Business ANNUAL PROGRAM REVIEW and PLAN 211 Faculty and Staff (List all) Full Time Adjunct Support Staff Durfield, Timothy Ghidella, Richard Grossman, Bruce James, Rhoda Richard, Levi 211 Annual Program Review and Plan - Business Page 1
Business I. Executive Summary Program Description: Business is the study of the practices and products of commerce. Areas of concentration within this program include business management, business law, marketing, advertising, business ethics, personal finance, real estate, international business, and business communication skills. Business courses satisfy general education requirements for an associate s degree, an associate s degree in business, and lower division transfer requirements. Courses are offered in the day and evening, and in hybrid and online formats. The advisory committee meets annually and serves three disciplines in addition to business: accounting, computer science and information systems, and office technology. The members are industry professionals and members of the local business community. Strengths/Effective Practices: Provide basic business knowledge and skills to students. Prepare students to enter the job market. Provide courses required for students to complete their AS degree. Provide classes for enrichment and upgrading of skills for students currently employed. Provide transfer courses to four-year colleges and universities. Schedule day, night and online classes to increase opportunities for students. Weaknesses/Lessons Learned: The Business degree needs to be updated and revised to more accurately reflect course requirements that students must satisfy in order to receive a business education. Also, we should continue to explore new technologies to be able to effectively communicate with students and to simultaneously develop their written and oral communication skills. Recommendations/Next Steps: Review, evaluate, update, and revise, as necessary, the specific course requirements for the AS degree in business. Research and study new techniques and strategies for developing student writing and communication skills in the business and real estate courses. 211 Annual Program Review and Plan - Business Page 2
Business II. Curriculum Course Number and Title (Courses must be reviewed every six years to remain active) Date of last Curriculum Committee Review Winter 21 Course offerings By Term and # of Sections Spring Summer Fall SLOs Assessed (Semester / year) BUS 13 Introduction to Business BUS 132 Ethics in Business S7 S7 1 8 1 8 Fall 8 1 1 Fall 9 BUS 14 International Business S7 N/A. No offerings BUS 146 Personal Finance S7 1 3 1 4 Fall 9 BUS 15 Business English S8 1 Fall 1 BUS 152 Business Communications S8 1 Spring 11 BUS 16 Business Law and the Legal Environment I S8 6 1 5 Spring 11 BUS 161 Business Law and the Legal Environment II S8 1 Spring 11 BUS 17 Small Business Management S7 1 1 Fall 9 BUS 172 Personnel Management S7 1 1 Fall 1 BUS 175 Introduction to Management S7 1 1 Fall 9 BUS 176 Management for the Office Professional F8 1 Fall 1 BUS 185 Elements of Marketing S7 1 Spring 1 BUS 192 Advertising S7 1 Fall 9 BUS 246 Personal Investments S5 N/A. No offerings REAL 21 Real Estate Principles S7 2 2 Fall 1 REAL 212 S 7 N/A. No offerings REAL 214 REAL 216 S7 S7 N/A. No offerings N/A. No offerings 211 Annual Program Review and Plan - Business Page 3
III. Degrees and Certificates Title Type Date Approved by Chancellor's Office Number Awarded 27 Number Awarded 28 Number Awarded 29 Number Awarded 21 Administrative Office Manager C 24 1 Business AS 1965 121 14 14 175 Liberal Arts: Business Technology AA 29 2 TYPE: AA = Associate in Arts Degree AS = Associate in Science Degree C = Certificate S = Skill Award AA-T = Associate in Arts for Transfer AS-T = Associate in Science for Transfer 211 Annual Program Review and Plan: BUS 211 Annual Program Review and Plan - Business Page 4
211 Annual Program Review and Plan - Business Page 5
VI. Career Technical Education Programs TOP CODE: 51 BUSINESS CORE INDICATORS Indicator Negotiated Level 28-9 29-1 21-11 211-12 (Proposed) 1. Technical Skill Attainment 88.81% 37.84 33.1 32.59 2. Credential, Certificate, or 82.5% 96.84 98.48 99.12 Degree 3. Persistence or Transfer 85.96% 77.78 83.57 9.91 4. Placement 81.72% 93.85 87.34 83.5 5. Nontraditional Participation 2.37% 59.46 59.15 53.33 6. Nontraditional Completion 25.99% 5.32 58.78 54.17 TOP CODE: 55 BUSINESS ADMINISTRATION Indicator Negotiated Level 28-9 29-1 21-11 211-12 (Proposed) 1. Technical Skill Attainment 88.81% 1. 2. Credential, Certificate, or 82.5% 1. Degree 3. Persistence or Transfer 85.96% 1. 4. Placement 81.72%. 5. Nontraditional Participation 2.37% 1. 6. Nontraditional Completion 25.99% 1. TOP CODE: 56 BUSINESS MANAGEMENT Indicator Negotiated Level 28-9 29-1 21-11 211-12 (Proposed) 1. Technical Skill Attainment 88.81% 71.43 83.33 5. 2. Credential, Certificate, or 82.5% 75.. 1. Degree 3. Persistence or Transfer 85.96% 83.33 83.33 1. 4. Placement 81.72% 1. 66.67 5. Nontraditional Participation 2.37% 83.33 1. 6. Nontraditional Completion 25.99% 5. 1. 211 Annual Program Review and Plan - Business Page 6
TOP CODE: 59 MARKETING AND DISTRIBUTION Indicator Negotiated Level 28-9 29-1 21-11 211-12 (Proposed) 1. Technical Skill Attainment 88.81% 1. 1. 1. 2. Credential, Certificate, or 82.5% 1. 1. Degree 3. Persistence or Transfer 85.96% 1.. 1. 4. Placement 81.72% 1. 1. 5. Nontraditional Participation 2.37% 6. Nontraditional Completion 25.99% TOP CODE: 511 REAL ESTATE Indicator Negotiated Level 28-9 29-1 21-11 211-12 (Proposed) 1. Technical Skill Attainment 88.81% 5. 8. 1. 2. Credential, Certificate, or 82.5% 1. 5. Degree 3. Persistence or Transfer 85.96% 1. 8. 1. 4. Placement 81.72% 1. 1. 5. Nontraditional Participation 2.37% 6. Nontraditional Completion 25.99% Core 1 - Skill Attainment, GPA 2. & Above: Core 2 - Completions, Certificates, Degrees and Transfer Ready :) Core 3 - Persistence in Higher Education :) Core 4 - Employment: 79.86% Performance Goal Core 5 - Training Leading to Non-traditional Employment: Source: CCCCO MIS Database, EDD Base Wage File, CSU Chancellor's Office, UC Office of the President, 2 Census, Student Loan Clearing House 211 Annual Program Review and Plan - Business Page 7
VII. Student Accomplishments Provide examples of individual student success or instructional strategies that were effective. Citrus College students Kesirin Tanwongprasert and Greta Langdale gave presentations at the 26 th and the 27 th Annual Statewide BESAC Curriculum Conference sponsored by the Chancellor s Office. The students won the award for best overall project presentation in 21 and received an honorable mention in 211. Citrus Students won out over presentations by professors, industry leaders and other student groups. Steven Mency took the Citrus College Introduction to Business class in Spring 11 to gain more knowledge about starting a business. He is the co-owner of a business that brings awareness to the importance of graduating at any level of education. Since taking the course Steven has brought his message to several 4-year universities and is currently licensed to sell his brand of merchandise at many of the college bookstores around the nation. Stephanie Stull, Olivier Boa, Ravishaal Singh, and Cristina Carcamo have all taken multiple classes in the business area and have received A grades in each. In addition, it should be noted that Cristina Carcamo is a student with grown children of her own who has overcome adverse life circumstances to go back to school, work hard, and teach her children by example how to succeed (and the importance of succeeding) academically. 211 Annual Program Review and Plan - Business Page 8
VIII. Student Learning Outcomes Assessment Reflection SLO ASSESSMENT RESULTS: Upon reflection with program colleagues (or selfreflection for programs with one instructor only); please provide a brief narrative to the following: Utilizing information garnered from SLO assessment data at the course level; please describe results or faculty recommendations for changes and/or continuations relevant at both the course and program level. Address GE classes specifically. To insure students understand a specific SLO, one business professor gives a quiz on that specific item. An example would be a quiz specifically on the future value of money. This allows the professor to direct feedback on how the class is doing and reinforces to the students how important the concept is. In Fall of 21 Citrus College business professors assessed BUS 176 (Management for the Office Professional) and BUS 172 (Personnel Management). They assessed the students ability to answer questions about Employee Selection. Their recommendation for changes based upon their assessment is to continue to teach the three types of interview questions commonly used in business today: structural, situational and behavioral interview questions. The SLO assessments for many of the business classes reflect appropriate student achievement of SLO objectives. The SLOs accurately reflect the appropriate goals for students in these classes and the assessments themselves reflect that an overwhelming majority of students are learning what they are supposed to be learning in these classes. 211 Annual Program Review and Plan - Business Page 9
IX. Progress toward previous goals During 21, we accomplished: Business Goal 1 29-1 Goal 2 29-1 Goal 3 29-1 Goal 4 21-11 Goal 5 21-11 Previous Goals Research and study new techniques and strategies for developing student writing and communication skills in the business and real estate courses. Evaluate continuing need for Business Management and Business Marketing certificates. Review, evaluate, update, and revise, as necessary, the specific course requirements For the AS degree in business. Explore the potential for integrating students life and work experiences with business course requirements. Bring in professionals from industry, as well as from the real estate, accounting, and law professions, to speak to students on current issues. Faculty Progress/ Persons Responsible Faculty. This goal was addressed during the six-year program review. Faculty Faculty Faculty Status Year 1 Strategic Plan Objectives Fall 11 2.2.1 Spring 1 Spring 12 2.2.6 1.1.1 Fall 12 1.2.4 Fall 11 6.1.1 211 Annual Program Review and Plan - Business Page 1
In addition to previous goals, during 211, we plan to: Goal 1 211 Goal 2 211 Goal 3 211 Goal 4 211 Description No new goals at this time. Actions / Target Date Year 1 Strategic Plan Objectives** **See the Preface for information related to Year 1 Strategic Plan Objectives for 211. 211 Annual Program Review and Plan - Business Page 11
X. Budget Recommendations for 212 Business (Add rows or attach additional pages as needed for complete description / discussion) Certificated Personnel (FNIC) Position Discuss impact on goals / SLOs Impact Priority None Classified Personnel Position Discuss impact on goals / SLOs Impact Priority None Staff Development (Division) Item Discuss impact on goals / SLOs Cost Impact Priority Continued support and funding for Q Medium Professional development. Facilities (Facilities) Describe repairs or Building / Discuss impact on goals / SLOs modifications needed Room Impact Priority Upgrade classroom To improve technology support for LB, IS F High technology teachers Wi-fi in classrooms To allow students to use laptops LB, IS F High Computers / Software (TeCS) Item Discuss impact on goals / SLOs Cost Impact Priority Upgrade instructor computers and printers Enhance technology available to instructors F High Equipment Item Discuss impact on goals / SLOs Cost Impact Priority Faster internet speed in office and classrooms To enhance learning. F Medium Supplies (Division) Item Discuss impact on goals / SLOs Cost Impact Priority None 211 Annual Program Review and Plan - Business Page 12
Budget Preparation Tips: General Budget Guidelines Include items on the budget form that are needed for program success even if there is no financial need associated with the request (i.e. training that could be accomplished with on-campus resources, sharing of resources with another discipline or department etc.) Whenever possible, obtain actual cost for the items / equipment you wish to purchase. This avoids situations where items are considered for purchase but it is determined that the actual cost greatly exceeds the original estimate. Identify unit cost (cost per item) and the number of units desired in requests. Indicate if there is a lower level of financial support that would be workable in your educational plan if you request $3, for a classroom set of equipment (one item for each student), if $15, were available, would it be possible for two students to share an item? Is the request All or nothing? Determining Budget Impact: Indicate one or more of the following areas that your request will affect: M = Mission: Does the request assist the program in meeting the District s mission and established core competencies and / or diversity? N = Need: Does the request assist the program in addressing needs based on labor market data, enrollment, articulation, advisory committee, regional agreements, etc.? Q = Quality: Does the request assist the program in continuing or establishing appropriate lecture/lab unit values? Will the request assist in the regular reviewed / updated of course outlines? Is faculty development adequate? Does program need support in addressing the State and District emphasis on critical thinking, problem solving and written expression? Does program need support to meet stated objectives in the form of SLOs? Do course pre-requisites and co-requisites need to be validated? F = Feasibility: Does the request assist the program maintain adequate facilities, equipment, and library resources? Is there a need for repair or modification of facilities? Is there a need for new equipment or supplies? Are course offerings frequent enough for students to make adequate progress in both day and evening programs? Does the program have adequate communication with & support from Counseling? C = Compliance: Does the request assist the program in meeting Federal, State & District requirements? (Do the course outlines meet state, district & federal regulations for content? Do vocational programs have regular advisory meetings?) Budget Priorities: When establishing priority, consider the following: Priority 1: This item is mandated by law, rule, or district policy. Priority 2: This item is essential to program success. Priority 3: This item is necessary to maintain / improve program student learning outcomes. 211 Annual Program Review and Plan - Business Page 13
Business XI. Career Technical Education 1. Advisory Committee meeting date(s): Last: June 1, 211 Next: June 8, 212 2. Advisory Committee recommendations 1. 2. 3. 4. 5. 3. Are Advisory Committee minutes on file with Academic Affairs? YES X NO 4. Vocational Funds Source Purpose Amount None - 211 Annual Program Review and Plan - Business Page 14
5. Labor Market Data 28 218 (California Employment Department Labor Market Information for Los Angeles County) Soc Code Occupation 41-412 Sales representatives, wholesale and manufacturing, except technical and scientific products Employment Employment Change Estimated Projected 4593 536 9.7% 13-1111 Management analysts 3666 2851 6.9% 13-1199 Business operation 4249 463 9% specialists, all other 41-399 Sales representations, 2366 2514 6.3% services, all other 41-411 Sales representatives, 127 1152 12.2% wholesale and manufacturing, technical and scientific products 27-331 Public relations Specialists 888 144 17.6% 13-123 Purchasing agents, except 938 163 13.3% wholesale, retail, and farm products 11-221 Marketing managers 833 891 7% 13-171 Employment, recruitment, 541 716 32.3% and placement specialists 41-311 Advertising sales agents 52 561 11.8% 11-311 Administrative services 825 92 11.5% managers 13-151 Cost estimators 542 623 14.9% 13-122 Wholesale and retail 551 562 2% buyers, except farm products 13-173 Training and Development Specialists 13-1121 Meeting and convention 16 173 8.1% planners 13-121 Purchasing agents and buyers, farm products 34 36 5.9% 211 Annual Program Review and Plan - Business Page 15
6. Discuss demand for workers in this TOP code based on CA Employment Development Department Labor Market Information for Los Angeles County and Advisory Committee input. Describe the rationale for use of data regarding additional geographic areas. Based on advisory committee input and the California EDD Labor Market Information for Los Angeles County for 28-218, in virtually every occupational sector for which data was provided, the current estimated employment for particular business-related jobs in those sectors is lower (and in some cases significantly lower) than the estimates for projected future employment in those sectors and jobs. For that reason, it would appear that there is and will continue to be a demand for more employees in business-related jobs for the foreseeable future. In addition, and for the same reasons that the LA County data was useful, similar statistical analyses for other California counties (and particularly for those in Southern California representing the Citrus College constituencies) might also be useful to effectively evaluate the prospective market needs for business-related jobs in those counties. 211 Annual Program Review and Plan - Business Page 16