business program review€¦ · spring 2016 . business program version 2013-14 ... the 2010-2011...

Business Program

Version 2013-14 Approved by IEC, 4-30-13

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Business Program Review

Business and Information Technology Department Cerro Coso Community College

Matthew Hightower and Frank Timpone Spring 2016

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Table of Contents Executive Summary ....................................................................................................................................... 4 Part 1 - Relevance ......................................................................................................................................... 5 Part 2 – Appropriateness ............................................................................................................................ 16 Part 3 – Currency ........................................................................................................................................ 30 Part 4 – Student Achievement .................................................................................................................... 33 Part 5 – Action Plans ................................................................................................................................... 50 Part 6 – Supporting Documentation ........................................................................................................... 53

FTES-FTEF Productivity ............................................................................................................................ 53 Section Level Data by Course .................................................................................................................. 54

Business Administration AS-T Degree Courses ................................................................................... 54 Business Degree and Certificate Courses ............................................................................................ 58 Management Degree and Certificate Courses .................................................................................... 62

Student Demographics............................................................................................................................ 68 Business Administration Degree AS-T ................................................................................................. 68 Business Degree and Certificates ........................................................................................................ 69 Management Degree and Certificate ................................................................................................. 70

Awards (5 years) ..................................................................................................................................... 72 Associate of Arts ................................................................................................................................. 72 Associate of Science ............................................................................................................................ 72 Certificates .......................................................................................................................................... 72

Student Learning Outcomes ................................................................................................................... 73 BSAD C100 Introduction to Business .................................................................................................. 73 BSAD C101 Financial Accounting ........................................................................................................ 81 BSAD C102 Managerial Accounting .................................................................................................... 85 BSAD C110 Intro to Personal Finance ................................................................................................. 89 BSAD C131 Business Law .................................................................................................................... 98 BSAD C145 Business Communication ............................................................................................... 117 BSAD C152 Managing Diversity-Workplace ...................................................................................... 124 BSAD C155 Human Resource Management ..................................................................................... 133 BSAD C171 Introduction to Marketing.............................................................................................. 137 BSAD C220 Principles of Project Management ................................................................................. 141 BSAD C222 Problem Solving, Decision Making, and Computer Applications in Business ................ 145 BSAD C251 Principles of Management and Organizations ............................................................... 149

Program Learning Outcomes ................................................................................................................ 156 Business Administration Associate in Science for Transfer .............................................................. 156 Business Associate in Science and Certificate of Achievement ........................................................ 160 Management Associate in Science and Certificate of Achievement ................................................ 167

Advisory Committee Minutes ............................................................................................................... 173 ESCC Spring 2013 .............................................................................................................................. 173 ESCC Spring 2014 .............................................................................................................................. 175 ESCC Spring 2015 .............................................................................................................................. 177 IWV Fall 2013 .................................................................................................................................... 180 IWV Fall 2014 .................................................................................................................................... 183

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Advisory Committee Members ............................................................................................................. 186 Eastern Sierra College Center ........................................................................................................... 186 Indian Wells Valley ............................................................................................................................ 186

Early Newspaper Article ........................................................................................................................ 187

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Executive Summary Cerro Coso Community College has offered business courses since its inception. In 1972 business

courses were offered as part of Bakersfield College’s Desert Campus (“Cal State Studies Degree Program

for Desert Area”, 1972). Cerro Coso’s Business Program currently consists of three degrees and two

certificates. The three degrees are Business Administration Associate in Science for Transfer (AS-T),

Business Associate in Science (AS), and Management AS. The two certificates are Business Certificate of

Achievement (COA) and Management COA. All degrees and certificates in the program are offered

online. Additionally, the Business Administration AS-T and Business AS and COA are offered at the Indian

Wells Valley (IWV) campus and two introductory courses, BSAD C100 (Introduction to Business) and CSCI

C101 (Introduction to Computer Information Systems), are offered at the Eastern Sierra College Center

(ESCC). The program remains a vital part of the college with close to 500 students having declared

Business Administration, Business, or Management as their major.

Faculty in the Business Program meet regularly with their advisory committees in the IWV and ESCC

areas. Program Learning Outcomes were assessed in the fall semester of 2015 and Student Learning

Outcomes have been assessed since the last program review.

The strengths of the Business Program are many. The program is popular with students and useful for

employers. The number of declared majors is high and the number of completers is consistent.

Introductory course sections in the program regularly close early and have high enrollments. Courses are

rigorous and focus on communication and analytic skills. The program is an important part of the

College.

Regardless of the many strengths, the Business Program has areas that can use improvement. Some of

the upper-level courses are regularly low-enrolled and completion and success rates are lower than

college-wide averages. Additionally, marketing has largely been from word of mouth. Each of these

areas could be improved.

This Program Review recommends several actions to be taken. The program will proactively market the

degrees and certificates in the communities that are served. Students need better preparation for

upper-level courses so advisories and prerequisites will be assessed and aligned. Enrollments in upper-

level courses will be monitored and offerings will be managed to optimize costs and productivity.

Additionally, the combination of face-to-face and online offerings will be evaluated and examined to

best meet the needs of the college sites and students.

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Part 1 - Relevance Cerro Coso Community College has offered courses in Business since the early 1970’s when the college

was an outreach site of Bakersfield College (“Cal State Studies Degree Program for Desert Area”, 1972).

Courses, degrees, and certificates in business have been an important part of the College’s offerings

since that time. The Business Program at Cerro Coso consists of three degrees and two certificates. The

three degrees are Business Administration Associate in Science for Transfer (AS-T), Business Associate in

Science (AS), and Management AS. The department offers two Certificates of Achievement (COA) in the

Business Program, a Business COA and a Management COA. The courses in both certificates are the

same as those in the corresponding degree without the general education requirement.

Since the last Program Review in 2010, the Business Program has gone through several changes. The

Small Business Management/Entrepreneurship degree and certificate were deleted from the offerings

due to low enrollment. The Business degree and certificate requirements were changed to replace the

human relations (BSAD 141) course with marketing (BSAD 171). Additionally, the Business

Administration degree was modified from the previous Associate in Arts degree to reflect the State’s

transfer model curriculum (AS-T). Courses in that degree were modified to reflect the new State Course

Identification Numbers (C-ID) and descriptors. All courses in the Business Program have been reviewed

and updated. Furthermore, all Student Learning Outcomes and Program Learning Outcomes have been

assessed.

Prior to the 2010 Program Review, the department's faculty re-designed the requirements for the

degrees and certificates to eliminate electives and reduce the number of double and triple majors with

minimal additional coursework. Understandably, this reduced the number of students that took

additional courses and received multiple awards. Due to catalog rights, this took a couple of years to

enact. The data used and presented in this program review reflect a spike and downward trend from

the 2010-2011 academic year. The writers of this review attribute this downward trend to the

aforementioned degree and certificate re-design.

This program review addresses the individual degrees and certificates and the program as a whole

where appropriate or necessary due to degree differences or lack of separated data. This section

addresses the degrees individually.

Business Administration Associate in Science for Transfer

1. Catalog Description

The Associate in Science in Business Administration for Transfer degree (60 units total, 27-29 in the

major) prepares students for transfer at the junior level to California State University programs and

colleges offering Bachelor's degrees in Business, Business Administration, Management Information

Systems, or other related degrees. Upon completion of this degree the student will be able to

demonstrate a general understanding of business, business operations, business organization, and

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business procedures and apply critical thinking skills to technical and economic issues in a global

business environment.

This degree is designed to prepare students for transfer to a baccalaureate degree granting institution

where students can major in Business Administration, Computer Information Systems, Management

Information Systems, Marketing, Management, and other related majors. Students that graduate with a

Bachelor's degree in Business Administration or a related area are prepared to work in any business

environment.

The catalog description for this degree accurately describes the purpose and objectives. The Business

Administration degree is specifically designed to meet State-defined transferability to four-year

institutions. It differs from the other degrees and certificates in the program because of this.

2. Program Learning Outcomes

The program learning outcomes (PLOs) for this degree mimic the State’s Transfer Model Curriculum.

They are:

A. Explain the nature of business, business operations, business organization, and business

procedures.

B. Apply critical thinking skills (analysis, synthesis, and evaluation) to technical and economic issues

in a business environment.

C. Recognize and demonstrate skills necessary to function effectively in the global economy.

The Program Learning Outcomes sufficiently capture the key knowledge and skills expected of students

exiting the program. This degree prepares the students for transfer or entering the workforce with the

knowledge and skills identified in the PLOs. Several students have successfully been admitted to 4 year

universities and several have entered the workforce after completing this degree. These PLOs are

realistic and achievable. The artifact used to assess the PLOs is the Final Exam for the courses in this

program. The results from the Final Exam, using a 70% benchmark, indicated that the student did

achieve this benchmark, as indicated in the PLO assessments for the degree.

3. Courses/Program Matrix

Courses: Required Core: (17 units)

Core BSAD C101 Financial Accounting 4 BSAD C102 Managerial Accounting 4 ECON C102 Macroeconomics 3 ECON C103 Microeconomics 3 BSAD C131 Business Law 3

Total: 17 List A: Select one (4-5 units)

MATH C131 Basic Functions and Calculus for Business 4

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or MATH C121 Elementary Probability and Statistics 4

or MATH C121H Elementary Probability and Statistics – Honors 5

Total: 4 - 5 List B: Select two (6-7 units)

Any course from List A not already used. 4 - 5 or

CSCI C101 Introduction to Computer Information Systems 3 or

BSAD C100 Introduction to Business 3 Total: 3 - 5

Total Units 60

Program Matrix: Courses Program Learning Outcomes

A B C BSAD C100 X X X BSAD C101 X X X BSAD C102 X X X BSAD C131 X X CSCI C101 X X ECON C102 X X ECON C103 X X MATH C121 X X MATH C121H X X MATH C131 X X

These courses provide a clear path to achieve the program learning outcomes. By successfully

completing this degree, the students are able to fulfill and meet the degree objectives. The courses in

this degree are designed to complement each other. As demonstrated above, each course has a specific

role in helping the student achieve the PLOs. The courses in this degree complement each other and do

not duplicate knowledge or skills. The student learning outcomes are comprehensive and structured to

provide a high level of competency for the degree.

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4. Program Pathway

This degree is offered online and at the IWV campus. The courses are offered in the sequence above to

provide the student with the knowledge to successfully complete the program. For the accounting

courses, Financial Accounting must be taken before Managerial Accounting. Changes in the pathway are

proposed by faculty several semesters before implementation so that the current students are not

adversely affected. The pathways are not mandatory, except for the accounting courses. The courses are

BUSINESS ADMINISTRATION AS-TOnline

Fall Spring Fall Spring Fall Spring

2016 2017 2017 2018 2018 2019

Core -- Complete all of the following

BSAD C101 (4) BSAD C101 BSAD C101 BSAD C101


ECON C102 (3) ECON C102 ECON C102 ECON C102

ECON C103 (3) ECON C103 ECON C103 ECON C103


List A -- Select 1 (4-5 units)

MATH C131 (4) MATH C131 MATH C131 MATH C131

MATH C121 (4) MATH C121 MATH C121 MATH C121 MATH C121 MATH C121 MATH C121

MATH C121H (4)

List B -- Select Two (6-7 units)

Any course from List A not already used

CSCI C101 (3) CSCI C101 CSCI C101 CSCI C101 CSCI C101 CSCI C101 CSCI C101

BSAD C100 (3) BSAD C100 BSAD C100 BSAD C100 BSAD C100 BSAD C100 BSAD C100

Courses

Semesters Offered

BUSINESS ADMINISTRATION AS-TIndian Wells Valley Campus


2016 2017 2017 2018 2018 2019




ECON C102 (3) ECON C102

ECON C103 (3) ECON C103


List A -- Select 1 (4-5 units)

MATH C131 (4)

MATH C121 (4) MATH C121 MATH C121 MATH C121 MATH C121 MATH C121 MATH C121

MATH C121H (4) MATH C121H

List B -- Select Two (6-7 units)

Any course from List A not already used



Semesters Offered

Courses

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scheduled to allow a student to complete the degree in two years or less. Additionally, BSAD 100 and

CSCI 101 are offered at the ESCC to provide a face-to-face entry into the Business Program’s online

degrees and certificates.

4. Conditions of Enrollment

Not applicable.

Business Associate in Science Degree and Certificate of Achievement

The Business AS and COA are identical in all respects except for the title and the lack of students needing

to complete general education courses for the degree. The description, program learning outcomes,

courses, program matrix, pathways, and locations are identical.


The Business Associate in Science Degree (60 units total, 25 units in the major) is designed to develop

skills for immediate employment in an increasingly challenging business environment. This degree is

intended to provide a student with a broad preparation for a career in business. Upon completion of this

degree, the student will be able to demonstrate a general understanding of business, apply critical

thinking skills to technical issues, make legal and ethical decisions in a business environment, analyze

issues involved in operating a business in complex, diverse, and international environments, and

demonstrate an understanding of financial management.

This degree is not specifically designed for transfer. Students wishing to transfer are advised to consider

the Business Administration Associate in Science Degree for Transfer (AS-T).

Courses required for the associate degree major at Cerro Coso Community College may not be the same

as those required for the major at a four-year school. If you plan to transfer, consult a counselor

andhttp://www.assist.org/ to identify the courses needed from the major at your transfer school and to

develop a plan that will best meet your goals.

This program prepares students for careers in Business. Employment preparation for such fields as

Budget Analyst, Management Analyst, Manager/Supervisor, Loan Officer, Business Owner.

The catalog description for this degree accurately describes the purpose and objectives. The Business

degree and certificate is a broad, introduction to business. It differs from the Management degree and

certificate in its overall, general survey of topics. It differs from the Business Administration AS-T degree

by its direct employability. The purpose is to prepare students for basic, entry-level positions.


The program learning outcomes (PLOs) for this degree and certificate are:

A. Explain the importance of the functional areas of business, business operations, business

organizations, and business procedures.

https://www.cerrocoso.edu/programs/business-administration-transfer

http://www.assist.org/

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B. Apply critical thinking skills (analysis, synthesis, evaluation) to complex issues in a business

environment.

C. Make legal and ethical decisions in a business context.

D. Analyze issues involved in operating a business in complex, diverse, and international

environments.

E. Explain the importance of financial management.


exiting the program. This degree prepares the students to enter the workforce with the knowledge and

skills identified in the PLOs. Several students have entered the workforce after completing this degree.

These PLOs are realistic and achievable. The artifact used to assess the PLOs is the Final Exam and

selected SLOs for the courses in this program. The results, using a 70% benchmark, indicated that the

student did achieve this benchmark, as indicated in the PLO assessments.


Courses: Complete all of the following courses.

BSAD C100 Introduction to Business 3 CSCI C101 Introduction to Computer Information Systems 3 BSAD C101 Financial Accounting 4 BSAD C110 Introduction to Personal Finance 3 BSAD C131 Business Law 3 BSAD C152 Managing Diversity-Workplace 3 BSAD C171 Introduction to Marketing 3 BSAD C251 Principles of Management and Organizations 3

Total: 25 Students seeking the degree additionally need to complete one of the following general education patterns:

A. IGETC—Intersegmental General Education Transfer Curriculum B. CSU General Education Breadth C. Cerro Coso Local General Education Pattern

Total: 35 Total Units: 60

Total Units 60 Program Matrix: Courses Program Learning Outcomes

A B C D E

BSAD C100 X X X X X BSAD C101 X X X X BSAD C110 X X X X BSAD C131 X X X X BSAD C152 X X X X BSAD C171 X X X X

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BSAD C251 X X X X CSCI C101 X


completing this degree, students are able to fulfill and meet the degree objectives. The courses in this

degree are designed to complement each other. As demonstrated above, each course has a specific role

in helping the student achieve the PLOs. The courses in this degree complement each other and do not

duplicate knowledge or skills. The student learning outcomes are comprehensive and structured to

provide a high level of competency for the degree and certificate.

4. Program Pathway

This degree and certificate are offered online and at the IWV campus. The courses are offered in the

sequence above to provide the student with the knowledge to successfully complete the program.

BUSINESS ASOnline


2016 2017 2017 2018 2018 2019










Semesters Offered

Courses

BUSINESS ASIndian Wells Valley Campus


2016 2017 2017 2018 2018 2019






BSAD C131 (3) BSAD C131 BSAD C131

BSAD C152 (3) BSAD C152

BSAD C171 (3) BSAD C171

BSAD C251 (3) BSAD C251 BSAD C251

Semesters Offered

Courses

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Changes in the pathway are proposed by faculty several semesters before implementation so that the

current students are not adversely affected. The pathways are not mandatory, except for the accounting

courses. The courses are scheduled to allow a student to complete the degree in two years or less.

Additionally, BSAD 100 and CSCI 101 are offered at the ESCC to provide a face-to-face entry into the

Business Program’s online degrees and certificates.


Not applicable.

Management Associate in Science Degree and Certificate of Achievement

The Management AS and COA are identical in all respects except for the title and the lack of students

needing to complete general education courses for the degree. The description, program learning

outcomes, courses, program matrix, pathways, and locations are identical.


The Management Associate in Science Degree (60 units total, 32 units in the major) is designed to

provide students with the management skills necessary to succeed in today's technological business

environment. Upon completion of this degree, the student will be able to demonstrate a general

understanding of business, apply critical thinking skills to technical and managerial issues, make ethical

decisions in a managerial context, and apply management, supervision, and leadership skills in a diverse

and complex environment.

This degree is not specifically designed for transfer. Students wishing to transfer are advised to consider

the Business Administration AS-T Degree.

Courses required for the associate degree major at Cerro Coso Community College may not be the same

as those required for the major at a four-year school. If you plan to transfer, consult a counselor

andhttp://www.assist.org/ to identify the courses needed from the major at your transfer school and to

develop a plan that will best meet your goals.

This program prepares students for careers in management for such fields as Budget Analyst,

Management Analyst, Manager/Supervisor, Loan Officer, and Business Owner.

The catalog description for this degree accurately describes the purpose and objectives. The

Management degree and certificate is a skills-based, introduction to analytical and critical thinking as it

applies to managerial decision-making. It differs from the Business degree and certificate in its specifi

application of employable skills. It differs from the Business Administration AS-T degree by its direct

employability and non-transfer scope. The purpose is to prepare students for basic, entry-level

positions.

https://www.cerrocoso.edu/programs/business-administration-transfer?utm_source=business_administration_degree&utm_medium=management_degree&utm_campaign=degree_pages

http://www.assist.org/

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The program learning outcomes (PLOs) for this degree and certificate are:

A. Demonstrate a general understanding of the nature of business.

B. Apply critical thinking skills (analysis, synthesis, evaluation) to technical and managerial

issues in a business environment.

C. Demonstrate the ability to make ethical decisions in a managerial context.

D. Recognize skills necessary to provide management, supervision, and leadership in a diverse

and complex environment.


exiting the program. This degree prepares the students to enter the workforce with the knowledge and

skills identified in the PLOs. Several students have entered the workforce after completing this degree.

These PLOs are realistic and achievable. The artifact used to assess the PLOs is the Final Exam and

selected SLOs for the courses in this program. The results, using a 70% benchmark, indicated that the

student did achieve this benchmark, as indicated in the PLO assessments.


Courses:

Complete all of the following courses. BSAD C100 Introduction to Business 3 BSAD C101 Financial Accounting 4 BSAD C102 Managerial Accounting 4 BSAD C145 Business Communication 3 BSAD C131 Business Law 3 BSAD C155 Human Resource Management 3 BSAD C220 Principles of Project Management 3 BSAD C222 Problem Solving, Decision Making, and Computer Applications in Bus. 3 BSAD C251 Principles of Management and Organizations 3 CSCI C101 Introduction to Computer Information Systems 3

Total: 32

Students seeking the degree additionally need to complete one of the following general education patterns:

A. IGETC—Intersegmental General Education Transfer Curriculum B. CSU General Education Breadth C. Cerro Coso Local General Education Pattern

Total: 28 Total Units: 60

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Program Matrix: Courses Program Learning Outcomes

A B C D

BSAD C100 X X X X BSAD C101 X X X BSAD C102 X X X BSAD C131 X X X X BSAD C145 X BSAD C155 X X X BSAD C220 X X X X BSAD C222 X X X X BSAD C251 X X X X CSCI C101 X


completing this degree, students are able to fulfill and meet the degree objectives. The courses in this

degree are designed to complement each other. As demonstrated above, each course has a specific role

in helping the student achieve the PLOs. The courses in this degree complement each other and do not

duplicate knowledge or skills. The student learning outcomes are comprehensive and structured to

provide a high level of competency for the degree and certificate.

4. Program Pathway

The Management degree and certificate are offered online, however, some of the courses may be taken

on campus because they are part of the Business degree and certificate offerings at the IWV campus.

The courses are offered in the sequence above to provide the student with the knowledge to

successfully complete the program. For the accounting courses, Financial Accounting must be taken

before Managerial Accounting. Changes in the pathway are proposed by faculty several semesters

before implementation so that the current students are not adversely affected. The pathways are not

Management ASOnline


2016 2017 2017 2018 2018 2019












Semesters Offered

Courses

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mandatory, except for the accounting courses. The courses are scheduled to allow a student to

complete the degree in two years or less. Additionally, BSAD 100 and CSCI 101 are offered at the ESCC to

provide a face-to-face entry into the Business Program’s online degrees and certificates.


Not applicable.

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Part 2 – Appropriateness 1. Connection to College Mission

The published mission of Cerro Coso Community College is to provide tailored programs and equitable

services to the students in the communities and rural areas we serve. We demonstrate a conscious

effort to produce and support student success and achievement through traditional and distance

delivery. To accomplish this mission we will provide:

degrees and certificates in transfer and career technical education,

remedial instruction,

comprehensive support services,

learning opportunities that develop ethical and effective citizenry, and

continuing education that is compatible with the institution’s primary mission.

The Business Program at Cerro Coso Community College relates directly to the College’s Mission by 1)

offering degrees and certificates in transfer and career technical education, 2) providing learning

opportunities that develop ethical and effective citizenry, and 3) providing programs to the students in

the communities and rural areas that we serve.

The Business Program’s degrees and certificates are offered to students in the communities and rural

areas served by the College. All courses in the program are offered online and some are offered in the

classroom at some of the campuses. All courses for the Business Administration AS-T and the Business

AS and COA are offered on-campus at the IWV campus. Some of the courses (BSAD 100 and CSCI 101)

are offered at the Eastern Sierra College Center (ESCC). The Business Administration AS-T degree is

specifically designed for students to transfer to four-year baccalaureate degree programs while the

Business and Management degrees and certificates are designed for career technical education.

Additionally, due to the fact that most students served by the College eventually end up in the

workforce and the business programs specifically address the need for students to be ethical and

effective in the workplace, the programs specifically address that part of the College’s mission.

The Business and Information Technology faculty work hard to ensure that the Business Program at

Cerro Coso is of high quality and appropriate to an institution of higher learning. The courses, degrees,

and certificates in the program are regularly reviewed and updated in accordance with the policies and

procedures implemented by the Academic Senate and the Curriculum and Instruction Council. Student

learning outcomes and program learning outcomes are regularly reviewed and assessed. Additionally,

advisory committees meet yearly to review the offerings in the department for currency and

applicability. The faculty in the department strive to maintain appropriate rigor in the curriculum and

increase students’ communication and analytic skills.

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2. Determination of Student Needs

Students in the Business Program at Cerro Coso have access to College-provided Student Services

including the bookstore, the library, proctoring services, financial aid and tutoring. The department

relies on these services to assist students in all facets of their studies.

Faculty in the department work with the bookstore to arrange required and recommended materials for

courses. Additionally, faculty in the department work with the College Librarian and support staff to

arrange for textbooks to be placed on reserve and for additional reading and reference materials for

students. Suggestions for reading and reference material come from various sources including advisory

committee members, members of the community, employers, faculty research, etc.

Although, at the time of this writing, none of the courses in the program require proctored exams for

online courses, several general education courses do. Students are notified of this requirement in their

courses and are instructed to make their own arrangements for proctoring using the College-provided

proctoring services. Additionally, the department uses proctoring services for make-up exams in face-

to-face courses when necessary.

Although supporting data is not available, it is felt that the program’s students rely heavily on financial

aid from various sources. Students in the program regularly request scholarship references from

department faculty. Text and supporting materials for courses in this program are generally expensive

and must be current to meet the program’s requirements. Faculty in the department attempt to keep

student costs as low as possible by encouraging textbook rentals, e-texts, and textbook packages.

Tutoring services are available for students for some courses. Courses in the program require that

students read and write at college-level. Students that require assistance use the tutoring services for

writing and math support as well as for some specific courses such as accounting. Faculty in the

department hold regular office hours and are available by appointment and adjunct faculty work with

students as well.

3. Place of Program in Curriculum/Similar Programs

Degrees in Business are among the most popular degrees at colleges across the country

(http://nces.ed.gov/programs/coe/indicator_cta.asp). This is true at Cerro Coso as well with

approximately 10% of declared majors declaring a major in the Business Program (see Percentages chart

below). The popularity of the Business Program degrees and certificates is likely due to their direct

applicability to the workplace. Anecdotal evidence from students in the program’s courses reveals that

many students are working toward the degree to advance in their current job or to acquire skills for a

new position. Additionally, the BSAD 100 (Introduction to Business) course serves as a discovery course

for students searching for a major.

http://nces.ed.gov/programs/coe/indicator_cta.asp

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Several colleges near the College’s service area offer degrees and certificates similar to those in Cerro

Coso’s Business Program. Among the colleges and universities and their similar programs are:

Antelope Valley College – Accounting AS and Certificate, Business, Business Administration,

Clothing & Textiles, Interior Design, Management, Marketing, and Real Estate.

Bakersfield College – Accounting AA, Business Administration AST, General Business Job Skill

Certificate, Retail Management Certificate

Porterville College – Business Administration AS-T, Business AA

California State University, Bakersfield (CSUB) – Baccalaureate degrees in: Accounting, Business

Administration, Management, Marketing, Human Resources Management, and Small Business

Management.

University of Nevada, Reno (UNR) – Baccalaureate degrees in: Accounting, Accounting and

Information Systems, Business Administration, Finance, General Business, International

Business, Management, and Marketing.

Each of the degrees and certificates in the Business Program at Cerro Coso are offered completely

online. This differentiates the program from those of the other institutions. Students from Bakersfield

College, Porterville College, and others enroll in courses in the program because of lack of course

offerings at their college. In addition, due to many students’ work schedules, the online program at

Cerro Coso offers an attractive alternative to scheduling difficulties.

The Business Administration AS-T prepares students specifically for transfer. CSUB, UNR, and many

other institutions accept the degree’s courses as part of their required lower-division preparation

however, some institutions may require additional courses or use some of Cerro Coso’s courses for

elective credit.

4. Majors and Completers

The demographics of students in the Business Program at Cerro Coso fairly closely resemble those of the

College overall. The charts below compare the percentage of unduplicated headcount of students in the

Business Program to those of the College overall for the 2014-2015 year. There are no dramatic

differences but it may be worth noting that, based on groups with a two or more percentage point

difference, when compared to the College, the Business Program has a:

higher percentage of female students,

lower percentage of male students,

lower percentage of 19 years and younger students,

higher percentage of students between 20-29,

higher percentage of students between 30 and 29.

Business Program


19

That information is not surprising as a major in the Business Program can be viewed as being a practical,

applied approach to using college for career advancement.

0%

10%

20%

30%

40%

50%

60%

70%

80%

Business Program College-Wide

Gender Comparison (%)2014-2015

Female Male

0%

10%

20%

30%

40%

50%

19 & Younger 20-29 30-39 40 & Older

Age Comparison (%)2014-2015


Business Program


20

The number of students that have selected majors in the Business Program at Cerro Coso are

represented in the chart below (Business Program Majors). As can be seen, Business Administration is

the most popular of the majors. This is likely due to the transferability of the degree. As noted in the

chart, the number of majors has declined since 2010-2011. The decline in enrollment in the program

over the five year period (-27.2%) corresponds to the decline in overall number of declared majors at

Cerro Coso (-27.1%) over the same period. Additionally, as mentioned previously, the department

streamlined the requirements for the degrees and certificates prior to this period and reduced the

number of double and triple majors in the program. During the five-year period of this review, Business

Program majors have averaged 10.6% of the declared majors at Cerro Coso.

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Ethnicity Comparison (%)2014-2015


Business Program


21

Degree and certificate recipients (completers) of the Business Program are displayed in the chart below

(Business Program Completers). The average number of completers across the majors over the five year

period is 41 students. As can be seen, the lowest number of completers in the program are in the

Management major and the highest are in Business Administration. During the five year period, 58.5%

(121 students) of the completers were from the Business Administration major, 24.2% (50 students)

were from the Business major, and 17.4% (36 students) were from the Management major. The

average percentage of completers per major over the period was 5.5% for the Business major, 8.5% for

Business Administration, and 6.9% for Management. It is difficult to compare the majors directly due to

program name and content changes that took place during and prior to this period.

211 197 164 172 168

316 313271 278 249

150107

82 7876

0

100

200

300

400

500

600

700

800

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Business Program Majors

Business Business Administration Management

Business Program


22

Expressed as a percentage of declared majors, the number of completers was the highest in 2014-2015

with 8.7% of declared majors receiving a degree or certificate and the lowest in 2013-2014 at 5.5%. It is

impossible to forecast a trend with the available data. Are the number of completers appropriate?

Certainly, the number could be much higher. As noted earlier, anecdotal data points to a large number

of working students in the courses and program in general. Completing a college degree or certificate

while working is not an easy task. It certainly could increase the number of years for completion. The

data do not show the timeframe.

148 8 9 11

27

26 2715

26

15

7 3

5

6

0

10

20

30

40

50

60

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Business Program Completers


0.0%

5.0%

10.0%

15.0%

20.0%

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Percentages

Percent of Cerro Coso Students Majoring in Business Program

Percent of Business Majors Receiving Degrees or Certificates

Percent of Cerro Coso Completers Receiving Business Degrees or Certificates

Business Program


23

The degrees and certificates in the Business Program at Cerro Coso share BSAD 100 (Introduction to

Business) as a required course in each major. The chart below (BSAD 100 End-Of-Course Enrollments)

shows the annual end-of-course enrollment in BSAD 100 by term over the past 5 years. The course has

been offered every semester for many years and additional sections are often added due to its early

filling and popularity. The number of students enrolled seems to be adequate based on demand for the

course as there are very few, if any, students left on wait lists when the course begins.

Success rates for the BSAD 100 course are somewhat low. As can be seen in the chart below (Success

Rates for BSAD 100), success rates for the course lag behind the rest of the Business Program and the

College overall. The average success rate in the BSAD 100 course over the five year period is 53.7%.

This is lower than the 64.2% for the Business Program overall and substantially lower than the college

average of 66.8%. The low success rate in the course can likely be attributed to two factors; 1) there is a

fair amount of reading and writing in the course, and 2) students may enroll in the course for elective

and/or exploratory reasons and find that it does not meet their needs, expectations, or abilities.

Whether both factors account for all of the difference in comparative success rates is difficult to

ascertain. The average success rate for CSCI 101 (Introduction to Computer Information Systems) over

the same period is 60.6%. The course is required for the CIS Program and the Business Program (at the

time of this report) and is an entry point into the CIS Program. The success rate for the course is also

lower than the College average. What is not known is who the successful students are in the entry

courses. Are they declared majors in the program? If so, which major? Is this typical of the entry points

into most programs? More exploration into this is topic necessary.

84

31 2443 42

91

8070

56 64

27

2933

41 41

0

50

100

150

200

250

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

BSAD 100 End-Of-Course Enrollments

Spring Fall Summer

Business Program


24

As mentioned previously, the program’s majors have gone through name and content changes during

and prior to this five year period. The current program design and alignment of courses appears to meet

department supply and demand. The faculty in the department feel that the rigor in the program’s

courses is necessary to meet expectations of other programs and industry. As for marketing,

community partnerships, and professional development, the department faculty admit that much could

be done to improve in those areas.

5. Summary of Student Demand Data

There are 12 courses in the Business Program. Several courses are used to satisfy requirements in more

than one degree or certificate. BSAD 100, BSAD 101, and BSAD 131 are used by all majors and BSAD 102

and BSAD 251 are used by two. It should also be noted that, for much of this review period BSAD 100

was required by the CIS and BSOT majors and BSAD 131 is part of the Paralegal program. BSAD 100 is no

longer required of BSOT majors and will soon not be required by CIS majors. As mentioned previously, it

is an entry point to the Business Program and serves as an exploratory, elective course for many

students.

0

10

20

30

40

50

60

70

80

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Success Rates for BSAD 100

BSAD 100 BSAD Overall College

Business Program


25

Course Requirements by Major Course Business Admin AS-T Business AS & COA Management AS & COA BSAD 100 X X X BSAD 101 X X X BSAD 102 X X BSAD 110 X BSAD 131 X X X BSAD 145 X BSAD 152 X BSAD 155 X BSAD 171 X BSAD 220 X BSAD 222 X BSAD 251 X X

The number of sections offered for each course during the review period are listed below. The number

of section offerings has been fairly consistent during this time period. Enrollment management consists

of following published Pathways and adding additional sections if early enrollment patterns warrant it.

The Business Administration AS-T and Business AS and COA have been offered on campus at the IWV

campus. Although specific course enrollment by location data is not available, some of the on-campus

enrollments in the higher level courses have been low and, in some cases, have resulted in cancelled

courses.

Average section size has depended on enrollment patterns and offerings. The average full-time

equivalent student (FTES) divided by the average full-time equivalent faculty (FTEF) calculation for each

course by review period year is listed below as well as a trendline. Additionally, the average FTES/FTEF

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Trendline

BSAD 100 8 7 6 8 7

BSAD 101 2 4 4 5 5

BSAD 102 3 2 2 2 2

BSAD 110 2 4 3 2 3

BSAD 131 7 3 2 4 4

BSAD 145 1 0 2 1 1

BSAD 152 3 2 1 2 2

BSAD 155 1 1 1 1 1

BSAD 171 1 1 1 0 2

BSAD 220 0 1 0 1 1

BSAD 222 0 1 1 1 1

BSAD 251 1 1 1 2 1

Sections Offered

Business Program


26

calculation for all BSAD courses and the Cerro Coso average is included. This calculation is often used

for productivity comparisons. The cells that are shaded in blue are the sections that fall below the Cerro

Coso average. As can be seen by the trendlines and the number of shaded cells, the FTES/FTEF number

is falling for most courses in the program. Several courses are below 10. A new certificate of

achievement (Data Analyst I) will begin next year. The certificate uses BSAD 220 and BSAD 222 in

addition to two courses in the CIS area. The expectation is that the certificate will increase the

enrollments in those two courses. Several of the higher-level Business courses have been offered at the

IWV campus but enrollments have been problematic. There have been discussions about offering those

courses online only where enrollments have been higher.

A similar table shows the success rates for the individual courses and compares them to the Program

and Cerro Coso averages. The cells that are shaded in blue represent those that are below the Cerro

Coso average for that year. While the overall trend is increasing, the Business Program offers several

courses that appear to be difficult for students to successfully complete.

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Trendline

BSAD 100 17.9 15.8 15.9 14.2 13.5

BSAD 101 18.5 17.7 17.4 13.3 12.8

BSAD 102 16.9 18.6 16.5 11.8 14.9

BSAD 110 16.8 13.0 12.8 15.8 8.3

BSAD 131 14.3 14.1 15.6 12.6 11.4

BSAD 145 17.2 12.8 19.6 16.3

BSAD 152 12.2 14.2 14.0 12.5 7.2

BSAD 155 10.4 8.8 10.2 6.1

BSAD 171 10.7 14.9 8.4 6.0

BSAD 220 16.8 12.6 9.3

BSAD 222 12.1 6.1 8.8 5.1

BSAD 251 18.2 17.7 14.9 9.8 13.5

BSAD Average 15.7 15.2 13.0 12.8 10.4

Cerro Coso Average 15.1 14.3 14.5 13.6 13.1

Average FTES/FTEF

Business Program


27

While the Business Program is producing completers overall, the productivity numbers should be closely

inspected when creating long term schedules and pathways for students.

6. Labor Market Information and Analysis (CTE Programs Only)

The occupational outlook in the areas of Management, and Business and Financial Operations in Kern,

Inyo, and Mono counties for the next 10 years is generally good. According to the California

Employment Development Department’s Labor Market Information Division, management positions in

Kern County will remain static for the next 10 years but there will be increases in the Eastern Sierra

Region. In the general Business and Financial Operations occupations, a 1.2% and 2.6% increase is

projected. While it may be challenging finding employment during that time period, the job outlook is

generally good.

2012-2022 Occupational Employment Projections

Occupational Title Estimated

Empl. 2012 Projected

2022

Change 2012-2022

% Change 2012-2022

Annual Avg %

Change

Management Occupations

Kern County 23,930 23,900 -30 -0.1% 0.0%

Alpine, Inyo, and Mono Counties 1,130 1,360 230 20.4% 2.0% Business and Financial Operations Occupations

Kern County 11,370 12,690 1,320 11.6% 1.2%

Alpine, Inyo, and Mono Counties 420 530 110 26.2% 2.6%

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Trendline

BSAD 100 53.8 59.3 52.1 50.0 53.5

BSAD 101 68.8 74.0 64.9 66.9 66.7

BSAD 102 83.9 85.0 70.4 85.7 85.2

BSAD 110 61.6 75.0 67.9 67.6 64.2

BSAD 131 73.0 78.9 74.6 65.4 72.9

BSAD 145 64.9 60.0 40.5 65.7

BSAD 152 74.0 79.7 53.3 67.3 73.3

BSAD 155 74.1 51.2 57.9 81.8 76.9

BSAD 171 52.2 67.5 50.0 72.0

BSAD 220 41.7 63.0 68.4

BSAD 222 30.8 38.5 31.6 63.6

BSAD 251 69.2 60.5 59.4 66.7 79.3

BSAD Average 67.6 64.0 59.0 62.4 70.1


Success Rates

Business Program


28

7. Explanation of Employer Relationship (CTE Programs Only)

At this point in time, there are no specific relationships between employers and the Business Program.

The program has a wide scope and attracts students from a wide employer base in and out of the

service area. Employers in the area have encouraged working students to complete degrees and

certificates to advance their salaries and position mobility.

8. Advisory Committee (CTE Programs Only)

The Advisory Committees for Business (IWV) and Business and Information Technology (ESCC) take an

active role in advising the Business Program at Cerro Coso. The committees meet annually to review,

discuss and make recommendations regarding the curriculum and job outlook. A current list of Advisory

Committee members for each location is located in the Supporting Documentation.

9. Current Cost of the Program to Students

All courses in the Business Program require textbooks which can be expensive but students are not

required to pay additional fees for other materials or for facility use. Faculty are cognizant of textbook

costs and do what they can to keep them down. Estimates of the costs to students for the Business

Program degrees and two certificates of achievement follow.

Estimated Cost for Business Program Degree

CA Residents Non-residents

Units 60 60

Cost per unit 46.00 242.00

Tuition 2,760.00 14,520.00

Books and Supplies 3,500.00 3,500.00

Total 6,260.00 18,020.00

Per semester (4) Cost 1,565.00 4,505.00

Estimated Cost for Management Certificate


Units 32 32


Tuition 1,472.00 7,744.00


Total 3,970.00 10,242.00

Per semester (3) Cost 1,323.33 3,414.00

Business Program


29

Estimated Cost for Business Certificate


Units 25 25


Tuition 1,150.00 6,050.00


Total 2,900.00 7,800.00

Per semester (3) Cost 966.67 2,600.00

Business Program


30

Part 3 – Currency 1. Staffing

The Business Program currently includes two full-time faculty and several adjuncts. One of the full-time

faculty members is assigned to the Indian Wells Valley (IWV) campus where he teaches several BSAD

courses on campus and online for both the Business Program and the Business Office Technology

Program. The other full-time faculty member is assigned to the ESCC where he teaches BSAD 100 and

CSCI 101 on campus and several BSOT, BSAD, and CSCI courses online. As can be seen in the table in the

Supporting Documents section, the number of adjuncts has declined over the five-year period since the

last review. Productivity levels consistently parallel College-wide numbers except in traditional, face-to-

face courses where the Program’s levels are significantly lower (9.8, 7.7, 6.2, 8.6, and 6 for the five-year

period). This is attributed to the on-campus offering of higher-level BSAD courses with low enrollments

to fulfil yearly pathway requirements. At this point in time, full and part-time staffing levels are

adequate.

2. Professional Development

The department’s professional development needs are concentrated in four areas: College Flex days,

Conferences, Advisory Meetings, and online training provided by webinars, Lynda.com, Coursera, edX,

and @ONE. Our department members are active participants in the fall and spring flex day. Faculty

attend the breakout sessions and provide a leadership role in areas of Moodle training, online sources

for professional development and diversity training.

Department faculty attend and actively participate in the California Business Education Association

(CBEA) and National Business Education Association yearly conferences (NBEA). Many of the topics

include:

CTE Model for Business Education

The Power of Youth Entrepreneurship Education

Integrating a Global Perspective into the Business Curriculum

Maximize Student Potential through Experiential Entrepreneurship

Hiring for Traits and Train for Skills

Providing Students with Career Readiness Skills for the Workplace

Faculty have viewed many webinars over the last five years. Many of these are training videos pertaining

to student learning outcomes, advanced features in Moodle provided by Lynda.com, engaging students

through case studies, becoming a leader who inspires others, and how to market your program.

The department faculty have completed advanced degrees in Business Administration and Education.

Each year, Advisory Committee meetings are held at IWV campus and at the ESCC. Members of the

community attend and provide discussion and recommendations that relate to all of the programs and

certificates that are offered.

Business Program


31

3. Facilities and Physical Resources

The facility needs for the department are minimal. For or face-to-face classes, there is a need for a

classroom with a computer, white board and smart projector. Many classes use power point

presentations along with videos and content articles. The department utilizes the services provided by

the College print department for copies, flyers, banners and business cards.

For ITV classes, hardware that connect the classroom with the remote locations is needed. For online

courses, the faculty use publisher and College-provided environments. The current facilities are

adequate for the department’s needs. Some instructors use college computers, speaker phones, iPads,

tablets, calculators, memory sticks, printers and cell phones.

4. Technology

The department’s technology needs are very few but they meet the integrity and quality needs of the

program. The publishers that are used provide the resources that help faculty teach and communicate

with the students. These include eBooks, power points, study tools, case studies, sample test questions

and instructional videos. CCC Confer is used for department meetings and communication with each

other and our students. Faculty have created chapter summary and course videos for students and will

continue to do so in the future. The faculty look forward to transitioning to the new Canvas platform for

online classes. The department uses the online databases provided by the library and public databases

provided free on the internet. Lynda.com and @One and other websites are used for training and

updating skills. As stated above, some instructors use college computers, speaker phones, iPads, tablets,

calculators, printers, memory sticks and cell phones to enhance the services to students.

Students have the option of purchasing the hard copy or the eBook from the bookstore or other

sources. This option may reduce the student’s financial burden. Students communicate with instructors

using the College email and Moodle system. Utilizing these verifies regular and effective contact with

online and on-ground students. The department faculty annually meet to discuss technology and other

needs when they jointly create the unit plan.

5. Marketing

The marketing of the program’s degrees and certificates takes many forms. The faculty in the

department advertise in local publications, utilize several forms of social media, attend local community

meetings such as the Chamber of Commerce and the Rotary, and participate in the College’s annual

Career Exploration Day event. Banners and flyers are displayed throughout the community. The

department keeps the counseling staff updated and local high schools are communicated with to

promote the program.

Degree and certificate brochures have been created for distribution throughout the community and

beyond and the CTE program guide has been updated.

Business Program


32

The Business department along with the newly formed Business Club will be offering monthly seminars

for potential students and for the community in an effort to create awareness of the available degrees,

certificates, and services. These will include seminars on the following:

How to start and run a successful business

What is effective customer service

What employers are requiring of potential employees

How to market your skills and qualifications

The department is continually updating courses to stay current and provide students with the most

relevant information related to offerings. Through professional development efforts, faculty are

improving skills and knowledge related to the material that is offered. All of these efforts will assist the

department in promoting the program. However, marketing is an ongoing and dynamic process and the

department is always looking for ways to expand and improve its efforts in this area.

Business Program


33

Part 4 – Student Achievement 1. Course-Level Student Performance Data

Taken as a whole, success rates and retention rates are lower in the Business Program courses than they

are at Cerro Coso in general. As described in Part 2 of this review, the percentage of awards/completers

of Business Program degrees and certificates has been fairly consistent at about 8 percent.

Success rates for Business Program courses are described below. As can be seen, except for 2010-2011,

the Business Program courses on average are below the Cerro Coso Average. The cells that are shaded

in blue are the sections that fall below the Cerro Coso average for that year. The only course that is

above the Cerro Coso average for all years is BSAD 102. It should be noted that that is the only course in

the program with a prerequisite (BSAD 101).

Retention rates for Business Program courses are described in the table below. As can be seen, except

for 2010-2011, the Business Program courses on average are below the Cerro Coso Average. The cells

that are shaded in blue are the sections that are below the Cerro Coso average for that year.

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Trendline

BSAD 100 53.8 59.3 52.1 50.0 53.5

BSAD 101 68.8 74.0 64.9 66.9 66.7

BSAD 102 83.9 85.0 70.4 85.7 85.2

BSAD 110 61.6 75.0 67.9 67.6 64.2

BSAD 131 73.0 78.9 74.6 65.4 72.9

BSAD 145 64.9 60.0 40.5 65.7

BSAD 152 74.0 79.7 53.3 67.3 73.3

BSAD 155 74.1 51.2 57.9 81.8 76.9

BSAD 171 52.2 67.5 50.0 72.0

BSAD 220 41.7 63.0 68.4

BSAD 222 30.8 38.5 31.6 63.6

BSAD 251 69.2 60.5 59.4 66.7 79.3

BSAD Average 67.6 64.0 59.0 62.4 70.1


Success Rates

Business Program


34

While the success and retention rates are lower than the College-wide averages, the faculty in the

department feel that the program design is effective. The lower numbers are likely attributed to the

higher level of course rigour in the areas of communication and anayltic thinking that employers have

requested.

Degrees and certificates awarded are described in the chart below (Business Program Awards). The

highest number of degrees and certificates were awarded in 2010-2011. It is difficult to discuss trends

with awards due to the varying number of years that it takes students to complete. However, the high

year is probably due to the large overlap of courses allowed for majors during that time. Streamlining

the degree and certificate requirements had an effect on the number of completers over the period.

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Trendline

BSAD 100 76.5 86.4 76.0 68.0 74.2

BSAD 101 84.1 86.7 79.1 84.2 84.4

BSAD 102 92.0 93.8 77.5 91.8 90.2

BSAD 110 76.7 85.7 88.9 85.3 75.5

BSAD 131 88.7 84.4 80.6 78.5 75.0

BSAD 145 89.2 74.5 69.0 80.0

BSAD 152 85.7 81.4 66.7 88.5 93.3

BSAD 155 85.2 53.5 68.4 90.9 92.3

BSAD 171 73.9 46.9 66.7 92.0

BSAD 220 50.0 77.8 89.5

BSAD 222 57.7 61.5 42.1 72.7

BSAD 251 79.5 71.1 68.8 71.4 89.7

BSAD Average 83.2 72.5 73.5 77.0 84.1


Retention Rates

Business Program


35

2. Employment Data (CTE Programs Only)

Advisory Committees at the IWV and ESCC campuses meet yearly. Committee members have expressed

satisfaction in the program’s degrees, certificates, and courses and their preparation for employment.

The concentration on communication and analytic skills was deemed essential to today’s workplace. At

this point in time, however, employment tracking of students is not done. In informal classroom

discussions, many students have identified that they are taking courses in the program for job

advancement and acquisition.

3. Achievement of Program Learning Outcomes

Business Administration AS-T Degree

PLO A: Explain the nature of business, business operations, business organization, and

business procedures.

Target: The target for this PLO is for 70% of students to pass the PLO assessment(s) at 70% or

higher.

Assessment Method: Assessed with an exam, scored by rubric.

Assessment Date: Fall 2015

Recent Results: During the Fall 2014, Spring 2015, and Summer 2015 semesters, final exam results

from 6 sections of BSAD 100 were used. During that time-frame, 135 students finished

the course but only 106 attempted the final exam. Of those 106, 100 (94%)

successfully passed the exam with a score of 70% or higher.

148 8 9 11

27

26 2715

26

15

7 3

5

6

0

10

20

30

40

50

60

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

Business Program Awards


Business Program


36

Analysis and Plan for

Improvement and

Reassessment:

The students performed above the expected target. As a result, there is no plan for

improvement. The program will be reassessed during the next program review.

PLO B: Apply critical thinking skills (analysis, synthesis, and evaluation) to technical and

economic issues in a business environment.


higher.



Recent Results: There were 6 sections of Financial Accounting examined. During that time frame, 130

students finished the course but only 117 attempted the final exam. Of those 117, 71

(61%) successfully passed the exam with a score of 70% or higher.

There were 2 sections of Managerial Accounting examined. During that time frame, 31




Improvement and

Reassessment:

As a whole, students performed below the current target. The courses are difficult for

students. The use of, and preparation for the final exam as it relates to the coursework

for the accounting courses will be examined in the future. In addition, the target

threshold for the PLO will be re-examined. The program will be reassessed during the

next program review.

PLO C: Recognize and demonstrate skills necessary to function effectively in the global

economy.


higher.



Recent Results: During the Spring 2013 semester, final exam results from 1 section of ECON 103 were

used. During that semester 30 students finished the course but only 22 attempted the

final exam. Of those 22, 13 (59%) successfully passed the exam with a score of 70% or

higher.


Improvement and

Reassessment:

ECON 103 is a course that satisfies general education requirements. Because of this, a

wide variety of students take the course including many, non-business majors. The

next assessment will be based on the revised course which now includes Math 50 as a

prerequisite. It is expected that this will affect the results in a positive way.

Business AS Degree and Certificate of Achievement

PLO A: Explain the importance of the functional areas of business, business operations,

business organizations, and business procedures.


higher.


Business Program


37





successfully passed the exam with a score of 70% or higher


Improvement and

Reassessment:



PLO B: Apply critical thinking skills (analysis, synthesis, and evaluation) to technical and



higher.



Recent Results: There were 6 sections of financial Accounting examined. During that time frame, 130



During the Spring 2015 and Summer 2015 semesters, final exam results from 2

sections of BSAD 110 were used. During that timeframe, 44 students finished the

course but only 39 attempted the final exam. Of those 39, 39 (100%) successfully

passed the exam with a score of 70% or higher.

There were 2 sections of Principles of Management examined. During that time frame,

56 students finished the course but only 54 attempted the mid-term and final exam.

Of those 54, 49 (91%) successfully passed the exam with a score of 70% or higher.

Consolidating the above results in 210 students taking the exams with 159 (76%)

scoring above 70%.


Improvement and

Reassessment:

As a whole, the students performed above the expected target for the consolidated

courses. As a result, while there is no need for improvement, the use of, and

preparation for the final exam as it relates to the coursework for the accounting

course will be examined in the future. In addition, the target threshold for the PLO will

be re-examined. The program will be reassessed during the next program review.

PLO C: Make legal and ethical decisions in a business context.


higher.



Recent Results: There were 4 sections of Business Law examined. During that time frame, 70 students

finished the course but only 69 attempted SLO 2, 3 & 12. Of those 69, 50 (72%)


Business Program


38

There were 2 sections of Managing Diversity examined. During that time frame, 33

students finished the course but only 30 attempted SLOs 1,2, and 5. Of those 30, 22

(73%) successfully completed SLOs 1,2 and 5 with a score of 70% or higher.


Improvement and

Reassessment:



PLO D: Analyze the issues involved in operating a business in complex, diverse, and

international environments.


higher.



Recent Results: There was only 1 section of Managing Diversity examined. During that time frame, 21

students finished the course but only 18 attempted SLOs 4 and 5. Of those 18, 13

(72%) successfully completed SLOs 4 and 5 with a score of 70% or higher.


Improvement and

Reassessment:



Management AS Degree and Certificate of Achievement

PLO A: Demonstrate the ability to make ethical decisions in a managerial context.


higher.



Recent Results: There were 4 sections of Business Law examined. During that time frame, 70 students

finished the course but only 69 attempted SLOs 2, 3 & 12. Of those 69, 50 (72%)

successfully completed the SLO assessments with a score of 70% or higher.


Improvement and

Reassessment:



PLO B: Demonstrate a general understanding of the nature of business.


higher.







Business Program


39


Improvement and

Reassessment:



PLO C: Apply critical thinking skills (analysis, synthesis, evaluation) to technical and

managerial issues in a business environment


higher.



Recent Results: There were 6 sections of Financial Accounting examined. During that time frame, 130



There were 2 sections of Managerial Accounting examined. During that time frame, 31



During the Spring 2015 and Summer 2015 semesters, final exam results from 2

sections of BSAD 110 were used. During that timeframe, 44 students finished the

course but only 39 attempted the final exam. Of those 39, 39 (100%) successfully


During the Fall 2013 and Fall 2014 semesters, final exam results from 2 sections of

BSAD 220 were used. During that timeframe, 38 students finished the course but only

32 attempted the final exam. Of those 32, 29 (90.6%) successfully passed the exam

with a score of 70% or higher.

During the Spring 2015 semester, final exam results from 1 sections of BSAD 222 were

used. During that timeframe, 8 students finished the course but only 7 attempted the

final exam. Of those 7, 7 (100%) successfully passed the exam with a score of 70% or

higher.

Consolidating the above results in 225 students taking the exams with 160 (71%)

scoring above 70%.


Improvement and

Reassessment:

As a whole, the students performed above the expected target for the courses. As a

result, there is no plan for improvement. The program will be reassessed during the

next program review.

PLO D: Recognize skills necessary to provide management, supervision, and leadership in a

diverse and complex environment.


higher.



Recent Results: There were 2 sections of Human Resource Management examined. During that time

frame, 38 students finished the course but only 30 attempted the final exam. Of those

30, 26 (87%) successfully passed the exam with a score of 70% or higher.

There were 2 sections of Principles of Management examined. During that time frame,

Business Program


40

56 students finished the course but only 54 attempted the mid-term and final exam.

Of those 54, 49 (91%) successfully passed the exam with a score of 70% or higher.


Improvement and

Reassessment:



Business Administration AS-T

Assessment History Summary

PLO # Target Semester Met?

PLO A 70% FA15 Yes

PLO B 70% FA15 No

PLO C 70% FA15 No

Business AS Degree and Certificate of Acheivement



PLO A 70% FA15 Yes

PLO B 70% FA15 Yes

PLO C 70% FA15 Yes

PLO D 70% FA15 Yes

Management AS Degree and Certificate of Acheivement



PLO A 70% FA15 Yes

PLO B 70% FA15 Yes

PLO C 70% FA15 Yes

PLO D 70% FA15 Yes

a. Gaps and Improvements Made

As can be seen in the above tables, PLOs were not met in only two instances. Both were in the Business

Administration AS-T degree. The program learning outcome, the full text of the outcome, the target and

result are included below.

The first program learning outcome that was not met was PLO#B -- Apply critical thinking skills (analysis,

synthesis, and evaluation) to technical and economic issues in a business environment. The target was

for 70% of the students to past the assessment at 70% or higher. The results showed that 6 sections of

Financial Accounting were examined. During that time frame, 130 students finished the course but only

117 attempted the final exam. Of those 117, 71 (61%) successfully passed the exam with a score of 70%

or higher. Additionally, two sections of Managerial Accounting were examined. During that time frame,

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41

31 students finished the course but only 30 attempted the final exam. Of those 30, 14 (47%) successfully

passed the exam with a score of 70% or higher. The department understands that the the courses are

difficult for students. The use of, and preparation for the final exam as it relates to the coursework for

the accounting courses will be examined in the future. The program will be reassessed during the next

program review.

The second program learning outcome that was not met was PLO#C -- Recognize and demonstrate skills

necessary to function effectively in the global economy. The target was for 70% of the students to pass

the PLO assessment(s) at 70% or higher. The PLO was assessed using final exam results from one section

of ECON 103 in the Spring 2013 semester. During that semester 30 students finished the course but only

22 attempted the final exam. Of those 22, 13 (59%) successfully passed the exam with a score of 70% or

higher. The department understands that ECON 103 is a course that satisfies general education

requirements. Because of this, a wide variety of students take the course including many, non-business

majors. The next assessment will be based on the revised course which now includes Math 50 as a

prerequisite. It is expected that this will affect the results in a positive way.

b. Summary of Program Learning Outcome Achievement

Overall, student performance in achieving program learning outcomes has been adequate. It is clear

that courses that involve arithmatic, mathematics, and analytical thinking are difficult for students.

However, the courses and mastery of the material are essential to the degrees and certifcates. Full-time

and adjunct faculty are involved in the assessment process and feel that a culminating project or exam

in a capstone course with program cohorts would be the best way to assess program outcomes. That is

not possible with the structure of our degrees and certificates at this time.

4. Achievement of Course Student Learning Outcomes

5-Year Assessment History

Course SLO # Target Semester Met? Semester Met? Semester Met?

BSAD C100 SLO 1 80% FA10 Yes SP11 Yes SP12 Yes

SLO 2 80% FA10 Yes SP11 Yes SP12 Yes



SLO 5 80% FA10 No SP11 No SP12 No



BSAD C101 SLO 1 95% FA11 Yes

SLO 2 98% FA11 Yes

SLO 3 95% FA11 Yes

SLO 4 95% FA11 Yes

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SLO 2 95% FA11 Yes

SLO 3 95% FA11 Yes

SLO 4 95% FA11 Yes

BSAD C110 SLO 1 80% SP11 Yes SP11iTV Yes SP12 Yes

SLO 2 80% SP11 Yes SP11iTV Yes SP12 Yes



SLO 5 80% SP11 Yes SP11iTV No SP12 Yes

SLO 6 80% SP11 No SP11iTV No SP12 Yes




SLO 2 75% FA14 Yes

SLO 3 75% FA14 Yes

SLO 4 75% FA14 No

SLO 5 75% FA14 No

SLO 6 75% FA14 No

SLO 7 75% FA14 No

SLO 8 75% FA14 No

SLO 9 75% FA14 No

SLO 10 75% FA14 No

SLO 11 75% FA14 Yes

SLO 12 75% FA14 No

SLO 13 75% FA14 No

SLO 14 75% FA14 Yes

SLO 15 75% FA14 No

BSAD C145 SLO 1 75% SP11 Yes

SLO 2 85% SP11 No

SLO 3 85% SP11 No

SLO 4 85% SP11 No

SLO 5 85% SP11 No

SLO 6 85% SP11 No


SLO 2 80% FA13 Yes

SLO 3 80% FA13 No

SLO 4 80% FA13 Yes

SLO 5 80% FA13 Yes

BSAD C155 SLO 1 80% FA14 No

SLO 2 80% FA14 Yes

SLO 3 80% FA14 Yes

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SLO 4 80% FA14 Yes


SLO 2 80% SP12 Yes

SLO 3 80% SP12 Yes

SLO 4 80% SP12 Yes


SLO 2 80% FA13 No

SLO 3 80% FA13 No

SLO 4 80% FA13 No

BSAD C222 SLO 1 80% SP12 No

SLO 2 80% SP12 No

SLO 3 80% SP12 No

SLO 4 80% SP12 Yes


SLO 2 70% SP15 Yes

SLO 3 70% SP15 Yes

SLO 4 70% SP15 Yes

SLO 5 70% SP15 Yes

SLO 6 70% SP15 Yes

SLO 7 70% SP15 Yes

a. Gaps and Improvements Made

As described in the previous table, outcomes were not met in several instances. Those courses,

outcome text, target, results, and subsequent analyses and plans are discussed below.

In BSAD 100, SLO five was not met. The text of the SLO was “Summarize the process of recruiting,

selecting, and motivating employees”. The target was for 80% of students to score 80% or higher. A

discussion was used to assess the outcome. The results showed that in Fall 2010 (68 responses, 20

below 80%, 70.6% above 80%), Spring 2011 (41 responses, 9 below 80%. 78.0% above 80%), and Spring

2012 (24 responses, 8 below 80%, 66.7% above 80%). The assessor felt that Discussions don't carry as

many points as other assessments in the course and the rubric penalizes participants who show up late

or don't participate fully. Work has been done to increase participation.

In BSAD C110, the last assessment of outcome number 6 showed improvement. It is not included in this

discussion.

In BSAD 131, SLO four was not met. The text of the SLO was “Evaluate when a promise is enforceable,

the elements of a contract, performance, and the remedies available in the event of breach”. The target

was for 75 percent of the students to achieve a grade of 70 percent. The results showed that 16

students attempted the Mid-Term questions for testing this SLO. Six (6) succeeded for 37.5 percent that

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44

met or exceeded the goal of 70 percent for this course. The assessor’s analysis was that several students

fell below the 70 percent target by improper or incomplete submission. The need for additional reading

and discussion in case law and practical application for real-life application of legal principles is required.

There is also a need for online training before a class, which will significantly help the student's become

better online participants. Reassessment used in the future will be by whole test method. The overall

question scores are not a clear view of final student grades.

In BSAD 131, SLO five was not met. The text of the SLO was “Distinguish between contracts governed by

the Uniform Commercial Code and those governed by the common law of contracts”. The target was for

75 percent of the students to achieve a grade of 70 percent or higher. The results showed that 16

students attempted the Mid-Term questions for testing this SLO. Four (4) succeeded for 25.0 percent

that met or exceeded the goal of 70 percent for this course. Nine (9) students achieved 50 percent. The

assessor’s analysis was that several students fell below the 70 percent target by improper or incomplete

submission. The need for additional reading and discussion in case law and practical application for real-

life application of legal principles is required. There is also a need for online training before a class,

which will significantly help the student's become better online participants. Reassessment used in the

future will be by whole test method. The overall question scores are not a clear view of final student

grades.

In BSAD 131, SLO six was not met. The text of the SLO was “Analyze cases. Identify issues and apply the

appropriate legal rules to the fact patterns to reach defensible legal conclusions”. The target was for 75

percent of the students to achieve a grade of 70 percent or higher. The results showed that 16 students

attempted the Quiz 1 questions for testing this SLO. Ten (10) succeeded for 62.5 percent that met or

exceeded the goal of 70 percent for this course. The assessor’s analysis was that several students fell

below the 70 percent target by improper or incomplete submission. The need for additional reading and

discussion in case law and practical application for real-life application of legal principles is required.




In BSAD 131, SLO seven was not met. The text of the SLO was “Demonstrate the ability to utilize the

internet to research legal issues and utilize other computer skills to enhance effective business

communications and presentations through the use of appropriate business and legal terminology.

Analyze whether a source is a reliable source for legal information”. The target was for 75 percent of the

students to achieve a grade of 70 percent or higher. The results showed that 16 students attempted the

Final Examination question for testing this SLO. Eleven (11) succeeded for 68.75 percent that met or





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45



In BSAD 131, SLO eight was not met. The text of the SLO was “Perform legal research, to include

evaluating and interpreting a court citation and locating a court case on an assigned topic”. The target

was for 75 percent of the students to achieve a grade of 70 percent or higher. The results showed that

16 students attempted the Quiz 1 questions for testing this SLO. Three (3) succeeded for 18.75 percent

that met or exceeded the goal of 70 percent for this course. The assessor’s analysis was that several

students fell below the 70 percent target by improper or incomplete submission. The need for additional

reading and discussion in case law and practical application for real-life application of legal principles is

required. There is also a need for online training before a class, which will significantly help the student's

become better online participants. Reassessment used in the future will be by whole test method. The

overall question scores are not a clear view of final student grades.

In BSAD 131, SLO nine was not met. The text of the SLO was “Categorize the types of government

agencies, powers and functions, controls through congressional action, executive action, and the

courts”. The target was for 75 percent of the students to achieve a grade of 70 percent or higher. The

results showed that 16 students attempted the Final Examination questions for testing this SLO. Eleven

(11) succeeded for 68.75 percent that met or exceeded the goal of 70 percent for this course. The

assessor’s analysis was that several students fell below the 70 percent target by improper or incomplete

submission. The need for additional reading and discussion in case law and practical application for real-

life application of legal principles is required. There is also a need for online training before a class,

which will significantly help the student's become better online participants. Reassessment used in the

future will be by whole test method. The overall question scores are not a clear view of final student

grades.

In BSAD 131, SLO ten was not met. The text of the SLO was “Differentiate the relationship between state

and federal systems, jurisdiction, and the importance of alternate dispute resolution methods to the

participants”. The target was for 75 percent of the students to achieve a grade of 70 percent or higher.

The results showed that 16 students attempted the Quiz 1 questions for testing this SLO. Four (4)

succeeded for 25.0 percent that met or exceeded the goal of 70 percent for this course. The assessor’s

analysis was that there is a need for additional reading and discussion in case law and practical

application for real-life application of legal principles is required. There is also a need for online training

before a class, which will significantly help the student's become better online participants.

Reassessment used in the future will be by whole test method. The overall question scores are not a

clear view of final student grades.

In BSAD 131, SLO 12 was not met. The text of the SLO was “Appraise the relationship between law and

ethics”. The target was for 75 percent of the students to achieve a grade of 70 percent or higher. The

results showed that 16 students attempted the Quiz 1 questions for testing this SLO. Ten (10) succeeded

for 62.5 percent that met or exceeded the goal of 70 percent for this course. The assessor’s analysis was

that several students fell below the 70 percent target by improper or incomplete submission. The need

for additional reading and discussion in case law and practical application for real-life application of legal

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46

principles is required. There is also a need for online training before a class, which will significantly help

the student's become better online participants. Reassessment used in the future will be by whole test

method. The overall question scores are not a clear view of final student grades.

In BSAD 131, SLO 13 was not met. The text of the SLO was “Describe the various agency relationships

and the duties and liabilities of agents and principals”. The target was for 75 percent of the students to

achieve a grade of 70 percent or higher. The results showed that 16 students attempted the Quiz 2

questions for testing this SLO. Ten (10) succeeded for 62.5 percent that met or exceeded the goal of 70

percent for this course. The assessor’s analysis was that several students fell below the 70 percent

target by improper or incomplete submission. The need for additional reading and discussion in case law

and practical application for real-life application of legal principles is required. There is also a need for

online training before a class, which will significantly help the student's become better online

participants. Reassessment used in the future will be by whole test method. The overall question scores

are not a clear view of final student grades.

In BSAD 131, SLO 15 was not met. The text of the SLO was “Explain a corporation’s legal structure and

differentiate it from other forms of business organization, the meaning of limited liability for the

owners; describe the relationship of the various stakeholders”. The target was for 75 percent of the

students to achieve a grade of 70 percent or higher. The results showed that 16 students attempted the

Final Examination questions for testing this SLO. Eleven (11) succeeded for 68.75 percent that met or







In BSAD 145, SLO two was not met. The text of the SLO was “Prepare business communication including

letters, reports, presentations, and other messages that are clear, concise, courteous, complete and

grammatically correct”. The target was for 85% of the students to achieve a score of 85% or higher. The

results showed that 70% of students completing the projects were able to successfully meet this

outcome. (26/37) However, nine of the 26 were only minimally able to meet this outcome with a C. The

assessor’s analysis was that although measurement of this outcome has not previously been recorded in

CurricUNET, success with the outcome has been observed to be lower than desired during past offerings

of the course. Students with low written English skills have a very difficult time succeeding with this

outcome. Since the course is in the BSAD discipline, there was an advisory, not a pre-requisite, of level

one writing skills. It appears students often ignored this advisory. Additionally, the new BSOT C100 Intro

to Business Office Technology will now introduce pre-requisite skills and the importance of good writing

skills in business. This outcome will be reassessed during the next spring offering of the course and

should include some students who will have taken the preparatory class BSOT C100.

In BSAD 145, SLO three was not met. The text of the SLO was “Critique oral communication skills to

determine effective techniques”. The target was for 85% of the students to achieve a score of 85% or

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higher. The results showed that 70% of students completing the projects were able to successfully meet

this outcome. (26/37) However, nine of the 26 were only minimally able to meet this outcome with a C.

The assessor’s analysis was that although measurement of this outcome has not previously been

recorded in CurricUNET, success with the outcome has been observed to be lower than desired during

past offerings of the course. Students with low written English skills have a very difficult time succeeding

with this outcome. Since the course is in the BSAD discipline, there was an advisory, not a pre-requisite,

of level one writing skills. It appears students often ignored this advisory. Additionally, the new BSOT

C100 Intro to Business Office Technology will now introduce pre-requisite skills and the importance of

good writing skills in business. This outcome will be reassessed during the next spring offering of the

course and should include some students who will have taken the preparatory class BSOT C100.

In BSAD 145, SLO four was not met. The text of the SLO was “Plan and produce visual aids using

presentation software’. The target was for 85% of the students to achieve a score of 85% or higher. The

results showed that 70% of students completing the projects were able to successfully meet this

outcome. (26/37) However, nine of the 26 were only minimally able to meet this outcome with a C. The

assessor’s analysis was that although measurement of this outcome has not previously been recorded in

CurricUNET, success with the outcome has been observed to be lower than desired during past offerings

of the course. Students with low written English skills have a very difficult time succeeding with this

outcome. Since the course is in the BSAD discipline, there was an advisory, not a pre-requisite, of level

one writing skills. It appears students often ignored this advisory. Additionally, the new BSOT C100 Intro

to Business Office Technology will now introduce pre-requisite skills and the importance of good writing

skills in business. This outcome will be reassessed during the next spring offering of the course and

should include some students who will have taken the preparatory class BSOT C100.

In BSAD 145, SLO five was not met. The text of the SLO was “Identify appropriate strategies for resume

writing including use of electronic media”. The target was for 85% of the students to achieve a score of

85% or higher. The results showed that 70% of students completing the assignment were able to

successfully meet this outcome. (26/37) However, nine of the 26 were only minimally able to meet this

outcome. The assessor’s analysis was that although measurement of this outcome has not previously

been recorded in CurricUNET, success with the outcome has been observed to be lower than desired

during past offerings of the course. Students with low written English skills have a very difficult time

succeeding with this outcome. Since the course is in the BSAD discipline, there was an advisory, not a

pre-requisite, of level one writing skills. It appears students often ignored this advisory. Additionally, the

new BSOT C100 Intro to Business Office Technology will now introduce pre-requisite skills and the

importance of good writing skills in business. This outcome will be reassessed during the next spring

offering of the course and should include some students who will have taken the preparatory class BSOT

C100.

In BSAD 145, SLO six was not met. The text of the SLO was “Practice effective business communication

techniques in independent and group projects”. The target was for 85% of the students to achieve a

score of 85% or higher. The results showed that 70% of students completing the projects were able to

successfully meet this outcome. (26/37) However, nine of the 26 were only minimally able to meet this

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outcome with a C for these projects. The assessor’s analysis was that although measurement of this

outcome has not previously been recorded in CurricUNET, success with the outcome has been observed

to be lower than desired during past offerings of the course. Students with low written English skills

have a very difficult time succeeding with this outcome. Since the course is in the BSAD discipline, there

was an advisory, not a pre-requisite, of level one writing skills. It appears students often ignored this

advisory. Additionally, the new BSOT C100 Intro to Business Office Technology will now introduce pre-

requisite skills and the importance of good writing skills in business. This outcome will be reassessed

during the next spring offering of the course and should include some students who will have taken the

preparatory class BSOT C100.

In BSAD 155, SLO one was not met. The text of the SLO was “Demonstrate knowledge of human

resources fundamentals, ethics, and the human resources environment”. The target was for 80% of

students to score 80% or higher. An exam was used to assess the outcome. The results showed that

students 12 students participated and scored an average of 76 percent. The assessor felt that the

students did not perform as expected for SLO 1. Additional readings and exercises must be added to

help achieve the desired result of 80 percent for this SLO.

In BSAD 220, SLO two was not met. The text of the SLO was “Assess methods involved in initiating,

planning, executing, monitoring, controlling, and closing projects”. The target was for 80% of the

students to score 80% or higher. The results showed that, in the fall semester of 2013, 18 students

participated. Of those, 9 (50%) scored 80% or higher. The assessor’s analysis was that this question was

on the final exam which was timed. That may have contributed to poor results. Additionally, several

students were not fully participating at that point in the class but took the final exam anyway.

In BSAD 220, SLO three was not met The text of the SLO was “Apply the concepts of project

management terms and techniques such as selection methods, work breakdown structures, Gantt

charts, network diagrams, critical path analysis, and cost estimates”. The target was for 80% of the

students to score 80% or higher. The results showed that, in the fall semester of 2013, 13 students

participated in the assignment (Case Assignment 7 Part 2). Of those 5 (38.5%) scored 80% or higher. 8

students enrolled in the course did not attempt the assignment. The assignment was complex, built on

previous work and required a lot of calculations from the students. The two that did not score over 80%

tried to complete the assignment in too short an amount of time. The assessor’s analysis was that more

emphasis on the calculations should be done to prepare students for the work.

In BSAD 220, SLO four was not met. The text of the SLO was “BSAD 220 SLO 4 Demonstrate use of

project management software to help plan and manage a project including assignment and tracking of

resources, tasks, and milestones”. The target was for 80% of the students to score 80% or higher. The

results showed that, in the fall semester of 2013, 16 students participated. Of those, all 12 (75%) scored

80% or higher. The target was almost met. The assessor’s analysis was that the ongoing nature and

complexity of the assignment may have required more discipline that many students were willing to

commit to. Future courses may want to spread the software use over an even longer period of time.

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In BSAD 222, SLO one was not met. The text of the SLO was “Design and create models of business

problems using computer applications software”. The target was for 80% of the students to score 80%

or higher. The results showed that, in the spring semester of 2012, 9 students participated. Of those, 5

(55%) scored 80% or higher. The assessor’s analysis was that this project required designing and

implementing a complicated model and writing a memo that made a recommendation to management

regarding the outcomes. It was difficult and many students ran out time to complete the entire project.

Most did much better later in the course based on the results of this assignment.

In BSAD 222, SLO two was not met. The text of the SLO was “Integrate input, processing and output

from different computer applications programs to create useful reports for various business scenarios”.

The target was for 80% of the students to score 80% or higher. The results showed that, In the Spring

semester of 2012, 8 students participated in the assignment (Case 11). Of those, 6 (75%) scored 80% or

higher. These projects require a lot of commitment on the part of the students. The assessor’s analysis

was that time management remains the biggest hurdle for a few of the working students. The students

that scored lower than 80% have admitted trying to complete their work on the weekends.

In BSAD 222, SLO three was not met. The text of the SLO was “Apply computer application skills to

business decision making problems in areas including inventory management, financial analysis, and

cost and credit analysis”. The target was for 80% of the students to score 80% or higher. The results

showed that, in the spring semester of 2012, 9 students participated in the assignment (Case 8). Of

those 7 (77.7%) scored 80% or higher. The assessor’s analysis was that the assignment was complex and

required a lot of work from the students. The two that did not score over 80% tried to complete the

assignment in too short an amount of time.

b. Summary of Student Learning Outcome Achievement

There are many courses in the program and several courses are used in more than one degree or

certificate. Student learning outcomes are discussed within the department and assessments are

performed by full-time and adjunct instructors. Several of the outcomes have changed due to alignment

with State curriculum. The faculty in the department are working on reassessing the courses.

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Part 5 – Action Plans 1. Analysis of Current Program Strengths

The Business Program at Cerro Coso is popular with students and useful for employers. The number of

declared majors is high and the number of completers is consistent. Introductory course sections in the

program regularly close early and have high enrollments. Courses are rigorous and focus on

communication and analytic skills.

All degrees and certificates have been reviewed and redesigned to eliminate overlap as much as

possible. The current degrees and certificates have no electives and are focused on the described

outcomes and ease of scheduling. The scheduling provides for courses to be offered in the same

semester each year. It also provides for online and on ground courses to be offered in opposite

semesters. For example, Managing Diversity is offered online in the fall and on ground in the spring. The

most demanded courses are offered online in the summer to accommodate the increased demand for

these courses. Program outcomes and assessments have been designed and implemented and long

term schedules have been developed to provide students, counselors, and the department members

with the ability to plan well into the future. Existing courses have been reviewed by both staff and

industry to assure that relevant topics, concepts and information are provided to the students. The long

term schedules include tracked offerings at all locations. Enrollments are strong and the program

continues to be popular with students.

A full-time faculty member has been added that has significant industry experience and knowledge in all

the program areas. This has provided students with real world examples and observations and enhanced

their learning experience.

In 2013, the courses that reside in the Business Administration AS-T degree were approved by the State

for transfer to all CSU and some UC and private institutions of higher learning.

2. Analysis of Improvements Needed

Regardless of the many strengths, the Business Program has areas that can use improvement. The

differences between degrees is not always clear with students and counselors. The program’s degrees,

certificates, and courses must be continuously reviewed and evaluated for currency and alignment with

transfer institution and industry needs. Marketing of programs and long term schedules need to be

implemented across all college locations and relationships with industry and advisory committee

members need to be fostered. Student success and retention rates should be monitored and student

preparedness should be evaluated and compared to success rates. Student equity gaps need to be

addressed and a plan for bridging these gaps must be implemented. Program access needs to be

extended to all college locations.

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3. Three-Year Program Strategies

Description Measurement Timeline Responsibility

Improve marketing efforts to increase enrollments in courses

Increase in first day enrollments and course section offerings.

2016-2017 and 2017-2018 to align with new certificates in CIS program.

Department faculty and College PIO.

Assess requisites for courses and implement early aligned assignments to substantiate the requisites.

Increase of success and completion rates for all courses in program.

2016-2017, 2017-2018, and 2018-2019.

Full-time and adjunct faculty in department.

Examine effectiveness of two year pathway to completion for Business AS and COA on-campus. Outcome could be to eliminate on-campus offerings of upper-level courses or implementation of an every other or every three offering of upper-level courses on campus.

Increase of FTES/FTEF productivity ratio for program overall.

2016-2017, 2017-2018, and 2018-2019.

Full-time faculty, Department Chair, and Office of Academic Affairs.

Monitor enrollments in new Data Analyst I Certificate of Achievement.

Increase in FTES/FTEF productivity ratio for BSAD 220 and BSAD 222 courses.

2016-2017 and 2017-2018.

Department faculty.

Work with Advisory Committees to update courses, degrees, and certificates to align with industry needs.

Increase in enrollments. 2016-2017, 2017-2018, and 2018-2019.

Department faculty and advisory committees.

4. Six-Year Program Strategies

The business program offered by the Department of Business and Information Technology provides life-

ling learning and support to students in their academic, technical, and vocational pursuits. The goal of the

program is to foster in students a lifelong desire to learn, a passion to excel, and a commitment to

contribute actively to their local community. In addition to carrying out the strategies from the Three-

Year plan above throughout the six-year period, the department’s faculty suggest the following.

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Description Measurement Timeline Responsibility

Create current student and graduate workplace tracking system to monitor student employment.

Ability to quantify employment status.

Ongoing Department faculty, Institutional Researcher, and Office of Academic Affairs.

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Part 6 – Supporting Documentation

FTES-FTEF Productivity

FTES-FTEF-Productivity

2010-11 2011-12 2012-13 2013-14 2014-15

FTES-FTEF-Productivity

Total 110.9 102.9 91.6 91.9 79.4

Traditional 8.5 6.7 2.9 11.5 9.3

Distance Ed 102.5 96.2 88.6 80.4 70.2

FTEF

Total 6.9 6.9 6.1 6.8 7

Traditional 0.9 0.9 0.5 1.3 1.5

Distance Ed 6 6 5.7 5.5 5.5 Total FTEF by Contract Type # % # % # % # % # %

Full-time 1 15% 1.5 22% 3.2 52% 3.2 47% 2.2 31%

Overload 0.8 12% 0.2 3% 0.4 7% 0.5 7% 2.2? 31%

Adjunct 4.1 60% 3.9 57% 1.7 27% 1.8 26% 1.3 18%

Summer 0.9 14% 1.2 17% 0.9 14% 1.3 20% 1.3 19%

Productivity (FTES/FTEF)

Total 16.1 15 14.9 13.5 11.3

Traditional 9.8 7.7 6.2 8.6 6

Distance Ed 17.1 16 15.6 14.7 12.8

College-wide Productivity

Total 15.1 14.3 14.5 13.6 13.1

Traditional 14.1 13.4 13.9 13 12.4

Distance Ed 16.1 15.2 15.1 14.1 13.9

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Section Level Data by Course

Business Administration AS-T Degree Courses

Course Year Sections 1st Day

Enrollment Actual FTES

FTEF FTES/FTEF Retent.

Rate Success

Rate

BSAD C100

2014-2015

Dis Ed 6 298 16.9 1.2 14.0 73% 54%

Trad 1 33 2 0.2 10.0 84% 53%

Total 7 331 18.9 1.4 13.5 74% 54%

2013-2014

Dis Ed 7 293 17.1 1.2 14.2 68% 50%

Trad 1 38 2.9 0.2 14.3 70% 48%

Total 8 331 20 1.4 14.2 68% 50%

2012-2013

Dis Ed 6 239 15.9 1 15.9 76% 52%

Trad 0 0 0 0 0 0% 0%

Total 6 239 15.9 1 15.9 76% 52%

2011-2012

Dis Ed 7 235 15.8 1 15.8 86% 59%

Trad 0 0 0 0 0 0% 0%

Total 7 235 15.8 1 15.8 86% 59%

2010-2011

Dis Ed 8 346 25 1.4 17.9 77% 54%

Trad 0 0 0 0 0 0% 0%

Total 8 346 25 1.4 17.9 77% 54%




Rate Success

Rate

BSAD C101

2014-2015

Dis Ed 4 174 14.3 1.1 13.4 83% 62%

Trad 1 25 2.9 0.3 10.7 95% 95%

Total 5 199 17.1 1.3 12.8 84% 67%

2013-2014

Dis Ed 4 177 14.3 1.1 13.4 84% 67%

Trad 1 25 3.4 0.3 12.8 83% 67%

Total 5 202 17.7 1.3 13.3 84% 67%

2012-2013

Dis Ed 3 199 16.8 0.8 20.9 79% 64%

Trad 1 22 1.9 0.3 7 77% 77%

Total 4 221 18.6 1.1 17.4 79% 65%

2011-2012

Dis Ed 3 228 16.5 0.8 20.6 87% 74%

Trad 1 23 2.4 0.3 9.1 82% 71%

Total 4 251 18.9 1.1 17.7 87% 74%

2010-2011

Dis Ed 3 185 16.5 0.8 20.6 84% 69%

Trad 1 26 3.3 0.3 12.3 87% 65%

Business Program


55

Total 4 211 19.8 1.1 18.5 84% 69%




Rate Success

Rate

BSAD C102

2014-2015

Dis Ed 1 47 5.8 0.3 21.9 87% 80%

Trad 1 15 2.1 0.3 7.8 100% 100%

Total 2 62 7.9 0.5 14.9 90% 85%

2013-2014

Dis Ed 1 35 4 0.3 14.9 91% 84%

Trad 1 16 2.3 0.3 8.7 94% 88%

Total 2 51 6.3 0.5 11.8 92% 86%

2012-2013

Dis Ed 2 77 8.8 0.5 16.5 78% 70%

Trad 0 0 0 0 0 0% 0%

Total 2 77 8.8 0.5 16.5 78% 70%

2011-2012

Dis Ed 2 88 9.9 0.5 18.6 94% 85%

Trad 0 0 0 0 0 0% 0%

Total 2 88 9.9 0.5 18.6 94% 85%

2010-2011

Dis Ed 3 113 13.5 0.8 16.9 92% 84%

Trad 0 0 0 0 0 0% 0%

Total 3 113 13.5 0.8 16.9 92% 84%




Rate Success

Rate

BSAD C131

2014-2015

Dis Ed 3 151 8.5 0.6 14.1 74% 72%

Trad 1 8 0.6 0.2 3.2 83% 83%

Total 4 159 9.1 0.8 11.4 75% 73%

2013-2014

Dis Ed 3 160 9 0.6 15.1 78% 65%

Trad 1 11 1.1 0.2 5.3 80% 70%

Total 4 171 10.1 0.8 12.6 79% 65%

2012-2013

Dis Ed 2 118 6.2 0.4 15.6 81% 75%

Trad 0 0 0 0 0 0% 0%

Total 2 118 6.2 0.4 15.6 81% 75%

2011-2012

Dis Ed 2 107 7.1 4 17.7 83% 77%

Trad 1 16 1.4 2 6.9 92% 92%

Total 3 123 8.5 0.6 14.1 84% 79%

2010-2011

Dis Ed 6 151 9.9 0.6 16.5 88% 70%

Trad 1 17 1.5 0.2 7.4 93% 93%

Business Program


56

Total 7 168 11.4 0.8 14.3 89% 73%




Rate Success

Rate

CSCI C101

2014-2015

Dis Ed 10 390 47.9 3 16.0 82% 67%

Trad 2 44 5.9 0.7 8.9 94% 76%

Total 12 434 53.9 3.7 14.7 84% 68%

2013-2014

Dis Ed 7 330 37.4 2.6 14.4 75% 59%

Trad 2 64 8 0.7 12.1 72% 54%

Total 9 394 45.4 3.3 13.9 74% 58%

2012-2013

Dis Ed 7 320 31.9 2 16 72% 54%

Trad 2 63 8.7 0.7 13.1 82% 70%

Total 9 383 40.6 2.7 15.2 74% 57%

2011-2012

Dis Ed 5 277 27.4 2.2 12.3 83% 72%

Trad 3 89 12.9 1 12.9 75% 47%

Total 8 366 40.2 3.2 12.5 81% 64%

2010-2011

Dis Ed 9 386 44.1 2.7 16.6 75% 57%

Trad 2 64 9.6 0.7 14.4 76% 46%

Total 11 450 53.7 3.3 16.1 75% 56%




Rate Success

Rate

Econ C102

2014-2015

Dis Ed 3 94 7.6 0.6 12.7 89% 83%

Trad 1 18 1.9 0.2 9.5 89% 89%

Total 4 112 9.5 0.8 11.9 89% 84%

2013-2014

Dis Ed 5 229 16.4 1 16.4 90% 66%

Trad 1 20 2.1 0.2 10.6 100% 75%

Total 6 249 18.5 1.2 15.4 91% 67%

2012-2013

Dis Ed 7 275 20.6 1.2 17.2 83% 55%

Trad 1 30 2.7 0.2 13.7 92% 81%

Total 8 305 23.4 1.4 16.7 84% 58%

2011-2012

Dis Ed 7 275 20 1.2 16.7 88% 54%

Trad 1 30 2.9 0.2 14.3 100% 93%

Total 8 305 22.8 1.4 16.3 89% 58%

Dis Ed 7 365 22.8 1.4 16.3 85% 55%

Business Program


57

2010-2011

Trad 1 28 3 0.2 14.8 93% 89%

Total 8 393 25.8 1.6 16.1 86% 59%




Rate Success

Rate

Econ C103

2014-2015

Dis Ed 3 82 6.7 0.6 11.2 92% 82%

Trad 0 0 0 0 0.0 0% 0%

Total 3 82 6.7 0.6 11.2 92% 81%

2013-2014

Dis Ed 5 174 13.6 0.8 17 87% 65%

Trad 1 19 2 0.2 10 100% 84%

Total 6 193 15.6 1 15.6 89% 67%

2012-2013

Dis Ed 3 147 10 0.6 16.6 89% 70%

Trad 1 12 1.1 0.2 5.3 70% 50%

Total 4 159 11 0.8 13.8 87% 68%

2011-2012

Dis Ed 5 166 14 0.8 17.6 88% 61%

Trad 1 26 2.2 0.2 11.1 91% 91%

Total 6 192 16.3 1 16.3 88% 65%

2010-2011

Dis Ed 3 153 12.3 0.6 20.5 79% 58%

Trad 1 19 1.7 0.2 8.4 100% 88%

Total 4 172 14 0.8 17.5 81% 61%




Rate Success

Rate

Math C121

2014-2015

Dis Ed 6 249 22.4 1.6 14.0 73% 61%

Trad 5 107 15 1.3 11.2 85% 73%

Total 11 356 37.4 2.9 12.7 78% 66%

2013-2014

Dis Ed 6 274 26.5 1.6 16.5 79% 66%

Trad 5 104 14.7 1.3 11 87% 74%

Total 11 378 41.2 2.9 14 81% 69%

2012-2013

Dis Ed 5 211 16.5 1.1 15.5 73% 53%

Trad 4 137 17.5 1.3 13.1 88% 74%

Total 9 348 34 2.4 14.2 80% 63%

2011-2012

Dis Ed 6 289 27.9 1.6 17.5 86% 63%

Trad 5 93 11.7 1.3 8.8 86% 68%

Total 11 382 39.6 2.9 13.5 86% 65%

Dis Ed 8 302 34 1.6 21.2 88% 70%

Business Program


58

2010-2011

Trad 3 87 10.9 0.8 13.6 95% 83%

Total 11 389 44.9 2.4 18.7 89% 73%




Rate Success

Rate

Math C131

2014-2015

Dis Ed 1 34 3.4 0.3 12.6 82% 67%

Trad 0 0 0 0 0.0 0% 0%

Total 1 34 3.4 0.3 12.6 82% 67%

2013-2014

Dis Ed 2 60 6.5 0.5 12.1 77% 71%

Trad 0 0 0 0 0 0% 0%

Total 2 60 6.5 0.5 12.1 77% 71%

2012-2013

Dis Ed 0 0 0 0 0 0 0

Trad 0 0 0 0 0 0 0

Total 0 0 0 0 0 0 0

2011-2012

Dis Ed 1 29 2.5 0.3 9.3 70% 45%

Trad 0 0 0 0 0 0% 0%

Total 1 29 2.5 0.3 9.3 70% 45%

2010-2011

Dis Ed 2 43 4.3 0.5 8.1 74% 63%

Trad 0 0 0 0 0 0% 0%

Total 2 43 4.3 0.5 8.1 74% 63%

Business Degree and Certificate Courses




Rate Success

Rate

BSAD C100

2014-2015

Dis Ed 6 298 16.9 1.2 14.0 73% 54%

Trad 1 33 2 0.2 10.0 84% 53%

Total 7 331 18.9 1.4 13.5 74% 54%

2013-2014

Dis Ed 7 293 17.1 1.2 14.2 68% 50%

Trad 1 38 2.9 0.2 14.3 70% 48%

Total 8 331 19.9 1.4 14.2 68% 50%

2012-2013

Dis Ed 6 239 15.9 1 15.9 76% 52%

Trad 0 0 0 0 0 0% 0%

Total 6 239 15.9 1 15.9 76% 52%

2011-2012

Dis Ed 7 235 15.8 1 15.8 86% 59%

Trad 0 0 0 0 0 0% 0%

Total 7 235 15.8 1 15.8 86% 59%

Business Program


59

2010-2011

Dis Ed 8 346 25 1.4 17.9 77% 54%

Trad 0 0 0 0 0 0% 0%

Total 8 346 25 1.4 17.9 77% 54%




Rate Success

Rate

BSAD C101

2014-2015

Dis Ed 4 174 14.3 1.1 13.4 83% 62%

Trad 1 25 2.9 0.3 10.7 95% 95%

Total 5 199 17.1 1.3 12.8 84% 67%

2013-2014

Dis Ed 4 177 14.3 1.1 13.4 84% 67%

Trad 1 25 3.4 0.3 12.8 83% 67%

Total 5 202 17.7 1.3 13.3 84% 67%

2012-2013

Dis Ed 3 199 16.8 0.8 20.9 79% 64%

Trad 1 22 1.9 0.3 7 77% 77%

Total 4 221 18.6 1.1 17.4 79% 65%

2011-2012

Dis Ed 3 228 16.5 0.8 20.6 87% 74%

Trad 1 23 2.4 0.3 9.1 82% 71%

Total 4 251 18.9 1.1 17.7 87% 74%

2010-2011

Dis Ed 3 185 16.5 0.8 20.6 84% 69%

Trad 1 26 3.3 0.3 12.3 87% 65%

Total 4 211 19.8 1.1 18.5 84% 69%




Rate Success

Rate

BSAD C110

2014-2015

Dis Ed 2 90 4.6 0.4 11.4 76% 65%

Trad 1 16 0.4 0.2 2.1 75% 50%

Total 3 106 5 0.6 8.3 76% 64%

2013-2014

Dis Ed 2 96 6.3 0.4 15.8 85% 68%

Trad 0 0 0 0 0 0% 0%

Total 2 96 6.3 0.4 15.8 85% 68%

2012-2013

Dis Ed 2 105 6.6 0.4 16.5 89% 66%

Trad 1 21 1.1 0.2 5.3 90% 80%

Total 3 126 7.7 0.6 12.8 89% 68%

2011-2012

Dis Ed 4 125 7.8 0.6 13 86% 75%

Trad 0 0 0 0 0 0% 0%

Total 4 125 7.8 0.6 13 86% 75%

Business Program


60

2010-2011

Dis Ed 2 92 6.7 0.4 16.8 77% 62%

Trad 0 0 0 0 0 0% 0%

Total 2 92 6.7 0.4 16.8 77% 62%




Rate Success

Rate

BSAD C131

2014-2015

Dis Ed 3 151 8.5 0.6 14.1 74% 72%

Trad 1 8 0.6 0.2 3.2 83% 83%

Total 4 159 9.1 0.8 11.4 75% 73%

2013-2014

Dis Ed 3 160 9 0.6 15.1 78% 65%

Trad 1 11 1.1 0.2 5.3 80% 70%

Total 4 171 10.1 0.8 12.6 79% 65%

2012-2013

Dis Ed 2 118 6.2 0.4 15.6 81% 75%

Trad 0 0 0 0 0 0% 0%

Total 2 118 6.2 0.4 15.6 81% 75%

2011-2012

Dis Ed 2 107 7.1 0.4 17.7 83% 77%

Trad 1 16 1.4 0.2 6.9 92% 92%

Total 3 123 8.5 0.6 14.1 84% 79%

2010-2011

Dis Ed 6 151 9.9 0.6 16.5 88% 70%

Trad 1 17 1.5 0.2 7.4 93% 93%

Total 7 168 11.4 0.8 14.3 89% 73%




Rate Success

Rate

BSAD C152

2014-2015

Dis Ed 1 46 2.1 0.2 10.7 91% 74%

Trad 1 9 0.7 0.2 3.7 100% 71%

Total 2 55 2.9 0.4 7.2 93% 73%

2013-2014

Dis Ed 1 51 3.6 0.2 18.2 87% 69%

Trad 1 13 1.4 0.2 6.9 92% 62%

Total 2 64 5 0.4 12.5 89% 67%

2012-2013

Dis Ed 1 49 2.8 0.2 14 67% 53%

Trad 0 0 0 0 0 0% 0%

Total 1 49 2.8 0.2 14 67% 53%

2011-2012

Dis Ed 1 48 4.2 0.2 21 80% 78%

Trad 1 16 1.5 0.2 7.4 86% 86%

Total 2 64 5.7 0.4 14.2 81% 80%

Business Program


61

2010-2011

Dis Ed 2 67 5.9 0.4 14.7 86% 71%

Trad 1 15 1.5 0.2 7.4 86% 86%

Total 3 82 7.3 0.6 12.2 86% 74%




Rate Success

Rate

BSAD C171

2014-2015

Dis Ed 1 44 1.9 0.2 9.3 90% 65%

Trad 1 17 0.5 0.2 2.6 100% 100%

Total 2 61 2.4 0.4 6.0 92% 72%

2013-2014

Dis Ed 1 0 0 0 0 0% 0%

Trad 0 0 0 0 0 0% 0%

Total 2 0 0 0 0 0% 0%

2012-2013

Dis Ed 1 49 1.7 0.2 8.4 67% 50%

Trad 0 0 0 0 0 0% 0%

Total 1 49 1.7 0.2 8.4 67% 50%

2011-2012

Dis Ed 1 52 3 0.2 14.9 47% 38%

Trad 0 0 0 0 0 0% 0%

Total 1 52 3 0.2 14.9 47% 38%

2010-2011

Dis Ed 1 46 2.1 0.2 10.7 74% 52%

Trad 0 0 0 0 0 0% 0%

Total 1 46 2.1 0.2 10.7 74% 52%




Rate Success

Rate

BSAD C251

2014-2015

Dis Ed 1 39 2.7 0.2 13.5 90% 79%

Trad 0 0 0 0 0.0 0% 0%

Total 1 39 2.7 0.2 13.5 90% 79%

2013-2014

Dis Ed 1 47 3.4 0.2 17.2 70% 65%

Trad 1 8 0.5 0.2 2.3 80% 80%

Total 2 55 3.9 0.4 9.8 71% 67%

2012-2013

Dis Ed 1 51 3 0.2 14.9 69% 59%

Trad 0 0 0 0 0 0% 0%

Total 1 51 3 0.2 14.9 69% 59%

2011-2012

Dis Ed 1 50 3.5 0.2 17.7 71% 61%

Trad 0 0 0 0 0 0% 0%

Total 1 50 3.5 0.2 17.7 71% 61%

Business Program


62

2010-2011

Dis Ed 1 49 3.6 0.2 18.2 80% 69%

Trad 0 0 0 0 0 0% 0%

Total 1 49 3.6 0.2 18.2 80% 69%




Rate Success

Rate

CSCI C101

2014-2015

Dis Ed 10 390 47.9 3 16.0 82% 67%

Trad 2 44 5.9 0.7 8.9 94% 76%

Total 12 434 53.9 3.7 14.7 84% 68%

2013-2014

Dis Ed 7 330 37.4 2.6 14.4 75% 59%

Trad 2 64 8 0.7 12.1 72% 54%

Total 9 394 45.4 3.3 13.9 74% 58%

2012-2013

Dis Ed 7 320 31.9 2 16 72% 54%

Trad 2 63 8.7 0.7 13.1 82% 70%

Total 9 383 40.6 2.7 15.2 74% 57%

2011-2012

Dis Ed 5 277 27.4 2.2 12.3 83% 72%

Trad 3 89 12.9 1 12.9 75% 47%

Total 8 366 40.2 3.2 12.5 81% 64%

2010-2011

Dis Ed 9 386 44.1 2.7 16.6 75% 57%

Trad 2 64 9.6 0.7 14.4 76% 46%

Total 11 450 53.7 3.3 16.1 75% 56%

Management Degree and Certificate Courses




Rate Success

Rate

BSAD C101

2014-2015

Dis Ed 4 174 14.3 1.1 13.4 83% 62%

Trad 1 25 2.9 0.3 10.7 95% 95%

Total 5 199 17.1 1.3 12.8 84% 67%

2013-2014

Dis Ed 4 177 14.3 1.1 13.4 84% 67%

Trad 1 25 3.4 0.3 12.8 83% 67%

Total 5 202 17.7 1.3 13.3 84% 67%

2012-2013

Dis Ed 3 199 16.8 0.8 20.9 79% 64%

Trad 1 22 1.9 0.3 7 77% 77%

Total 4 221 18.6 1.1 17.4 79% 65%

Dis Ed 3 228 16.5 0.8 20.6 87% 74%

Business Program


63

2011-2012

Trad 1 23 2.4 0.3 9.1 82% 71%

Total 4 251 18.9 1.1 17.7 87% 74%

2010-2011

Dis Ed 3 185 16.5 0.8 20.6 84% 69%

Trad 1 26 3.3 0.3 12.3 87% 65%

Total 4 211 19.8 1.1 18.5 84% 69%




Rate Success

Rate

BSAD C102

2014-2015

Dis Ed 1 47 5.8 0.3 21.9 87% 80%

Trad 1 15 2.1 0.3 7.8 100% 100%

Total 2 62 7.9 0.5 14.9 90% 85%

2013-2014

Dis Ed 1 35 4 0.3 14.9 91% 84%

Trad 1 16 2.3 0.3 8.7 94% 88%

Total 2 51 6.3 0.5 11.8 92% 86%

2012-2013

Dis Ed 2 77 8.8 0.5 16.5 78% 70%

Trad 0 0 0 0 0 0% 0%

Total 2 77 8.8 0.5 16.5 78% 70%

2011-2012

Dis Ed 2 88 9.9 0.5 18.6 94% 85%

Trad 0 0 0 0 0 0% 0%

Total 2 88 9.9 0.5 18.6 94% 85%

2010-2011

Dis Ed 3 113 13.5 0.8 16.9 92% 84%

Trad 0 0 0 0 0 0% 0%

Total 3 113 13.5 0.8 16.9 92% 84%




Rate Success

Rate

BSAD C131

2014-2015

Dis Ed 3 151 8.5 0.6 14.1 74% 72%

Trad 1 8 0.6 0.2 3.2 83% 83%

Total 4 159 9.1 0.8 11.4 75% 73%

2013-2014

Dis Ed 3 160 9 0.6 15.1 78% 65%

Trad 1 11 1.1 0.2 5.3 80% 70%

Total 4 171 10.1 0.8 12.6 79% 65%

2012-2013

Dis Ed 2 118 6.2 0.4 15.6 81% 75%

Trad 0 0 0 0 0 0% 0%

Total 2 118 6.2 0.4 15.6 81% 75%

Dis Ed 2 107 7.1 0.4 17.7 83% 77%

Business Program


64

2011-2012

Trad 0 16 1.4 0.2 6.9 92% 92%

Total 2 123 8.5 0.6 14.1 84% 79%

2010-2011

Dis Ed 3 151 9.9 0.6 16.5 88% 70%

Trad 0 17 1.5 0.2 7.4 93% 93%

Total 3 168 11.4 0.8 14.3 89% 73%




Rate Success

Rate

BSAD C145

2014-2015

Dis Ed 1 47 3.3 0.2 16.3 80% 66%

Trad 0 0 0 0 0.0 0% 0%

Total 1 47 3.3 0.2 16.3 80% 66%

2013-2014

Dis Ed 1 49 3.9 0.2 19.6 69% 41%

Trad 0 0 0 0 0 0% 0%

Total 1 49 3.9 0.2 19.6 69% 41%

2012-2013

Dis Ed 2 97 5.1 0.4 12.8 75% 60%

Trad 0 0 0 0 0 0% 0%

Total 2 97 5.1 0.4 12.8 75% 60%

2011-2012

Dis Ed 0 0 0 0 0 0 0

Trad 0 0 0 0 0 0 0

Total 0 0 0 0 0 0 0

2010-2011

Dis Ed 1 48 3.4 0.2 17.2 89% 65%

Trad 0 0 0 0 0 0% 0%

Total 1 48 3.4 0.2 17.2 89% 65%




Rate Success

Rate

BSAD C155

2014-2015

Dis Ed 1 46 1.2 0.2 6.1 92% 77%

Trad 0 0 0 0 0.0 0% 0%

Total 1 46 1.2 0.2 6.1 92% 77%

2013-2014

Dis Ed 1 48 2 0.2 10.2 91% 82%

Trad 0 0 0 0 0 0% 0%

Total 1 48 2 0.2 10.2 91% 82%

2012-2013

Dis Ed 1 36 1.8 0.2 8.8 68% 58%

Trad 0 0 0 0 0.0 0% 0%

Total 1 36 1.8 0.2 8.8 68% 58%

Dis Ed 1 47 2.8 0.2 14 40% 37%

Business Program


65

2011-2012

Trad 1 18 1.4 0.2 6.9 85% 85%

Total 2 65 4.2 0.4 10.4 54% 51%

2010-2011

Dis Ed 1 46 2.5 0.2 12.6 85% 74%

Trad 0 0 0 0 0.0 0% 0%

Total 1 46 2.5 0.2 12.6 85% 74%




Rate Success

Rate

BSAD C220

2014-2015

Dis Ed 1 60 1.9 0.2 12.6 85% 74%

Trad 0 0 0 0 0.0 0% 0%

Total 1 60 1.9 0.2 12.6 85% 74%

2013-2014

Dis Ed 1 47 2.5 0.2 9.3 90% 68%

Trad 0 0 0 0 0.0 0% 0%

Total 1 47 2.5 0.2 9.3 90% 68%

2012-2013

Dis Ed 0 0 0 0 0 0 0

Trad 0 0 0 0 0 0 0

Total 0 0 0 0 0 0 0

2011-2012

Dis Ed 1 55 3.4 0.2 12.6 78% 63%

Trad 0 0 0 0 0.0 0% 0%

Total 1 55 3.4 0.2 12.6 78% 63%

2010-2011

Dis Ed 0 0 0 0 0 0 0

Trad 0 0 0 0 0 0 0

Total 0 0 0 0 0 0 0




Rate Success

Rate

BSAD C222

2014-2015

Dis Ed 1 20 1 0.2 5.1 73% 64%

Trad 0 0 0 0 0.0 0% 0%

Total 1 20 1 0.2 5.1 73% 64%

2013-2014

Dis Ed 1 32 1.8 0.2 8.8 42% 32%

Trad 0 0 0 0 0.0 0% 0%

Total 1 32 1.8 0.2 8.8 42% 32%

2012-2013

Dis Ed 1 25 1.2 0.2 6.1 62% 39%

Trad 0 0 0 0 0.0 0% 0%

Total 1 25 1.2 0.2 6.1 62% 39%

Dis Ed 1 41 2.4 0.2 12.1 58% 31%

Business Program


66

2011-2012

Trad 0 0 0 0 0.0 0% 0%

Total 1 41 2.4 0.2 12.1 58% 31%

2010-2011

Dis Ed 0 0 0 0 0 0 0

Trad 0 0 0 0 0 0 0

Total 0 0 0 0 0 0 0




Rate Success

Rate

BSAD C251

2014-2015

Dis Ed 1 39 2.7 0.2 13.5 90% 79%

Trad 0 0 0 0 0.0 0% 0%

Total 1 39 2.7 0.2 13.5 90% 79%

2013-2014

Dis Ed 1 47 3.4 0.2 17.2 70% 65%

Trad 0 8 0.5 0.2 2.3 80% 80%

Total 1 55 3.9 0.4 9.8 71% 67%

2012-2013

Dis Ed 1 51 3 0.2 14.9 69% 59%

Trad 1 0 0 0 0 0% 0%

Total 2 51 3 0.2 14.9 69% 59%

2011-2012

Dis Ed 1 50 3.5 0.2 17.7 71% 61%

Trad 0 0 0 0 0 0% 0%

Total 1 50 3.5 0.2 17.7 71% 61%

2010-2011

Dis Ed 1 49 3.6 0.2 18.2 80% 69%

Trad 0 0 0 0 0 0% 0%

Total 1 49 3.6 0.2 18.2 80% 69%




Rate Success

Rate

CSCI C101

2014-2015

Dis Ed 10 390 47.9 3 16.0 82% 67%

Trad 2 44 5.9 0.7 8.9 94% 76%

Total 12 434 53.9 3.7 14.7 84% 68%

2013-2014

Dis Ed 7 330 37.4 2.6 14.4 75% 59%

Trad 2 64 8 0.7 12.1 72% 54%

Total 9 394 45.4 3.3 13.9 74% 58%

2012-2013

Dis Ed 7 320 31.9 2 16 72% 54%

Trad 2 63 8.7 0.7 13.1 82% 70%

Total 9 383 40.6 2.7 15.2 74% 57%

Business Program


67

2011-2012

Dis Ed 5 277 27.4 2.2 12.3 83% 72%

Trad 3 89 12.9 1 12.9 75% 47%

Total 8 366 40.2 3.2 12.5 81% 64%

2010-2011

Dis Ed 9 386 44.1 2.7 16.6 75% 57%

Trad 2 64 9.6 0.7 14.4 76% 46%

Total 11 450 53.7 3.3 16.1 75% 56%

Business Program


68

Student Demographics

Business Administration Degree AS-T

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

# % # % # % # % # %

Female 151 62% 141 64% 117 59% 132 63% 112 61%

Male 92 38% 80 36% 80 41% 79 37% 73 40%

Unknown 2 80% 1 5% 0 0% 0 0% 0 0%

Sum 245 222 197 211 185

Sum 245 222 197 211 185

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

# % # % # % # % # %

19 & Younger 24 10% 20 9% 18 9% 21 10% 23 12%

20-24 81 33% 62 28% 54 27% 62 29% 60 32%

25-29 42 17% 42 19% 35 18% 49 23% 33 18%

30-39 52 21% 59 27% 54 27% 52 25% 44 24%

# % # % # % # % # % # %

Gender

Female 465 65% 413 64% 393 65% 363 63% 369 68% 5039 62%

Male 250 35% 233 36% 211 35% 209 37% 171 32% 3034 38%

Age

19 & Younger 76 11% 88 14% 53 9% 65 11% 48 9% 1212 15%

20-29 331 46% 257 40% 275 46% 262 46% 252 47% 3568 44%

30-39 150 21% 154 24% 138 23% 128 22% 129 24% 1712 21%

40 & Older 159 22% 149 23% 137 23% 117 20% 112 21% 1589 20%

Ethnicity

African American 37 5% 39 6% 47 8% 31 5% 30 6% 401 5%

American Indian 40 6% 29 4% 25 4% 14 2% 13 2% 126 2%

Asian/Filipino/PacIslander 24 3% 28 4% 29 5% 24 4% 19 4% 332 4%

Hispanic/Latino 132 18% 137 21% 170 28% 199 35% 201 37% 3123 39%

White 462 65% 382 59% 301 50% 268 47% 252 47% 3724 46%

Two Or More 19 3% 34 5% 30 5% 35 6% 26 5% 348 4%

Unknown 2 0% 0 0% 1 0% 1 0% 0 0% 27 0%

Business Program College-wide

Unduplicated Headcount Demographics

2010-11 2011-12 2012-13 2013-14 2014-15 2014-15

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40-49 28 11% 28 13% 25 13% 22 10% 22 12%

50 and Older 18 7% 11 5% 11 6% 5 2% 3 2%

Sum 245 222 197 211 185

Sum 245 222 197 211 185

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

# % # % # % # % # %

African Amer 8 3% 7 3% 11 6% 9 4% 3 2%

Amer Indian 9 4% 5 2% 5 3% 9 4% 1 5%

Asian 7 3% 7 3% 7 4% 10 5% 3 2%

Filipino 5 2% 2 9% 4 2% 3 1% 5 3%

Hispanic 71 29% 56 25% 43 22% 77 37% 74 40%

Pac Islander 0 0% 0 0% 1 5% 1 5% 1 5%

2 or more Races 14 6% 16 7% 7 4% 15 7% 11 6%

Unknown 1 4% 0 0% 0 0% 1 5% 0 0%

White 130 53% 129 58% 119 60% 86 41% 87 47%

Sum 245 222 197 211 185

Business Degree and Certificates

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

# % # % # % # % # %

Female 68 61% 60 63% 56 64% 55 53% 57 61%

Male 43 38% 35 37% 32 36% 49 47% 37 39%

Unknown 1 9% 0 0% 0 0% 0 0% 0 0%

Sum 112 95 88 104 94

Sum 112 95 88 104 94

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

# % # % # % # % # %

19 & Younger 23 21% 24 25% 10 11% 22 21% 14 15%

20-24 37 33% 29 31% 35 40% 32 31% 33 35%

25-29 23 21% 14 15% 17 19% 13 13% 14 15%

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30-39 16 14% 18 19% 9 10% 19 18% 19 20%

40-49 7 6% 6 6% 9 10% 12 12% 8 9%

50 and Older 6 5% 4 4% 8 9% 6 6% 6 6%

Sum 112 95 88 104 94

Sum 112 95 88 104 94

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

# % # % # % # % # %

African Amer 6 5% 1 1% 2 2% 3 3% 3 3%

Amer Indian 3 3% 2 2% 4 5% 4 4% 0 0%

Asian 7 6% 4 4% 1 1% 3 3% 6 6%

Filipino 0 0% 0 0% 0 0% 1 1% 1 1%

Hispanic 16 14% 16 17% 21 24% 26 25% 21 22%

Pac Islander 0 0% 1 1% 0 0% 1 1% 0 0%

2 or more Races 3 3% 5 5% 5 6% 4 4% 5 5%

Unknown 0 0% 0 0% 0 0% 1 1% 0 0%

White 77 69% 66 70% 55 63% 61 59% 58 62%

Sum 112 95 88 104 94

Management Degree and Certificate

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

# % # % # % # % # %

Female 54 61% 28 53% 23 59% 13 52% 11 48%

Male 35 39% 24 45% 16 41% 12 48% 12 52%

Unknown 0 0% 1 2% 0 0% 0 0% 0 0%

Sum 89 53 39 25 23

Sum 89 53 39 25 23

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

# % # % # % # % # %

19 & Younger 9 10% 7 13% 2 5% 2 8% 4 17%

20-24 23 26% 7 13% 7 18% 7 28% 3 13%

25-29 13 15% 11 21% 6 15% 4 16% 6 26%

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30-39 27 30% 15 28% 14 36% 7 28% 5 22%

40-49 13 15% 7 13% 6 15% 4 16% 3 13%

50 and Older 4 5% 6 11% 4 10% 1 4% 2 9%

Sum 89 53 39 25 23

Sum 89 53 39 25 23

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015

# % # % # % # % # %

Africian Amer 6 7% 4 8% 3 8% 1 4% 2 9%

Amer Indian 9 10% 6 11% 4 10% 4 16% 2 9%

Asian 3 3% 2 4% 1 3% 0 0% 1 4%

Flipino 0 0% 0 0% 0 0% 0 0% 0 0%

Hispanic 11 12% 3 6% 7 18% 9 36% 8 35%

Pac Islander 0 0% 1 2% 0 0% 0 0% 0 0%

2 or more Races 5 6% 5 9% 4 10% 1 4% 0 0%

Unkown 0 0% 0 0% 0 0% 0 0% 0 0%

White 55 62% 32 60% 20 51% 10 40% 10 44%

Sum 89 53 39 25 23

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Awards (5 years)

Associate of Arts

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Total

Business 5 0 0 0 0 5

Business Administration 19 23 26 15 25 108

Total AA Awards 24 23 26 15 25 113

Associate of Science

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Total

Business 6 7 4 6 8 31


Management 15 5 3 5 2 30

Total AS Awards 28 15 8 11 11 73

Certificates

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Total

Business 3 1 4 3 3 14


Management 0 2 0 0 4 6

Total Certificates 4 3 4 3 7 21

Total Awards 56 41 38 29 43 207

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Student Learning Outcomes

BSAD C100 Introduction to Business

Cerro Coso College -- BSAD C100 Introduction to Business - Student Learning Outcomes

Analyze and evaluate the ethics of a business decision. This will be measured with a case study

scored with a rubric.

Basic Information:

Course: BSAD C100 Introduction to Business

College: Cerro Coso College

Assessment Term: Fall, 2011

Status: Active

Co-contributors: Matthew W. Hightower,

Learning Outcome:

Target of Performance: 80% will score 80% or higher.

Learning Outcome: Analyze and evaluate the ethics of a business decision. This will be measured with a

case study scored with a rubric.

Assessment Tool/Scoring Method: Other(A homework assignment/case study)

Assessment Plan:

Changes Made Since Last Assessment:

Assessment Plan: You own a tax-preparation company with 10 employees who prepare tax returns. In

walking around the office, you notice that several of your employees spend a lot of time making

personal use of their computers, checking personal e-mails or shopping online. After doing an Internet

search on employer employee computer monitoring, respond to these questions: Is it unethical for

your employees to use their work computers for personal activities? Is it ethical for you to monitor

computer usage? Do you have a legal right to do it? If you decide to monitor computer usage in the

future, what rules would you make, and how would you enforce them?

Assessment Results:

Results: Fall 2010 (84 responses, 7 below 80%, 91.6% above 80%)

Spring 2011 (58 responses, 9 below 80%, 84.5% above 80%)


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Analysis and Plan for Improvement and Reassessment: None, the outcome was met. It would be

interesting to figure out why there is a fairly large difference between the groups.

Participants: Matt Hightower

Attachments:

Explain the economic basis for international business. This will be assessed through an exam with

80% accuracy identified as a benchmark of success.

Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Explain the economic basis for international business. This will be assessed through

an exam with 80% accuracy identified as a benchmark of success.

Assessment Tool/Scoring Method: an exam, scored by rubric

Assessment Plan:


Assessment Plan: What role do balance of trade, trade surplus, and trade deficit play in a nation's

economy?

Assessment Results:

Results: In Fall 2010, 73 students participated. Of those, 62 (84.9%) scored 80% or higher.

In Spring 2011, 45 students participated. Of those 42 (93%) scored 80% or higher.


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Analysis and Plan for Improvement and Reassessment: None, the target objective was met.

Participants: Matthew Hightower

Attachments:

Compare and contrast the primary forms of business ownership. This will be assessed through an

exam with 80% accuracy identified as a benchmark of success.

Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Compare and contrast the primary forms of business ownership. This will be

assessed through an exam with 80% accuracy identified as a benchmark of success.

Assessment Tool/Scoring Method: an exam

Assessment Plan:


Assessment Plan: Identify and compare three types of business ownership.

Assessment Results:



In the Spring 2012 semester, 25 students participated. Of those, 24 (96%) scored 80% or higher.

Analysis and Plan for Improvement and Reassessment: None, the outcome target was met.


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Attachments:

Describe the major functions of management and organizational structure. This will be assessed

through an exam with 80% accuracy identified as a benchmark of success.

Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Describe the major functions of management and organizational structure. This will

be assessed through an exam with 80% accuracy identified as a benchmark of success.


Assessment Plan:


Assessment Plan: Identify the three levels of management in a typical organization and briefly describe

the responsibility of manager at each of these levels.

Assessment Results:



In Spring 2012, 25 students participated. Of those, 24 (96%) scored 80% or higher.



Attachments:

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Summarize the process of recruiting, selecting, and motivating employees. This will be assessed


Basic Information:




Status: Active

Co-contributors:

Learning Outcome:

Target of Performance:

Learning Outcome: Summarize the process of recruiting, selecting, and motivating employees. This will

be assessed through an exam with 80% accuracy identified as a benchmark of success.

Assessment Tool/Scoring Method: a discussion, scored by rubric

Assessment Plan:


Assessment Plan:

After reading the chapter and watching .

Discuss how each of the motivation theories applies to the video.

* Hierarchy of needs

* Two-factor theory

* Expectancy theory

* Equity theory

Additionally, what are the top three things that motivate you at work (or your future work)?

And, if you were your manager/supervisor, how would you motivate you (the subordinate)?

Assessment Results:

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Spring 2011 (41 responses, 9 below 80%. 78.0% above 80%)


Analysis and Plan for Improvement and Reassessment: Discussions don't carry as many points as other

assessments in the course and the rubric penalizes participants who show up late or don't participate

fully. Work will be done to increase participation.


Attachments:

Identify and describe the four P’s of marketing. This will be assessed through an exam with 80%

accuracy identified as a benchmark of success.

Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Identify and describe the four P’s of marketing. This will be assessed through an



Assessment Plan:


Assessment Plan: Identify and describe the four Ps in the marketing mix.

Assessment Results:


Spring 2011 (49 responses, 3 below 80%, 93.9 above 80%)

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In Spring 2012, 25 students participated. Of those, 23 (92%) scored 80% or higher.



Attachments:

Explain the nature of accounting and information systems. This will be assessed through an exam

with 80% accuracy identified as a benchmark of success.

Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Explain the nature of accounting and information systems. This will be assessed



Assessment Plan:


Assessment Plan: What two items does an income statement show?

Assessment Results:


Spring 2011 (49 responses, 5 below 80%, 89.8 above 80%)



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Attachments:

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BSAD C101 Financial Accounting

Cerro Coso College -- BSAD C101 Financial Accounting - Student Learning Outcomes

Identify and analyze the users and uses of accounting including the impact of transactions on

accounts. This will be measured by a project and scored with a rubric.

Basic Information:

Course: BSAD C101 Financial Accounting



Status: Active

Co-contributors: Margaret L. Porter, Gerald F. Smith,

Learning Outcome:

Target of Performance: 95%

Learning Outcome: Identify and analyze the users and uses of accounting including the impact of

transactions on accounts. This will be measured by a project and scored with a rubric.

Assessment Tool/Scoring Method: a project, scored by rubric

Assessment Plan:

Changes Made Since Last Assessment: This outcome has always been measured by a comprehensive

project, but we haven't previously recorded the results in Curricunet.

Assessment Plan: Students complete a final comprehensive project that covers the topics included in

this outcome.

Assessment Results:

Results: 34 of 38 students attempted this project and all 34 succeeded with this outcome.

Analysis and Plan for Improvement and Reassessment: There is no need to reassess at this time. We

will continue to use the comprehensive final project as a measurement of success with this outcome.

Participants: Margaret Porter

Karen O'Connor

Attachments:

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Identify and execute the steps in the accounting cycle and analyze the impact on financial

statements. This will be measured by a project and scored with a rubric.

Basic Information:




Status: Active

Co-contributors: Margaret L. Porter,

Learning Outcome:

Target of Performance: 98% will succeed with this outcome.

Learning Outcome: Identify and execute the steps in the accounting cycle and analyze the impact on

financial statements. This will be measured by a project and scored with a rubric.


Assessment Plan:

Changes Made Since Last Assessment: This outcome has always been measured with a comprehensive

final project but the results have not previously been recorded in Curricunet.

Assessment Plan: Students complete a comprehensive final accounting project that covers the topics

included in this outcome.

Assessment Results:

Results: 34 of 38 students attempted this project and all 34 succeeded with this outcome.




Karen O'Connor

Attachments:

Explain accrual accounting, cash flows, cash control procedures, and inventory costing methods for a

merchandising company. This will be measured by a project and scored with a rubric.

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Basic Information:




Status: Active


Learning Outcome:


Learning Outcome: Explain accrual accounting, cash flows, cash control procedures, and inventory

costing methods for a merchandising company. This will be measured by a project and scored with a

rubric.


Assessment Plan:



Assessment Plan: Students complete a comprehensive final project that covers the topics included in

this outcome. The comprehensive includes adjustments for inventory and requires an understanding of

accrual accounting to be demonstrated.

Assessment Results:

Results: 34 of 38 students attempted this project and all 34 succeeded with this outcome. This project

is preceeded by short projects where the students practice elements required for the final project.




Karen O'Connor

Attachments:

Report and analyze receivables and liabilities. This will be measured by a project and scored with a

rubric.

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Basic Information:




Status: Active


Learning Outcome:

Target of Performance: 95% will succeed with this outcome.

Learning Outcome: Report and analyze receivables and liabilities. This will be measured by a project

and scored with a rubric.


Assessment Plan:




this outcome. Elements of the project include journalizing and posting transactions including liabilities

and receivables. These elements are also transferred to the worksheet and financial documents.

Assessment Results:

Results: 34 of 38 students attempted this project and all 34 (100%) succeeded with this outcome.




Karen O'Connor

Attachments:

Business Program


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BSAD C102 Managerial Accounting

Cerro Coso College -- BSAD C102 Managerial Accounting - Student Learning Outcomes

Identify and analyze major differences between managerial and financial accounting, analyze

financial statements, various cost classifications, cost variances. This will be assessed and scored with

an examination.

Basic Information:

Course: BSAD C102 Managerial Accounting



Status: Active


Learning Outcome:


Learning Outcome: Identify and analyze major differences between managerial and financial

accounting, analyze financial statements, various cost classifications, cost variances. This will be

assessed and scored with an examination.


Assessment Plan:

Changes Made Since Last Assessment: Not applicable.

Assessment Plan: Students complete a comprehensive theory test that covers the topics included in

this outcome.

Assessment Results:

Results: 37 of 39 students completed the theory exam and were successful with elements related to

this outcome.

Analysis and Plan for Improvement and Reassessment: There is no need to reassess at this time.


Karen O'Connor

Attachments:

Business Program


86


Identify and execute the steps in figuring contribution margin and break-even point. This will be


Basic Information:




Status: Active


Learning Outcome:


Learning Outcome: Identify and execute the steps in figuring contribution margin and break-even

point. This will be assessed and scored with an examination.


Assessment Plan:


Assessment Plan: Students complete an assignment project that covers this outcome.

Assessment Results:

Results: 37 of 39 students completed this assessment and were successful with this outcome.



Karen O'Connor

Attachments:

Identify and analyze cost of goods manufactured and cost of goods sold; job-order costing and

process costing, activity based costing, standard costing, production costing. This will be assessed

and scored with an examination.

Basic Information:

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Status: Pending


Learning Outcome:


Learning Outcome: Identify and analyze cost of goods manufactured and cost of goods sold; job-order

costing and process costing, activity based costing, standard costing, production costing. This will be



Assessment Plan:


Assessment Plan: Students complete an exam that covers the topic in this outcome.

Assessment Results:

Results: 37 of 39 students attempted this exam question and were successful.



Karen O'Connor

Attachments:

Identify and execute the steps in preparing sales, production, overhead and expense budgets This

will be assessed and scored with an examination..

Basic Information:




Business Program


88


Status: Active


Learning Outcome:


Learning Outcome: Identify and execute the steps in preparing sales, production, overhead and

expense budgets This will be assessed and scored with an examination..


Assessment Plan:



this outcome.

Assessment Results:

Results: 37 of 39 students attempted this project and 100% were successful with meeting this

outcome.

Analysis and Plan for Improvement and Reassessment: There is no need for reassessment at this time.


Karen O'Connor

Attachments:

Business Program


89

BSAD C110 Intro to Personal Finance

Cerro Coso College -- BSAD C110 Intro to Personal Finance - Student Learning Outcomes

Analyze and explain the financial implications of career planning. This will be measured with a case

study scored with a rubric.

Basic Information:

Course: BSAD C110 Intro to Personal Finance



Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Analyze and explain the financial implications of career planning. This will be

measured with a case study scored with a rubric.


Assessment Plan:


Assessment Plan: Students analyzed and responded to a series of algorithmic scenario questions

related to career planning.

Assessment Results:

Results: In the Spring Semester of 2011, 29 students participated. Of those, 24 (83%) scored 80% or

higher.

In the Spring Semester of 2012, 31 students participated in the online section. Of those, 29 (93.5%)

scored 80% or higher.

In the Spring Semester of 2012, 10 students participated in the iTV section. Of those, 9 (90.0%) scored

80% or higher.

Analysis and Plan for Improvement and Reassessment: None, the target outcome was met.


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Attachments:

Determine the time value of money. This will be assessed through an exam with 80% accuracy

identified as a benchmark of success.

Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Determine the time value of money. This will be assessed through an exam with

80% accuracy identified as a benchmark of success.


Assessment Plan:


Assessment Plan: Students answered a series of algorithmic questions about various applications of

the time value of money.

Assessment Results:


higher.

In the Spring Semester of 2012, 29 students participated in the online section. Of those, 29 (100%)


In the Spring Semester of 2012, 10 students participated in the iTV section. Of those, 10 (100%) scored

80% or higher.


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Attachments:

Identify and analyze the major tax features that affect all taxpayers. This will be assessed through an


Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Identify and analyze the major tax features that affect all taxpayers. This will be



Assessment Plan:



federal taxes and tax planning.

Assessment Results:


higher.




80% or higher.

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Attachments:

Plan a cash management strategy and a personal budget. This will be measured with a case study

scored with a rubric.

Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Plan a cash management strategy and a personal budget. This will be measured

with a case study scored with a rubric.


Assessment Plan:


Assessment Plan: Students analyzed and responded to a series of algorithmic scenario questions

related to cash management and personal budgeting.

Assessment Results:


higher.



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80% or higher.



Attachments:

Compare and contrast the components of consumer loans and banking options. This will be assessed


Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Compare and contrast the components of consumer loans and banking options.

This will be assessed through an exam with 80% accuracy identified as a benchmark of success.


Assessment Plan:



consumer credit and banking.

Assessment Results:


higher.

In the Spring Semester of 2012, 31 students participated in the online section. Of those, 31 (100%)


Business Program


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80% or higher.

Analysis and Plan for Improvement and Reassessment: I'm not sure what the problem with the iTV

section was. Student attendance was off during that week. This could have been due to snow or

midterms in other classes. Students would have done better if they had been in class. This will have to

be watched during the next offering of the course in the iTV format.


Attachments:

Evaluate methods to control debt and make good buying decisions. This will be assessed through an


Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Evaluate methods to control debt and make good buying decisions. This will be



Assessment Plan:



consumer debt and purchasing.

Assessment Results:

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higher.

In the Spring Semester of 2012, 32 students participated. Of those, 31 (96.9%) scored 80% or higher.


80% or higher.

Analysis and Plan for Improvement and Reassessment: This is a somewhat difficult concept for some

students as it involves some complex calculations. The 2012 online section did quite well. Attendance

due to distractions is a problem in the online section. While I provide audio for the online section, not

many students took advantage of it in the 2011 section.

Obviously students need some additional instruction and practice with this concept.


Attachments:

Analyze financial risk and understand the effects of insurance. This will be assessed through an exam

with 80% accuracy identified as a benchmark of success.

Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Analyze financial risk and understand the effects of insurance. This will be assessed



Assessment Plan:

Business Program


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insurance.

Assessment Results:


higher.







Attachments:

Analyze investment choices and set investment goals. This will be measured with a case study scored

with a rubric.

Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Analyze investment choices and set investment goals. This will be measured with a

case study scored with a rubric.

Assessment Tool/Scoring Method: a paper, scored by rubric

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Assessment Plan:


Assessment Plan: Students analyzed many articles on the Motley Fool website and prepared written

critiques of three and monitored two stock investments of their choice.

Assessment Results:

Results: In the Spring Semester of 2011, 26 students participated. Of those 24 (92%) scored 80% or

higher.

In the Spring Semester of 2012, 32 students participated in the online section. Of those 29 (90.6%)


In the Spring Semester of 2011, 10 students participated in the iTV section. Of those 9 (80%) scored

80% or higher.

Analysis and Plan for Improvement and Reassessment: None, the target outcome was met. This is

generally one of the reasons that students take this course. Outcomes are expected to be higher.


Attachments:

Business Program


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BSAD C131 Business Law

Cerro Coso College -- BSAD C131 Business Law - Student Learning Outcomes

Explain the historical development of the law, operation of the court system and sources of

commercial law.

Basic Information:

Course: BSAD C131 Business Law



Status: Pending

Co-contributors: Karen L. O'Connor, Frank Timpone,

Learning Outcome:

Target of Performance: 75 percent of the students will achieve a grade of 70 percent.

Learning Outcome: Explain the historical development of the law, operation of the court system and

sources of commercial law.

Assessment Tool/Scoring Method: Other(Specific questions in individual quizzes or examination

graded by rubric.)

Assessment Plan:

Changes Made Since Last Assessment: This is the first assessment

Assessment Plan: This SLO is tested by specific questions in individual quizzes or examination that

addresses the key concepts and principles of Business Law.

Assessment Results:

Results: There were-16 students attempting the Quiz 1 questions for testing this SLO. Thirteen (13)

succeeded for 81.25 percent that met or exceeded the goal of 70 percent for this course.

In SLO 1, student's scored an average of 85.7 percent.

Analysis and Plan for Improvement and Reassessment: Several students’ fell below 70 percent target

by improper or incomplete submission. The need for additional reading and discussion in case law and

practical application for real-life application of legal principles is required. There is also a need for


participants.

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Reassessment used in the future by whole test method. The overall question scores is not a clear view

of final student grades

Participants: Anthony R. Damiano

Attachments:

RUBRIC BusLaw

SLO Assessment BusLaw

Explain the social, political and ethical implications of the law and their application to actual and

hypothetical business transactions.

Basic Information:




Status: Pending


Learning Outcome:


Learning Outcome: Explain the social, political and ethical implications of the law and their application

to actual and hypothetical business transactions.


graded by rubric.)

Assessment Plan:

Changes Made Since Last Assessment: This is the first assessment,



Assessment Results:



http://www.curricunet.com/kccd/Assess/courses/documents/Testing%20RUBRIC%20Business%20Law%20C131%20Fall%202014.rtf

http://www.curricunet.com/kccd/Assess/courses/documents/SLO%20Assessment%20for%20BSAD%20C131%20Business%20Law%20-%20Fall%202014-rev5.xlsx

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SLO 2 Student’s scored an average of 82.6 percent.

The students performed above expectations.





participants.




Attachments:

2014 Fall RUBRIC BusLaw Test and Evaluation

Fall 2014 SLO Assessment BusLaw C131

Distinguish between torts and crimes and describe the purpose of criminal and tort law.

Basic Information:




Status: Pending


Learning Outcome:


Learning Outcome: Distinguish between torts and crimes and describe the purpose of criminal and tort

law.


graded by rubric.)

Assessment Plan:



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Changes Made Since Last Assessment: This is the first assessment.



Assessment Results:



SLO 1 Student’s scored an average of 85.7 percent.

The students performed above expectations.





participants.




Attachments:

Fall 2014 BusLaw RUBRIC Testing and Evaluation

Fall 2014 SLO Assessment BSAD C131 BusLaw

Evaluate when a promise is enforceable, the elements of a contract, performance, and the remedies

available in the event of breach.

Basic Information:




Status: Pending




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Learning Outcome:


Learning Outcome: Evaluate when a promise is enforceable, the elements of a contract, performance,

and the remedies available in the event of breach.


graded by rubric.)

Assessment Plan:



addresses the key concepts and principles.

Assessment Results:

Results: There were-16 students attempting the Mid-Term questions for testing this SLO. Six (6)


Eight (8) students achieved 67 percent.

SLO 4 Students scored an average of 73.1 percent.





participants.




Attachments:



Distinguish between contracts governed by the Uniform Commercial Code and those governed by the

common law of contracts.



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Basic Information:




Status: Pending


Learning Outcome:


Learning Outcome: Distinguish between contracts governed by the Uniform Commercial Code and

those governed by the common law of contracts.


graded by rubric.)

Assessment Plan:



addresses the key concepts and principles.

Assessment Results:

Results: There were-16 students attempting the Mid-Term questions for testing this SLO. Four (4)


Nine (9) students achieved 50 percent.

In SLO 5, students scored an average of 53.1 percent.

The students performed below expectations.





participants.

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Attachments:



Analyze cases. Identify issues and apply the appropriate legal rules to the fact patterns to reach

defensible legal conclusions.

Basic Information:




Status: Pending


Learning Outcome:


Learning Outcome: Analyze cases. Identify issues and apply the appropriate legal rules to the fact

patterns to reach defensible legal conclusions.


graded by rubric.)

Assessment Plan:




Assessment Results:

Results: There were-16 students attempting the Quiz 1 questions for testing this SLO. Ten (10)




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participants.




Attachments:



Demonstrate the ability to utilize the internet to research legal issues and utilize other computer

skills to enhance effective business communications and presentations through the use of

appropriate business and legal terminology. Analyze whether a source is a reliable source for legal

information.

Basic Information:




Status: Pending


Learning Outcome:


Learning Outcome: Demonstrate the ability to utilize the internet to research legal issues and utilize

other computer skills to enhance effective business communications and presentations through the use

of appropriate business and legal terminology. Analyze whether a source is a reliable source for legal

information.



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graded by rubric.)

Assessment Plan:




Assessment Results:

Results: There were-16 students attempting the Final Examination question for testing this SLO. Eleven

(11) succeeded for 68.75 percent that met or exceeded the goal of 70 percent for this course.






participants.




Attachments:



Perform legal research, to include evaluating and interpreting a court citation and locating a court

case on an assigned topic.

Basic Information:




Status: Pending



Business Program


107



Learning Outcome:


Learning Outcome: Perform legal research, to include evaluating and interpreting a court citation and

locating a court case on an assigned topic.


graded by rubric.)

Assessment Plan:




Assessment Results:

Results: There were-16 students attempting the Quiz 1 questions for testing this SLO. Three (3)


In SLO 8, student's scored an average of 25.2 percent. The students performed significantly below

expectations.





participants.




Attachments:





Business Program


108


Categorize the types of government agencies, powers and functions, controls through congressional

action, executive action, and the courts.

Basic Information:




Status: Pending


Learning Outcome:


Learning Outcome: Categorize the types of government agencies, powers and functions, controls

through congressional action, executive action, and the courts.


graded by rubric.)

Assessment Plan:




Assessment Results:

Results: There were-16 students attempting the Final Examination questions for testing this SLO.

Eleven (11) succeeded for 68.75 percent that met or exceeded the goal of 70 percent for this course.

In SLO 9, student's scored an average of 63.9 percent. This is the first assessment.





participants.

Business Program


109





Attachments:



Differentiate the relationship between state and federal systems, jurisdiction, and the importance of

alternate dispute resolution methods to the participants

Basic Information:




Status: Pending


Learning Outcome:


Learning Outcome: Differentiate the relationship between state and federal systems, jurisdiction, and

the importance of alternate dispute resolution methods to the participants


graded by rubric.)

Assessment Plan:




Assessment Results:

Results: There were-16 students attempting the Quiz 1questions for testing this SLO. Four (4)




Business Program


110



Analysis and Plan for Improvement and Reassessment: The need for additional reading and discussion

in case law and practical application for real-life application of legal principles is required. There is also

a need for online training before a class, which will significantly help the student's become better

online participants.



Participants: Anthony Damiano

Attachments:



Demonstrate how cases progress through the court system from problem, to filing, to trial, and

appeal.

Basic Information:




Status: Pending


Learning Outcome:


Learning Outcome: Demonstrate how cases progress through the court system from problem, to filing,

to trial, and appeal.


graded by rubric.)

Assessment Plan:




Business Program


111




Assessment Results:




Analysis and Plan for Improvement and Reassessment: The students did significantly better with this

topic. There is a need for additional reading and discussion in case law and practical application for

real-life application of legal principles is required. There is also a need for online training before a class,

which will significantly help the student's become better online participants.


of final student grades.

Participants: Anthony Damiano

Attachments:



Appraise the relationship between law and ethics

Basic Information:




Status: Pending


Learning Outcome:


Learning Outcome: Appraise the relationship between law and ethics



Business Program


112



graded by rubric.)

Assessment Plan:




Assessment Results:








participants.




Attachments:



Describe the various agency relationships and the duties and liabilities of agents and principals.

Basic Information:




Status: Pending



Business Program


113



Learning Outcome:


Learning Outcome: Describe the various agency relationships and the duties and liabilities of agents

and principals.


graded by rubric.)

Assessment Plan:




Assessment Results:



Five (5) students achieved 31.25 percent.






participants.




Attachments:





Business Program


114


Describe the Constitutional basis for federal governmental regulation of business, including limits of

government power.

Basic Information:




Status: Pending


Learning Outcome:


Learning Outcome: Describe the Constitutional basis for federal governmental regulation of business,

including limits of government power.


graded by rubric.)

Assessment Plan:




Assessment Results:

Results: There were-16 students attempting the Quiz 1 questions for testing this SLO. Twelve (12)







participants.

Business Program


115





Attachments:



Explain a corporation’s legal structure and differentiate it from other forms of business organization,

the meaning of limited liability for the owners; describe the relationship of the various stakeholders.

Basic Information:




Status: Pending


Learning Outcome:


Learning Outcome: Explain a corporation’s legal structure and differentiate it from other forms of

business organization, the meaning of limited liability for the owners; describe the relationship of the

various stakeholders.


graded by rubric.)

Assessment Plan:




Assessment Results:

Results: There were-16 students attempting the Final Examination questions for testing this SLO.

Eleven (11) succeeded for 68.75 percent that met or exceeded the goal of 70 percent for this course.



Business Program


116







participants.




Attachments:





Business Program


117

BSAD C145 Business Communication

Cerro Coso College -- BSAD C145 Business Communication - Student Learning Outcomes

Explain and apply the principles, techniques, and strategies of effective business communication and

how to apply those principles at work, in teams, and in a multi-cultural business environment.

Basic Information:

Course: BSAD C145 Business Communication


Assessment Term: Spring, 2011

Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Explain and apply the principles, techniques, and strategies of effective business

communication and how to apply those principles at work, in teams, and in a multi-cultural business

environment.


Assessment Plan:

Changes Made Since Last Assessment: n/a

Assessment Plan: This outcome is assessed in the test for Unit 5 in Essentials of Business

Communication Guffy 8e.

Assessment Results:

Results: 75% of students were successful with meeting this outcome.

Analysis and Plan for Improvement and Reassessment: Although the success was reasonable, this

course is part of the Business Office Technology program which has since been revised to include an

introductory course BSOT C100, part of which will include an introduction to Business English by use of

the How12 text. This introduction of the importance of writing skills at an early stage in the program

will mean that students will have a greater success with Business Communication. For this reason, this

outcome will be reassessed in Spring 2013 for those who first take BSOT C100 in the fall of 2012.

Participants: Karen O'Connor

Business Program


118


Attachments:

Prepare business communication including letters, reports, presentations, and other messages that

are clear, concise, courteous, complete and grammatically correct.

Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Prepare business communication including letters, reports, presentations, and

other messages that are clear, concise, courteous, complete and grammatically correct.

Assessment Tool/Scoring Method: Other(Written assignments)

Assessment Plan:

Changes Made Since Last Assessment: Although measurement of this outcome has not previously

been recorded in Curricunet, success with the outcome has been observed to be lower than desired



pre-requisite, of level one writing skills. It appears students often ignored this advisory. Additionally,

the new BSOT C100 Intro to Business Office Technology will now introduce pre-requisite skills and the

importance of good writing skills in business.

Assessment Plan: These elements will be measured through projects assigned. Students write a good

news letter, a bad news letter, a complaint letter, an informal report, an outline for a formal report,

and create a presentation.

Assessment Results:

Results: 70% of students completing the projects were able to successfully meet this outcome. (26/37)

However, nine of the 26 were only minimally able to meet this outcome with a C.

Business Program


119


Analysis and Plan for Improvement and Reassessment: Although measurement of this outcome has

not previously been recorded in Curricunet, success with the outcome has been observed to be lower

than desired during past offerings of the course. Students with low written English skills have a very

difficult time succeeding with this outcome. Since the course is in the BSAD discipline, there was an

advisory, not a pre-requisite, of level one writing skills. It appears students often ignored this advisory.

Additionally, the new BSOT C100 Intro to Business Office Technology will now introduce pre-requisite

skills and the importance of good writing skills in business. This outcome will be reassessed during the

next spring offering of the course and should include some students who will have taken the



Attachments:

Critique oral communication skills to determine effective techniques.

Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Critique oral communication skills to determine effective techniques.

Assessment Tool/Scoring Method: a paper, scored by rubric

Assessment Plan:


Assessment Plan: Students complete an oral presentation outline and explain why elements are

chosen. This is part of

Chapter 12 assignments from the Essentials of Business Communication Guffy Text 8e.

Assessment Results:

Business Program


120














Attachments:

Plan and produce visual aids using presentation software.

Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Plan and produce visual aids using presentation software.


Assessment Plan:


Assessment Plan: Students complete a PowerPoint presentation.

Assessment Results:

Business Program


121














Attachments:

Identify appropriate strategies for resume writing including use of electronic media.

Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Identify appropriate strategies for resume writing including use of electronic

media.


Assessment Plan:

Changes Made Since Last Assessment: Although measurement of this outcome has not previously

been recorded in Curricunet, success with the outcome has been observed to be lower than desired



Business Program


122


pre-requisite, of level one writing skills. It appears students often ignored this advisory. Additionally,

the new BSOT C100 Intro to Business Office Technology will now introduce pre-requisite skills and the

importance of good writing skills in business. This outcome will be reassessed during the next spring

offering of the course and should include some students who will have taken the preparatory class

BSOT C100.

Assessment Plan: Students create a resume.

Assessment Results:

Results: 70% of students completing the assignment were able to successfully meet this outcome.

(26/37) However, nine of the 26 were only minimally able to meet this outcome.

Analysis and Plan for Improvement and Reassessment: This outcome will be reassessed in Spring

2013.


Attachments:

Practice effective business communication techniques in independent and group projects.

Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Practice effective business communication techniques in independent and group

projects.


Assessment Plan:


Business Program


123


Assessment Plan: This outcome is measured throughout the course for independent writing projects

and in unit five for the group component. See section 11.11 for Improving telephone role playing

assignment completed with a small group.

Assessment Results:


However, nine of the 26 were only minimally able to meet this outcome with a C for these projects.

Analysis and Plan for Improvement and Reassessment: This outcome will be reassessed two years

after the original assessment in Spring 2013.


Attachments:

Business Program


124

BSAD C152 Managing Diversity-Workplace

Cerro Coso College -- BSAD C152 Managing Diversity-Workplace - Student Learning Outcomes

Identify and resolve discriminatory, harassing, or inappropriate conduct in the workplace

Basic Information:

Course: BSAD C152 Managing Diversity-Workplace



Status: Pending

Co-contributors:

Learning Outcome:

Target of Performance: The target of performance for this SLO is 70%

Learning Outcome: Identify and resolve discriminatory, harassing, or inappropriate conduct in the

workplace


Assessment Plan:


Assessment Plan: Students complete True/False and Multiple Choice questions for each chapter

weekly. This SLO was covered by Chapters 2, 14 and 15.

Assessment Results:

Results: SLO 1: Students scored an average of 83 percent

Analysis and Plan for Improvement and Reassessment: The students performed above the expected

target. As a result, there is no plan to reassess.

Participants: There were 21 student participants

Attachments:

Assessment for C152

Assess the cost of inappropriate behavior in human, financial, and performance terms

Basic Information:

http://www.curricunet.com/kccd/Assess/courses/documents/Assessment%20C152%20-%20Fall%202014.xlsx

Business Program


125





Status: Pending

Co-contributors:

Learning Outcome:


Learning Outcome: Assess the cost of inappropriate behavior in human, financial, and performance

terms


Assessment Plan:



weekly. This SLO was covered by Chapters 12 and 13

Assessment Results:





Attachments:

Assessment for C152

Assess and analyze the level of diversity in an organization

Basic Information:





Business Program


126


Status: Pending

Co-contributors:

Learning Outcome:


Learning Outcome: Assess and analyze the level of diversity in an organization


Assessment Plan:



weekly. This SLO was covered by Chapters 1 and 3.

Assessment Results:





Attachments:

Assessment for C152

Discuss a model for changing organizational culture and promoting or strengthening diversity in an

organization

Basic Information:




Status: Pending

Co-contributors:

Learning Outcome:


Business Program


127



Learning Outcome: Discuss a model for changing organizational culture and promoting or

strengthening diversity in an organization


Assessment Plan:



weekly. This SLO was covered by Chapters 4, ,5 ,6 ,7, 8, and 10.

Assessment Results:





Attachments:

Assessment for C152

Design a recruitment and training program to meet diversity goals

Basic Information:




Status: Pending

Co-contributors:

Learning Outcome:


Learning Outcome: Design a recruitment and training program to meet diversity goals



Business Program


128


Assessment Plan:




Assessment Results:





Attachments:

Assessment for C152


Business Program


129

BSAD C155 Human Resource Management

Cerro Coso College -- BSAD C155 Human Resource Management - Student Learning Outcomes

Demonstrate knowledge of human resources fundamentals, ethics, and the human resources

environment.

Basic Information:

Course: BSAD C155 Human Resource Management



Status: Pending

Co-contributors:

Learning Outcome:

Target of Performance: Students perform at the 80% level

Learning Outcome: Demonstrate knowledge of human resources fundamentals, ethics, and the human

resources environment.


Assessment Plan:



weekly. This SLO was covered by Chapters 1,2, and 3.

Assessment Results:

Results: The results were as follows:

SLO 1 Students scored an average of 76 percent

Analysis and Plan for Improvement and Reassessment: The students did not perform as expected for

SLO 1. Additional readings and exercises must be added to help achieve the desired result of 80 percent

for this SLO.

Participants: There were 12 participants.

Attachments:

Business Program


130


BSAD C155 H/R Resources

Differentiate between effective human resource policies and procedures in recruitment, selection,

performance appraisal, compensation management, safety and health, and employee discipline.

Basic Information:




Status: Pending

Co-contributors:

Learning Outcome:

Target of Performance: Upon successful completion: Students perform at the 80% level

Learning Outcome: Differentiate between effective human resource policies and procedures in

recruitment, selection, performance appraisal, compensation management, safety and health, and

employee discipline.


Assessment Plan:



weekly. This SLO was covered by Chapters 4 - 10, 12, 13, and 15.

Assessment Results:

Results: SLO 2 Students scored an average of 83 percent

Analysis and Plan for Improvement and Reassessment: The students performed better than expected

for SLO 2.


Attachments:

BSAD C155 Assessment Results

http://www.curricunet.com/kccd/Assess/courses/documents/SLO%20Assessment%20for%20BSAD%20C155%20Human%20Resource%20Mgt%20-%20Fall%202014.xlsx


Business Program


131


Explain the significance of the collective bargaining agreements in employee - management relations.

Basic Information:




Status: Pending

Co-contributors:

Learning Outcome:


Learning Outcome: Explain the significance of the collective bargaining agreements in employee -

management relations.


Assessment Plan:




Assessment Results:



for SLO 3.


Attachments:


Compare and contrast policies and procedures needed for human resource management in local vs.

global organizations.

Basic Information:


Business Program


132





Status: Pending

Co-contributors:

Learning Outcome:


Learning Outcome: Compare and contrast policies and procedures needed for human resource

management in local vs. global organizations.


Assessment Plan:



weekly. This SLO was covered by Chapter 16.

Assessment Results:



for SLO - 4.


Attachments:



Business Program


133

BSAD C155 Human Resource Management


Demonstrate knowledge of human resources fundamentals, ethics, and the human resources

environment.

Basic Information:




Status: Pending

Co-contributors:

Learning Outcome:

Target of Performance: Students perform at the 80% level

Learning Outcome: Demonstrate knowledge of human resources fundamentals, ethics, and the

human resources environment.


Assessment Plan:




Assessment Results:

Results: The results were as follows:

SLO 1 Students scored an average of 76 percent

Analysis and Plan for Improvement and Reassessment: The students did not perform as expected for

SLO 1. Additional readings and exercises must be added to help achieve the desired result of 80

percent for this SLO.


Attachments:

BSAD C155 H/R Resources


Business Program


134


Differentiate between effective human resource policies and procedures in recruitment, selection,

performance appraisal, compensation management, safety and health, and employee discipline.

Basic Information:




Status: Pending

Co-contributors:

Learning Outcome:


Learning Outcome: Differentiate between effective human resource policies and procedures in

recruitment, selection, performance appraisal, compensation management, safety and health, and

employee discipline.


Assessment Plan:



weekly. This SLO was covered by Chapters 4 - 10, 12, 13, and 15.

Assessment Results:



for SLO 2.


Attachments:


Explain the significance of the collective bargaining agreements in employee - management relations.


Business Program


135


Basic Information:




Status: Pending

Co-contributors:

Learning Outcome:


Learning Outcome: Explain the significance of the collective bargaining agreements in employee -

management relations.


Assessment Plan:




Assessment Results:



for SLO 3.


Attachments:


Compare and contrast policies and procedures needed for human resource management in local vs.

global organizations.

Basic Information:



Business Program


136




Status: Pending

Co-contributors:

Learning Outcome:


Learning Outcome: Compare and contrast policies and procedures needed for human resource

management in local vs. global organizations.


Assessment Plan:




Assessment Results:



for SLO - 4.


Attachments:



Business Program


137

BSAD C171 Introduction to Marketing

Cerro Coso College -- BSAD C171 Introduction to Marketing - Student Learning Outcomes

Demonstrate knowledge of marketing fundamentals and the marketing environment.

Basic Information:

Course: BSAD C171 Introduction to Marketing



Status: Pending

Co-contributors:

Learning Outcome:


Learning Outcome: Demonstrate knowledge of marketing fundamentals and the marketing

environment.


Assessment Plan:



weekly. This SLO was covered by Chapters 1,2, 3 and 8.

Assessment Results:





Attachments:

Assessment for C171

Differentiate between buyer behavior and target market selection.

Basic Information:

http://www.curricunet.com/kccd/Assess/courses/documents/Assessment%20C171%20-%20Spring%202015.xlsx

Business Program


138





Status: Pending

Co-contributors:

Learning Outcome:


Learning Outcome: Differentiate between buyer behavior and target market selection.


Assessment Plan:




Assessment Results:





Attachments:

Assessment for C171

Explain the relationships between and applications of the four P’s (product, placement, promotion,

and price)

Basic Information:





Business Program


139


Status: Pending

Co-contributors:

Learning Outcome:


Learning Outcome: Explain the relationships between and applications of the four P’s (product,

placement, promotion, and price)


Assessment Plan:



weekly. This SLO was covered by Chapters 10, 11, 12, 13, and 14.

Assessment Results:





Attachments:

Assessment for C171

Recognize and apply the principles of marketing management.

Basic Information:




Status: Pending

Co-contributors:

Learning Outcome:


Business Program


140



Learning Outcome: Recognize and apply the principles of marketing management.


Assessment Plan:



weekly. This SLO was covered by Chapters 4, 9, 15, 16, and 17.

Assessment Results:





Attachments:

Assessment for C171


Business Program


141

BSAD C220 Principles of Project Management

Cerro Coso College -- BSAD C220 Principles of Project Management - Student Learning Outcomes

Analyze and assess contemporary project management concepts, issues, and applications.

Basic Information:

Course: BSAD C220 Principles of Project Management



Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Analyze and assess contemporary project management concepts, issues, and

applications.


Assessment Plan:


Assessment Plan: List at least three ways projects are identified.

Assessment Results:

Results: In the Fall semester of 2013, 18 students participated. Of those, 15 (83%) scored 80% or

higher.



Attachments:

Assess methods involved in initiating, planning, executing, monitoring, controlling, and closing

projects.

Basic Information:


Business Program


142




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Assess methods involved in initiating, planning, executing, monitoring, controlling,

and closing projects.


Assessment Plan:


Assessment Plan: The project planning process of project management includes which steps?

Assessment Results:

Results: In the Fall semester of 2013, 18 students participated. Of those, 9 (50%) scored 80% or higher.

Analysis and Plan for Improvement and Reassessment: This question was on the final exam which was

timed. That may have contributed to poor results. Additionally, several students were not fully

participating at that point in the class but took the final exam anyway.


Attachments:

Apply the concepts of project management terms and techniques such as selection methods, work

breakdown structures, Gantt charts, network diagrams, critical path analysis, and cost estimates.

Basic Information:




Status: Active

Business Program


143


Co-contributors:

Learning Outcome:


Learning Outcome: Apply the concepts of project management terms and techniques such as selection

methods, work breakdown structures, Gantt charts, network diagrams, critical path analysis, and cost

estimates.

Assessment Tool/Scoring Method: Other (A homework assignment/case study)

Assessment Plan:


Assessment Plan: Students completed the two ongoing Case Studies for Chapter 7 (Determining Costs,

Budget, and Earned Value.

Assessment Results:

Results: In the Fall semester of 2013, 13 students participated in the assignment (Case Assignment 7

Part 2). Of those 5 (38.5%) scored 80% or higher. 8 students enrolled in the course did not attempt the

assignment.

Analysis and Plan for Improvement and Reassessment: The assignment was complex, built on previous

work and required a lot of calculations from the students. The 2 that did not score over 80% tried to

complete the assignment in too small an amount of time. More emphasis on the calculations could be

done to prepare students for the work.


Attachments:

Demonstrate use of project management software to help plan and manage a project including

assignment and tracking of resources, tasks, and milestones.

Basic Information:




Status: Active

Business Program


144


Co-contributors:

Learning Outcome:


Learning Outcome: Demonstrate use of project management software to help plan and manage a

project including assignment and tracking of resources, tasks, and milestones.


Assessment Plan:


Assessment Plan: Students read an ongoing case study and completed a project that required them to

implement a project in Microsoft Project.

Assessment Results:

Results: In the Fall semester of 2013, 16 students participated. Of those, all 12 (75%) scored 80% or

higher.

Analysis and Plan for Improvement and Reassessment: The target was almost met. The ongoing

nature and complexity of the assignment may have required more discipline that many students were

willing to commit to. Future courses may want to spread the software use over an even longer period

of time.


Attachments:

Business Program


145

BSAD C222 Problem Solving, Decision Making, and Computer Applications in Business

Cerro Coso College -- BSAD C222 Problem Solving, Decision Making, and Computer Applications in

Business - Student Learning Outcomes

Design and create models of business problems using computer applications software.

Basic Information:

Course: BSAD C222 Problem Solving, Decision Making, and Computer Applications in Business



Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Design and create models of business problems using computer applications

software.


Assessment Plan:


Assessment Plan: Students followed a case study and created a decision support model with Microsoft

Excel.

Assessment Results:

Results: In the Spring semester of 2012, 9 students participated. Of those, 5 (55%) scored 80% or

higher.

Analysis and Plan for Improvement and Reassessment: This project required designing and

implementing a complicated model and writing a memo that made a recommendation to management

regarding the outcomes. It was difficult and many students ran out time to complete the entire project.

Most did much better later in the course based on the results of this assignment.


Attachments:

Business Program


146



Integrate input, processing and output from different computer applications programs to create

useful reports for various business scenarios.

Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Integrate input, processing and output from different computer applications

programs to create useful reports for various business scenarios.


Assessment Plan:


Assessment Plan: Students will create a decision support model with various reports in Microsoft Excel

using data queried and imported from Microsoft Access.

Assessment Results:

Results: In the Spring semester of 2012, 8 students participated in the assignment (Case 11). Of those,

6 (75%) scored 80% or higher.

Analysis and Plan for Improvement and Reassessment: These projects require a lot of commitment on

the part of the students. Time management remains the biggest hurdle for a few of the working

students. The students that scored lower than 80% have admitted trying to complete their work on the

weekends.


Attachments:

Business Program


147



Apply computer application skills to business decision making problems in areas including inventory

management, financial analysis, and cost and credit analysis.

Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Apply computer application skills to business decision making problems in areas

including inventory management, financial analysis, and cost and credit analysis.


Assessment Plan:


Assessment Plan: Students will complete a project requiring reading of a case study and then design a

decision support system using Microsoft Excel.

Assessment Results:

Results: In the Spring semester of 2012, 9 students participated in the assignment (Case 8). Of those 7

(77.7%) scored 80% or higher.

Analysis and Plan for Improvement and Reassessment: The assignment was complex and required a

lot of work from the students. The 2 that did not score over 80% tried to complete the assignment in

too small an amount of time.


Attachments:

Business Program


148



Demonstrate the ability to manage and manipulate data from internal and external systems for

inclusion in analysis and reporting.

Basic Information:




Status: Active

Co-contributors:

Learning Outcome:


Learning Outcome: Demonstrate the ability to manage and manipulate data from internal and external

systems for inclusion in analysis and reporting.


Assessment Plan:


Assessment Plan: Students will read a case study and complete a project that requires them to

integrate external data from queries generated from Microsoft Access into a decision support system

designed and created in Microsoft Excel.

Assessment Results:

Results: In the Spring semester of 2012, 8 students participated. Of those, all 8 (100%) scored 80 or

higher.



Attachments:

Apply the concepts of individual and group decision-making to business scenarios.

No Active Completed/Launched/Pending Assessments

Business Program


149

BSAD C251 Principles of Management and Organizations

Cerro Coso College -- BSAD C251 Principles of Management and Organizations - Student Learning

Outcomes

Recognize and describe the formal organization, its history, environment, and structure.

Basic Information:

Course: BSAD C251 Principles of Management and Organizations



Status: Pending

Co-contributors:

Learning Outcome:


Learning Outcome: Recognize and describe the formal organization, its history, environment, and

structure.


Assessment Plan:




Assessment Results:





Attachments:

Assessment for C251

Differentiate between and evaluate applications of the concepts of corporate social responsibility

and ethical decision-making.


Business Program


150


Outcomes

Basic Information:




Status: Pending

Co-contributors:

Learning Outcome:


Learning Outcome: Differentiate between and evaluate applications of the concepts of corporate social

responsibility and ethical decision-making.


Assessment Plan:




Assessment Results:





Attachments:

Assessment for C251

Critique strategic planning and decision making processes in organizations.

Basic Information:



Business Program


151


Outcomes



Status: Pending

Co-contributors:

Learning Outcome:


Learning Outcome: Critique strategic planning and decision making processes in organizations.


Assessment Plan:



weekly. This SLO was covered by Chapters 5, 6, 7, and 8.

Assessment Results:





Attachments:

Assessment for C251

Apply the concepts of organizing to include design, human resource management, and change

management.

Basic Information:





Business Program


152


Outcomes

Status: Pending

Co-contributors:

Learning Outcome:


Learning Outcome: Apply the concepts of organizing to include design, human resource management,

and change management.


Assessment Plan:




Assessment Results:





Attachments:

Assessment for C251

Analyze and assess effective leadership to include styles, motivation, and conflict resolution.

Basic Information:




Status: Pending

Co-contributors:


Business Program


153


Outcomes

Learning Outcome:


Learning Outcome: Analyze and assess effective leadership to include styles, motivation, and conflict

resolution.


Assessment Plan:



weekly. This SLO was covered by Chapters 11, and 14.

Assessment Results:





Attachments:

Assessment for C251

Demonstrate an awareness of organizational cultures and workforce diversity.

Basic Information:




Status: Pending

Co-contributors:

Learning Outcome:



Business Program


154


Outcomes

Learning Outcome: Demonstrate an awareness of organizational cultures and workforce diversity.


Assessment Plan:




Assessment Results:





Attachments:

Assessment for C251

Assess methods to control and evaluate organizational processes to include human resource

planning and operations management.

Basic Information:




Status: Pending

Co-contributors:

Learning Outcome:


Learning Outcome: Assess methods to control and evaluate organizational processes to include human

resource planning and operations management.


Business Program


155


Outcomes


Assessment Plan:




Assessment Results:





Attachments:

Assessment for C251


Business Program


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Program Learning Outcomes

Business Administration Associate in Science for Transfer

Cerro Coso College -- CC Associate in Science in Business Administration for Transfer - Student

Learning Outcomes

Explain the nature of business, business operations, business organization, and business procedures.

Basic Information:

Program: CC Associate in Science in Business Administration for Transfer



Status: Pending


Learning Outcome:

Target of Performance: The target for this PLO is for 70% of students to pass the PLO assessment(s) at

70% or higher.

Learning Outcome: Explain the nature of business, business operations, business organization, and

business procedures.


Assessment Plan:

Changes Made Since Last Assessment: This is a new program and, consequently, the first assessment.

Assessment Plan: Students to answer multiple choice and essay questions related to the Program

Learning Outcome by completing the Final Exam for BSAD C100 Introduction to Business.

Assessment Results:

Results: During the Fall 2014, Spring 2015, and Summer 2015 semesters, final exam results from 6

sections of BSAD 100 were used. During that time-frame, 135 students finished the course but only 106

attempted the final exam. Of those 106, 100 (94%) successfully passed the exam with a score of 70% or

higher.


target. As a result, there is no plan for improvement. The program will be reassessed during the next

program review.

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Learning Outcomes

Based on results of the assessment, how do you believe this will impact budget request & other

types of resources?: It is not expected that these results will impact the budget or request for other

types of resources.

Participants: Matthew Hightower and Frank Timpone

Attachments:

BSAD100FinalResults

Apply critical thinking skills (analysis, synthesis, and evaluation) to technical and economic issues in a

business environment.

Basic Information:




Status: Pending


Learning Outcome:


70% or higher.

Learning Outcome: Apply critical thinking skills (analysis, synthesis, and evaluation) to technical and



Assessment Plan:


Assessment Plan: Students to answer multiple choice and true/false questions related to the Program

Learning Outcome by completing the Final Exams for BSAD C101 Financial Accounting and BSAD C102

Managerial Accounting.

Assessment Results:

http://www.curricunet.com/kccd/Assess/courses/documents/BSAD100Results.xlsx

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Learning Outcomes

Results: There were 6 sections of Financial Accounting examined. During that time frame, 130 students

finished the course but only 117 attempted the final exam. Of those 117, 71 (61%) successfully passed

the exam with a score of 70% or higher.

There were 2 sections of Managerial Accounting examined. During that time frame, 31 students

finished the course but only 30 attempted the final exam. Of those 30, 14 (47%) successfully passed the

exam with a score of 70% or higher.

Analysis and Plan for Improvement and Reassessment: As a whole, students performed below the

current target. The courses are difficult courses for students. The use of, and preparation for the final

exam as it relates to the coursework for the accounting courses will be examined in the future. In

addition, the target threshold for the PLO will be re-examined. The program will be reassessed during

the next program review.



types of resources.


Attachments:

Assessment for C101 & C102

Recognize and demonstrate skills necessary to function effectively in the global economy

Basic Information:




Status: Pending


Learning Outcome:


70% or higher.

http://www.curricunet.com/kccd/Assess/courses/documents/Documentation%20for%20AS-T%20Degree.xlsx

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Learning Outcomes

Learning Outcome: Recognize and demonstrate skills necessary to function effectively in the global

economy


Assessment Plan:



Learning Outcome by completing the Final Exam for ECON C102 Macroeconomics.

Assessment Results:

Results: During the Spring 2013 semester, final exam results from 1 section of ECON 103 were used.

During that semester 30 students finished the course but only 22 attempted the final exam. Of those

22, 13 (59%) successfully passed the exam with a score of 70% or higher.

Analysis and Plan for Improvement and Reassessment: ECON 103 is a course that satisfies general

education requirements. Because of this, a wide variety of students take the course including many,

non-business majors. The next assessment will be based on the revised course which now includes

Math 50 as a prerequisite. It is expected that this will affect the results in a positive way.



types of resources.


Attachments:

ECON102FinalResults

http://www.curricunet.com/kccd/Assess/courses/documents/ECON102Results.xlsx

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Business Associate in Science and Certificate of Achievement

Cerro Coso College -- CC Business AS - Student Learning Outcomes

Explain the importance of the functional areas of business, business operations, business

organizations, and business procedures.

Basic Information:

Program: CC Business AS



Status: Pending

Co-contributors: Matthew W. Hightower, Frank Timpone,

Learning Outcome:


70% or higher.

Learning Outcome: Explain the importance of the functional areas of business, business operations,

business organizations, and business procedures.


Assessment Plan:

Changes Made Since Last Assessment: Since the last assessment, BSAD 141 (Human Relations) has

been replaced with BSAD 171 (Introduction to Marketing).



Assessment Results:




higher



program review.

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types of resources.


Attachments:

BSAD100FinalResults

Apply critical thinking skills (analysis, synthesis, and evaluation) to complex issues in a business

environment.

Basic Information:




Status: Pending


Learning Outcome:


70% or higher.

Learning Outcome: Apply critical thinking skills (analysis, synthesis, and evaluation) to complex issues

in a business environment.


Assessment Plan:




Learning Outcome by completing the Final Exams for BSAD C101 (Financial Accounting), BSAD 110

(Personal Finance) and BSAD C251 (Principles of Management).

Assessment Results:


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Results: There were 6 sections of financial Accounting examined. During that time frame, 130 students



During the Spring 2015 and Summer 2015 semesters, final exam results from 2 sections of BSAD 110

were used. During that timeframe, 44 students finished the course but only 39 attempted the final

exam. Of those 39, 39 (100%) successfully passed the exam with a score of 70% or higher.

There were 2 sections of Principles of Management examined. During that time frame, 56 students

finished the course but only 54 attempted the mid-term and final exam. Of those 54, 49 (91%)


Consolidating the above results in 210 students taking the exams with 159 (76%) scoring above 70%.

Analysis and Plan for Improvement and Reassessment: As a whole, the students performed above the

expected target for the consolidated courses. As a result, while there is no need for improvement, the

use of, and preparation for the final exam as it relates to the coursework for the accounting course will

be examined in the future. In addition, the target threshold for the PLO will be re-examined. The

program will be reassessed during the next program review.



types of resources.


Attachments:

Assessment for C251 and C101

BSAD110FinalResults

Make legal and ethical decisions in a business context.

Basic Information:




Status: Pending

http://www.curricunet.com/kccd/Assess/courses/documents/Documentation%20for%20Business%20Degree%20and%20Cert%20for%20PLO# 2.xlsx


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Learning Outcome:


70% or higher.

Learning Outcome: Make legal and ethical decisions in a business context.


Assessment Plan:



Assessment Plan: Students completed multiple choice and true false questions related to SLOs 1, 2, 4

and 5 for BSAD C152 Managing Diversity. For BSAD C131, Business Law, students completed Exam

questions related to SLOs 2, 4, and 12.

Assessment Results:

Results: There were 4 sections of Business Law examined. During that time frame, 70 students finished

the course but only 69 attempted SLO 2, 3 & 12. Of those 69, 50 (72%) successfully passed the exam

with a score of 70% or higher.

There were 2 sections of Managing Diversity examined. During that time frame, 33 students finished

the course but only 30 attempted SLOs 1, 2, and 5. Of those 30, 22 (73%) successfully completed SLOs

1, 2 and 5 with a score of 70% or higher.



program review.



types of resources.


Attachments:

Assessment C131 & C152


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Analyze the issues involved in operating a business in complex, diverse, and international

environments.

Basic Information:




Status: Pending


Learning Outcome:


70% or higher.

Learning Outcome: Analyze the issues involved in operating a business in complex, diverse, and

international environments.


Assessment Plan:



Assessment Plan: Students to answer multiple choice and true/false questions related to SLOs 4 and 5

for BSAD C152 Managing Diversity.

Assessment Results:

Results: There was only 1 section of Managing Diversity examined. During that time frame, 21 students

finished the course but only 18 attempted SLOs 4 and 5. Of those 18, 13 (72%) successfully Completed

SLOs 4 and 5 with a score of 70% or higher.



program review.



types of resources.

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Attachments:

Assessment for C152

Explain the importance of financial management.

Basic Information:




Status: Pending


Learning Outcome:


70% or higher.

Learning Outcome: Explain the importance of financial management.


Assessment Plan:



Assessment Plan: Students to answer multiple choice and true/false questions related to SLOs 1, 15,

and 16 for BSAD C101 Financial Accounting.

Assessment Results:

Results: There was only 1 section of financial Accounting examined. During that time frame, 19

students finished the course but only 17 attempted SLOs 1, 15 and 16. Of those 17, 11 (65%)

successfully completed SLOs 1, 15 and 16 with a score of 70% or higher.

Analysis and Plan for Improvement and Reassessment: The students performed below the expected

target. Due to the difficulty of the course, the target threshold for the PLO will be re-examined. The

program will be reassessed during the next program review.


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types of resources.


Attachments:

Assessment for C101

http://www.curricunet.com/kccd/Assess/courses/documents/Documentation%20for%20Business%20DEgree%20and%20Cert# 5.xlsx

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Management Associate in Science and Certificate of Achievement

Cerro Coso College -- CC Management - Student Learning Outcomes

Demonstrate a general understanding of the nature of business.

Basic Information:

Program: CC Management



Status: Pending


Learning Outcome:


70% or higher.

Learning Outcome: Demonstrate a general understanding of the nature of business.


Assessment Plan:

Changes Made Since Last Assessment: No changes have been made to the program since the last

assessment.



Assessment Results:




higher.



program review.



types of resources.

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Attachments:

BSAD100FinalResults

Apply critical thinking skills (analysis, synthesis, evaluation) to technical and managerial issues in a

business environment

Basic Information:




Status: Pending


Learning Outcome:


70% or higher.

Learning Outcome: Apply critical thinking skills (analysis, synthesis, evaluation) to technical and

managerial issues in a business environment


Assessment Plan:


assessment.

Assessment Plan: Students to answer multiple choice, true/false, and essay questions related to the

Program Learning Outcome by completing the Final Exams for BSAD C101 (Financial Accounting), BSAD

C102 (Managerial Accounting), BSAD 110 (Personal Finance), BSAD 220 (Principles of Project

Management), and BSAD 222 (Problem Solving, Decision Making, and Computer Applications for

Business).

Assessment Results:

Results: There were 6 sections of Financial Accounting examined. During that time frame, 130 students




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There were 2 sections of Managerial Accounting examined. During that time frame, 31 students

finished the course but only 30 attempted the final exam. Of those 30, 14 (47%) successfully passed the

exam with a score of 70% or higher.

During the Spring 2015 and Summer 2015 semesters, final exam results from 2 sections of BSAD 110

were used. During that timeframe, 44 students finished the course but only 39 attempted the final

exam. Of those 39, 39 (100%) successfully passed the exam with a score of 70% or higher.

During the Fall 2013 and Fall 2014 semesters, final exam results from 2 sections of BSAD 220 were

used. During that timeframe, 38 students finished the course but only 32 attempted the final exam. Of

those 32, 29 (90.6%) successfully passed the exam with a score of 70% or higher.

During the Spring 2015 semester, final exam results from 1 sections of BSAD 222 were used. During

that timeframe, 8 students finished the course but only 7 attempted the final exam. Of those 7, 7


Consolidating the above results in 225 students taking the exams with 160 (71%) scoring above 70%.

Analysis and Plan for Improvement and Reassessment: As a whole, the students performed above the

expected target for the courses. As a result, there is no plan for improvement. The program will be

reassessed during the next program review.


types of resources?: As a whole, the students performed above the expected target for the

consolidated courses. As a result, while there is no need for improvement, the use of, and preparation

for the final exam as it relates to the coursework for the accounting courses will be examined in the

future. In addition, the target threshold for the PLO will be re-examined. The program will be

reassessed during the next program review.


Attachments:

BSAD110FinalResults

BSAD220FinalResults

BSAD222FinalResults

Assessment for C101 & C102

Demonstrate the ability to make ethical decisions in a managerial context.




http://www.curricunet.com/kccd/Assess/courses/documents/Documentation%20for%20Mgt%20dergree%20and%20cert%20for%20PLO# 3.xlsx

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Basic Information:




Status: Pending


Learning Outcome:


70% or higher.

Learning Outcome: Demonstrate the ability to make ethical decisions in a managerial context.


Assessment Plan:


assessment.

Assessment Plan: Business Law, students completed exam questions related to SLOs 2, 4, and 12.

Assessment Results:

Results: There were 4 sections of Business Law examined. During that time frame, 70 students finished

the course but only 69 attempted SLOs 2, 3 & 12. Of those 69, 50 (72%) successfully completed the SLO

assessments with a score of 70% or higher.



program review.



types of resources.


Attachments:

Assessment for C131

http://www.curricunet.com/kccd/Assess/courses/documents/Ducumentation%20For%20Mgt%20Degree%20and%20Cert%20POL#1.xlsx

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Recognize skills necessary to provide management, supervision, and leadership in a diverse and

complex environment.

Basic Information:




Status: Pending


Learning Outcome:


70% or higher.

Learning Outcome: Recognize skills necessary to provide management, supervision, and leadership in a

diverse and complex environment.


Assessment Plan:


assessment.


Learning Outcome by completing the Final Exams for BSAD C155 Human Resource Management and

BSAD C251 Principles of Management.

Assessment Results:

Results: There were 2 sections of Human Resource Management examined. During that time frame, 38

students finished the course but only 30 attempted the final exam. Of those 30, 26 (87%) successfully


There were 2 sections of Principles of Management examined. During that time frame, 56 students

finished the course but only 54 attempted the mid-term and final exam. Of those 54, 49 (91%)


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program review.



types of resources.


Attachments:

Assessment for C155 and C251

http://www.curricunet.com/kccd/Assess/courses/documents/Documentation%20for%20Mgt%20Degree%20and%20Cert%20for%20PLO# 4.xlsx

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Advisory Committee Minutes

ESCC Spring 2013

ESCC Business And Information Technology

Advisory Committee Meeting

May 1, 2013 (2:00-3:00)

Attendees: Deanna Campbell, Julie Faber, Joe Griego (Mammoth), Joanie Hanson, Matt

Hightower, Gina Jones,

Introductions

The meeting took place via video conference between Bishop and Mammoth. The members

introduced themselves provided brief backgrounds. The committee welcomed new members,

Julie Faber and Joe Griego.

Committee Purpose and Overview

The committee reviewed the Committee Purpose and Overview and Committee Expectations

documents.

CTE Business Programs

Matt discussed the deletion of the Small Business Management Entrepreneurship program due to

lack of completers. He also outlined the department’s offerings.

The committee reviewed the following programs for purpose, content, and PLO appropriateness.

Comments are provided within.

Business Administration A.A. Degree

Participants recommended adding the “ready to transfer” as an PLO and suggested separating the

second PLO into two (Critical Thinking and technical). Matt discussed the proposed AAT

changes of adding BSAD 100, BSAD 131, and the Math choices.

Business A.S. Degree and Certificate:

There was discussion about replacing the BSAD 141 (Human Relations) course with BSAD 171

(Marketing) due to the crossover with the Diversity class and the Management class. There was

also discussion about increasing the coverage of “soft skills” in all courses and perhaps adding a

PLO pertaining to it.

Management Degree and Certificate:

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The committee discussed the pertinence of a degree in management at the Associate level. Julie

agreed to take the discussion to the Bishop Chamber of Commerce and Rotary. There was a

suggestion that the program might be more appropriate as a contract ed program.

General Observations from the Committee

Soft skills and use of Quickbooks specifically were discussed as being needed in the

communities and useful for graduates in the AS programs. Can they be integrated into existing

courses?

There was also a suggestion that the PLOs should be used by students to explain to employers

what they learned in their programs.

It was suggested that graduating students could be presented to the local chambers of commerce

– perhaps at a mixer. In addition, an article could be placed in the local papers.

The meeting adjourned at 3:40.

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ESCC Spring 2014 ESCC Area

Business and Information Technology


Spring 2014 (May 1, 2014)

Minutes

Attendees: Suzie Ama, Deanna Campbell, Julie Faber, Joanie Hanson, Matt Hightower, Gina Jones

1. Introductions

2. Information and Communication Technology Model Curriculum

The group reviewed the proposed Information and Communication Technology model

curriculum from the state. There was discussion about not having to implement it and

having some flexibility in courses if we did. Comments in favor included cutting down

the number of electives in the program and that the Java and PHP are specialty courses

that, in practice, when the skills are needed in this area, are contracted out. There was

also discussion regarding problem solving training. It was agreed that the program

looked good, that there is a place for it, and that it provides a good foundation for on-the-

job training.

3. Web Professional Program

Suzie presented the Web Professional program certification mapping for Jacobs training

needs. Julie expressed the applied need to have more open-source CMS training

(specifically WordPress) and that integrating social networking into the training would

serve the program well. Suzie discussed the courses that provide some of that training.

Julie also suggested that students obtain more depth in PHP training than they are

currently obtaining from DMA C213. There was discussion about the rapid changes to

the profession and the lack of need for a bachelor’s degree to be employable in the local

communities.

4. SAM 2013

There was discussion about the use of SAM in the applications courses. It was agreed to

defer this to Karen and the BSOT program.

5. Business Leaders Observations and Recommendations

These were incorporated into the above discussions.

6. Adjournment

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The meeting adjourned at 2:00PM.

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ESCC Spring 2015 ESCC Area

Business and Information Technology


Spring 2015 (April 30, 2015)

via Video Conference, 1:00 – 1:55

Minutes

Attendees: Deanna Campbell (Bishop), Chris Carmichael (Mammoth), Julie Faber (Bishop), Gina Jones

(Bishop), Matt Hightower (Bishop), Karen O'Connor (IWV)

1. Introductions & Updates

The group welcomed the addition of Chris Carmichael (of Carmichael Business

Technologies) to the committee. Chris described his business and the services that they

offer locally and internationally.

2. Personnel Changes

Matt described Valerie Karnes’ transition from Dean of CTE to faculty and the hiring of

Mike McNair to fill the Dean’s position.

3. Program Changes & Updates

o This Year

Computer Science Deactivation

Matt and Karen described the need to place the Computer Science

program into a “deactivated” state due to the AS-T program’s non-

approval by the State. The non-approval was based on too many units in

the program, which was attributed to higher than average units in the

required Math and Physics courses. Karen pointed out that many schools

in the state are in the same situation and that she has been asked to add the

courses in the program to the schedule for those students that are currently

in program.

Data Analyst I Certificate of Achievement

The Data Analyst I program was approved by CIC this year. It will go to

the Regional Consortium and then, if approved there, to the State for

approval. The purpose of the program is prepare students for entry-level

positions in the Data Analysis, Data Science, Big Data fields. Comments

from the committee described the program as “perfect for remote workers

in the ESCC” and added that it would be good for employees of

government agencies and hospitals within the ESCC area and many other

employers in the South County.

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Web Fundamentals Certificate of Achievement

The committee reviewed the Web Fundamentals Certificate of

Achievement that was due for its second reading at CIC the following day

(since approved). Due to other commitments, Suzie Ama could not attend

the meeting but provided this description of the program for the

committee.

The active Web Professional A.S and Certificate provide students with advanced and varied skills in web design and development. However, it is a high unit program, and we have identified a need for a mid-way academic milestone that effectively provides students with entry level skills in web design and development. More specifically, the Web Fundamentals Certificate will qualify students for jobs that entail maintenance and update of web sites (both static HTML and content management systems). They will be able to develop new web sites, and install and configure content management systems. And they will be able to create custom graphics and graphic user interfaces for the creation of new sites or the redesign of existing sites. Students will also have acquired experience working in teams and learned to communicate effectively with others.

Members of the committee were in favor of the certificate. There were

some questions and suggestions for the future. There was a question about

the use of Dreamweaver and the lack of identifiable specific topics in

mobile applications and popular content management systems (CMS). It

was suggested that one of Dreamweaver’s purpose was that it was being

used as an HTML debugging tool and that mobile applications and CMS

use were integrated throughout the program.

o Next Year

CIS AS Degree and Certificate of Achievement

As discussed at the last (5/1/14) ESCC Business and Information

Technology Advisory Committee meeting, the CIS AS degree and

Certificate of Achievement are being redesigned to follow the State’s

Model Curriculum. The redesign is in the queue for CIC for the beginning

of next year.

Information Technology Plus Certificate of Achievement

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As part of the redesign of the CIS program, a new certificate is being

developed. This certificate will have CIS 101, 142, 143, and 146 as the

required courses. The committee was very enthusiastic about this

certificate and viewed it being useful for employers in the service area.

The outcome skills were identified as being essential and very “hireable”

and the ability to have it offered online was viewed as a tremendous asset.

4. Student Club – Millionaires in the Making

Frank Timpone created a student club for Business students at the IWV campus. The

club currently has 15 students, has officers, and is meeting for the second time this

semester to finalize the creation process. The club’s name is “Millionaires in the

Making”. The committee was enthusiastic about this as well and looks forward to hear

more about it as it grows.

5. Adjournment

The meeting adjourned at 1:53PM.

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IWV Fall 2013

Committee: Business Advisory Committee Meeting Date: November 1, 2013

Location: GrapeLeaf Restaurant Time: 11:30 am – 1:00 pm

Present: Sean Callahan, Frank Timpone, Suzie Ama, Valerie Karnes, Karen O’Connor Absent: Rich Christensen, Barbara Agerton, Laura Hickle, Gary Charlon, Michelle Lempke, Merrie Giles, Ronald, Rodriguez, Margaret Porter

TOPIC FACILITATOR SUMMARY/ FOLLOW-UP O C

1. Call to order Frank Timpone

2. Introductions Each attendee provided a brief synopsis of his or her background and experience.

3. Committee Purpose and Overview

Frank provided a discussion of how the business courses align with job requirements. He asked the business attendees if they had any internships and mentoring opportunities. He also discussed the rationale for the committee and cited the specific kinds of information with which advisory committee members may assist. Some of these are; Pay range for entry-level positions, Specific job skills, trends in the industry and on-the-job training opportunities.

4. Industry Trends/Needs Sean Callahan, of Jacobs, suggested that there be government representation on the committee. He cited that there are new changes to contracting parameters which will allow for Jacobs to hire

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administrative support under their technical contracts. The positions in need are: Office managers and business managers which will include budget oversight and customer relations responsibilities. He differentiated between true business functions and office support. He stated that both are needed. Project management is also an employable area that is needed. Jacobs is very interested in hiring local talent because they are already an integral member of the community and understand the local culture. It was suggested that “government accounting” be added as a part of the curriculum at Cerro Coso. The contracting system, including requests for proposals (RFP’s), differs significantly from traditional accounting. He stated that government accounting principles and procedures do not necessarily align with generally accepted accounting principles (GAAP), especially in the area of costing and allocations. He also stated that the base uses Microsoft products. Karen mentioned that the Cerro Coso Business Office Technology program is well suited to train students in the core Microsoft application of Word, PowerPoint, Excel and Access.

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Sean stated that the government cannot authorize work that is not compensated; therefore, it will be more challenging to institute an internship program. He indicated that he will investigate the legal options for internships. Everyone agreed that our meeting was productive and provide significant insight to advancing curriculum additions along with employment opportunities for Cerro Coso students.

5.

6.

7.

8.

15. Adjourned The meeting adjourned at 1:00 pm

Meeting Chair: Frank Timpone Recorder: Suzie Ama O Open/C Closed

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IWV Fall 2014

Committee: Business Advisory Committee Meeting Date: October 30, 2014

Location: Grape Leaf Restaurant Time: 11:30 am – 1:00 pm

Present: Frank Timpone, Karen O’Connor, Valerie Karnes, Margaret Porter, Lori Acton, Barbara Agerton, Forrest Lloyd Absent: Rich Christensen, Laura Hickle, Gary Charlon, Michelle Lempke, Merrie Giles, Ronald Rodriguez

TOPIC FACILITATOR SUMMARY/ FOLLOW-UP

1. Call to order Frank Timpone

2. Introductions Each attendee provided a brief synopsis of his or her background and experience.

3. Committee Purpose and Overview

The focus of the meeting was centered on the employment needs in Ridgecrest and how Cerro Coso programs can meet those needs, and, how Cerro Coso can become more visible in the community. Barbara Agerton, Lori Acton and Forrest Lloyd were in attendance from the business community.

4. Industry Trends/Needs Barbara is a CPA in Ridgecrest and she has a small tax and consulting office with 2 employees, one part-time and one full-time. The main focus of her business is preparing tax returns and providing tax consultation. She expressed a need for 2 additional employees, and, asked Frank if he had any students that maybe interested. Frank commented that he has a few students that may have an interest. Barbara also informed the committee that her office has taken advantage of the current technology

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utilize the “Cloud” to allow some of her employees to work from home. Frank told the business attendees that the “transfer model curriculum” was approved by the state which will allow Cerro Coso students to transfer to all CSU and some CU universities as juniors. Lori Acton, of Fanestra & Pertexa, informed the committee that she is in charge of setting up a “Robo Doc Call Center” in Ridgecrest. The center will need between 200 to 300 employees. The center will link patients with doctors for basic medical diagnosis. Karen told her that we can help staff the center with Cerro Coso students. This will be a very positive step forward for Ridgecrest and the college. Forrest Lloyd, a local entrepreneur attended the meeting to learn more about marketing his business. He is interested in talking the Intro to Marketing course offered at Cero Coso. Margaret Porter, an adjunct professor and a member of the cyber security team on the base, explained her duties and responsibilities and how she is able to validate software and software packages. Valerie Karnes, a Cerro Coso faculty member, talked about partnering with the local high school to provide duel enrollment courses to the students for both high school and college credit.

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Karen explained the difficulty with tracking students beyond graduation to determine where and when they successfully gain employment. Lori made some suggestions concerning the avenues that the college may consider in marketing the programs that the college offers. She suggested a formal Marketing Plan be developed and that the college be more visible in the community. She suggested attending the “Economic Outlook” conference and use social media, such as Linkin and Facebook as vehicles to outreach to the community. She suggested that we meet with the Small Business Administration and become active in the Chamber of Commerce.

5.

6.

7.

8.

15. Adjourned The meeting adjourned at 1:20 pm

Meeting Chair: Frank Timpone Recorder: frank Timpone

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Advisory Committee Members

Eastern Sierra College Center

Name Title Company Randy Broderick Director, IS Mammoth Mountain Ski Area Deanna Campbell Director Eastern Sierra College Center

Chris Carmichael Owner Carmichael Business Technologies Julie Faber Owner Mountain Studio Joe Griego Director, IT Mono County Superintendent of Schools Gina Jones Director, Education Owens Valley Career Development Center Vickie Taton Web Designer Self Employed

Indian Wells Valley

Name Title Company Lori Acton Director Pertexa Barbara Agerton Owner Tax Time Gary Charlon Owner State Farm Insurance Rich Christensen Recruiter Jacobs Technology Marie Giles Dept. of Defense Controller Laura Hickle Administrator Board of Education – Kern Co. Michelle Lempke Accounting supervisor Ridgecrest Hospital Forrest Lloyd Student & Entrepreneur Self Employed Margaret Porter Professor & Cyber Security Dept. of Defense Ron Rodriguez Director Jacobs Technology

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Early Newspaper Article Cal State Studies Degree Program for Desert Area. (1972, January 12). Bakersfield Californian, p. 35.