Post on 19-Sep-2020
Business Department Program Review
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Department Annual Report & Discipline Review
2012-2013
Business Department
Programs: Business (which includes Accounting, Entrepreneurship, Management/Supervision,
and Marketing), Fashion Merchandising, Office Administration
Document Prepared By:
Felix Pereiro, Department Chair Ann Alexander Susan Baglien Richard Barnhart Garret Brand Glenn Gelderloos
Mark Jasonowicz Jennifer Knauf Peggy Schoenborn Brent Spitler Jeffrey Spoelman Bethann Talsma
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Department Information
Documentation
Current year goals
Goals are contingent upon approval of our funding requests.
ACBSP project goals are contingent upon four hours of release time for Ann Alexander and
departmental approval of project in fall 2012.
Common Department Goals:
1. Review and update CARPs for 101, 102, 201, 209, and 282.
2. Maintain an active membership in BPA.
3. Proceed with ACBSP accreditation.
a. Submit Preliminary Questionnaire by June 30, 2012.
b. Receive and respond to Mentor feedback during fall 2012.
c. Participate in Region 4 (Midwest) ACBSP conference during Fall 2012.
d. Continue to collect data and prepare draft of Self-Study by June 30, 2013.
Note: entire ACBSP accreditation process will take more than one academic year and
will not be completed during 2012-13.
Program-specific Goals:
1. Interiors & Furnishings:
a. Increase graduation rate for IF program.
b. Improve enrollment for IF program
c. Pursue articulation/course-for-course agreements with other colleges.
d. Increase networking with other high schools and GRCC counseling office.
e. Encourage students to complete their degree and transfer.
2. Fashion Merchandising:
a. Continue to update the program and program content
b. Improve student graduation rate from 5 to 6
c. Increase program enrollment
d. Secure other transfer agreements
3. Office Administration:
a. Add Microsoft Office Specialist (MOS) exam as an opportunity for credentialing
of program students
b. Review and update CARPs for 145, 230, 248
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c. Maintain an active membership in BPA
No additional program-specific goals were set for 2012-13 due to the expected workload for
Program Review and ACBSP accreditation.
Goals for next year
Goals are contingent upon approval of our funding and release time requests.
ACBSP project goals are contingent upon four hours of release time for Ann Alexander and
departmental approval of project in fall 2013.
Common Department goals:
1. Review and update CARPs according to the rotation schedule.
2. Maintain an active membership in BPA:.
a. Secure program funding from the college/GRCC foundation for state and
national competition expenses. Funding for 2013 was 26 participants at State
and 12 at Nationals (plus advisors and chaperones) was $19,000 ($5,000 from
Fiona, $12,000 from the GRCC foundation, $1,000 from the Business Department
budget)
b. Maintain an active membership of 20-40 students.
c. Increase co-advisor participation (1:10 students would be ideal)
d. Maintain faculty as student mentors
3. Maintain an active membership in ACBSP.
4. Proceed with ACBSP accreditation.
a. Submit Preliminary Questionnaire by December 31, 2013.
b. Receive and respond to Mentor feedback during Spring 2014.
c. Participate in Region 4 (Midwest) ACBSP conference during Fall 2013.
d. Continue to collect data and prepare draft of Self-Study by December 31, 2014.
Feedback from the Mentor is needed to complete this work.
5. Explore strategies for online delivery of a Business program.
6. Review articulation agreements with four-year partners.
7. Compare advising activities to ACBSP standards.
8. Provide opportunities for Academic Service Learning certifications during department
meetings.
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Program-specific goals:
1. Interiors & Furnishings:
a. Increase graduation rate for IF program.
b. Assess recruitment efforts seeking to improve enrollment for IF program.
c. Pursue articulation/course-for-course agreements with other colleges.
d. Increase networking with other high schools and GRCC counseling office.
e. Encourage students to complete their degree and transfer.
2. Fashion Merchandising:
a. Review CARPs as scheduled
b. Maintain membership in professional organizations
c. Proceed with NASAD accreditation
d. Attend two markets/shows related to fashions and/or interiors.
e. Pursue improvements to program transferability.
3. Office Administration:
a. POS work for Year 2, if granted, including exploring the creation of a cohort at
the secondary level.
b. Evaluate migration to Office 2013
c. Evaluate including Excel and PowerPoint MOS certification in courses
d. Consider aligning program outcomes with the International Association of
Administrative Professionals’ (IAAP) Certified Administrative Professional
certification requirements.
e. Explore internship opportunities
No additional program-specific goals were set for 2013-14 due to the expected workload for
ACBSP accreditation.
Internal collaborations and partnerships
The department held interest meetings with Language and Thought about collaborating on
German and/or Spanish for business courses. Interest was expressed but decisions were not
made.
Two courses were also developed in collaboration with the Music department: MUS 175
Introduction to Music Business and MUS 176 Music Business Management.
Funding for BPA state and national competitions through the Dean and GRCC Foundation.
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External collaborations and partnerships
Idea Pitch Competition with West Michigan Colleges and Universities Group (GRCC,
Aquinas, Calvin, Cornerstone, Davenport, Grand Valley State, Hope)
IChallengeU summer high school program in Ottawa County involving business partners
including Haworth, Zeeland Farm Services (ZFS), Innotec, Holland Hospital, Hope
College, and Greater Ottawa County United Way. IChallengeU students work to develop
solutions to real business/community problems
Industry and academic partner contributions to Advisory Committee for Business
Business Professionals of America - chapter membership, competition judging, and
student awards
SkillsUSA – Five faculty members served as judges for statewide competition
Grand Rapids Inventor’s Network
Rockford High School Business Advisory Committee
Start Garden (Momentum and Five by Five Night combined)
Advisory Committee members were invited to and participated in the BA 125 etiquette
and business social skills dinner
As a result of these partnerships, students had diverse opportunities for learning and career
development. They also had opportunity to develop relationships with potential faculty at GRCC
and transfer institutions, and employers.
Faculty had the opportunity to network with other faculty and industry partners, build
relationships, and foster good will.
Departmental needs for support from other departments within the college
Tremendous intercollege support in our attempt to earn ACBSP accreditation: IRP,
Counseling, Deans, Provost, Library, President, Board of Trustees
Information and support from the experiential learning program (honors and service
learning) to consider further uses in Business courses.
Additional discussion with Language and Thought to further consider development of
foreign language courses for business through Language and Thought.
Funding for BPA state and national competitions through the Dean and GRCC
Foundation. Commitment of funding to be communicated to the chapter advisor prior
to the beginning of each Fall semester, beginning prior to Fall 2013.
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Program Accreditation Updates
The Business Department joined ACBSP and applied for candidacy for accreditation during
summer 2012. Throughout 2012-13, the department worked with Katie Daniels, Curriculum
Specialist, to review curriculum according to GRCC and ACBSP standards, and developed a
transfer curriculum that meets requirements of both ACBSP and GRCC’s major transfer
institutions for business programs. The department is developing the preliminary
questionnaire, to be submitted when curriculum changes have been finalized. Following
feedback from an assigned ACBSP mentor, the department will develop and submit the full
ACBSP accreditation application. Professional development to support this process in the next
academic year will include participation in national and regional ACBSP conferences, as well as
internal sessions to align the business curriculum with GRCC and ACBSP standards.
Description of departmental advising plan and outcomes
In Winter 2013 we provided a business career showcase over two days advising
approximately 435 students.
An academic advising section was added on the department’s page of the GRCC website
providing department contact info for students to request advising.
Several professors were trained to use MyDegreePath. Further opportunities for training
will be made available during department meetings.
Departmental professional development activities
The Department’s professional development activities consisted of training for Program Review completion as follows:
September 28, 2012 – Planning for the Future Workshop, 9:00 a.m. – 11:00 a.m.
February 1, 2013 – Transfer Institution Curriculum Comparison Workshop, 9a.m. – 1:30 p.m.
February 22, 2013 – Program Data Workshop, 9 –2:00 p.m., Business department programs were focused on from 12 – 2 p.m.
April 19, 2013 – Program Review Workshop (Program Data Workshop revisited), 9:00 a.m. – 2:00 p.m.
Other department updates
None.
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Evaluation Questions
1. Were the department goals for this year successfully met? Please explain.
Goal 2 was met. Goals 1 and 3 are in progress. The ACBSP accreditation progress is slow
as there is a large quantity of work required for each step. The department has focused
on degree offerings and preparing the academic review report as the beginning steps
toward ACBSP accreditation.
2. Is the Advising Plan working well? What have the outcomes been for student advising?
All professors in the program have been trained to advise students to correct their plan
codes, assist them in laying out their courses of action for the course requirements, and
encourage them to complete their programs, or transfer to four-year institutions.
Students have confidence they are in the correct plan code and received accurate
information for scheduling classes for upcoming semesters.
Action Needed
Based on the documentation and evaluation in this section, please indicate if action or
improvement is needed in the following areas within the department by making your response
bold:
External Collaborations & Partnerships Yes No Internal Collaborations & Partnerships Yes No Accreditation Yes No Departmental Advising Yes No
Faculty & Staff
Documentation
Faculty Credentials & Certifications- See Appendix A
Professional Development Activities
Internally: Faculty participated in many professional development opportunities at the college
to improve teaching, including the school-wide Learning Day Winter 2013. Listings per
individual are available in each person’s training summary. Faculty members are now more
aware of the need for reviewing curricula for ADA compliance and universal design.
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Externally: Faculty participated in many professional development opportunities both formally
and informally to promote the college and stay current in our disciplines. Examples of formal
opportunities include presenting at conferences. Informal opportunities include networking
with colleagues and faculty from other schools.
For a complete list, see Appendix R.
EOL/Release Time Work
EOL/Release Time was used to service the college and the department to foster student
success. Faculty members were given EOL/release time for planning the business career
showcase, work in the Center for Teaching Excellence and Distance Learning & Instructional
Technology, Academic Governing Council, Program of Study for Office Administration (Year 1),
proctoring challenge exams for BA 130 and BA 133, and for attending the L.A. Market and New
York Seminars. See Appendix S for a complete list. These activities improve inter-department
collaboration with other departments in the College (ACG, DLIT, etc.) as well as providing
students better curricula and/or quicker paths to graduation or transfer.
Faculty & Staff Accomplishments/Awards
Ann Alexander Presentations:
Michigan Career Education Conference February 2013 (Marketing POS)
GRCC Adjunct Learning Day January 2013 (Universal Design – two sessions)
GRCC Faculty Learning Day January 2013 (Universal Design – two sessions)
Trends October 2012 (Marketing POS)
GRCC Adjunct Learning Day September 2012 (Performing CATs – two sessions)
GRCC Adjunct Learning Days August 2012 (First Day Activities – three sessions)
Susan Baglien
FAD Club advisor
Inaugural online course offering
Career Day at Michigan Design Center student field trip
Color Analyses with xRite
Attended breakfast for scholarship recipients
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Garret Brand
2012 Distinguished eLearning Educator
http://www.itcnetwork.org/about-itc/award-recipients.html
Presentations:
Trends October 2012 (Online Course Quality)
ETOM November 2012 (Keynote - Emerging Instructional Technologies)
MiBUG April 2013 (Maximizing Blackboard) Felix Pereiro
Business Department Chair
IChallengeU Judge
CRM Coordinator search committee member
Business Associate Professor Office Administration search committee chair
E-portfolio subcommittee member for Strategic Leadership Team
Team member working with direct marketing consultants to recruit GRCC students
Peg Schoenborn
Microsoft Office Specialist certification: Word 2010
2013 Benham Faculty Leadership Award Recipient
Business Professionals of America Advisor
Jeffrey Spoelman
Participant on the following teams:
Developed a long-term contract option for adjunct faculty.
Developed a performance-based evaluation system for Faculty
Changed the Summer Semester Calendar to create 2 six-week class options.
Changed the process for creating new online and hybrid classes. Bethann Talsma
Microsoft Office Specialist certification: Word, Excel, Access, and PowerPoint 2010
Business Professionals of America Co-Advisor Presentations:
Michigan Career Education Conference February 2013 (Marketing POS)
Trends October 2012 (Marketing POS)
Students:
Accelerate Michigan finalist: Rethink Water team
Arthur Andrew Cup 2013: Laura McGuire
Be the Change Student Organization Student Recognition Academic Service Learning
Award: EGO
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Business Professionals of America: 21 national qualifiers, 10 top ten finishes. See
Appendix V for a complete list.
2013 Delta Pi Alpha (* = all A’s):
o Connie Dekkinga, Accounting
o Yan Hu, Accounting
o Natasha Little, Accounting
o Jennifer Mangus, Accounting
o Jessica Pliml, Accounting
o Nancy Quero, Accounting
o Raissa Riley, Accounting
o Kara Genaw, Business Administration
o Apryl Cherry, Business Administration
o Corrie Elsbrie*, Business Administration
o Keyla Espino, Business Administration
o Sheryl Evans, Business Administration
o Helen Kim, Business Administration
o Cynthia McAllister*, Business Administration
o Jeffrey Noel, Business Administration
o Mario Martorana, Business Administration
o Laura McGuire*, Business Administration
o Beth Steimel, Office Administration
o Gabrielle Vilella, Office Administration
Fashion and Interiors Advisory Committee scholarship recipients: Hanna Barker, Elaine
Gordon, Chelsea Snyder, Cassie Dille
Fashions and Interiors’ Student Volunteer projects:
Muskegon Art Museum Festival of Trees
GRCC Holiday Breakfast center pieces
NKBA Student Competition
GVSU Leadership Scholarship: Danielle Gore
Idea Pitch Competition GRCC 2012 winners: Jeffrey Noel, Damion Harden, Jennifer
VanderPloeg
Microsoft Office Specialist certification: Tricia Baumhower, Autumn Bonte, Gary
Coleman, Kathy Davey, Amy Ryke
Milo Brown award for African Americans: Amber Lee
National Honors Award for Higher Education and Pearson Prize Award for National
Fellows: Amber Lee
Outstanding BPA leadership awards: Kathy Davey, Jahaun McKinley, Alexi Bettig, Corwin
Tobias, Samantha See
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Start Garden winner: Jason Schemmel ($5,000 prize)
U of M Business Plan Competition: Rethink Water team
Van Houton Award: Gerald Harris
Faculty Development for Upcoming Year
All faculty members will participate in CTE workshops related to the new faculty
evaluation process.
2013 ETOM/MCCVLC Higgins Lake Retreat – Garret Brand
Complete Master’s degree – Jennifer Knauf
Complete Master’s in Ed Tech – Peggy Schoenborn
ETOM 2013 Fall Conference – Garret Brand
Fashions/Interiors market/conference – Susan Baglien
American Society of Statistics National Conference Winter 2104 – Brent Spitler
Perkins Funding 913 2013-2014:
ACBSP national conference in Chicago, June 2014 – a group of Business faculty
Update personal income tax course, BA 156 – Mark Jasonowicz
Winter 2014 Business department Career Showcase – Mark Jasonowitz, Susan Baglien,
and Bethann Talsma
Perkins Funding 914 2013-2014:
Acton University Conference June, 2014 – Felix Pereiro
American Marketing Association September 2013 – Glenn Gelderloos
Association for Business Communication October 2013 – Ann Alexander
Business Professionals of America National Convention May 2014 – Peggy Schoenborn
and Bethann Talsma
International Association of Administrative Professionals (IAAP) Educational Forum and
Annual Meeting (EFAM) July 2013 – Bethann Talsma
IAAP Technology March 2014 – Peggy Schoenborn and Bethann Talsma
Michigan Association of Computer Users in Learning March 12-16, 2014 – Peggy
Schoenborn and Bethann Talsma
Michigan Business Educator’s Conference November 13-15, 2013 – Peggy Schoenborn
and Bethann Talsma
Michigan State University International Conference June, 2014 – Felix Pereiro
Stanford University Innovation Seminar, 2013/14 – Felix Pereiro
Teachers of Accounting at 2-year colleges (TACYTC) annual conference May, 2014 –
Richard Barnhart, Mark Jasonowicz, Jennifer Knauf, Jeffrey Spoelman
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Evaluation Questions
1. Can course assignments be made and scheduled based on the availability of
credentialed faculty? Yes
Generally speaking, yes. However, there are areas of need such as for Business and
Technical English. We are able to cover the courses; however, they are being covered by
part-time faculty and adjuncts. We almost never cancel courses. We have a large pool of
credentialed faculty.
2. Is the number of departmental faculty that are certified to teach online and through
Academic Service Learning sufficient to achieve the curricular and delivery needs of the
department? Yes
The Business Department has embraced the use of technology, and 57 faculty members,
including both full- and part-time, are certified to teach online courses.
Academic Service Learning certifications for some faculty will be pursued.
3. Do the number and ratio of Full-time/Adjunct faculty support the goals of the
department? No
There has been no tenure-track hiring in Business Department, despite increasing
enrollment over the past few years and now steady enrollment. Over the past few years
the Department has suffered the loss of tenured faculty through retirement and death.
While this loss of staff has saved money, the lack of full-time faculty has strained the
ability of tenured and temporary full-time faculty to meet increasing student demands
and program demands.
4. Is the professional development faculty and staff are receiving sufficient for them to
maintain currency in their field and area(s) of expertise? No
Funding is inadequate. The cost of conferences and travel expenses has increased over
time, and the budget has not kept pace with these and other changes.
While professional development in technology and pedagogy is available onsite,
business faculty members rarely have the opportunity for discipline-specific professional
development. Conferences are an excellent method for maintaining expertise in our
fields.
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5. Are additional faculty or faculty development resources needed to support the goals of
the department over the next four years? Yes
Additional tenure-track faculty members are needed. Although the college and some
Business Programs have seen a decrease in enrollment, the business department overall
has seen a steady and consistent increase in enrollment and course offerings. Business
Administration has seen substantial growth in one year. Despite these increases, the
number of full-time tenure track faculty positions has decreased from 14 in 2008 to 8
currently, almost 50%.
In addition, the Department ESP hours need to be increased to meet the needs of our
customers, both internal and external—prospective, current, and past students, 12 full-
time faculty, and approximately 80 adjunct faculty.
Action Needed
Based on the documentation and evaluation in this section, please indicate if action or
improvement is needed in the following areas within the department by making your response
bold:
Faculty credentialing Yes No
Faculty online certification Yes No
Academic Service Learning Yes No
Ratio Fulltime/Adjunct faculty Yes No
Faculty professional development Yes No
Resources Yes No
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Office Administration, Associate of Business
______________________________________________________________________________
Mission & Purpose
Documentation
Mission/Purpose Statement
The program currently does not have a separate mission and purpose statement. We follow
the Business Department Mission:
The Business Department prepares students for academic and professional success. Learning
experiences including courses, degrees, and co-curricular activities enable student success at
baccalaureate institutions and as professionals, leaders, and entrepreneurs.
Target Audiences
The target audiences for the program are both traditional- and nontraditional-aged college
students. Traditional-aged audiences may enter the program with opportunity for some
articulated and/or dual enrollment credit and recent keyboarding and word processing skills.
Nontraditional learners are seeking transition into office administration or returning to the
work force.
Program Admissions Requirements
Grand Rapids Community College (GRCC) is an open enrollment institution. Currently, GRCC
requires students to have a cumulative high school GPA of at least 2.0 and earn a score of at
least 18 in each of the core content areas of the ACT test in English, Math, and Reading. For
students that do not meet these requirements or that do not have record of these scores (i.e.
non-traditional learners), the college requires them to meet these basic entrance requirements
by taking various Accuplacer assessments to determine if they will be required to take
developmental coursework.
The Office Administration program does not require any additional entrance requirements over
the basic college admission standards. A secondary admission process is not required for
entrance into this degree program.
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Evaluation Questions
1. Is the purpose/mission statement current and relevant?
Not applicable. One of our actions steps will be to assess whether or not a separate
statement is needed.
2. Has the target audience for the program been identified? Who is the target audience
for this program? Is the program attracting and appropriately serving the target
audience?
Yes, the target audience is both traditional and nontraditional-aged students.
3. If there are admissions criteria for the program, are they appropriate and do they
facilitate program and student success?
Not applicable.
Action Needed
Based on the documentation and evaluation in this section, please indicate if action or
improvement is needed in the following areas within the department by making your response
bold:
Mission/Purpose Yes No
Target Audience Yes No
Program Admissions Yes No
Program Data
Documentation
New Student Enrollment
The data for New Student Enrollment can be found in Appendix B.
In Fall 2009 there were 11 FTIAC students, and the number remains relatively consistent (9 in
Fall 2012) except for a dip to 6 students in Fall 2011.
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Total Student Enrollment
The data for Total Student Enrollment can be found in Appendix B.
Total Fall student enrollment for 2009-2012 was as follows:
2009: 76
2010: 108
2011: 78
2012: 76
Student Progress
The data for Student Progress can be found in Appendix C.
The percentage of graduates has increased slightly over the last four years and is currently at
11% of the number of students currently enrolled in the Office Administration program (Code
112). The higher percentage of graduates in 2010-11 (15%) can be attributed to the cohort that
was established in 2009. In 2011-12, 6% transferred to another institution of higher learning
before graduating from the program and 70% were progressing toward graduation.
Student Participation in Nontraditional Fields
The data for Student Participation in Nontraditional Fields can be found in Appendix D.
In 2012 student participation in Nontraditional Fields increased to 4.21% from 2.25% in 2011.
Students did not participate in 2009-2010. This is lower than the Perkins 5P1 target level of
25.19%.
Credential, Certificate, or Degree Attainment
The data for Credential, Certificate, or Degree Attainment can be found in Appendix D.
In 2009 there was 54.44% degree attainment by enrolled program participants. In 2010 there
was drop to 35.71% in degree attainment. There was a substantial increase to 67.74% in 2011
followed by a drop to 36.84% in 2012. This exceeds the Perkins 2012 2P1 target level of 29.68%.
Student Completion in Nontraditional Fields
The data for Student Completion in Nontraditional Fields can be found in Appendix D.
Students did not complete in Nontraditional Fields during the years provided (2009-2012). This
is lower than the Perkins 5P2 target level of 20.71%.
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Student Placement
The data for Student Placement can be found in Appendix D.
The data show student placement increased from 0% in 2009 to 100% in 2011 and 2012, above
the Perkins 4P1 target level of 71%.
Student Retention and Transfer
The data for Student Retention and Transfer can be found in Appendix D.
Student retention and transfer was 69.57% in 2009 with a substantial drop to 30.21% in 2010.
Retention and transfer increased over 50% to 81.11% overall in 2011; this stayed relatively
consistent at 80.22% in 2012, above the Perkins 3P1 indicator target level of 69.42%.
Technical Skills Attainment
The data for Technical Skills Attainment can be found in Appendix D.
There is not a Technical Skills Assessment for OA to date so data for this indicator were not
available. The Perkins 1P1 indicator target level of 90.96% did not apply.
Course enrollment by semester
The data for Course Enrollment by Semester can be found in Appendix E
The trend for core Office Administration courses—BA 230, 236, 245, 247 and 248—has shown
an increase in total enrollment per course over the last four academic years from 2008-2009 to
2011-2012. The number of students enrolling in the Office Administration upper level core
classes each year more than doubled (14 up to 33), with a high of 48 when the cohort was in
place.
Course Success Rates (broken down by race/ethnicity, gender, age, Pell)
The data for Course Success Rates can be found in Appendix F.
Data analysis showed that OA core classes BA 230 and BA 245 experienced lower success rates
than the college-wide average (69.1%) and the other core OA courses in the four-year period
reported. Therefore, those classes were selected for additional analysis.
BA 230 Office Simulations
In reviewing the breakout for race-ethnicity, black/non-Hispanic students appear to be less
successful (at 33%) than white/ non-Hispanic (at 50%); however, conclusions cannot be drawn
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from these data as there are only three reported black/non-Hispanic students which is not a
large enough sample size.
In reviewing the breakout for age the data appear to show that students who are 25 or older
are successful at a rate of 33% and students age 20-24 are more successful at 54%.
Analysis of the breakout for gender shows that 47% of female students are successful,
compared to 25% of male students. Conclusions cannot be drawn from these data as there are
only four reported male students, which is not a large enough sample size.
In reviewing the breakout for Pell and non-Pell students, the data appear to show that students
who receive Pell are less successful (at 41%) than non-Pell (at 50%); however, it is difficult to
draw conclusions due to a small sample size.
Future data for this course should show improvement in success rates as changes were already
made in expected outcomes listed in the CARP such as removing the typing requirement.
BA 245 Records Management
In reviewing the breakout for race-ethnicity, black/non-Hispanic students appear to be less
successful (at 50%) than white/ non-Hispanic (at 71%); however, conclusions cannot be drawn
from these data as there are only three reported black/non-Hispanic students which is not a
large enough sample size.
In reviewing the breakout for age the data appear to show that students who are 25 or older
are successful at a rate of 76% and students age 20-24 are less successful at 43%.
Analysis of the breakout for gender shows 63% of female students are successful, compared to
75% of male students. This suggests that males may be more successful in this class; this is a
trend to monitor.
In reviewing the breakout for Pell and non-Pell students the data appear to show very little
difference in Pell eligibility and success, 64% for the 11 students who received a Pell grant and
69% for the 13 students that did not receive a Pell grant.
Four-Year Course Success Trends
The data for Four-Year Course Success Trends can be found in Appendix G.
For this analysis, success was defined as earning an A, B, or C in the course, and OA core courses
BA 230, 236, 245, 247 and 248 were reviewed. The data show that overall success trends
fluctuated from 78-100% success in 2008 down to 35-86% (average of 66%) in 2011. The
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difference is attributed to increased enrollment in 2009-2011. During 2008 the program was in
a rebuilding phase and enrollment was extremely low.
The college-wide success rates for Fall 2011 averaged 69.1%. Further analysis revealed that
success rates in BA 230 and BA 245 were lower than this average, and in BA 236 and BA 247
were significantly above the college-wide success rate average.
Evaluation Questions
1. Is the program consistently attracting new students?
Yes. The data provided for Fall semesters are only FTIACs and is not reflective of the
current enrollment trend of the population being served by the program. The majority
of the students entering the program has been working and seeks to improve skills or
they transfer from another major or institution.
2. Is the enrollment trend meeting established targets, ensuring program viability? If
targets for enrollment have not been established, what should they be?
Yes, our enrollment trend is meeting the established market need in Kent, Ottawa and
Allegan Counties based on an EMSI report from 2012.2. The Fall data provided show
enrollment has remained steady with an increase in Fall 2010 due to a cohort that was
introduced in Winter 2009. The data provided may not be fully reflective of the students
in the program. During the current academic year OA faculty have been working
individually with students who were not in the correct major code. Students have
remarked on issues encountered when attempting to change their major codes. The
current major declaration process confronts the students with a long list of degree
names (some similar) and results in manual input by the Student Records office.
Students do not receive confirmation of the change.
3. Do students appear to be progressing through the program well?
Student progress is approximately 8% above the entire college (62%) for the last year
provided (2011-12). We also concluded that there was a substantial success of
graduation with the cohort that was established in 2009. It appears that students from
the cohort matriculated to graduation within two academic years.
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4. To what extent are the targets for core program indicators (Student Participation in
Nontraditional fields, Student Retention & Transfer, Credential, Certificate, Degree
Attainment, Student Completion in non-traditional fields, Student Placement, Technical
Skills Attainment) being met? Are the various sub-populations meeting the targets at
the same rate?
From an analysis of the Program Indicator Data as outlined in Appendix D, we conclude
that there was a substantial impact in degree attainment, student placement, and
retention and transfer as a result of the cohort that was established in 2009. This
program does not currently have targets for core program indicators but we foresee
opportunity to increase transfer and degree attainment with more consistent student
outreach.
Regarding technical skills attainment, MOS Word certification was introduced in BA 136
Business Word Processing 1 during Winter 2013. Our intent is to update the CARP to
include this as the exit examination for the course.
As for nontraditional participation, communication pieces representing office
administration will include nontraditional gender participation.
5. Is the yearly ratio of the number of students enrolled to the number of graduates
appropriate given program goals?
The ratio of graduates to enrolled students is currently appropriate and meeting market
needs in Kent, Ottawa, and Allegan Counties. Although at first glance there appears to
be a significantly higher number of students enrolled than we are actually graduating,
we’ve determined this variance is due to the part-time enrollment status of many of OA
students.
6. Are students obtaining employment upon graduation at satisfactory rates?
According to the data provided, all students are obtaining employment upon
graduation.
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7. What does the course enrollment by semester data tell you?
From an analysis of the 2008-09 – 2011-12 Course Enrollment Data as outlined in
Appendix E, we conclude that enrollment increased significantly starting in 2009 when
the cohort began. Upon further analysis of our program core courses (BA 136, 230, 236,
245, 247 and 248), the data show that this increased level of enrollment has been
maintained.
Enrollment in 100 level courses (BA 120, BA 125, BA 130, BA 133, BA 136) has remained
consistent throughout the years provided, except for an increase when the cohort was
in place. Enrollment in BA 145 has increased each year, nearly doubling in the four
academic years reported.
8. Are students passing courses at the appropriate rates? If not, which courses are of
concern? Are the Course Success Rates the same for the various sub-group
populations? If not, where are the areas of concern?
Analysis shows students are passing courses at appropriate rates (above 70%) in BA 120,
BA 125, BA 145, BA 236, BA 247, and BA 248. Classes of concern (less than 70% passing)
are BA 130, BA 133, BA 136, BA 230 and BA 245.
Students enrolled in BA 130, 133 and 136 are a mix of all business majors and were not
a focus for the OA Program Review. For BA 230 the subgroup of concern is students
ages 25 and older. To address this issue we conclude that a CARP update is needed to
more appropriately reflect user-friendly technology and tools that we are finding to be
more accessible to all age groups of learners, removing the keyboarding requirement,
and adding mock interviews. With respect to the analysis of BA 245, there are not
subgroup issues of concern. The CARP and instructor syllabi need to be reviewed for
outcomes alignment and methodology.
9. Do the grade distributions seem appropriate for each course? If not, which courses are
of concern?
Analysis of data for OA program core courses (BA 136, 230, 236, 245, 247 and 248)
shows that grade distributions are appropriate.
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Action Needed
Based on the documentation and evaluation in this section, please indicate if action or
improvement is needed in the following areas within the department by making your response
bold:
New Student Enrollment Yes No
Total Student Enrollment Yes No
Student Progress Yes No
Student Participation in Nontraditional Fields Yes No
Credential, Certificate, or Degree Attainment Yes No
Student Completion in Nontraditional Fields Yes No
Student Placement Yes No
Student Retention and Transfer Yes No
Technical Skills Attainment Yes No
Course enrollment by semester Yes No
Course Success Rates Yes No
Course grade distributions Yes No
Curriculum
Documentation
Program Curriculum History (last eight years)
The current full-time OA faculty members are relatively new to the program (less than 2 years).
Following is a synopsis of information gleaned from adjunct faculty and others of what occurred
in the past eight years:
Prior to 2008, degrees and certificates were offered in both medical and legal studies in
addition to executive office administration. Upon the advice of the OA advisory committee,
medical and legal degrees and certificates were dropped.
In an effort to revitalize the OA program, BA 236 was redesigned (from machine transcription to
input technologies), and BA 230 was redesigned (from word processing 3 to office simulations).
Business Department Program Review
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Shorthand was eliminated due to lack of need in the industry and replaced with proofreading
and editing (BA 120) and office ethics and etiquette (BA 125).
A cohort was piloted in 2008-10, focusing nontraditional students with access to “No Worker
Left Behind” program funds.
Advisory Board Contributions
The OA Advisory committee has been in place but underutilized. Curriculum advice is given
routinely, such as adding MOS certification; but there has been a lack of representative from
various industries and for strategic planning.
Courses Approved for Online Delivery- See Appendix E
Courses already approved for online delivery include BA 125, BA 130, BA 133, BA 145, BA 230,
BA 247, and BA 248.
Honors Courses- See Appendix E
No honors courses are offered currently in the program.
Study Away Courses- See Appendix E
No study away courses are offered currently in the program.
Course Equivalencies with Transfer Institutions- See Transfer Institution Spreadsheet
These data were not available.
Program/Course Equivalencies with K-12 Institutions
Through our work on a Year 1 Program of Study grant we found that the Kent County Career
and Technical Center no longer has an Office Administration or Secretarial Studies program;
therefore, we utilized Rockford High School, our largest feeder of traditional college students,
as an analysis site. The current Michigan Merit Curriculum (high school graduate requirements)
includes many employability skills that might assist a student in being successful at entry level
jobs or college. There is no MMC core course requirement that is Office Administration content
specific, although several elective courses in Rockford’s High School Business Education
program do provide skills that may assist students in higher or more successful skill attainment
in our Office Administration Program. The program of study is provided in Appendix T.
Business Department Program Review
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Evaluation Questions
1. Is the program structured appropriately given the target student population and current
student population (traditional, transfer, and/or adult learners)? Please explain.
This past academic year the course sequencing was reevaluated and it was determined
that some prerequisites were out of order on our advising sheet and in the catalog. We
also completed a deeper dive through our Program of Study Year 1 work. It was
determined that to best meet the needs of traditional and non-traditional learners, both
current and potential, we should suggest that students complete BA 102 as well as BA
136 during their second semester and prior to enrolling in BA 230. We are also in the
process of evaluating more online offerings. BA 102 and BA 136 are scheduled for
online development during Summer 2013.
2. To what extent is the program curriculum aligned with external professional standards
(Industry, State, or National)? Are the current courses within the program or discipline
appropriately and sufficiently addressing external standards? Please explain.
Current curriculum and courses within the program are not formally aligned with
external professional standards. Next year, the department and program will work on
alignment through the Accreditation Council for Business Schools & Programs (ACBSP).
The program will also seek alignment to the Microsoft Office Specialist (MOS) exams,
and consider aligning with the International Association of Administrative Professionals’
(IAAP) Certified Administrative Professional certification requirements.
3. Does the program design and structure reflect external standards and best practices?
Please explain.
We plan to review ACBSP and IAAP certification/accreditation standards throughout the
upcoming academic years. The program reflects best practices by continually
incorporating community partners in business simulations, internships and technology
upgrades. Upon the advice of our Office Administration Advisory Board, we have
integrated business simulations such as a mock interview and etiquette dinner into our
programming, both of which bring community businesses onto our campus for
interaction with and feedback to our students. Our program has also recently upgraded
input technology devices and applications through the use of tablets.
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4. To what extent is the curriculum aligned with the first two years of transfer institutions?
The program curriculum is aligned with the first two years of study at both Ferris State
University and Davenport University. We are working with Erin Busscher to increase the
number of articulation plans. Currently there are three signed Articulation Plans with
Davenport University in Medical Case Management, Health Information Management
and General Business.
5. To what extent is the curriculum aligned with the coursework at K-12 institutions?
Through our Year 1 Program of Study work this year we are learning more about the
current articulations with Kent County area high schools. This work will continue
through the next four years.
6. Do the program outcomes reflect the demonstrable skills, knowledge, and attitudes
expected of students by the end of the program? Are the Program Student Learning
outcomes clearly stated and measurable? If not, what changes are suggested?
Current outcomes reflect the current content. As we revise the curriculum we will revise
the outcomes as necessary.
7. Are all four of the ILOs and associated competencies integrated into the program? Do
students have the opportunity to build the knowledge, skills, and attitudes associated
with the ILOs throughout the program? [Curriculum Mapping]
Currently, only BA 145 reflects ILO integration. OA faculty members have recently met
and trained with Elaine Kampmueller on the ILO/CARP process. Faculty members have
mapped out a plan for updating OA CARPS and adding ILOs. This will occur as we
update curriculum in the coming years to align with accreditation standards.
8. Are the current course offerings sufficient in terms of breadth and depth? If not, what
courses should be added and or eliminated? [Curriculum Mapping]
We are currently planning to update CARPS and do further analysis of content as we
progress through accreditation and Program of Study work.
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9. Have general education courses been purposefully integrated into the program? Are
the general education courses within the program appropriate and sufficient to support
the learning associated with the Institutional and Program Learning Outcomes?
[Curriculum Mapping]
We are currently planning to update CARPS and do further analysis of content as we
progress through accreditation and Program of Study work.
10. Are the Honors and Study Away offering sufficient for the program?
At this time we feel that honors and study away offerings are not relevant for the Office
Administration field.
11. Do the course sequences require increasing application of higher-order thinking skills as
students progress through the program? Is the course sequence aligned in such a way
that the Program Student Learning outcomes are mastered by the end of the program?
Yes, the course sequence requires increasing application of higher-order thinking skills.
Entry-level courses are skills based (i.e. keyboard, document production), while, upper-
level focus on concepts, decision making and application. Upper-level courses primarily
project-based courses that challenge the students to plan, lead, organize and control a
variety of office administration duties.
12. Is experiential learning, including internships and academic service learning,
systematically embedded into the courses? Are the current experiential learning
opportunities sufficient? Please explain.
No, not currently. A legal secretarial internship program was established with Miller
Johnson as of Winter 2012, and academic service learning is sporadically available in
courses such as BA 245 Records Management. We plan to explore more opportunities
as we work with the college’s new internship coordinator.
13. Does the curriculum prepare students for a constantly changing employment
environment, and prepare students to expect and manage change? Please explain.
Coursework and teaching methodologies used are focused on teaching students to
expect change. Some examples include the following: team members change per course
Business Department Program Review
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and project, instructors bring forward a variety of engagement activities, and technology
is continually updated.
14. Is the curriculum developed in such a way that it allows students to continue their
education once they are finished with this program? Please explain.
Yes. In addition to gaining full-time employment, students are able to transfer credit to
several four-year institutions to continue working towards a baccalaureate degree.
15. Are the online offerings (courses & number of sections) sufficient to meet student and
programmatic needs?
Currently students are not able to complete the degree fully online. It is our goal is to
offer all OA core classes in both on-campus and online/hybrid format.
Action Needed
Based on the documentation and evaluation in this section, please indicate if action or
improvement is needed in the following areas within the department by making your response
bold:
Program structure Yes No
Curriculum alignment with external professional standards Yes No
Transfer alignment Yes No
Curriculum Alignment K-12 Yes No
Program Outcomes Yes No
Program Learning Outcomes Yes No
Course offerings Yes No
General Education Yes No
Honors Program Yes No
Study Away Program Yes No
Internship Yes No
Academic Service Learning Yes No
Course sequencing Yes No
Pre-requisites Yes No
Preparing students for change Yes No
Online Offerings (courses & programs) Yes No
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Assessment of Student Learning
Documentation
Program Learning Outcome(s) assessed this year
Demonstrate current office technology skills (Microsoft Word).
Measures of Student Learning
Microsoft Office Specialist in MS Word (MOS Exam)
Initial Data and Findings
We are piloting the use of the Microsoft Office Specialist exam in Winter 2012 and will have
data to analyze as a result of the pilot. The current plan is to fully implement the use of this
exam in Fall 2013.
Curricular or Pedagogical Changes Implemented
Not applicable. Data are not yet available to implement change.
Data and Findings (post improvement/change)
Not applicable. Data are not yet available to implement change.
Evaluation
1. Are licensure/certification exam pass rates above national or state averages (if
applicable)? If not, please explain what needs to be done to improve.
Not applicable. Data are not yet available.
2. What are your greatest needs for support in order to continue to move forward with
your assessment work?
None at this time.
Action Needed Based on the documentation and evaluation in this section, please indicate if action or
improvement is needed in the following areas within the department by making your response
bold:
Identifying Measures for each Program Learning Outcome Yes No
Reporting out longitudinal data in a meaningful format Yes No
Creating meaningful improvement projects Yes No
Business Department Program Review
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Preparing for the future
Documentation
Job and Wage Forecasts- See Appendix I
EMSI Complete Employment 2012.2 data show that there were 19 annual openings for
Administrative & Information Support (EMSI 4.6) requiring an Associate Degree in the tri-county
area of Kent, Ottawa, and Allegan Counties. An additional 1,363 jobs overall were available in
this field, some requiring on-the-job training and/or vocational certification. The report also
indicates a 3.7% projected growth in the field through 2021; 7.6% growth for Executive
Administrative Assistants. A more positive aspect of the labor market forecast is that jobs
available due to replacement or retirement will be abundant and will greatly exceed the supply
for our region.
Environmental Scanning/Trends
Not available.
PROE Student Survey Results- See supplemental data file
From the PROE Student Survey we learned that students identified themselves as 70% part-
time learners and 30% full-time learners. 70% of students who responded to the survey
reported being currently employed; with 30% in a related field. There appeared to be equal
attendance in both day and evening course offerings. All reported either good or acceptable
experiences with internships. All reported either good or acceptable experiences with career
planning information. 60% of students reported a high impact of the program for developing
communications skills; 56% of student reported a high impact of the program for developing
information management skills. Only 40% of students responded that the program had a high
impact for developing diversity and community skills. The comments were in agreement with
our findings throughout this program review.
The OA faculty felt that the data are inconclusive as the sampling size was only 10, and it did
not indicate by whom, how and when the survey was administered.
Advisory Board Survey Results- See Appendix J
Correction: See Appendix Q.
The OA faculty felt that the data are inconclusive as the sampling size was only 10, and it did
not indicate who, how and when the survey was administered. The survey results have a
numerical representation of 2.5-5.44. There is no key to indicate what these numbers
Business Department Program Review
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represent/scale. A copy of the survey was acquired from IR. The questions provided no
numerical scale; therefore, an analysis cannot be drawn from the data provided.
Program Planning
The intentions for program development and changes over the next four years for the Office
Administration Program include:
Integrate Microsoft Office Specialist Certification preparation and testing into the
curriculum
Continue to assess and make adjustments to the course sequencing - day, evening,
online and hybrid offerings
Evaluate and potentially pursue ACBSP Accreditation
Evaluate and upgrade input technologies and web-based communication applications
into the curriculum to stay current with market needs
Update all program CARPs to reflect ILOs
Evaluate opportunities to grow dual enrollment with area secondary institutions
Evaluate opportunities to grow 3+1 transfer opportunities for OA degree articulations
Investigate reinstating legal and/or medical office administration concentrations
Evaluation Questions
1. Do the job projections and wages data suggest that this program will be viable over the
next four years?
Job projections and wages data do suggest our Office Administration program will be
viable over the next four years. EMSI Complete Employment 2012.2 data indicate a
projected growth in the field through 2021; 7.6% growth for Executive Administrative
Assistants. A more positive aspect of the labor market forecast is that jobs available due
to replacement or retirement will be abundant and will greatly exceed the supply for
our region. Neither legal nor medical secretary data were included in the data provided.
2. Is the number of graduates aligned with the market need (job forecasts/transfer
institutions)?
Current graduate levels are meeting the current market need in Kent, Ottawa and
Allegan Counties for Office Administration job openings requiring an Associate’s Degree.
EMSI Complete Employment 2012.2 data indicate that annual openings for Associate
Degree required position was 19. Our program graduated 22 with Associates Degree in
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said field. We believe there is room for program growth with a possible extension to
medical specific office administration programming.
3. What did you learn from the PROE Student Survey results? Will you take any actions
with the program as a result of what you have learned?
Students reported that the program was excellent for teaching communication and
interpersonal skills, which are key attributes in being successful in the 21st century
workplace. Students reported lower impact in exposure to diversity and community
skills. We may want to investigate integration of service learning opportunities to
increase program participant’s community involvement. The majority of students
reported part-time learner status; therefore, we may need to do a deep dive into course
sequencing to ensure that prerequisites are available in the correct semester so that
prerequisites can be met.
4. What did you learn from the Advisory Board Survey results? Will you take any actions
with the program as a result of what you have learned?
An analysis cannot be drawn from the data provided.
5. Are the resources sufficient to meet identified needs and goals for the next four years?
Please explain.
At this time, resources, including two full-time faculty members, appear to be sufficient
to meet identified needs and goals. We have added course fees to cover the cost of the
certification exams and to support experiential learning activities. As internship
opportunities increase, we’ll need resources for securing internships and coordinating
placements.
6. Are the facilities and equipment adequate to facilitate teaching and learning? Please
explain.
Facilities are adequate. We are looking forward to the new lab and facilities in 2 Main.
Equipment will need updating as technology changes.
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Action Needed
Based on the documentation and evaluation in this section, please indicate if action or
improvement is needed in the following areas within the department by making your response
bold:
Program Planning Yes No
Securing resources for course development/administration Yes No
Facilities/equipment upgrades Yes No
Other: Yes No
Other: Yes No
Additional Tasks/Work
Develop the Course Review schedule for the next four years (beginning with next year)
○ 2013-14 will be devoted to major curriculum revisions to align with standards
(ACBSP, IAAP, MOS). In-depth individual course review will begin late in the year,
starting with BA 136.
○ 2014-15: BA 230, BA 236, BA 247
○ 2015-16: BA 145, BA 245, BA 248
○ 2016-17: BA 120, BA 125, BA 130, BA 133
Identify which courses from the department will be developed in online or hybrid
format over the next four years. Indicate the highest priorities for online and hybrid
development and the academic year in which the course will be developed.
○ To be developed: BA 120, BA 136, BA 236, BA 245
○ Priority and plan: BA 136 (Summer/Fall 2013), BA 245 (Fall 2013), BA 120 (Summer
2014), BA 236 (Summer 2014)
Review all publications, website, catalog to ensure consistency of information
○ OA brochure
○ GRCC catalog
○ CARPs
○ Office Administration website page on GRCC’s website: grcc.edu/business/office-
administration
Complete the Follow-Up Action Checklist
○ LIST EACH OF THE ITEMS WE MARKED ‘YES’ IN BOLD
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Fashion Merchandising, AAAS
___________________________________________________________________
Mission & Purpose
Documentation
Mission/Purpose Statement
The mission of this program is to provide a level of education where by students have the
opportunity to develop their creative talents and earn a degree that will successfully lead them
into a design oriented career and the option for transferability for a 4 year degree.
Target Audiences
The target audiences are high school students (dual enrolled), high school graduates, adult
learners changing their career paths and/or adult learners returning to school to obtain an
associate’s degrees in Fashion Merchandizing.
Program Admissions Requirements
There are no admission requirements for this program.
Evaluation Questions
1. Is the purpose/mission statement current and relevant?
Yes.
2. Has the target audience for the program been identified? Who is the target audience
for this program? Is the program attracting and appropriately serving the target
audience?
Yes the target audience has been identified (see #4 above). Through the mix of students
(age, ethnicity, and gender), it is clear that we are attracting our target audience. Co-op
employment often turns into full time employment at an above entry-level position
prior to graduation, indicating that the program is serving the customer well.
The following means are currently used to attract students:
mailing to high schools in this area as well as high schools that our current
students have attended
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completing a video promoting the Fashion and Interiors programs
surveying all Introduction to Fashion and Interiors students (FM105) so we can
better direct them in attaining their goals
encouraging students to market the program to other students, friends, and
their former high schools.
keeping the program brochure current and up to date for easy reference
using promotional posters for the degree all around the campuses.
No budget dollars are allocated to attract the adult learner population at this time.
3. If there are admissions criteria for the program, are they appropriate and do they
facilitate program and student success?
There are no admissions requirements at this time.
Action Needed
Based on the documentation and evaluation in this section, please indicate if action or
improvement is needed in the following areas within the department by making your response
bold:
Mission/Purpose Yes No Target Audience Yes No Program Admissions Yes No
Program Data
Documentation
New Student Enrollment
The data for New Student Enrollment can be found in Appendix B.
New Student Enrollment: Fall2009 22 Fall 2010 23 Fall 2011 14 Fall 2012 36
These numbers only reflect students that have come into this program and declared their major
as 121 Fashion Merchandising. Close to half of our student count in the Introduction To Fashion
and Interiors course sections (FM105) are undecided, in another major, dual enrolled, or not
degree seeking. This information was gathered through Student Surveys given to all FM105
sections. Though the numbers were down in Fall 2011, they were up in Fall 20 12, averaging out
consistent enrollment.
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Total Student Enrollment
The data for Total Student Enrollment can be found in Appendix B.
Total Student Enrollment: Fall 2009 93 Fall 2010 82 Fall 2011 71 Fall 2012 93
These numbers indicate total student enrollment, indicating consistency in student enrollment
over the last four years.
Student Progress
The data for Student Progress can be found in Appendix C.
Some of our students are not “degree seeking” and as noted above, often undecided, in the
wrong plan code, or dual enrolled. The number of students from 2008-2009 to 2011-2012 has
decreased from 123 to 95. Graduates have increased from 1% to 9% in 2010-2011 and 3% in
2011-2012. Only a very small percent graduate and transfer, 1%. Transfer students are tracked
through the college as of 2012, so I’m not sure if this number is correct. The majority of the
students are not completing the program in 2 years; they are working full or part time and
attending GRCC. The average student completes this program in four to five years. When
classes are canceled it disrupts the students flow through the program since most classes are
only offered once a year.
All professors in the program have been trained to advise students to correct their plan codes,
assist them in laying out their courses of action for the course requirements, encourage the
students to complete their programs, and either complete the Interiors program as a double
major, or transfer to four year institutions.
Student Participation in Nontraditional Fields
The data for Student Participation in Nontraditional Fields can be found in Appendix D.
NA. Fashion Merchandising is no longer on the list of nontraditional fields.
Credential, Certificate, or Degree Attainment
The data for Credential, Certificate, or Degree Attainment can be found in Appendix D.
2009 19.35% 2010 0% 2011 21.74% 2012 NA
This past year, faculty members have been working with each student to develop a plan to
obtain their chosen degree. Counseling has not been very helpful to the students and directing
them to work towards their transfer general education degree versus the Fashion
Merchandising degree. The comments are coming from the students. In Fall 2012 a
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presentation of the Fashion Merchandising program was given to the counseling department in
an attempt to educate them so they can better serve our students.
Student Completion in Nontraditional Fields
NA. Fashion Merchandising is no longer on the list of nontraditional fields.
Student Placement
The data for Student Placement can be found in Appendix D.
2009 72.73% 2010 0% 2011 100% 2012 100%
Student placement is very good for the Fashion Merchandising students. With two 2 semesters
of co-op as a requirement, the students are graduating and moving into full time employment
upon graduation, if they choose. The job market is very good in Grand Rapids and graduates are
finding they are very employable at above minimum wages and often moving into management
positions. Section 5 of the EMSI report in Appendix I supports the Student Placement
comments: ”Although growth in the target occupations is low (1.9%), the number of openings
in these jobs due to replacement will be abundant. Not all of the jobs available will be related
to the Fashion Industry, but there will likely be related openings given the positive growth of
Fashion Designers. GRCC is the only program in the service area that trains Fashion
Merchandising. The median income is likely high compared to what graduates will actually earn
in entry-level jobs. Entry-level jobs will probably yield an hourly wage closer to the 10th
Percentile seen on page 5 of this report. There are currently opening in all of the target
occupations.” With the ongoing growth of Grand Rapids in general (and the Medical Mile),
there will be growth in the retail and wholesale areas. Through my contact with co-op
employers and the Advisory Committee members, all indications are that this industry is on the
rise.
Student Retention and Transfer
The data for Student Retention and Transfer can be found in Appendix D.
2009 61.11 2010 49.36% 2011 71.95% 2012 66.10%
Technical Skills Attainment
The data for Technical Skills Attainment can be found in Appendix D.
NA
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Course enrollment by semester
The data for Course Enrollment by Semester can be found in Appendix E.
The Enrollment Schedule does not show consistency from year to year. This could be due to
inconsistency of course offerings and students need for employment while attending school.
Course Success Rates (broken down by race/ethnicity, gender, age)
The data for Course Success Rates can be found in Appendix F.
Looked in-depth at FM 105 and African Americans between 20-24, male, and Pell students
succeed at a lower level. In FM 110 African American, students under 20, and Pell students
succeed at a lower level as well.
Four-Year Course Success Trends
The data for Four-Year Course Success Trends can be found in Appendix G.
For all FM courses, the 4-year success trend is above 70% except for FM 105 and FM 110. See
above.
Evaluation Questions
1. Is the program consistently attracting new students?
Yes. We are attracting new students every year. Letters and a video are sent to over 80
high schools every October. Included in that mailing are area schools, those schools
where our incoming students had attended, along with any dual enrolled students’ high
schools. The mailing is followed up with an email to confirm that they received the
information and offer our presence at their Career Fairs.
The programs hosts events within the community such as a Fashion Show with the
Salvation Army, Trends Event at G.R.C.C., Holly Jolly Christmas with the Downtown
Development Council, Festival of Trees with the Muskegon Art Museum, participation in
the Career Day at the Michigan Design Center, holiday decorations for the McKay
Marlowe House, and the on campus Career Showcase Event. Participation in area high
schools Career Days is ongoing. All activities provide exposure for the program.
2. Is the enrollment trend meeting established targets, ensuring program viability? If
targets for enrollment have not been established, what should they be?
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The courses currently offered handle the students that we currently have. There are
some classes that are difficult for students to enroll in due to the requirement and
demand; most courses are offered only once a year, often preventing students from
moving through the program in a timely way. This drags out their completion, and we
often lose students to full-time positions before they graduate.
3. Do students appear to be progressing through the program well?
With courses offered only once a year, it often holds up the students’ progress. Another
stumbling block is when courses are cancelled due to low enrollment, forcing the
students to wait another year for that course to be offered again. Class offerings need to
be consistent.
A third stumbling block is students are leaving early due to employment opportunities
that arise from co-op courses. To help retain students through graduation, enrollment in
Co-op 2 has been limited to students that have completed 45 credits in the program.
This would place students in their last semester of the program.
4. To what extent are the targets for core program indicators (Student Participation in
Nontraditional fields, Student Retention & Transfer, Credential, Certificate, Degree
Attainment, Student Completion in non-traditional fields, Student Placement, Technical
Skills Attainment) being met? Are the various sub-populations meeting the targets at
the same rate?
No concerns at this time.
5. Is the yearly ratio of the number of students enrolled to the number of graduates
appropriate given program goals?
The majority of our students are enrolled as part-time students, completing the
program in 4 to 5 years.
6. Are students obtaining employment upon graduation at satisfactory rates?
95% of the students are employed prior to graduation. Through Co-op 1 and Co-op 2,
along with the job postings we provide for students, every student has the opportunity
to be employed in their field if they choose.
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7. What does the course enrollment by semester data tell you?
Inconsistency of course offerings greatly affects the students’ progress through the
program. When a course is cancelled, it may not be offered again for another year.
8. Are students passing courses at the appropriate rates? If not, which courses are of
concern? Are the Course Success Rates the same for the various sub-group
populations? If not, where are the areas of concern?
A major stumbling block that affects the student is when courses are cancelled. With
many courses only being offered once a year, this can really put a time delay on their
completion of the program. FM 110 is a transfer course and is a very difficult course.
FM 105 is the starting point for many students, and there is a high dropout rate as well
as poor performances by students transitioning from high school to college.
9. Do the grade distributions seem appropriate for each course? If not, which courses are
of concern?
No concerns at this time.
Action Needed
Based on the documentation and evaluation in this section, please indicate if action or
improvement is needed in the following areas within the department by making your response
bold:
New Student Enrollment Yes No Total Student Enrollment Yes No Student Progress Yes No Student Participation in Nontraditional Fields Yes No Credential, Certificate, or Degree Attainment Yes No Student Completion in Nontraditional Fields Yes No Student Placement Yes No Student Retention and Transfer Yes No Technical Skills Attainment Yes No Course enrollment by semester Yes No
Course Success Rates Yes No
Course grade distributions Yes No
Business Department Program Review
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Curriculum
Documentation
Program Curriculum History (last eight years)
Individual course material for all courses is updated by the teaching professor every year.
The FM 110 Textiles course content has gone through updating changes to accommodate easier
transferability to four year schools. Consumer Buying will be offered as an online course this
fall. Professors are continually tapping into our local community for tours and guest speakers.
New Courses- Floral Design, Office Design, Lighting Fundamentals, Drawing
Techniques, Visual Presentation, Kitchen Design, Sewing for Interiors, Fashion
Design, Fashion Designers, Sewing for Fashion, Fashion Show Production
Portfolio Review and Wedding Consultant/Planner have gone through the CARP
approval but is on hold at this time
New Programs-NA
New Certificates-NA
New Degrees-NA
Advisory Board Contributions
The Fashion and Interiors Advisory Committee consists of 20 members from our community.
They are business owners, managers, supervisors, and faculty. All are in positions for hiring,
mentoring, and referring our students. Members contribute to the Fashion and Interiors
Scholarship Fund, which awards an average of five student scholarships per semester. Members
are available as guest speakers for our classes and advise and assist in directing the
program/course contents. Changes made based on their input are as follows:
Combined 2-day course offerings into 1 day
Expanded evening offerings
Increased elective offerings:
o IF 114 Visual Presentation
o FM 111 Floral Design
o FM 120 Fashion Designers
o FM 119 Sewing for Fashion
Development of Wedding Planner/Consultant and Portfolio courses
Courses Approved for Online Delivery- see Appendix E
In the Fall 2013 semester, Consumer Buying will be offered as an online course. The only other
courses that would be appropriate for online are the gen. ed. requirements.
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Honors Courses - See Appendix E.
NA
Study Away Courses - See Appendix E.
Fashion Merchandising students have the option of attending the New York Seminar or the
Chicago Seminar (or both) as a graduation requirement. These experiences provide the
students with an opportunity to explore options in their fields of study outside of Grand Rapids,
from educational through employment options as they learn about the trade from the inside
out.
The seminars may include visits with prominent designers, design schools, manufacturers,
unique retail businesses, and showrooms.
Course Equivalencies with Transfer Institutions- See Transfer Institution Spreadsheet
The Fashion Merchandising program transfers to Davenport University with the 3+1 transfer
agreement. We also encourage students to work towards a second associate’s degree in
Interior Decorating and Design due to the fact that these employment options overlap each
other in many areas, furthering their employment options in their fields. Course for Course
transfers are established with Central Michigan University and Columbia University in Chicago
on a portfolio review basis.
Program/Course Equivalencies with K-12 Institutions
We have no agreements with K-12 institutions at this time.
Evaluation Questions
1. Is the program structured appropriately given the target student population and current
student population (traditional, transfer, and/or adult learners)? Please explain.
Allow scheduling consistency and do not cancel courses.
2. To what extent is the program curriculum aligned with external professional standards
(Industry, State, or National)? Are the current courses within the program or discipline
appropriately and sufficiently addressing external standards? Please explain.
NA
3. Does the program design and structure reflect external standards and best practices?
Please explain.
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As part of this program students are required to attend one of the offsite seminar
courses (New York or Chicago) and complete two semesters of co-op.
4. To what extent is the curriculum aligned with the first two years of transfer institutions?
[Transfer Institution Curriculum Comparison]
All the general education courses required in this program transfer to a four-year
institution. Other courses are evaluated by the transfer school on a course-for-course
evaluation. A transfer agreement with Central Michigan University was previously
sought and will be re-addressed.
5. To what extent is the curriculum aligned with the coursework at K-12 institutions?
There is no curriculum alignment with coursework at K-12 institutions at this time.
However, dual enrollment options are available beginning in students’ junior year.
6. Do the program outcomes reflect the demonstrable skills, knowledge, and attitudes
expected of students by the end of the program? Are the Program Student Learning
outcomes clearly stated and measurable? If not, what changes are suggested?
No changes needed at this time. Students are continually assessed through projects,
quizzes, and real life experiences. Comments from student employers (co-ops) are also
used as a measuring tool.
7. Are all four of the ILOs and associated competencies integrated into the program? Do
students have the opportunity to build the knowledge, skills, and attitudes associated
with the ILOs throughout the program? [Curriculum Mapping]
Three of the four ILO’s are integrated. Social Responsibility needs to be addressed.
8. Are the current course offerings sufficient in terms of breadth and depth? If not, what
courses should be added and or eliminated? [Curriculum Mapping]
The course offerings are comprised of learning styles, techniques, and design knowledge
required and approved by our Advisory Committee members. One credit elective
courses could be designed and offered to enhance the student’s skills and awareness of
other aspects of the design world.
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9. Have general education courses been purposefully integrated into the program? Are
the general education courses within the program appropriate and sufficient to support
the learning associated with the Institutional and Program Learning Outcomes?
[Curriculum Mapping]
The general education courses provided are in alignment with the state’s requirements
for an associate degree.
10. Are the Honors and Study Away offering sufficient for the program?
The students have the New York Seminar or the Chicago Seminar as study away option.
These are highlights of the program and are sufficient learning opportunities for the
students. These are noted in the program brochure and are a highlight of the program.
New program guidelines established by GRCC in 2012-13 need to be addressed.
11. Do the course sequences require increasing application of higher-order thinking skills as
students’ progress through the program? Is the course sequence aligned in such a way
that the Program Student Learning outcomes are mastered by the end of the program?
The course sequencing as stated in the program brochure, along with pre-rec courses,
starts the student at the introductory level of fashion merchandising design skills and
awareness, moving them towards an understanding and application of what they have
learned, preparing them for employment in the field.
12. Is experiential learning, including internships and academic service learning,
systematically embedded into the courses? Are the current experiential learning
opportunities sufficient? Please explain.
ASL components, Co-op 1 and Co-op 2, FAD Club, Chicago and New York Seminars,
Fashion Show Production, and the Michigan Design Center Student Career Day are all
experimental learning opportunities offered to students in this program. Whenever an
opportunity arises that could include student involvement, we take on the challenge
and offer the opportunity to the students.
13. Does the curriculum prepare students for a constantly changing employment
environment, and prepare students to expect and manage change? Please explain.
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All course assignments are kept relevant to today’s industry standards and expectations.
The students learn basic skills, how to apply them, and where to go for the latest
information on trends, styles, and mover and shakers in the industry.
14. Is the curriculum developed in such a way that it allows students to continue their
education once they are finished with this program? Please explain.
Currently we are working on an agreement with Central Michigan University for a
course-for-course transfer. We also encourage the students to consider a dual degree
from GRCC in Interior Decorating and Design.
15. Are the online offerings (courses & number of sections) sufficient to meet student and
programmatic needs?
As of Fall 2013 we will be offering one online course in the program. Due to the nature
of our students and the profession, it is important that the students have hands on
learning experiences therefore not pursuing online instruction.
Action Needed
Based on the documentation and evaluation in this section, please indicate if action or
improvement is needed in the following areas within the department by making your response
bold:
Program structure Yes No Curriculum alignment with external professional standards Yes No Transfer alignment Yes No
Curriculum Alignment K-12 Yes No Program Outcomes Yes No
Program Learning Outcomes Yes No Course offerings Yes No General Education Yes No Honors Program Yes No Study Away Program Yes No Internship Yes No Academic Service Learning Yes No Course sequencing Yes No Pre-requisites Yes No Preparing students for change Yes No Online Offerings (courses & programs) Yes No
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Assessment of Student Learning
Documentation
Please answer the questions below for each assessment project that you are working on this
year. If you have more than one project, simply cut and paste the headers for each section
below, in order to create a report for each.
Program Learning Outcome(s) assessed this year
Program Learning Outcomes:
a. Apply principles of interior design and construction. ( Communication ILO)
b. Manage design projects. ( Critical Thinking ILO)
c. Solve design problems. ( Critical Thinking ILO)
d. Prepare and present a project proposal to a customer (Communication)
e. Demonstrate professional work habits, attitudes, and dress. ( Personal Skills)
f. Apply mathematical skills to estimating and merchandising. (Critical Thinking)
Measures of Student Learning
Prepare and present a project proposal to a customer (Communications ILO)
The students were assessed on the presentation of the product and the composition of the
project components. A four-week schedule was used, and the professor met four times with
each student to review the project progress. A grading rubric was used, and a grading sheet was
developed and given to the students.
Initial Data and Findings
The grades in the final project for FM 105 in Fall 2010 had shown that students were not mastering presentation skills or product development skills on a professional level. The class grade average for this project in 2010 was a C+ grade with 2 incompletes. In the Fall of 2011 the average semester grade was a B+ with no incompletes. By working with the students one on one and giving them attainable four-week goals, the students greatly improved on the presentations and the product development of the assignment. This project was slightly adjusted and was evaluated in the Winter 2012 semester again in Winter 2013. The average overall grade in Winter 2012 was a B+. The grade was split into two grades: one for the presentation and one for the project. The presentation grade improved to an average of A-, and the project grade remained at an average of B+. Documentation for the course improvement project is provided in Appendix W.
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Curricular or Pedagogical Changes Implemented
The student handout materials were fine-tuned a bit. See Appendix W.
Data and Findings (post improvement/change)
This project will not be completed until the end of the Winter 2013 semester. Our projection is
that the end results will be even better than last year.
Evaluation
1. Are licensure/certification exam pass rates are above national or state averages (if
applicable)? If not, please explain what needs to be done to improve.
NA
2. What are your greatest needs for support in order to continue to move forward with
your assessment work?
Nothing at this time.
Action Needed
Based on the documentation and evaluation in this section, please indicate if action or
improvement is needed in the following areas within the department by making your response
bold:
Identifying Measures for each Program Learning Outcome Yes No Reporting out longitudinal data in a meaningful format Yes No Creating meaningful improvement projects Yes No
Preparing for the future
Documentation
Job and Wage Forecasts- See Appendix I
According to the Target Occupation Performance for Fashion Merchandising, all areas of
employment are up from 2012 through 2021 between 1% to 44% in positive changes. Hourly
Earnings are up also, between 1.4% to 43.5% for the same period.
Environmental Scanning/Trends
NA
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PROE Student Survey Results- See supplemental data file
Overall quality of the program was rated above average or excellent by 60% of the
respondents. Students identified themselves as 40% part-time and 60% full-time learners. 60%
of students who responded to the survey reported being currently employed; 40% in a related
field. Only 20% attend day classes as 80% attend both day and night classes. Work experiences
were rated acceptable, good, or excellent by 60% of respondents; 40% did not know. Career
planning information was excellent or good for 40% of respondents; below or unknown for
60%. Job success information on former students was rated good by 25% below expectations by
50%, and unknown by 25%. All respondents rated availability of placement services below
expectations or unknown. Instructors were rated excellent or good by 75% of the respondents.
Skill development was rated high or some impact by 75%.
Strengths of the program are knowledgeable, fun instructors and the Chicago seminar trip.
Suggestions for improvement included additional sewing classes, more visitors to the
classroom, and newer use of videos and texts.
However, findings are inconclusive as the sampling size was only 5 students.
Advisory Board Survey Results- See Appendix J
Correction: See Appendix Q.
Results were not provided in Appendix Q so were emailed from IRP. The validity is in question
as the date is listed as Fall 2012 but there is no memory of it being done then. Many members
have changed. All but three members have seen our teaching space in the last two years.
Findings are inconclusive as only four people responded. “Don’t Know” was selected by one
person in almost every question, narrowing the sampling size to only three. All other responses
were acceptable or above.
Program Planning
Retain students, increase enrollment, and increase graduation and transfer rates.
Evaluation Questions
1. Do the job projections and wages data suggest that this program will be viable over the
next four years?
Yes. “Although growth in the target occupations is low (1.9%), the number of openings
in these jobs due to replacement will be abundant. Not all of the jobs available will be
related to the Fashion Industry, but there will likely be related openings given the
positive growth of Fashion Designers. GRCC is the only program in the service area that
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trains Fashion Merchandising.” The median income is likely high compared to what
graduates will actually earn in entry-level jobs. Entry-level jobs will probably yield an
hourly wage closer to the 10th Percentile seen on page 5 of the EMSI report in Appendix
I. There are currently openings in all of the target occupations.
2. Is the number of graduates aligned with the market need (job forecasts/transfer
institutions)?
Yes. The fact that many students are employed before graduation is an indicator of
market need and the need to increase the number of graduates. Many employment
positions when unfilled this year. Not enough students were at the appropriate
educational level to be qualified candidates. The Advisory Committee indicated there is
job growth in both Fashions and Interiors.
3. What did you learn from the PROE Student Survey results? Will you take any actions
with the program as a result of what you have learned?
Students are satisfied with the program and instructors. Actions to be taken are those
already happening: continually update materials and provide a variety of real life job
experiences (through internships and guest speakers).
4. What did you learn from the Advisory Board Survey results? Will you take any actions
with the program as a result of what you have learned?
It appears the survey is asking questions for which members do not have answers.
Actions to be taken are not known. An analysis cannot be drawn from the data
provided.
5. Are the resources sufficient to meet identified needs and goals for the next four years?
Please explain.
The program is in need of a full time faculty member. With the additional obligations,
projects, and evolvement with area high schools and the community, another full time
faculty member is needed.
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6. Are the facilities and equipment adequate to facilitate teaching and learning? Please
explain.
The following list needs to be addressed for the program to grow:
Sewing machines continually need updating
The Sewing Lab is too small for the amount of students we have using it now
The Resource Room is also too small (many of our samples are on the floor in a
corner)
A small conferencing area is needed to meet with and counsel our students in
private.
Action Needed
Based on the documentation and evaluation in this section, please indicate if action or
improvement is needed in the following areas within the department by making your response
bold:
Program Planning Yes No Securing resources for course development/administration Yes No Facilities/equipment upgrades Yes No Other: Gather data on GRCC website video hits Yes No Other: Follow through on goals for 2013-14 Yes No Other: Yes No Other: Yes No
Additional Tasks/Work
Develop the Course Review schedule for the next four years (beginning with next year)
Identify which courses from the department will be developed in online or hybrid
format over the next four years. Indicate the highest priorities for online and hybrid
development and the academic year in which the course will be developed.
Review all publications, website, catalog to ensure consistency of information
Complete the Follow-Up Action Checklist
Goals are contingent upon approval of our funding and release time requests.
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Associate of Business Programs and Certificates
Accounting
Business Administration
Entrepreneurship
Management & Supervision
Marketing
___________________________________________________________________
Mission & Purpose
Documentation
Mission/Purpose Statement
The Business Department prepares students for academic and professional success. Learning
experiences including courses, degrees, and co-curricular activities enable student success at
baccalaureate institutions and as professionals, leaders, and entrepreneurs.
Purpose statements will be written once final decisions have been made and curriculum has
been updated.
Target Audiences
Transfer students
Traditional students
Non-traditional students
Program Admissions Requirements
None.
Evaluation Questions
1. Is the purpose/mission statement current and relevant?
Yes. Purpose statements will be written once final decisions have been made and
curriculum has been updated.
2. Has the target audience for the program been identified? Who is the target audience
for this program? Is the program attracting and appropriately serving the target
audience?
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The target audience for the program includes both traditional-aged college students,
some of whom may enter the program with opportunity for some articulated and/or
dual enrollment credit, and nontraditional learners who are seeking transition into the
business industry, returning to the work force, or transferring to a four-year institution.
The program is attracting and appropriately serving the target audience.
3. If there are admissions criteria for the program, are they appropriate and do they
facilitate program and student success?
Currently, admissions criteria for the program do not exist. The possibility of adding a
requirement for students to complete all developmental work before taking any BA
courses will be explored.
Action Needed
Based on the documentation and evaluation in this section, please indicate if action or
improvement is needed in the following areas within the department by making your response
bold:
Mission/Purpose Yes No Target Audience Yes No Program Admissions Yes No
Program Data
Documentation
New Student Enrollment
The data for New Student Enrollment can be found in Appendix B.
Total FTIAC enrollments fluctuated from 401 in Fall 2009 to 422 in Fall 2010, and decreased to
416 in Fall 2011 and to 355 in Fall 2012, an approximate 10% decrease overall. This decrease
may be caused by many students in these programs that are not declaring a business major as
they intend to transfer. The Business Administration majors increased from 205-211 in that
same period.
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Total Student Enrollment
The data for Total Student Enrollment can be found in Appendix B.
Total enrollment has increased from 1,713 in 2009 to 1,816 in 2012, a 6% increase. The largest
increase was in the Business Administration program. Marketing Certificate has the lowest
number of enrollees.
Student Progress
The data for Student Progress can be found in Appendix C.
Some of our students are not “degree seeking” and as noted above, often undecided, in the
wrong plan code, or dual enrolled. The number of students from 2008-2009 to 2011-2012 for
Business Administration has remained consistent from 991-1,360. Graduates have declined
from 6% to 4%. Only a very small percent graduate and transfer, 1%. The number of students
from 2008-2009 to 2011-2012 for Marketing Certificate has remained consistent from 5-8
students annually. Graduates were reported at 0% in 2008-2009, increased to an average 19%
over a two-year academic period, and then dropped back to 0% in 2011-2012. The number of
students from 2008-2009 to 2011-2012 for Marketing has increased from 179-200. The percent
of graduates has declined from 2% to 1 %. Only a very small percent graduate and transfer, at
1%. The number of students from 2008-2009 to 2011-2012 for Management and Supervision
has increased from 131-165. Graduates have also increased from 5% - 8%. Only a very small
percent graduate and transfer, 2%. The number of students enrolled in Accounting has
increased from 318-40 from 2008-2009 to 2011-2012. The percent graduating has increased
from 4% - 7%. Graduate and transfer are steady at a reported 2%. The majority of the
students are not completing these programs in 2 years; they are working full- or part-time and
attending GRCC. The average student completes these programs in four to five years.
All professors in the program have been trained to advise students to correct their plan codes,
assist them in laying out their courses of action for the course requirements, encourage the
students to complete their programs, or transfer to four-year institutions. ACBSP standards will
be reviewed for advising outcome measures.
Student Participation in Nontraditional Fields
The data for Student Participation in Nontraditional Fields can be found in Appendix D.
Over the four-year period reported student participation in Nontraditional Fields for Accounting
remained constant between 40%-45%, as did Business Administration; Entrepreneur saw an
increase from 0% to 35%; Management increased from 28%-45%. These data are not reported
for Marketing.
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Generally, data were inadequate to draw any significant conclusions. Accounting met all core
indicators in 2011-2012; Entrepreneurship met 5/6 core indicators (4P1); Management did as
well and did not meet 4P1; Marketing did not 2P1 and 4P1.
Credential, Certificate, or Degree Attainment
The data for Credential, Certificate, or Degree Attainment can be found in Appendix D.
In 2009 attainment was at 25%-35% for Accounting, Business Administration constant at 22%,
and Entrepreneurship grew from 0% - 33%. The reported variability in Management and
Supervision data for degree attainment by enrolled program participants were inconclusive as
reported by 19%, 44%, 0%, 32%. Marketing reported an increase from 7% - 24%. No data were
reported for the Marketing Certificate.
Student Completion in Nontraditional Fields
The data for Student Completion in Nontraditional Fields can be found in Appendix D.
Student completions in Nontraditional Fields during the years provided (2009-2012) for
Accounting was reported in a range of 11%-14%, with a spike in 2010 to 50%. For Business
Administration, student completion remained fairly constant at 53%-64%. Entrepreneurship
did not report these data. Management and Supervision ranged from 39% - 52%, with a spike
in 2010 to 73%. Business Administration has remained constant with an average of 53%, with a
spike in 2010 to 64%. Management and Supervision represented variability from 38%, 72%,
33%, and then 52% These overall data represent a trend of a significant increase in 2010 and
then a slight regression back to a reported average.
Student Placement
The data for Student Placement can be found in Appendix D.
Student placement increased in Accounting from 63% in 2009 to 100% in 2011 and 2012. For
Business Administration, student placement increased from 45% to 92%; Entrepreneurship
student placement is reported at 0%. Management and Supervision dropped from 45% in 2009
to 0% by 2011-2012. Marketing saw similar trends to Management and Supervision, 39% to
0%.
Student Retention and Transfer
The data for Student Retention and Transfer can be found in Appendix D.
Student retention and transfer data are reflective of an increase in the four years reported from
69% to 81% for Accounting, constant at an average of 70% for Business Administration, growth
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from 0% to 75% for Entrepreneurship, and constant at 75% for Management and Supervision
and Marketing.
Technical Skills Attainment
The data for Technical Skills Attainment can be found in Appendix D.
Data for this were not available.
Course enrollment by semester
The data for Course Enrollment by Semester can be found in Appendix E.
Total enrollment per semester shows an increasing trend. Total enrollment for 2008-09 to
2011-12 increased from 8,469 to 10,037 (18%). Fall 2008-2011 enrollment increased from 3,543
to 4,130 (16%). Winter 2009-2012 increased from 3,481 to 4,061 (16%). Summer 2009-2012
increased from to 1,445 to 1,846 (28%). No concerns about individual course enrollment were
noted.
Course Success Rates (broken down by race/ethnicity, gender, age)
The data for Course Success Rates can be found in Appendix F.
In BA 103 (Intro to Business), the success rate for African American students was 51%, significantly lower than that for white and Hispanic students (72%). In the Management course (BA 283) all ethnic groups demonstrated strong success rates: white (79%), African American (75%), and Hispanic (94%).
In BA 256 (Accounting 1), the success rate for African American students was 35%, significantly lower than that for white and Hispanic students (65% and 59%). In the next course, BA 257 (Accounting II), there was no significant difference among ethnic groups: white (66%), African American (67%), and Hispanic (64%).
Note that even though percent success rates may have been lower for African Americans, the number of African American students enrolled in these courses was significantly lower as well. Small sample sizes make results difficult to interpret.
GRCC’s Achieving the Dream research may help us improve success rates for our minority business students.
Four-Year Course Success Trends
The data for Four-Year Course Success Trends can be found in Appendix G.
The following core courses show consistent student success rates over the four years reviewed:
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BA 270 (Marketing) showed consistent passing rates in the 70s and 80s, with a 78% passing rate in 2011.
BA 283 (Business Management) showed consistent passing rates in the 70s and 80s, with 78% passing rate in 2011.
BA 207 (Business Law 1) success rates have been trending upward, from 71% in 2008 to 84% in 2011.
BA 209 (Issues in Business Ethics) showed consistent passing rates in the 80s and 90s, with 90% passing rate in 2011.
BA 201 (Business Communication) showed consistent passing rates in the 70s, with 71% passing rate in 2011.
Courses with concern (consistently below 65% success rate and/or inconsistent success rates
include the following:
Entrepreneurship classes (BA 105 and BA 106) showed inconsistent success rates, fluctuating
over the past four years. BA 105 success has been trending downward, from a high of 75% in
2008 to 43% in 2011. The BA 106 success rate has reduced slightly, from 75% in 2008 to 67% in
2011, but showed a dip to 46% in 2010.
Accounting courses, particularly entry- level courses, are also of some concern:
BA 158 (Accounting for Entrepreneurs) historically has shown low passing rates and high rates of withdrawal. In 2011, the passing rate was 52%.
BA 160 (Computerized Accounting – Quickbooks) success rate has dipped; from 2009 to 2011, the pass rate fell from 86% to 60%.
BA 256 (Accounting 1) showed withdrawal rates of 20-25% over the past four years; this represents approximately 100 or more students per year withdrawing. Passing rate was typically in the 50% range, and was 58% in 2011.
Evaluation Questions
1. Is the program consistently attracting new students?
Yes. The data provided for Fall semesters lists only FTIACs and are not reflective of the
current enrollment trend of the population being served by the program. A majority of
the students entering the program have been working and seek to improve skills or they
transfer from another major or institution.
2. Is the enrollment trend meeting established targets, ensuring program viability? If
targets for enrollment have not been established, what should they be?
When we look at overall enrollment, the general business program is either steady or
increasing. Students are declaring their concentrations later. They are taking their
general education requirements early.
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Enrollment is staying steady or increasing for business; however, students are not
selecting specific programs of study. They are choosing general business and then
transferring. There is no incentive for students to select specific majors because of the
supply and demand for two-year degree majors.
Overall enrollment in accounting is stable, but the mix has shifted more towards
women.
We need to work more closely with advising and counseling to help them better
understand business programs.
We need to work with transfer institutions to increase the transfer of our classes.
3. Do students appear to be progressing through the program well?
Yes. Minor variations will be addressed by faculty in content areas.
4. To what extent are the targets for core program indicators (Student Participation in
Nontraditional fields, Student Retention & Transfer, Credential, Certificate, Degree
Attainment, Student Completion in non-traditional fields, Student Placement, Technical
Skills Attainment) being met? Are the various sub-populations meeting the targets at
the same rate?
Yes. Minor variations will be addressed by faculty in content areas after sufficient data
are available.
5. Is the yearly ratio of the number of students enrolled to the number of graduates
appropriate given program goals?
Yes.
6. Are students obtaining employment upon graduation at satisfactory rates?
Given the limited availability of institutional research to follow student employment,
this is an area where we cannot provide valuable conclusions.
7. What does the course enrollment by semester data tell you?
The data tell of overall continuous growth and stability in department offerings.
Enrollment by semester is increasing. Summer shows lower enrollment as fewer courses
are offered. The department may re-assess the quantity of offerings in summer each
year. We have increased summer term offerings approximately 400% in the past 8
years.
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8. Are students passing courses at the appropriate rates? If not, which courses are of
concern? Are the Course Success Rates the same for the various sub-group
populations? If not, where are the areas of concern?
Accounting faculty members will discuss course success rates, appropriate placement,
and course sequencing with Counseling.
9. Do the grade distributions seem appropriate for each course? If not, which courses are
of concern?
Faculty members review grade distribution based upon teaching content area and
adjust as necessary.
Action Needed
Based on the documentation and evaluation in this section, please indicate if action or
improvement is needed in the following areas within the department by making your response
bold:
New Student Enrollment Yes No Total Student Enrollment Yes No Student Progress Yes No Student Participation in Nontraditional Fields Yes No Credential, Certificate, or Degree Attainment Yes No Student Completion in Nontraditional Fields Yes No Student Placement Yes No Student Retention and Transfer Yes No Technical Skills Attainment Yes No Course enrollment by semester Yes No Course Success Rates Yes No Course grade distributions Yes No
Curriculum
Documentation
Program Curriculum History (last eight years)
Developed aggressive marketing plan to offer 25% of all sections online--exceeded the goal
Business Department offers the most online classes in the college
Students can complete a degree online except for some quantitative skill courses which faculty members believe should only be offered in a classroom setting.
Development of new courses and modified delivery of BA 105, 106, 276, 277 proposed, 288.
Faculty member proposed changing BA 254 to include a lab component--in development
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Total section offerings have doubled in the last 8 years
Worked with transfer institutions--FSU, WMU, GVSU, and Davenport, to ensure students equivalency credits for transfer degrees.
Managed the decline of FT staff during the time of tremendous growth of sections
Hired, monitored growth of adjunct staff from 30 to 70+ new staff in 8 years
Started the accreditation process for the department
Started a new program review process which replaced 2 previous systems
Created a summer schedule which now offers 4 times the number of sections from previous years, allowing students the option of completing a degree in 1 1/2 years
Discussed Certificate and proposed Associate Degree for Entrepreneurship
Reviewed courses for transfer program Advisory Board Contributions (Marketing, Management, Entrepreneurship, Accounting,
Business Administration) From Last Year.
Correction: The title should read “from this year.”
OA contributions: Confirmation of the benefit of MOS certification.
Marketing/Management & Supervision: observation that graduates are too altruistic and not able to build a business case.
Courses Approved for Online Delivery- See Appendix E
Correction: See Appendix H.
Honors Courses- See Appendix E
Correction: See Appendix H.
Study Away Courses- See Appendix E
Correction: See Appendix H.
Course Equivalencies with Transfer Institutions- See Transfer Institution Spreadsheet
NA.
Program/Course Equivalencies with K-12 Institutions
Not available at this time.
Evaluation Questions
1. Is the program structured appropriately given the target student population and current
student population (traditional, transfer, and/or adult learners)? Please explain.
Business Department Program Review
59
The department is currently revising curriculum to meet accreditation standards and to
reflect market needs.
2. To what extent is the program curriculum aligned with external professional standards
(Industry, State, or National)? Are the current courses within the program or discipline
appropriately and sufficiently addressing external standards? Please explain.
The department is currently revising curriculum to meet accreditation standards and the
GRCC Curriculum Model.
3. Does the program design and structure reflect external standards and best practices?
Please explain.
The department is currently revising curriculum to meet accreditation standards and to
reflect market needs.
4. To what extent is the curriculum aligned with the first two years of transfer institutions?
[Transfer Institution Curriculum Comparison]
The Business Department has created a transfer curriculum which aligns with top four-year
transfer institutions and meets ACBSP requirements
Articulation program written with Western Michigan University. The agreement is provided
in Appendix U.
5. To what extent is the curriculum aligned with the coursework at K-12 institutions?
Program of Study work has been completed for years one and two for Accounting and
Marketing.
Program of Study work is in progress for year one and two for Office Administration.
6. Do the program outcomes reflect the demonstrable skills, knowledge, and attitudes
expected of students by the end of the program? Are the Program Student Learning
outcomes clearly stated and measurable? If not, what changes are suggested?
All the programs in this section of Program Review have program learning outcomes.
Significant overlap was determined.
Program outcomes will need to be consolidated and revised based on new curriculum work.
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7. Are all four of the ILOs and associated competencies integrated into the program? Do
students have the opportunity to build the knowledge, skills, and attitudes associated with
the ILOs throughout the program? [Curriculum Mapping]
This will be addressed in the new curriculum development process.
8. Are the current course offerings sufficient in terms of breadth and depth? If not, what
courses should be added and or eliminated? [Curriculum Mapping]
This will be addressed in the new curriculum development process.
9. Have general education courses been purposefully integrated into the program? Are the
general education courses within the program appropriate and sufficient to support the
learning associated with the Institutional and Program Learning Outcomes? [Curriculum
Mapping]
This will be addressed in the new curriculum development process.
10. Are the Honors and Study Away offering sufficient for the program?
This will be addressed in the new curriculum development process.
11. Do the course sequences require increasing application of higher-order thinking skills as
students progress through the program? Is the course sequence aligned in such a way that
the Program Student Learning outcomes are mastered by the end of the program?
This will be addressed in the new curriculum development process.
12. Is experiential learning, including internships and academic service learning, systematically
embedded into the courses? Are the current experiential learning opportunities sufficient?
Please explain.
This will be addressed in the new curriculum development process.
13. Does the curriculum prepare students for a constantly changing employment environment,
and prepare students to expect and manage change? Please explain.
Business Department Program Review
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This will be addressed in the new curriculum development process.
14. Is the curriculum developed in such a way that it allows students to continue their
education once they are finished with this program? Please explain.
This will be addressed in the new curriculum development process.
15. Are the online offerings (courses & number of sections) sufficient to meet student and
programmatic needs?
Yes, however, we would like to offer more sections in response to student demand.
Action Needed
Based on the documentation and evaluation in this section, please indicate if action or
improvement is needed in the following areas within the department by making your response
bold:
Program structure Yes No Curriculum alignment with external professional standards Yes No Transfer alignment Yes No Curriculum Alignment K-12 Yes No Program Outcomes Yes No Program Learning Outcomes Yes No Course offerings Yes No General Education Yes No Honors Program Yes No Study Away Program Yes No Internship Yes No Academic Service Learning Yes No Course sequencing Yes No Pre-requisites Yes No Preparing students for change Yes No Online Offerings (courses & programs) Yes No
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Assessment of Student Learning
Documentation
Please answer the questions below for each assessment project that you are working on this
year. If you have more than one project, simply cut and paste the headers for each section
below, in order to create a report for each.
Program Learning Outcome(s) assessed this year
Since both Programs of Study completed to date (Accounting and Marketing) identified communication and writing skills as critical to student success, the Business Department focused on the following outcome, which is addressed in BA 201, Business Communication: Analyze and make recommendations to solve business problems. Note that BA 201 is required for all General Business majors, and also assists students in achieving the Communication ILO.
Measures of Student Learning
The measure for this outcome is performance on a final written analytical report in BA 201, Business Communication. The department reviewed electronic copies of final written reports submitted by Business majors taking BA 201 during Winter 2012, Summer 2012, and Fall 2012 according to a standard rubric. This rubric was available to students before submitting their papers and was used in grading. Two sections were reviewed for each semester, all taught by the same faculty member and all using the same assignment and rubric. The rubric for this assignment is available in Appendix X.
Initial Data and Findings
Results may be seen in Appendix X. These include scores for each element of the rubric, as well
as average scores for each section. A second support document in Appendix X includes
comparison of scores by semester, course and project completion data, and student comments
about the final written project.
Average total scores for the final projects over the initial assessment period (Winter 2012
through Fall 2012) ranged from 146.19 to 166.69 points out of 200; these are all passing scores,
in the B and C range. In both Winter 2012 and Fall 2012 semesters, online sections performed
better on the overall final paper than lecture sections. However, a smaller percentage of online
students completed the final project, so results may be based on stronger students remaining
in the class. As supported by data in Appendix X, during the initial assessment period, 80% of
students remaining in lecture classes completed their final papers, while 74% of those
remaining in online classes completed final papers.
The weakest areas for all sections were in APA-style citations and writing style and mechanics.
Lack of knowledge and experience in APA style is problematic, since four-year transfer
Business Department Program Review
63
programs in business require students to use this style. Scores for citations (including both
number/quality and format) ranged from 10.77 to 11.90 out of 20 points, or under 60% of
possible points.
In addition, lack of basic writing skills adversely affects students’ success in other courses and
on the job. Scores for writing (including both report writing style and mechanics) ranged from
18.72 to 24.50 out of 30 points, or 62-82% of possible points. All online sections averaged at
least 22 out of 30 points, while both lecture sections averaged fewer than 20 out of 30 points.
Curricular or Pedagogical Changes Implemented
In an effort to increase student knowledge of APA style, the instructor has included online
resources for citations in Blackboard sections for both lecture and online sections since before
the assessment period. During Winter 2013, additional resources for APA style were added to
two sections of BA 201 (online and lecture); in addition, the instructor spent one in-class
section reviewing APA instructional videos and discussing the differences between MLA and
APA styles.
Data and Findings (post improvement/change)
Average total scores for the final projects during Winter 2013 were 157.75 (lecture) and 155.31
(online) points out of 200, both passing scores, This semester, the lecture sections performed
slightly better on the overall final paper than the online section. Over 86% of all students who
remained in the class (that is, did not drop) also completed the final paper.
Although average Winter 2013 citation scores for both sections (lecture and online) were higher
than in Fall 2012 (13.35 and 11.36, respectively), the lecture section showed a more dramatic
increase, and in fact has been trending upward. In addition, as shown in Appendix X, online BA
201 students have requested additional support with the final project and specifically with APA
style. One planned action for Summer 2013 is to develop one or more online lectures/modules
on APA style to be used in both online and lecture courses; these will also be shared with other
BA 201 instructors.
Other planned actions include the following:
Continue to include at least one class session on writing using APA style.
Continue to monitor progress in the BA 201 final project, considering other rubric
elements.
Conduct pre-assessment in writing mechanics in both Fall 2013 sections, and offer
additional resources and/or instruction as needed.
Business Department Program Review
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Average Winter 2013 writing scores for the lecture section increased to 22.15 out of 30 and are
trending up; however, the writing scores for online section averaged 20.06 out of 30, a
decrease from previous semesters. This area still needs improvement, and we will continue to
assess writing skills in this and other courses as selected by the department.
Based on findings from this assessment, as well as POS work in both Accounting and Marketing,
the department is considering a hard pre-requisite of at least one successful semester of
college-level writing before enrollment in BA 201.
Evaluation
1. Are licensure/certification exam pass rates are above national or state averages (if
applicable)? If not, please explain what needs to be done to improve.
No standard certification exam is currently used for General Business programs.
2. What are your greatest needs for support in order to continue to move forward with your
assessment work?
Time is needed to complete baseline and ongoing assessment for all program outcomes.
This work may be included in faculty projects during the next several years.
Action Needed
Based on the documentation and evaluation in this section, please indicate if action or
improvement is needed in the following areas within the department by making your response
bold:
Identifying Measures for each Program Learning Outcome Yes No Reporting out longitudinal data in a meaningful format Yes No Creating meaningful improvement projects Yes No
Preparing for the future
Documentation
Job and Wage Forecasts- See Appendix I
1. It appears the Business Administration and Management/Supervision programs are not
differentiated in the market. There may be a need to combine these two programs.
2. There appears to be market demand for the other existing associate’s degrees (if
Management/Supervision and Business Administration are combined).
Business Department Program Review
65
3. There is a need to create transfer program curricula for all of the business programs except
Executive Office Administration and possibly Entrepreneurship.
4. More investigation is necessary to determine whether a transfer program in
Entrepreneurship is feasible/warranted.
5. Marketing and Entrepreneurship appear to be viable certificates.
Environmental Scanning/Trends
We need to stay up to date on global and technological trends.
PROE Student Survey Results- See supplemental data file
Response rates for student PROE surveys were uniformly low; therefore, results may not be
representative. The two highest response rates were in the Accounting and Business
administration programs. Twenty students, or approximately 38% of accounting majors
responded, as did 45, or approximately 21% of Business Administration majors.
Business Administration
Sixty percent of respondents attended part-time, and 40% intended to transfer; 70% were
employed. Sixty-two percent rated the program as either above average or excellent. Students
reported above average satisfaction with instruction and excellent satisfaction with tutoring
services, and were most dissatisfied with costs for course materials. Approximately two-thirds
of respondents reported that they did not know about the effectiveness of career counseling,
placement and work experience programs. However, we are working to improve awareness
through our advising plan and Career Showcase.
Accounting
Sixty percent of respondents attended part-time, and 40% intended to transfer; 80% were
employed. Sixty-five percent rated the program as either above average or excellent. Students
reported above average satisfaction with instruction and excellent satisfaction with tutoring
services, and were most dissatisfied with costs for course materials. Approximately half of
respondents reported that they did not know about the effectiveness of placement and work
experience programs.
Advisory Board Survey Results- See Appendix J
Correction: See Appendix Q.
The faculty felt that the data were inconclusive as the sampling size was only 4-7, and it did not
indicate who, how and when the survey was administered. The survey results have a numerical
Business Department Program Review
66
representation of 2.5-5.44. There is no key to indicate what these numbers represent/scale. A
copy of the survey was acquired from Institutional Research and Planning. The questions
provided no numerical scale; therefore, an analysis cannot be drawn from the data provided.
Program Planning
Our plan is to align our programs with ACBSP accreditation standards.
Evaluation Questions
1. Do the job projections and wages data suggest that this program will be viable over the next
four years?
Yes. Our programs are viable over the next four years.
In fall of 2012, the Business department began a market analysis for the programs. The
guiding questions for the analysis were:
1. Is it feasible for an individual, with no prior work experience in the field, to enter the job
market with the credentials listed below (the current business program areas)?
2. In addition to the credential aligning to the entry-level market requirements, does there
appear to be a sufficient number of annual job openings in the greater Grand Rapids
area for graduates with each of the credentials listed below?
The results of the analysis suggested the following:
The Business Administration and Management/Supervision programs are not
differentiated in the market. There may be a need to combine these two programs.
There appears to be market demand for the other existing associate’s degrees (if
Management/Supervision and Business Administration are combined).
There is a need to create transfer program curricula for all of the business programs
except Executive Office Administration and possibly Entrepreneurship. Currently no
baccalaureate degree exists for office administration specifically so that program is not
included in this option. There are 3+1 transfer agreements in place with two Michigan
universities for Office Administration graduates.
More investigation is necessary to determine whether a transfer program in
Entrepreneurship is feasible/warranted.
Marketing and Entrepreneurship are the only current certificates; the department may
consider other potential certificates.
The data were that IRP provided from the EMSI. Please note that there is no EMSI data
available for Entrepreneurship.
Business Department Program Review
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Limiting the potential employment opportunities to the Grand Rapids market is not
realistic and certainly not thinking with a global mindset.
Perhaps this is another chance to evaluate the institutional responsibilities to gather
proper research to make accurate predictions for our students. Projecting a 4 year
forward employment market by majors is the function of government entities that
monitor these data. Consider moving this off your plate based on insufficient data to
make educated responses.
As a department we are not ready to finalize decisions on any of the observations
mentioned above, we will continue our conversation about which programs we plan to
complete and/or eliminate in the 2013-2014 academic year.
2. Is the number of graduates aligned with the market need (job forecasts/transfer
institutions)?
Yes. See responses for 1 (above).
3. What did you learn from the PROE Student Survey results? Will you take any actions with
the program as a result of what you have learned?
Given that many students reported that they were working and attending school part-time,
scheduling of courses (including online and hybrid) opportunities) will need to address their
needs. Given the respondents’ lack of knowledge about career counseling, placement, and
work experience, we may investigate additional ways to collaborate with counseling and job
placement services within the college. We need to maintain the high quality and availability
of Business tutoring services.
4. What did you learn from the Advisory Board Survey results? Will you take any actions with
the program as a result of what you have learned?
An analysis cannot be drawn from the data provided.
5. Are the resources sufficient to meet identified needs and goals for the next four years?
Please explain.
No. There has been no tenure-track hiring in Business Department, despite increasing
enrollment over the past few years and now steady enrollment. Over the past few years
the Department has suffered the loss of tenured faculty through retirement and death.
While this loss of staff has saved money, the lack of full-time faculty has strained the ability
of tenured and temporary full-time faculty to meet increasing student demands and
program demands for curriculum oversight and evaluation. These additional non-teaching
Business Department Program Review
68
responsibilities may also violate Criterion 5.5, Faculty Load, of ACBSP accreditation
standards.
In addition, hours allocated to the Department ESP are not sufficient to meet the needs of
our customers, both internal and external—prospective, current, and past students, 12 full-
time faculty, approximately 80 adjunct faculty). The hours need to be increased to 40 hours
per week, 52 weeks per year.
6. Are the facilities and equipment adequate to facilitate teaching and learning? Please
explain.
Yes. We are moving into updated facilities in the fall of 2013: Main Building second floor,
thanks to a $750,000 donation from Meijer.
Action Needed
Based on the documentation and evaluation in this section, please indicate if action or
improvement is needed in the following areas within the department by making your response
bold:
Program Planning Yes No Securing resources for course development/administration Yes No Facilities/equipment upgrades Yes No Other: Department Support Yes No Other: Yes No Other: Yes No Other: Yes No
Additional Tasks/Work
Develop the Course Review schedule for the next four years (beginning with next year)
Identify which courses from the department will be developed in online or hybrid
format over the next four years. Indicate the highest priorities for online and hybrid
development and the academic year in which the course will be developed.
Review all publications, website, catalog to ensure consistency of information
Complete the Follow-Up Action Checklist
Updating CARPs per the following schedule:
Business Department Program Review
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2013-2014
BA102 Business and Technical English 2
BA106 Starting A Business
BA125 Office Ethics and Etiquette
BA130 Computer Keyboarding
BA158 Accounting for Entrepreneurs
BA183 Supervision
BA207 Business Law 1
BA236 Input Technologies
BA247 Advanced Computer Applications
in Business
BA257 Principles of Accounting 2
BA270 Marketing
BA282 Organizational Behavior
BA286 Small Business Management
BA288 International Business
BA181 Cooperative Education in Business
2
FM105 Introduction to Fashion and
Interiors
FM107 Clothing Construction
FM108 Clothing Construction
FM110 Textiles
FM111 Floral Design
FM119 Sewing for Fashion
FM120 Fashion Designers
FM213 Fashion Show Production
FM220 Fashion Promotion
FM228 CAD for Fashion Design
FM230 Display and Visual Merchandising
FM236 Fashion Design
FM289 Fashion Exploration - NYC
IF 114 Visual Presentation for Interiors
IF115 Consumer Buying
IF117 Housing and Home Furnishings
IF118 Lighting Fundamentals
IF127 Drawing Techniques
IF217 Office Design
IF219 Sewing for Interiors
IF228 CAD for Interior Design
IF289 Interiors Exploration - NYC
2014-2015
BA101 Business and Technical English 1
BA103 Introduction to Business
BA105 Entrepreneurship
BA120 Editing and Proofreading
BA133 Business Word Processing 1
BA136 Business Word Processing 2
BA160 Computerized Accounting 1
BA230 Business Simulations
BA236 Input Technologies
BA245 Records and Information
Management
BA247 Advanced Computer
Applications in Business
BA248 Contemporary Office Procedures
BA256 Principles of Accounting 1
BA260 Computerized Accounting 2
BA268 Tax Accounting
IF126 History of Furniture
2015-2016
No sections listed
2016-2017
No sections listed
Business Department Program Review
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Appendix A – Faculty Credentials
Business Department Faculty Credentials
Last First Name Employee Group Title Hi Educ Lv
Adisu Kinfu Adjunct Faculty/Adjunct Doctorate
Alles Brent Adjunct Faculty/Adjunct Master's
Baker Franklene Adjunct Faculty/Adjunct Master's
Bockheim Marianne Adjunct Faculty/Adjunct Bachelor's
Bylsma Jay Adjunct Faculty/Adjunct Master's
Bystry David Adjunct Faculty/Adjunct
Technical
School
Casari Gerald Adjunct Faculty/Adjunct Master's
Chesla Brian Adjunct Faculty/Adjunct Bachelor's
Chivis Bertha Adjunct Faculty/Adjunct Master's
Chivis Deborah Adjunct Faculty/Adjunct Master's
Cody Mary Adjunct Faculty/Adjunct Master's
Couturier Julie Adjunct Faculty/Adjunct Bachelor's
Daniels Yvonne Adjunct Faculty/Adjunct Bachelor's
Denolf David Adjunct Faculty/Adjunct Master's
Dykstra-Nylen Karen Adjunct Faculty/Adjunct Master's
Elsey Judith Adjunct Faculty/Adjunct Master's
Erlandson Marguerite Adjunct Faculty/Adjunct Master's
Farrah Thomas Adjunct Faculty/Adjunct Master's
Fox Jackson Adjunct Faculty/Adjunct Master's
Glupker Christian Adjunct Faculty/Adjunct Master's
Greer Dareather Adjunct Faculty/Adjunct Master's
Groenleer Robert Adjunct Faculty/Adjunct Master's
Hagan Hope Adjunct Faculty/Adjunct Bachelor's
Hopson Preston Adjunct Faculty/Adjunct Master's
Hudson Victoria Adjunct Faculty/Adjunct Master's
Kearney Mary Adjunct Faculty/Adjunct Master's
Kiley David Adjunct Faculty/Adjunct Master's
Koewers Marlene Adjunct Faculty/Adjunct Master's
Landon James Adjunct Faculty/Adjunct Master's
Lange David Adjunct Faculty/Adjunct Master's
Lewis Angela Adjunct Faculty/Adjunct Master's
Loiselle Chris Adjunct Faculty/Adjunct Master's
Mahoney Denise Ann Adjunct Faculty/Adjunct Master's
Business Department Program Review
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McLane Brian Adjunct Faculty/Adjunct Master's
Miller Thomas Adjunct Faculty/Adjunct Master's
Mitchell Michael Adjunct Faculty/Adjunct Master's
Montgomery Natalie Adjunct Faculty/Adjunct Master's
Mowers Phillip Adjunct Faculty/Adjunct Master's
Mumford Dawn Adjunct Faculty/Adjunct Master's
Palmitier Sharon Adjunct Faculty/Adjunct Master's
Piccard Jean Adjunct Faculty/Adjunct Master's
Potter Deborah Adjunct Faculty/Adjunct Master's
Quillan Marie Adjunct Faculty/Adjunct Master's
Reid Mary Adjunct Faculty/Adjunct Master's
Rice Walter Adjunct Faculty/Adjunct Master's
Righa Matheta Adjunct Faculty/Adjunct Master's
Rumery John Adjunct Faculty/Adjunct Master's
Schut Andrew Adjunct Faculty/Adjunct Master's
Schwalm John Adjunct Faculty/Adjunct Master's
Shovan Doane Nancy Adjunct Faculty/Adjunct Bachelor's
Siver Abbe Adjunct Faculty/Adjunct Master's
Sorovigas Stella Adjunct Faculty/Adjunct MD,DDS,JD
Spelman Carol Adjunct Faculty/Adjunct Bachelor's
Sterk Robin Adjunct Faculty/Adjunct Master's
Sytsma Chad Adjunct Faculty/Adjunct Master's
Tillman Tanya Adjunct Faculty/Adjunct Master's
Van ValkenBurg David Adjunct Faculty/Adjunct Bachelor's
Vandragt Thomas Adjunct Faculty/Adjunct Master's
Williams Eric Adjunct Faculty/Adjunct Master's
Wilson Catherine Adjunct Faculty/Adjunct Master's
Wolbert Paul Adjunct Faculty/Adjunct Bachelor's
Woodhull Rana Adjunct Faculty/Adjunct Master's
Wynkoop Douglas Adjunct Faculty/Adjunct Master's
Alexander Ann Faculty Professor Master's
Baglien Susan Faculty Professor Master's
Barnhart Richard Faculty Professor Master's
Brand Garret Faculty Professor Master's
Gelderloos Glenn Faculty Professor Master's
Jasonowicz Mark Faculty Assistant Professor Master's
Knauf Jennifer Faculty Assistant Professor Bachelor's
Pereiro Felix Faculty Associate Professor Master's
Business Department Program Review
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Schoenborn Peggy Faculty Assistant Professor Master's
Spitler Brent Faculty Assistant Professor Master's
Spoelman Jeffrey Faculty Professor Master's
Talsma Bethann Faculty Assistant Professor Master's
Business Faculty with Academic Service Learning Credential
Susan Baglien
Marianne Bockheim
Nancy Forbes
Amy Koning
Anna Palenske
Business Department Faculty certified to do online/hybrid teaching
Ann Alexander
Richard Barnhart
Mary Barnum
Garret Brand
Carol (Lee) Brown
David Bystry
Gerald Casari
Deborah Chivis
Judith Dembowske
Karen Dykstra
Judith Elsey
Chris Foster
Glenn Gelderloos
Cheryl Kautz
David Kiley
Amy Koning
David Lange
Denise Mahoney
Natalie Montgomery
Phillip Mowers
Dawn Mumford
Ann Palenske
Jason Paulateer
Business Department Program Review
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Felix Pereiro
Deb Potter
Molly Reid
Matheta Righa
Peggy Schoenborn
Robin Selmon
Angie Slagle
Brent Spitler
Jeffrey Spoelman
Chad Sytsma
Bethann Talsma
Ronald Weidenfeller
Cathy Wilson
Doug Wynkoop
Keith Ferguson
Kinfu Adisu
Robin Sterk
Sharon Palmitier
Anton Wishik
Brent Alles
Chris Loiselle
Kristin McKenzie
Rana Woodhull
Marianne Bockheim
David Denolf
Mark Jasonowicz
Jackson Fox
Sandra Renfro
John Rumery
Business Department Program Review
B-1
Appendix B – Program Enrollment
New Fall Student Enrollment (FTIACs)— Count of new degree-seeking college-bound students who have declared a major (or
are undecided) by mid-October; non-degree students and students on health program waiting lists are not included. Listed
by plan code and description, for each of the past 4 fall terms, 2009-2012.
Fall Program Enrollment—Count of students who have declared a major (or are undecided) by mid-October. Listed by plan
code and description, broken down by full-time and part-time students for each of the past 4 fall terms, 2009-2012. Most
declarations are self-reporting or via department assistance, except for health programs, which are done explicitly by
departments.
Fall Enrollment by Plan 2009 to 2012--by Gender—Count of students who have declared a major (or are undecided) by mid-
October. Listed by plan code and description, broken down by students’ gender for each of the past 4 fall terms, 2009-2012.
New Student Enrollment
Major Code Description Fall 2009 Fall 2010 Fall 2011 Fall 2012
101 Business Admin, Trf 63 45 51 39
102 Business Administration 205 248 247 211
112 Office Administration 11 12 6 9
116 Marketing, Cert 1 1
125 Marketing 46 37 34 27
127 Management & Supervision 19 21 17 16
128 Accounting 66 59 53 53
121 Fashion Merchandising 22 23 14 36
122 Interior Decorating & Des 28 21 20 17
170 Entrepreneurship 1 12 14 8
Business Department Program Review
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Total Student Enrollment
Major
Plan
No. Description 2009 2010 2011 2012
Female Male Total Female Male Total Female Male Total Female Male Total
101
Business
Admin, Trf 138 289 427 131 216 347 130 214 344 117 189 306
102
Bus
Administration 314 446 760 326 502 828 390 539 929 433 530 963
112
Office
Administration 72 4 76 106 2 108 75 3 78 74 2 76
116 Marketing, Cert 4 3 7 1 0 1 2 3 5 3 3 6
125 Marketing 58 84 142 57 90 147 47 91 138 49 98 147
127
Management &
Supervision 40 50 90 40 64 104 55 68 123 38 59 97
128 Accounting 149 138 287 148 126 274 185 132 317 180 117 297
121
Fashion
Merchandising 88 5 93 76 6 82 66 5 71 86 7 93
122
Interior
Decorating &
Des 102 5 107 78 10 88 57 5 62 63 5 68
Business Department Program Review
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Appendix C – Student Progress
Student Progress—Tracking Degree-Seeking Students at the end of each year, starting with those enrolled in 2008-09
through 2011-12. This is “reverse-looking,” i.e. of those enrolled during the year, how many graduated or transferred out
during the year, or are still enrolled in the next fall term? This is one indicator of success, and the total across will yield a
combined grad/transfer/still enrolled percentage: 50s and 60s are common, 70s and 80s are good, 90s and 100 are superb.
Business Administration
Major
Code Academic Year N, Students Graduates
Graduates/
Transfers Transfers Still Here Left Ed Grad/Transfer/ Still Here
101 2009-10 572 5% 7% 17% 34% 37% 63%
101 2010-11 489 5% 7% 21% 38% 29% 71%
101 2011-12 458 3% 6% 17% 41% 32% 68%
102 2008-09 991 6% 1% 15% 41% 36% 64%
102 2009-10 1,047 5% 1% 13% 43% 38% 62%
102 2010-11 1,208 4% 2% 12% 41% 41% 59%
102 2011-12 1,360 4% 1% 15% 43% 37% 63%
112 2008-09 84 10% 0% 10% 54% 27% 73%
112 2009-10 132 6% 2% 5% 55% 32% 68%
112 2010-11 142 15% 1% 15% 44% 25% 75%
112 2011-12 102 11% 1% 6% 52% 30% 70%
116 2008-09 5 0% 0% 0% 40% 60% 40%
Business Department Program Review
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116 2009-10 5 20% 0% 0% 20% 60% 40%
116 2010-11 6 17% 0% 50% 17% 17% 83%
116 2011-12 8 0% 0% 13% 50% 38% 63%
125 2008-09 179 2% 0% 21% 40% 37% 63%
125 2009-10 185 4% 0% 17% 45% 35% 65%
125 2010-11 195 3% 1% 20% 36% 41% 59%
125 2011-12 200 1% 1% 23% 41% 35% 65%
127 2008-09 138 5% 1% 14% 40% 39% 61%
127 2009-10 131 7% 2% 12% 42% 37% 63%
127 2010-11 149 1% 3% 9% 46% 41% 59%
127 2011-12 165 8% 1% 10% 32% 48% 52%
128 2008-09 318 4% 2% 16% 49% 30% 70%
128 2009-10 379 6% 2% 16% 41% 35% 65%
128 2010-11 428 4% 2% 14% 49% 31% 69%
128 2011-12 408 7% 1% 13% 48% 31% 69%
121 2008-09 123 1% 2% 17% 41% 40% 60%
121 2009-10 121 1% 0% 9% 37% 53% 47%
121 2010-11 101 9% 1% 11% 39% 41% 59%
121 2011-12 95 3% 1% 12% 41% 43% 57%
170 2009-10 9 0% 0% 0% 67% 33% 67%
Business Department Program Review
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170 2010-11 29 3% 0% 3% 45% 48% 52%
170 2011-12 37 8% 0% 16% 35% 41% 59%
N 25,159 grads 4% Grad/trans 2% Trans only 17% Still Here 38% Total 62%
Business Department Program Review
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Appendix D – Program Indicator Data
Technical Skills Attainment 1P1: % of CTE concentrators who passed technical skill assessments that are aligned with
industry-recognized standards, if available and appropriate, during the reporting year (that can be identified -
Credential, Certificate, or Degree Attainment 2P1: % of CTE concentrators who received an industry-recognized
credential, a certificate, or a degree during the reporting year.
Student Retention and Transfer 3P1: % of CTE concentrators who remained enrolled in their original postsecondary
institution or transferred to another 2- or 4-year postsecondary institution during the reporting year and who were
enrolled in postsecondary education in the fall of the previous reporting year.
Student Placement 4P1: % of CTE concentrators who were placed or retained in employment, or placed in military service
or apprenticeship programs in the 2nd quarter following the program year in which they left postsecondary education
(i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2008 would be assessed between
October 1, 2008 and December 31, 2008).
Student Participation in Nontraditional Fields 5P1: % of CTE participants from underrepresented gender groups who
participated in a program that leads to employment in nontraditional fields during the reporting year.
Student Completion in Nontraditional Fields 5P2: % of CTE concentrators from underrepresented gender groups who
completed a program that leads to employment in nontraditional fields during the reporting year.
Perkins Data
Accounting
2009 2010 2011 2012
Technical Skills Attainment N/A N/A N/A N/A
Credential, Certificate, or Degree Attainment 31.78% 26.42% 25.00% 35.29%
Business Department Program Review
D-2
Student Retention and Transfer 69.09% 73.00% 77.25% 80.67%
Student Placement 63.16% 50.00% 100.00% 100.00%
Student Participation in Nontraditional Fields 40.10% 46.65% 44.17% 44.03%
Student Completion in Nontraditional Fields 11.50% 50.00% 12.50% 14.00%
Business Administration
2009 2010 2011 2012
Technical Skills Attainment N/A N/A N/A N/A
Credential, Certificate, or Degree Attainment 21.98% 23.08% 21.60% 22.42%
Student Retention and Transfer 73.38% 63.38% 74.49% 71.69%
Student Placement 45.75% 94.44% 100.00% 91.67%
Student Participation in Nontraditional Fields 43.00% 43.07% 42.54% 45.48%
Student Completion in Nontraditional Fields 53.20% 64.00% 57.63% 54.00%
Office Administration
2009 2010 2011 2012
Technical Skills Attainment N/A N/A N/A N/A
Credential, Certificate, or Degree Attainment 54.55% 35.71% 67.74% 36.84%
Student Retention and Transfer 69.57% 30.21% 81.11% 80.22%
Student Placement 0.00% 43.75% 100.00% 100.00%
Student Participation in Nontraditional Fields 0.00% 0.00% 2.52% 4.21%
Student Completion in Nontraditional Fields 0.00% 0.00% 0.00% 0.00%
Business Department Program Review
D-3
Entreneurship
2009 2010 2011 2012
Technical Skills Attainment N/A N/A N/A N/A
Credential, Certificate, or Degree Attainment 0.00% 33.33%
Student Retention and Transfer 66.67% 75.00%
Student Placement 0.00% 0.00%
Student Participation in Nontraditional Fields 33.00% 37.93%
Student Completion in Nontraditional Fields 0.00% 0.00%
Management & Supervision
2009 2010 2011 2012
Technical Skills Attainment N/A N/A N/A N/A
Credential, Certificate, or Degree Attainment 19.05% 44.44% 0.00% 32.14%
Student Retention and Transfer 75.86% 65.33% 76.00% 75.00%
Student Placement 45.75% 37.50% 0.00% 0.00%
Student Participation in Nontraditional Fields 28.00% 47.79% 42.06% 41.93%
Student Completion in Nontraditional Fields 38.50% 72.73% 33.33% 52.00%
Fashion Merchandising
2009 2010 2011 2012
Technical Skills Attainment N/A N/A N/A N/A
Credential, Certificate, or Degree Attainment 19.35% 0.00% 21.74% 0.00%
Student Retention and Transfer 61.11% 49.36% 71.95% 66.10%
Student Placement 72.73% 0.00% 100.00% 100.00%
Student Participation in Nontraditional Fields N/A N/A N/A N/A
Business Department Program Review
D-4
Student Completion in Nontraditional Fields N/A N/A N/A N/A
Marketing
2009 2010 2011 2012
Technical Skills Attainment N/A N/A N/A N/A
Credential, Certificate, or Degree Attainment 7.69% 14.23% 10.71% 24.00%
Student Retention and Transfer 73.17% 74.40% 79.17% 78.84%
Student Placement 38.89% 0.00% 0.00% 0.00%
Student Participation in Nontraditional Fields N/A N/A N/A N/A
Student Completion in Nontraditional Fields N/A N/A N/A N/A
Business Department Program Review
E-1
Appendix E – 2008 – 2012 Course Enrollment Data Summary
Course Enrollment by Semester—Count of enrollments in each course in each term from fall 2008 through winter 2013 (preliminary).
Enrollment follows patterns of build-up through 2009 peak in 2010, slow return to normalcy in 2011 and 2012.
Business Department 2008 – 2012 Course Enrollment Data Summary 2008-2009 2009-2010 2010-2011 2011-2012
Course Fall 2008
Winter 2009
Summer 2009
Total Fall 2009
Winter 2010
Summer 2010
Total
Fall 2010
Winter 2011
Summer 2011
Total
Fall 2011
Winter 2012
Summer 2012
Total
BA 101 207 141 68 416 231 182 62 475 248 161 68 477 224 165 63 452
BA 102 96 187 283 91 182 21 294 93 174 267 88 169 257
BA 103 416 444 164 1024 423 545 188 1156 463 543 194 1200 524 499 170 1193
BA 105 28 28 56 29 27 56 27 53 80 56 19 75
BA 106 44 46 19 109 50 49 18 117 46 49 19 114 45 49 20 114
BA 120 16 21 37 24 23 22 69 24 24 48 24 24 48
BA 125 24 24 48 19 23 21 63 20 24 44 22 23 45
BA 130 157 140 44 341 162 162 44 368 160 139 68 367 133 127 86 346
BA 133 134 140 67 341 155 163 65 383 149 134 88 371 134 154 104 392
BA 136 19 17 36 22 20 21 63 22 22 44 18 16 34
BA 145 128 112 39 279 168 250 71 489 187 229 63 479 245 244 83 572
BA 150 181 132 27 340 171 219 79 469 182 192 84 458 191 187 95 473
BA 153 106 84 59 249 102 67 60 229 128 84 107 319 134 88 86 308
BA 156 105 54 23 182 96 73 44 213 94 70 46 210 99 96 37 232
BA 158 21 21 20 20 23 23 23 23
BA 160 46 48 94 45 48 21 114 48 41 43 132 63 45 43 151
BA 170 27 29 56 26 27 53 28 29 57 29 71 100
BA 172 83 75 28 186 84 73 26 183 81 71 27 179 80 96 25 201
Business Department Program Review
E-2
BA 174 55 48 26 129 56 48 25 129 55 48 26 129 56 71 28 155
BA 180 8 8 3 3 5 5 3 3
BA 181 1 1 1 1 1 1
BA 183 128 103 231 104 83 187 104 85 189 122 106 228
BA 201 154 196 84 434 196 179 94 469 216 186 93 495 181 162 86 429
BA 204 24 24 22 22 24 24 24 24
BA 207 295 236 136 667 264 231 152 647 303 277 150 730 305 290 200 795
BA 208 22 15 37 21 8 29 43 43 43 22 65
BA 209 77 80 39 196 97 96 39 232 119 88 26 233 145 95 41 281
BA 230 4 9 13 13 20 33 32 18 50 23 21 44
BA 236 5 4 9 24 24 16 22 38 21 14 35
BA 245 18 12 30 24 24 48 43 24 67 24 24 48
BA 247 3 3 20 20 40 40 19 19
BA 248 5 10 15 23 23 22 23 45 21 21
BA 254 193 185 80 458 178 176 67 421 178 179 68 425 177 179 71 427
BA 256 405 358 157 920 482 349 150 981 501 351 156 1008 480 319 145 944
BA 257 137 237 104 478 137 253 100 490 165 272 102 539 187 251 99 537
BA 260 24 24 48 24 23 21 68 23 20 21 64 33 15 20 68
BA 262 34 20 54 27 23 50 27 22 49 27 48 75
BA 264 21 21 42 26 28 54 25 27 52 25 27 52
BA 268 28 23 51 28 24 52 27 28 55 28 28 56
BA 270 257 277 117 651 253 258 132 643 300 285 135 720 306 304 160 770
BA 272 24 20 44 24 4 28 23 23 18 18
BA 276 28 28 56 27 28 55 25 50 44 119
BA 282 134 131 54 319 152 132 67 351 156 152 72 380 156 134 82 372
BA 283 132 155 98 385 156 245 138 539 200 262 142 604 218 286 159 663
BA 284 24 23 21 68 24 44 45 113 41 45 68 154 46 67 62 175
BA 286 61 50 42 153 20 69 37 126 39 70 39 148 39 69 40 148
BA 288 28 27 55 28 24 52 42 23 65 28 26 54
BA 291 6 6
Business Department Program Review
E-3
BA 293 2 2
IF 114 10 10 14 14 6 6
IF 115 35 35 32 32 17 33 50 13 25 38
IF 117 18 17 35 18 18 36 10 11 21 16 9 25
IF 118 9 9 18 16 34 11 11 9 9
IF 126 18 18 17 17 11 11 18 18
IF 127 17 16 33 18 18 11 18 29 9 15 24
IF 128 18 18 14 14 11 11 5 5
IF 180 3 6 2 11 3 7 2 12 3 3 1 7 4 3 2 9
IF 181 2 3 1 6 5 3 5 13 1 4 3 8 4 4
IF 216 16 16 18 17 35 15 15 14 14
IF 217 10 10 7 7 7 7
IF 219 17 17
IF 228 20 20 20 20 14 14 11 11
IF 289 3 3
IF 290 16 16 11 11 9 9
IF 291 1 1
IF 298 1 1
IF 299 1 1
FM 105 70 52 122 86 53 139 87 52 139 89 53 142
FM 107 19 19 17 17 17 17 17 17
FM 108 18 17 35 18 18 18 18 18 18
FM 110 37 37 36 18 54 32 18 50 36 36
FM 111 18 18 17 17 34 15 15 16 9 25
FM 119 17 18 35 17 17 16 16 32 18 18
FM 120 18 15 33 17 17
FM 122 21 19 40 20 8 28 15 15 18 7 25
FM 180 4 2 6 4 1 2 7 6 4 2 12 5 3 8
FM 181 1 2 1 4 2 2 4 3 2 9 2 3 2 7
FM 213 10 10 18 18 10 10 7 7
Business Department Program Review
E-4
FM 220 17 17 18 18 18 18 15 15
FM 228 18 18 20 20 17 17 9 9
FM 230 18 18 19 19 18 18 15 15
FM 236 18 18
FM 289 11 11
FM 290 11 11 7 7 8 8
Business Department Program Review
F-1
Appendix F – Course Success Rates (Success = grades A to C-)
Course Success Rates – AtD categories—Course success rates (A-C divided by all grades) by subcategories: Race/Ethnicity,
Gender, Full-time/Part-time, and Pell Grant recipient/No Pell.
BA 101
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 158 33 17 4 3 0 10 225
Number Successful Course
Enrollments 119 18 9 4 1 0 9 160
Percent Successful Course
Enrollments 75% 55% 53% 100% 33% N/A 90% 71%
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 73 74 78 225
Number Successful Course
Enrollments 56 50 54 160
Percent Successful Course
Enrollments 77% 68% 69% 71%
Business Department Program Review
F-2
Gender Female Male Total
Number Course Enrollments 83 142 225
Number Successful Course
Enrollments 65 95 160
Percent Successful Course
Enrollments 78% 67% 71%
Pell Pell No Pell Total
Number Course Enrollments 116 109 225
Number Successful Course
Enrollments 76 84 160
Percent Successful Course
Enrollments 66% 77% 71%
BA 102
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Business Department Program Review
F-3
Number Course Enrollments 55 18 6 1 2 2 4 88
Number Successful Course
Enrollments 41 11 5 1 1 2 3 64
Percent Successful Course
Enrollments 75% 61% 83% 100% 50% 100% 75% 73%
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 10 37 41 88
Number Successful Course
Enrollments 6 25 33 64
Percent Successful Course
Enrollments 60% 68% 80% 73%
Gender Female Male Total
Number Course Enrollments 38 50 88
Number Successful Course
Enrollments 31 33 64
Percent Successful Course 82% 66% 73%
Business Department Program Review
F-4
Enrollments
Pell Pell No Pell Total
Number Course Enrollments 43 45 88
Number Successful Course
Enrollments 32 32 64
Percent Successful Course
Enrollments 74% 71% 73%
BA 103
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 380 69 39 10 4 1 21 524
Number Successful Course
Enrollments 274 35 28 8 4 1 16 366
Percent Successful Course
Enrollments 72% 51% 72% 80% 100% 100% 76% 70%
Business Department Program Review
F-5
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 185 178 161 524
Number Successful Course
Enrollments 139 123 104 366
Percent Successful Course
Enrollments 75% 69% 65% 70%
Gender Female Male Total
Number Course Enrollments 248 276 524
Number Successful Course
Enrollments 178 188 366
Percent Successful Course
Enrollments 72% 68% 70%
Pell Pell No Pell Total
Number Course Enrollments 252 272 524
Number Successful Course
Enrollments 162 204 366
Business Department Program Review
F-6
Percent Successful Course
Enrollments 64% 75% 70%
BA 105
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 41 7 2 1 3 0 2 56
Number Successful Course
Enrollments 20 3 0 1 2 0 0 26
Percent Successful Course
Enrollments 49% 43% 0% 100% 67% N/A 0% 46%
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 17 21 18 56
Number Successful Course
Enrollments 5 13 8 26
Percent Successful Course
Enrollments 29% 62% 44% 46%
Business Department Program Review
F-7
Gender Female Male Total
Number Course Enrollments 17 39 56
Number Successful Course
Enrollments 5 21 26
Percent Successful Course
Enrollments 29% 54% 46%
Pell Pell No Pell Total
Number Course Enrollments 30 26 56
Number Successful Course
Enrollments 16 10 26
Percent Successful Course
Enrollments 53% 38% 46%
BA 106
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispani
c
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Business Department Program Review
F-8
Number Course
Enrollments 30 7 2 2 0 0 4 45
Number Successful
Course Enrollments 21 5 1 2 0 0 1 30
Percent Successful
Course Enrollments 70% 71% 50% 100% N/A N/A 25% 67%
Age Less than
20 20-24
25 or
older Total
Number Course
Enrollments 8 19 18 45
Number Successful
Course Enrollments 4 12 14 30
Percent Successful
Course Enrollments 50% 63% 78% 67%
Gender Female Male Total
Number Course
Enrollments 18 27 45
Number Successful
Course Enrollments 12 18 30
Business Department Program Review
F-9
Percent Successful
Course Enrollments 67% 67% 67%
Pell Pell No Pell Total
Number Course
Enrollments 21 24 45
Number Successful
Course Enrollments 15 15 30
Percent Successful
Course Enrollments 71% 63% 67%
BA 120
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 18 2 2 0 1 0 1 24
Number Successful Course
Enrollments 14 1 2 0 1 0 1 19
Percent Successful Course
Enrollments 78% 50% 100% N/A 100% N/A 100% 79%
Business Department Program Review
F-10
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 3 14 7 24
Number Successful Course
Enrollments 3 10 6 19
Percent Successful Course
Enrollments 100% 71% 86% 79%
Gender Female Male Total
Number Course Enrollments 18 6 24
Number Successful Course
Enrollments 15 4 19
Percent Successful Course
Enrollments 83% 67% 79%
Pell Pell No Pell Total
Number Course Enrollments 10 14 24
Number Successful Course
Enrollments 8 11 19
Business Department Program Review
F-11
Percent Successful Course
Enrollments 80% 79% 79%
BA 125
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 14 4 2 0 1 0 1 22
Number Successful Course
Enrollments 13 4 2 0 1 0 1 21
Percent Successful Course
Enrollments 93% 100% 100% N/A 100% N/A 100% 95%
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 1 11 10 22
Number Successful Course
Enrollments 1 10 10 21
Percent Successful Course
Enrollments 100% 91% 100% 95%
Business Department Program Review
F-12
Gender Female Male Total
Number Course Enrollments 18 4 22
Number Successful Course
Enrollments 18 3 21
Percent Successful Course
Enrollments 100% 75% 95%
Pell Pell No Pell Total
Number Course Enrollments 14 8 22
Number Successful Course
Enrollments 14 7 21
Percent Successful Course
Enrollments 100% 88% 95%
BA 130
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 72 38 15 2 1 0 5 133
Business Department Program Review
F-13
Number Successful Course
Enrollments 53 19 8 1 0 0 4 85
Percent Successful Course
Enrollments 74% 50% 53% 50% 0% N/A 80% 64%
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 14 47 72 133
Number Successful Course
Enrollments 11 34 40 85
Percent Successful Course
Enrollments 79% 72% 56% 64%
Gender Female Male Total
Number Course Enrollments 83 50 133
Number Successful Course
Enrollments 59 26 85
Percent Successful Course
Enrollments 71% 52% 64%
Business Department Program Review
F-14
Pell Pell No Pell Total
Number Course Enrollments 99 34 133
Number Successful Course
Enrollments 61 24 85
Percent Successful Course
Enrollments 62% 71% 64%
BA 133
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispani
c
Asian /
Pacific
Islander
Native
American
Non-
residen
t Alien
No
response
or other
Total
Number Course
Enrollments 96 23 9 0 2 0 5 135
Number Successful Course
Enrollments 73 8 7 0 0 0 3 91
Percent Successful Course
Enrollments 76% 35% 78% N/A 0% N/A 60% 67%
Age Less than 20-24 25 or Total
Business Department Program Review
F-15
20 older
Number Course
Enrollments 32 50 53 135
Number Successful Course
Enrollments 24 32 35 91
Percent Successful Course
Enrollments 75% 64% 66% 67%
Gender Female Male Total
Number Course
Enrollments 72 63 135
Number Successful Course
Enrollments 53 38 91
Percent Successful Course
Enrollments 74% 60% 67%
Pell Pell No Pell Total
Number Course
Enrollments 66 69 135
Business Department Program Review
F-16
Number Successful Course
Enrollments 40 51 91
Percent Successful Course
Enrollments 61% 74% 67%
BA 136
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispani
c
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 9 4 3 1 0 0 1 18
Number Successful Course
Enrollments 6 1 3 1 0 0 1 12
Percent Successful Course
Enrollments 67% 25% 100% 100% N/A N/A 100% 67%
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 0 6 12 18
Number Successful Course
Enrollments 0 4 8 12
Business Department Program Review
F-17
Percent Successful Course
Enrollments N/A 67% 67% 67%
Gender Female Male Total
Number Course Enrollments 15 3 18
Number Successful Course
Enrollments 11 1 12
Percent Successful Course
Enrollments 73% 33% 67%
Pell Pell No Pell Total
Number Course Enrollments 10 8 18
Number Successful Course
Enrollments 5 7 12
Percent Successful Course
Enrollments 50% 88% 67%
BA 145
Race/
Ethnicity White
non-
Black
non-
Hispani
c Asian /
Pacific
Native
American Non-
residen
No
response Total
Business Department Program Review
F-18
Hispanic Hispanic Islander t Alien or other
Number Course
Enrollments 179 37 12 6 4 0 8 246
Number Successful Course
Enrollments 151 27 11 6 3 0 7 205
Percent Successful Course
Enrollments 84% 73% 92% 100% 75% N/A 88% 83%
Age Less than
20 20-24
25 or
older Total
Number Course
Enrollments 42 95 109 246
Number Successful Course
Enrollments 36 76 93 205
Percent Successful Course
Enrollments 86% 80% 85% 83%
Gender Female Male Total
Business Department Program Review
F-19
Number Course
Enrollments 145 101 246
Number Successful Course
Enrollments 124 81 205
Percent Successful Course
Enrollments 86% 80% 83%
Pell Pell No Pell Total
Number Course
Enrollments 130 116 246
Number Successful Course
Enrollments 103 102 205
Percent Successful Course
Enrollments 79% 88% 83%
BA 150
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispani
c
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 140 20 18 2 2 0 9 191
Business Department Program Review
F-20
Number Successful Course
Enrollments 100 14 13 2 1 0 8 138
Percent Successful Course
Enrollments 71% 70% 72% 100% 50% N/A 89% 72%
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 41 70 80 191
Number Successful Course
Enrollments 29 52 57 138
Percent Successful Course
Enrollments 71% 74% 71% 72%
Gender Female Male Total
Number Course Enrollments 101 90 191
Number Successful Course
Enrollments 79 59 138
Percent Successful Course
Enrollments 78% 66% 72%
Business Department Program Review
F-21
Pell Pell No Pell Total
Number Course Enrollments 99 92 191
Number Successful Course
Enrollments 66 72 138
Percent Successful Course
Enrollments 67% 78% 72%
BA 153
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 96 19 8 2 3 0 6 134
Number Successful Course
Enrollments 81 12 6 2 2 0 3 106
Percent Successful Course
Enrollments 84% 63% 75% 100% 67% N/A 50% 79%
Age Less than
20 20-24
25 or
older Total
Business Department Program Review
F-22
Number Course Enrollments 37 55 42 134
Number Successful Course
Enrollments 31 42 33 106
Percent Successful Course
Enrollments 84% 76% 79% 79%
Gender Female Male Total
Number Course Enrollments 79 55 134
Number Successful Course
Enrollments 63 43 106
Percent Successful Course
Enrollments 80% 78% 79%
Pell Pell No Pell Total
Number Course Enrollments 74 60 134
Number Successful Course
Enrollments 54 52 106
Percent Successful Course
Enrollments 73% 87% 79%
Business Department Program Review
F-23
BA 156
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
residen
t Alien
No
response
or other
Total
Number Course Enrollments 73 14 6 2 2 0 2 99
Number Successful Course
Enrollments 49 9 6 2 2 0 2 70
Percent Successful Course
Enrollments 67% 64% 100% 100% 100% N/A 100% 71%
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 17 44 38 99
Number Successful Course
Enrollments 14 28 28 70
Percent Successful Course
Enrollments 82% 64% 74% 71%
Gender Female Male Total
Business Department Program Review
F-24
Number Course Enrollments 54 45 99
Number Successful Course
Enrollments 43 27 70
Percent Successful Course
Enrollments 80% 60% 71%
Pell Pell No Pell Total
Number Course Enrollments 51 48 99
Number Successful Course
Enrollments 38 32 70
Percent Successful Course
Enrollments 75% 67% 71%
BA 158
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispani
c
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 16 5 0 1 0 0 1 23
Number Successful Course
Enrollments 13 1 0 0 0 0 0 14
Business Department Program Review
F-25
Percent Successful Course
Enrollments 81% 20% N/A 0% N/A N/A 0% 61%
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 2 7 14 23
Number Successful Course
Enrollments 0 4 10 14
Percent Successful Course
Enrollments 0% 57% 71% 61%
Gender Female Male Total
Number Course Enrollments 7 16 23
Number Successful Course
Enrollments 5 9 14
Percent Successful Course
Enrollments 71% 56% 61%
Pell Pell No Pell Total
Business Department Program Review
F-26
Number Course Enrollments 10 13 23
Number Successful Course
Enrollments 6 8 14
Percent Successful Course
Enrollments 60% 62% 61%
BA 160
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 45 6 4 2 2 1 3 63
Number Successful Course
Enrollments 31 2 2 1 1 1 3 41
Percent Successful Course
Enrollments 69% 33% 50% 50% 50% 100% 100% 65%
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 10 13 40 63
Number Successful Course 5 9 27 41
Business Department Program Review
F-27
Enrollments
Percent Successful Course
Enrollments 50% 69% 68% 65%
Gender Female Male Total
Number Course Enrollments 36 27 63
Number Successful Course
Enrollments 26 15 41
Percent Successful Course
Enrollments 72% 56% 65%
Pell Pell No Pell Total
Number Course Enrollments 30 33 63
Number Successful Course
Enrollments 17 24 41
Percent Successful Course
Enrollments 57% 73% 65%
BA 170
Business Department Program Review
F-28
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 18 5 0 4 0 0 2 29
Number Successful Course
Enrollments 12 4 0 4 0 0 2 22
Percent Successful Course
Enrollments 67% 80% N/A 100% N/A N/A 100% 76%
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 4 15 10 29
Number Successful Course
Enrollments 3 11 8 22
Percent Successful Course
Enrollments 75% 73% 80% 76%
Gender Female Male Total
Number Course Enrollments 23 6 29
Business Department Program Review
F-29
Number Successful Course
Enrollments 19 3 22
Percent Successful Course
Enrollments 83% 50% 76%
Pell Pell No Pell Total
Number Course Enrollments 16 13 29
Number Successful Course
Enrollments 11 11 22
Percent Successful Course
Enrollments 69% 85% 76%
BA 172
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course
Enrollments 61 10 4 0 0 0 5 80
Number Successful Course
Enrollments 44 5 4 0 0 0 3 56
Business Department Program Review
F-30
Percent Successful Course
Enrollments 72% 50% 100% N/A N/A N/A 60% 70%
Age Less than
20 20-24
25 or
older Total
Number Course
Enrollments 16 40 24 80
Number Successful Course
Enrollments 11 28 17 56
Percent Successful Course
Enrollments 69% 70% 71% 70%
Gender Female Male Total
Number Course
Enrollments 34 46 80
Number Successful Course
Enrollments 27 29 56
Percent Successful Course
Enrollments 79% 63% 70%
Business Department Program Review
F-31
Pell Pell No Pell Total
Number Course
Enrollments 33 47 80
Number Successful Course
Enrollments 20 36 56
Percent Successful Course
Enrollments 61% 77% 70%
BA 174
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course
Enrollments 49 2 0 2 0 1 2 56
Number Successful Course
Enrollments 45 1 0 2 0 1 1 50
Percent Successful Course
Enrollments 92% 50% N/A 100% N/A 100% 50% 89%
Business Department Program Review
F-32
Age Less than
20 20-24
25 or
older Total
Number Course
Enrollments 12 30 14 56
Number Successful Course
Enrollments 10 26 14 50
Percent Successful Course
Enrollments 83% 87% 100% 89%
Gender Female Male Total
Number Course
Enrollments 20 36 56
Number Successful Course
Enrollments 19 31 50
Percent Successful Course
Enrollments 95% 86% 89%
Pell Pell No Pell Total
Number Course 25 31 56
Business Department Program Review
F-33
Enrollments
Number Successful Course
Enrollments 22 28 50
Percent Successful Course
Enrollments 88% 90% 89%
BA 183
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
residen
t Alien
No
response
or other
Total
Number Course
Enrollments 77 20 12 4 3 0 6 122
Number Successful Course
Enrollments 69 17 8 4 2 0 4 104
Percent Successful Course
Enrollments 90% 85% 67% 100% 67% N/A 67% 85%
Age Less than
20 20-24
25 or
older Total
Number Course
Enrollments 17 43 62 122
Business Department Program Review
F-34
Number Successful Course
Enrollments 15 35 54 104
Percent Successful Course
Enrollments 88% 81% 87% 85%
Gender Female Male Total
Number Course
Enrollments 68 54 122
Number Successful Course
Enrollments 59 45 104
Percent Successful Course
Enrollments 87% 83% 85%
Pell Pell No Pell Total
Number Course
Enrollments 63 59 122
Number Successful Course
Enrollments 55 49 104
Percent Successful Course 87% 83% 85%
Business Department Program Review
F-35
Enrollments
BA 201
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
residen
t Alien
No
response
or other
Total
Number Course
Enrollments 133 31 7 2 2 1 6 182
Number Successful
Course Enrollments 100 20 7 2 1 1 3 134
Percent Successful
Course Enrollments 75% 65% 100% 100% 50% 100% 50% 74%
Age Less than
20 20-24
25 or
older Total
Number Course
Enrollments 32 72 78 182
Number Successful
Course Enrollments 25 52 57 134
Percent Successful
Course Enrollments 78% 72% 73% 74%
Business Department Program Review
F-36
Gender Female Male Total
Number Course
Enrollments 100 82 182
Number Successful
Course Enrollments 76 58 134
Percent Successful
Course Enrollments 76% 71% 74%
Pell Pell No Pell Total
Number Course
Enrollments 95 87 182
Number Successful
Course Enrollments 70 64 134
Percent Successful
Course Enrollments 74% 74% 74%
BA 207
Race/
Ethnicity White
non-
Black
non-Hispanic Asian /
Pacific
Native
American Non-
resident
No
response Total
Business Department Program Review
F-37
Hispanic Hispanic Islander Alien or other
Number Course Enrollments 228 26 23 12 3 1 13 306
Number Successful Course
Enrollments 204 20 19 10 1 1 10 265
Percent Successful Course
Enrollments 89% 77% 83% 83% 33% 100% 77% 87%
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 57 137 112 306
Number Successful Course
Enrollments 56 115 94 265
Percent Successful Course
Enrollments 98% 84% 84% 87%
Gender Female Male Total
Number Course Enrollments 123 183 306
Number Successful Course 104 161 265
Business Department Program Review
F-38
Enrollments
Percent Successful Course
Enrollments 85% 88% 87%
Pell Pell No Pell Total
Number Course Enrollments 121 185 306
Number Successful Course
Enrollments 99 166 265
Percent Successful Course
Enrollments 82% 90% 87%
BA 209
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
residen
t Alien
No
response
or other
Total
Number Course
Enrollments 117 8 10 7 1 0 2 145
Number Successful Course
Enrollments 105 8 8 7 1 0 2 131
Percent Successful Course 90% 100% 80% 100% 100% N/A 100% 90%
Business Department Program Review
F-39
Enrollments
Age Less than
20 20-24
25 or
older Total
Number Course
Enrollments 15 69 61 145
Number Successful Course
Enrollments 15 59 57 131
Percent Successful Course
Enrollments 100% 86% 93% 90%
Gender Female Male Total
Number Course
Enrollments 72 73 145
Number Successful Course
Enrollments 66 65 131
Percent Successful Course
Enrollments 92% 89% 90%
Business Department Program Review
F-40
Pell Pell No Pell Total
Number Course
Enrollments 56 89 145
Number Successful Course
Enrollments 49 82 131
Percent Successful Course
Enrollments 88% 92% 90%
BA 230
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispani
c
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 18 3 2 0 0 0 0 23
Number Successful Course
Enrollments 9 1 0 0 0 0 0 10
Percent Successful Course
Enrollments 50% 33% 0% N/A N/A N/A N/A 43%
Age Less than
20 20-24
25 or
older Total
Business Department Program Review
F-41
Number Course Enrollments 1 13 9 23
Number Successful Course
Enrollments 0 7 3 10
Percent Successful Course
Enrollments 0% 54% 33% 43%
Gender Female Male Total
Number Course Enrollments 19 4 23
Number Successful Course
Enrollments 9 1 10
Percent Successful Course
Enrollments 47% 25% 43%
Pell Pell No Pell Total
Number Course Enrollments 17 6 23
Number Successful Course
Enrollments 7 3 10
Percent Successful Course
Enrollments 41% 50% 43%
Business Department Program Review
F-42
BA 236
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
residen
t Alien
No
response
or other
Total
Number Course
Enrollments 15 4 0 0 2 0 0 21
Number Successful Course
Enrollments 15 2 0 0 1 0 0 18
Percent Successful Course
Enrollments 100% 50% N/A N/A 50% N/A N/A 86%
Age Less than
20 20-24
25 or
older Total
Number Course
Enrollments 0 5 16 21
Number Successful Course
Enrollments 0 4 14 18
Percent Successful Course
Enrollments N/A 80% 88% 86%
Business Department Program Review
F-43
Gender Female Male Total
Number Course
Enrollments 17 4 21
Number Successful Course
Enrollments 16 2 18
Percent Successful Course
Enrollments 94% 50% 86%
Pell Pell No Pell Total
Number Course
Enrollments 12 9 21
Number Successful Course
Enrollments 10 8 18
Percent Successful Course
Enrollments 83% 89% 86%
BA 245
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispani
c
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Business Department Program Review
F-44
Number Course
Enrollments 17 4 2 0 1 0 0 24
Number Successful Course
Enrollments 12 2 2 0 0 0 0 16
Percent Successful Course
Enrollments 71% 50% 100% N/A 0% N/A N/A 67%
Age Less than
20 20-24
25 or
older Total
Number Course
Enrollments 0 7 17 24
Number Successful Course
Enrollments 0 3 13 16
Percent Successful Course
Enrollments N/A 43% 76% 67%
Gender Female Male Total
Number Course
Enrollments 16 8 24
Business Department Program Review
F-45
Number Successful Course
Enrollments 10 6 16
Percent Successful Course
Enrollments 63% 75% 67%
Pell Pell No Pell Total
Number Course
Enrollments 11 13 24
Number Successful Course
Enrollments 7 9 16
Percent Successful Course
Enrollments 64% 69% 67%
BA 247
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 14 3 2 0 0 0 0 19
Number Successful Course
Enrollments 13 2 1 0 0 0 0 16
Business Department Program Review
F-46
Percent Successful Course
Enrollments 93% 67% 50% N/A N/A N/A N/A 84%
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 0 7 12 19
Number Successful Course
Enrollments 0 7 9 16
Percent Successful Course
Enrollments N/A 100% 75% 84%
Gender Female Male Total
Number Course Enrollments 18 1 19
Number Successful Course
Enrollments 15 1 16
Percent Successful Course
Enrollments 83% 100% 84%
Pell Pell No Pell Total
Business Department Program Review
F-47
Number Course Enrollments 12 7 19
Number Successful Course
Enrollments 9 7 16
Percent Successful Course
Enrollments 75% 100% 84%
BA 248
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course
Enrollments 14 4 1 0 2 0 0 21
Number Successful Course
Enrollments 11 3 1 0 1 0 0 16
Percent Successful Course
Enrollments 79% 75% 100% N/A 50% N/A N/A 76%
Age Less than
20 20-24
25 or
older Total
Number Course
Enrollments 1 11 9 21
Business Department Program Review
F-48
Number Successful Course
Enrollments 1 8 7 16
Percent Successful Course
Enrollments 100% 73% 78% 76%
Gender Female Male Total
Number Course
Enrollments 18 3 21
Number Successful Course
Enrollments 14 2 16
Percent Successful Course
Enrollments 78% 67% 76%
Pell Pell No Pell Total
Number Course
Enrollments 15 6 21
Number Successful Course
Enrollments 11 5 16
Percent Successful Course 73% 83% 76%
Business Department Program Review
F-49
Enrollments
BA 254
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course
Enrollments 134 16 15 4 2 0 6 177
Number Successful Course
Enrollments 107 10 14 3 1 0 5 140
Percent Successful Course
Enrollments 80% 63% 93% 75% 50% N/A 83% 79%
Age Less than
20 20-24
25 or
older Total
Number Course
Enrollments 44 79 54 177
Number Successful Course
Enrollments 40 60 40 140
Percent Successful Course
Enrollments 91% 76% 74% 79%
Business Department Program Review
F-50
Gender Female Male Total
Number Course
Enrollments 62 115 177
Number Successful Course
Enrollments 46 94 140
Percent Successful Course
Enrollments 74% 82% 79%
Pell Pell No Pell Total
Number Course
Enrollments 72 105 177
Number Successful Course
Enrollments 57 83 140
Percent Successful Course
Enrollments 79% 79% 79%
BA 256
Race/
Ethnicity White
non-
Black
non-Hispanic Asian /
Pacific
Native
American Non-
resident
No
response Total
Business Department Program Review
F-51
Hispanic Hispanic Islander Alien or other
Number Course
Enrollments 355 48 34 18 5 2 18 480
Number Successful Course
Enrollments 229 17 20 12 1 2 13 294
Percent Successful Course
Enrollments 65% 35% 59% 67% 20% 100% 72% 61%
Age Less than
20 20-24
25 or
older Total
Number Course
Enrollments 138 189 153 480
Number Successful Course
Enrollments 90 106 98 294
Percent Successful Course
Enrollments 65% 56% 64% 61%
Gender Female Male Total
Business Department Program Review
F-52
Number Course
Enrollments 215 265 480
Number Successful Course
Enrollments 139 155 294
Percent Successful Course
Enrollments 65% 58% 61%
Pell Pell No Pell Total
Number Course
Enrollments 184 296 480
Number Successful Course
Enrollments 111 183 294
Percent Successful Course
Enrollments 60% 62% 61%
BA 257
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispani
c
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 142 21 11 5 2 0 6 187
Business Department Program Review
F-53
Number Successful Course
Enrollments 94 14 7 5 1 0 4 125
Percent Successful Course
Enrollments 66% 67% 64% 100% 50% N/A 67% 67%
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 17 84 86 187
Number Successful Course
Enrollments 11 53 61 125
Percent Successful Course
Enrollments 65% 63% 71% 67%
Gender Female Male Total
Number Course Enrollments 71 116 187
Number Successful Course
Enrollments 46 79 125
Percent Successful Course
Enrollments 65% 68% 67%
Business Department Program Review
F-54
Pell Pell No Pell Total
Number Course Enrollments 64 123 187
Number Successful Course
Enrollments 41 84 125
Percent Successful Course
Enrollments 64% 68% 67%
BA 260
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispani
c
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 23 3 3 1 1 0 2 33
Number Successful Course
Enrollments 22 3 2 1 1 0 2 31
Percent Successful Course
Enrollments 96% 100% 67% 100% 100% N/A 100% 94%
Age Less
than 20 20-24
25 or
older Total
Business Department Program Review
F-55
Number Course Enrollments 4 4 25 33
Number Successful Course
Enrollments 4 4 23 31
Percent Successful Course
Enrollments 100% 100% 92% 94%
Gender Female Male Total
Number Course Enrollments 18 15 33
Number Successful Course
Enrollments 18 13 31
Percent Successful Course
Enrollments 100% 87% 94%
Pell Pell No Pell Total
Number Course Enrollments 11 22 33
Number Successful Course
Enrollments 10 21 31
Percent Successful Course
Enrollments 91% 95% 94%
Business Department Program Review
F-56
BA 262
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 21 0 2 1 0 1 2 27
Number Successful Course
Enrollments 16 0 0 1 0 1 1 19
Percent Successful Course
Enrollments 76% N/A 0% 100% N/A 100% 50% 70%
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 1 7 19 27
Number Successful Course
Enrollments 0 5 14 19
Percent Successful Course
Enrollments 0% 71% 74% 70%
Gender Female Male Total
Business Department Program Review
F-57
Number Course Enrollments 18 9 27
Number Successful Course
Enrollments 12 7 19
Percent Successful Course
Enrollments 67% 78% 70%
Pell Pell No Pell Total
Number Course Enrollments 14 13 27
Number Successful Course
Enrollments 9 10 19
Percent Successful Course
Enrollments 64% 77% 70%
BA 264
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course
Enrollments 22 0 1 0 1 0 1 25
Number Successful 18 0 1 0 1 0 1 21
Business Department Program Review
F-58
Course Enrollments
Percent Successful
Course Enrollments 82% N/A 100% N/A 100% N/A 100% 84%
Age Less than 20 20-24 25 or
older Total
Number Course
Enrollments 0 4 21 25
Number Successful
Course Enrollments 0 4 17 21
Percent Successful
Course Enrollments N/A 100% 81% 84%
Gender Female Male Total
Number Course
Enrollments 14 11 25
Number Successful
Course Enrollments 12 9 21
Percent Successful 86% 82% 84%
Business Department Program Review
F-59
Course Enrollments
Pell Pell No Pell Total
Number Course
Enrollments 10 15 25
Number Successful
Course Enrollments 8 13 21
Percent Successful
Course Enrollments 80% 87% 84%
BA 268
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course
Enrollments 26 0 0 2 0 0 0 28
Number Successful Course
Enrollments 22 0 0 2 0 0 0 24
Percent Successful Course
Enrollments 85% N/A N/A 100% N/A N/A N/A 86%
Business Department Program Review
F-60
Age Less than
20 20-24
25 or
older Total
Number Course
Enrollments 2 5 21 28
Number Successful Course
Enrollments 1 4 19 24
Percent Successful Course
Enrollments 50% 80% 90% 86%
Gender Female Male Total
Number Course
Enrollments 16 12 28
Number Successful Course
Enrollments 13 11 24
Percent Successful Course
Enrollments 81% 92% 86%
Pell Pell No Pell Total
Business Department Program Review
F-61
Number Course
Enrollments 16 12 28
Number Successful Course
Enrollments 13 11 24
Percent Successful Course
Enrollments 81% 92% 86%
BA 270
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course
Enrollments 237 34 19 2 5 1 8 306
Number Successful Course
Enrollments 197 19 16 1 4 1 6 244
Percent Successful Course
Enrollments 83% 56% 84% 50% 80% 100% 75% 80%
Age Less than
20 20-24
25 or
older Total
Number Course 52 134 120 306
Business Department Program Review
F-62
Enrollments
Number Successful Course
Enrollments 40 100 104 244
Percent Successful Course
Enrollments 77% 75% 87% 80%
Gender Female Male Total
Number Course
Enrollments 142 164 306
Number Successful Course
Enrollments 120 124 244
Percent Successful Course
Enrollments 85% 76% 80%
Pell Pell No Pell Total
Number Course
Enrollments 123 183 306
Number Successful Course
Enrollments 87 157 244
Business Department Program Review
F-63
Percent Successful Course
Enrollments 71% 86% 80%
BA 272
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course
Enrollments 12 4 1 1 0 0 0 18
Number Successful
Course Enrollments 11 3 1 1 0 0 0 16
Percent Successful
Course Enrollments 92% 75% 100% 100% N/A N/A N/A 89%
Age Less than 20 20-24 25 or
older Total
Number Course
Enrollments 0 11 7 18
Number Successful
Course Enrollments 0 10 6 16
Percent Successful N/A 91% 86% 89%
Business Department Program Review
F-64
Course Enrollments
Gender Female Male Total
Number Course
Enrollments 6 12 18
Number Successful
Course Enrollments 6 10 16
Percent Successful
Course Enrollments 100% 83% 89%
Pell Pell No Pell Total
Number Course
Enrollments 8 10 18
Number Successful
Course Enrollments 7 9 16
Percent Successful
Course Enrollments 88% 90% 89%
BA 276
Business Department Program Review
F-65
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 14 8 1 1 0 0 1 25
Number Successful Course
Enrollments 13 7 1 0 0 0 1 22
Percent Successful Course
Enrollments 93% 88% 100% 0% N/A N/A 100% 88%
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 3 8 14 25
Number Successful Course
Enrollments 2 7 13 22
Percent Successful Course
Enrollments 67% 88% 93% 88%
Gender Female Male Total
Number Course Enrollments 12 13 25
Business Department Program Review
F-66
Number Successful Course
Enrollments 10 12 22
Percent Successful Course
Enrollments 83% 92% 88%
Pell Pell No Pell Total
Number Course Enrollments 13 12 25
Number Successful Course
Enrollments 11 11 22
Percent Successful Course
Enrollments 85% 92% 88%
BA 282
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course
Enrollments 124 17 8 1 3 1 2 156
Number Successful Course
Enrollments 113 11 6 1 2 1 2 136
Business Department Program Review
F-67
Percent Successful Course
Enrollments 91% 65% 75% 100% 67% 100% 100% 87%
Age Less than
20 20-24
25 or
older Total
Number Course
Enrollments 19 67 70 156
Number Successful Course
Enrollments 17 56 63 136
Percent Successful Course
Enrollments 89% 84% 90% 87%
Gender Female Male Total
Number Course
Enrollments 91 65 156
Number Successful Course
Enrollments 82 54 136
Percent Successful Course
Enrollments 90% 83% 87%
Business Department Program Review
F-68
Pell Pell No Pell Total
Number Course
Enrollments 68 88 156
Number Successful Course
Enrollments 58 78 136
Percent Successful Course
Enrollments 85% 89% 87%
BA 284
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course
Enrollments 163 20 16 7 1 0 11 218
Number Successful
Course Enrollments 128 15 15 7 0 0 6 171
Percent Successful
Course Enrollments 79% 75% 94% 100% 0% N/A 55% 78%
Business Department Program Review
F-69
Age Less than 20 20-24 25 or
older Total
Number Course
Enrollments 37 88 93 218
Number Successful
Course Enrollments 30 69 72 171
Percent Successful
Course Enrollments 81% 78% 77% 78%
Gender Female Male Total
Number Course
Enrollments 93 125 218
Number Successful
Course Enrollments 77 94 171
Percent Successful
Course Enrollments 83% 75% 78%
Pell Pell No Pell Total
Number Course 97 121 218
Business Department Program Review
F-70
Enrollments
Number Successful
Course Enrollments 73 98 171
Percent Successful
Course Enrollments 75% 81% 78%
BA 284
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course
Enrollments 35 4 4 0 0 0 3 46
Number Successful Course
Enrollments 32 2 4 0 0 0 1 39
Percent Successful Course
Enrollments 91% 50% 100% N/A N/A N/A 33% 85%
Age Less than
20 20-24
25 or
older Total
Number Course
Enrollments 1 17 28 46
Business Department Program Review
F-71
Number Successful Course
Enrollments 1 15 23 39
Percent Successful Course
Enrollments 100% 88% 82% 85%
Gender Female Male Total
Number Course
Enrollments 27 19 46
Number Successful Course
Enrollments 22 17 39
Percent Successful Course
Enrollments 81% 89% 85%
Pell Pell No Pell Total
Number Course
Enrollments 19 27 46
Number Successful Course
Enrollments 15 24 39
Percent Successful Course 79% 89% 85%
Business Department Program Review
F-72
Enrollments
BA 286
Race/
Ethnicity
White
non-
Hispanic
Black
non-
Hispanic
Hispanic
Asian /
Pacific
Islander
Native
American
Non-
resident
Alien
No
response
or other
Total
Number Course Enrollments 30 9 0 0 0 0 0 39
Number Successful Course
Enrollments 17 4 0 0 0 0 0 21
Percent Successful Course
Enrollments 57% 44% N/A N/A N/A N/A N/A 54%
Age Less than
20 20-24
25 or
older Total
Number Course Enrollments 5 12 22 39
Number Successful Course
Enrollments 1 5 15 21
Percent Successful Course
Enrollments 20% 42% 68% 54%
Business Department Program Review
F-73
Gender Female Male Total
Number Course Enrollments 19 20 39
Number Successful Course
Enrollments 7 14 21
Percent Successful Course
Enrollments 37% 70% 54%
Pell Pell No Pell Total
Number Course Enrollments 24 15 39
Number Successful Course
Enrollments 11 10 21
Percent Successful Course
Enrollments 46% 67% 54%
Business Department Program Review
G-1
Appendix G – Four-Year Course Grade Distributions
Course Grade Distribution Fall 2008 2009 2010 and 2011—Earned grades by course, each fall term from 2009 to 2012.
Grades are listed As to E, then I (incomplete), NS (no-show), W (withdrawal), WF (withdrawal-failing), and WP (withdrawal-
passing). Extended analyses show success (grades A to C divided by all grades), and rates of withdrawal, no-show, and
incomplete. Sometimes a low success rates are a result of high withdrawal and no-show rates.
Business Department Course Success Rate Trends
BA 120 13 81% 1 6% 16 67% 1 4% 18 75% 3 13% 17 71% 1 4%
BA 125 19 79% 1 4% 14 74% 1 5% 17 85% 2 10% 20 91% 0 0%
BA 130 100 64% 17 11% 105 64% 11 7% 107 67% 19 12% 82 62% 15 11%
BA 133 79 59% 24 18% 100 65% 11 7% 90 60% 18 12% 87 64% 10 7%
BA 136 11 58% 2 11% 12 55% 6 27% 18 82% 0 0% 12 67% 2 11%
BA 145 107 84% 5 4% 133 79% 10 6% 158 84% 13 7% 199 81% 20 8%
BA 150 125 69% 18 10% 120 70% 32 19% 118 65% 25 14% 133 70% 33 17%
BA 153 75 71% 11 10% 70 69% 19 19% 86 67% 22 17% 100 75% 13 10%
BA 156 75 71% 10 10% 69 72% 14 15% 64 67% 17 18% 70 71% 17 17%
BA 158 6 29% 12 57% 11 52% 9 43% 13 57% 6 26% 12 52% 2 9%
BA 160 36 78% 4 9% 38 86% 4 9% 32 67% 3 6% 38 60% 2 3%
BA 170 21 78% 0 0% 23 88% 2 8% 25 89% 2 7% 21 72% 4 14%
BA 172 60 72% 6 7% 60 71% 13 15% 60 73% 12 15% 53 66% 16 20%
BA 174 38 69% 5 9% 48 86% 7 13% 43 77% 0 0% 50 89% 2 4%
BA 183 109 85% 8 6% 90 87% 12 12% 87 84% 6 6% 102 84% 11 9%
BA 201 117 76% 23 15% 142 72% 28 14% 161 75% 16 7% 130 71% 16 9%
Business Department Program Review
G-2
BA 207 210 71% 37 13% 208 79% 17 6% 245 81% 14 5% 256 84% 23 8%
BA 209 68 88% 4 5% 90 93% 3 3% 106 89% 7 6% 131 90% 10 7%
BA 230 4 100% 0 0% 2 15% 2 15% 17 53% 5 16% 8 35% 7 30%
BA 236 4 80% 0 0% #N/A #N/A #N/A #N/A 10 63% 0 0% 18 86% 2 10%
BA 245 14 78% 2 11% 19 79% 2 8% 29 67% 6 14% 15 63% 3 13%
BA 247 3 100% 0 0% 11 55% 1 5% 30 75% 2 5% 15 79% 3 16%
BA 248 5 100% 0 0% 12 52% 1 4% 18 82% 2 9% 14 67% 1 5%
BA 254 123 64% 50 26% 107 60% 40 22% 135 76% 27 15% 131 74% 22 12%
BA 256 235 58% 99 24% 254 53% 130 27% 322 64% 106 21% 278 58% 115 24%
BA 257 73 53% 46 34% 90 65% 27 20% 100 61% 36 22% 122 65% 42 22%
BA 260 14 58% 5 21% 23 96% 0 0% 22 96% 0 0% 31 94% 0 0%
BA 262 20 59% 9 26% 21 78% 2 7% 18 67% 8 30% 19 70% 1 4%
BA 264 15 71% 4 19% 18 69% 4 15% 17 68% 5 20% 20 80% 1 4%
BA 268 26 93% 2 7% 20 71% 4 14% 22 81% 5 19% 23 82% 0 0%
BA 270 210 82% 21 8% 187 74% 19 7% 247 82% 21 7% 240 78% 26 8%
BA 272 22 92% 2 8% 20 83% 3 13% 21 91% 2 9% 16 89% 1 6%
BA 276 #N/A #N/A #N/A #N/A 24 86% 3 11% 23 85% 3 11% 22 88% 1 4%
BA 282 113 85% 12 9% 128 84% 11 7% 132 85% 8 5% 133 85% 9 6%
BA 283 116 88% 7 5% 134 86% 9 6% 168 84% 11 6% 170 78% 17 8%
BA 284 23 96% 1 4% 21 88% 3 13% 37 90% 2 5% 37 80% 4 9%
BA 286 34 56% 10 16% 14 70% 1 5% 26 67% 6 15% 20 51% 6 15%
FM 105 47 67% 15 21% 59 69% 21 24% 44 51% 32 37% 54 61% 25 28%
FM 107 14 74% 2 11% 12 71% 3 18% 13 76% 3 18% 15 88% 1 6%
FM 108 14 78% 3 17% #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A
FM 110 34 92% 3 8% 31 86% 5 14% 28 88% 4 13% 21 58% 4 11%
FM 111 14 78% 4 22% 16 94% 1 6% 13 87% 1 7% 13 81% 3 19%
FM 119 17 100% 0 0% #N/A #N/A #N/A #N/A 13 81% 1 6% 17 94% 1 6%
FM 120 13 72% 1 6% #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A
FM 122 13 62% 2 10% 10 50% 1 5% 9 60% 2 13% 13 72% 0 0%
FM 180 3 75% 1 25% 4 100% 0 0% 3 50% 1 17% #N/A #N/A #N/A #N/A
Business Department Program Review
G-3
FM 181 1 100% 0 0% #N/A #N/A #N/A #N/A 4 100% 0 0% 2 100% 0 0%
FM 230 17 94% 1 6% 19 100% 0 0% 16 89% 0 0% 13 87% 0 0%
FM 236 #N/A #N/A #N/A #N/A 15 83% 2 11% #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A
*WD = Withdrawl
Business Department Program Review
H-1
Appendix H – Course Delivery Approvals
Business Department Courses developed for online/hybrid delivery
BA 101
BA 103
BA 106
BA 125
BA 130
BA 133
BA 145
BA 150
BA 153
BA 156
BA 160
BA 170
BA 201
BA 207
BA 208
BA 209
BA 230
BA 247
BA 248
BA 260
BA 270
BA 282
BA 283
BA 284 BA 286
Business Department Honors courses offered
None
Business Department Study Away courses offered
BA 293
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 1
Appendix I – Job and Wage Forecasts
143 Bostwick Avenue, NE
Grand Rapids, Michigan 49503
Accounting
Program Report
GRCC Service Area
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 2
Prepared by Institutional Research and Planning
December 10, 2012
Business Department Program Review
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Report Info
Dataset Version 2012.3
Timeframe 2012 - 2021
Region Name GRCC Service Area
Region Description 3 county area. Kent Allegan and Ottawa
Counties Allegan, MI (26005)
Kent, MI (26081)
Ottawa, MI (26139)
Custom Profile: Grand Rapids Community College IPEDS COMP
Accounting Technology/Technician and Bookkeeping (52.0302)
Target Occupations
Tax Preparers (13-2082)
Bookkeeping, Accounting, and Auditing Clerks (43-3031)
Business Department Program Review
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Target Occupation Performance
7,032 7.4% $17.07/hr
Jobs (2011) Growth (2012-2021) Median Earnings
Nation Location Quotient: 0.95 Nation: 9.5% Nation: $16.74/hr
Regional Openings (2011) 327
Grand Rapids Community College Program
Completions (2010) 22
Regional Program Completions (2011) 4
All Regional Completions for Target
Occupations (2011) 50
Target Occupations Regional Openings
(2011)
Median Hourly
Earnings Growth (2012-2021)
Tax Preparers (13-2082) 63 $22.17 8.0%
Bookkeeping, Accounting, and
Auditing Clerks (43-3031) 263 $16.56 7.3%
Summary Comments: Growth in the target occupations for Accounting will be slow-moderate.
However, opening due to replacement and retirement will be plentiful. Only one institution
competes with the Accounting program in the GRCC area and this program produces
Bookkeepers at the Certificate level. Completions at this institution also appear to be in
decline. Employers will probably be more inclined to select the Associate-prepared completer.
Entry level income with probably be closer to the 10th or 25th percentile as seen on page 5.
Business Department Program Review
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There are current openings for both tax preparers and bookkeepers. (Questions: Contact
mchampio@grcc.edu.)
Business Department Program Review
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GRCC Service Area | Growth for Target Occupations
7,271 7,806 535 7.4%
2012 Jobs 2021 Jobs Change (2012-2021) % Change (2012-2021)
Occupation 2012 Jobs 2021 Jobs Change % Change
Tax Preparers (13-2082) 653 705 52 8%
Bookkeeping, Accounting,
and Auditing Clerks (43-
3031)
6,619 7,101 482 7%
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GRCC Service Area | Percentile Earnings
$10.94/hr $17.07/hr $23.36/hr
10th Percentile Earnings Median Earnings 90th Percentile Earnings
Occupation 10th Percentile
Earnings Median Earnings
90th Percentile
Earnings
Tax Preparers (13-2082) $14.96 $22.17 $32.55
Bookkeeping, Accounting, and
Auditing Clerks (43-3031) $10.54 $16.56 $22.45
Business Department Program Review
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Other Regional Training Providers
1 4
Institutions Completions (2011)
Institution Degrees Certificates Total
Completions
Everest Institute-Grand Rapids 0 4 4
Business Department Program Review
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Job Postings by Occupation
Occupation Job Postings
Bookkeeping, Accounting, and Auditing Clerks 17
Tax Preparers 17
Business Department Program Review
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Data Sources and Calculations
State Data Sources
This report uses state data from the following agencies: Michigan Department of Labor and
Economic Growth, Bureau of Labor Market Information and Strategic Initiatives
Institution Data
The institution data in this report is taken directly from the national IPEDS database published
by the U.S. Department of Education's National Center for Education Statistics.
Completers Data
The completers data in this report is taken directly from the national IPEDS database published
by the U.S. Department of Education's National Center for Education Statistics.
Location Quotient
Location quotient (LQ) is a way of quantifying how concentrated a particular industry, cluster,
occupation, or demographic group is in a region as compared to the nation. It can reveal what
makes a particular region unique in comparison to the national average.
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 1
143 Bostwick Avenue, NE
Grand Rapids, Michigan 49503
Business and Administration and
Management and Supervision
Program Report
GRCC Service Area
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 2
Report prepared by Institutional Research and Planning
December 12, 2012
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 3
Report Info
Dataset Version 2012.4
Timeframe 2012 - 2021
Region Name GRCC Service Area
Region Description 3 county area. Kent Allegan and Ottawa
Counties Allegan, MI (26005)
Kent, MI (26081)
Ottawa, MI (26139)
Custom Profile: Grand Rapids Community College IPEDS COMP
Business Administration and Management, General (52.0201)
Target Occupations
Managers, All Other (11-9199)
First-Line Supervisors of Personal Service Workers (39-1021)
First-Line Supervisors of Retail Sales Workers (41-1011)
First-Line Supervisors of Non-Retail Sales Workers (41-1012)
Business Department Program Review
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Target Occupation Performance
14,988 8.8% $17.76/hr
Jobs (2011) Growth (2012-2021) Median Earnings
Nation Location Quotient: 0.92 Nation: 11.3% Nation: $18.57/hr
Regional Openings (2011) 544
Grand Rapids Community College Program
Completions (2010) 84
Regional Program Completions (2011) 940
All Regional Completions for Target
Occupations (2011) 1,662
Target Occupations Regional Openings
(2011)
Median Hourly
Earnings Growth (2012-2021)
Managers, All Other (11-9199) 229 $22.92 11.5%
First-Line Supervisors of
Personal Service Workers (39-
1021)
35 $12.36 15.6%
First-Line Supervisors of Retail
Sales Workers (41-1011) 157 $14.15 4.4%
First-Line Supervisors of Non-
Retail Sales Workers (41-1012) 123 $18.12 11.6%
Business Department Program Review
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Summary Comments: Job openings for completers of either the Business Administration or
Management and Supervision program should be plentiful over the next 10 years. Since these
two programs have identical program codes they train for the same entry level business and
management jobs. It is possible that not all of those target occupation were included in this
report. Further information about the types of jobs completers obtain would be helpful in
making sure all occupational titles were included. Overall average growth can be expected over
the next 10 years. There is much competition in the area on the supply side for these
occupations. However, entry level jobs will be plentiful. This is supported by the number of
current job postings on page 7. Entry level wages will be in the 10th and 25th percentile as seen
on page 5. (Questions: contact mchampio@grcc.edu.)
Business Department Program Review
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GRCC Service Area | Growth for Target Occupations
15,158 16,497 1,338 8.8%
2012 Jobs 2021 Jobs Change (2012-2021) % Change (2012-2021)
Occupation 2012 Jobs 2021 Jobs Change % Change
Managers, All Other (11-
9199) 5,185 5,781 596 11%
First-Line Supervisors of
Personal Service Workers
(39-1021)
962 1,111 149 15%
First-Line Supervisors of
Retail Sales Workers (41-
1011)
6,261 6,534 273 4%
First-Line Supervisors of
Non-Retail Sales Workers
(41-1012)
2,750 3,070 320 12%
Business Department Program Review
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GRCC Service Area | Percentile Earnings
$12.29/hr $17.76/hr $26.54/hr
10th Percentile Earnings Median Earnings 90th Percentile Earnings
Occupation 10th Percentile
Earnings Median Earnings
90th Percentile
Earnings
Managers, All Other (11-9199) $15.50 $22.92 $32.23
First-Line Supervisors of
Personal Service Workers (39-
1021)
$10.36 $12.36 $17.81
First-Line Supervisors of Retail
Sales Workers (41-1011) $10.00 $14.15 $23.24
First-Line Supervisors of Non-
Retail Sales Workers (41-1012) $12.15 $18.12 $26.39
Business Department Program Review
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Other Regional Training Providers
8 940
Institutions Completions (2011)
Institution Degrees Certificates Total
Completions
Davenport University 366 4 370
Cornerstone University 330 0 330
Hope College 74 0 74
Calvin College 59 0 59
University of Phoenix-West Michigan Campus 50 0 50
Business Department Program Review
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Job Postings by Occupation
Occupation Job Postings
First-Line Supervisors of Retail Sales Workers 94
Managers, All Other 83
First-Line Supervisors of Non-Retail Sales Workers 7
First-Line Supervisors of Personal Service Workers 1
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 10
Data Sources and Calculations
State Data Sources
This report uses state data from the following agencies: Michigan Department of Labor and
Economic Growth, Bureau of Labor Market Information and Strategic Initiatives
Institution Data
The institution data in this report is taken directly from the national IPEDS database published
by the U.S. Department of Education's National Center for Education Statistics.
Completers Data
The completers data in this report is taken directly from the national IPEDS database published
by the U.S. Department of Education's National Center for Education Statistics.
Location Quotient
Location quotient (LQ) is a way of quantifying how concentrated a particular industry, cluster,
occupation, or demographic group is in a region as compared to the nation. It can reveal what
makes a particular region unique in comparison to the national average.
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 1
143 Bostwick Avenue, NE
Grand Rapids, Michigan 49503
Marketing Associate and Certificate
Program Report
GRCC Service Area
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 2
Report prepared by Institutional Research and Planning
December 12, 2012
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 3
Report Info
Dataset Version 2012.4
Timeframe 2012 - 2021
Region Name GRCC Service Area
Region Description 3 county area. Kent Allegan and Ottawa
Counties Allegan, MI (26005)
Kent, MI (26081)
Ottawa, MI (26139)
Custom Profile: Grand Rapids Community College IPEDS COMP
Sales, Distribution, and Marketing Operations, General (52.1801)
Target Occupations
Wholesale and Retail Buyers, Except Farm Products (13-1022)
Merchandise Displayers and Window Trimmers (27-1026)
Retail Salespersons (41-2031)
Advertising Sales Agents (41-3011)
Telemarketers (41-9041)
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 4
Target Occupation Performance
16,065 8.6% $11.64/hr
Jobs (2011) Growth (2012-2021) Median Earnings
Nation Location Quotient: 0.86 Nation: 9.2% Nation: $11.25/hr
Regional Openings (2011) 490
Grand Rapids Community College Program
Completions (2010) 8
Regional Program Completions (2011) 1
All Regional Completions for Target
Occupations (2011) 201
Target Occupations Regional Openings
(2011)
Median Hourly
Earnings Growth (2012-2021)
Wholesale and Retail Buyers,
Except Farm Products (13-1022) 23 $19.03 6.9%
Merchandise Displayers and
Window Trimmers (27-1026) 19 $10.67 2.9%
Retail Salespersons (41-2031) 404 $11.03 8.2%
Advertising Sales Agents (41-
3011) 25 $18.89 24.1%
Telemarketers (41-9041) 19 $12.31 12.9%
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 5
Summary Comments: Job prospects for Marketing-related occupations will be abundant over
the next ten years. The field can expect average growth for most associated occupations.
However, the growth of Advertising Sales Agents will be faster than average (24.1%). Regional
openings due to growth as well as retirement and replacement will be plentiful. Competition
on the supply side is from Davenport which has not been producing many completers. Other
data suggests that GVSU has a significant Marketing Program, but prepares completers for
occupations requiring a 4 year degree. Entry level completers can expect a salary in the 10th or
25th percentile as seen on page 5. There sufficient current job postings which indicate excellent
job availability. (Questions: Contact mchampio@grcc.edu.)
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 6
GRCC Service Area | Growth for Target Occupations
15,889 17,260 1,371 8.6%
2012 Jobs 2021 Jobs Change (2012-2021) % Change (2012-2021)
Occupation 2012 Jobs 2021 Jobs Change % Change
Wholesale and Retail
Buyers, Except Farm
Products (13-1022)
592 633 41 7%
Merchandise Displayers
and Window Trimmers
(27-1026)
560 576 16 3%
Retail Salespersons (41-
2031) 13,754 14,876 1,122 8%
Advertising Sales Agents
(41-3011) 584 725 141 24%
Telemarketers (41-9041) 399 451 52 13%
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 7
GRCC Service Area | Percentile Earnings
$8.83/hr $11.64/hr $19.60/hr
10th Percentile Earnings Median Earnings 90th Percentile Earnings
Occupation 10th Percentile
Earnings Median Earnings
90th Percentile
Earnings
Wholesale and Retail Buyers,
Except Farm Products (13-1022) $15.43 $19.03 $30.13
Merchandise Displayers and
Window Trimmers (27-1026) $8.09 $10.67 $19.89
Retail Salespersons (41-2031) $8.43 $11.03 $18.60
Advertising Sales Agents (41-
3011) $11.34 $18.89 $33.48
Telemarketers (41-9041) $10.16 $12.31 $17.94
Business Department Program Review
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Other Regional Training Providers
1 1
Institutions Completions (2011)
Institution Degrees Certificates Total
Completions
Davenport University 1 0 1
Business Department Program Review
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Job Postings by Occupation
Occupation Job Postings
Retail Salespersons 40
Merchandise Displayers and Window Trimmers 19
Wholesale and Retail Buyers, Except Farm Products 16
Advertising Sales Agents 12
Telemarketers 1
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 10
Data Sources and Calculations
State Data Sources
This report uses state data from the following agencies: Michigan Department of Labor and
Economic Growth, Bureau of Labor Market Information and Strategic Initiatives
Institution Data
The institution data in this report is taken directly from the national IPEDS database published
by the U.S. Department of Education's National Center for Education Statistics.
Completers Data
The completers data in this report is taken directly from the national IPEDS database published
by the U.S. Department of Education's National Center for Education Statistics.
Location Quotient
Location quotient (LQ) is a way of quantifying how concentrated a particular industry, cluster,
occupation, or demographic group is in a region as compared to the nation. It can reveal what
makes a particular region unique in comparison to the national average.
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 1
143 Bostwick Avenue, NE
Grand Rapids, Michigan 49503
Office Administration
Program Report
GRCC Service Area
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 2
Prepared by Institutional Research and Planning
December 10, 2012
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 3
Report Info
Dataset Version 2012.3
Timeframe 2012 - 2021
Region Name GRCC Service Area
Region Description 3 county area. Kent Allegan and Ottawa
Counties Allegan, MI (26005)
Kent, MI (26081)
Ottawa, MI (26139)
Custom Profile: Grand Rapids Community College IPEDS COMP
Executive Assistant/Executive Secretary (52.0402)
Target Occupations
Executive Secretaries and Executive Administrative Assistants (43-6011)
Secretaries and Administrative Assistants, Except Legal, Medical, and Executive (43-6014)
Business Department Program Review
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Target Occupation Performance
10,622 3.7% $17.07/hr
Jobs (2011) Growth (2012-2021) Median Earnings
Nation Location Quotient: 0.86 Nation: 6.0% Nation: $17.40/hr
Regional Openings (2011) 538
Grand Rapids Community College Program
Completions (2010) 10
Regional Program Completions (2011) 5
All Regional Completions for Target
Occupations (2011) 92
Target Occupations Regional Openings
(2011)
Median Hourly
Earnings Growth (2012-2021)
Executive Secretaries and
Executive Administrative
Assistants (43-6011)
221 $19.96 7.6%
Secretaries and Administrative
Assistants, Except Legal,
Medical, and Executive (43-
6014)
318 $15.89 2.1%
Summary Comments: Growth for Administrative Assistants in the GRCC Service Area will be
slow over the next 10 years. Although growth for Executive Secretaries/Administrative
Business Department Program Review
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Assistants will be almost 3 time that of regular Administrative Assistants. A more positive
aspect of the labor market forecast is that jobs available due to replacement or retirement will
be abundant and will greatly exceed the supply for our region. The supply of completers from
neighboring Davenport University appears to be in decline. Completers of this program can
expect to earn entry-level wages in the 10th or 25th percentile depending upon experience as
seen on page 5. Currently there are job openings for Executive Secretaries/Administrative
Assistants in the three-county service area. (Questions: e-mail mchampio@grcc.edu.)
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 6
GRCC Service Area | Growth for Target Occupations
11,012 11,423 411 3.7%
2012 Jobs 2021 Jobs Change (2012-2021) % Change (2012-2021)
Occupation 2012 Jobs 2021 Jobs Change % Change
Executive Secretaries and
Executive Administrative
Assistants (43-6011)
3,193 3,437 244 8%
Secretaries and
Administrative Assistants,
Except Legal, Medical, and
Executive (43-6014)
7,820 7,987 167 2%
Business Department Program Review
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GRCC Service Area | Percentile Earnings
$11.55/hr $17.07/hr $24.73/hr
10th Percentile Earnings Median Earnings 90th Percentile Earnings
Occupation 10th Percentile
Earnings Median Earnings
90th Percentile
Earnings
Executive Secretaries and
Executive Administrative
Assistants (43-6011)
$13.44 $19.96 $28.74
Secretaries and Administrative
Assistants, Except Legal,
Medical, and Executive (43-
6014)
$10.77 $15.89 $23.09
Business Department Program Review
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Other Regional Training Providers
1 5
Institutions Completions (2011)
Institution Degrees Certificates Total
Completions
Davenport University 5 0 5
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 9
Job Postings by Occupation
Occupation Job Postings
Executive Secretaries and Executive Administrative
Assistants 22
Secretaries and Administrative Assistants, Except Legal,
Medical, and Executive 0
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 10
Data Sources and Calculations
State Data Sources
This report uses state data from the following agencies: Michigan Department of Labor and
Economic Growth, Bureau of Labor Market Information and Strategic Initiatives
Institution Data
The institution data in this report is taken directly from the national IPEDS database published
by the U.S. Department of Education's National Center for Education Statistics.
Completers Data
The completers data in this report is taken directly from the national IPEDS database published
by the U.S. Department of Education's National Center for Education Statistics.
Location Quotient
Location quotient (LQ) is a way of quantifying how concentrated a particular industry, cluster,
occupation, or demographic group is in a region as compared to the nation. It can reveal what
makes a particular region unique in comparison to the national average.
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 1
143 Bostwick Avenue, NE
Grand Rapids, Michigan 49503
Fashion Merchandising
Program Report
GRCC Service Area
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 2
Report prepared by Institutional Research and Planning
December 9, 2012
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 3
Report Info
Dataset Version 2012.3
Timeframe 2012 - 2021
Region Name GRCC Service Area
Region Description 3 county area. Kent Allegan and Ottawa
Counties Allegan, MI (26005)
Kent, MI (26081)
Ottawa, MI (26139)
Fashion Merchandising
CIP 2010: A program that prepares individuals to promote product lines/brands, and organize
promotional campaigns, at the wholesale level to attract retailer interest, wholesale
purchasing, and supply contracts. Includes instruction in wholesaling, wholesale advertising,
selling, and customer relations.
Target Occupations*
Wholesale and Retail Buyers, Except Farm Products (13-1022)
Fashion Designers (27-1022)
Merchandise Displayers and Window Trimmers (27-1026)
Sales Representatives, Wholesale and Manufacturing, Except Technical and Scientific Products (41-
4012)
*You have edited the target occupations for this program.
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 4
Target Occupation Performance*
9,474 1.9% $23.08/hr
Jobs (2011) Growth (2012-2021) Median Earnings
Nation Location Quotient: 1.45 Nation: 10.5% Nation: $24.13/hr
Regional Openings (2011) 340
Regional Program Completions (2011) 6
All Regional Completions for Target
Occupations (2011) 191
Target Occupations Regional Openings
(2011)
Median Hourly
Earnings Growth (2012-2021)
Wholesale and Retail Buyers,
Except Farm Products (13-1022) 25 $19.65 3.9%
Fashion Designers (27-1022) 13 $29.49 43.5%
Merchandise Displayers and
Window Trimmers (27-1026) 21 $10.53 2.5%
Sales Representatives,
Wholesale and Manufacturing,
Except Technical and Scientific
Products (41-4012)
281 $24.12 1.4%
* You have edited the target occupations for this program.
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 5
Summary Comments: Although growth in the target occupations is low (1.9%), the number of
openings in these jobs due to replacement will be abundant. Not all of the jobs available will be
related to the Fashion Industry, but there will likely be related openings given the positive
growth of Fashion Designers. GRCC is the only program in the service area that trains Fashion
Merchandising. The median income is likely high compared to what graduates will actually earn
in entry level jobs. Entry level jobs will probably yield an hourly wage closer to the 10th
Percentile seen on page 5 of this report. There are currently opening in all of the target
occupations. (Questions: Contact mchampio@grcc.edu.)
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 6
GRCC Service Area | Growth for Target Occupations
9,576 9,761 185 1.9%
2012 Jobs 2021 Jobs Change (2012-2021) % Change (2012-2021)
Occupation 2012 Jobs 2021 Jobs Change % Change
Wholesale and Retail
Buyers, Except Farm
Products (13-1022)
591 614 23 4%
Fashion Designers (27-
1022) 73 105 32 44%
Merchandise Displayers
and Window Trimmers
(27-1026)
570 584 14 2%
Sales Representatives,
Wholesale and
Manufacturing, Except
Technical and Scientific
Products (41-4012)
8,342 8,458 116 1%
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 7
GRCC Service Area | Percentile Earnings
$12.61/hr $23.08/hr $42.32/hr
10th Percentile Earnings Median Earnings 90th Percentile Earnings
Occupation 10th Percentile
Earnings Median Earnings
90th Percentile
Earnings
Wholesale and Retail Buyers,
Except Farm Products (13-1022) $15.99 $19.65 $30.91
Fashion Designers (27-1022) $20.01 $29.49 $45.29
Merchandise Displayers and
Window Trimmers (27-1026) $8.00 $10.53 $19.58
Sales Representatives,
Wholesale and Manufacturing,
Except Technical and Scientific
Products (41-4012)
$12.62 $24.12 $44.66
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 8
Training Providers
1 6
Institutions Completions (2011)
Institution Degrees Certificates Total
Completions
Grand Rapids Community College 6 0 6
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 9
Job Postings by Occupation
Occupation Job Postings
Merchandise Displayers and Window Trimmers 19
Wholesale and Retail Buyers, Except Farm Products 17
Sales Representatives, Wholesale and Manufacturing,
Except Technical and Scientific Products 3
Fashion Designers 1
Business Department Program Review
Economic Modeling Specialists International | www.economicmodeling.com 10
Data Sources and Calculations
State Data Sources
This report uses state data from the following agencies: Michigan Department of Labor and
Economic Growth, Bureau of Labor Market Information and Strategic Initiatives
Institution Data
The institution data in this report is taken directly from the national IPEDS database published
by the U.S. Department of Education's National Center for Education Statistics.
Completers Data
The completers data in this report is taken directly from the national IPEDS database published
by the U.S. Department of Education's National Center for Education Statistics.
Location Quotient
Location quotient (LQ) is a way of quantifying how concentrated a particular industry, cluster,
occupation, or demographic group is in a region as compared to the nation. It can reveal what
makes a particular region unique in comparison to the national average.
Business Department Program Review
Q-1
Appendix Q – PROE Advisory Board Survey Results
PROE - Stands for Program Review in Occupational Education. Advisory Committee surveys are
administered at yearly meetings. The members are asked to respond to questions about various
aspects of the program and how it can be improved in the future. The typical response rate for
this survey is 75%.
Program Review in Occupational Education (PROE)
Advisory Committee Survey
Accounting
Fall 2012
N = 7
Mean Median Mode
Based on performance objectives that lead to
entry level employment
5.00 6 6
Designed to provide students with practical
experience
4.43 5 4
Responsive to upgrading and retraining needs
of employed persons
4.71 5 6
Periodical reviewed and revised with changing
job practices
4.57 5 5
Well Maintained 4.29 4 4
Current and representative of that used on
the job
4.14 5 5
Provide adequate lighting, ventilation,
heating, power, and other utilities
3.86 4 3
Allocate sufficient space to support quality
instruction
3.71 4 2
Meet essential health and safety standards 4.57 4 4
Services are available to students completing
the program
4.14 5 5
Job opportunities exist for students
completing or leaving the program
4.43 5 4
Demonstrates that students are prepared for
entry level employment
2.43 1 1
Business Department Program Review
Q-2
Data is collected on job successes and failures
of former students
1.71 1 1
Data is collected to review and revise the
program
2.29 1 1
Program Review in Occupational Education (PROE)
Advisory Committee Survey
Business Administration
Fall 2012
N = 4
Mean Median Mode
Based on performance objectives that lead to
entry level employment
5.00 5 5
Designed to provide students with practical
experience
5.00 5 5
Responsive to upgrading and retraining needs
of employed persons
4.00 5 1
Periodical reviewed and revised with changing
job practices
5.00 5 5
Well Maintained 4.00 5 1
Current and representative of that used on the
job
4.00 5 1
Provide adequate lighting, ventilation, heating,
power, and other utilities
4.00 4 4
Allocate sufficient space to support quality
instruction
4.25 5 5
Meet essential health and safety standards 4.25 5 5
Services are available to students completing
the program
3.75 4 4
Job opportunities exist for students completing
or leaving the program
4.50 5 3
Demonstrates that students are prepared for
entry level employment
4.75 5 4
Business Department Program Review
Q-3
Data is collected on job successes and failures
of former students
2.50 3 1
Data is collected to review and revise the
program
3.25 4 5
Program Review in Occupational Education (PROE)
Advisory Committee Survey
Business Administration
Fall 2012
N = 4
Mean Median Mode
Based on performance objectives that lead to entry
level employment
5.00 5 5
Designed to provide students with practical
experience
5.00 5 5
Responsive to upgrading and retraining needs of
employed persons
4.00 5 1
Periodical reviewed and revised with changing job
practices
5.00 5 5
Well Maintained 4.00 5 1
Current and representative of that used on the job 4.00 5 1
Provide adequate lighting, ventilation, heating, power,
and other utilities
4.00 4 4
Allocate sufficient space to support quality instruction 4.25 5 5
Meet essential health and safety standards 4.25 5 5
Services are available to students completing the
program
3.75 4 4
Job opportunities exist for students completing or
leaving the program
4.50 5 3
Demonstrates that students are prepared for entry
level employment
4.75 5 4
Data is collected on job successes and failures of
former students
2.50 3 1
Data is collected to review and revise the program 3.25 4 5
Business Department Program Review
Q-4
Program Review in Occupational Education (PROE)
Advisory Committee Survey
Marketing
Fall 2012
N = 4
Mean Median Mode
Based on performance objectives that lead to
entry level employment
5.00 5 5
Designed to provide students with practical
experience
4.75 5 4
Responsive to upgrading and retraining needs
of employed persons
5.50 6 5
Periodical reviewed and revised with changing
job practices
4.50 6 6
Well Maintained 4.75 5 5
Current and representative of that used on the
job
5.00 5 5
Provide adequate lighting, ventilation, heating,
power, and other utilities
4.00 4 4
Allocate sufficient space to support quality
instruction
3.75 4 4
Meet essential health and safety standards 4.50 5 4
Services are available to students completing
the program
3.50 4 4
Job opportunities exist for students completing
or leaving the program
3.75 4 4
Demonstrates that students are prepared for
entry level employment
3.75 4 4
Data is collected on job successes and failures
of former students
2.50 3 1
Data is collected to review and revise the
program
3.25 4 5
Business Department Program Review
Q-5
Program Review in Occupational Education (PROE)
Advisory Committee Survey
Management & Supervision
Fall 2012
N = 4
Mean Median Mode
Based on performance objectives that lead to
entry level employment
5.33 5 5
Designed to provide students with practical
experience
5.00 5 4
Responsive to upgrading and retraining needs
of employed persons
5.00 5 4
Periodical reviewed and revised with changing
job practices
5.33 5 5
Well Maintained 4.67 5 5
Current and representative of that used on the
job
5.00 5 4
Provide adequate lighting, ventilation, heating,
power, and other utilities
4.00 4 4
Allocate sufficient space to support quality
instruction
4.00 4 4
Meet essential health and safety standards 4.67 5 5
Services are available to students completing
the program
4.33 4 3
Job opportunities exist for students completing
or leaving the program
5.00 5 4
Demonstrates that students are prepared for
entry level employment
5.00 5 4
Data is collected on job successes and failures
of former students
3.00 3 2
Data is collected to review and revise the
program
4.00 5 5
Business Department Program Review
Q-6
Program Review in Occupational Education (PROE)
Advisory Committee Survey
Office Administration
Fall 2012
N = 10
Mean Median Mode
Based on performance objectives that lead to entry
level employment
5.44 5 5
Designed to provide students with practical
experience
5.00 5 5
Responsive to upgrading and retraining needs of
employed persons
4.78 5 4
Periodical reviewed and revised with changing job
practices
5.22 5 5
Well Maintained 2.78 3 4
Current and representative of that used on the job 3.40 4 3
Provide adequate lighting, ventilation, heating, power,
and other utilities
3.60 4 4
Allocate sufficient space to support quality instruction 3.40 3 3
Meet essential health and safety standards 3.50 4 1
Services are available to students completing the
program
4.50 5 5
Job opportunities exist for students completing or
leaving the program
5.20 5 5
Demonstrates that students are prepared for entry
level employment
3.90 5 5
Data is collected on job successes and failures of
former students
2.50 2 1
Data is collected to review and revise the program 3.80 5 5
Business Department Program Review
Q-7
Program Review in Occupational Education (PROE)
Advisory Committee Survey
Marketing
Fall 2012
N = 4
Mean Median
Based on performance objectives that lead to
entry level employment
5.00 5
Designed to provide students with practical
experience
4.75 5
Responsive to upgrading and retraining needs
of employed persons
5.50 6
Periodical reviewed and revised with changing
job practices
4.50 6
Well Maintained 4.75 5
Current and representative of that used on the
job
5.00 5
Provide adequate lighting, ventilation, heating,
power, and other utilities
4.00 4
Allocate sufficient space to support quality
instruction
3.75 4
Meet essential health and safety standards 4.50 5
Services are available to students completing
the program
3.50 4
Job opportunities exist for students completing
or leaving the program
3.75 4
Demonstrates that students are prepared for
entry level employment
3.75 4
Data is collected on job successes and failures
of former students
2.50 3
Data is collected to review and revise the
program
3.25 4
Business Department Program Review
Q-8
Program Review in Occupational Education (PROE)
Advisory Committee Survey
Business Administration
Fall 2012
N = 4
Mean Median Mode
Based on performance objectives that lead to entry
level employment
5.00 5 5
Designed to provide students with practical
experience
5.00 5 5
Responsive to upgrading and retraining needs of
employed persons
4.00 5 1
Periodical reviewed and revised with changing job
practices
5.00 5 5
Well Maintained 4.00 5 1
Current and representative of that used on the job 4.00 5 1
Provide adequate lighting, ventilation, heating, power,
and other utilities
4.00 4 4
Allocate sufficient space to support quality instruction 4.25 5 5
Meet essential health and safety standards 4.25 5 5
Services are available to students completing the
program
3.75 4 4
Job opportunities exist for students completing or
leaving the program
4.50 5 3
Demonstrates that students are prepared for entry
level employment
4.75 5 4
Data is collected on job successes and failures of
former students
2.50 3 1
Data is collected to review and revise the program 3.25 4 5
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review R-1
Appendix R – Professional Development
Ann Alexander
GRCC sessions:
Word Indents, Styles, & Tabs 03/29/2013
UDL Discussion Group 03/21/2013
Finding Lost Time 02/21/2013
UDL Reading Group 1 02/13/2013
Creating Accessible Documents 01/31/2013
Intro to MyDegreePath 01/21/2013
Instructional Technol Consult 01/25/2013
Disability Rights--FLD Keynote 01/10/2013
Students w Disabilties Panel 01/10/2013
Disability Rights--FLD Keynote 01/09/2013
Universal Design/Accessibility 09/13/2012
Instructional Technol Consult 08/31/12
External Conferences:
SoTL May 2012
NISOD May 2012
ACBSP (self-pay) June 2012
Trends October 2012
POD October 2012
Michigan Career Education Conference
February 2013
Susan Baglien
L.A. Market, September 2012
Blackboard training sessions
Richard Barnhart
Teachers of Accounting at Two-Year Colleges Conference, May 2013
Garret Brand
UDL Discussion Group
UDL Reading Group 1
ADA in the Classroom Webinar
Creating Accessible Documents
Intro to MyDegreePath
Universal Design
Instructional and Assistive Technology
Disability Rights—FLD Keynote
Students with Disabilities Panel
Web Accessible Instructional Material
Bloodborne Pathogens
Right to Know Training
Glenn Gelderloos
Prior Learning Assessment Training
My Degree Path Training
Investment Quarterly Conference
ORS Reform
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review R-2
Mark Jasonowicz
Teachers of Accounting at 2-year Colleges
2013, May 2013
DLIT Online Hybrid Certification
Scholarship of Teaching and Learning
Annual Conference
Great Teachers Seminar
Accommodating Learning Styles
Captioning Relay Videos
Instruction Technologies and Assistive
Technologies and Accessibility
Disability Rights
STI Advanced Blackboard
i>Clicker Training - Extended
Blackboard Basics/Faculty
Jennifer Knauf
Completed courses towards Master’s degree
Felix Pereiro
Accessible Learning Spaces 1/10/13
Accommodating Learning Styles 1/10/13
Disability Rights – FLD Keynote 1/10/13
Students with Disabilities Panel 1/10/13
ORS Retirement Reform 10/15/13
Technology Drop-ins 10/2/12
Intro to MyDegree Path 9/18/12
Instructional Technology Consult 8/1/12
Instructional Technology Consult 7/1/12
Peggy Schoenborn
MBEA Conference
Facilitated CTE Session: Integrating PowerPoint into Your Teaching
Google Everything graduate course
Intro to MyDegreePath
Prior Learning Assessment Training
Brent Spitler
ETOM Conference (F2012)
Jeffrey Spoelman
To be included in future.
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review R-2
Bethann Talsma
Accommodating Learning Styles
CTE Session Facilitation
Disability Etiquette
Disability Rights--FLD Keynote
ED 200 Introduction to Education
Experiential Learning at GRCC
First Day Activities
Instruc. and Assistive Tech
Intro to MyDegreePath
New Faculty Institute
ORS Retirement Reform
Prior Learning Assessment Training
Stress-Busting Techniques
Student Disability Services
Students w Disabilties Panel
Syllabus Workshop
Teaching with PowerPoint
UD and Accessible Content
WebAccessible Instruc Video
Keyboarding Pro Deluxe 2.0: Best Practices
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review S-1
Appendix S – EOL/Release Time
Ann Alexander
Faculty Development Coordinator (CTE) and Executive Committee Member (AGC)
http://cms.grcc.edu/provost/special-faculty-assignments-reporting
Susan Baglien
Business Career Showcase
Richard Barnhart
None.
Garret Brand
http://cms.grcc.edu/sites/default/files/docs/provost/reports/G%20Brand%20-%20F%2712.pdf
http://www.editgrid.com/user/gbrand/hours
Continuing and Advanced Professional Development of Online Faculty
Glenn Gelderloos
None.
Mark Jasonowicz
Business Career Showcase
Jennifer Knauf
None.
Felix Pereiro
Department Head
Peggy Schoenborn
Proctor challenge exams for BA 130 and BA 133
Program of Study – Office Administration
Prior Learning Assessment
Brent Spitler
GRCC Coordinator - Prior Learning Assessment
Jeffrey Spoelman
None
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review S-2
Bethann Talsma
Business Career Showcase
Program of Study – Office Administration
Prior Learning Assessment
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review T-1
Appendix T – Program of Study
ASSOCIATES IN BUSINESS OFFICE ADMINISTRATION
HIGH SCHOOL CURRICULUM COMMUNITY COLLEGE CURRICULUM
SUBJECT (Michigan Merit curriculum)
9 10 11 12 SEM 1 SEM 2 SEM 3 SEM 4
English (4) English Language Arts
9
English Language
Arts 10
English Language
Arts 11
English Language
Arts 12
**BA 101
Business &
Technical English I
or EN 101
(3 crs)
**BA 102
Business &
Technical English
II
or EN 102
(3 crs)
BA 230
Business
Simulations
(4 crs)
BA 201
Business Communication
(3 cr)
Math ( 4) Algebra I Geometry Algebra II
Additional math
course/math related
**BA 103
Intro to Business
(4 crs)
**BA 120
Editing &
Proofreading
(2 crs)
BA 236
Input
Technologies
(2 crs)
BA 248
Contemporary Office
Procedures
(3 crs)
Science (3) Biology Chemistry or Physics
One additional
science credit
**BA 145
Comp. Apps in
Business
(4 crs)
**BA 125
Ethics & Etiquette
(2 crs)
BA 245
Records &
Information
Mgmt
(3 crs)
BA 282 Org. Behavior
or
PY 201 Gen.
Psychology
(3 cr)
Social Studies (4) World History and
Geography
U. S. History
and Geograph
y
.5 credits Civics/.5 credits
Economics
*, ** BA Electives
recommend *BA
130 & * BA 133
(4 crs)
**BA 136
Business Word
Processing II
(4 crs)
BA 247
Adv. Comp.
Apps in Business
(4 crs)
General Electives recommend
EN 249 &
CO 149
(7 crs)
PE/Health (1) PE/Health WELLNESS Class (1 cr)
*, **BA 156
Accounting
Fundamentals
(3 crs)
**PS 110
Survey of
American Gov.
(3 crs)
Visual/Performing & Applied Arts (1)
One VPA credit
Foreign Language (2) or equivalent (
class of 2016)
Foreign Language 1
Foreign Language
2
16 credits 14 credits 16 credits 16 credits
On Line learning experience
Articulated courses/Dual
enrollment courses see those courses
noted *, **
*Possible articulations appropriate for this program may include BA 130, BA 133, and BA 156.
**Possible dual enrollment appropriate course may include BA 101, BA 102, BA 103,BA 120, BA 125, BA 130, BA 133, BA 145 AND PS 110
Business Department Program Review Curriculum Map for GRCC – WMU HCOB Joint Program Plan
KD ISIS 12/12/2012 Program & Discipline Review U-1
Appendix U – Joint Program Plan Application Document
Program to Program Agreement
leading to the
Associate of Business Administration at Grand Rapids Community College,
and
The Bachelor of Business Administration at the Haworth College of Business
at Western Michigan University
June 2012
This Program to Program Agreement of June 2012 is established under the Grand Rapids
Community College and Western Michigan University Joint Program Plan.
The Board of Trustees of Western Michigan University (WMU) through its Haworth College of
Business (HCOB) and the Board of Trustees of Grand Rapids Community College (GRCC) wish
to facilitate the transfer of GRCC students to the WMU Bachelor of Business Administration. To
participate in this joint program, students must meet the admission requirements of WMU and
the Haworth College of Business as well as GRCC, and must maintain the academic standards
required of all students enrolled in WMU, the Haworth College of Business, and GRCC.
This Joint Program provides students with advising and a curriculum map for the GRCC-WMU
Joint Program Agreement, which enables them to initiate their college studies at GRCC and
complete their Bachelor of Business Administration degree from WMU. A WMU HCOB advisor
will be available at GRCC on a regular basis (twice per month). GRCC students who are
admitted to WMU and intending to major in a HCOB program will meet with a WMU HCOB
advisor to develop a personal program plan and to receive other information about this Joint
Program.
GRCC and WMU agree to the following:
1. Transfer of community college courses: WMU agrees to accept designated GRCC
courses toward completion of the Bachelor of Business Administration program,
provided that the student earns a grade of ‘C’ or better (2.0 or better) in each course.
Approved course requirements for this articulated program are included on the
curriculum map made available to the student. The map indicates a preferred sequence of
courses that is designed to optimize the student’s efficiency in completing the program.
The current curriculum map will be posted on the WMU Haworth College of Business
web site. A link will be provided from the GRCC web site.
Business Department Program Review Curriculum Map for GRCC – WMU HCOB Joint Program Plan
KD ISIS 12/12/2012 Program & Discipline Review U-2
2. Advising: WMU HCOB advising staff will advise students regarding admission and
program requirements for WMU. As noted above, a WMU HCOB advisor will be
available at GRCC on a regular basis. The WMU HCOB advisor will be WMU’s point of
contact for advising questions about the WMU - GRCC Joint Program.
When a student is admitted to the Joint Program, the student, in conjunction with the
WMU HCOB advisors, will create and follow a personal program plan that follows the
curriculum map. The personal program plan also includes advising recommendations,
substitutions, exceptions and modifications.
The WMU HCOB will coordinate course selection and tracking, as well as monitor
progress.
3. Communication: GRCC and WMU HCOB agree to cooperate in communicating with
each other and with their common and respective publics concerning the established
relationship between the two institutions.
Any marketing of this articulation in print will be subject to the prior approval of both
parties. Each institution will assume responsibility for appropriate marketing to reach
their respective student and faculty populations.
Faculty and staff at both institutions will communicate information about this
agreement to students and prospective students.
GRCC will provide, at its Web site, a link to the WMU HCOB Web site, and WMU
HCOB will provide a link to GRCC on the WMU HCOB website.
WMU HCOB will conduct a yearly audit of all students in the GRCC-WMU HCOB
Joint Program. Students whose lack of academic progress (i.e., failure to follow the
Personal Program Plan, inadmissible GPA) making them ineligible to continue in a
HCOB program will receive notice from WMU HCOB.
4. Review and Maintenance of Agreement: Each institution retains control over its
curriculum, course requirements, program requirements and degree requirements, and
will notify the other of any contemplated curricular or other changes that would affect the
courses on the associated curriculum map or the future of this agreement. Either
institution implementing such a change will communicate this information within 30 days
from the approval date for the change.
Transfer guides are dated and will be revised to reflect changes to WMU HCOB program
requirements or GRCC curriculum changes. Courses identified on an earlier version of
Business Department Program Review Curriculum Map for GRCC – WMU HCOB Joint Program Plan
KD ISIS 12/12/2012 Program & Discipline Review U-3
the curriculum map will be honored, provided the course was started prior to the
curriculum map’s revision and successfully completed. Students who “stop out” of their
program for more than a semester will be required to review their personal program plan
with their advisor to ensure it reflects the current curriculum map.
Future changes to the curriculum map do not require an updated Program to Program
agreement but do require the consent of the Transfer and Articulation Coordinator at
GRCC and the Associate Dean of Undergraduate Programs at WMU HCOB.
5. Tuition and Financial Aid: Students will pay tuition and fees for courses taken at
GRCC according to the tuition and fee schedule of GRCC. Students will pay tuition and
fees for courses taken at the WMU campus according to the tuition and fee schedule for
WMU’s main campus. The one-credit WMU course taken in the freshman year at GRCC
will be charged at WMU rates, with students receiving a scholarship from WMU for the
difference between WMU and GRCC rates.
Financial aid will be awarded per the terms of any active consortium agreement between
the two schools. In cases where a consortium agreement does not apply, students’
financial aid will be awarded after consultation between the financial aid offices at the
two schools.
Specific financial aid information will be provided to students at the time of entry to this
joint program. The WMU Office of Admissions will determine when students in this
GRCC-WMU Joint Program will be eligible for WMU transfer scholarships.
6. Student Conduct: All students who are a part of the GRCC-WMU HCOB Joint Program
will be governed by the student codes at both institutions. When a student is in
attendance at GRCC, GRCC’s policies and processes shall apply. When a student is in
attendance at WMU, WMU’s policies and processes shall apply.
7. Academic Standing: Participating students will be responsible for following the
academic policies of both GRCC and WMU. This includes but is not limited to remaining
in good academic standing for both institutions as well as being cognizant of the fact that
academic policies (including deadlines such as drop/add dates, registration dates, etc.)
will vary from institution to institution.
8. Graduation: Students will complete a graduation audit for an Associate of Business
Administration degree from GRCC.
Business Department Program Review Curriculum Map for GRCC – WMU HCOB Joint Program Plan
KD ISIS 12/12/2012 Program & Discipline Review U-4
9. Administrators of the Agreement:
Admissions:
Penny Bundy Diane Patrick
Director of Admissions Associate Dean of Enrollment
Services
Office of Admissions Student Records Office
Western Michigan University Grand Rapids Community College
1903 W. Michigan Ave. 143 Bostwick Avenue N.E.
Kalamazoo, MI 49008-5211 Grand Rapids, MI 49503-3295
Registrar:
Carrie Cumming, Registrar Erin Busscher
Registrar’s Office Transfer & Articulation Coordinator
Western Michigan University Grand Rapids Community College
1903 W. Michigan Ave. 143 Bostwick Avenue N.E.
Kalamazoo, MI 49008-5256 Grand Rapids, MI 49503-3295
Financial Aid:
Mark Delorey, Director Jill Nutt, Executive Director
Office of Student Financial Aid Financial Aid Office
Western Michigan University Grand Rapids Community College
1903 W. Michigan Ave. 143 Bostwick NE
Kalamazoo, MI 49008-5337 Grand Rapids, MI 49503
Advising:
Paul Hildenbrand, Director Lynnae Selberg, Program Director
Academic Advising Counseling & Career Center
Haworth College of Business Grand Rapids Community College
Western Michigan University 122 Lyon street N.E.
1903 W. Michigan Ave. Grand Rapids, MI 49503-3295
Kalamazoo, MI 49008
Academic Administrators:
Business Department Program Review Curriculum Map for GRCC – WMU HCOB Joint Program Plan
KD ISIS 12/12/2012 Program & Discipline Review U-5
Christina Stamper Amy Koning
Associate Dean for Undergraduate Programs Interim Associate Dean of
Operations
Haworth College of Business School of Workforce Development
Western Michigan University Grand Rapids Community College
1903 W. Michigan Ave. 143 Bostwick Avenue N.E.
Kalamazoo, MI 49008 Grand Rapids, MI 49503-3295
AGREEMENT SIGNATURES:
___________________________________________________________________________
John M. Dunn, Ph.D. Date
President
Western Michigan University
___________________________________________________________________________
Steven C. Ender, Ed.D. Date
President
Grand Rapids Community College
__________________________________________________________________________
Gilda G. Gely, Ph.D. Date
Provost/Executive Vice President for Academic & Student Affairs
Grand Rapids Community College
___________________________________________________________________________
Christina Stamper, Ph.D. Date
Associate Dean of Undergraduate Programs, Haworth College of Business
On behalf of Dr. Kay Palan, Ph.D.
Dean, Haworth College of Business
Western Michigan University
Business Department Program Review Curriculum Map for GRCC – WMU HCOB Joint Program Plan
KD ISIS 12/12/2012 Program & Discipline Review U-6
**GRCC transfer students earning an Associate’s Degree, at least a “C” grade in all classes above, and an overall GPA of 2.5 will enter WMU directly into the Haworth College of Business BBA program
GRCC – Associate Degree and WMU equivalents
First Year - First Semester Credits First Year - Second Semester Credits
EN 100/101 (MACRAO) 3 EN 102 (MACRAO/Graduation requirement) 3
BA 103 (BUS 1750) 4 CO 110/BA 145 (CIS 1020 4 or 5
MA 127, 129, 131, 133 (MATH 1160, 1180, 1220, 2000)
4 or 5 Lab Science (MACRAO/Graduation requirement) 4
Humanities (MACRAO/Graduation requirement) 3 PS 110 (MACRAO/Graduation requirement) 3
WE (GRCC Graduation requirement) 1 PY 201 (WMU Area V - Behavioral Science Requirement)
3
WMU FYE-type course 1
total 16 or 17 total 17 or 18
Second Year- First Semester Second Year - Fourth Semester
BA 256 (ACTY 2100) 4 BA 270 (MKTG 2500 3
BA 254/MA 215 (STAT 2160) 3 or 4 BA 257 (ACTY 2110) 4
BA 282 (MGMT 2500) 3 Humanities (MACRAO/Graduation requirement) 3
EN 249 (ENGL 1050) (also Humanities) 3 EC 252 (ECON 2010) 3
EC 251 (ECON 2020) 3 WE (WMU Area 8 - Health and Well Being) 1
total 16 or 17 total 14
Grand Total 63 to 66
Business Department Program Review
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Appendix V – Business Professionals of America
State Placements from GRCC
2/9/13
Last Name First Name Individual Event Placement
Bettig Alexi Digital Media Production 1st Place
Bettig Alexi Video Production Team 1st Place
Castillo Jinna Video Production Team 1st Place
Cesko Fata Administrative Support Team 2 2nd Place
Colbert David Video Production Team 1st Place
Cruz Leyda Administrative Support Team 2 2nd Place
Cruz Leyda Fundamental Word Processing 3rd Place
Cruz Leyda Basic Office and Procedures 1st Place
Curtis Jamie Advanced Word Processing 2nd Place
Curtis Jamie Integrated Office Applications 4th Place
Davey Kathy Administrative Support Team 1 1st Place
Davey Kathy Fundamental Word Processing 2nd Place
Davey Kathy Basic Office Procedures 2nd Place
Fedewa Jason Web Design 4th Place
Hren Eric Advanced College Accounting 1st Place
Hren Eric Financial Analyst Team 2nd Place
Hren Eric Financial Math & Analysis - OPEN 2nd Place
Kraker Ana Administrative Support Team 2 2nd Place
Kraker Ana Basic Office Systems & Procedures 4th Place
Kulikamp Sally Administrative Support Team 1 1st Place
Kulikamp Sally Advanced Interview Skills 3rd Place
McKinley Jahaun Interview Skills 1st Place
Miller Alisha Medical Office Procedures 4th Place
Reeds Jacob Financial Analysis Team 2nd Place
Reeds Jacob Contemporary Issues/Extemp. Speech 2nd Place
Reeds Jacob Prepared Speech 3rd Place
Saxton Derrek Business Meeting Management - OPEN 1st Place
Schouwink Jaimee Graphic Design Promotion 2nd Place
See Samatha Administrative Support Team 2 2nd Place
See Samatha Basic Office Systems 3rd Place
Steimel Beth Administrative Support Team 1 1st Place
Steimel Beth Administrative Support Concepts - OPEN 1st Place
Tobias Corwin Video Production Team 1st Place
Tobias Corwin Entrepreneurship 1st Place
VanWagner Kristy Administrative Support Team 1 1st Place
Wheeler Shana Fed Income Tax Accounting 1st Place
Wheeler Shana Computerized Accounting 2nd Place
Wheeler Shana Financial Analyst Team 2nd Place
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review V-2
Business Professionals of America
National Placements from GRCC
2/9/13
Name Event Place
Corwin Tobias and Lexi Bettig
Video Production Team 1st
Kathy Davey, Sally Kulikamp, Beth Steimel and Kristy VanWagner
Administrative Support Concepts Team 2nd
Kathy Davey Fundamental Word Processing 2nd
Shana Wheeler Federal Tax Accounting 3rd
Erin Hren, Jacob Reeds and Shana Wheeler
Financial Analysis Team 3rd
Alexi Bettig Digital Media Production 4th
Corwin Tobias Entrepreneurship 4th
Sally Kulikamp Business Meeting Management 4th
Jacob Reeds Prepared Speech 4th
Leyda Cruz Basic Office Systems and Procedures 6th
Shana Wheeler Computerized Accounting 9th
Leyda Cruz Fundamental Word Processing 9th
Jacob Reeds Contemporary Issues/Extemporaneous Speech
10th
Erin Hren Financial Math and Analysis 10th
Business Department Program Review
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Appendix W – Fashion and Interiors Assessment Documentation
Business Department Program Review
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Business Department Program Review
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Business Department Program Review
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Business Department Program Review
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Appendix X – Assessment Documentation
Rubric: Final Project Paper BA 201 1213
Levels of Achievement
Criteria Proficient Competent Novice Amateur Unacceptable
Transmittal Memo 10 Points Your transmittal memo did
all of the following: was
formatted as a memo;
transmitted a greeting to
the reader; established the
subject in the first sentence;
followed the opening with
a brief summary; closed the
message with a thank-you
and a forward look.
8 Points Your transmittal memo did
no more than four of the
following: was formatted as
a memo; transmitted a
greeting to the reader;
established the subject in
the first sentence; followed
the opening with a brief
summary; closed the
message with a thank-you
and a forward look.
6 Points Your transmittal memo did
no more than three of the
following: was formatted as
a memo; transmitted a
greeting to the reader;
established the subject in
the first sentence; followed
the opening with a brief
summary; closed the
message with a thank-you
and a forward look.
4 Points Your transmittal memo did
no more than two of the
following: was formatted
as a memo; transmitted a
greeting to the reader;
established the subject in
the first sentence; followed
the opening with a brief
summary; closed the
message with a thank-you
and a forward look.
0 Points You did not include
this section of the
report.
Title Page 5 Points You included a title page
with all of the following:
title of paper, date, person
for whom report was
prepared, and your name.
0 Points 3 Points You included an
incomplete title page.
0 Points 0 Points You did not include
this section of the
report.
Contents and
Figures Page
5 Points Your contents and figures
page did all of the
following: used appropriate
title(s) for page(s) (e.g.,
Contents or Figures); used
indentation to indicate the
heading degrees used in the
report; listed figures
separately; centered the
entire contents outline
horizontally.
0 Points 3 Points You included an
incomplete or incorrect
contents and figures page.
0 Points 0 Points You did not include
this section of the
report.
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review X-2
Rubric: Final Project Paper BA 201 1213
Levels of Achievement
Criteria Proficient Competent Novice Amateur Unacceptable
Executive
Summary
10 Points Your Executive Summary
included all of the
following: title of
Executive Summary;
summary of the major
sections of the report;
generalized statements that
avoided detail available in
the report; brief description
of what was done, how it
was done, and what
conclusions were reached.
8 Points Your Executive Summary
included no more than
three of the following: title
of Executive Summary;
summary of the major
sections of the report;
generalized statements that
avoided detail available in
the report; brief description
of what was done, how it
was done, and what
conclusions were reached.
6 Points Your Executive Summary
included no more than two
of the following: title of
Executive Summary;
summary of the major
sections of the report;
generalized statements that
avoided detail available in
the report; brief description
of what was done, how it
was done, and what
conclusions were reached.
4 Points Your Executive Summary
included no more than one
of the following: title of
Executive Summary;
summary of the major
sections of the report;
generalized statements that
avoided detail available in
the report; brief description
of what was done, how it
was done, and what
conclusions were reached.
0 Points You did not include
this section of the
report.
Introduction 20 Points Your introduction did all of
the following: provided a
clear statement of the
problem/purpose; described
the scope or limits of the
study; gave the method of
research, with justification;
included a definition of
terms section, if necessary
15 Points Your introduction did no
more than three of the
following: provided a clear
statement of the
problem/purpose; described
the scope or limits of the
study; gave the method of
research, with justification;
included a definition of
terms section, if necessary.
10 Points Your introduction did no
more than two of the
following: provided a clear
statement of the
problem/purpose; described
the scope or limits of the
study; gave the method of
research, with justification;
included a definition of
terms section, if necessary.
5 Points Your introduction did no
more than one of the
following: provided a clear
statement of the
problem/purpose; described
the scope or limits of the
study; gave the method of
research, with justification;
included a definition of
terms section, if necessary.
0 Points You did not include
this section of the
report.
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Rubric: Final Project Paper BA 201 1213
Levels of Achievement
Criteria Proficient Competent Novice Amateur Unacceptable
Report of Findings 40 Points You did all of the
following: reduced large,
unwieldy numbers to
understandable ones
through common language;
used objective reporting
style rather than persuasive
language; identified
assumptions and opinions;
avoided unwarranted
judgments and inference;
tabulated or enumerated
when it would simplify the
reading or add emphasis;
used primary and/or
secondary data
appropriately.
30 Points You did not more than five
of the following: reduced
large, unwieldy numbers to
understandable ones
through common language;
used objective reporting
style rather than persuasive
language; identified
assumptions and opinions;
avoided unwarranted
judgments and inference;
tabulated or enumerated
when it would simplify the
reading or add emphasis;
used primary and/or
secondary data
appropriately.
20 Points You did not more than four
of the following: reduced
large, unwieldy numbers to
understandable ones
through common language;
used objective reporting
style rather than persuasive
language; identified
assumptions and opinions;
avoided unwarranted
judgments and inference;
tabulated or enumerated
when it would simplify the
reading or add emphasis;
used primary and/or
secondary data
appropriately.
10 Points You did not more than
three of the following:
reduced large, unwieldy
numbers to understandable
ones through common
language; used objective
reporting style rather than
persuasive language;
identified assumptions and
opinions; avoided
unwarranted judgments and
inference; tabulated or
enumerated when it would
simplify the reading or add
emphasis; used primary
and/or secondary data
appropriately.
0 Points You did not include
this section of the
report.
Summary,
Conclusions, and
Recommendations
30 Points You did all of the
following: stated briefly the
major information in the
findings section; stated
conclusions carefully and
clearly and assured that
they were a logical
outgrowth of findings;
assured that
recommendations grew
naturally from conclusions.
20 Points You did no more than two
of the following: stated
briefly the major
information in the findings
section; stated conclusions
carefully and clearly and
assured that they were a
logical outgrowth of
findings; assured that
recommendations grew
naturally from conclusions.
10 Points You did no more than one
of the following: stated
briefly the major
information in the findings
section; stated conclusions
carefully and clearly and
assured that they were a
logical outgrowth of
findings; assured that
recommendations grew
naturally from conclusions.
0 Points 0 Points You did not include
this section of the
report.
Citations and
References -
Number
10 Points You included at least 10
references AND at least 5
of these were juried/peer-
reviewed publications.
5 Points BUT had fewer than 5
juried/peer-reviewed
publications.
0 Points 0 Points 0 Points You included fewer
than 10 references.
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review X-4
Rubric: Final Project Paper BA 201 1213
Levels of Achievement
Criteria Proficient Competent Novice Amateur Unacceptable
Citations and
References -
Format
10 Points You included citations and
references for all works
used AND you used proper
APA style.
7 Points You included citations and
references for all works
used AND you attempted
to use proper APA style,
with some errors.
4 Points You included citations and
references for SOME
works used AND you
attempted to use proper
APA style.
0 Points 0 Points You included
NEITHER citations
NOR references.
Appendix 10 Points You included at least one
appendix, and each
appendix was: labeled
beginning with Appendix
A, Appendix B, etc.; given
with an appropriate title.
0 Points 5 Points You included at least one
appendix, but appendices
were not labeled or titled
correctly.
0 Points 0 Points You did not include
an appendix.
Format and
Layout
10 Points Your format included all of
the following: descriptive
headings; consistency in
the placement of headings
of the same level; parallel
construction in headings at
the same level; proper
margins for all pages;
proper font size; pages
numbered appropriately.
8 Points Your format included no
more than five of the
following: descriptive
headings; consistency in
the placement of headings
of the same level; parallel
construction in headings at
the same level; proper
margins for all pages;
proper font size; pages
numbered appropriately.
6 Points Your format included no
more than four of the
following: descriptive
headings; consistency in
the placement of headings
of the same level; parallel
construction in headings at
the same level; proper
margins for all pages;
proper font size; pages
numbered appropriately.
4 Points Your format included no
more than three of the
following: descriptive
headings; consistency in
the placement of headings
of the same level; parallel
construction in headings at
the same level; proper
margins for all pages;
proper font size; pages
numbered appropriately.
0 Points Your format
included no more
than two of the
following:
descriptive headings;
consistency in the
placement of
headings of the same
level; parallel
construction in
headings at the same
level; proper margins
for all pages; proper
font size; pages
numbered
appropriately.
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review X-5
Rubric: Final Project Paper BA 201 1213
Levels of Achievement
Criteria Proficient Competent Novice Amateur Unacceptable
Graphic and
Tabular Support
10 Points You did all of the
following: numbered
figures consecutively; gave
each graphic a descriptive
title; introduced each
graphic within the text that
preceded it, placed each
graphic as close to the
textual reference as
possible; analyzed each
graphic and did not merely
repeat information.
8 Points You did no more than four
of the following: numbered
figures consecutively; gave
each graphic a descriptive
title; introduced each
graphic within the text that
preceded it, placed each
graphic as close to the
textual reference as
possible; analyzed each
graphic and did not merely
repeat information.
6 Points You did no more than three
of the following: numbered
figures consecutively; gave
each graphic a descriptive
title; introduced each
graphic within the text that
preceded it, placed each
graphic as close to the
textual reference as
possible; analyzed each
graphic and did not merely
repeat information.
4 Points You did no more than two
of the following: numbered
figures consecutively; gave
each graphic a descriptive
title; introduced each
graphic within the text that
preceded it, placed each
graphic as close to the
textual reference as
possible; analyzed each
graphic and did not merely
repeat information.
0 Points You did not include
any graphic or
tabular support.
Writing Style 15 Points Your writing style did all
of the following: used third
person; avoided passive
voice; used consistent verb
tense; avoided ambiguous
pronoun references (this);
avoided expletive
beginnings (There is, It is);
used transition sentences
for coherence.
12 Points Your writing style did no
more than five of the
following: used third
person; avoided passive
voice; used consistent verb
tense; avoided ambiguous
pronoun references (this);
avoided expletive
beginnings (There is, It is);
used transition sentences
for coherence.
9 Points Your writing style did no
more than four of the
following: used third
person; avoided passive
voice; used consistent verb
tense; avoided ambiguous
pronoun references (this);
avoided expletive
beginnings (There is, It is);
used transition sentences
for coherence.
6 Points Your writing style did no
more than three of the
following: used third
person; avoided passive
voice; used consistent verb
tense; avoided ambiguous
pronoun references (this);
avoided expletive
beginnings (There is, It is);
used transition sentences
for coherence.
0 Points Your writing style
did no more than two
of the following:
used third person;
avoided passive
voice; used
consistent verb
tense; avoided
ambiguous pronoun
references (this);
avoided expletive
beginnings (There is,
It is); used transition
sentences for
coherence.
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review X-6
Rubric: Final Project Paper BA 201 1213
Levels of Achievement
Criteria Proficient Competent Novice Amateur Unacceptable
Writing Mechanics 15 Points You used standard English
effectively, requiring little
or no proofreading.
10 Points You used standard English,
but made several errors in
grammar, spelling, and/or
punctuation.
5 Points You made several errors in
more than one area
(grammar, spelling, and
punctuation) OR made
frequent errors in one area
(grammar, spelling, or
punctuation).
0 Points
0 Points You made frequent
and serious errors in
standard English
writing that
interfered with
understanding or
flow of the paper
Business Department Program Review
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Data for Assessment
Business Department Program Review
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Business Department Program Review
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Business Department Program Review
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Business Department Program Review
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Business Department Program Review
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Business Department Program Review
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Business Department Program Review
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BA 201 Assessment of Final Papers
Online Data
W12 S12 1 S12 2 F12 W13
Paper Mean (of 200) 164.57 163.40 152.67 166.69 155.31
Citation Mean (of 20) 12.21 13.90 11.00 10.88 11.36
Citation #/Quality Mean (of 10) 6.00 7.50 5.00 5.00 5.31
Citation Format Mean (of 10) 6.21 6.40 6.00 5.88 6.06
Writing Mean (of 30) 24.50 23.10 22.83 23.44 20.06
Writing Style Mean (of 15) 11.29 11.20 12.00 11.25 9.75
Writing Mechanics Mean (of 15) 13.21 11.90 10.83 12.19 10.31
Lecture Data
W12 F12 W13
Paper Mean (of 200) 146.19 163.24 157.75
Citation Mean (of 20) 10.77 11.77 13.35
Citation #/Quality Mean (of 10) 5.48 5.48 7.25
Citation Format Mean (of 10) 5.29 6.29 6.10
Writing Mean (of 30) 18.72 19.43 22.15
Writing Style Mean (of 15) 9.43 9.43 10.65
Writing Mechanics Mean (of 15) 9.29 10.00 11.50
Business Department Program Review
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Combined Data
W12 OL W12 Lec S12 1 OL S12 2 OL F12 OL F12 Lec W13 OL W13 Lec
Paper Mean (of 200) 164.57 146.19 163.40 152.67 166.69 163.24 155.31 157.75
Citation Mean (of 20) 12.21 10.77 13.90 11.00 10.88 11.77 11.36 13.35
Citation #/Quality Mean (of 10) 6.00 5.48 7.50 5.00 5.00 5.48 5.31 7.25
Citation Format Mean (of 10) 6.21 5.29 6.40 6.00 5.88 6.29 6.06 6.10
Writing Mean (of 30) 24.50 18.72 23.10 22.83 23.44 19.43 20.06 22.15
Writing Style Mean (of 15) 11.29 9.43 11.20 12.00 11.25 9.43 9.75 10.65
Writing Mechanics Mean (of 15) 13.21 9.29 11.90 10.83 12.19 10.00 10.31 11.50
Completion of BA 201 Lecture Papers
W12: Of 28 students, 2 withdrew (W) and one received a No Show (NS). Of the remaining 26 students, 20, or 77%, completed final project papers.
F12: Of 26 students, 2 withdrew (both W). Of the remaining 24 students, 20, or 83%, completed final project papers.
W13: Of 26 students, 3 withdrew (1 W and 2 WP) and one received a No Show (NS). Of the remaining 22 students, 19, or 86%, completed final
project papers.
Completion of BA 201 OL Papers
W12: Of 21 students, 5 withdrew (all W). Of the remaining 16 students, 13, or 81%, completed final project papers.
S12 1: Of 17 students, 5 withdrew (3W and 2 WP). Of the remaining 12 students, 9, or 75%, completed final project papers.
S12 2: Of 21 students, 12 withdrew (7 W and 5 WP). Of the remaining 9 students, 5, or 56%, completed final project papers.
F12: Of 21 students, 1 withdrew (W). Of the remaining 20 students, 15, or 75%, completed final project papers.
W13: Of 21 students, 4 withdrew (all W). Of the remaining 17 students, 15, or 88%, completed final project papers.
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KD ISIS 12/12/2012 Program & Discipline Review X-17
Comments from Online Students regarding Final Project Paper
Online students were also invited to respond to the following questions on a discussion board:
Which assignment did you find the most useful or valuable? Why?
If there were time, what other topics would you have liked to see covered in this course?
Below are comments from each semester reviewed; these only include comments regarding the final project paper.
W12
I would have liked to see more opportunities to incorporate the final project throughout the class. It would have been interesting to follow
other students’ projects and the development of their research projects.
I thought the final project was most valuable.
S12 1
With more time in the course, I thought it would have been nice to go a little deeper into the long formal report and its layout and proper
writing procedures. Especially since we were required to write one it would have been very beneficial to have had more background information on them.
The most valuable assignment to me was definitely the final project. This was a culmination of most if not all of the skills that we were trying
to learn about in this class
S12 2
I really hate to say this, but I would probably go with the final paper as being the most useful. I was dreading it, because, as of yet, I have
not had to write a big paper. I just have a final exam and call it good... let the chips fall where they may. This way, I was able to use some
of the skills we learned during the year to write the paper. I guess I'll still just have to let the chips fall where they may, but at least I hope to
feel a little more secure about it. I found the final paper to be valuable. For me writing papers are valuable because it allows me to read and evaluate what I read and interpret
it into a paper. Also it has been over a year since I’ve had to write such a long formal report and it’s nice dusting it all off.
F 12
No comments on final paper or APA.
W13
I would like to cover more in depth how to present a research paper also.
Also like others have said extra time on the APA format because I have always used MLA I got a little confused when writing our final paper.
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review X-18
As others have said, I would like more practice in APA. I had never written a paper in APA until a week before this project was due. Thankfully
I had a little bit of practice and knew what to expect with in text citations and how to format different things.
I would have liked to do a chapter regarding reports especially a few weeks before the final paper was due. The book did have a few good
examples however doing a more in-depth review would have been nice. If there were more time I would have liked to have an entire week just focusing on our project papers, with no other work to worry about.
This would have allowed less stress on top of the other classes I am taking and everything else.
If we had more time in this class, I would have liked to spend a little more time writing proposals and executive summaries. I'm presently
working in a field where this type of information is very important for me to know. I think if we had some extra time in this course I would like to use the formats for writing papers more. I never used APA before except for the
final paper in this class and I think it would have been more beneficial if we had more time spent on the format for that.
Another topic or idea I might have liked to see covered in this course is anything that could possibly helped out with the final assignment. We
did cover a few chapters that helped prepare the paper but I feel like there should be a more in depth chapter or section that didn't cram everything in one area like chapter 11. It just had way too much information that I was not completely familiar with yet in one chapter so it
was a little overwhelming.
Business Department Program Review
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GRCC General Business Program Review Follow-Up Action Checklist
Action
Needed?
Brief Action Statement Resources Needed
Academic
Year for
Work
YES NO
DEPARTMENT
External Collaborations & Partnerships No
Internal Collaborations & Partnerships No
Accreditation Yes Pursue ACBSP accreditation FT faculty time
(including EOL)
Travel to ACBSP
event(s)
K. Daniels
consultation
2013-2015
Departmental Advising Yes Compare advising activities to ACBSP
standards
2013-2016
FACULTY/STAFF
Faculty credentialing No
Faculty online certification No
Academic Service Learning
Yes Investigate possibility of implementing
service learning in Business courses
FT Faculty
Michael Schavey
2013-14
Ratio Fulltime/Adjunct faculty
Yes Hire 4-6 full-time tenure track faculty. Approval to hire 4-6
full-time tenure track
faculty.
2013-2016
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Action
Needed?
Brief Action Statement Resources Needed
Academic
Year for
Work
Faculty professional development
Yes Faculty members will develop discipline-
specific knowledge and skills.
Approval of full
funding for
professional
conferences, travel,
and/or outside
consultants.
2013-2016
Resources
Yes Send a team of Business faculty to
ACBSP in June 2014.
Increase Department ESP hours to 40
hours per week, 52 weeks per year
Approval for full
funding.
Full-time ESP, 40
hours/52 weeks
2013-2014
2013-2016
MISSION/PURPOSE
Mission/Purpose
Yes Develop purpose statement(s) for
program(s) as curriculum is completed.
Full-time Business
faculty team
2013-14
Target Audience No
Program Admissions Requirements YES No
DATA
New Student Enrollment No
Total Student Enrollment No
Student Progress YES No
Student Participation in Nontraditional
Fields
YES No
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review BA-3
Action
Needed?
Brief Action Statement Resources Needed
Academic
Year for
Work
Credential, Certificate, or Degree
Attainment
YES No Work to improve graduation rates
Student Completion in Nontraditional
Fields
No
Student Placement No
Student Retention and Transfer YES No Examine and improve course
transferability with four year partners
Technical Skills Attainment No
Course Enrollment by Semester No
Course Success Rates YES No Examine Gateway courses
Course Grade Distributions No
CURRICULUM
Program structure Yes Align curriculum with GRCC and ACBSP
standards
FT faculty time 2013-2015
Curriculum alignment with external
professional standards
Yes Pursuing ACBSP accreditation FT faculty time
(including EOL)
Travel to ACBSP
event(s)
K. Daniels
consultation
2013-2015
Transfer alignment YES No
Curriculum Alignment K-12 No
Program Outcomes No
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review BA-4
Action
Needed?
Brief Action Statement Resources Needed
Academic
Year for
Work
Program Learning Outcomes No
ILOs YES No Develop curriculum mapping
Course offerings No
General Education No
Honors Program No
Study Away Program No
Internship YES No
Academic Service Learning No
Course sequencing No
Pre-requisites No
Preparing students for change No
Preparing students for change No
ASSESSMENT OF STUDENT LEARNING
Identifying Measures for each Program
Learning Outcome
No
Reporting out longitudinal data in a
meaningful format
Yes Collect and analyze trend data. Full-time faculty Katie Daniels IRP
2013-2016
Creating meaningful improvement
projects
No
PREPARING FOR THE FUTURE
Program Planning Yes Align curriculum with GRCC and ACBSP FT faculty time 2013-2015
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review BA-5
Action
Needed?
Brief Action Statement Resources Needed
Academic
Year for
Work
standards Katie Daniels
IRP
Securing resources for course/program
development/administration
Yes ID and request resources to support
finalized curricula/programs.
FT faculty time
Financial resources
TBA
2013-2016
Facilities/equipment upgrades Yes ID and request resources to support
finalized curricula/programs.
FT faculty time
Financial resources
TBA
2013-2016
OTHER
Other: Department Support Yes Increase Department ESP hours to 40
hours per week, 52 weeks per year
Full-time ESP, 40
hours/52 weeks
2013-2016
Other:
Other:
Other:
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review OA-1
GRCC Office Administration Program Review Follow-Up Action Checklist
Action
Needed? Brief Action Statement Resources Needed
Academic
Year for
Work
YES NO
DEPARTMENT
External Collaborations & Partnerships No
Internal Collaborations & Partnerships No
Accreditation
Yes Pursue ACBSP accreditation FT faculty time
(including EOL)
Travel to ACBSP
event(s)
K. Daniels
consultation
2013-2015
Departmental Advising Yes Compare advising activities to ACBSP
standards
2013-2016
FACULTY/STAFF
Faculty credentialing No
Faculty online certification No
Academic Service Learning Yes Investigate possibility of implementing
service learning in OA courses
FT Faculty
Michael Schavey
2013-2014
Ratio Fulltime/Adjunct faculty
Yes Hire 2 full-time tenure track faculty. Approval to hire 2 full-
time tenure track
faculty.
2013-2014
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review OA-2
Action
Needed? Brief Action Statement Resources Needed
Academic
Year for
Work
Faculty professional development Yes
Faculty members will develop discipline-
specific knowledge and skills.
Approval of full
funding for
professional
conferences, travel,
and/or outside
consultants.
2013-2016
Resources Yes
Send a team of Business faculty to
ACBSP in June 2014.
Increase Department ESP hours to 40
hours per week, 52 weeks per year
Approval for full
funding.
Full-time ESP, 40
hours/52 weeks
2013-2014
2013-2016
MISSION/PURPOSE
Mission/Purpose Yes
Develop a mission and purpose
statement for the program, aligned with
the department’s mission and purpose.
Full-time OA Faculty
Target Audience No
Program Admissions Requirements No
DATA
New Student Enrollment No
Total Student Enrollment No
Student Progress No
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review OA-3
Action
Needed? Brief Action Statement Resources Needed
Academic
Year for
Work
Student Participation in Nontraditional
Fields No
Credential, Certificate, or Degree
Attainment Yes
Continue to build strong OA advising
relationship with program participants;
it assists to keep them on track for
degree attainment.
Full-time OA Faculty
13-14
14-15
15-16
16-17
Student Completion in Nontraditional
Fields No
Student Placement No
Student Retention and Transfer Yes
Continue conversations and meeting
with DU and Ferris to evaluate additions
to 3+1 offerings
Erin Busscher
Full-time OA Faculty 13-14
Technical Skills Attainment Yes Incorporate MOS Certification into one
or more OA core courses.
MOS training/prep
resources – train the
trainer
13-14
Course Enrollment by Semester No
Course Success Rates Yes
The CARP and instructor syllabi need to
be reviewed for outcomes alignment
and methodology.
13-14
14-15
15-16
16-17
Course Grade Distributions No
CURRICULUM
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review OA-4
Action
Needed? Brief Action Statement Resources Needed
Academic
Year for
Work
Program structure Yes
Review ACBSP and IAAP
certifications/accreditation standards
throughout the upcoming academic
years. Continue to upgrade input
technology devices and applications as
needed.
Resources for
technology upgrades
13-14
14-15
15-16
16-17
Curriculum alignment with external
professional standards Yes
Review ACBSP and IAAP
certifications/accreditation standard
throughout the upcoming academic
years.
Full-time OA Faculty 14-15
15-16
Transfer alignment Yes
Work with Erin Busscher to increase the
number of articulation plans with FSU
and DU.
Erin Busscher
Full-time OA Faculty
13-14
14-15
Curriculum Alignment K-12 Yes
Pursue a POS Year 2 grant for Office
Administration to investigate the
opportunity to establish a secondary OA
program cohort/or course offerings.
13-14
14-15
Program Outcomes Yes
Revise the curriculum as we revise
program outcome upon investigation of
ACBSP and various other certifications
for program participants.
Full-time OA faculty
14-15
15-16
16-17
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review OA-5
Action
Needed? Brief Action Statement Resources Needed
Academic
Year for
Work
Program Learning Outcomes Yes Revise current program CARPs with
integration of ILOs Full-time OA faculty
13-14
14-15
15-16
16-17
ILOs Yes Revise current program CARPs with
integration of ILOs Full-time OA faculty
13-14
14-15
15-16
16-17
Course offerings Yes
Perform further analysis of content as
we update CARPs with integration of
ILOs
Full-time OA faculty
13-14
14-15
15-16
16-17
General Education Yes
Perform further analysis of content as
we update CARPs with integration of
ILOs
Full-time OA faculty
13-14
14-15
15-16
16-17
Honors Program No
Study Away Program No
Internship Yes
Explore more opportunities as we work
with the college’s new internship
coordinator
Full-time OA faculty
GRCC internship
coordinator
13-14
14-15
15-16
16-17
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review OA-6
Action
Needed? Brief Action Statement Resources Needed
Academic
Year for
Work
Academic Service Learning Yes
Explore more opportunities as we work
with the college’s new internship
coordinator
Full-time OA faculty
13-14
14-15
Course sequencing Yes
Evaluate current sequencing of classes
to ensure that both full-time and part-
time and employed learners have a
variety of day, evening and online
offerings.
Full-time OA faculty
13-14
14-15
15-16
16-17
Pre-requisites Yes
Evaluate suggested pre-requisites and
work toward more intense OA advising
with program participants.
Full-time OA faculty
13-14
14-15
15-16
16-17
Preparing students for change No
Online Offerings (courses & programs) Yes
Pursue offering all OA core classes in
both on-campus and online/hybrid
formats.
Full-time OA faculty
13-14
14-15
15-16
ASSESSMENT OF STUDENT LEARNING
Identifying Measures for each Program
Learning Outcome Yes
Work with Katie Daniels to investigate
and potentially incorporate appropriate
and measureable program learning
outcomes.
Full-time OA faculty
13-14
14-15
15-16
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review OA-7
Action
Needed? Brief Action Statement Resources Needed
Academic
Year for
Work
Reporting out longitudinal data in a
meaningful format Yes
Work with Katie Daniels to investigate
and potentially incorporate longitudinal
learning outcomes.
Full-time OA faculty
13-14
14-15
15-16
Creating meaningful improvement
projects Yes
Investigate development of meaningful
improvement projects.
Full-time OA faculty
13-14
14-15
15-16
PREPARING FOR THE FUTURE
Program Planning Yes
Review ACBSP and IAAP
certifications/accreditation standards
throughout the upcoming academic
years. Investigate integration of medical
and/or legal emphasis/concentration
into program.
Full-time OA faculty
13-14
14-15
15-16
16-17
Securing resources for course/program
development/administration Yes
Promote hiring of two full-time faculty
members.
ID and request resources to support
finalized curricula/programs.
Two full-time OA
Faculty
Resources to
administer and
manage growing
internship
opportunities.
13-14
14-15
15-16
16-17
Business Department Program Review
KD ISIS 12/12/2012 Program & Discipline Review OA-8
Action
Needed? Brief Action Statement Resources Needed
Academic
Year for
Work
Facilities/equipment upgrades Yes
Annually review facilities and equipment
for compatibility with technological
advances for new technology used in
the industry and with effective teaching
methods.
Technology upgrade
(Windows 8 – MS
Office 2013+) various
software as needed
13-14
14-15
15-16
16-17
OTHER
Other: Follow through on goals for
2013-14 Yes
Begin working on them and monitor
progress. Everyone 2012-13
Other:
Other:
Other:
Business Department Program Review-FM Checklist
KD ISIS 12/12/2012 Program & Discipline Review FM-1
GRCC Fashion Merchandising Program Review Follow-Up Action Checklist
Action
Needed? Brief Action Statement Resources Needed
Academic
Year for
Work
YES NO
DEPARTMENT
External Collaborations & Partnerships Yes Contact CMU for potential transfer
agreement Erin Busscher 2013-16
Internal Collaborations & Partnerships No
Accreditation No
Departmental Advising No
FACULTY/STAFF
Faculty credentialing No
Faculty online certification No
Academic Service Learning No
Ratio Fulltime/Adjunct faculty No
Faculty professional development No
Resources No
MISSION/PURPOSE
Mission/Purpose No
Target Audience Yes Explore ways to reach nontraditional
students
Communications staff
and industry partners 2013-16
Program Admissions Requirements YES No
Business Department Program Review-FM Checklist
KD ISIS 12/12/2012 Program & Discipline Review FM-2
Action
Needed? Brief Action Statement Resources Needed
Academic
Year for
Work
DATA
New Student Enrollment Yes
Continue pursuing traditional students
and investigate ways to pursue adult
learners.
Time with Bruce
Morrison, release
time to attend career
fairs and other events
potential students will
attend, marketing
consultants (time and
funds).
2013-16
Total Student Enrollment Yes Investigate ways to increase course
enrollment so classes are not canceled.
Time with Bruce
Morrison, release
time to attend career
fairs and other events
potential students will
attend, marketing
consultants (time and
funds).
2013-16
Student Progress No
Student Participation in Nontraditional
Fields No
Credential, Certificate, or Degree
Attainment YES No Increase rates.
Business Department Program Review-FM Checklist
KD ISIS 12/12/2012 Program & Discipline Review FM-3
Action
Needed? Brief Action Statement Resources Needed
Academic
Year for
Work
Student Completion in Nontraditional
Fields No
Student Placement No
Student Retention and Transfer Yes Counsel individual students Adjunct faculty 2013-16
Technical Skills Attainment No
Course Enrollment by Semester No
Course Success Rates Yes Review FM 105 and FM 110 2013-16
Course Grade Distributions No
CURRICULUM
Program structure Yes Review course sequencing Katie Daniels 2013-16
Curriculum alignment with external
professional standards No
Transfer alignment Yes Contact CMU REVISE COURSES Erin Busscher
Curriculum Alignment K-12 No
Program Outcomes No
Program Learning Outcomes Yes See ILOs 2013-16
ILOs Yes Incorporate social responsibility 2013-16
Course offerings Yes Develop more elective options for
students
Input and approval of
the advisory
committee during
development and
approval by GRCC.
2013-16
General Education No
Business Department Program Review-FM Checklist
KD ISIS 12/12/2012 Program & Discipline Review FM-4
Action
Needed? Brief Action Statement Resources Needed
Academic
Year for
Work
Honors Program No
Study Away Program Yes
Investigate new and/or updated
opportunities according to new program
guidelines.
Time with Mike
Schavey 2013-16
Internship No
Academic Service Learning No
Course sequencing No
Pre-requisites No
Preparing students for change No
Online Offerings (courses & programs) No
ASSESSMENT OF STUDENT LEARNING
Identifying Measures for each Program
Learning Outcome No
Reporting out longitudinal data in a
meaningful format No
Creating meaningful improvement
projects Yes Review and evaluate current projects Adjunct faculty 2013-16
Business Department Program Review-FM Checklist
KD ISIS 12/12/2012 Program & Discipline Review FM-5
Action
Needed? Brief Action Statement Resources Needed
Academic
Year for
Work
PREPARING FOR THE FUTURE
Program Planning Yes
Investigate ways to retain students,
increase enrollment, and increase
graduation and transfer rates. Align
curriculum with GRCC and NASAD
standards.
FT faculty time
Katie Daniels
IRP
2013-16
Securing resources for course/program
development/administration Yes
Promote hiring of a full-time faculty
member. ID and request resources to
support finalized curricula/programs.
An additional full-time
faculty member and
resources to
administer and
manage growing
internship
opportunities.
2013-16
Facilities/equipment upgrades Yes Address needs listed in the report.
Funding and space,
collaboration with
GRCC staff
2013-16
OTHER
Other: Gather data on GRCC website
hits for video Yes Determine who to contact for this data IRP staff? Media? 2013-16
Other: Follow through on goals for
2013-14 Yes
Begin working on them and monitor
progress. Everyone 2012-13
Other:
Other: