ࡱ>  dZbjbj 7ee"QA ttttt8d 7459 6666666,:<J6t  6w#tt6w#w#w# `tt6w# 6w#w#2,45E`"Z,3p660 7@3<w#<(,4w#t,4D 66w# 7< ::    Note: The first column below matches the list of requested information as indicated on TracDat. The second column is where you can input your data at this time. The third column represents the information you would see if you pressed the help button (a question mark). You will be able to copy and paste or type in your information from the center column directly into the CPR boxes on TracDat under Department Tab -> General Subtab. Save this word doc in the following format: s14cpr_deptname. Last steps, remember, you will be uploading this copy in to the Trac Dat, Documents file. ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. Please refer to your workshop handout or contact:  HYPERLINK "mailto:pappemary@fhda.edu" pappemary@fhda.edu if you have questions. Information RequestedInput your answers in columns provided. Use word wrap. Note: reference documents can also be attached. Make sure to note the name of any reference documents in your explanations.  ? Trac Dat Help button will reveal (sorry no hyperlinks) I.A Department Name: BusinessI.A Program Mission Statement: The mission of the Business program is to challenge students of diverse backgrounds to develop their intellect, character, and abilities, achieve their educational and vocational goals, and acquire the business skills and knowledge they will need to help them serve their communities in a diverse and changing world.You may create a new one or copy from your 2008-09 comprehensive program review.I.A What is the primary mission of your program?TransferBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Choose a secondary mission of your program.Career/TechnicalBasic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, personal enrichment, N/AI.B.1 Number of Certificates of Achievement Awarded in 2012-1340 [includes Business Administration, Entrepreneurship, Management, Marketing Management]If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to:  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html Leave blank if not applicable to your programI.B.1 Number Certif of Achievement-Advanced awarded in 2012-130If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html leave blank if not applicable to your programI.B.1 Number AA and/or AS Degrees awarded in 2012-1370 [includes Business Administration, Management, Marketing Management, and Business Administration for Transfer]If applicable, enter the number of certificates of achievement awarded during the current academic year. Please refer to  HYPERLINK "http://deanza.fhda.edu/ir/AwardsbyDivision.html" http://deanza.fhda.edu/ir/AwardsbyDivision.html leave blank if not applicable to your programI.B.2a Academic Services and LR: # Faculty ServedN/AOnly for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Student ServedN/AOnly for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programI.B.2a Academic Services and LR: # Staff ServedN/A Only for programs that serves staff or students in a capacity other than traditional instruction, e.g. tutorial support, service learning, etc. 0 = no change; (X)= decreased; X = increased; blank= not applicable to your programII.A.1-Growth and Decline of targeted student populationsThere was an increase of 205 students (14% growth on a base of 1,433 students) in the targeted population enrollment in our program from 2011/12 to 2012/13. The percentage of our student population represented by our target groups increased from 28% to 30%. The percent of success among targeted populations decreased from 60% to 57%.Briefly, address student success data relative to your program growth or decline in targeted populations (Latina/o, African Ancestry, Pacific Islander, Filipino) refer to the sites: (Program reviews 2008-09 through 2012-13 available at:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html )II.A.2 Trends in equity gap:The gap in success rates between targeted and non-targeted populations increased from 14% to 18% from 2011/12 to 2012/13. One explanation for the increase in the equity gap is related to the increase in online course offerings. We have increased our online offerings in an attempt to increase enrollment. However, the data show that the equity gap is larger in online courses by 2%. Moreover, the increase in the equity gap online is not the result of increased withdrawal rates, but is entirely the result of higher non-success rates. We also believe that the equity gap increase is related to an overall increase in class sizes for on-campus classes. Due to a desire to increase enrollment, faculty have been taking late additions. These students start out behind the rest of the class. In addition, we believe that with larger class sizes, it is more difficult to give individual attention and create student engagement. Refer to  HYPERLINK "http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf" http://www.deanza.edu/president/EducationalMasterPlan2010-2015Final.pdf , p.16. Briefly address why this has occurred.II.A.3 Closing the student equity gap:Below are the goals set in the 2008-09 CPR, and our progress since: Re-institute the Cultural Competencies Committee within the division: Two people in our department volunteered serve on this committee; however the focus of the college shifted to SLO work, which was deemed more urgent at the time. Perhaps the division equity committee now being formed can pick up where the Cultural Competency Committee left off. Take greater advantage of existing campus resources including Student Success and Retention Services Center, Student Success Center, and the Math Performance Success program: Some instructors have given extra-credit for attending study skills workshops. Others have encouraged students to take advantage of these resources. We have partnered with the Student Success Center in two ways: 1) The Marketing Club is actively working with the SSC to promote its services among the student body, 2) We have arranged for 3 Business Law tutors to be hired by the SSC, and we are now encouraging our students to utilize these services for a class that has historically had a relatively large student equity gap. Development and measurement of course and department level SLOs: We have developed and measured SLOs in all of our classes, and twice in some cases. We have also developed and measured PLOs for all our degree and certificate programs, as well as our program as a whole.What progress or achievement has the program made relative to the plans stated in your programs 2008 -09 Comprehensive Program Review, Section III.B, towards decreasing the student equity gap? See IPBT website for past program review documentation:  HYPERLINK "http://deanza.edu/gov/IPBT/program_review_files.html" http://deanza.edu/gov/IPBT/program_review_files.html If a rationale for your strategies was not stated in the 2008-2009 CPR, then briefly explain now. II. A.4.a.Plan if success rate of program is below 60%Our success rate overall was 70% in all three of the most recent academic years (2010-11, 2011-12, and 2012-13). While this is a bit lower than the 5 year average for ý College as a whole, we attribute it to the fact that we offer many challenging courses, including some that are taught as upper division courses at most 4 year institutions that offer them.In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf If course success rates in your program fall below 60%, what are the departments plans to bring course success rates up to this level?II. A.4.b. Plan if success rate of ethnic group(s) is below 60%The success rate of our targeted ethnic groups stands at 57% for 2012-13, which is below the 60% target. In addition, the gap between the success rate for non-targeted groups and the success rate for targeted groups stands at 18% for the same period, which is above the 5% target adopted in ýs 2005 Pathways to Student Equity Plan. We requested in early February 2014 and received later that month detailed data on the success rates of targeted ethnic groups within the Business department by course section for the 2012-13 year from the Institutional Research department. We met as a department on March 14, 2014 to discuss this data and develop an action plan. Our immediate goal is to get the success rates of targeted ethnic groups in our program to at least 60% for the Spring 2014 to Fall 2014 period (including Summer). We are hoping that the same actions that bring this about will also close the achievement gap somewhat. Here are some of the specific things we plan to do to achieve our immediate goal: 1. Increase the availability and use of student tutors for Business Law I (one of our most difficult classes.) We have developed a PowerPoint presentation for students summarizing the services of the Student Success Center and we have disseminated it to all faculty members in our department. 2. Continue offering students extra credit for completing one or more of the Student Success Centers workshops on topics such as How to Read a College Textbook, How to Study for a Test, and How to Take a College Test. 3. Some faculty declared their intent to increase their use of active hands-on learning exercises in the classroom and reduce the amount of time devoted to traditional lecture. 4. Some faculty declared their intent to allow students to re-take a midterm that they didnt pass on their first attempt. In Winter 2015 we will request another report from Institutional Research to see how we are doing. We will report the results in our Spring 2015 Program Review Update.In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf Are success rates by ethnicity at or above 60%, if not, what are the departments plans to bring the success rates of the ethnic group(s) up to this level?II. A.4.c.Resources needed to reach institutional standardWe have found that group projects are effective in engaging students, both in and out of class. In addition, study guides are also useful in improving student success. We find that these types of activities are especially valuable to students in our targeted population because they are the least likely to have computers, printers, and textbooks. However, both of these activities typically require faculty to print and provide resources for these exercises. Therefore, we believe that the recent reductions in our printing budget will likely exacerbate the equity gap, and a restoration of our printing budget required to reach the institutional standard.In accordance with ACCJC requirements, the college has adopted an institutional standard for successful course completion at or above 60% HYPERLINK "http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf" http://www.deanza.edu/ir/deanza-research-projects/2012_13/ACCJC_IS.pdf What resources may you need to bring the success rates of the program or ethnic group(s) up to the institutional standard?II.A.5 Overall growth/decline in # students:We have seen an increase of 377 students from 2011-12 to 2012-13. This put us at 5,456, which was 39 more students than we had in 2010-11.Briefly address the overall enrollment growth or decline of a comparison between all student populations and their success.II.B Changes imposed by internal/external regulations Created A.S.-T degree program. A total of 30 A.S.-T degrees were awarded in the first year it was offered (2012-2013). The total number of degrees awarded in 2012-13 jumped to 70 from 42 the previous year. Address program changes implemented as a response to changes in College/District policy, state laws, division/department/program level requirements or external agencies regulations? How did the change(s) affect your program? (e.g. any curriculum, program reorganization, staffing etc.)II. C Progress in Main Areas of ImprovementObtain administrative support for the management training for public sector employees program. This program was canceled due to budget constraints. This area for improvement is no longer relevant. Concern that we were behind in developing and assessing SLOs. The department has now met all SLO/PLO goals.Based on the 2008-09 Comprehensive Program Review, Section I.C. "Main Areas for Improvement", briefly address your program's progress in moving towards assessment or planning or current implementation of effective solutions.II. D CTE Programs: Impact of External Trends:N/ACareer Technical Education (CTE) programs, provide regional, state, and labor market data, employment statistics, please see "CTE Program Review Addenda" at: www.deanza.edu/gov/IPBT/resources.html Identify any significant trends that may affect your program relative to: 1) Curriculum Content; 2) Future plans for your program e.g. enrollment management plans.II. E CTE Programs: Advisory Board Input:N/ACareer Technical Education (CTE), provide recommendations from this year's Advisory Board (or other groups outside of your program, etc.) Briefly, address any significant recommendations from the group. Describe your program's progress in moving towards assessment or planning or current implementation of effective solutions.III.A. 1 PLOAC Summary100%Give the percentage of Program Level Outcome statements assessed to date. Run report entitled XXX PLOAC work and scroll to the bottom of the report for counts. Then calculate #Reflections & Analysis/#PLO statement times 100. This percentage may be over 100% or 0%. All courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.A.2 Enhancement based on PLOAC assessmentA presentation was developed and is now being given to all business students to introduce them to our degree and certificate programs. The presentation highlights the relative benefits of each degree/certificate. In addition, the process for obtaining a degree or certificate is briefly described. This should help address feedback we received from students in completing our PLOAC assessments.State an enhancement that was enacted this year as a direct result of an assessment of a program level outcome. State PLO statement, enhancement and reason for choosing this enhancement. If none, write NONE.III.B.1 SLOAC Summary105%Give the percentage of Student Level Outcome statements assessed to date. Run report entitled CIS SLOAC work and scroll to the bottom of the report for counts. Then calculate #(Reflections & Analysis + #Archived from ECMS) /#SLO statement times 100. This percentage may be over 100% or 0%. All courses and programs are to be assessed before the Comprehensive Program Review in Spring 2014.III.B.2 Enhancement based on SLOAC assessmentBUS10: Assessment found that students understanding of distribution was weak, so some instructors have added videos to further illustrate distribution concepts. BUS90: In order to bolster students ability to analyze the effectiveness of the marketing mix for an organization (SLO 1), some instructors have added a simulation game (Practice Marketing). BUS91: Assessment found that students understanding of personal financial statements was deficient (SLO 2). Therefore, a major assignment requiring students to prepare their own personal financial statements was added. State an enhancement that was enacted this year as a direct result of an assessment of a student learning outcome. State course, SLO statement, enhancement and reason for choosing this enhancement. If none, write NONE.IV. A Budget TrendsThe reduction of the printing budget has made it more difficult to give topical in-class quizzes, projects and assignments that relate to students questions and class discussions. These types of assignments cannot be prepared in advance of the quarter and placed at the bookstore for purchase. Restoring the printing budget will allow faculty to be more flexible and responsive to needs of students DURING the quarter. There appears to be a reluctance to purchase new ScanTron machines for the campus.Assess the impact of external or internal funding trends upon the program and/or its ability to serve its students. If you dont work with Budget, please ask your Division Dean to give you the information. IV.B Enrollment TrendsN/AAssess the impact of external or internal funding changes upon the programs enrollment and/or its ability to serve its students. If you dont work with Enrollment Trends, please ask your Division Dean to give you the information.V. A.1 -Faculty Position NeededNone Needed Unless Vacancy.A drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless VacancyV. A.2 Justification for Faculty/Staff Positions:N/AIf there is a request for one or more new faculty state the SLO/PLO assessment data, reflection, and enhancement that support this need.V. A.3 Staff Position NeededN/AA drop down menu will allow you to choose: Replace due to Vacancy, Growth, None Needed Unless Vacancy Only make request for staff if relevant to your department only. Division staff request should be in the Deans summary. V. A.4 Equipment Request N/AA drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no equipment requested V. A.5 Equipment Title and Description, QuantityN/ADescription should identify if the item(s) are new or replacement(s), furniture/fixtures, instructional equipment, technology related, expected life of item, recommended warrantees etc. Did this request emanate from a SLOAC or PLOAC process? Does this item require new or renovated infrastructure (eg wireless access, hardwire access, electric, water or heat sources . . . ) V. A.6 Equipment JustificationN/AWho will use this equipment? What would the impact be on the program with or without the equipment? What is the life expectancy of the current equipment? How does the request promote the college mission or strategic goals? Etc. V. A.7 Facility RequestN/AName type of facility or infrastructure items needed. Renovation vs new. Identify associated structures needed to support the facility e.g. furniture, heat lamps, lighting, unique items above and beyond what is normally included in a similar facility V. A.8 Facility JustificationN/AWho will use this facility? What would the impact be on the program with or without the facility? What is the life expectancy of the current facility? How does the request promote the college mission or strategic goals? Etc. V.B.1 Budget AugmentationN/AHow much? Who/what could be supported if this additional funding was awarded? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? If you do not deal with the B budget directly, you can use the comment: please refer to the Deans summary.V.B.2 Staff Development NeedsN/AWhat assessment led to this request? What would the impact be on the program with or without the funds? How does the request promote the college mission or strategic goals? V.B.3 Future plansN/AHow do you plan to reassess the outcomes of receiving each of the additional resources requested above? 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