus, offer this course via DE to serve both NC and SLO campus students.

3. Add another required course to augment the combined Advertising (Bus 240) and Sales (Bus 241). Based on the feedback from local marketing professionals and businesses, a Marketing Communication course may be a good option. This is a course often required by other Community Colleges for a Marketing AA Degree. Other course options might include, Consumer Behavior, Marketing Research or Online/Mobile Marketing. Additional research will identify possible course options and the most appropriate new course requirements.

4. Develop electronic and paper copy promotional materials. These materials need to be designed to clearly communicate to current and potential Marketing Majors the required course work and benefits of completing a Marketing AA Degree. Ironically, the Marketing AA Degree at Cuesta needs to be marketed. Demand for this degree is evident and Cuesta should benefit from allocating resources to this degree.

IV. CURRICULUM REVIEW Course Changes Since the last CPPR.

All courses were updated in CurricUNET during the Fall of 2013 to add Student Learning Outcomes for each course. BUS201A Financial Accounting was aligned with the CID descriptor and has been approved with the standardized course requirement for articulation and accreditation. BUS201B Managerial Accounting was aligned with the CID descriptor and has been approved with the standardized course requirement for articulation and accreditation.

BUS 218 Business Law was approved for C-ID designation in Fall 2013. BUS245 Introduction to Business is being aligned with the CID descriptor in the Spring semester 2014 to be approved with the standardized course requirement for articulation and accreditation. ECON201B Principles of Microeconomics was aligned with the CID descriptor and has been approved with the standardized course requirement for articulation and accreditation. ECON201A Principles of Macroeconomics is undergoing evaluation during the Spring semester 2014 to ensure alignment with the CID descriptor and to update its dated course outline of record. ECON 201A is to be approved with the standardized course requirement for articulation and accreditation.

The following Customer Service Classes have been moved to the WED/Community Programs division.

COURSE NAME OF COURSE UNITS

BUS 170 Dealing With Change .5 BUS 171 Team Building .5 BUS 172 Communicating With People .5 BUS 173 Conflict Resolution .5 BUS 174 Customer Service .5 BUS 175 Values and Ethics .5 BUS 176 Attitude in the Workplace .5 BUS 177 Stress Management .5 BUS 178 Decision Making & Problem Solving .5 BUS 179 Time Management .5

The computer program where the entire curriculum resides at the SLOCCCD is CurricUNET. CurricUNET interfaces local campus curriculum design components with local student systems, multi-campus curriculum searches, and state reporting standards. A Curriculum Review spreadsheet for the CPPRs was developed and approved by the Curriculum Committee.

The Business Department’s curriculum has been carefully reviewed by all full time faculty for currency in teaching practices and compliance with current policies, standards, and regulations. Evidence of the curriculum review is in the following curriculum approved spreadsheets:

CURRICULUM REVIEW GUIDE and WORKSHEET Courses and Programs

Current Review Date 2/1/14 Reviewer __Bill Snider, Solveg Cooper__ 1. Courses

• List all courses, which were active in your program at the time of the last CPPR. • Review the current CurricUNET Course Outline of Record (COR) for each course and

indicate yes/no for each column below. • For each new, modified, and deactivated course provide the effective term posted on

CurricUNET.

Course (Prefix / Number)

Currently active

New course since last CPPR

Major modification

since last CPPR

Minor modification

since last CPPR

Deactivated since last CPPR

Notified impacted program(s)*

BUS130 yes / no no / yes: date

no / yes: date 2014

no / yes: date

no / yes: date


no / yes: date 2014

no / yes: date

no / yes: date

BUS132

yes / no no / yes: date

no / yes: date 2014

no / yes: date

no / yes: date


no / yes: date 2014

no / yes: date

no / yes: date


no / yes: date 2014

no / yes: date

no / yes: date


no / yes: date

no / yes: date

no / yes: date 2013

BUS170 to BUS183


no / yes: date

no / yes: date

Moved to WED/CP

BUS190 to BUS197


no / yes: date

no / yes: date

Moved to WED/CP

BUS201A yes / no no / yes: date

no / yes: date

no / yes: date

no / yes: date

BUS201B yes / no no / yes: date

no / yes: date 2012

no / yes: date

no / yes: date


no / yes: date

no / yes: date

no / yes: date


no / yes: date

no / yes: date 2014

no / yes: date


no / yes: date

no / yes: date

no / yes: date


no / yes: date

no / yes: date

no / yes: date

BUS243


no / yes: date 2014

no / yes: date

no / yes: date


no / yes: date2013

no / yes: date

no / yes: date


no / yes: date

no / yes: date

no / yes: date 2013


no / yes: date

no / yes: date

no / yes: date


no / yes: date

no / yes: date

no / yes: date

BUS251


no / yes: date

no / yes: date

no / yes: date


no / yes: date

no / yes: date

no / yes: date


no / yes: date

no / yes: date

no / yes: date


no / yes: date

no / yes: date

no / yes: date

ECON201A yes / no no / yes: date

no / yes: date

no / yes: date

no / yes: date

ECON201B yes / no no / yes: date

no / yes: date

effective spring 2014

no / yes: date

no / yes: date

Deactivated Course Impacted Program (s) Date affected program was notified

BUS135 Career Path and Marketing degree 2013 BUS246 Marketing degree 2013 2. Course Review

• Please review the current CurricUNET CORs for all active courses in your program for currency and accuracy and annotate the items below.

• If you find any mistakes in the CORs (e.g. non-content related items such as typos), contact the Curriculum Chair or Curriculum Specialist for correction.

• All other changes require either a minor or major modification. Your curriculum representative will assist you.

• Some modifications need to be processed in the current term (see annotations # 2 and #3 below).

• Some modifications can be done over the period of the next five years (see annotation #1 below).

• Indicate on the Five-Year Cycle Calendar below when a minor or major modification will be submitted.

Course Number BUS130 BUS131 BUS132 BUS133

1. Effective term listed on COR Date: 2009 Date: 2009 Date: 2009 Date: 2009 2. Catalog / schedule description is

appropriate yes / no1 yes / no1 yes / no1 yes / no1

3. Pre-/ co-requisites / advisories (if applicable) are appropriate

yes / no2 yes / no2 yes / no2 yes / no2

4. “Approved as Distance Education” is accurate


5. Grading Method is accurate yes / no1 yes / no1 yes / no1 yes / no1 6. Repeatability is zero yes / no4 yes / no4 yes / no4 yes / no4 7. Class Size is accurate yes / no2 yes / no2 yes / no2 yes / no2 8. Objectives are aligned with

methods of evaluation yes / no1 yes / no1 yes / no1 yes / no1

9. Topics / scope are aligned with objectives


10. Assignments are aligned with objectives


11. Methods of evaluation are appropriate


12. Texts, readings, materials are dated within last 5 years


13. CSU / IGETC transfer & AA GE information (if applicable) is correct


14. Degree / Certificate information (if applicable) is correct


15. Course Student Learning Outcomes are accurate


16. Library materials are adequate and current *


1 If no, a major modification is needed within the next 5 years (see five-year cycle calendar). 2 If no, a major modification is needed in the current term. (For increase in class size, see your curriculum representative for details.) 3 If no, a minor modification is needed in the current term. 4 If no, contact the Curriculum Chair or Curriculum Specialist.

Course Number BUS134 BUS201A BUS201B BUS218 1. Effective term listed on COR Date: 2009 Date: 2013 Date: 2014 Date: 2009 2. Catalog / schedule description is
























Course Number BUS227 BUS240 BUS241 BUS243 1. Effective term listed on COR Date: 2013 Date: 1996 Date: 1997 Date: 1996 2. Catalog / schedule description is






























5. Grading Method is accurate yes / no1 yes / no1 yes / no1 yes / no1 6. Repeatability is zero yes / no4 yes / no4 yes / no4 yes / no4 7. Class Size is accurate yes / no2 yes / no2 yes / no2 yes / no2

8. Objectives are aligned with methods of evaluation










































Course Number ECON 201B ECON 201A

17. Effective term listed on COR Date: 2014 Date: 2013 Date: Date:

18. Catalog / schedule description is appropriate
























3. Programs • List all programs/certificates that were active at the time of the last CPPR. • Review the CurricUNET “Program of Study” outline and indicate yes/no for each

program/certificate. • For each deactivated program provide the effective term posted on CurricUNET.

Program / Certificate Title

Currently active

New program since last

CPPR

Program modification

since last CPPR

Deactivated since last

CPPR

Business Administration

yes / no no / yes: date2013

no / yes: date2013

no / yes: date

Marketing yes / no no / yes: date 2014

no / yes: date

no / yes: date

Management yes / no no / yes: date 2014

no / yes: date

no / yes: date

Business Administration Certificate


no / yes: date

no / yes: date

4. Program Review

• Review the CurricUNET “Program of Study” outline for each active program/certificate and indicate yes/no for each column below.

Currently active

Program / Certificate: Title

Required courses and electives, incl. course numbers, course titles, and course

credits, are accurate

Program description is

current

Program Learning

Outcomes are accurate and include method of assessment

Business Admin. - ADT yes / no* yes / no* yes / no** Career path yes / no* yes / no* yes / no** Marketing yes / no* yes / no* yes / no** Management yes / no* yes / no* yes / no** Business Administration Certificate

yes / no* yes / no* yes / no**

* If not, program modification is needed. ** If not, Program Learning Outcomes modification is needed.

Include a calendar of a five-year cycle during which all aspects of the course outline of record and program curriculum, including the list above, will be reviewed for currency, quality, and appropriate CurricUNET format.

5. Five-Year Cycle Calendar

• During the following five-year cycle all aspects of the course outline of record and program curriculum will be reviewed for currency, quality, and appropriate CurricUNET format.

• Indicate if a course needs a major or minor modification based on the current course review. Your curriculum representative will assist you.

• When submitting a major or minor modification, please enter or update the Student Learning Outcomes for each course.

COURSES

Course Number

Spring 2014

Fall 2014

Spring 2015

Fall 2015

Spring 2016

Fall 2016

Spring 2017

Fall 2017

Spring 2018

Fall 2018

BUS130

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

BUS131 major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

BUS 132 major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor


major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor


major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

BUS201A major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

BUS201B major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor


major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor


major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor


major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor


major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor


major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

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major / minor

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major / minor

major / minor

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major / minor

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major / minor

major / minor

major / minor

major / minor

Course Number

Spring 2014

Fall 2014

Spring 2015

Fall 2015

Spring 2016

Fall 2016

Spring 2017

Fall 2017

Spring 2018

Fall 2018

ECON2O1A major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

ECON201B major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

PLGL206 major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

major / minor

PROGRAMS / CERTIFICATES

Program/Certificate Title

Spring 2014

Fall 2014

Spring 2015

Fall 2015

Spring 2016

Fall 2016

Spring 2017

Fall 2017

Spring 2018

Fall 2018

Business Admin. - ADT

modify

modify

modify modify modify modify modify modify modify modify

Career path modify modify modify modify modify modify modify modify modify modify Marketing modify modify modify modify modify modify modify modify modify modify Management modify modify modify modify modify modify modify modify modify modify Business Administration Certificate

modify modify modify modify modify modify modify modify modify modify

cmpc revised 05/24/2013

V. PROGRAM OUTCOMES, ASSESSMENTS AND IMPROVEMENTS CPAS Forms for Business Administration Courses

All CPAS forms are included as an attachment at the conclusion of the CPPR document beginning on page 34.

Program Mapping of Current Program Outcomes to Courses.

All course-level SLOs map to program level PLO 1 in providing basic skills and content in business courses. All course-level SLOs also map to transfer and vocational program level PLO 2 and PLO 3.

In the process of doing our CPPR, we discovered that our program learning outcomes needed to be modified so that they represent cognitive outcomes and align more closely to ILO’s. Four concept areas were identified for future examination. Our initial evaluation of SLO’s within the courses that make up the program led us to these 4 categories of outcomes which are shown as subdivisions of the existing basic content knowledge PLO 1. However all of the concept areas are relevant to our PLO 2 and PLO 3.

Our immediate program goal following preparation of this CPPR will be to redefine PLO 1 into several conceptual PLO’s that each degree and certificate will align with by using specific course SLOs.

Program Assessment Mapping and Calendar last updated: ________

Title of Program: ADT Business Administration

Program SLOs (commonly referred to as PLO’s) 1. BASIC SKILLS: Develop basic skills and learn content knowledge in accounting, economics,


a. Effective Communication Skills b. Numerical Reasoning and Analysis c. Critical Thinking and Decision Making d. Knowledge of Business Environment, including Ethics, Market Failures, Legal and

Regulatory Compliance 2. TRANSFER: Achieve a Business Administration A.A. degree that is transferable to a four-year

college or university and which can be obtained at Cuesta College within two years. 3. VOCATIONAL: Be trained for immediate entry into, or advancement within, the workforce

in business related fields of employment. Relationship between assessed course level SLOs and Program Level SLOs.

Core Courses Course name Program Student Learning Outcomes

1a 1b 1c 1d 2 3

BUS201A Financial Accounting A A,B,C A,B,C A - -

BUS201B Managerial Accounting A A,B,C A,B,C A,B,C - -

BUS218 Business Law A A,B,C A,B,C

BUS245 Intro. To Business A A,B,C A,B,C A,B,C

ECON201A Macroeconomics A A,B,C A,B,C A,B,C - -

ECON201B Microeconomics A A,B,C A,B,C A,B,C

Key: A (SLOs exist for course) B (SLOs is assessed in course) C (course assessment report completed) Program Assessment Calendar

CYCLE STAGE Fall 2014 Sp 2015 Fall 2015 Sp 2016 Fall 2016 Sp 2017

SLO Assessment XX XX

Analyze Results & Plan Improvements

XX XX

Plan Implementation

XX

Post-Implementation SLO Assessment

XX

BUS201A Financial Accounting and BUS201B Managerial Accounting have incorporated more active learning into the course. SLO’s were revised in Fall 2013 to reflect broader course wide outcomes for both BUS201A Financial Accounting and BUS201B Managerial Accounting. SLO assessment was revised to direct assessment and therefore will not have comparative data available until Spring 2014.

The last CPPR from 2010 recommended program changes to include emphasis on writing skills and professional business behaviors. These have been emphasized in the core courses with positive results in student retention and student success as seen on page 13.

Beginning in Fall, 2013 ECON201A Principles of Macroeconomics and ECON201B Principles of Microeconomics SLO assessment used direct assessment through comprehensive final examinations. Final examinations are used in all sections of courses in assessment-designated semesters. Final examinations are created, updated and revised through collaborative department efforts to create an environment of continuous improvement and analysis. Data results are shared though the departmental G: drive and discussion of ways to improve based on likert scale results are ongoing. The economics sub-program will continue to strive to increase students to the “very well” (5 of 5 on the likert scale) attainment of SLOs in all areas. Increased collaboration on interactive teaching techniques, active learning elements, and discussion of current events will continue. Additionally, the department is analyzing effectiveness of online learning applications.

Beginning in Fall 2014 BUS 218 (Business Law) SLO assessment will use direct assessment through comprehensive final examinations in addition to student self assessment surveys. Final examination questions relevant to the course SLO’s will be created, updated and revised through collaborative

department efforts to create an environment of continuous improvement and analysis. Data results are shared though the departmental G: drive.

Introduction to Business 245 has included a major section on current trends in Business: cashless society, nanotechnology, European Union, robotics and 3-D printing. Students must prepare case analysis and research papers on the topics to indicate an understanding and application of the current trends in Business. Fall SLO’s will evaluate results of the new material which has been presented through self assessment surveys and graded homework assignments.


Title of Program: Career Path Business Administration

Program SLOs 1. BASIC SKILLS: Develop basic skills and learn content knowledge in accounting, economics,


a. Effective Communication Skills b. Numerical Reasoning and Analysis c. Critical Thinking and Decision Making d. Knowledge of Business Environment including Ethics and Law

2. TRANSFER: Achieve a Business Administration A.A. degree that is transferable to a four-year

college or university and which can be obtained at Cuesta College within two years.

3. VOCATIONAL: Be trained for immediate entry into, or advancement within, the workforce in business related fields of employment.

Relationship between assessed course level SLOs and Program Level SLOs.


1a 1b 1c 1d 2 3

BUS245 Introduction to Business A,B,C A,B,C A,B,C A,B,C A

BUS260 International Business A,B,C - A,B,C A,B,C A





XX

Plan Implementation

XX


XX


Title of Program: Marketing

Program SLOs

1. BASIC SKILLS: Develop basic skills and learn content knowledge in accounting, economics, marketing, management, law, entrepreneurship, international trade, e-commerce, computer applications, and customer service.







1a 1b 1c 1d 2 3

BUS131 E-Commerce A - A,B,C A,B,C

BUS240 Advertising A,B,C A,B,C A,B,C A,B,C

BUS241 Sales A,B,C - A,B,C A

BUS243 Marketing A,B,C A,B,C A,B,C A,B,C

BUS260 International Business A,B,C - A,B,C A,B,C A





XX

Plan Implementation XX


XX


Title of Program: Management

Program SLOs 4. BASIC SKILLS: Develop basic skills and learn content knowledge in accounting, economics,








1a 1b 1c 1d 2 3

BUS245 Introduction to Business

A,B,C A,B,C A,B,C A,B,C A

BUS260 International Business

A,B,C - A,B,C A,B,C A

BUS283 Management & Supervision

A,B,C - A,B,C A,B,C A

BUS286 Human Relations A,B,C - A,B,C A,B,C A



SLO Assessment XX

Analyze Results & Plan

XX

Improvements

Plan Implementation

XX


XX

VI. PROGRAM DEVELOPMENT/FORECASTING Based upon accreditation findings, discussions with advisory committees, trade groups, the Presidents Forum, a review of the Chancellor’s website and campus metrics provided by Institutional Research, the Business Administration program has identified these end points to be achieved during the next CPPR 4 year cycle.

End Points 1. Degrees that can be completed in 2 years that are aligned with CID descriptors (as applicable) 2. Specialization or Areas of Emphasis in AA degrees that lead to specific employment 3. Provide new degrees in the vocational areas of:

a. Accounting b. Internet and Digital Marketing c. Small Business and Entrepreneurship

4. Align degrees to allow students to obtain multiple degrees in different areas of specialization, if desired

5. Stay current in business knowledge within each degree pattern through professional development and involvement with business advisory councils, trade conferences and other community resource groups.

6. Increase offerings in distance education courses 7. Increase emphasis on ethics in course content 8. Build up NCC programs and offer high demand classes in South County.

As we look at how industry has been transforming itself during the Great Recession, it has become apparent that companies are doing more with less, especially, fewer employees. Consequently, students must be prepared with very specific knowledge and skills to not just get hired but to stay employed. Specific course content is being delivered to students in Accounting and Marketing, Law and International Business, Entrepreneurship and Economics to meet that need. But the noticeable change has been the need for students to develop a new set of skills in ethics.

The Business Advisory Committee and President’s Forum has made it clear that Cuesta Students are employable. Most importantly they want them to do 3 things:

1. Show up for work (don’t use sick time unless you are really sick)

2. Be on time (8:00am, if that is when the doors open and customers come into your business)

3. Be ethical (a person of integrity who can be trusted by customers, colleagues, and business owners)

Consequently, ethical issues are being inserted with more rigor into class content. Case analysis and homework is being stressed to emphasize ethical conduct. Students are also being held accountable to

attend class. Attendance, timeliness and participation has always been the students responsibility (although not always taken seriously) but now faculty are holding them accountable for professional behavior and grading them accordingly. Classroom behavior is now modeling the real world so that students can see that college classes are being conducted just the way local businesses are being managed.

As a result of the end points to be accomplished and to align program outcomes with institutional outcomes, it is important that funding be made available to equip students and infrastructure with current technology. Funds will be needed, as they are each year to sustain what is in place and to meet anticipated growth.

A complete narrative of funding needs is found on page 33 at the conclusion of this CPPR entitled Narrative: Unit Plan.

Funding requests for the immediate future include:

1. Integrated media center for the new Economics room 4111 2. 10-20 iPads with internet connection for students in room 4110 (primarily accounting) 3. WiFi building 4300 for students to be able to access their homework assignments during

faculty office hours 4. Computer upgrades in all classrooms to increase speed, memory and integration of

components (Elmo/document camera, smartboard, data projector, DVD, video and computer).

5. Component upgrades for room 4113: document camera/Elmo, smartboard, switcher 6. New chairs to replace worn and torn chairs in room 4110 7. Additional table in room 4110 8. Office space and equipment for 2 new faculty members hired in 2014 9. Upgrade of faculty computers in each office 10. Upgrading of DVD libraries, continuation of academic subscriptions and attendance at

conferences for professional development 11. Hiring of second Division Assistant for Building 4300 (Business Education and

Engineering Technology Divisions) to replace the division assistant position that was eliminated during the budget crisis

12. Hiring of temporary student help to assist with division workloads

Mapping of program forecasts to institutional goals. Institutional Goal 1: San Luis Obispo County Community College District will enhance its programs and services to promote students’ successful completion of transfer requirements, degrees, certificates, and courses.

Institutional Objective 1.1: Increase the percentage of transfer-directed students who are transfer prepared by 2% annually

The program End Points (listed on page 30) that further the achievement of Institutional Goals: 1, 5, 7 and 8

Institutional Objective 1.2: Increase the percentage of degree- or certificate- directed students who complete degrees or certificates by 2% annually

The program End Points (listed on page 30) that further the achievement of Institutional Goals: 1, 2, 3, 4, 5, 7 and 8.

Institutional Objective 1.3: Increase successful completions in distance education courses by 2% annually The program End Points (listed on page 30) that further the achievement of Institutional Goals: 1, 2, 3, 5, 6, 7 and 8

Institutional Goal 5: San Luis Obispo County Community College District will strengthen its partnerships with local educational institutions, civic organizations, businesses, and industries.

Institutional Objective 5.1: Increase participation at district events for business and civic leaders The program End Points (listed on page 30) that further the achievement of Institutional Goals: 2, 3, 4, 5 and 7

Institutional Objective 5.2: Increase participation at district events for K-12 districts and universities The program End Points (listed on page 30) that further the achievement of Institutional Goals: 8 and continued faculty participation at local high school and community events which further the presence of Cuesta College in the county.

• UNIT PLAN

Unit: Business Education Cluster: WED Planning Year: 2014

• NARRATIVE: UNIT PLAN

As faculty look at the years ahead, and especially 2014-2015, the biggest concern is to equip the new Economics room, 4111, provide facilities for new faculty members, maintain and sustain successful existing programs and plan for future growth in technology. Funds will be needed, as they are each year, to sustain what is already in place with budgets for instructional supplies, academic subscriptions, conferences, upgrading DVD libraries, and replacing faculty computers. Equipment (computers, smartboards, document cameras/Elmo, data projectors) in some classrooms needs to be upgraded or repaired while new equipment needs to be installed in others. New chairs need to replace those that have worn out in one classroom and tables should be added to configure some rooms for better class discussions. Specific classrooms have been identified in the CPPR on page 31. As we plan for the future, technology will play a greater role. Being able to WI-FI Building 4300 would give students and faculty greater internet access with laptops and smart-phones. That is how people work and communicate today so making our building compatible with user needs and equipment is important. Making iPads available for students would assist in note-taking, completing homework assignments, and doing research projects. Accounting students would greatly benefit from this opportunity, especially those from disadvantaged backgrounds. 20 iPads are preferred so that one iPad is available to be shared between 2 students. An integrated media center needs to be installed immediately in the new economics room, room 4111, to make it compatible with all the other Business classrooms and to allow faculty to teach more effectively. As we plan for the future, there is a need to replace the second Division Assistant position which was eliminated because of budget cuts. The workload is too great for one person trying to serve 2 extremely large divisions (Engineering Technology and Business Education). Some work gets done while other must be postponed. It would make sense to refill the Division Assistant position but until that time actually occurs, student help could be hired at a fraction of the cost to assist with some of the existing workload of the current Division Assistant. In all, the Business Administration Department has set some high standards which may not be fulfilled this year but are some goals that we can strive for in the future. There are immediate needs which must be met if we are to continue to be effective in meeting student need for transfer, graduation, or vocational preparation….as well as the need to continue to generate high rates of FTE for the college. Actual funding requests are listed on the excel spreadsheets in the Unit Plan.

Course or Program Assessment Summary http://academic.cuesta.edu/sloa/docs/Course_and_Program_Assessment_Summary_F_2011.docx This form can be used to record SLO assessment plans and results for courses or programs. It is recommended that this document be stored on a group drive, or in MyCuesta.

Division: Business Education Program: Business Administration Date: May 4, 2012 v. 3 2012 Courses in program, or course: Bus 286 – Human Relations _______________________________________________________________

Faculty involved with the assessment and analysis: Bill Snider

Course-to-program outcome mapping document** is completed Yes _X X ____ No______

1 Student Learning Outcome Statements □ Program □ XX Course

1. Design an empowerment system managers could implement to give employees freedom on the job to solve customer problems. 2. Identify the behavioral components of teamwork and defend the position that teams often achieve superior results to individual performers. 3. Diagram a problem solving process managers can use to select the most optimal solution to a business or interpersonal problem. 4. Differentiate between the qualities of Servant Leadership and an autocratic style of management to help supervisors modify how they can manage employees for improved performance.

2 Assessment Methods Plan (identify assessment instruments, scoring rubrics, SLO mapping diagrams)

Student Learning Outcomes Assessment Survey

3 Assessment Administration Plan (date(s), sample size or selection of course sections, scoring procedures, etc.)

Assessments were given after the end of the first half of the semester asking students to evaluate two of the most important topics of the class content, as elements of the last half of the semester are based upon much of what is covered during the first half. This class is a requirement for the AA degree in Management. 27 students participated in the assessment survey.

4 Assessment Results Summary (summarize Data)

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5 Discussion of Assessment Procedure and Results, and Effectiveness of Previous Improvement Plans

SLO #1 had an 85% favorable response. Assessments of SLO’s by students as well as instructor evaluations during the semester indicated a good understanding of the material yet also gave clues as to some minor adjustment that could be made to strengthen the student outcome.

http://academic.cuesta.edu/sloa/docs/Course_and_Program_Assessment_Summary_F_2011.docx

SLO #2 was given a 93% favorable rating indicating success with that particular SLO. Extensive gaming was involved with that SLO as repetitive, yet new learning reinforced the concept making comprehension successful.

6 Recommended Changes & Plans for Implementation of Improvements

SLO #1 is one of the most critical learning topics of the class which is why the course is initiated with this one….Empowerment. One specific alteration would be to develop, with the class, an Empowerment process that all students would understand and could use as a supervisor in business. This would integrate all the learning to date and permit students to put the process in their own words. In addition, a new article in Harvard Business Review re: Morningstar Company is the best one ever presented on an empowering company. I will try to develop case materials that will align with the empowerment concepts presented as a way to summarize what students have learned along with the development of an empowerment process discussed above. One final idea is to introduce a capstone project utilizing an original case developed by the instructor and a retired local successful businessman. The case has been written and approved and a class discussion with the businessman will be developed to help summarize the critical points that students have been exposed to regarding the managing of human resources.

7 Description or evidence of dialog among course or program-level faculty about assessment plan and results

This course has been historically taught by one instructor but new faculty members will be provided with new materials as they have an opportunity to teach the class. The existing faculty member will discuss these improvements to the class with the division Chairperson to validate their value to students’ learning and understanding of the class material during the semester. The course will be reassessed during the Spring 2013 semester or the next time it is offered.

**Course and program level outcomes are required by ACCJC to be aligned. Each program needs to complete a program map to show the alignment. See examples of completed CPAS and program mapping documents are available at http://academic.cuesta.edu/sloa

http://academic.cuesta.edu/sloa


Division: Business Education Program: Business Administration Date: May/ 4/2012 v. 3 2012 Courses in program, or course: _Management – Bus 283_________________________________________________________________

Faculty involved with the assessment and analysis: Bill Snider

Course-to-program outcome mapping document** is completed Yes__X__ No______

1 Student Learning Outcome Statements □ Program □ Course

1. Construct the components of management planning and outline or design a planning system that can be used in Business. 2. Correlate the critical relationship between managerial control and planning. 3. Distinguish between the 4 life orientations (LIFO) to show the differences in human behavior in order to manage each style differently. 4. Construct a model analyzing external and internal constraints that permits the evaluation of how constraints impact management decision-making.




Assessments were provided to each student in the class during the latter part of the semester which asked them to evaluate 2 specific SLO’s that were integral to their understanding of how and why management planning is critical to a manager’s performance. Over 20 students responded with assessments. This class is the foundational Management/Supervisory class required for their AA degree in Management.


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Based upon student assessment results, the content is favorably received. Since most of the students in class do not have any supervisory experience, managerial planning (SLO #1) is a new concept for them and takes time to comprehend as a worthwhile yet necessary tool for managers in business.


The 2nd SLO was more readily absorbed because it involved the concept of planning, again, and related it to a new concept that was easier to understand. So reinforcement of SLO #1 needs to be continued.


1. Based upon student feedback, it appears that they will understand the role of planning in a manager’s job more clearly if we “play” a management game/simulation that forces/allows them to put a management planning process together..individually and as a team. The focal point for students will be for the instructor to provide guidance in a planning model that has already been presented in class and their workbook which they can use as a guide that will reinforce their comprehension of the process of planning. 2. As part of the process of planning, it will be helpful to expand upon the concept of “mission statements”. A Harvard Business Review article recently discussed the qualities of former Apple CEO, Steve Jobs, in which he stated how important “Focus” was in people’s jobs. I will relate this characteristic of “Focus” to mission statements through a case study and class discussion which should clear up any confusion about why mission statements are an integral part of the first stage of managerial planning.


Although only 1 faculty member has historically taught this topic, any new faculty members will be appraised of this inclusion of new material. The existing faculty member will discuss these improvements to the class with the division Chairperson to validate their value to student success. The course will be reassessed during the Spring 2013 semester or the next time it is offered.



Course and Program Assessment Summary

Division: BUSINESS EDUCATION Program: BUSINESS ADMINISTRATION Course(s): INTRODUCTION TO INTERNATIONAL BUSINESS Date: 5/13/11

Program Core/Required Courses:

Program Faculty: BILL SNIDER x2729

1 Student Learning Outcome

Statements □ Program □ Course

BUS. 260 --- INTERNATIONAL BUSINESS

1. Demonstrate an understanding and use of the cultural dimensions of:

Time ( polychronic & monochronic) Contexting (direct & indirect) Personal Responsibility (universalism vs particularism) Control over Life (activists vs fatalists)

so that relationships are enhanced when conducting business

abroad.

2. Distinguish between Personal Adjustment Skills and Business Effectiveness Skills in order to prepare for traveling overseas to improve adaptation to a new culture.

3. Distinguish between and synthesize the 5 cultural dimensions of:

Power Distance Uncertainty Avoidance Individualism/Collectivism Masculinity/Femininity Long-Term Orientation

in order to develop relationships with foreign nationals.

4. Demonstrate a knowledge of the cultural differences for doing business between the U.S. and

Mexico as well as the U.S. and China.

5. BUS 260 International Business This class changes almost annually because it presents an understanding of culture as the foundation for conducting international business. The world is changing rapidly, yet cultures change at a glacial pace. Even if countries align for economic purposes, they don’t necessarily conduct business or politics the same way as their partner. In fact, they are almost always different. Cultural values and traditions that nations deem to be truths which drive their cultural behavior are covered extensively. The course covers the 10 most important cultural dimensions that separate national paradigms and those that cause conflict between countries. Specific attention is placed upon understanding the proper ways to conduct business in Mexico, Europe and Asia. Student Learning Outcomes for the course are: o Students develop an awareness of cultural differences existing worldwide that must be

addressed when doing business abroad. o Students develop “adaptation” skills to assist in conducting and negotiating business

contracts and to minimize the effects of culture shock. Methods of assessment include: o Examinations o Homework assignments o Written assignments o Projects o Case studies o Successful completion of coursework with a grade of “C” or better and ability to obtain employment with an international firm upon graduation. o Contact graduating students to determine a hiring rate of 50% within 6 months of graduation, among locatable students.

Connection of Course SLOs and Program SLOs o Provides students with the opportunity to learn basic content knowledge in international business. o Provides students with transferable units articulated with the CSU university system. o Provides students the opportunity to be trained for immediate entry into or

advancement within international business fields of employment.

2 Assessment Methods Plan (attach any assessment instruments, scoring rubrics, SLO mapping diagrams)

Student Learning Outcomes assessment Survey

3 Assessment Administration Plan (date(s), sample size and selection of course sections, scoring procedures, etc.)

Assessments were given to students towards the end of April, 2011 and were asked to evaluate 2 of the 4 SLO’s because the class had adequately covered those outcomes so that they could be measured. The other 2 outcomes did not have adequate teaching time at that point in the semester so they were not asked to be assessed. 29 students were present when the actual assessments were conducted. This particular class is required for Business students completing their Management AA degree.

4 Assessment Results Summary (attach any Data/Statistical Reports)

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The first SLO was highly rated by almost ¾ of the students which tells me that since it was covered first the material was retained well by the students. The second SLO was rated highly by a little less than ½ the students but it covered more material and required the students to retain more knowledge of complex material that was added to the first SLO.


Since cultural data is foreign to most American students and they have the bias of seeing the world through a red/white/blue lens, I need to spend additional time in order to synthesize the material and show the connection to the 1st SLO. This will give students a broader understanding of cultural dimensions and show how they integrate with one another. This class will be assessed again Fall 2012.


Division: Business Education Program: Bus Adm Date: May 15, 2012 v. 3 2012 Courses in program, or course: ______BUS 251 ____________________________________________________________

Faculty involved with the assessment and analysis: Cynthia Wilshusen and Leila Chambers

Course-to-program outcome mapping document** is completed Yes_____ No______

1 Student Learning Outcome Statements □ Program X Course

1. Analyze and record various business transactions. 2. Prepare and interpret income statements and balance sheets. 3. Demonstrate skill in adjusting journal entries and closing journal entries. 4. Demonstrate skill in posting to the general ledger. 5. Record business transactions in appropriate special journals. 6. Demonstrate skill in posting to the appropriate subsidiary ledger. 7. Prepare the bank reconciliation. 8. Maintain records applicable to payroll. 9. Compute payroll taxes. 10. Integrate merchandise inventory into the accounting records. 11. Compute net revenue, cost of goods sold, gross profit and net income.


Student in-class group projects and two midterms and a final exam scores. In-class group projects included students examining a business scenario and made appropriate journal entries, adjustments, and financial statements. The midterms and final exam were of a practical nature with completion problems.


Student in-class group projects and two midterms and a final exam scores for 13 students.


SLO#1 – 745 meeting; 17% approaching; 9% struggling SLO#2 – 79% meeting; 8% approaching; 13% struggling SLO #3—59% meeting; 25% approaching; 16% struggling


SLO #4—44% meeting; 33% approaching; 23% struggling SLO #5 –46% meeting; 31% approaching; 23% struggling


Student in-class group projects and two midterms and a final exam scores. In-class group projects included students examining a business scenario and made appropriate journal entries, adjustments, and financial statements. The midterms and final exam were of a practical nature with completion problems.


SLO# 4 and 5 – Spend more time in class on these areas. Possibly break down the chapter material into smaller learning segments for students to study and master.


Discussion was with the part-time faculty Cindi Wilshusen and the Division Chair in order to implement any improvements in the course. The course will be reassessed during the Spring 2013 semester or the next time it is offered.




Division: Business Education Program: Business Administration Date: May 17, 2012 v. 3 2012 Courses in program, or course: __Entrepreneurship/BUS 249___

Faculty involved with the assessment and analysis: Gary Rubin

Course-to-program outcome mapping document** is completed Yes ___X_ No______

1 Student Learning Outcome Statements X Program: 6, 7, and 8 X Course: 1 - 5

COURSE SLOS:

1. I am able to evaluate my personal desires, skills, motivation, and life commitments to determine whether I am suited to being an entrepreneur.

2. I am able to perform primary and secondary research related to a particular business idea. 3. I am able to prepare and present collaboratively a feasibility study, including analysis of product demand, marketing

strategies, and financial projections, regarding a particular business idea. 4. I am able to monitor and analyze my personal spending habits and asset and liability values. 5. I am able to explain and use basic terminology related to banking, marketing, legal, tax, human relations, and

accounting issues as used in a small business environment. PROGRAM SLOS:

6. As one course in the Business Administration Program, this course has helped me develop basic skills and learn content knowledge in one or more of the following business disciplines: accounting, economics, marketing, management, law, entrepreneurship, international trade, e-commerce, computer applications, and customer service.

7. As one course in the business Administration Program, this course has helped me toward achieving a Business Administration A.A. degree that is transferable to a four-year college or university and which can be obtained at Cuesta College within two years.

8. As one course in the Business Administration Program, this course has trained me for immediate entry into, or advancement within, the workforce in business related fields.


Near the end of this Spring 2012 semester, all students present in both sections of this course were asked to complete a Likert-scale survey. The survey asked students to self-assess their ability for the outcomes stated above. Students responded to each item by choosing one of the following: 5=Very Well, 4=Fairly Well, 3=Somewhat, 2=Slightly, 1=Not at all



Two sections of this course were taught District-wide in this Spring 2012 semester, one at the SLO Campus and one at the North County Campus, both by Full-Time Lead Instructor for Entrepreneurship Gary Rubin. Both sections were taught during the day, with the North County section having 18 students registered at the end of the semester and all 18 participating in the survey, and the SLO section having 23 registered students at the conclusion of the semester with 22 participating in the survey for a total of 40 students surveyed. One section of this course is taught every Spring semester at the SLO Campus and one section is taught once every three semesters at the North County Campus.


Of the combined sections, a total of 40 students assessed themselves on their achievement of the above stated SLOS with mean scores as follows: COURSE SLOS:

SLO 1 Mean 4.38/5.0 SLO 2 Mean 4.48/5.0 SLO 3 Mean 4.38/5.0 SLO 4 Mean 4.65/5.0 SLO 5 Mean 4.18/5.0

PROGRAM SLOS:

SLO 6 Mean 4.55/5.0 SLO 7 Mean 4.30/5.0 SLO 8 Mean 4.05/5.0


The combined data from both sections showed improvement of students’ self assessment of their achievement of all six course SLOs from when this course was first assessed in Spring 2011. The prior assessment of this course noted that SLO #5 related to basic terminology was the lowest assessed SLO at 4.03/5.0. More focus was placed on terminology both in class and on assignments and quizzes, and support was given in the form of a vocabulary list at the beginning of the semester. This resulted in a current semester self-assessment on this SLO of 4.18/5.0. Still, this was the lowest of all six course SLOs, but it was significantly improved. Interestingly enough, even the highest self-assessed SLO (4.5/5.0) in Spring 2011, which was #4 relating to students’ ability to assess their personal spending habits and asset and liability values increased in Spring 2012 to 4.65/5.0. This shows that we were able to improve on our strengths, as well. Regarding the Program SLOS, this is the first time they have been assessed in connection to this course. It appears that students believe this course certainly helped them gain basic skills and content (4.55/5.0) and helped them transfer to a four-year school (4.30/5.0). They rated this course as helping them in #8 relating to preparation for the workforce as somewhat lower (4.05/5.0). This may be in part due to the success of the course in showing students the complexity of opening a business. Some students verbally advised me that they realized they do NOT want to open a business; this may have resulted in their interpretation of #8 as a question they should answer in the negative, when, in fact, the course did succeed in helping them choose employment vs. business ownership as the best entry point to the workforce for them.


I will add even more vocabulary lists and exercises. The assignment that requires students to track their expenses over a 30-day period and prepare a personal financial statement will continue. Students will continue to work in collaborative groups that they form to complete the feasibility assignment. It will be stressed that students are not expected to all be business owners, and that it certainly is acceptable to come away from this course having achieved SLO #1 with the conclusion that they would be better suited to entering the workforce as an employee rather than an employer. Content will be added to show students that the study of business ownership will also make them more valued employees because they will have a better understanding of the owner’s mindset.


Discussion has taken place between Gary Rubin and Bill Snider, the other Lead Faculty member of the Business Administration Program on a regular basis. Also, Mr. Rubin has had regular dialogue with Israel Dominguez, Director of the Cuesta College Business & Entrepreneurship Center regarding the course content and the students’ achievement of the SLOs. Mr. Dominguez hosts a regular competition for students to present their Feasibility Plans to local bankers, Mr. Rubin and Mr. Dominguez. After Mr. Rubin reads the students’ submissions, Mr. Dominguez then also reads them and they confer on their assessment of each student plan with input on the presentations from the community judges. Also, Mr. Rubin regularly consults with the Business Administration Advisory Committee regarding their expectations and desires for students completing this course. Advisory Committee members for the business community often comment about the need for education in the business behaviors expected in the workforce, and this has been incorporated into the course. The course will be reassessed during the Spring 2013 semester or the next time it is offered.




Division: Business Education Program: Business Administration Date: May 11, 2012 v. 3 2012 Courses in program, or course: Small Business Administration

Faculty involved with the assessment and analysis: Gary Rubin and John Alexander

Course-to-program outcome mapping document** is completed Yes__X_ No______


1. I can prepare a complete business plan that could be presented to venture capitalists or lenders, including pro

forma financial statements and marketing objectives and strategies. 2. I understand basic financial statements, financial ratios, and cash flow techniques. 3. I demonstrate communication (verbal, written, and body language) and social skills (business etiquette) appropriate

to a business environment in the United States. 4. I can describe the various legal structures, e.g. sole proprietorship, partnership, corporation, etc., for small business

ownership with an analysis of the advantages and disadvantages of each. 5. I demonstrate an ability to work collaboratively with a diverse group of fellow students. 6. I can explain and use basic terminology related to banking, marketing, legal, tax, management, human relations,

ethics, and accounting issues as used in a small business.


At the conclusion of the Fall 2011 semester, instructors from two different sections of BUS 248, one from the North County and one from the SLO Campus, distributed to students a Likert-scale survey. The survey asked students to self-assess their ability for the outcomes above. Students responded to each item by choosing of the following responses: 5=Very Well, 4=Fairly Well, 3=Somewhat, 2=Slightly, 1=Not at all


The survey was distributed to all students present in class near the end of the Fall 2011 semester in December 2011. The survey was completed by 32 students with some students in a North County Campus section and some in a SLO Campus section. The sections were the only two sections of this course being taught that semester. This course is taught every other semester. It will next be taught in Fall 2012.


SLO 1 Mean 4.25/5.0 SLO 2 Mean 3.97/5.0 SLO 3 Mean 4.19/5.0 SLO 4 Mean 4.28/5.0 SLO 5 Mean 4.31/5.0 SLO 6 Mean 4.25/5.0


5

Discussion of Assessment Procedure and Results, and Effectiveness of Previous Improvement Plans

Students scored themselves relatively even across all areas on the survey (between 4.19 – 4.31) with the exception of their ability to “Understand basic financial statements, financial ratios, and cash flow techniques” (3.97). Still in this lowest self-rated category, 28% rated themselves Very Well, 41% rated themselves Fairly Well, and 31% rated themselves Somewhat; nobody rated themselves on this as Slightly or Not at all. This is not surprising. Most students, even Business students, have a fear of numbers. Many of these students had not yet taken an accounting course, so this course gave them their first look at a Balance Sheet, Income Statement, and ratio analysis, e.g. gross and net profit margins, return on investment, current asset ratio, etc. While learning this material, students often have a fear of it; it is not surprising that they still had some uneasiness about this topic at the conclusion of the semester. In fact, I view this score, 3.97, and the fact that they all felt they at least Somewhat accomplished the objective as very successful. They will now be in a position to further their education of financial matters in accounting courses.


Instruction will continue to focus on building students’ ability to work collaboratively to complete a comprehensive business plan. This requires a commitment from students, and instructors will spend time at the beginning of the semester discussing how to work productively in a group. Students will be given opportunities to meet other students before they choose partners for group projects. Students will continue to be shown successful business plan projects completed by previous students of this course. Students will continue to be expected to act in a business-like manner. All students will be advised both verbally and in writing, through the syllabus, of specific behavioral expectations, i.e. be on time, be prepared, don’t interrupt, don’t use profanity, etc. Students will be instructed on cash flow strategies, e.g. collecting accounts receivable quickly, delaying payment of accounts receivable as long as possible without hurting the relationships with vendors, etc. Students will not be expected to prepare a cash flow statement, as that would be beyond the scope of this course. Students will continue to be instructed in and expected to be able to prepare a balance sheet, income statement, and various financial ratios.


The two faculty members who taught these two sections, one being the full-time lead faculty member for this course and the other a part-time faculty member who is the only other faculty member to have taught this course in the past eight years, exchanged written comments and participated in numerous verbal discussions, both face-to-face and by telephone, and email correspondence to discuss course preparation, teaching of the course, the resulting data, and recommended changes. These discussions actually started before the Fall Semester 2011 because the part-time instructor was scheduled to teach this course for the first time. Discussions ensued throughout the Fall 2011 semester between these two faculty members and resulted in excellent results for both sections. Discussions regarding the data took place this Spring 2012 semester. The part-time instructor will be again teaching this course in the Fall 2012 semester at which time only one section of the course will be offered. The course will be reassessed during the Fall 2012 semester or the next time it is offered.

Course and Program Assessment Summary

Division: BUSINESS EDUCATION Program: BUSINESS ADMINISTRATION Course(s): INTRODUCTION TO BUSINESS Date: 5/13/11

Program Core/Required Courses:

Program Faculty: BILL SNIDER….x2729


Statements □ Program □ Course

BUS. 245 --- INTRODUCTION TO BUSINESS

1. Differentiate between the 3 world economic systems and show the correlation between those economic systems, business and politics.

2. Recognize key Stock Market and financial terms and trends in order to use them in the

successful buying and selling of stocks and bonds.

3. Analyze the major components of an Income Statement and Balance Sheet for the purpose of evaluating the financial performance of a business.

4. Construct the 4 P’s of the Marketing Mix in order to create a marketing and advertising

program for any business.

5. Customize 5 ways a U. S. firm can gain access to the international marketplace. BUS 245 Introduction to Business This course now incorporates numerous publications to update students on current events (i.e. global financial meltdown) and links to websites to conduct research. All case homework is based upon current issues facing American business, e.g. the revival of a cold war between the U.S. and Russia, China and India developing an EU of Asia, and responses to the stimulus package. Attendance is now required in every class session. This has not historically been the policy for students. Quizzes are given regularly to ensure that students prepare for each class by reading the textbook prior to lectures. Students’ grades have improved over the last two years because attendance and study requirements have been enforced. Faculty have been stressing personal discipline and

responsibility for success as recommended by the Business Administration Advisory Committee. Student Learning Outcomes for the course are: o Students demonstrate an understanding of the role business plays in the creation and

sustainability of the U.S. Economy. o Students demonstrate an understanding of the functioning of financial industries and their

relation to the U.S. stock market. Methods of assessment include: o Examinations o Homework assignments o Written assignments o Projects o Case studies o Successful completion of coursework with a grade of “C” or better and ability to obtain employment upon graduation. o Ability to complete a detailed financial report on the stock of one major U.S. company as a possible investment.

Connection of Course SLOs and Program SLOs o Provides students with the opportunity to learn basic content knowledge in accounting, finance, economics, marketing, management, law, and international business. o Provides students with transferable units articulated with the UC and CSU university systems. o Provides students the opportunity to be trained for immediate entry into or advancement within the workforce in business related fields of employment.

2 Assessment Methods Plan

(attach any assessment instruments, scoring rubrics, SLO mapping diagrams)


3 Assessment Administration Plan (date(s), sample size and

Assessments were given to students in the latter part of April and they were asked to assess 2 specific SLOs that we had spent considerable time on and had completed. Other SLOs were not evaluated because we had not

selection of course sections, scoring procedures, etc.)

completed those sections. 24 students were present when assessments were conducted. This is the introductory course that all Business students are required to take.

4 Assessment Results Summary (attach any Data/Statistical Reports)

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Assessment results seem to indicate that the students are understanding the material. Stock market results show that I might take a little more time in explaining financial terms, however, by the students own admission, they were not reading the textbook until the test….but I was giving homework BEFORE the test and they were not doing as well as they would have liked. Well isn’t that a shame! If they would read the text they would understand the material and received higher grades. What a novel thought. I do not plan on changing any of the content material but I will emphasize that homework is coming and they need to be prepared by being in class and reading the text before the lecture.


I explained one significant change above, but another change I made was that I began testing students on fewer chapters rather than combining 3 chapters in one test. Fewer chapters means less material to absorb and the student test scores did improve over the previous semesters. I plan to continue this approach even though it takes time away from covering all the required material and has a tendency to require me to compress the final 2 weeks into a smaller teaching space. This class will be assessed again in Fall 2012.


Division: Business Education Program: Business Administration Date: May 17, 2012 v. 3 2012 Courses in program, or course: ___________Marketing/BUS 243_______

Faculty involved with the assessment and analysis: Christine Beyer and Gary Rubin

Course-to-program outcome mapping document** is completed Yes___X__ No______


Numbers correspond to the Program Outcome identified for the Marketing Program: 1. A. Students can identify the factors affecting a firm’s pricing decisions and explain various pricing strategies.

B. Students are able to identify major social criticisms of marketing and explain the role of ethics in marketing 2. A. Students are able to prepare collaboratively a comprehensive marketing plan.

B. Students demonstrate an ability to work collaboratively with a diverse group of fellow students. C. Students are able to explain and participate in the marketing research process, including creating marketing objectives, creating a plan for gathering primary and secondary data, conducting the research, analyzing and reporting the results, and drawing conclusions.

6. Students demonstrate professional communication and social skills appropriate to a business environment in the United States.


Near the end of the Fall 2011 semester, all students present in class were asked to complete a Likert-scale survey. The survey asked students to self-assess their ability for the outcomes stated above. Students responded to each item by choosing one of the following. 5=Very Well, 4=Fairly Well, 3=Somewhat, 2=Slightly, 1=Not at all


Two sections of this course were taught District-wide in the Fall 2011 semester, both at the SLO Campus and both by Part-Time Instructor Christine Beyer. One section met on Tuesdays from 7:00 – 9:50 p.m. and had 22 students surveyed; the other section met Tuesdays and Thursdays from 3:00 – 4:50 p.m. and had 24 students surveyed. This course is taught every semester at the SLO Campus and once every three semesters at the North County Campus. The total number of sections offered of this course ranges from one to three District-wide each semester.

4

Assessment Results Summary (summarize Data)

Of the combined sections, a total of 46 students assessed themselves on their achievement of the above stated SLOS with mean scores as follows: 1A: 4.09/5.0 1B: 4.30/5.0 2A: 4.30/5.0 2B: 4.35/5.0 2C: 4.37/5.0 6: 4.33/5.0



The combined data from both sections of this course show that students rated themselves lowest (4.09/5.0) on achieving SLO #2 which is related to pricing. This may be due to the fact that this is the only part of the course that requires some basic math aptitude. Calculations such as “mark-up on retail” and “mark-up on cost” often frustrate students with weak skills related to fractions, division, and percentages. Interestingly, students in the night section rated themselves significantly higher than the day students rated themselves in SLO #5 related to ethics in Marketing. This may be a reflection of the average student age in day vs. night classes; the night classes generally have an older average age of students and more serious students than the traditional-aged day college student. It may be that the older, serious students value the ethical issues higher than the younger students.


Students will continue to be exposed to the importance of pricing in making marketing decisions, with extra practice and emphasis on the math computations and concepts. For example, students will be continuously asked to demonstrate how knowledge of gross profit margin on a particular product may influence the decision as to how much that particular product may be marked down. Effort will be made to address the pricing decisions in other parts of the course, including the promotion and ethics segments. Faculty will continue to collaborate regarding pricing and all other areas of the course. Faculty will consider watching each other teach the pricing and other sections of the course, and will continue to share their materials.


Faculty will continue to participate with students in the Marketing Plan Competition held each semester and sponsored by the Cuesta College Business & Entrepreneurship Center. This gives faculty an opportunity to have their students’ Marketing Plans critiqued by other faculty members and community members who own marketing firms. This dialogue helps faculty see what areas students are excelling at and what areas could use improvement. This competition has been held for approximately 6 semesters, and all faculty members who teach this course have participated. Ms. Beyer has participated several semesters, as has the Full-Time Lead Marketing Faculty member, Gary Rubin. Ms. Beyer and Mr. Rubin have engaged in regular face-to-face discussions and email communications in which they share ideas for teaching the course, materials, and guest lecturers. During this Fall 2011 semester, Ms. Beyer also engaged the participation of Cuesta College’s Marketing Director, Stephan Gunsaulus, to support students. Mr. Gunsaulus lectured the students and provided one-on-one counseling to them as they prepared their Marketing Plans. The course will be reassessed during the Fall 2012 semester or the next time it is offered.




Division: Business Education Program: Business Administration Date: May 16, 2012 v. 3 2012 Courses in program, or course: _____________Sales/BUS 241____________

Faculty involved with the assessment and analysis: Gary Rubin and Israel Dominguez

Course-to-program outcome mapping document** is completed Yes__X__ No______


1. A. Students are able to demonstrate an understanding of the psychological factors that influence a buyer’s decision

to buy or not buy. B. Students are able to demonstrate an understanding of the benefits and detriments of selling as a profession. C. Students are able to conduct a persuasive selling presentation.

2. Students are able to prepare a comprehensive plan for selling, including prospecting, planning a sales call, making a sales presentation, overcoming objectives, closing a sale, and follow up.


Near the end of the Fall 2011 semester, all students present in class were asked to complete a Likert-scale survey. The survey asked students to self-assess their ability for the outcomes stated above. Students responded to each item by choosing one of the following. 5=Very Well, 4=Fairly Well, 3=Somewhat, 2=Slightly, 1=Not at all


The class session in which the survey was administered had 16 students in attendance. Only one section of this course is taught District-wide each academic year, and it is in the Fall semester. The course is offered at the North County Campus once every other year, and once every other year on the SLO Campus. It will next be offered and assessed at the North County Campus in the Fall 2012 semester.


Students rated themselves as having achieved all outcomes stated above exceptionally well, with mean scores as follows: 1A: 4.75/5 1B: 4.88/5.0 1C: 4.81/5.0 3: 4.75/5.0

5


The course has been developed to give students plenty of class time to practice all aspects of the selling process. Role playing, guest lecturers, and other hands-on teaching strategies compose about two-thirds of the class time with the remaining one-third devoted to lecture on academic content. This approach gives students experience, confidence, and practice in the art of selling. They are doing it in each class session rather than just hearing about how it is done.



Students will continue to receive a heavy dose of practice with the appropriate measure of academic theory for this skills-based course. The role playing and use of guest lecturers involved in sales as a full-time profession will continue. The instructor for the section surveyed, Israel Dominguez, made a customized cumulative sales project based in part on a prior instructor’s project, his (Israel’s) extensive selling background, and trial and error. This semester under review was the second time Mr. Dominguez taught this course, and he will continue to teach it, along with other faculty. He will continue to develop the course through collaboration with another faculty member. The sales project starts early in the semester and culminates in a competition amongst the best student groups.


Mr. Dominguez and Gary Rubin, Lead Full-Time Instructor for Marketing, Sales, and Advertising, have discussed this data and corresponded with each other. They are in agreement that the comprehensive sales project is critical to the course and will continue. They have also collaborated regarding specific students in this course and how a student’s success is very much related to her or his ability to engage semester-long in a project to sell an item that the student is comfortable and familiar with. Mr. Dominguez has also collaborated with the other part-time instructor who will be teaching this course at the North County Campus, Mr. Christine Beyer, to ensure consistency in the delivery of the course. Not only have they participated in preparation for the course, but also they have jointly participated as judges in several semesters’ competitions for the students who have prepared the best sales plans and are therefore able to compare their perspectives on students’ work. The course will be reassessed during the Fall 2012 semester or the next time it is offered.




Division: Business Education Program: Business Administration Date: May 16, 2012 v. 3 2012 Courses in program, or course: _____Advertising/BUS 240_____________________________________________________________

Faculty involved with the assessment and analysis: Gary Rubin and Christine Beyer

Course-to-program outcome mapping document** is completed Yes ___X__ No______


1. A. Students can explain how the advertising industry is organized and regulated.

B. Students are able to identify major social criticisms of advertising and explain the role of ethics in advertising. C. Students demonstrate knowledge of media budgeting, planning, and purchasing. D. Students understand how to measure the effectiveness of advertising.

3. Students are able to prepare collaboratively an advertising plan and corresponding sample advertisement.


On the last regular class session date, May 9, 2012, of the Spring 2012 semester, all students present in class were asked to complete a Likert-scale survey. The survey asked students to self-assess their ability for the outcomes stated above. Students responded to each item by choosing one of the following. 5=Very Well, 4=Fairly Well, 3=Somewhat, 2=Slightly, 1=Not at all


This last class session had 14 students in attendance. Several students were absent that day from this evening class which meets one time per week, most likely because that was the day that students participated in an Advertising Plan competition from 9:00 a.m. – Noon. Only one section of this course is taught District-wide each academic year, and it is in the Spring semester. The course is offered at the North County Campus once every other year, and once every other year on the SLO Campus.


1A: 4.29/5.0 1B: 4.50/5.0 1C: 4.29/5.0 1D: 4.57/5.0 3: 4.71/5.0


5


Students scored themselves fairly high in all areas, and especially high in, “I can prepare collaboratively an advertising plan and corresponding sample advertisement.” At 4.71/5.0. In the future, students will be assessed during a class session that is not the last class session of the semester, or at least not on the same day as the competition, so as to hopefully gain a larger sample. Perhaps the day that students submit their Advertising Plans would be a good day to administer the survey as this is a day that almost all students are in attendance and it is near the end of the semester.


As part of their Advertising Plans and Marketing identifies SLO 3, students will continue to need more hands-on instruction. The text does not adequately address how to prepare sample advertisements. Although the text does give samples for radio and print advertisements, these samples are insufficient. Instruction will continue to require significant interaction with local examples and collaboration between students, the instructor, and guest lecturers (professionals) to design effective advertisements. Similarly, more hands-on experience is needed for students to fully comprehend how to buy television advertisement. Although the text provides theory, local professionals will be used to bring actual examples of how to budget for and purchase advertisement time with various media.


The instructor for this course, Christine Beyer, is a part-time instructor who has extensive experience in Advertisement. She consulted with the lead instructor for Marketing, Advertisement, and Sales, full-time instructor Gary Rubin, before teaching this course, during the teaching of this course, and after the data returned. Several face-to-face discussions have taken place between these two instructors, they have shared materials, and they have shared access to guest speakers. They will continue to collaborate to identify local professionals willing to share their expertise with students. Further, Ms. Beyer has collaborated with Cuesta’s Marketing Department and former Director of Marketing to gain insight as to the College’s media purchasing and local contacts. The course will be reassessed during the Spring 2013 semester or the next time it is offered.




Division: Business Education Program: Business/Legal Studies/Paralegal Date: 5/24/12 v. 3 2012 Courses in program, or course: BUS 218 (Business Law)

Faculty involved with the assessment and analysis: Ruth Biering, Gary Rubin

Course-to-program outcome mapping document** is completed: Yes: X No______


Statements □ Program x Course BUS 218

1. Identify the different sources and types of American law and demonstrate how American law is created, changed, and classified.

2. Distinguish between the ethical and social responsibilities in the field of business that are imposed by law versus by custom.

3. Use the IRAC (Issue, Rule, Analysis, Conclusion) method to analyze legal cases. 4. Describe the federal and state court systems along with court procedures such as litigation and alternative

dispute resolution procedures such as mediation and arbitration and the use of these procedures in resolving business disputes.

5. Explain the relevance of such areas of law as tort law and property law to the field of business. 6. Demonstrate an understanding of contract law, including the nature and classification of contracts, required

elements for a valid contract, defenses to a contract, and remedies for breach of contract. 7. Apply the knowledge acquired in this course to make legal and business decisions based on reasoned analysis

and application of legal principles.

2 Assessment Methods Plan (attach any assessment instruments, scoring rubrics, SLO mapping diagrams)

Students were asked to complete a Student Learning Outcome self survey that included the SLO statements listed above.

3 Assessment Administration Plan (date(s), sample size and selection of course sections, scoring procedures, etc.)

The above referenced Student Learning Outcomes Assessment Form was administered to all San Luis Obispo campus Business Law sections spring semester 2012. 116 students responded to the survey. The scoring procedure involved submitting the raw data from the Assessment Forms to Ryan Cartnal who then completed the Condensed Item Analysis Report referenced below.

4 Assessment Results Summary (summarize data)

As shown in the Condensed Item Analysis Report, students responded to the SLO statements with a “fairly well” or “very well” response from the lowest percentage of 81.03% for statement #4 to the highest percentage of 93.10% for statement #6. The highest percentage of “very well” responses was to statements #3 and #6 and the lowest percentage was to statements # 1 and #2. The highest percentage of “somewhat” responses was also to statements #1 and #2. The lowest percentage was to statement #6.


5 Discussion of Assessment

Procedure and Results, and Effectiveness of Previous Improvement Plans

Since this is the first assessment performed on BUS 218, there were no previous improvement plans to implement. The assessment results indicate that the large majority of students feel they have mastered all the student learning outcomes either fairly well or very well. Students feel most confident in their grasp of the IRAC (Issue, Rule, Analysis, Conclusion) method to analyze legal cases (Statement #3), tort and property law (Statement #5), and contract law (Statement #6). Students felt least confident in their grasp of the connection between ethics and law in business (Statement #2) and their grasp of procedural law Statement #4).


Recommendations based on the results of the student self surveys noted above would be to integrate more tangible examples of the connections between ethics, law and business into preexisting lecture topics as opposed to addressing these fundamental issues as a separate and distinct topic area. With regard to procedural law, the topic area is challenging even for students who have been exposed to the topic in more than one class. It is also a subject area that is covered early in the semester and, as such, students’ confidence in this topic may have diminished by the time the surveys are conducted at the end of the semester. More telling may be the results of the questions in cumulative exam administered at the end of the semester that test students’ mastery of these concepts. It is suggested that a cumulative exam be incorporated as an additional means to assess Student Learning Outcomes in Business Law next school year.


Assessment occurred too late in the semester for program-level faculty to discuss results. It is contemplated that discussion of spring 2012 results will be discussed among program-level faculty fall semester 2012.


Division: Business Education Program: Date: September 10, 2012 v. 3 2012 Courses in program, or course: _BUS 201B Managerial Accounting_____________________________________________________________

Faculty involved with the assessment and analysis: Solveg Cooper

Course-to-program outcome mapping document** is completed Yes__X___ No______


Student Learning Outcomes BUS201B: By the end of the course, students should be able to perform the following outcomes:

1. I can provide Financial Statement Analysis 2. I can do cost allocation for Activity Based Costing and Normal Costing 3. I can do Break Even Analysis an Cost volume Profit Analysis 4. I can produce a Master Budget 5. I can produce Flexible Budgets and Standard Costs


Near the end of the Spring 2012 semester, all students present in class were asked to complete a Likert-scale survey. The survey asked students to self-assess their ability for the outcomes stated above. Students responded to each item by choosing one of the following. 5=Very Well, 4=Fairly Well, 3=Somewhat, 2=Slightly, 1=Not at all


Four sections of this course were taught District-wide in the Spring 2012 semester, classes at the SLO Campus were taught by Full Time Instructor Jack Sullivan and three part time instructors. 81 students were surveyed in three sections. This course is taught every semester at the SLO Campus and once a year at the North County Campus. The total number of sections offered of this course ranges from three to four District-wide each semester.


Of the combined sections, a total of 81 students assessed themselves on their achievement of the above stated SLOS with mean scores as follows: SLO 1 Mean 4.26/5.0 SLO 2 Mean 4.09/5.0 SLO 3 Mean 4.26/5.0 SLO 4 Mean 4.21/5.0 SLO 5 Mean 4.26/5.0


Since this is the first assessment performed on BUS 201B, there were no previous improvement plans to implement. The combined data from this course show that students felt confident that they could produce the outcomes fairly well on average. Students rated themselves lowest (4.09/5.0) on achieving SLO #2 which is on activity based costing. This topic can be quite confusing because students lack the context experience of a manufacturing environment. Since they don’t understand how the work flows through a production facility they struggle with the concept of basing costs upon different cost centers.



It is recommended that additional effort is made to help students gain understanding of the manufacturing environment. There are several good videos that would help the students visualize the workflow and recognize the issues related to costing products in manufacturing. These videos would be very helpful for students in the traditional as well as distance education course formats.


After results of the survey were published, faculty discussed the challenges of teaching managerial accounting to students that do not have work experience that relates to manufacturing or capital budgeting. It was suggested that a study group could be formed that would help the students with some of these particular challenges. The course will be reassessed during the Spring 2013 semester or the next time the course is offered.




Division: Business Education Program: Date: September 10, 2012 v. 3 2012 Courses in program, or course: _BUS 201A Financial Accounting_____________________________________________________________

Faculty involved with the assessment and analysis: Solveg Cooper, Jack Sullivan

Course-to-program outcome mapping document** is completed Yes__X___ No______


Student Learning Outcomes BUS201A: By the end of the course, students should be able to:

1. Report in a journal, post to the ledger and adjust using a worksheet that accounts of a business 2. Produce the following reports: Income Statement, Owner’s Equity Statement and Balance Sheet 3. Produce a bank reconciliation 4. Determine the owner’s equity of a business 5. Use various formulae to analyze a business 6. Determine and record depreciation


Near the end of the Spring 2012 semester, all students present in class were asked to complete a Likert-scale survey. The survey asked students to self-assess their ability for the outcomes stated above. Students responded to each item by choosing one of the following. 5=Very Well, 4=Fairly Well, 3=Somewhat, 2=Slightly, 1=Not at all


Seven sections of this course were taught District-wide in the Spring 2012 semester, classes at the SLO Campus were taught by Full Time Instructor Jack Sullivan and various part time instructors. 125 students were surveyed in five sections. This course is taught every semester at the SLO Campus and once a year at the North County Campus. The total number of sections offered of this course ranges from seven to nine District-wide each semester.


Of the combined sections, a total of 125 students assessed themselves on their achievement of the above stated SLOS with mean scores as follows: SLO 1 Mean 3.94/5.0 SLO 2 Mean 3.88/5.0 SLO 3 Mean 3.68/5.0 SLO 4 Mean 3.62/5.0 SLO 5 Mean 3.77/5.0 SLO 6 Mean 3.87/5.0


Since this is the first assessment performed on BUS 201A, there were no previous improvement plans to implement. The combined data from all sections of this course show that students rated themselves lowest (3.62/5.0) on achieving SLO #4 which is related to owner’s equity. This may be due to a difference in terminology between the survey and the text book. The text book is written from the corporation standpoint and the term used in the text for owners is stockholders, (ie. Stockholders equity in lieu of Owner’s equity). Most part time faculty use the term stockholders equity instead of owner’s


equity. Interestingly, SLO 1 and 2 have traditionally been the focus of the initial college level accounting course. Students scored the highest in these two learning objectives. Results for all outcomes were consistently between somewhat and fairly well, which indicates that students recognize that they have learned the material, but do not feel confident that they can produce the outcomes on their own.


It is recommended that additional effort is made to help students tie the diverse elements of the course into one another. Since the course builds upon itself as the semester progresses, each subsequent chapter of new material could include a mapping of its relationship to previous topics and incorporate financial statement analysis. Journal entry production should be emphasized in each chapter which would give the student more practice at performing the outcomes.


After results of the survey were published, it was discussed among faculty that the language used on the survey may have confused students and impacted the results. It was also observed that individual faculty place varying emphasis on the student being able to ‘perform’ accounting as opposed to just being able to ‘understand’ accounting. This is an area that warrants further investigation and discussion. The course will be reassessed during the Spring 2013 or the next time the course is offered.



Course or Program Assessment Summary http://academic.cuesta.edu/sloa/docs/Course_and_Program_Assessment_Summary_F_2011.docx

This form can be used to record SLO assessment plans and results for courses or programs. It is recommended that this document be stored on a group drive, or in MyCuesta.

Division: Business Education Program: E-Commerce Date: 5/15/12 v. 3 2012

Courses in program, or course: BUS 130: Introduction to E-Commerce

Faculty involved with the assessment and analysis: Deborah Bayles

Course-to-program outcome mapping document** is completed Yes X_ No

1 Student Learning Outcome Statements □ Program x Course

1. Describe the major trends in e-commerce today and explore future trends. 2. Explore real-world business models and compare and contrast revenue potentials for each 3. Define how digital products, physical products and services can be packaged, sold and delivered online. 4. Diagram the infrastructure of an e-commerce system and identify its various components. 5. Describe how the Internet issues of security, privacy, usability, and trust can be addressed through

processes and products. 6. Explain how the Internet has changed the traditional approach to supply chains, logistics, fulfillment, customer service,

procurement and metrics. 7. Diagram the site architecture of an e-commerce site and describe best practices in usability.


1. Post a Likert-scale survey questionnaire online to students of the past and current sections of BUS 130, Spring 2012. The survey asked students to self-assess their ability for the outcomes above. Students responded to each item by choosing one of the following responses:

5=Very Well 4=Fairly Well 3=Somewhat 2=Slightly 1=Not at All


On 4/18/12 a Likert-scale survey questionnaire was posted online to the students of the past and current sections of BUS 130, Spring 2012. Multiple emails were sent to the students to encourage them to complete the survey. The survey was completed by 12 students. Two sections of this course are taught via distance education each semester.


SLO 1 = 8 Very Well, 4 Fairly Well SLO 2 = 7 Very Well, 3 Fairly Well, 1 Somewhat, 1 Not at All SLO 3 = 8 Very Well, 4 Fairly Well SLO 4 = 9 Very Well, 2 Fairly Well, 1 Somewhat SLO 5 = 8 Very Well, 3 Fairly Well, 1 Somewhat SLO 6 = 9 Very Well, 3 Fairly Well SLO 7 = 6 Very Well, 4 Fairly Well, 1 Somewhat, 1 Slightly


The results of the Assessment Survey indicate that the majority of students taking the course feel that they are achieving the desired learning outcomes. SLOs 2, 4, 5, and 7 presented the most challenges to students. Exercises in the course challenge students to define the business models and potential revenue streams of their proposed e-commerce business (SLO 2) (1 assignment, worth 50 points) and to diagram their site's architecture and components (SLOs 4,7) (1 assignment, worth 50 points). The mid-term, worth 300 points, measures SLOs 1, 2, 3, 5, 6, and the Final Project and Presentation, consisting of


developing an e-business plan and associated PowerPoint presentation, measure all of the above SLOs.

It is interesting that, although the vast majority of students score in the upper 20% of the business models and site architecture assignments, many students feel that they could learn those SLOs (SLOs 2, 4, 7) better. This may indicate a need for further learning material, exercises or additional feedback mechanisms. This course, usually 18 weeks in length, is taught in a highly condensed 9-week format. There are numerous online discussion assignments throughout the course, and the intructor monitors and grades each student's participation according to a discussion grading rubric. Students usually express a mixture of concern over the sheer volume of content of the course and an appreciation for how much they have learned by the end of the course.


Based on the student self-assessments, I will plan to increase the activities surrounding the material addressing SLOs 2, 4, 5 and 7, and develop additional feedback and evaluation mechanisms in the course. Although most students score very well on the assignments, discussions, exam and final projects, I will build in additional one-to-one email communications with each student to encourage more sharing of self-reported learning challenges. I will also consult colleagues for course suggestions and content improvements.


Will present results at an informal Business Education Division meeting in Spring 2012 to discuss implications with colleagues. The course will be reassessed during the Spring 2013 semester or the next semester that it is offered.




Division: Business Ed Program: e-Commerce Date: March 2012 v. 3 2012 Courses in program, or course: ____Bus131_________________________________________________________

Faculty involved with the assessment and analysis: Catherine Hillman

Course-to-program outcome mapping document** is completed Yes_____ No______


Numbers correspond to the Program Outcome for the Marketing Program: 1. A. Students can identify the primary contributing factors to improve Search Engine Optimization.

C. Students experience the impact of social media marketing on a traditional business. D. Students are able to compare and contrast social media marketing with traditional marketing

5. Students are able to describe and demonstrate an integrated social media marketing campaign, including the effective use of the following: personal and corporate branding, targeting online social demographics, blogs, social network participation, reputation and influence, content production, email campaigns, Geolocation.

6. Students demonstrate professional communication and netiquette in a variety of interactive settings including a professional employment network.


Post a Likert-scale survey questionnaire online to students of the past and current sections of BUS 131, Spring 2012. The survey asked s self-assess their ability for the outcomes above. Students responded to each item by choosing one of the following responses: 5=Very Well 4=Fairly Well 3=Somewhat 2=Slightly 1=Not at All


On 4/18/12 a Likert-scale survey questionnaire was posted online to the students of the current section of BUS 131, Spring 2012. Multiple emails were sent to the students to encourage them to complete the survey, and extra credit was offered on an honor system. The survey was completed by 8 students. This course is taught via distance education each semester.


1A: 5 1B: 4.75 1C: 4.875 5: 4.875 6: 4.75

5 Discussion of Assessment Procedure and Results, and Effectiveness of Previous

The results of the Assessment Survey indicate that the majority of students taking the course feel that they are achieving the desired learning outcomes. SLOs 1 and 4 presented a slight challenge to students. Students are encouraged to develop a marketing plan for a traditional business (SLO 1) at the start of class and engage in social media as it pertains to their business entity, and are required to present the outcome of that plan as part of a final portfolio project (worth 75 points).


Improvement Plans Students are also introduced to some case studies of social media marketing and are quizzed on the materials during the third week of class. Students are encouraged to join a professional employment network (SLO 4) at the end of class, however this is not currently assessed. Numerous lessons on social communication are presented, and are applicable to each segment of social networking, however there are no specific assessments given for these lessons.


Introducing students to more robust examples or case studies of social media's impact on real world business models (SLO 1) and requiring a declarative statement of impact within the scope of the final portfolio project will help students better articulate and assess the impact social media has on their own business projects. While demonstration of professional communication (SLO 4) is addressed throughout the class, the introduction of professional employment networks does not come until the final two weeks of class, so students may not experience this portion before taking the survey. However, it would benefit the students to review this material earlier in class, and require students to create a professional profile, with points associated.


I will discuss the results with others in a meeting during the semester. The course will be reassessed during the Spring 2013 or the next time it is offered.





Division: Business Education Program: Economics Date: 5/22/12 (Assessed Spring 2012) v.4 2012

Courses in program, or course: Econ 201A (Principles of Macroeconomics)

Faculty involved with the assessment and analysis: Tanya Downing (lead economics instructor)

Course-to-program outcome mapping document* is completed Yes_X No


1. Describe and analyze the economy in quantitative terms using employment and national income statistics. 2. Utilize a contemporary economic model such as the aggregate supply/aggregate demand model and describe the interrelationships among prices, income and interest rates as they affect consumption, saving and investment. 3. Explain and evaluate the economic challenges of unemployment, inflation, and economic growth. 4. Identify and analyze factors that contribute to or hinder economic growth and development. 5. Illustrate the contemporary U.S. banking and monetary system, and analyze the role of money, credit, and Federal Reserve monetary policy. 6. Assess the historical and contemporary use of monetary and fiscal policy. 7. Describe the role of international trade on domestic economic activity.


Assessment by examination. A comprehensive final examination structured around Student Learning Outcomes. Assessment analyzed based upon: Final Examination scoring at 70% or higher = Proficient Final Examination scoring at 90% or higher = High Standards of Proficiency Or; use of: A Likert-scale survey to students. The survey asks students to self-assess their ability for the outcomes outlined above. Students respond to each item by choosing one of the following responses: 5=Very Well 4=Fairly Well 3=Somewhat 2=Slightly 1=Not at All


During the fall semester of 2011 assessment by examination was administered to three sections of Econ 201A representing all sections of Econ 201A taught by the full-time economics instructor.

During the spring semester of 2012 assessment via Likert-scale survey was administered to all sections


of Econ 201A taught by both the full-time instructor and all part-time instructors. This totals 12 sections of Econ 201A and was distributed to 385 students. Going forward, all sections of Econ 201A will be assessed during the Fall and Spring semesters.


Fall 2011 assessments represent 70% of the sample achieving SLOs as proficient. Additionally, 20% of the sample achieve high standards of SLO proficiency.

Spring, 2012 survey results show that Student Learning Outcomes range from 4.33 (above “Fairly Well”) to 3.94 (just below “Fairly Well” on a 5-point scale. The lowest scoring Student Learning Outcomes pertain to the question #2 (Aggregate Supply and Aggregate Demand) and to International Trade.


Students’ weakest scores pertain to Student Learning Outcome #2. This result is not surprising as the Aggregate Expenditure model (Keynesian Cross) model which leads into the development of the Aggregate Supply and Aggregate Demand model is one of the more analytically intensive portions of the course. This section of the final exam assessment and with student surveys correlate with topic-specific examinations from this portion of study earlier in the semester, where scores were also weaker.

Lower scores concerning International Trade are also not unexpected due to the increasing number of international trade issues in the media concerning current events in Europe, the Middle East, etc. This is also a great opportunity to build current events into economic theories from the textbook.


Development of Aggregate Supply and Aggregate Demand model understanding might be improved with additional in-class real-life examples to solidify relevancy, by increasing the amount of homework pertaining to the model, and by finding more on-line examples which reflect a variety of methodology for learning. Additionally, more exercises incorporating active learning elements, and a diversity of learning styles might also result in greater obtainment of SLOs.

Building an understanding of current events concerning international trade in curriculum will continue to be a necessary component of curriculum development in order to increase student perceptions of their ability to achieve SLO #7. Increased use of in-class examples and student discussions are recommended.


Results shared with part-time economic instructors via Economics sub-folder of department web-site. Additionally, beginning fall semester 2012, assessment results will be discussed and shared through economics program meetings. The course will be reassessed during the Spring 2013 semester or the next time it is offered.

*Course and program level outcomes are required by ACCJC to be aligned. Each program needs to complete a program map to show the alignment. See examples of completed CPAS and program mapping documents are available at http://academic.cuesta.edu/sloa




Division: Business Education Program: Economics Date: 5/22/12 (Assessed Spring 2012) v. 3 2012

Courses in program, or course: Econ 201B (Principles of Microeconomics)

Faculty involved with the assessment and analysis: Tanya Downing (lead economics instructor)

Course-to-program outcome mapping document** is completed Yes_X No


1. Define scarcity, and show how it relates to the concepts of choice and cost. 2. Outline the role of international trade and finance including comparative advantage in exchange. 3. Utilize the demand and supply model to critically analyze real world examples. 4. Evaluate consumer behavior and its impact on the demand curve. 5. Explain the role of prices in allocating goods, services and factors of production. 6. Define and apply the concepts of elasticity. 7. Explain the economic behavior of individual firms in the short run and long run. 8. Use microeconomic models to illustrate how prices and output are determined in various market structures (perfect competition, monopoly, monopolistic competition and oligopoly). 9. Define economic efficiency and compare the implications for economic efficiency under different market structures.


Assessment by examination. A comprehensive final examination structured around Student Learning Outcomes. Assessment analyzed based upon: Final Examination scoring at 70% or higher = Proficient Final Examination scoring at 90% or higher = High Standards of Proficiency

Or, assessment by:

A Likert-scale survey to students. The survey asks students to self-assess their ability for the outcomes above. Students respond to each item by choosing one of the following responses: 5=Very Well 4=Fairly Well 3=Somewhat 2=Slightly 1=Not at All

3 Assessment Administration Plan (date(s), sample size or

During the fall semester of 2011 assessment by examination was administered to two sections of Econ 201B representing all sections of Econ 201B taught by the full-time economics instructor.


selection of course sections, scoring procedures, etc.)

During the spring semester of 2012 assessment via Likert-scale survey was administered to all sections of Econ 201B taught by both the full-time instructor and all part-time instructors. This totals 12 sections of Econ 201B and will be distributed to 134 students. Going forward, all sections of Econ 201B will be assessed during the Fall and Spring semesters.


Fall 2011 assessments representing 70% of the sample achieved SLOs as proficient. Additionally, 20% of the sample achieved high standards of SLO proficiency.

Assessment results of the Spring 2012 surveys show a range of results between 4.63 (just under “Very Well” to 4.23 (above “Fairly Well”.) The lowest score of 4.23 (above “Fairly Well”) concerns international trade and finance.


Fall, 2011 exam results show students’ weakest scores pertain to Student Learning Outcome #7. This result indicates that a greater emphasis on students differentiating between short-run and long-run decisions should be included in future sections of Econ 201B. Spring, 2012 surveys showing international trade and finance as the weakest SLO attainment by students is not surprising. Given the increasing use of international trade and finance issues in media’s representation of current events (particularly concerning Europe), students will likely question their textbook understanding of issues.


Development of additional short-run vs. long-run understanding might be improved with additional in- class real-life examples to solidify relevancy, by increasing the amount of homework pertaining to the learning outcome, and by finding more on-line examples which reflect students’ preferred methodology for learning. Additionally, more exercises incorporating active learning elements, and a diversity of learning styles might also result in greater obtainment of SLOs.

Increased discussion of current events in textbook contexts is necessary. Embedding student discussions of current events in class setting, and how they pertain to textbook theory, is recommended.


Results shared with part-time economic instructors via Economics sub-folder of department web-site. Additionally, beginning fall semester 2012, assessment results will be discussed and shared through economics program meetings. The course will be reassessed during the Spring 2013 semester or the next time it is offered.



CTE PROGRAM NARRATIVE

I. MEETS A DOCUMENTED LABOR MARKET DEMAND

In reviewing EDD top code projections, 2010-2020 for San Luis Obispo County, there were 24 top code occupation listings that pertained directly to students talking classes in a Business discipline. These were either jobs in which a degree would qualify a student for employment or jobs that needed some component of Business education to develop specific job skills. Based upon recent job growth and the current economic recovery in the county, over 2,300 new or replacement jobs were projected to be needed on an annual basis which require the study of business concepts, practices or techniques.

The Professional and Business Services sector of the SLO

economy is one of its largest employment segments as they represent 12% of ALL jobs in the county as presented in the 2013 Central Coast Economic Forecast, prepared by Beacon Economics. The Professional and Business Services sector has not only added the largest number of jobs during the recovery but it has also grown at a faster rate than other sectors and grown in importance to the local labor market. ALL Cuesta Business classes contribute to the development of job knowledge and job skills which help prepare students for local jobs that are growing at a faster rate than most counties in the state.

II. This program does not represent unnecessary duplication of other manpower training programs in the area.

III. Is of demonstrated effectiveness as measured by the employment and completion success of its students

Core Indicators for Perkins students in Business and Management (05 category) were analyzed which showed that Core 2 (Completers) and Core 3 (Persistence) exceeded the state and federal goal in all categories. Core 1(Skill Attainment) was .01% lower than the Federal guideline (I’d say we are doing just fine here!) and higher than the state goal. Core 4 (Employment) was .04 lower than the Federal guideline but considerably higher than the state goal.

For Cuesta CTE students, 35% who started their college career working full time but left the program without earning a degree, 60% ended up actually working full time.

For students who graduated with a degree, 45% were working full time before their studies but 70% ended up working full time after graduation.

business administration spring 2014 contractors; process engineer, educational consultant in online...

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