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Program ReviewMerced College

201516Faculty/Program Manager View

I. Program Summary

1. Name of Program

2. Degrees, Certificates or Services Associated with the Program

3. How does the program contribute to the mission of the college? Merced College Mission Statement

4. Faculty/Staff InvolvementThe dialogue that occurred while planning assessments, evaluating data results, and determining action plans took place

Other

No dialogue occurred

List Faculty/Staff involved in the assessment in the table below. To add rows select Insert Item.

Business, Entrepreneurship, and Marketing

Business Administration AST, General Business AA & CT, Small Business Entrepreneurship AA & CT, Marketing AA & CT

The Business, Entrepreneurship, and Marketing programs at Merced College contribute to our overall mission by offering coursework relevant to careers in these areas, as well as coursework that will contribute to students' bachelor's degrees or higher. We keep our curriculum current, so topics that students are exposed to are relevant to current business trends.

with others in my program/department during meetings (i.e. cohort, area, department meetings, small groups etc.) during oncampus workshops (i.e. flex workshops) over email with colleagues from outside the district with my dean and/or colleagues in my division

Name Participation

II. Assessment Summary

Annette Haugen,Merced College Faculty & Program Coordinator Program Review Author Discussion Participant Data Contributor

Jennifer Butler, Merced SBDC Program Review Author Discussion Participant Data Contributor

Karen Fritz, Merced College Faculty Program Review Author Discussion Participant Data Contributor

Jonae Pistoresi, Merced College Faculty Program Review Author Discussion Participant Data Contributor

Toni Reintke, Merced College Faculty Program Review Author Discussion Participant Data Contributor

4. Please provide a status update of all course SLO assessments. List the dates of the last two assessment reports, starting with the most recent. (Dates must be within the last five years.)

Course Number Previous Assessment Next Planned Assessment Contact Faculty

BUS10 Fall 2016 Fall 2018 Annette Haugen

BUS 18A Fall 2016 Fall 2018 Annette Haugen

BUS 35 Fall 2016 Fall 2018 John Doe

5. Means of AssessmentList the program SLO/SAO in the space below.

BUS 43 Fall 2013 No plans to offer Annette Haugen

MKTG 30 Fall 2013 Fall 2016 Toni Pirtle

MKTG 31 Hasn't been offered Class cancelled F16 low enrollment Jayden Sangha

MKTG 32 Hasn't been offered Hasn't been offered

MKTG 33 Spring 2016 Spring 2018 Jayden Sangha

BUS 56A Never Fall 2016 Annette Haugen

BUS 49AAZ Unknown (BUS 49 is used by various Busi... Unknown Varies

Program SLO or SAO

Links to Institutional Learning Outcomes

Select means of assessment, or select Other and type in the means of assessment.

Business Administration: A. Communicate interpersonally in order to establish positive business relationships using oral, written, and electronic media.

General Business A. Communicate interpersonally in order to establish positive business relationships; and logically and effectively construct and deliver business presentations in oral and written formats, utilizing a variety of presentation tools and media.

Communication Computation Cognition Global and Community Consciousness and Responsibility Personal Development and LifeLong Learning

Other

Benchmark Met

Assessment results of course SLOs linked to each program SLO Item analysis of exams, quizzes, problem sets, etc. (items linked to specific outcomes) Assignments based on rubrics (essays/reports, projects, performances, presentations, etc.) Assignments based on checklists Classroom Assessment Techniques (CATS, “clicker” mediated responses, etc.) Direct observation of performances, structured practice or drills, “practical” exams, small group work, etc. Capstone projects or final summative assessment (final exams, capstone projects, portfolios, etc.) Direct assessment of service activities

Program SLO or SAO



Business Administration B. Formulate recommendations for courses of action based on identifying and analyzing a business' strengths, weaknesses, opportunities, and threats.

General Business C. Analyze business problem situations systematically and effectively, and apply knowledge from multiple disciplines to the problem.

Entrepreneurship: A. Perform an analysis to assess a new business' potential in the external environment in order to distinguish between a business idea and a business opportunity.


Other

Benchmark Met


Program SLO or SAO



Business Administration: C. Demonstrate awareness of the economic, environmental, social, political, ethical, legal, regulatory, and technological factors affecting business.

General Business: B. Demonstrate comprehension of the core concepts of each business discipline – accounting, finance, information systems, economics, management, and marketing.


Other

Benchmark Met


Program SLO or SAO



Business Administration D. Develop management skills to work effectively, respectfully, ethically, and professionally with people of diverse age, gender, ethnicity, and culture.

General Business: E. Work effectively, respectfully, ethically and professionally with people of diverse ethnic, cultural gender, and other backgrounds and with people with different organizational roles, social affiliations, and personalities.


Other

Benchmark Met


Program SLO or SAO



Other

General Business: D. Use wordprocessing, spreadsheet, database, and collaborative software and WWW tools and apply them to analysis of business decision situations.



Benchmark Met

Program SLO or SAO



Other

Benchmark Met

General Business: F. Use team building skills and collaborative behaviors in the accomplishment of group goals and objectives.



Program SLO or SAO


Entrepreneurship: B. Prepare and analyze financial information associated with starting up a new business and maintaining an existing business.


Other

Benchmark Met



Program SLO or SAO



Entrepreneurship: C. Write a business plan suitable for presentation to potential investors and/or financial lending institutions and present it to an audience.


Other

Benchmark Met


Program SLO or SAO



Other

Marketing: A. Recognize the major components of a marketing plan including market segmentation and targeting.



Benchmark Met

Program SLO or SAO



Other

Benchmark Met

Marketing: B. Demonstrate an understanding of the marketing mix.



Program SLO or SAO

Links to Institutional Learning OutcomesMarketing: C. Analyze the psychological factors affecting the consumer buying process.

6. Assessment Data and Results for each PLO/SAO

7. Analysis and Interpretation of Results for each PLO/SAO (include benchmarks)


Other

Benchmark Met



Program Learning Outcomes BUS ADMIN A & DGEN BUS A, C, D, FAverage across all sections: 86.5%

The Program Learning Outcomes for BUS ADMIN A & D and GEN BUS A, C, D, E, F exceeded the benchmark of 70% mastery, as 86.5% was the average grade across 158 students who participated in the ethics project. The Program Learning Outcomes for BUS ADMIN B and ENTRE A are aligned with BUS 10 SLO C. Data indicates that 74.4% of the

8. Do your program outcomes represent learning appropriate to the standards of your discipline or profession? (This may not apply to all service areas.)

9. Plans for Improvement

Program Review Data:

participating students demonstrated mastery in this topic, as measured through test questions.

The Program SLOs need to be updated for the General Business program. These SLOs are extremely outdated. This is because, lately, a greater focus has been placed on the AST in Business Administration. The vast majority of our students are choosing to major in Business Administration because of the AST. Each of our other disciplines has declined significantly.

We plan to update the General Business Program SLOs in the 20162017 academic year.

To view the relevant data for the following questions select the link below, log into the MC4MePortal, then choose your area.Instructional Program Review Data

10. What trends, if any did you identify ina. student demographics for your program compared to the district?

b. instructional demographics for your program compared to the district?

For Business, the Race/Ethnicity aligns mostly consistently with the district average. Students enrolled in the business discipline are a Hispanic majority (53.3%), and secondarily Caucasian (23.19%). This is very close in comparison with the district averages of 53.04 and 25.58%, respectively. Business constrasts slightly with the district average when analyzing African American enrollment Business has approximately double the district average: 7.8% for business compared to 3.86% for the district overall enrollment.For Business, the student age aligns mostly consistently with the district average. The majority of business students are between the ages of 2024 years (43.3%), as are the majority of students within the district overall (34.53%). Secondarily, business has 29.12% of students in the <19 age group, and the district also has this age group as its secondary agegroup (28.36%). There is a slight difference when looking at the >50 age group business only has 2.09%, whereas the district has 7.26% over than 3xs more.For Business, slightly more females are enrolled than males. There are 51.76% female, and 48.13 % male. The district average is 57.05% female, and 41.61% male. Students enrolled in the marketing discipline are a Hispanic majority (53.3%), and secondarily AfricanAmerican, Asian, and Caucasian (13.16% each)Students enrolled in the marketing discipline are mostly in the 2024 age group (57.89%) and secondarily in the <19 age group (21.05%), as is consistent with the district. For Marketing, slightly more females are enrolled than males. There are 57.89% female, and 42.11 % male.There was no demographic data for Entrepreneurship. It is possible that it is grouped in with the data for Management, but this may not be relevant data, as many of the management classes are workplace improvement classes and take place offcampus and consist of mature students who are mostly employed.

DATA BUS/MKTG/ESHIP 2011S2015SCompletion RatesCompletion rates 2011S2015S district averages are 84.67% (comparable with our programs) Completion rates 2011S2015S for BUS 10Merced averages 81.41%; BUS 10Los Banos averages 78.21%.Completion rates 2011S2015S for BUS 18AMerced averages 84.47%; BUS 18ALos Banos averages 77.91%.Completion rates 2011S2015S for BUS 35Merced averages 74.69%; BUS 35Los Banos averages 74.34%. *(LB through 2014S only)Completion rates 2011S2015S for BUS 49CEO averages 89.80%. *(through 2013S only)Completion rates 2011S2015S for MKTG/MDSE 33 averages 87.92%.Completion rates 2011S2015S for MKTG 30 averages 74%.Completion rates 2011S2015S for MGMT 37 averages 82.86%.* (*only offered through 2014F)Average Completion Rates across all BUS/MKTG/ENTRE classes 2011S2015S = 80.56% (Merced=82.16%, LB=76.827%)

Fill RatesFill rates 2011S2015S district averages are (not specified exactly on spreadsheet but we appear to be slightly lower, especially in Los Banos where classrooms are large.)Fill rates 2011S2015S for BUS 10Merced averages 81.68%; BUS 10Los Banos averages 72.73%.Fill rates 2011S2015S for BUS 18AMerced averages 68.19%; BUS 18ALos Banos averages 61.45%.Fill rates 2011S2015S for BUS 35Merced averages 57.54%; BUS 35Los Banos averages 51.02%*. *(LB through 2014S only)Fill rates 2011S2015S for BUS 49CEO averages 89.00%. *(through 2013S only)Fill rates 2011S2015S for MKTG/MDSE 33 averages 71.88%.Fill rates 2011S2015S for MKTG 30 averages 56%.Fill rates 2011S2015S for MGMT 37 averages 76%.* (*only offered through 2014F)Average Fill Rates across all BUS/MKTG/ENTRE classes 2011S2015S = 68.59% (Merced=71.53%, LB=61.73%)

Success RatesSuccess rates 2011S2015S district averages are 69.11% (comparable with our programs) Success rates 2011S2015S for BUS 10Merced averages 70.01%; BUS 10Los Banos averages 65.24%.Success rates 2011S2015S for BUS 18AMerced averages 69.98%; BUS 18ALos Banos averages 63.16%.Success rates 2011S2015S for BUS 35Merced averages 60.7%; BUS 35Los Banos averages 50.0%*. *(LB through 2014S only)Success rates 2011S2015S for BUS 49CEO averages 88.78%. *(through 2013S only)Success rates 2011S2015S for MKTG/MDSE 33 averages 75.79%.Success rates 2011S2015S for MKTG 30 averages 61%.Success rates 2011S2015S for MGMT 37 averages 68.57%.* (*only offered through 2014F)

III. Planning SummaryRemember to attach your goals sheet(s) in the Attachments section below. Please click here: An example of a template for an example of a template to use for recording your program goals.

Or for the LRC, AV, or ITS click on the link below to add your goals:

12. Have there been any internal/external changes to this program/department which have had a significant impact on the program's goals and/or effectiveness? If so, please explain.

11. Are there any factors influencing the student access to services/programs?Factors influencing student success include the availability of online courses, evening classes, access to technology, and experiential learning activities. Starting in the Sp17 semester, there will be only one Business course offered online (BUS 10), compared to two at this time. BUS 35 will be offered as a hybrid, partially due to the 4day teachinginfrontofanaudience rule, and partially because students may grasp the concept better with some facetoface discussion. Other colleges offer Business Law as a hybrid or online course, and some of our students have chosen to complete this requirement with those schools instead of here at Merced College. If we have a replacement fulltime professor for BUS Law, we may want to consider this opportunity. Our evening classes have much lower enrollment than our daytime classes, and these are usually staffed with adjuncts who often have their classes cancelled. Again, it is possible that flexible instruction (such as hybrid classes) may help this situation. Our students need better access to reliable wifi and technology in the classroom. Some tablets and fast wifi will help this situation. Experiential learning is very limited in the Business discipline. The CEO Club is the only club that offers experiential learning through business plan competitions, conferences, company and factory tours, and visits to 4year institutions with Business programs (CEO is a class in the F16 semester, but was not approved to be a repeatable class, so it will not likely fill in future semesters). CEO has a very difficult time finding the money needed for these experiential activities. A minimum of $2,500 was requested by the professor to continue operating this club. The club would be tasked with fundraising the balance of monies needed each semester.

Planning Goals for 1516 PR BUS MKTG ENTRE.docxMicrosoft Word Document20.9 KB

The Business and Marketing disciplines have suffered somewhat due to the abrupt departure of one of the two fulltime faculty.

Resource Allocation

Complete the table for each resource request. Please rank in order of priority according to your program assessment results.

Additionally, the CEO Club attempted to convert into a 3unit class, rather than just an optional club. Some logistics prohibited the approval of the CEO Course from being approved as a foursemesterrepeatable offering (BUS 56 A, B, C, D), even though it is modeled identically to student government. Therefore, only BUS 56A was approved. This is not likely a sustainable class in the longrun, as CEO thrives from students who enroll in more than one semester. Additionally, funding was a requirement for this club to convert to a class. A minimum of $2,500 per semester was requested by Professor Annette Haugen to cover travel, field trips, company tours, etc. This was verbally promised, but no funding has been provided as of yet (second week of the semester).

Resource Learning OutcomesSelect all that apply

Reason for ResourceSelect all that apply

Comments

Account Line Outcomes/Goals

Institutional SLOsCommunicationComputation Cognition Global Consciousness Personal Development

i.e. PLO A and B, or Goal 1 and 2

Safety Compliance Maintain Program Grow Program

$2,500 per semester funding for BUS 56A to cover business competitions, field trips, company tours, handson training, etc. Students enrolled in CEO probably have the highest retention, persistence and graduation rates (as a percentage of the overall class) compared to any other business class offered at Merced College.

Smart Tablets Outcomes/Goals

Institutional SLOsCommunicationComputation Cognition Global Consciousness


BUS 35 requires smartphone apps for financial computations that would normally require an expensive financial calculator. The apps are free for students with smartphones, and are much easier to use than the calculators. At least two days of instruction are saved by not having to teach the functions of the financial calculators. A few students each semester don't have smart phones. Tablets with wifi would be an adequate solution for these students to use during class

Personal Development Safety Compliance Maintain Program Grow Program

time. Time Value of Money computations are an SLO for BUS 35, and data will be tracked on how successfully each student is able to complete these calculations.

Document Camera in VOC 37

Outcomes/Goals




In order to effectively teach the Time Value of Money calculations, it is helpful to place the phone (with app open) onto the document camera so students can see how the calculations work.

Professional Development

Outcomes/Goals




Funding for professional development and curriculum training for finance is desired to enhance lackluster curriculum that we have been struggling with for many years.

13. Were any of your resource allocation requests fulfilled in the last year? YES NO N/AIf yes, explain why the item was needed, how it affected student success and how you measured student success related to the requested resource.

14. How is your program leveraging other resources?

15. List any resources your students would benefit from having in the LRC. (i.e. books, journals, media, etc.)

IV. Additional Information

16. Is there anything else you would like to be considered in the annual planning document?

Not that I know of.

We use Perkins funding for professional development, however we cannot use Perkins funding for anything for the students faculty only. For several years, CEO and Entrepreneurship students and faculty had access to funding for competitions and conferences through the Coleman Foundation. The Coleman funding lasted five years, and the expectation from the Coleman Foundation was for each college who received assistance to continue an entrepreneurial focus with their own monies after year five. We have not maintained our end of this deal consistently. In 2015, CEO did receive funding from ASMC (student club to student club) to travel to the national business competition and conference in Kansas City. One faculty member has also taken advantage of Professional Development opportunities offered through our Deputy Sector Navigator (about $1,500 to date).

Access to video libraries for current business case studies would be beneficial. Access to a case study library pertinent to Business, Entrepreneurship, Marketing, and Finance classes.

The business disciplines at Merced College need improvement. Not only are our facilities very decrepit and old, but our technology is not advanced. The Vocational Building is where the majority of our offices and classes are held, and it does not represent us as a quality institution for professional learning and advancement. Our rooms need updating. We need projectors that don't cover the whiteboard (preferably smartboards) so we can use both projection and whiteboard writing to deliver our lessons. Wifi accessibility is also very poor in the VOC building, and this inhibits student collaboration in the classroom when they are researching or document sharing with oneanother. The CEO Club has been focused on leadership and entrepreneurial development for six years now. This club needs support if the college wants it to continue. Verbally a small amount of funding was promised ($2,500 per semester) to support the handson

Attachments

Please attach any relevant documents to the program review.

Include items like, current outcomes mapping, rubrics, assessment data, and the previous assessment, if possible.To attach multiple files select Insert Item.

V. Document Evaluation

Self Evaluation of Program Review

learning project and trips that are taken. Traveling with a dozen or more students at a time is very costly and exhausting. Though the club fund raises their own money, it is not realistic to fund raise the amount needed for these types of excursions. Funding is needed, as is storage space for all of the CEO supplies necessary for projects, fund raisers and activities.

Business Ethics Presentation and Report Grading Rubric.docxMicrosoft Word Document14.8 KB

Program Review Stuff.xlsxMicrosoft Excel Worksheet41.8 KB

Please perform a selfevaluation of the completed annual program review using the criteria for proficiency below. The purpose of the selfevaluation is to improve the quality of program review reports.

Criteria for Proficiency in Program Outcomes AssessmentReviewers: Select the score from the columns that best reflects the content of the report being reviewed

1. Means of Assessment

2. Assessment Data and Results

3. Analysis and Interpretation of Results

4. Plans for Improvement

Process EvaluationPlease provide feedback to the Office of Institutional Effectiveness regarding the assessment process:

1. What changes to the review process or template would make program assessment more meaningful or useful to you?

2. What difficulties (if any) did you experience in completing the program review?

3. What resources (if any) would make the review easier to complete?

Select...

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4. Do you have further comments or suggestions?

Once complete, submit by choosing one of the options below:

For All other programs:

Select your COHORT from the list below:

MAKE SURE TO SAVE YOUR COMPLETED FORM BEFORE SUBMITTING FOR REVIEW:

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