2012-2013 Comprehensive Program Review ACADEMIC PROGRAMS-SAN JOSE CITY DISTRICT

PROGRAM: Accounting and Business Programs

ADMINISTRATOR: Kishan Vujjeni

PART ONE: PROGRAM DESCRIPTION

1. Program Goals: Please provide a general statement on why the program exists. The accounting and business programs are designed to develop the knowledge and skills essential for employment in the accounting and business fields as well as completion of lower division courses for transfer students. Instruction includes both practical skills and theory. In addition, the departments stress communication skills, both written and oral, critical thinking, creativity, global awareness, and ethics which are essential to professions in accounting and business. The programs provide accounting and business information that allows students to prepare for professions in both fields. The programs also serve vocational students who return for one or two courses to obtain practical skills for their current employment. Some students return to obtain enough units to prepare and sit for the C.P.A. exam. Other students may take only a few classes until they acquire the skills to obtain employment. Our programs, therefore meet the needs of a diverse group of students. Both programs provide associate degrees and certificates as well as undergraduate courses that allow students to transfer to a four year college or university. Completion of these programs may lead to careers such as a : Bookkeeper, Accountant, Accounts Payable Clerk, Account Receivable Clerk, Certified Public Accountant, IRS Agent, FTB Agent, FBI Agent, Forensic Accountant, Payroll Accountant, Banker, Financial Analyst, and Entrepreneur in such fields as Marketing, Sales, Operations, Human Resources, and Management in Domestic and International Businesses.

2. Description of the Program Components. The Accounting and Business Programs are part of the Service Careers and Technology Division. Accounting offers an Associate of Science degree and a Level 2 Certificate of Achievement. Business offers an Associate of Arts degree in Business Administration as well as an Associate of Science degree and Level 2 and Level 3 Certificates in Entrepreneurship, Management, and Marketing. These degrees and certificates meet the needs of transfer students as well as vocational students.

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Accounting has seven courses:

Accounting 20-Financial Accounting Accounting 21-Managerial Accounting Accounting 30-QuickBooks Accounting 62-Cost Accounting Accounting 63-Intermediate Accounting Accounting 97-Accounting for Income Taxes Accounting 101-Bookkeeping for Small Business

Business has 14 courses:

Business 7A-Business Language Skills Business 8-Business English and Writing Business 25-Introduction to Investments Business 60-Fundamentals of Business Statistics Business 68-Small Business Management Business 71-Legal Environment of Business Business 82-Introduction of Business Business 112-Advertising, Promotion, and Sales Business 113-Principles of Management Business 120-Marketing Principles Business 124-International Marketing Business 126-Retail Management Business 135-Human Relations and Leadership

The instructors in both Accounting and Business have worked for years in both fields before becoming faculty. All instructors have practical experience. Many accounting faculty are Certified Public Accountants or retired C.P.A.’s. The Accounting department has one full-time faculty: Linda Ferrell. It also has one full-time faculty, Sharon Youngblood, with a 25% load in the department who teaches Accounting 101, Bookkeeping. The rest of her loading is in Computer Applications. There are six adjunct accounting faculty who also work full-time in the accounting, taxation, and legal fields. The adjunct faculty are Patricia Carson, Gurdeep Chawla, George Chow, Steve Hurst, David Pirrone, and Dan Torres. The Business department has two full-time faculty, Jim Black and Momoh Lahai. Jim Black also teaches real estate. Momoh Lahai also teaches business at Evergreen Valley College. There are four adjunct instructors who teach in business. These adjunct teachers are, Lorenda Carty, Norma Layman, Gurdeep Chawla, and Fidel Salinas.

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Program Student Learning Outcomes (PSLOs). Accounting Department: PLO.0 General and Theory – (Meets program specific criteria): Compute, classify, record, and verify numerical data to develop and maintain financial records and statements. PLO.1 Communication – (Meets ISLO1: Students will communicate effectively including reading, writing, speaking and listening): Receive process and interpret financial information for management, investors, clients and other interested users. PLO. 2 Critical Thinking – (Meets ISLO2: Students will analyze problems using evidence and sound reasoning to make decisions): Demonstrate the ability to identify key issues, research relevant data, and think critically and analytically about possible solutions for financial problems. PLO.3 Global Awareness and Social Justice – (Meets ISLO3: Students will demonstrate an awareness of social economic, ecological, historical, and cultural differences and their implications): Demonstrate the ability to work and interact effectively in teams consisting of individuals with differing interests, gender, global backgrounds and professions. PLO. 4 Personal Responsibility, Ethics and Responsibility – (Meets ISLO4: Students will demonstrate personal and civic responsibility and professional integrity): Understand and implement the ethical responsibility of the accountant to society. PLO.5 Technology – (Meets ISLO5: Students will utilize technology effectively for informational, academic, personal, and professional needs): Record and prepare financial records and statements using accounting software. PLO. 6 Aesthetics & Creativity – (Meets ISLO6: Students will develop an appreciation of the arts and engage in the creative process): Make business decisions given accounting data and situations.

Business Department:

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PSLO - General Theory & Practice – (Meets Program Specific Criteria): 1. Identify the purpose of business and its functional objectives. 2. Explain fundamental business structure and basic organizational responsibilities. 3. Apply an understanding and working knowledge of basic business terminologies. 4. Demonstrate familiarity with basic elements of managing a small business or its components. 5. Describe various business functions in order to prepare for employment in business or to prepare for advancement into upper division course work. PSLO1 - Communication Skills – (Meets ISLO1: Students will communicate effectively including reading, writing, speaking and listening): 1. Interpret and communicate findings of financial information for management, investors, clients, stakeholders, and other interested users. 2. Demonstrate the basic applications of presentation, advertising, and promotion which emphasize integrated marketing communication to a diverse audience. 3. Practice effective written and oral skills in explaining solutions to practical business problems. PSLO2 - Critical Thinking – (Meets ISLO2: Students will analyze problems using evidence and sound reasoning to make decisions): 1. Provide an intelligent interpretation of and show a proper use of business statements. 2. Explain how legal concepts are sustained by the various laws and regulations affecting business, managers, employees, investors, customers, and suppliers. 3. Identify key issues, research relevant data, and show evidence of analytical thinking about possible solution for business opportunities and problems. PLSO3 - Global Awareness & Social Justice – (Meets ISLO3: Students will demonstrate an awareness of social economic, ecological, historical, and cultural differences and their implications): 1. Demonstrate the ability to work and interact effectively with individuals of differing interests, genders, orientations, backgrounds, professions and laws in a global environment. 2. Examine the impacts of solutions to economic, ethical, and legal dilemmas presented with working in the international marketplace. PLSO4 - Personal Responsibility, Ethics, & Civility – (Meets ISLO4: Students will demonstrate personal and civic responsibility and professional integrity): 1. Explain the importance of the practice high ethical standards in all contacts with various stakeholders by all members of the business community. 2. Demonstrate how to develop, recognize, and practice high ethical standards in all contacts with various stakeholders which maintain equity and implement fair business practices. 3. Analyze the inter-relationship of legal, ethical, social, and philanthropic efforts of a business as it relates to the business products, services and activities.

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PLSO5- Technology – (Meets ISLO5: Students will utilize technology effectively for informational, academic, personal, and professional needs): 1. Collect, classify, and record data used to create intelligent information for business decision making. 2. Show familiarity with applications of technology in the communication and marketing of business products or services. PLSO6 - Aesthetics & Creativity – (Meets ISLO6: Students will develop an appreciation of the arts and engage in the creative process): 1. Create and produce documentable solutions to business problems and challenges. 2. Prepare reports and papers consistent with the goals and objectives of marketing communication in a proper format.

3. How do the Program Student Learning Outcomes (PSLOs) align with and support San Jose City District’s mission and Institutional Student Learning Outcomes (ISLOs)?

San Jose City College’s mission statement is as follows: "The mission of San Jose City College is to effect social justice by providing open and equitable access to quality education and programs that both challenge and prepare individuals for successful careers and active participation in a diverse, global society.”* *The Mission Statement was adopted by the College Planning Council on May 8, 2009. To fulfill our commitment to student learning and to assist students of all ages and backgrounds in achieving their education, employment, and life-long learning goals, the college offers the following: Two year college degrees and certificates; Lower-division transfer and general education courses; Basic skills and English as a Second Language instruction; Career and Technology training. The Accounting and Business programs fulfill the mission of the college by offering quality accounting and business programs that are challenging yet prepare students for careers and active participation in our diverse, global society. Accounting and business offers two year college degrees as well as certificates. Lower division transfer courses are offered as well as career and technology training. The Accounting and Business programs have ensured alignment to the College’s Institutional learning outcomes exists by mapping the courses’ Student Learning Outcomes to each Program’s Learning Outcomes. Each department’s Program Learning Outcomes are then mapped to the Institutional Learning Outcomes. Therefore, in both Programs, the Student Learning Outcomes align directly with the Institutional Learning Outcomes. This alignment is

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referenced in part 2 above.

4. Enrollment trends for the previous five years.

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Table 1A- Accounting Enrollment Data

Table 1A shows the Fall enrollment data for Accounting from Fall 2006 though Fall 2011. Accounting enrollment by headcount increased from 2006 to a high in 2009 to a low in 2011. Census headcount increased from 283 in 2006 to a high of 358 in 2009 back to 289 in 2011. Seat count is only slightly higher as students seldom take more than one accounting class at a time. This is in part due to the workload of an accounting course but some accounting courses are prerequisites for others. In addition, the majority of students are part-time students. Resident FTES increased from 45 in 2006 to 59 in 2009 back to 46 in 2011. Accounting sections decreased from 13 offered in 2006 down to 10 offered in 2011. This trend in enrollment is similar to the overall trend in enrollment for the district report. Resident WSCH, weekly student contact hours increased from a Fall 2006 low of 1473 hours to a Fall 2009 high of 1,950 hours to a low in Fall 2011 of 1,510 hours. This trend, of course, follows the FTES trend. The trends follow unemployment patterns in the area. As unemployment rises, so does enrollment. As unemployment decreases, so does enrollment.

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Table 1B- Business Enrollment Data

Business enrollment by census headcount increased 388 in 2006 to a high of 545 in 2008 down to a low of 348 in 2011. Resident FTES went from 47 in 2006 to a high of 70 in 2009 down to a low of 40 in 2011. This correlates to the number of sections being offered in the department. Sixteen sections were offered in 2006 up to twenty sections in 2008 and down to eleven sections in 2011. WSCH, which is evidenced by enrollment in the age group served by our population, will follow the local market employment conditions. As unemployment rises, as it did during the Great Recession years, so does our enrollment. And correspondingly, as the job market begins to offer more employment opportunities, students in the 23-39 year old category leave school or return to a part-time status. This will be evident in the next section on demographics as well. We would not expect a return to the levels of 2007-2010 as the local economy is showing positive signs of growth. The 2011 level is similar to the pre-recession level of 2006 in almost all categories. 5. Student population served/demographics-age, gender, ethnicity, income, previous

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education, etc. Table 2A- Accounting Student Population Data

Accounting has approximately 32% to 37% full-time students which is a little higher than the

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district’s Fall 2010 average. The part-time students range from 62% to 68% which is lower than the district as a whole. Typically there are few accounting students who are under 18 years old. In 2011, 37% were 18 to 24 years old. Twenty-five percent were 25 to 29 years old. Twenty-seven percent were 30-49 years old. And another 10% in 2011 were over 50 years old. Accounting students are typically older than the average community district student. Accounting has about 56% to 59% female students and about 38% to 44% male students. This is typical for the district as a whole. The department ethnicity ranges across the board serving all categories of ethnicity over the five years. The data is not significant to analyze as 31% is unknown. This high percentage would throw off any analysis. No information was given on income levels of the students nor was data given on the previous education of the students. About half the accounting students’ goals are to transfer while the other half are vocational or undecided. Table 2B Business Student Population Data

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Business has about 32% to 43% full-time students which are higher than the district’s fall 2010 average. The part-time students range from 57% to 68% over the last five years which is lower than the district’s average. Typically there are few students under 18 taking business classes ranging from 1% to 3%. The main group of business students is 20 to 22 years which is about 22% to 30% over the last five years. Business students are not as old as accounting students but older than the typical district college student. It is interesting that the gender of the business students changes. Some years there are more female students while other years there are more male students. It seems to run about every other fall during the last five years. There are more part-time business students than full-time students. Full-time students ranged from 32% to 43% over the last five years. This is higher than the Fall 2010 district overall rate. Part-time students ranged from 57% to 68% over the last five years which is lower than the district overall. The department ethnicity ranges across the board serving all categories of ethnicity over the five years. The data is not valuable to analyze as 39 % is unknown. The high percentage of unknown or other ethnicity makes reasonable conclusions impossible. No information was given on income levels of the students nor was data given on the previous education of the students. Enrollment in the age group served by our population will follow the local market employment conditions. As unemployment rises as it did during the Great Recession years, so does our enrollment. And correspondingly, as the job market begins to offer more employment opportunities, students in the 23-39 year old category leave school or return to a part-time status. Examining the data as percentages however does not show that correlation so a deeper view is required. In the peak year of the past bubble (2008) 32% of students were full-time. That was of the WSCH of 1876, resulting in a full-time contribution of 600. In 2011 38% were full-time out of WSCH of 1510 resulting in full-time contribution of 573. That shows that while the % increased when looking at the singular category of % of full-timers, in reality, the number has dropped by 4%, which we would expect as the employment market improves. During the peak employment year of 2006, the WSCH of 1473, was from 34% full-time resulting in a full-time contribution of 500. In 2011 38% were full-time out of WSCH of 1510 resulting in full-time contribution of 573. Since the employment market has not yet returned to the fullness experienced at the height of the past growth cycle (2006), the foregoing evidence is validated.

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We should not expect a return to the levels of 2007-2010 as the local economy is showing positive signs of growth. The 2011 level is similar to the pre-recession level of 2006 in almost all categories. A better planning process would be to recall the typical distribution and offerings of the pre-recession model and be in a position to replicate those benefits as the business program moves forward. That would suggest more evening classes and greater focus on part-time student services, as well as a decline in overall enrollment. 6. Student completion/ success data – retention, persistence, GPA, analysis by gender,

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ethnicity. Table 3A – Accounting Student Success Data

Table 3A- Accounting Student Success Data shows success rates, retention and grade analysis.

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Accounting success rate has ranged from 73% in fall 2006 up to 77% in fall 2011. The statewide accounting success rates ranged from 64.4% in fall 2008 to 65% in fall 2011. Our students have a much higher success rate than the state average. Accounting retention fluctuated from 84% to 86% over the last five years. This is also higher than the statewide accounting success rate for accounting which fluctuates around 78.7 to 79.9%. This is an excellent retention rate for the department. There is no data given for persistence. GPA’s of course varies each semester. Typically A’s range from 33% - 36%; B’s from 23% to 30%; C’s 11%-18%; Few students take the course credit and no credit. Credit ranges from 0 up to 1% while no credit ranges from 3% to 6%; D’s range from 3% to 6%; F’s range from 2% to 6%; The withdrawal with a W range from 14% to 16%. For Fall 2011, more females than males received A’s while more males than females received B’s. The differences in gender for C, D, F and credit or no credit were minor. Examining grades by ethnicity is not viable when 39% of the A’s, 22% of B’s, 13% of C and 22% of W’s were of “other or unknown” ethnicity. These percentages are significant and would statistically distort any analysis. No reasonable conclusions can be made about ethnicity and grades. But overall, whites, Latinos, Filipino, and Vietnamese did well in accounting courses with the majority earning A’s and the overwhelming majority passing the course. Looking at this data can be disconcerting in that it states 100% of the Native Americans received an A and none got any other grade. When you look at the data for Fall 2011, Native Americans taking accounting courses were statistically 0%. Look at the Asian/Cambodian, Asian/Indian and Asian/Chinese categories. Since 1% of the accounting students were in these categories, this translates to three or perhaps four students since there were 302 census seat count students. For Asian/Cambodian, means one student earned an A, another student a B, and the third a C. For Asian/Chinese it means two students received A’s, one a B and the last withdrew from the course. For Asian/Indian it means one student got an A, another a B, and another a C. Of the Asian (all other) shows every one passed. No one failed or withdrew. Looking at African American, it showed that 33% withdrew and 8% received a D. Given that only 4% of the students were African American, which means there were only 12 African American students in the group. This translates to four out of the twelve dropping. That could be significant but given a sample size so small, no conclusions can be reasonably made. Especially since 58% (seven students) of the twelve received a C or higher. It is not reasonable to draw any conclusions with the data. Table 3A – Business Student Success Data

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Business success rates increased from 58% in fall 2006 to 63% in 2011. Retention rates

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ranged from 75% to 80% over the last five years. No data is available for persistence. In fall 2011, about 62% of the students received a C or better in their business courses. Approximately 20% withdrew from the course. About 17% failed the course. Analyzing this by gender shows relatively half the students from each gender. Success rates did not vary by gender. Analyzing by ethnicity is difficult for several reasons. At times the sample size is too small. For example in fall 2011, it shows 100% of the Cambodians failed yet, statistically Cambodians made up less than 0% of the population. In addition, given that in most categories around 20% were unknown or other ethnicity, that high percentage would make any analysis by gender statistically unsound.

PART TWO: PROGRAM CONTENT

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1. Course listing including dates of last revision, advisories, co and prerequisites, articulation with four year districts.

Accounting 20-Financial Accounting: Last Revision pending in IPCC; Advisory: Read Level 3, Write Level 3 and Math Level 2; No Co-requisites; Prerequisites Bus 1 or Acctg 101 or Math 11A or Math 11R or Math 11 S or Math 12; Transferrable to CSU and UC. Accounting 21-Managerial Accounting: Last Revision pending in IPCC; Advisory: Read Level 3, Write Level 3 and Math Level 2; No Co-requisites; Prerequisite is Accounting 20; Articulated with four year districts. Transferrable to CSU and UC. Accounting 30- QuickBooks: Last revised 12/8/2009; Advisory: Read Level 3, Write Level 3 and Math Level 1; No Co-requisites; Prerequisite is Accounting 20; Transferrable to CSU. Accounting 62-Cost Accounting: Last revised 2/25/2010; Advisory: Read Level 3, Write Level 3 and Math Level 2; No Co-requisites; Prerequisite is Accounting 21; Transferrable to CSU. Accounting 63-Intermediate Accounting: Last revised 2/25/2010; Advisory: Read Level 3, Write Level 3 and Math Level 2; No Co-requisites; Prerequisite is Accounting 21; Transferrable to CSU. Accounting 97-Accounting for Income Taxes: Last revised 2/25/2010; Read Level 3, Write Level 3 and Math Level 1; No Co-requisites and no prerequisites; Transferrable to CSU. Accounting 101-Bookkeeping for Small Business; Last revised 3/10/2011; Adviosry: Read Level 3, Write Level 3 and Math Level 1; No Co-requisites; No prerequisites; Transferrable to CSU. Business 1-Business Math: Last Revised 4/14/2005; Advisory: Read Level 3, Write Level 3; No co-requisites; No prerequisites; Transferable to CSU. This course is in the process of being deactivated. Business 7A-Business Language Skills; Last Revised5/31/2012; Advisory: Read Level 3, Write Level 3; No co-requisites; No prerequisites; Transferable to CSU. Business 8-Business English and Writing: Last Revision pending in IPCC; Advisory: Read Level 3 and Write Level 3; No co-requisites; No prerequisites; Transferable to CSU. Business 25-Introduction to Investments: Last revised4/10/2012; Advisory: Read Level 2, Write Level 2; No co-requisites; No prerequisites; Transferable to CSU. Business 60-Fundamentals of Business Statistics: Revision is Pending in IPCC Technical Review; Advisory: Read Level 3, Write Level 3; No co-requisites; No prerequisites; Transferable to CSU and UC.

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Business 68- Small Business Management: Revision is Pending in IPCC Technical Review; Advisory: Write Level 32 and Math Level 2; No co-requisites; No prerequisites; Transferable to CSU. Business 71- Legal Environment of Business: Last revised 5/10/2011; Advisory: Read Level 3, Write Level 3 and Math Level 2; No co-requisites; No prerequisites; Transferable to CSU and UC; Articulated with many 4 year schools within the CSU and UC systems. Business 82- Introduction of Business: Last revised10/25/2011; Advisory: Read Level 3, Write Level 3 and Math Level 2; No co-requisites; No prerequisites; Transferable to CSU and UC; Articulated with many 4 year schools within the CSU and UC systems. Business 112-Advertising, Promotion, and Sales: Last Revision pending in IPCC; Advisory: Read Level 3, Write Level 3 and Math Level 2; No co-requisites; No prerequisites; Transferable to CSU. Business 113-Principles of Management: Last revised 4/10/2012; Advisory: Read Level 2 and Write Level 2; No co-requisites; No prerequisites; Transferable to CSU. Business 120-Marketing Principles: Last Revision pending in IPCC; Advisory: Read Level 3, Write Level 3 and Math Level 2; No co-requisites; No prerequisites; Transferable to CSU. Business 124-International Marketing: Last Revision pending in IPCC; Advisory: Read Level 3, Write Level 3 and Math Level 2; No co-requisites; No prerequisites; Transferable to CSU. Business 126-Retail Management: Last Revision pending in IPCC; Advisory: Read Level 3, Write Level 3 and Math Level 2; No co-requisites; No prerequisites; Transferable to CSU. Business135- Human Relations and Leadership: Last revised 4/10/2012; Advisory: Read Level 2 and Write Level 2; No co-requisites; No prerequisites; Transferable to CSU. 2. Include a list/diagram of courses reflecting course sequencing and how often how courses

have been offered. Accounting courses are offered every semester with the exception of Accounting 62, Intermediate, and Accounting 63, Cost Accounting. Cost Accounting is offered every Fall while Intermediate Accounting is offered each Spring. Accounting 97, Income Taxes, and Accounting 101, Bookkeeping, do not require any accounting prerequisites.

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Accounting 20, Financial Accounting, requires either Accounting 101 or basic algebra. Accounting 30, QuickBooks requires either Accounting 101 or Accounting 20. Accounting 21, Managerial Accounting, requires Accounting 20, as a prerequisite. Accounting 62, Cost Accounting and Accounting 63, Intermediate Accounting, require Accounting 21 as a prerequisite. Business courses, Bus 071 and 082 are offered every semester. Other business courses Bus 007A; 008; 025; 060; 068, 112; 113; 124; 126; 135 are offered on rotational basis. None of the Business courses require another Business or Accounting course as a prerequisite. 3. Course mapping illustrating how course Student Learning Outcomes’ offering align with

the Program Student Learning Outcomes? All current courses have completed mapping the student learning outcomes to the Program Student Learning Outcomes. The mapping is located on the public folders. For an example of how the accounting and business courses are mapped, see the Business 71 course mapping template in the Public Folders.

PART THREE: PROGRAM IMPROVEMENT/ANALYSIS AND ASSESSMENT 1. What process is used to review and revise the curriculum? Include information on

Advisory committee and workforce data (if applicable).

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The curriculum is reviewed in joint departmental meetings as well as during the last advisory committee meeting which was conducted in May 2012. Special attention has been given to enrollment numbers to ensure each course has sufficient FTES. This has been discussed with the Dean to ensure the departments are productive. In addition to FTES, thought is given to transferability as well as the vocational aspect of each topic. To increase productivity, some business courses have been deactivated and revised. This is why the Marketing department was combined with the Business department. Full-time faculty and part-time faculty update the course outlines at least every five years. The work is sometimes done in collaboration and other times alone depending upon the course. Some of our accounting and business courses are jointly offered with Evergreen Valley College. The joint curriculum is reviewed with Evergreen Valley College faculty when these courses require updated course student learning objectives as well as updated course outlines. Updated course outlines are required either by time since the last revision or when accounting guidelines or regulations are changed. Curriculum is also carefully considers vocational and transferability aspects. New courses are not considered if the course is typically an upper division course where students will not receive transfer credits or if faculty believes the courses may be of low enrollment. This trend in the business departments has been reducing the number of sections as well as creatively offering courses concurrently so the combination meets the course FTES requirements. Furthermore, new courses cannot be offered as it is difficult to predict enrollment and its impact of staff loading. The pressure from the college to offer high FTES courses has limited the flexibility of potential offerings and will ultimately reduce the variety. 2. Calendar indicating how Student Learning Outcomes (SLOs) are assessed on a regular

basis. Effort is being made to assess all accounting student learning objectives, especially during this early period of initial assessments. This enables the accounting instructors to assess the methods used and improve instruction. The following are the calendars for both departments. Some accounting courses are already assessing all the SLO’s each semester. The course SLO’s match the Program Learning Outcomes as well as the Institutional Learning Outcomes. Calendar for Accounting Courses: Spring 2012: PLO#1 Communication and PLO#2 Critical Thinking. Fall 2012: PLO#1 Communication, PLO#2 Critical Thinking, PLO#3 Global Awareness and Social Justice, PLO#4 Personal Responsibility, Ethics and Responsibility, and PLO#5 Technology.

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Spring 2013: PLO#1 Communication, PLO#2 Critical Thinking, PLO#3 Global Awareness and Social Justice, PLO#4 Personal Responsibility, Ethics and Responsibility, PLO#5 Technology, PLO#6 Aesthetics & Creativity, and PLO#0 General and Theory. Calendar for Business Courses: Spring 2012: PLO#1 Communication and PLO#2 Critical Thinking. Fall 2012: PLO#1 Communication, PLO#2 Critical Thinking, PLO#3 Global Awareness and Social Justice, PLO#4 Personal Responsibility, Ethics and Responsibility, and PLO#5 Technology. Spring 2013: PLO#1 Communication, PLO#2 Critical Thinking, PLO#3 Global Awareness and Social Justice, PLO#4 Personal Responsibility, Ethics and Responsibility, PLO#5 Technology, PLO#6 Aesthetics & Creativity, and PLO#0 General and Theory. Each semester: Selections of all of the SLO’s in the defined map are sampled in two of the Business classes: Bus 71 and Bus 82. 3. How are Student Learning Outcome (SLO) assessments and campus-based research data

utilized to improve instruction? Both SLO and campus research data have enabled the departments to review their assessment methods. Assessments are reviewed and discussed with other faculty. After reviewing assessment data, instructors have changed instruction methods and assessment methods. For example, in Accounting 21, the instructors noted that some students would not even attempt to answer essay questions. As a result, the following semester, the instructors emphasized the importance of written communication skills for accountants and worked with students on essay writing. The assessment results improved the next semester. It has been observed that most of the students are able to read, understand, comprehend basic terms and definitions, but are not able to apply what they read. Questions dealing with scenarios or situations prove to be difficult. The intention is to improve critical thinking and communications by assigning case studies at the end of every chapter. This will start in Fall 2012 semester and continue in the Spring 2013 semester. In addition, after seeing decreasing enrollment in some marketing and business classes, the Marketing department was eliminated. There were too many courses being offered which caused some of the courses to have low enrollment. Low enrollment courses were discontinued and deactivated. Other marketing courses were updated to present more

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relevant and current content and are now being offered under the Business Department. All Accounting and Business faculty have periodic and regular evaluations by students, other faculty, and the dean. The evaluations help faculty assess their instruction methods and make necessary changes. There is one exception to the evaluations which are the online courses. The college needs to devise a method to properly add perform evaluations by students and peers.

4. How is data collected on student completion/success, retention and persistence used to

inform instructional practices? Instructors look at the success and retention rates of their students. Data is given to the departments by the college and individual instructors analyze success by topic themselves. For example, in Accounting 20, different methods of presenting material were changed to improve the success rates over time. Instructors also look at how a topic is presented and then compare it to how students are successful on the topic on an exam. As students often find reading the textbook difficult, instructors have written examples in simpler English that has less slang to help ESL students improve their performance.

PART FOUR: STRATEGIC PLANNING 1. Date of last Comprehensive Program Review.

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The last comprehensive review of the Accounting and Business programs was completed in 2009.

2. Describe any changes in the program that have occurred since the last Comprehensive

Program Review. (See intervening Annual Program Reviews.)

Since the last Comprehensive Annual Review, five business courses have been deactivated: Business 7B- Business Language Skills Business 50 – Survey of International Business Business 59 - Introduction to Importing and Exporting Business 75 – Business Ethics and Society Business 114 – Human Resources Management Business 1, Business Math, is currently in the process of being deactivated as enrollment has been low. Business 17 – Business/ Medical Records Technician is no longer offered as a Business course as it spawned a new department, Medical Assisting. All accounting courses have current or pending course outlines as well as current Student Learning Outcomes. All courses were revised since the last comprehensive review. All instructors teaching accounting courses are performing semester assessments. The accounting department developed Program Learning Outcomes consistent with the Institutional Learning Outcomes. All accounting courses’ Student Learning Outcomes have been mapped to the Program and Institutional Learning Outcomes. Jim Black, Business Instructor, developed a mapping model which was used as a model for the division. He led the division’s efforts to ensure all courses had current Student Learning Outcomes, assessments performed, and all courses were mapped. This has required a tremendous commitment, time, and energy. All business courses have current or pending course outlines and Student Learning Outcomes unless the course is being deactivated. The Business program developed Program Learning Outcomes consistent with the Institutional Learning Outcomes. Business courses’ Student Learning Objectives have been mapped to the Program and Institutional Learning Outcomes. Moodle has replaced Blackboard for the online platform used to supplement face-to-face courses as well as used for online and hybrid courses. This has required faculty to learn how to use Moodle. Courses that use a platform have all been updated from Blackboard to Moodle and their faculty have been trained in Moodle. Fully online classes, hybrid and on-campus classes use Moodle.

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3. What are the current strengths of the program? Include faculty and staff training, projects

and other achievements. Accounting and Business Faculty and adjuncts have many years of experience in industry and teaching. This provides our students with excellent instruction that has practical advice, not just theoretical. The college has not given us a training budget, so faculty must train and educate themselves. Some of the faculty take accounting continuing educational courses as well as other college courses to update their skills. Accounting has a program in conjunction with VITA/IRS, Volunteer Income Taxes Agency and Internal Revenue Service whereby VITA trains our students during January, outside of the semester. Our students study income tax code and must pass an IRS administered tax preparer exam. The students volunteer from February through April 15 to prepare Federal and California State income tax returns for low-income individuals. This is a continual project which is difficult because it does not relate directly to an offered course. The students who participate in the project learn a great deal and perform community service. Some students have gone on to jobs as tax preparers after completing this volunteer project. All fulltime faculty are familiar with teaching with technology and have used WebCT, Blackboard, and Moodle with moderate success in distance learning courses. One instructor has replaced the majority of her classroom handouts with the documents being posted on Moodle to significantly reduce the use of reprographic services. In Introduction to Business and Business Law, textbooks have been created or selected which are reproduced at lower costs for students. This includes a custom edition of a nationally distributed textbook which is produced in three versions for one and two semester courses at 4 year universities; and a magazine version of an Intro to Business text which includes electronic versions of each chapter for individual printing, or a complete e-text. 4. What changes to the program do you plan to (would you like to) implement before the

next Comprehensive Program Review? Given the state of the real estate market’s effect on the enrollment in the real estate courses, the real estate department should be discontinued and the courses included in the Business department. The Accounting department wants to consider a joint venture with VITA/IRS by offering SJCC as a site for low-income students, staff, and nearby the nearby community to prepare their income taxes. Most of our students are considered low-income. Low income is considered earning under $51,000 annually. This will require joint efforts with the Extended Opportunity

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Program & Services, Financial Aid, and Student Services along with VITA/IRS. We need to streamline the assessment process to make it less time-consuming for faculty to perform yet at the same time, refine ways to make it more meaningful and productive to students. We need funds to hire a tutor for Business Law and permanent Accounting Tutors. We need to review our distance learning/online courses and try other methods to increase retention and success. Perhaps podcasts, taped lectures or other methods are needed to help students learn the material. We need to support our faculty with a Smart Board and document cameras in our classrooms. The instructor for the Small Business Management course is evaluating the possibility of a cooperative relationship with the SBA (Small Business Administration) entrepreneurship center in San Jose, including speakers and possibilities of an internship(s). 5. How will these changes impact student success, instructional techniques, and course

offerings? Condensing real estate classes should improve the productivity of those classes. Continuing to streamline and improve the assessment process should improve instruction and student success. Offering a SJCC as a VITA/IRS site should benefit the college’s students, staff, and the local community. This will look favorably on the college when it applies for grants. Improved assessment processes will create a more effective closed loop for feedback for course and teaching methodologies. Hiring permanent business law and accounting tutors should improve student success and retention. Working on distance learning instructional techniques should improve student success. Adding professional speakers to a course program should increase the course enrollment, particularly if such speaking engagements are open to all student population. A smart board allows the students to have the notes taken by the faculty. Their retention and success should improve. A document camera will make it easier for accounting student to see the answers rather than using transparencies on the overhead projector. All will

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improve student success and retention. Creation of an Internship should increase desirability of a course offering. 6. What are the budgetary implications? Reducing the real estate offerings will help the college’s FTES and reduce the cost of adjunct faculty due to fewer offerings. Hiring permanent tutors will increase the budgetary needs for the departments. The costs vary on the hours of the tutors. Improving distance learning methods will require outside research and training classes. Updated smart board display technology will require capital expenditure for equipment, perhaps $4,000 to 5,000. Document cameras for classrooms may be $1700 each. We need money to purchase replacement bulbs for overhead projectors if we cannot get the document cameras. Replacement white board markers are needed for all classrooms. Money for replacing data projectors’ light bulbs if those light bulbs burn out. Those run $500 apiece. In addition, business does not have a budget. One faculty teaches business on both campuses. Mileage is required for that faculty, Momoh Lahai. 7. Please address projected needs in the following areas and indicate how each will support

Program and District Goals. Include information on current status and projected needs. STAFFING Faculty is adequate given the current offerings.

It would increase success rates in business law and accounting to hire permanent tutors rather than the student tutors. Currently, business law does not have any tutors. Given the complexity of the law and the detailed language involved, help is needed for the significant number of ESL students. A business law tutor will help students understand the complexities of language. This should increase student success. In addition, students are hired on a part-time basis to tutor accounting. It is difficult as accounting students quickly graduate after they complete the first two accounting courses. The accounting tutors rotate quickly. The

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student tutors do not know the topics as well as a permanent tutor would know them. Currently, only SJCC students are allowed to be tutors. Even paying San Jose State University students to tutor SJCC students in accounting and business law would help. In addition, the hours that the accounting tutors have currently are not convenient for all students. Students complain to their instructors that the tutors’ hours are during the same time as their classes or jobs. They often have difficulty getting individual attention from the tutor as multiple accounting students are present at the same time. The hours do not always accommodate night students or afternoon students.

FACILITIES The current classrooms in the Technology building are not adequate at this time. Equipment and better technology is necessary to update the classrooms. This is discussed below under Equipment and Technology.

LIBRARY The library is meeting the needs of accounting and business students. Copies of textbooks are on reserve on the library for those students who cannot obtain a textbook. The library has additional accounting, finance and business books available for students.

EQUIPMENT Equipment and supplies are needed. The computers in the accounting and business classrooms are more than seven years old. The software is outdated and the computers are slow. This makes using the computers in the classrooms extremely difficult. It is getting very difficult to utilize some programs such as Moodle because the computers are so slow. It is very difficult to prepare reports such as these without the ability to copy pdf files. Replacement light bulbs for overhead projectors and data projectors are needed. Purchasing document cameras for the accounting and business classrooms will replace outdated overheads where it is increasingly difficult to replace the light bulbs. Students have said it is so much easier for them to read the screen when an instructor uses a document camera instead of transparencies on the old overhead projectors. Teaching supplies are necessary which include white board markers and calculators for accounting students. There is a need for a replacement of the white board with something that is not dependent on a supplies budget for markers. In both Business transfer classes the instructor uses extensive white board writing and dry erase markers last less than one period.

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One full-time business faculty has carpal tunnel syndrome in both wrists making typing extremely painful and difficult. He needs prepared overheads and needs to be able to draw pictures and graphics on a smart board as part of his lecture presentation in his business law courses. The presentations and diagrams help students remember key law issues. The smart board allows the instructor to later email his students the drawn diagrams which will be very helpful for their success in the course. Students can relax and try to learn the material in the classroom instead of trying to write down what he writes on the board.

TECHNOLOGY Currently the budget for accounting is $800 which only covers the bi-annual software license required for Accounting 30. There is nothing is left for any other departmental needs. There is a need for a replacement of the white board with a Smart Board, especially for the instructor with carpal tunnel syndrome. See discussion of document cameras and smart boards in the equipment section above. The business and accounting departments do not have a budget to get a smart board and document cameras.

PROGRAM REVIEW SUBMISSION DATE: 10/31/2012

PREPARED BY: Linda Ferrell, Mo Lahai, and Jim Black

The Program Review Committee validates the review and forwards to the institution’s Integrated Planning Process.

SIGNATURE: DATE:

ATTACHMENT: Business 71 Matrix

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