The Accelerated Instructional Program Review Narrative Report

1. College: College of Alameda Discipline, Department or Program: Business

Date: October 29, 2012

Members of the Accelerated Instructional Program Review Team: Maurice Jones, Dean Rochelle Olive: Department Chair and Tenured Accounting Faculty Gary Perkins: Tenured CIS and Business Faculty Mike Wirth: Emeritus Tenured Business and Accounting Faculty, Adjunct Faculty Carolyn Johnson, Adjunct Faculty ______2. Narrative Description of the Discipline, Department or Program

The Business Discipline’s mission is closely aligned to COA’s mission: “College of Alameda’s mission is to serve the educational needs of its diverse community by providing comprehensive and flexible programs and resources that empower students to achieve their goals.”

While our goals and objectives are the same, the world of business and commerce continues to change. Technology has transformed business. The Internet has vastly altered the scope and pace of business; and markets that were once local have become global. Similarly, the students coming to the College of Alameda to take business classes and pursue certificates and degrees have changed. While many business students transfer to four-year institutions, an increasing number seek immediate employment, start their own business or seek knowledge to run their business more efficiently. To that end, we are restructuring the Associate of Arts Degree, Certificates of Achievement and the Certificates of Proficiency.

In today’s world many individuals will experience a period of self-employment--either by choice or by force. Small business is the major driving force in the US economy. Community colleges can help support the development and growth of small business by providing a pathway to the acquisition of a core set of business management skills. For these reasons, the College of Alameda is focused on designing a comprehensive Entrepreneurship and Business Management program by:

▸ Updating existing programs ▸ Developing new courses/programs ▸ Increasing the number of Graduates with Entrepreneurial and Business Management Training ▸ Building an Entrepreneurship Resource Center

Within the next year, the need for faculty knowledgeable in Entrepreneur core concepts, a dedicated lab with state of the art desktop and laptop computers/current software applications and an entrepreneur center is critical to the program/course/student’s success.

3. Curriculum

The curriculum in the business discipline is current and its effectiveness is evaluated on a continuous basis. Each discipline has conducted a curriculum review of course outlines and is currently in the process of updating course outlines in CurricUNet. To assist and update all faculties in the use of CurricUNet, a district wide workshop is planned next month. The majority of Business course outlines have been updated and validated within the last three years. The remaining course outlines will be updated in CurricUNet after next month workshop training. In addition, the development of two-year pathways for all Certificates and AA/AS degrees in business continues. The COA Business and Entrepreneur Advisory Board (faculty and industry partners) are working together to develop and update business courses and programs. Student’s learning outcomes are listed on the syllabi of all business courses.

Currently, the Business Discipline of College of Alameda offers the following degrees and certificates:

Associate in Arts Degrees: Certificates of Achievement: Certificates of Proficiency: Accounting Accounting Small Business Administration Business Administration Business Administration Office Administration – Logistic Industry Logistics--Clerical

BUSINESS ADMINISTRATION PROGRAM The Business Administration Program is targeted to business students who wish to transfer to a four-year institution. Update: with the implementation of the TMC (Transfer Model Curriculum), students that complete the General Education Breadth Requirements and the Business Administration requirements will be able to complete in two years the Associate in Arts in Business Administration and transfer all units to a four-year institution.

ACCOUNTING PROGRAM The Accounting Program is targeted to Accounting students who wish to transfer to a four-year institution. Update: with the implementation of the TMC (Transfer Model Curriculum), students that complete the General Education Breadth Requirements and the Accounting core business requirements will be able to complete in two years the Associate in Arts in Accounting and transfer all units to a four-year institution. For those seeking immediate employment, we offer a Certificate of Achievement.

One of the most unique characteristics of the Accounting Program is the 40-Plus years of the Accounting tutorial Center (ATC). The ATC, staffed by qualified peer tutors, provides supplemental and computerized supplemental accounting instruction not only to COA students, but students from other colleges in the Bay Area.

To motivate students to achieve excellence in education and the business community, the Accounting program annually sponsors two monetary scholarships: The Phyllis Cellucci Memorial Award (Outstanding Business Student) and the Dr. Ida B. Pound Accounting Scholarship.

2 SMALL BUSINESS MANAGEMENT PROGRAM COA Business and CTE Faculty will work collaboratively to develop entrepreneurship curriculum on topics ranging from opportunity identification and concept development to business plans and a business plan competition. COA Faculty will also work collaboratively to update business management curriculum including marketing, finance, management and operations. The CTE programs will have a current trends and real world experience component that will keep the students on the cutting edge of entrepreneurship and business management within their chosen field. Finally, we expect to include CTE specific coursework, case studies and visiting lecturers in the curriculum.

ATLAS PROGRAM The Atlas program currently serves a community niche; therefore, the program will be funded and marketed under a new government grant. Updates to the curriculum will fall under the grant requirements.

Business Discipline Goals The shared goals are:  To develop students ability to solve problems and make sound, ethical decisions  To enable students to satisfy their transfer goals and/or satisfy their Associate Degree requirements.  To enable students to achieve or improve immediate career goals.  To attract students into careers in business, especially those in underrepresented groups.  To develop successful business students who can contribute toward solving current economic/social problems.

Recommendations and priorities The complexities of the Accounting-Business-Small Business Management profession are increasing exponentially, both conceptually and technologically. The industry standards are growing, our classroom facilities need improvement, and the software requires updates. These are ongoing challenges for faculty that need to be addressed through release time, professional development grants, and other forms of institutional support.

4. Instruction:

 Describe effective and innovative strategies used by faculty to involve students in the learning process. How has new technology been used by the department to improve student learning?

The Business department continues to bridge student learning with successful strategies including the traditional lectures/discussions, power point presentations, computer lab and Internet exercises, videos, etc. With limited facilitates and computer resources, hybrid and on-line course offerings are used as a method to incorporate new technology into improving student learning outcomes. In the Accounting courses students are assigned an individual project that requires them to prepare and submit a written report which summarizes their analysis of a major corporation. This report is a culmination of concepts and application of what they mastered in the class.

To equip students to cooperate and work effectively with individuals and groups, every business course has successfully integrated group/team assignments/projects into course objectives/learning outcomes.

3 Two innovate successful teaching strategies used in the small business course are: The Shark Tank Competition and the Management Challenge. In the Shark Tank competition students research and resolve real-world business problem within a designated small business community. A key aspect of the Management Challenge is real world business owners have submitted a list of up to three management challenges which they currently face. Students are divided into groups. For each business case, there are two groups of students who are assigned to the role of Manager, Assistance Manager or staff. These two groups will design a proposed plan or approach to addressing the challenges as presented by the business owners. Their proposal will incorporate the key topics covered in this course including, but not limited to, marketing, finance and operations. At the end of the competition, the business owner will rate the proposals provided and select a preferred pathway from the two choices presented by the student teams. Many of these businesses may be eligible for services from existing organizations like the Small Business Development Centers and SCORE. The instructor and students coordinate their efforts with these organizations as they develop their proposed solutions. The structure of this coordination will vary depending upon the resources, interests and availability of SBDC and/or SCORE consultants. These consultants will be resources for the students as they prepare their proposals for the business owner.

 How does the department maintain the integrity and consistency of academic standards within the discipline?

Course outlines and syllabus are required for all courses. Course outlines identify student’s learning outcomes, entry and exit skills and specify goals for student learning. Course syllabus describes course objectives, content, grading procedures, and student learning outcomes. Periodically, all business instructors share their syllabi, discuss textbooks and review/update academic standards.

 Discuss the enrollment trends of your department. What is the student demand for specific courses? How do you know? What do you think are the salient trends affecting enrollments?

For the past two years, the second most awarded AA degrees for students are Business Administration.

A few years ago, UC Berkeley required all students entering into their school of business to complete Business 10 (Intro to Business)—as a result the demand and enrollment skyrocket.

According to the 2013 Salary Guide for Accounting & Finance Salaries by Robert Half International “… unemployment rates in areas such as accounting, auditing and financial analysis are frequently well below the national average. Employers are shifting their hiring focus toward core accounting roles and positions that support business growth. Entry-level hiring also is picking up.” Instructor-driven informal surveys, indicates that a great majority of students entering college first-time, re-entry, or career seekers have consistently listed or stated their major is Business.

4 Campus College of Descr Long Alameda 2010 2010 Total 2011 2011 Total 2012 2012 Total Enrollment Enrollment Enrollment Time of Enrollment Enrollment Enrollment F09 S10 F10 S11 F11 S12 Subject Catalog Nbr Day BUS 10 Day 81 43 124 45 39 84 35 43 78 BUS 10 Evening 63 38 101 39 21 60 246 151 397 BUS 217 Evening 24 24 BUS 220 Day 16 16 BUS 220 Evening 18 18 21 23 44 20 25 45 BUS 225 Day 20 20 BUS 229 Evening 48 48 BUS 24 Day 34 34 BUS 24 Evening 30 30 36 36 BUS 2 Day 52 52 52 52 42 40 82 BUS 2 Evening 39 78 117 40 63 103 25 25 BUS 1A Day 68 36 104 77 76 153 73 82 155 BUS 1A Evening 60 83 143 86 71 157 41 41 82 BUS 1B Day 22 20 42 34 33 67 29 29 58 BUS 1B Evening 42 30 72 36 39 75 24 24 BUS 20 Evening 44 50 94 56 40 96 35 35 BUS 54 Day 29 29 38 38 29 29 BUS 54 Evening 44 44 38 32 70 26 36 62 BUS 207A Day 31 31 BUS 207B Day 13 13 BUS 207C Day 25 25 BUS 208 Day 33 32 65 34 34 40 41 81 BUS 230D Day 13 16 29 21 27 48 BUS 230E Day 15 17 32 13 10 23 BUS 230F Day 9 10 19 8 9 17 BUS 231D Day 1 1 2 3 6 9 BUS 231E Day 5 5 10 4 1 5 BUS 231F Day 2 1 3 3 2 5 BUS 236 Day 15 15 BUS 236 Evening 16 16 20 40 60 17 27 44 BUS 238A Day 19 19 17 17 BUS 238B Day 5 5 2 2 BUS 240 Day 24 24 20 42 62 36 37 73 BUS 240 Evening 20 17 37 BUS 247 Day 19 19 BUS 247 Evening 18 18 25 40 65 17 51 68 BUS 209 Evening 36 37 73 43 21 64 38 36 74 BUS 227 Evening 19 19 BUS 49 Evening 1 1 BUS 239 Evening 36 36 BUS Total 757 737 1494 762 729 1491 709 787 1496

5  Are courses scheduled in a manner that meets student needs and demand? How do you know?

Courses are offered via hybrid, on-line, and in-class with traditional lecture, at various times to meet the needs of both day and evening students. Every semester, course offerings are reviewed by faculty and administrators to ensure current student needs and demands are met. Business courses are currently offered at different times that do not conflict with other business courses. The evening program is currently being reviewed for updates/additions that will meet the needs/demands of students.

Additional assessment needs are under review to determine if courses are offered at times that best meet student’s demand.

 Recommendations and priorities.

To successfully meet the demand for additional courses at different times requires three full-time instructors are needed. With only one full-time faculty, two 50% full-time faculty, and three adjuncts, the program is limited in the number of course offerings available to students.

To meet the technology demand, the program needs smart-classrooms with desktop computers for students. ______5. Student Success:

 Describe student retention and program completion (degrees, certificates, persistence rates) trends in the department. What initiatives can the department take to improve retention and completion rates? Retention rates average approximately 75-80% per class. Program completion is approximately 85-90%. Peer tutoring is very effective in helping students to complete courses and complete their program of study. More funding is needed to hire peer tutors and to provide a larger room to accommodate students.

Retention by college by course (for program review) Date run: 9/12/2012 Only credit courses (CB(04) is in C or D). Census enrollment and retention are duplicated by class enrollment. Census Enrollment = Dropped after census or didn't drop Retained = A, B, C, D, F, IP, I, RD, P, NP Retention Rate = Retained / Census Enrollment Campus Alameda 2011 Spring Catalog Census Retention Subject Nbr Enrollment Retained Rate

BUS 729 490 67% BUS 10 60 34 57% BUS 1A 147 90 61% BUS 1B 72 57 79% BUS 2 63 34 54% BUS 20 40 19 48% BUS 209 21 13 62% BUS 220 23 20 87% BUS 230D 27 14 52% BUS 230E 10 7 70% BUS 230F 9 5 56% BUS 231D 6 5 83% Campus Alameda 2011 Spring Subject Catalog Census Retained Retention 6 Nbr Enrollment Rate BUS 236 40 33 83% BUS 238A 17 16 94% BUS 238B 2 2 100% BUS 24 36 30 83% BUS 240 42 41 98% BUS 247 40 37 93% BUS 49 1 1 100% BUS 54 70 29 41%

2011 Fall Catalog Retention Census Enrollment Retained Subject Nbr Rate BUS 709 505 71% BUS 10 281 200 71% BUS 1A 114 71 62% BUS 1B 53 49 92% BUS 2 67 39 58% BUS 208 40 27 68% BUS 209 38 30 79% BUS 220 20 15 75% BUS 236 17 13 76% BUS 240 36 32 89% BUS 247 17 15 88% BUS 54 26 14 54%

2011 Spring Catalog TOTAL SUCCESS SUCCESS Subject Nbr GRADED RATE BUS Total 628 412 65.60% BUS 10 49 27 55.10% BUS 1A 133 69 51.90% BUS 1B 71 52 73.20% BUS 2 50 26 52.00% BUS 20 37 16 43.20% BUS 209 16 13 81.30% BUS 220 21 18 85.70% BUS 230D 19 13 68.40% BUS 230E 9 7 77.80% BUS 230F 5 5 100.00% BUS 231D 5 5 100.00% BUS 231E 1 1 100.00% BUS 231F 2 2 100.00% BUS 236 38 29 76.30% BUS 238A 17 15 88.20% BUS 238B 2 2 100.00% BUS 24 33 27 81.80% BUS 240 41 32 78.00% BUS 247 37 34 91.90% BUS 49 1 1 100.00% BUS 54 41 18 43.90%

 What are the key needs of students that affect their learning? What services are needed for these students to improve their learning? Describe the department’s efforts to access these services. What are your department’s instructional support needs?

7 More assessment is needed in this area. Services for students with disabilities are limited within the classroom. Students attending college for the first time need assistant in developing good study habits, writing reports, working in groups to complete an assigned task, financial aid to purchase required textbooks etc…. Faculty release time should be designated to explore what services are needed to improve learning.

 Describe the department’s effort to assess student learning at the course level. Describe the efforts to assess student learning at the program level. In which ways has the department used student learning assessment results for improvement?

All business courses have successfully implemented Student learning outcomes into their syllabus, course outlines, and student’s assessments. During the department meetings, faculties are discussing the outcomes and how/what are needed to improve student learning. As a direct result of dialoguing, excellent teaching strategies have been developed.

Recommendations and priorities. Provide release time to faculty to review, discuss, update and plan effective teaching methods/resources for all students. ______

6. Human and Physical Resources (including equipment and facilities)

 Describe your current level of staff, including full-time and part-time faculty, classified staff, and other categories of employment.

For the Business Administration program there are no full-time instructors. Currently, there are two full- time CIS instructors teaching Business/CIS courses and one part-time instructor. For the Accounting Program, there is one full-time and one part-time instructor. For the Small Business Program, there is one part time instructor.

Describe your current utilization of facilities and equipment.

Class rooms with whiteboards/markers, one-two used overhead projectors, and an occasional use of IT image projector reflects the business utilization of facilities and equipment. Computer labs are shared with CIS—with CIS using the facility 90%. For the Accounting and Economics tutoring program, there is one dedicated room in the library—room capacity is 7only, a desktop computer with one printer. The use of the room is restricted to library hours—which do not always meet the need of our students needing tutoring services.

 Are the human and physical resources, including equipment and location, adequate for all the courses offered by your department (or program)? What are your key staffing and facilities needs for the next three years? Why?

Technology is rapidly changing. There is a need for a computer lab designated for business and accounting. Without the proper facilities, equipment and software our students are at risk of not having necessary business skills to succeed in their academic and career pursuits. 8 Current staffing in the Business Administration and Accounting Programs is inadequate. With the development of the Entrepreneur program, implementation of the TMC, and the new proposed entrepreneur center, three additional full-time instructors are need to ensure student’s success in these programs.

 Recommendations and priorities. Need an additional computer lab for business, economics and accounting Hire three additional instructors for the Business, Accounting and Small Business Programs.

______7. Community Outreach and Articulation

For vocational programs:

 Describe the department’s connection with industry. Is there an Advisory Board or Advisory Committee for the program? If so, how often does it meet? Is the program adequately preparing students for careers in the field? How do you know?

The EBM (Entrepreneurship Business Management) Advisory Group had its inaugural meeting in May 2012. Below are the key initiatives for the proposed Advisory Board:

 Development of Entrepreneurship and Business Management Program(s)

 Upgrades to core Business courses necessary in this changing business environment.

 Collaborative initiatives which provide support to current COA students who are current or future small business owners or entrepreneurs.

 Entrepreneurship Resource Center (“ERC”)

 Business Career Fairs and Networking

 Business Competitions

 Alumni Program

The advisory group meets twice a year. The board recommendations are reviewed by faculty and incorporated into the business/accounting programs. As a team of educators and entrepreneurs, we are currently reviewing recruitment options for our students.

 Have students completing the program attained a foundation of technical and career skills? How do you know? What are the completion rates in your program? Informal contact with students completing the business programs indicate do get the foundation of technical and career skills needed. Most students completing the Business Administration and/or Accounting Programs transfer to four year institutions. There success is not currently tracked.

Students seeking and obtaining immediate employment are not tracked.

More needs to done to determine completion rates and the ability to become successfully employed. 9  What are the employment placement rates? Include a description of job titles and salaries. What is the relationship between completion rates and employment rates?

While the College of Alameda has the “One Stop” job center, there is no data on employment placement rates or the relationship between completion rates and employment rates.

The 2013 Salary Guide by Robert Half International provides information on job titles and salaries. The below represents a small sample:

Operational Support: Credit & Collections (Small companies) $28,750 - $61,500 Operational Support: Bookkeepers (All companies) $28,500 - $57,250 Operational Support: Payroll & Other (Small companies) $28,500 - $52,250 Patient Accountant $34,000 - $45,000 Paraprofessional/Bookkeeper (All firms) $37,500 - $55,500

Students successfully completing the AA degree in Accounting/Business Administration would be good candidates for the Bookkeeper. Students successfully completing the Certificate of Achievement would be good candidates for all other position listed above. More education and experience would be needed for positions available in medium to large companies.

 What industry trends are most critical for the future viability of the program? How do you know? What are the implications of these trends for curriculum development and improvement?

For more than 60 years, Robert Half International has published a new guide annually to ensure their data reflect the most recent employment trends. The U.S. Department of Labor’s Bureau of Labor Statistics has cited this guide when compiling the Occupational Outlook Handbook. Employers are shifting their hiring focus toward core accounting roles and positions that support business growth. Entry-level hiring is also picking up; as firms show renewed interest in professionals in the early stages of their careers, hoping these employees will grow with the organization. The certified public accountant remains the most frequently requested and versatile credential. Students completing the AA degree in Accounting/Business Administration have a solid foundation to transfer to a four year college and complete the requirements for a BA/BS degree. This guide describes not only salaries, but the fastest growing industries and positions in highest demand on a regional basis. For example, the fastest-growing industries on the Pacific coast are healthcare and financial services. Positions in greatest demand include compliance specialists, as well as finance professionals who can assess potential tax penalties and credits.

For transfer programs:

 Describe the department’s efforts in meeting with and collaborating with local 4-year institutions. Is the program adequately preparing students for upper division course work? How do you know?

Faculty and counselors have meet with four year institutions on a continuing basis to implement articulation agreements. With the implementation of TMC, UC and California State University colleges accept core courses required for the Business Administration.

COA Business Courses transferable to California State University and UC System include: Business (1A) Financial Accounting Business (1B) Managerial Accounting Business (10) Introduction to Business 10 Economics (1) Principles of Economics (Macro) Economics (2) Principles of Economics (Micro)

For all instructional programs:

 Describe the department’s effort to ensure that the curriculum responds to the needs of the constituencies that it serves. During the department’s discipline meetings, student pathways to various degrees and course offerings are vetted and reviewed.

Recommendations and priorities: Department priorities: faculty meetings to review/update curriculum, and to continue dialogue with 4-year colleges. Appendices

Notes: AA: Associate in Arts Degree AS: Associate in Science Degree CA: Certificate of Achievement CP: Certificate of Proficiency

11 College of Campus Alameda 2011-2012 2010-2011 AWARDS AWARDS AWARDS AWARDS SUBJECT DESCR ETHNICITY AA AS CA CP Total AA AS CA CP Total BUS Business BUS Asian Administration 22 10 32 28 20 48 BUS Business BUS Hispanic Administration 4 2 6 1 1 2 BUS Business BUS Filipino Administration 1 1 2 1 1 2 BUS Business BUS White Non Hispanic Administration 4 6 10 2 3 5 BUS Business BUS Other Non white Administration 1 1 BUS Business BUS Black/African American Administration 6 3 9 2 2 4 BUS Business BUS Pacific Islander Administration 1 1 BUS Business BUS Unknown/Non Respondent Administration 8 5 13 2 2 BUS Business BUS Multiple Administration 1 1 1 1 2 BUS BUS Asian BUSINESS/Accounting 3 3 7 7 BUS BUS Hispanic BUSINESS/Accounting BUS BUS Filipino BUSINESS/Accounting 1 1 BUS BUS White Non Hispanic BUSINESS/Accounting 1 1 BUS BUS Black/African American BUSINESS/Accounting 1 1 BUS BUS Unknown/Non Respondent BUSINESS/Accounting 1 1 BUS Logistics BUS Asian (Clerical) 4 4 1 1 BUS Logistics BUS Hispanic (Clerical) 10 10 3 3 BUS Logistics BUS Filipino (Clerical) 3 3 1 1 BUS Logistics BUS White Non Hispanic (Clerical) 5 5 BUS Logistics BUS Black/African American (Clerical) 14 14 12 12 BUS Logistics BUS Unknown/Non Respondent (Clerical) 2 2 1 1 BUS Logistics BUS Multiple (Clerical) 2 2 BUS Office Admin for BUS Asian Logistics 4 4 BUS Office Admin for BUS Hispanic Logistics 4 4 BUS Office Admin for BUS White Non Hispanic Logistics 2 2 BUS Office Admin for BUS Black/African American Logistics 3 3 BUS Small Business BUS White Non Hispanic Admin 1 1 BUS Small Business BUS Black/African American Admin 1 1 BUS BUS Accounting Asian 2 2 8 1 9 BUS BUS Accounting Hispanic BUS BUS Accounting Filipino 1 1 BUS BUS Accounting White Non Hispanic BUS BUS Accounting Black/African American 1 1 BUS BUS Accounting Unknown/Non Respondent 1 1 BUS Office BUS Black/African American Administration 1 1 2 12 BUS Office BUS Unknown/Non Respondent Administration 1 1 2 BUS Legal Secretarial BUS Hispanic Studies 1 1 BUS Legal Secretarial BUS Black/African American Studies 1 1 BUS Legal Secretarial BUS Unknown/Non Respondent Studies BUS General Office BUS Asian Clerk 1 1 BUS Total 55 18 69 142 44 10 52 106

13 Accelerated Instructional Program Review Resource Needs Reporting Template

Division: 1 Department/Program: Business Contact: Rochelle Olive Item Identified in Human Resources Physical Resources Technology and/or Supplies Budget Curriculum Program Review (Staffing) (Facilities) Equipment (justification)

Three full-time More smart- Upgrade software $1,500 Submit proposal for instructors classrooms with Desktops computers the three new computers and Printers entrepreneur software Image projector courses Newer overhead projectors

Hire additional peer A larger tutorial tutors center for Accounting and Economics students

Provide faculty training on new computers and software

A Integrated Planning Template (See Economics 2011-2012 Program review for details)

Division: 1 Department/Program: Contact: Bus/Econ/CIS/HLTOC cluster Diana Bajrami & Rochelle Olive Strategic Direction __:

Institutional Goal ___:

Objective: Priority:

Activities/Tasks Responsibility Resources Timeline Comments College Planning Lead person(s) Link(s) * 1.

Student Learning Outcomes Reporting Template (Course Level Outcomes)

C Student Learning Outcomes Reporting Template (Program Level Outcomes)

Division: Department/Program: Contact:

Student Learning Outcome Measure Definition of Data Method of Data Expected Level Actual Level Plan of Action Outcome (Sample/Population) Collection & Source of Performance of Performance