Program Name: Business Computer Systems & Management...

Business Program Review of 31

Skyline College Program Name: Business Computer Systems & Management

Program Review Executive Summary

Program Mission and Goals The Business Computer Systems & Management program reflects the college's Mission-Vision-Values and goals by providing students with open access; transfer opportunities and workforce development through degrees and certificates; foster programs that are consistent with students’ educational objectives with an emphasis on retention and completion; and introduce emerging areas of study. This helps to fulfill Skyline College's mission "Skyline College inspires a global and diverse community of learners to achieve intellectual, cultural, social, economic and personal fulfillment". This also helps to fulfill the College's Vision statements of student success and academic success.

The main goals of the program are to (a) Provide excellent instruction by highly qualified faculty to prepare students for transfer and success in business careers; (b) Encourage faculty research, collaboration, faculty-student interaction, and professional activities that enhance faculty development and student learning; (c) Offer learning experiences integrating academic knowledge to real-life business practice; build a strong partnership with industry and the community (e) identify best practices and continuous improvement through membership in the international business program accreditation body ACBSP.

Three Strengths of the Program

First Strength:

We are the first community college business program in California to be accredited by (the Accreditation Council of Business Schools and Programs (ACBSP). We continue to strengthen curriculum based on the ACBSP standards. The programs are designed by integrating input from community and industry experts, students, and faculty. Second Strength:

The BCM. department offers multiple modes of instructional delivery which enables students to achieve their educational career goals. This offers students the flexibility to complete their program of study through traditional face-to-face, hybrid or in an online format. Third Strength:

The Business Computer Systems & Management Department has a robust advisory committee consisting of students, faculty, and community and industry experts. The Advisory Committee suggests and validates program curriculum and advises on current hiring trends.


Three Suggestions for Improvement

First Suggestion:

Business Computer Systems and Management needs to revise degrees and certificates to replicate required standards and skills used in industry.

Second Suggestion:

We need to improve our marketing efforts to promote our programs and services. This marketing includes support from the college to expand our student population and to continue growing our program.

Third Suggestion:

We need to increase department participation in professional development activities to collaborate and share ideas to improve course delivery and methodology. BCM. faculty would like to continue enhancing the use of technology and multi-media resources in instruction to address a diverse student population with different types of learning styles.

Short Summary of Findings

• The department continuously works on improvements for online courses including course delivery, teaching tools, student preparedness, training and support for faculty.

• We will change low-unit courses to three unit courses for course transferability and content coverage.

• Students have the flexibility to complete their programs of study through traditional face-to-face, hybrid or fully online formats.

• The BCM. department offers more classes online than in a traditional format. In spring 2014, out of the 29 class sections taught, 83% or 24 classes were taught online.

Faculty Signatures

Sita Motipara Christine Roumbanis Barbara Corzonkoff

Sharon Alcalde Janice Weeks Teresita Del Castillo-Brown

Submitted on:


Note: Save your form as a PDF format and name your file as “Program Name_PR_Year” e.g., Mathematics_PR_2013.

Program Title: Business Computer Systems and Management

Date Submitted: March 28, 2014

1. Planning Group Participants (include PT& FT faculty, staff, students, stakeholders)

List Names and Positions: Sita Motipara, FT Professor; Christine Roumbanis, FT Professor; Alma Cervantes, PT Professor; Barbara Corzonkoff, PT Professor; Janice Weeks, PT Professor; Sharon Alcalde, PT Professor; Teresita del Castillo-Brown, Instructional Aide II (FT); Lori Fisher, Instructional Aide II (PT); Myra G (PT)

2. Contact Person (include e-mail and telephone): Sita Motipara, motipara@ smccd.edu x4356;

Christine Roumbanis, [email protected] x4248 3. Program Information A. Program Personnel

Identify the number of personnel (administrators, faculty, classified, volunteers, and student workers) in the program:

1 Administrator, 2 FT faculty; 4 adjunct; 1 FT classified; 2 PT Classified, 0 volunteers; 2 student workers

FT Faculty: 3.03 PT/OL Facu lty (FTE): 1.83

FT Classified: 1 PT Classified (FTE): .96

Volunteers: 0 Student Workers: 2

B. Program Mission and Goals:

State the goals/focus of the program and how the program contributes to the mission and priorities of the College and District. Discuss how this program coordinates, impacts and interacts with other programs in the College. Explain how this program meets the needs of our diverse community. (200 word limit)

The main goals of the program are to (a) Provide excellent instruction by highly qualified faculty to prepare students for transfer and success in business careers; (b) Encourage faculty research, collaboration, faculty-student interaction, and professional activities that enhance faculty skills and student learning; (c) Offer learning experiences integrating academic knowledge to real-life business practice; build a strong partnership with industry and the community (e) identify best practices and continuous improvement through membership in the international business program accreditation body ACBSP.


Our program reflects the college’s mission and goals by providing students with open access; transfer opportunities and workforce development through degrees and certificates; and introducing emerging areas of study.

4. Summary of Student Learning Outcomes and Program Data A. Summarize recent course or program SLO assessment, identify trends and discuss

areas in need of improvement. Tool: https://sanmateo.tracdat.com/tracdat/

Respond to the following: • Review 5-year data and identify changes that have occurred in your program as a result of

annual SLO assessment cycle. • Explain how the assessment plan for Program Student Learning Outcomes measures quality

and success of each program. • Summarize assessment results of Course and/or Program Student Learning Outcomes. To

what degree are the results effectively meeting the needs of students? • Explain any modifications to the program’s SLO assessment process or schedule. Review 5-year data and identify changes that have occurred in your program as a result of annual SLO assessment cycle. The Business Computer Systems and Management program has not had 5 years of course assessment as the program is in the second year of course assessment. By the end of Spring of 2013 all courses in the program had at least one SLO assessed. Currently all twenty three courses in the BCM. department have been assessed. We are following the BCM. 3-year assessment cycle with eight course assessments completed in 2013-14. The results are presented in Table 4A-1 below. 91% of SLOs assessed have met their criterion, only two courses did not meet the criterion set for the course and action plans are being implanted to improve results. Faculty determined that action plans should be implemented to improve results for some classes that met the criterion set to increase student success.

Figure 4A-1 SLO Assessment Results

https://sanmateo.tracdat.com/tracdat/


Courses Assessed SLOs Assessed

Criterion Met

Criterion Not Met Inconclusive

Action Plans Being

Implemented

BCM 100 (2012/13) 1 1 none

BCM 101 (2012/13) 1 1 none

BCM 105 (2012/13) 1 1 none

BCM 200 (2012/13) 1 1 none

BCM 201 (2012/13) 1 1 none

BCM 214 1 1 1

BCM 215 (2012-13) 1 1 1

BCM 222 (2012-13) (2013-14)

1 1

1 1

none

BCM 223 (2012-13) 1 1 none

BCM. 225 (2009-100) (2011-12) (2013-14)

1 2 2

1 2 2

1

BUS 226 (2011-12) (2013-14)

1 1

1

1

1

BCM 230 (2012-13)

1

1 none

BCM 231 (2012-13)

1

1 none

BCM 301 (2012-13)

1

1

1

BCM 400 (2012-13)

1

1 none


BCM 403 (2012-13)

1

1 none

BCM 404 (2012-13)

1

1 none

BCM 408 (2012-13)

1

1 none

BCM 410 (2012-13)

1

1 none

BCM 411 (2012-13)

1

1 none

BCM 412 (2011-12)

2

2 none

BCM 413 (2011-12) 1 1 none

BCM 416 (2012-13)

(2013-2014)

1 1

1 1 none

23 31 30 1 4

Representative Actions Plans Resulting from Course Assessment Assessment of course SLO has led to various action plans. • Re-Administer the Exam with subject and skill variations, noting the results and differences for

Word Processing I: Word (BCM 214). • Include more projects and homework assignments that include critical thinking in Spreadsheets

I; Excel (BCM. 225). The department changed the percentage of homework and projects on the syllabus. Less emphasize on quizzes and tests. Conduct further assessment.

• Include more class time for students in analyzing data and creating appropriate visual representations (charts) in the Spreadsheets II: Excel (BCM. 226) course. Re-administer the Hands-On Quiz to two BCM. 226 courses in Fall 2014 and compare results. It appears that students have a hard time using critical thinking in applying knowledge of spreadsheets to enhance confidence with the intermediate features of Excel.

• Research and rewrite the current Maximizing Your Employment Potential (BCM. 301) SLOs to better match current job portfolio modeling including: Hard copy, Digital and social media publication. Continue to update all preparation assignments to match current technology related skills and methods of submitting job portfolios.

• Research and create more hands on skills projects for the Photoshop Essentials (BCM. 410) course that mirror actual industry related work scenarios. Continue to update all hands on project assignments to maintain currency with industry standard technology.

• Increase reliability of results in Adobe InDesign Essentials (BCM. 416) by updating the final project exam with modifications to the theme and criteria of the exam.


• Use variations of the final exam with subject and skill variations for better assessment of the Word Processing II: Word (BCM. 215) course. Conduct further assessment of the course.

Explain how the assessment plan for Program Student Learning Outcomes measures quality and success of each program. The department revised PSLOs to make sure they are a proper fit for our programs. The critical thinking PSLO is central to practically every course in the Business Computer Systems and Management department. The initial assessment of the remaining PSLOs has revealed that the accounting, law, and economic PSLOs are not central to our courses. These Program SLOs cannot be conclusively substantiated and as a result were rewritten or eliminated.

• Apply critical thinking and analytical skills in decision making and problem solving. • Understand general accounting principles applied in the business environment. • Utilize up-to-date computer technology and software applications to enhance efficiency

of business tasks. • Create effective written business communication skills utilizing modern communication

technologies.

Results: The Business Computer Systems and Management Department (BCM.) revised their PSLOs in Spring 2014 to better reflect the program. The course level SLOs will be re-mapped to the PSLOs for better alignment. We will continuously monitor our assessments aligning the course level assessment results to the PSLOs. Summarize assessment results of Course and/or Program Student Learning Outcomes. To what degree are the results effectively meeting the needs of students? Courses have been assessed in the 2013-2014 cycle following the BCM. 3-Year Assessment Cycle. Two courses scheduled for Spring assessment were not included in our report. The assessments will be completed at the end of spring semester. The program completed its first assessment cycle for all courses in Spring/Summer 2013. Currently all 23 course SLOs in the program have been assessed. 91% of the courses assessed met their criteria. There were interesting findings in BCM. 225. Both SLOs in BCM 225 - Spreadsheets I: Excel were assessed using different assessment methods: a test, homework assignment and survey. The criterion benchmark was met for all of the assessment methods, but the criterion benchmark on the survey was met for five out of six of the questions surveyed. Based on student's response regarding whether or not they feel prepared to move onto the next course, only 60% felt strongly capable. After discussion, faculty felt that more time should be spent on applied projects of spreadsheets to enhance critical thinking and application of concepts. We changed the grading percentage of homework and projects on the syllabus. There was less emphasize on quizzes and tests. We re-administered the survey and the percentage went up to 70% of students feeling strongly capable to move onto the next course. In addition, BCM. 225 was assessed in Fall 2013 as part of the 3 year assessment cycle. The criterion was not met in one section. The results provide insight into the pedagogy of the class. The faculty will include more time for students to analyze data and create appropriate visual


representations (charts). The same Hands-On Quiz will be administered to students in two sections of BCM. 225 and results calculated to determine if the benchmark is met. The BCM. department reviewed our PSLOs and have made modifications to the PSLOs to ensure they are a profit fit for the program. We are in the process of re-mapping our course level SLOs to program level SLOs. SLO and PSLO Assessment Process SLO assessment has led to significant changes in several courses. Two full assessment cycles will likely be required to reap the full benefit, as faculty not only make pedagogical changes but revise assessment methods. Business Computer Systems and Management defined six Program Student Learning Outcomes. The first Program level SLO assessment cycle was completed at the end of the Spring 2013 semester. Table 4A-2 shows the Program SLOs and corresponding course mappings. These six Program SLOs were defined to address the requirements of accreditation by the Accreditation Council of Business Schools and Programs. With the exception of critical thinking--which is central to practically every course in the BCM. department--these program SLOs correspond to the same five core courses in every BCM. degree or certificate. The initial assessment of PSLOs has revealed that although numerous BCM. courses incorporate accounting concepts, none of them teach or assess accounting as a central topic. As currently written, the Accounting Program SLO cannot be conclusively substantiated and was rewritten. The initial assessment of the remaining PSLOs has revealed that the law and economic PSLOs are not central to our courses. These Program SLOs cannot be conclusively substantiated and as a result were rewritten or eliminated. In 2012-2013 16 courses were mapped to validate the Critical Thinking PSLO for the program, only four mapped BCM courses met the benchmark criteria, indicating strong performance in this PSLO. The course mappings were reviewed by faculty and courses not core to the BCM. program removed in the PSLO assessment. In an Excel course, the criterion was met in BCM, but one of the questions on the survey indicated that 60% of students didn't feel confident in moving to the next level of Excel. After discussion with faculty, we feel that more time should be spent on applied projects of spreadsheet concepts to enhance critical thinking and confidence with spreadsheet knowledge. Only one course was assessed to verify the understanding of the basics of information technology. The course assessed (BCM 413) Flash II met the criteria. The result is inconclusive, as there are more courses that cover the basics of information technology and they are not being included in their SLOs. A review of current courses to determine which should include SLOs related to the basics of information technology is needed. This will require meetings with faculty to modify existing course SLOs to improve inclusion of the basics of information technology in course SLOs and then mapping them to PSLOs and ISLOs.


Table 4A-2 - Program SLOs and Course Mappings Apply critical thinking and analytical skills in decision making and problem solving.

BCM. 225, BCM. 226, BCM. 413

Understand and apply accounting principles to prepare financial statements.

Develop and understanding of the law and the legal environment as it relates to business operations, including ethical implications.

Identify the basics of information technology and apply software applications to enhance efficiency of business functions.

BCM. 413

Create effective oral and written business communications utilizing modern communication technologies.

Demonstrate knowledge of basic economic concepts and how they affect business.

B. Summarize courses/services in the program that map to institutional student learning

outcomes and discuss the results of the assessment and analysis. Respond to the following: • What did course level assessment reveal about student fulfillment of ISLOs? • If the department participated in campus wide assessment, what insights were obtained? • What action has your program taken to address these results? • Have new courses been mapped to ISLOs? Tables 4B-1, 4B-2 and 4B-3 shows courses in the Business Computer Systems and Management program that map to Institutional ISLOs. Six courses map to the Critical Thinking ISLO. One course maps to the Effective Communication ISLO. One course maps to the Information Technology ISLO. Faculty in Spreadsheets I: Excel (BCM 225) participated in the evaluation of the Critical Thinking ISLO during the Spring semester of 2013 (Figures 4B-1 and 4B-2). The number of students selected for the assessment was 18. The criterion was met, but changes were made in response to the outcomes of the assessment. The instructor in the course has implemented changes to include more hands-on activities to help students develop critical thinking skills.

Table 4B1 - Program Course Mappings to CRITICAL THINKING ISLOs CRITICAL THINKING #1: the ability to support claims with relevant and credible evidence.

CRITICAL THINKING #2: the ability to respond to bias; be fair-minded.

CRITICAL THINKING #3: the ability to apply accurate and logical analysis to achieve desired outcome.

BCM. 225, BCM. 226, BCM. 403, BCM. 404, BCM. 408, BCM. 411, BCM. 412, BCM. 413

Table 4B-2 - Program Course Mappings to EFFECTIVE COMMUNICATION ISLOs EFFECTIVE COMMUNICATION #1: the ability to comprehend, analyze, and respond appropriately to oral, written, and other sensory information.

BCM. 225

EFFECTIVE COMMUNICATION #2: the ability to effectively express ideas through speaking and writing.

Table 4B-3 - Program Course Mappings to INFORMATION LITERACY ISLOs INFORMATION LITERACY #1: the ability to effectively locate and access information in numerous formats using a variety of appropriate search tools.

INFORMATION LITERACY #2: the ability to evaluate the relevance, quality, and credibility of a wide variety of information sources using critical thinking and problem solving skills.

BCM. 413

C. Summarize results of student data packets from the Office of Planning, Research &

Institutional Effectiveness and where appropriate any other relevant data. Tool http://skylinecollege.edu/prie/programdata.php

Respond to the following:

• Review 5-year data to describe trends in student success, retention, demographics. • Were any student populations disproportionately impacted or underperforming? • Analyze trends and discuss plans to address significant findings.

http://skylinecollege.edu/prie/programdata.php


• Analyze trends in student success with respect to mode of delivery and/or technology. For instructional programs, address any differences between on-campus and distance education

The following tables compare retention and success rates of the BCM. Department face-to-face courses and that of the College: Table 4-C1 Year 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 BCM Retention 86% 88% 85% 88% 81% Skyline Retention

84% 85% 83% 84% 85%

Retention rate change from 2011-2012 to 2012-2013 is -7%. Table 4-C2 Year 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 BCM Success 66% 67% 64% 65% 57% Skyline Success

69% 70% 68% 69% 70%

Success Rate change from 2011-2012 to 2012-13 is -8% Analysis of the data (face-to-face courses): BCM. student retention averages are slightly higher than those of the college from the period 2008-2013. There was a dip in 2012-2013, with a Retention Rate change from 2011-2012 to 2012-13 of -7%. The average retention rate over the five year period for BCM. is 85% and the college average is 84%. In contrast, the student success averages in the BCM. program are lower than the College. The average success rate over the five year period is 64% and the college 69%. BCM. is below the college success rate average by 5%. The following table compares retention and success rates of the BCM. Department online courses and that of the College: Table 4-C3 Year 2009-2010 2010-2011 2011-2012 BCM Retention 84% 82% 87% Skyline Retention 85% 83% 84% Table 4-C4 Year 2009-2010 2010-2011 2011-2012 BCM Success 62% 57% 58% Skyline Success 63% 58% 57% Analysis of the data (online courses):

• The BCM. program online student retention and success rates have remained stable over the last 3 years and are in line with those of the college. The average retention rate for online courses from 2009-2012 in BCM is 84% which is the same for the college-wide


online retention rate. The average success rate for BCM. online courses is 59% from 2009-2012 which is the same for the college-wide online success rate.

Analysis (face-to-face): The data indicates there are problems with our face-to-face success rates which our lower than the college-wide rates. The online success rates are in line with the college. More data is needed in order for the department to analyze the lower success rates for face- to-face courses. We would like to analyze who we are serving in online and face-to-face courses. We will work with the PRIE office to review the demographics of the online/face-to-face students as far as age, gender, and ethnicity. Also, try to determine if students are receiving supported education services from the Disability Resource Center. Other strategies:

• Expand on CTE survey for gathering data • Design a BCM. Career Academy course on campus. Identify services similar to a CAA

model. • Provide an orientation for BCM. students.

Analysis (online): The success rates for online courses is in line with the college wide average, but the department would like to increase success rates in online courses. The department feels students seem to have unrealistic expectations about online courses. Many students underestimate the amount of time and the preparation needed it takes to complete an online course. Also, students may not be able to independently manage and motivate themselves for success in an online course. Suggestions for improvement:

• The college is taking action to help improve the success and retention rates of online classes by offering training for faculty through the STOT I and STOT II programs offered by the district.

• The Center for Transformative Teaching and Learning (CTTL) provides technical support and tools to faculty and staff to enhance online course delivery. The BCM. faculty are participating in these training activities to enhance their online course delivery which should help with an increase rate in student success.

• BCM. faculty will work in collaboration with the Learning Center to incorporate learning skills required for successful online learning.

• The Business Division meetings has initiated a time at their monthly meetings to discuss teaching strategies and pedagogy for online and face-to-face classes. This effort will continue to improve our face-to-face and online classes.

Table 4C-5 Age Comparison between College and BCM. Program 5 Year Average (2008/09 to 2012/13)

Age

Skyline College

BCM.

28 or younger

74%

50%

29 to 60+

21%

50%


Table 4C-6 Gender Comparison Between College and BCM. Program 5 Year Average (2008/09 to 2012/13)

Gender

Skyline College

BCM.

Female

52%

59%

Male

46%

38%

Unreported

2%

3%

Table 4C-7 Ethnicity Comparison Between College and BCM. Program 5 Year Average (2008/09 to 2012/13) Ethnicity

Skyline College

BCM.

African American

4%

6%

Asian

25%

24%

Filipino

17%

15%

Hispanic

18%

18%

White

20%

21%

Unknown

16%

15%

Other

0%

0%

Analysis of the data: The comparison of the characteristics of our student population in terms of age, gender, and ethnicity are similar to those of the college with the exception of age differences in student populations. The BCM. program serves 50% in both age groups of 28 or younger and 29 and older versus 74% to 21% in both age groups college wide. The demographics of students we serve tend to be older, have varied educational backgrounds, and have varied skill levels. Were any student populations disproportionately impacted or underperforming? As a result of our analysis of the data we concluded that no student populations were disproportionately impacted or underperforming during the five year period. • Analyze trends and discuss plans to address significant findings. The data indicated that the BCM. department serves more women and that the demographics of students tend to be older than the college. The department will continue to meet the needs of students who are returning to work, re-training or updating their skills. We would like to attract younger populations to our program. Strategies would be to work with learning communities and develop marketing and outreach strategies to attract younger populations. We will also work on re-designing the curriculum and exploring the possibility of creating a CAA.


• Analyze trends in student success with respect to mode of delivery and/or technology. For instructional programs, address any differences between on-campus and distance education. Analysis: As mentioned above, the BCM. Program online student retention and success rates have remained stable over the last 3 years and are in line with those of the college. The average retention rate for online courses from 2009-2012 in BCM is 84% which is the same for the college-wide online retention rate. The average success rate for BCM. online courses is 59% from 2009-2012 which is the same for the college-wide online success rate. Based on the five year data, the average success rate for on-campus courses was 64% which is lower than the college at 69%. However, it dipped by 8% in 2012-13. We will monitor to determine the factors affecting student success. We need more data to establish a trend in a particular direction. We have identified strategies for improving the success rates above.

D. Program Enrollment and Efficiency For programs with curricular offerings, state the last three years of fall semester FTES, FTE and LOAD. Spring semester data may also be submitted as needed. For programs without curriculum offerings and those with curriculum offerings and services, please provide information on the efficiency of services. Assess the efficiency of the program. (Program efficiency information can be obtained from PRIE). Weekly Student Contact hours – WSCH

WSCH

Skyline College

BCM. 2010/11

250,540

5,662

2011/12

254,346

4,769

2012/13

242,496

3,153

WSCH/FTEF (Load) Face-to-Face Classes

Load Skyline College BCM. 2010/11

634

620

2011/12

603

550

2012/13

589

420


WSCH/FTEF (Load) Online Classes

Load Skyline College BCM. 2009/10

697

915

2010/11

723

611

2011/12

715

603

Analysis: The BCM. Productivity Report indicates that the load from 2010/11 to 2012/13 decreased by 32%. For online classes from 2009-2012 the load decreased by 34%. Some of the possible reasons include offering low enrolled classes once a year for graduation, late start classes and low unit courses. The department went through ACBSP accreditation in 2012 and updated their degrees to include more Business courses. The trend in the business computer systems and management area is to provide a broad based business education. More in-depth skills are needed for Office Assistants, Office and Administrative Support, Office Managers and for supervisory positions. As the labor market data indicates office administration and supervisory jobs are not disappearing. The BCM. degrees and certificates include the general concepts of business, marketing, accounting, economics, writing and communication skills in addition to computer software skills required in the job market. The program has changed as we are offering more transferable related business courses. Business courses included in the degree are heavily enrolled and taught by full-time faculty members in the BCM. department. Many graduates in Business work in offices. The BCM. department is planning to implement the following measures: research the re-design of certificate and degree programs with stackable certificates leading to degrees, increase outreach marketing efforts, change our low unit classes to three units, work with our Advisory Committee on curriculum changes and address the issues of student preparedness, motivation and continuous improvement of online course delivery. E. Career Technical Education Program Required Information and Data (CTE Programs only)

Tools: San Mateo County’s Largest Employers http://www.labormarketinfo.edd.ca.gov/majorer/countymajorer.asp?CountyCode=000081

Staffing Patterns in Local Industries & Occupations http://www.labormarketinfo.edd.ca.gov/iomatrix/staffing-patterns1.asp Respond to the following: • Review the program’s Gainful Employment Disclosure Data. Identify any areas of concern. • Discuss the role of the Advisory Committee and provide minutes of the most recent advisory

committee meeting. • Describe how changes in business, community and employment needs, new technology, and new

transfer requirements could affect the program.


The department looked at the projected employment occupations in the San Francisco, San Mateo, and Redwood City Metro area with one area related to business office administrative positions in the top eight listed. (See Table 4E-1). Table 4E-1 2010-2020 Largest Projected Employment Occupations in San Francisco, San Mateo, and Redwood City Metro area. Source: EDD/LMID Data 2010-2020.

Area of Occupation Projected Employment Growth Rate Office & Administrative Support 169,150 1.0% Sales & Related Occupations 121,260 1.6% Food Preparation and Serving 113,510 2.1% Business & Financial Operations 105,200 2.1% Management 100,670 1.4% Computer and Mathematical 71,940 3.4% Computer Specialist 69,650 3.4% Business Operations Specialist 64,630 2.5%

Analysis:

• The projected employment in 2010-2020 in the Office and Administrative business sector is 169,150 which is the largest projected employment of the top eight occupations. This supports the viability of our programs for continuous improvement.

• We will review our certificates and degrees in the program to assure our BCM. courses and programs stay abreast of changes in the workplace so that the BCM. department prepares students for their career choices and stays abreast of business trends.

• We will modify our low-unit course offerings to three units to increase course attractiveness and transferability.

Table 4E-2 2010-20120 California Estimated Employment and Projected Growth for Office and Administrative Support Supervisors. Source: EDD/LMID Projections of Employment by Occupation.

Estimated Employment and Projected Growth Office and Administrative Support Supervisors

Geographic Area

(Estimated Year-

Projected Year)

Estimated Employment

Projected Employment

Numeric Change

Percent Change

Additional Openings Due to Net

Replacements

California (2010-2020) 179,000 205,400 26,400 14.7 47,900

Analysis: The projected employment in 2010-2020 in California for Office and Administrative Support Supervisors is 205,400. The data indicates that there are additional openings needed due to replacements of 47,900. This clearly indicates the need for continued Office and Administrative Support occupations in California supporting the viability of our Office Management AS degree and certificate programs.


We reviewed the program’s Gainful Employment Disclosure Data for Administrative Assistant programs. The Office Assistant programs average around 36 weeks which is two semesters for completion. All certificates in BCM. have been sequenced for completion within two years with the average completion rate of 9 months. The shortest completion time period is 9 months and the longest is 18 months. The BCM. faculty analyzed the Certificates and Degrees awarded between 2007-2012 which are listed below (See Table 4) . The Computer Information Specialist AS degree and certificate had the highest number of completions at 46 between 2007-12. The Web Developer AS degree and certificates had completions of 25 and the Office Assistant AS degree and certificates had completions of 23 between the same time period. (See Table 4E-3). The Administrative Assistant degree and certificate had a total of 22 certificates and degrees during this same time period. We have changed the name of Web Developer to Multimedia Technology and Administrative Assistant to Office Management with the intention of increasing the number of certificate and degrees earned. The department is working on strategies to increase the number of certificates and degrees in the program. In 2012, the department restructured their degrees and certificates to adhere to ACBSP accreditation standards. The programs were modified by faculty and approved by the Curriculum Committee to meet ACBSP standards. The following BCM. AS degree programs were banked:

o Computer Information Specialist o Office Assistant o Office Information Systems

Currently the department offers two AS degree programs including Multimedia Technology and Office Management. The department combined three AS degrees Computer Information Specialist, Office Assistant and Office Information Systems degrees into the Office Management degree to adhere to ACBSP accreditation standards. There was too much overlap with the three degrees and it was determined that the name Office Management better reflects the skills and abilities of today’s workforce. We support four certificates: Computer Information Specialist, Multimedia Technology, Office Assistant and Office Management. Major revisions and additions to the degree programs and consolidation of certificates and degrees helped support the College’s ongoing efforts to academically strengthen programs. After further analysis we conclude the following:

• Most students take the courses for career advancement, re-training and personal interest. • Many of the courses have limited transferability because they are low unit courses. • Completion rates will be tracked and the department will strategize on ways to better

market certificate and degree programs and make changes to increase certificate and degree earners.

• Areas of concern based on the Gainful Employment data include the Multimedia Technology area. The department needs to re-align our program to the skills required and needed in the industry and receive feedback from Advisory Committee members.


Table 4E-3 Degree and Certificates Earned 2007/08-2012/13

Name Degree/ Certificate 07/08 08/09 09/10 10/11 11/12 12/13

Administrative Assistant Office Management

AS Degree

3 1 3

5 3

Administrative Assistant Office Management

Certificate Certificate of Achievement

2 1

3

1

2

Computer Information Specialist

AS Degree

6 2

5

5

8

4

Computer Information Specialist


6 1

1 3

5

4

9

Multimedia Technology

AS Degree

3

2

Multimedia Technology

Certificate 2 1 2

Office Assistant

AS Degree

4 6

5

3 7 1

Office Assistant


5 5 1

6

4

3

Office Information Systems

AS Degree 1 1 1

Office Information Systems

Certificate of Achievement

1

Web Developer Multimedia Technology

AS Degree

7 2 2

1 2 3

2

Web Developer Multimedia Technology


4

2 2

1

2

2


The Business Computer Systems and Management Advisory Committee meets annually and is comprised of representatives from all interested parties involved in the program: • Industry representatives • Program Faculty • College Administration • Counselors • Students • Local high school partners

The Advisory Committee and members work together to ensure that the various programs are delivering learning that is current, up-to-date, and relevant to current business, industry, labor, and professional employment practices. They ensure that the program has a well-designed curriculum to provide students with the skills, knowledge and behaviors necessary to successfully meet the needs of business and industry. They advise and approve new certificates and degrees that the department is offering and help develop new Career Technical Education programs. The most current Business Advisory Board meeting was on Wednesday, April 18, 2013. Minutes are included in Appendix B.

5. Curricular Offerings

Tools: CurricUNET http://www.curricunet.com/smcccd

A. Program Curriculum and Courses. If your program does not offer curriculum please state “N/A”. Respond to the following: • All courses, including prerequisites, must be reviewed and updated at a minimum of every six

years. Attach course list with review date from CurricUNET. • List courses that have been banked/deleted. • CurricUNET documentation that all courses have been reviewed and updated since the previous

Comprehensive Program Review. All courses in Business Computer Systems and Management will be reviewed and updated by the technical review date in Fall 2014. Business Computer Systems and Management courses and programs that have been banked or deleted since the last comprehensive program review include: Banked Courses: • BCM 417 – Adobe Illustrator Essentials • CAOT 217--Word Processing III (The class hasn’t been offered for many years) • CAOT 221--Desktop Publishing: Microsoft Publisher • CAOT 227-- Spreadsheets III: Excel • CAOT 414--Flash ActionScript I • CAOT 420--JavaScript • CAOT 434--Web Programming • CAOT 490 -- Technical Overview of the Internet


Deleted Courses: • BCM. 480 – Network Fundamentals (LAN) • CAOT 212 – Word Processing I: WordPerfect • CAOT 213 – Word Processing II: WordPerfect • CAOT 421 – Web Scripting II Deleted AS Degree and Certificate programs: • Medical Transcriptionist (AS Degree and Certificate of Achievement) • Medical Office Assistant (Certificate of Achievement) • Medical Billing and Coding (Certificate of Achievement) Banked AS Degree and Certificate programs: • Administrative Assistant (AS Degree) • Computer Information Specialist (AS Degree) • Office Assistant (AS Degree) • Office Information Systems (AS Degree) B. Identify Patterns of Curriculum Offerings. If your program does not offer curriculum please state “N/A”. Reflections: • Review the 2-year curriculum cycle of course offerings to ensure timely completion of

certificates, degrees, and transfer. • Identify strengths of the curriculum. • Identify issues and possible solutions. • Discuss plans for future curricular development and/or program modification. The department has designed the course offerings and sequencing of courses for certificates, degrees, and AS degrees to ensure timely completion within the 2-year curriculum cycle. The BCM courses meet the standards and criteria for courses as prescribed in Title 5 regulations as applied to community colleges and which mandates requirements for curriculum-related issues, including transferability, appropriate number of units, and expected outcomes to include, but not limited to, critical thinking and cultural diversity. BCM. courses are offered in traditional, hybrid and online formats allowing flexibility in our instructional delivery increasing access to students. Most courses are offered in both the fall and spring with some courses offered in the summer. Students are able to complete their courses of study within the 2-year curriculum cycle. We offer course offerings, certificates and degrees in Office Management, Multimedia Technology, Computer Information Specialist and Office Assistant areas of study. Employment opportunities are very good for skilled, capable, and dependable business professionals. Employers are looking for with excellent computer skills, communication skills, organizational skills, human relations skills and enthusiasm for the job and organization. Graduates can explore opportunities that match their interests and education in a variety of industries. The BCM programs including Office Management, Multimedia Technology, and Lawyer's Assistant are accredited by the Association of Collegiate Business Schools and Programs (ACBSP). By going through the accreditation process we identified our strengths and weakness of the programs, updated our AS degrees with common core courses and reviewed and


restructured our curriculum. This created a process for continuous departmental improvement promoting outcomes assessment linking goals, activities, and outcomes. Through this process we validated the quality of work in the BCM. department. We have annual Advisory Committee Meetings where the department gets advice on: review of our program's sequence and scheduling of courses and delivery options; review and suggestions of content for courses of study. Identify strengths of the curriculum.

• The BCM. AS degree programs including Office Management and Multimedia Technology, are accredited by the Association of Collegiate Business Schools and Programs (ACBSP). By going through the accreditation process we identified our strengths and weakness of the programs, updated our AS degrees with common core courses and reviewed and restructured our curriculum. This created a process for continuous departmental improvement promoting outcomes assessment linking goals, activities, and outcomes.

• The BCM courses are offered in traditional, hybrid and online formats allowing flexibility in our instructional delivery increasing access to students.

• All courses offered in the BCM. Department are also offered in an online format. • The BCM. Department is frequently refine assessments to strengthen critical thinking

assignments into the curriculum. • The program coordinates, impacts and interacts with the following programs:

Accounting, Medical Assisting, and Lawyers Assistant and in many certificates and degrees in the Business Division.

• The BCM. department has a strong advisory committee.

Identify issues and possible solutions.

• The BCM. Department will work on developing fully online certificates in our department. Two courses need to be developed for distance education so the program is fully online.

• The department lost two full-time faculty members since our last program review. In order to grow our department, we need to replace a position. Currently, all full-time faculty in the BCM. department also teach in the Business Department.

• Our assessment revealed that the BCM. face-to-face course success rates are lower than the Skyline success rates. We feel many students are lacking the basic skills of reading and mathematics in order to be successful in our classes. We need to work with the learning center for assistance in these areas. Also, we will work with the PRIE office to gather data for course success rates with existing recommendations in our classes

• We’d like more understanding as to why students withdraw from our online courses. Once suggestion is to have the college create a student survey which identifies the reasons for drop from a course(s).


Discuss plans for future curricular development and/or program.

• We would like to re-design the Multimedia Technology degree and certificate to align with the changing industry requirements with feedback from the Digital Media department.

• We will research redesigning the BCM. degrees with stackable certificates. • We continue to work with local high schools in the development of articulation

agreements for defined career pathways. • The Business Division Meetings will include ½ hour sessions on different curriculum and

pedagogical issues and sharing of best practices both for traditional and online courses. • We have converted BCM. 403 and 404 to a 3-unit course (BCM. 402) and will continue

converting more courses to increase student retention and success. • We would like to develop new courses based on new software used in industry. (ie

Microsoft OneNote, Adobe Creative Cloud components)

6. Action Plan Provide your action plan based on the analysis and reflections provided in the previous sections.

Actions: • Identify next steps to be taken and set a timeline. • Identify questions that will serve as a focus of inquiry for the next Annual Program Plan

and/or Program Review. • Determine the assessments; set the timeline for tabulating the data and analyzing results. • Describe what you expect to learn from the assessment efforts. Next steps for the department include: • Assess our revised PSLOs to ensure proper association to the programs (2014-2015) • Continue to improve assessment methodologies (ongoing) (2014-2015) • Identify key areas of improvement for online courses related to course delivery, technologies,

student preparedness and support, and faculty training (2014-2015). • Revise the Multimedia Technology AS Degree and Certificate (2014-2015) • Work on the re-design of current BCM. degree(s) and certificates, considering the relevancy

of course stackable certificates (2014-2015) • Determine what low-unit courses to increase to three units (2014-2015) • Continue to work on expansion of Advisory Committee members (2014-2015) • Work on development of fully online certificates (2014-2015) Questions that will serve as a focus for inquiry for our next Business Program Review. 1. Do certificates and degrees in the program continue to be viable according to industry and

economic trends in San Mateo County? 2. Does the ratio of full-time to adjunct faculty support the growth and vision of the BCM.

programs? 3. How do we effectively market our program to reach the community and, high school students


4. Since the last program review, the department has engaged in new activities such as Kappa Beta Delta, Enactus, and ACBSP accreditation. Is there a possibility of offering honor courses?

5. What other activities such as short workshops can the department offer to close the preparedness gap (ie How to compress and decompress files)?

6. Did the department increase the number of certificates that can be completed fully online? 7. Were improvements made to online course delivery, new technologies added and faculty

online training conducted? If so, did the student success rates improve? 7. Resource Identification

A. Professional Development needs

Actions: • List the professional development activities the faculty and staff participated in this year. • Explain how professional development activities in the past six years have improved student

learning outcomes. • Describe professional development plans for next year. Professional development keeps faculty up-to-date in their area of expertise by attending national and international workshops, seminars and conferences. Additionally, professional development allows faculty to network with industry experts and fellow professionals. Faculty will incorporate new techniques and ideas into course offerings and program development. Actions: Professor Sita Motipara participated in the STOT I and II training programs in fall and spring for faculty and also attended a number of webinars on online course development tools during the academic year. In addition, she attend the CTTL Brown Bag Session, A Conversation of Flipped Classrooms. Professor Christine Roumbanis attended the Educating for Careers Conference gaining insight into teaching methodologies and current classroom strategies for improving student engagement such as the flip classroom pedagogy. She also attended the ACBSP Annual Conference focusing on Evaluation Training for ACBSP and a series of SLOAC workshops, and a CTTL Brown Bag Session, A Conversation of Flipped Classrooms. . Professional development activities helps faculty gain insight in their area of expertise. Information from the conferences, workshops and training will share with other faculty. They integrate what they learned into course modifications, pedagogy improvements and student learning outcome enhancement for the business program leading to student success. Professor Sita Motipara plans to attend the NBEA (National Business Education Association), Merlot (Multimedia Resources for learning and online teaching) and the Information Communications Technologies & Digital Media Conferences and Workshops. Professor Christine Roumbanis plans to attend the ACBSP Conference, NBEA (National Business Education Association), Education for Careers Conference, and STOT I and STOT II training.


B. Office of Planning, Research & Institutional Effectiveness requests Actions: • List your program’s data requests from the Office of Planning, Research & Institutional

Effectiveness. • Explain how the requests will serve the Student/Program/Division/College needs.

The Business Computer Systems and Management Department requested the following data from the Office of Planning, Research & Institutional Effectiveness to complete program review:

• BCM. Degrees & Certificates Earned 2012-2013 C. Faculty and Staff hiring, Instructional Equipment and Facilities Requests

• Complete the following table:


Comprehensive Program Review Resources Needed Program: Date:

Needs How does this request align

with your assessment of student outcomes?

How does this request align with your action

plan?

Estimated cost for facilities and equipment

Personnel 1. Need additional full-time BCM/BUS FT faculty position.

Help with program growth and expansion. .

Aligns with revitalization of the Business Computer Systems and Management program.

$85,000

Equipment 1.Two workstations, two computers, round table, chairs, projector, and white board. 2. The department is on a rotational schedule for computer upgrades for the labs. Software licensing upgrades are provided through the district.

Same as the facilities description below. This is necessary to meet the SLOs as addressed more effectively and engaging students more actively in the learning process.

Yes, it fully aligns with the request.

Included in facilities budget below.

Facilities 1. Turn the middle room (MAC lab) between 8-119 and 8-121 into a multipurpose meeting room. 2. Paint the room, add a wall and a door.

Easy access for the BCM. department faculty to meet and address specified course SLOs, and program SLOs. Faculty need an effective meeting area to work and collaborate to achieve desired goals. Adjunct faculty and staff work area. This would help meet department goals as addressed and more effectively engage faculty in the department.

Yes, it fully aligns with the request.

$20,000

Business Computer Systems and Management March 28, 2014


APPENDIX A

Four-Column SLO Report Attached

TracDat PSLOs Assessment, Analysis, and Action Plans Report

(Page intentionally left blank.)


APPENDIX B

Advisory Minutes

Business Computer Systems and Management Program Advisory Board

April 18, 2013 Meeting Notes

Date: April 18, 2013

Time: 12:00 – 3:00 pm

Location: Skyline College Room 6203

Called by: Business Computer Systems Management Department

I. Attendees

1. Fatima Aineb 14. Hal Kataoka 2. Gwen Brooks-Swopes 15. David Marcik 3. Anna Calegari 16. Soledad McCarthy 4. Don Carlson 17. Joleen McGrorey 5. Jenny Carreno 18. Sita Motipara 6. Rosanna Castillo 19. Bernadette Newland 7. Alma Cervantes 20. Virginia Padron 8. Fran Corrigan 21. Kelly Pastor 9. Barbara Corzonkoff 22. Valeria Revilla 10. Dawn Dangidang 23. Christine Roumbanis 11. Teresita del Castillo-Brown 24. Ric Sagahon 12. Gina Gimelli 25. Tiffany Thich 13. Lila Jacobo 26. Joann Tran

27. Janice Weeks


II. Agenda Topics for Breakout Groups

Hiring Environment • Is your company/organization hiring now? If yes, what are the titles of the positions that need

to be filled? • How and where are you finding your new hires? • What work experience and/or skills are required for the positions? (Entry level, intermediate,

and advanced) • What level of office software, multimedia or web software knowledge, is in demand? (entry

level, intermediate, and advanced) • What is the salary range that a certificated BCM student can expect? (Entry level,

intermediate, and advanced) • What positions are being eliminated or phased out? • What suggestions do you have for new courses or programs?

Work Environment:

• What software and other media tools are being used by support staff including word-processing, database, spreadsheet, multimedia, Adobe, Windows, MS Office, other?

• Is your organization expecting to upgrade software within the next six months? • Is social networking an important part of your business success? • Do your employees use mobile devices - Privately or company-owned- at work?? What type?

Student/Faculty Advice:

• What advice would you give the student who is ready to start a new career or who is trying to advance his/her career?

• Overall, what courses, skills, and/or attributes put students a notch above co-workers and applicants in the hiring/promotion process?

III. Goals - Identify

1. Current hiring patterns 2. Current software skills knowledge 3. Career areas the Department should be directing students 4. Course additions, deletions, and modifications to meet current employer and employee need

IV. Assignments

Breakout Groups (1:15) Group 1: Computer Information Specialist, Lawyer’s Assistant, Office Assistant, Office Management Group 2: Medical Transcriptionist, Medical Office Assistant, Medical Billing and Coding Group 3: Multimedia Technology


V. Summary Following are the discussion/suggestions by three breakout groups.

• Adecco Group has 60 openings currently. After building experience can move up. Position titles are Admin Assistant 1, II, III etc. Titles change all the time. Duties slightly more integrated. (Office Admin do legal jobs.)

• Agency has tests available for Excel and Word. A candidate is required to have good knowledge of both of this software.

• In legal area knowledge of Nexus, Lexis and Legal key software is desirable. • Suggestion to update the Multimedia Technology Degree. • Adobe Suite is being replaced by NUAN in some companies. • Access Software is not in demand for office admin jobs. • Strong basic computing skills are important and required. • Salaries are matched to the salary guides published by various agencies. These guides usually

match in their scales. • Certificates are very important. For young people in lieu of experience holding certificates are

very important. • Digital presence through Social Networking is important especially membership in Linked-in. • Workforce Readiness skills: – professional appearance, communication skills, knowing

environment and which they fit best, and a positive attitude is needed and very important. • Most of our certificates are adequate. They are good for enhancing skills. Keep offering

various certificates in general office, medical and legal areas. • Integrate art subjects in our Department, such as when we offer Photoshop we should also

offer photography. They found that being able to take photos and edit them in Photoshop is an important skill.

• Thought that offering a class like Business Communications in Art would be beneficial. • Offer a class in After Effects. Suggestion to collaborate with the Creative Arts Department. • Suggested that we are more descriptive in the pamphlet for Business Computer Systems and

Management – Degree & Certificate Program when listing the courses. They thought that listing classes like Internet I does not give potential students enough information on the class. They thought that we should give the web address to the catalog or information on the syllabus for more information

• Offer a class in Marketing and Advertising as a Required Business Core Course • Add a distinguishing feature to our pamphlet such as a drawing that would illustrate that we

offer Multimedia classes. • Offer awards to past students who have excelled in the business world. • Offer awards or scholarships to students who have become successful and overcome

hardships to attain an education. • Have community leaders on campus to speak to students. • Focus on research the needs of the students in Workforce development programs and how

best to supply the external motivation. • Combine short classes – 1.0 to 1.15 units – to possible 1-3 units’ classes. • Promote the program in community. Could use help from a dedicated marketing person.

VI. Next Meeting-April 17, 2014


APPENDIX D SKYLINE COLLEGE

INSTRUCTIONAL AND STUDENT SERVICES PROGRAM

REVIEW RESPONSE SHEET

Program: Business Computer Systems & Management Thank you for your time and effort in preparing this Program Review. Your Resource Needs Summary has been shared with the College Budget Committee and the Resource Needs Summary and Executive Summary, with recommendations, has been shared with the College Council.

College President

Comments:

Signature Separate boxes for each College Vice President(s)

Comments:

Signature

Curriculum Committee Comments:

Signature

Original to remain with self-study Copies to Program Review preparer


Appendix E Skyline College Evaluation of the Program Review Process

To improve the Program Review process your help and suggestions are instrumental. We ask that all parties responsible for preparation of this review have input into the evaluation. After completion of the Program Review process, please take a few moments to complete and return this evaluation to the chair of the Curriculum Committee.

Estimate the total number of hours to complete your Program Review:

1. Was the time frame for completion of Program Review adequate? If not,

explain.

• Meetings 4 hours (Department meetings) • Program Review coordinators time working on document – 20 hours • Meeting with dean - 2 hours total.

Total hours: 26 hours

The time was adequate to work on the program review.

2. Was the instrument clear and understandable? Was it easy to use? If not, explain and offer suggestions for improvement.

It would be beneficial to offer the document in Word and PDF formats. The pdf format does not allow enough space for responses that are requested. It also didn’t allow the use of tables. The department created the document in Word and then published into a pdf format.

3. Were the questions relevant? If not, please explain and offer suggestions.

The questions were relevant. The department was able to fully evaluate the program.

4. Did you find the Program Review process to have value? If not, please explain and offer suggestions.

The program review process has a lot of value for our department. The department was able to reflect and discuss strategic plans for improvements in the program.

5. Was the data you received from the Office of Planning, Research and

Institutional Effectiveness complete and presented in a clear format? Would you like additional data?

The data from the PRIE office is very clear.

6. Please offer any comments that could improve and/or streamline Program

Review.

Provide the form in two formats: Word and PDF.

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