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Business Annual Program Planning of 32 April 2016

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SKYLINE COLLEGE ANNUAL PROGRAM PLANNING SELF-STUDY

!Note: To complete this form, SAVE it on your computer, then send to your Division Dean/VPI as an

ATTACHMENT on an e-mail message. ! !!

Program Title: Business Date Submitted: 4/15/2016 !!!!Key Findings:

• New entrepreneurship certificates were created under a grant from the California Community Colleges, Doing What Matters for Small Business initiative. The department will continue to focus on this discipline and development of Marketing and Management programs, areas integral to business administration.

• Emphasis is being placed on improving the department’s Advisory Board to better meet local business needs, under the advice of area Deputy Sector Navigators.

• SLOAC assessment methodologies will be modified to increase faculty participation and assessment effectiveness through a new 1-year cycle.

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

List of names and positions:

(2 FT) Guillermo Ortiz, and Hui Pate (2 FT split with other depts.) Sita Motipara (BCM. and BUS.), Guillermo Ortiz (ACTG and BUS.) (13 PT) Sharon Alcalde, Sue Broxholm, Celia Canfield, Alma Cervantes, Andy Dai, Beth Damonte, Michael Habeeb, Jack Kilmartin, Alpha Lewis, Lisa Lilienthal, Soledad McCarthy, Michael Neuendorff, and Angel Riley.

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2. Contact Person (include e-mail and telephone): !3. Program Information

Guillermo Ortiz, [email protected] x4120

A. Program Personnel Identify the number of personnel (administrators, faculty, classified, volunteers, and student

workers) in the program: !

1 Administrator, 2 FT faculty; 13 adjunct; 1 classified; 0 volunteers; 2 student workers !!

FT Faculty: 2 PT/OL Faculty (FTE): 3.5

FT Classified: 1 PT Classified (FTE): "!

Volunteers: 2 Student Workers: 2


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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. Address how the program meets the current year’s strategic priorities. (200 word limit)

! Mission Statement: Prepare our students and the community to be competent citizens for the ever-changing local and global markets. Goals: • To prepare students for transfer and success in business careers through excellent instruction and quality curriculum • To promote faculty research, collaboration, faculty-student interaction, and professional

development activities that enhance faculty skills and student learning • To integrate academic knowledge and skills to real-life business practice • To build a strong partnership with industry and the community • To strive for continuous program improvement through membership in the international

business program accreditation body ACBSP. !!4. Program/Service Area Student Learning Outcomes and Program Data !

A. Summarize recent course (for instruction, including student service courses) or program (for student services and every three years, CTE programs) SLO assessment, identify trends and discuss areas in need of improvement. Please attach summary Tracdat reports with assessment and analysis for SLOs evaluated during the last two years (prior to submission deadline of April 1st). (200 word limit is recommended.) Tool: https://sanmateo.tracdat.com/tracdat/

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!One or more SLOs in 7 out of 14 active courses in Business, International Trade & Logistics were assessed in 2014-2015. The remaining seven Business courses will be assessed in Fall 2016. Changes have occurred in the Business, Int’l Trade & Logistics programs. The courses in International Trade & Logistics are planned to move to the Global Learning Programs and Services Division. These courses were not assessed. As we are building the Business programs, we will require that all faculty assess all SLOs annually, providing dedicated support from SLOAC coordinators. The following courses were assessed during 2014-2015. (See attached TracDat report). It is important to note that the current review of the data reveal the same challenges that have been observed in previous years. Not all sections and all SLOs for courses are being assessed. In addition, courses are assessed via different methods, with different success criteria. After analysis it is determined that in some courses the success criteria should be set higher, assessment methods refined, and different assessment methods using direct and indirect methods of assessment should be adopted by faculty. This would encourage both authentic and sustainable assessment methods for better analysis of the courses. Faculty would benefit from professional development opportunities involving general assessment processes, methods, and analyses.

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Course SLOs Assessed Outcome Action

BUS 100 2 2 criterial met Assess all

SLOs and all sections

BUS 120 4 2 criteria met None

BUS 123 6 3 criteria met None

BUS 201 3 3 criteria met Assess all sections

BUS 230 1 1 criterion met Assess all SLOs

BUS 401 1 1 criterion met Assess all

SLOs and all sections

MGMT 100 4 4 criteria met None !

B. Analyze evidence of Program performance. Review and analyze productivity, student characteristics and outcomes.

The Business Department for the year 2014-2015 carried a load of 426, a decrease of 4% from the previous year. The figure below shows load trends for Business and the college as a whole.

The gender balance of our students in the Department for 2014-2015 is distributed at 52.2% male and 45.5% female in comparison to the College-wide gender balance at 46.1% male and 51.5% female. This balance has gradually shifted from female to male majority since 2010. The department's unique headcount by ethnicity reflected small changes from 2013-2014 to 2014-2015: Filipinos had a 1.1 percentage point increase, while Hispanics/Latinos showed a decrease of 1.3 percentage points, the most significant change in ethnicity enrollment patterns.


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An interesting change from 2013-2014 to 2014-2015 is in the unique headcount by age. There were minor changes in all age categories except for the 40-49, which had a 2.2 percentage point decrease. This may be an indication of economic recovery and the return to employment for this age category students. Skyline College for the 2014-2015 year had a 70.5% success rate and an 84.8% retention rate, nearly unchanged from the previous year. The Business Department experienced a 65.9% success rate and 80.5% retention rate, roughly five percentage points lower than the college. These results were practically unchanged from the previous year for retention and 1.1 percentage points lower for success. The Business Department is below the college rates and will continue to explore strategies to increase success and retention.

The total number of 2015 sections for Spring and Fall was 93, with 31% of these being online. The graph below compares success rates for face-to-face and online courses. Success rates for online classes are slightly lower than the 60% statewide rate (California Community College Chancellors Office Data Mart, http://datamart.cccco.edu/Outcomes/Course_Ret_Success.aspx.)

C. Explain how other information may impact the Program (examples are business and employment needs, new technology, new transfer requirements etc.)

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2012-2022 Fastest Growth Rate Occupations

1 Biomedical Engineers 6.9% 2 Economists 5.7% 3 Personal Care Aides 4.7% 4 Statisticians 4.7% 5 Logisticians 4.2% 6 Marketing Specialist 4.1% 17 Management Analysts 3.3% 30 Marketing Managers 2.7%


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5. Curricular Offerings !

Tools: CurricUNET http://www.curricunet.com/smcccd; https://sanmateo.tracdat.com/tracdat/ !

A. Program Curriculum and Courses. If your program does not offer curriculum please state “N/A”.

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Respond to the following:

• What new courses (excluding individual Selected Topics [665] topics and Experimental [680/880] courses) have you added to your program curriculum in the past academic year? List by Department, Course Number and Course Title.

• Note that you’ve added new courses to the department three-year calendar of assessment and requested that they be added to TracDat.

• Note that you’ve done the following for new courses on TracData. - Uploaded SLOs - Mapped course-level SLOS to PSLOs (including relevant interdisciplinary degrees) and ISLOs. -Uploaded assessment methods.

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1. The business department applied for and received a grant to revamp the entrepreneurship and marketing courses and certificates from the Doing What Matters for Small Business initiative of the State of California. The following courses were created under the grant.

• BUS 161 – Creativity and Innovation in Entrepreneurship

• BUS 163 – Accounting and Finance for Entrepreneurs

• BUS 164 – Launching the Entrepreneurial Venture I

• BUS 165 – Launching the Entrepreneurial Venture II

• BUS 166 – The Business Plan

• BUS 180 – Principles of Marketing

2. The following courses were modified under the grant to align them with the current industry practices and the needs of small business managers and entrepreneurs.

• BUS 201 – Business Law

• BUS 401 – Business Communications

• MGMT 100 – Introduction to Business Management !

3. Business programs and certificates were updated to include the courses created and modified under the Doing What Matters grant. Two new certificates in Entrepreneurship are significant. See Appendix C.

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4. BUS 150, Entrepreneurship and Small Business Management, was banked. It was replaced by

BUS 164 and BUS 165. The General Supervision Certificate of Achievement was deleted as a result of low enrollment.

5. The department is transferring the A.S. degree in International Logistics, the Ocean Freight Forwarding Certificate, and the Freight Forwarding Certificate of Specialization to the Global Learning Program and Services Division.

6. All new courses have been entered in TracDAT and their SLOs have been mapped to corresponding PSLOs and ISLOs.

7. Assessment methods have not been created for the new courses, as SLOs assessment is the responsibility and prerogative of the faculty teaching the course. Assessment plans for the new courses will be created by the faculty teaching the courses in Fall of 2016 and Spring of 2017.

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B. Identify Patterns of Curriculum Offerings !

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1. What is the planning group’s 2-year curriculum cycle of course offerings by certificates and degrees?

2. What is the ideal curriculum cycle?

3. Discuss any issues. !!!

The department has designed the course offerings and sequencing of courses for certificates, degrees, and transfer degrees to ensure timely completion within the 2-year curriculum cycle. Multiple sections of most courses are offered every semester to meet the needs of Business majors and for those pursuing certificates. The Business 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. Employment opportunities are very good for skilled, capable, and dependable business professionals. Employers are looking for business professionals with excellent 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 Business Department completed an Associate in Science Degree for Transfer (AS-T) Degree Business Administration that was offered for Business students in 2012. Upon completion of the transfer associate degree, students are eligible for transfer with a junior standing into the CSU system, and given priority consideration when applying to a similar program in the student’s area of study. Figure 1 in Appendix C shows completions in the AS-T degree since its inception in 2012. The transfer degree has been very successful, showing an increase in completions of almost 180% from 2012-2013 to


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2013-2014 and a 30% increase from 2013-2014 to 2014-2015 academic years. Transferability and credit towards the four-year degree in business have been the central criteria for inclusion of courses in the business AS degree programs. At the present time all the core courses transfer and all are counted toward the four-year degree at San Francisco State University, which is the number one transfer school for Skyline business students. Figure 2 in Appendix C shows Business Certificates awarded from 2010-2011 to 2014-2015. The Business Administration Certificate of Achievement has an average award rate of five certificates per year, the highest of all certificates offered. The department is in process of strengthening and promoting the Entrepreneurship program, as well as expanding course offering in Marketing and Management with the aim providing more targeted studies that satisfy the interests and needs of our students. The International Trade and International Logistics certificates can be regarded as career enhancement areas of study with very low award rates (see Figure 2 in Appendix C). These certificates will be transferred to the Global Learning Programs & Services Division where they can be more appropriately served. The Business courses are offered in traditional, hybrid and online formats allowing flexibility in our instructional delivery increasing access to students. An ideal curriculum cycle is currently in place. 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 and standards of proficiency in areas which are essential to becoming successfully employed in a career pathway.

6. Response to Previous Annual Program Plan & Review !

List any recommendations for the program and your responses to these recommendations based on previous Annual Program Plan and/or CTE Professional Accreditation report.

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The Business Program continues to evaluate all of its courses with the aim of modernizing its degree and certificate offerings to better match student’s career goals and industry trends. Figures 1 and 2 in Appendix C show degree and certificate awards for the last five years. The following steps are being taken to analyze and improve program results. 1. Under a grant from the California Community Colleges, Doing What Matters for Small Business initiative, several existing courses have been modified and new ones created to support revamped Entrepreneurship certificates, and area of interest of many of our students. The department will continue to focus on this discipline and development of the Marketing and Management fields, areas integral to business administration. 2. The department has identified areas of low enrollment as evidenced by degree and certificate awards. In response, the General Supervision Certificate of Achievement has been deleted and certificates in International Trade and International Logistics are being transferred to the Global Learning and Services Division. We will continue to monitor course enrollment, and degree and certificate awards to further improve our effectiveness. 3. Business students were surveyed to better understand their career goals and aspirations. The results showed that 77% of students were considering transfer to a 4-year university, 39% of students wanted to pursue a degree in business, and 21% wished to complete a certificate (see Figure 3 Appendix C). These results demonstrate the importance on continued support and enhancement of the AS Transfer degree.


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4. The table to the right shows students’ responses to the type of jobs they desire. Financial Services, Management and Business Administration, Marketing, and Entrepreneurship were most often mentioned by the students surveyed. The Business Department has initiated expansion in these areas and will continue to develop them further.

5. On May 22, 2015, Business and BCM faculty met for a self-assessment and planning session. Dr. Sarah Perkins, VP of Instruction, Christine Roumbanis, Dean of the BEPP Division, Aaron McVean, Dean of PRIE, and Alex Kramer, Deputy Sector Navigator for Small Business, met with department faculty to map the course of future program development. Degree/Certificate completion data, LMI data, and student survey results were discussed. The outcomes of this meeting guided the strategy of the department during 2015.

7. Action Plan !

Provide your action plan based on the analysis and reflections provided in the previous sections. Note – resource requests should be connected to action plans.

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• Describe data and assessment results for Program Student Learning Outcomes. Analyze and reflect on assessment results for Program Student Learning Outcomes and other measures of Program performance.

• Analyze and reflect on other evidence described in previous sections. Identify the next steps, including any planned changes to curriculum or pedagogy.

• Identify questions that will serve as a focus of inquiry for next year. !!!

Next steps for the department include: • Hold Advisory Committee meetings twice a year to better guide the Department’s efforts. The

first of these will be held during June of 2016. • Under funding from the California Community College, Doing What Matters for Small Business

initiative, conduct a student promotional event to launch and promote the new Entrepreneurship Certificates (May 2016)

• Modify and emphasize SLOAC assessment methodologies with the aim of increasing faculty participation. The 3-year SLOAC assessment cycle needs to revised so that faculty assess all student learning outcomes for all sections of a course on a regular basis. With the help of the Dean, establish a method of accountability of faculty in the performance of student learning outcome assessment (2016-2017)

• Encourage faculty to attend CTTL workshops and other training activities to learn new teaching approaches aimed at increasing student success.

Field of Desired Job Mentions

Accounting 44

Financial Services & Banking 21

Management &

Business Administration

18

Marketing 14

Entrepreneurship &

Small Business Management

10

International Business. 3


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• Support faculty in their transition from WebACCESS to Canvas and foster improvement of online pedagogy (2016-2017)

• Reconfigure lecture classrooms to facilitate different types of instructional methods (2016-2017)

• Explore linkages with business industries to set up internship programs (2016-2017) • Participate and support the Skyline Promise Initiative

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 the San Francisco Bay Area? 2. Does the ratio of full-time to adjunct faculty support the growth and vision of the business

programs? 3. In addition to Kappa Beta Delta, Enactus, and ACBSP accreditation. What other activities can we

pursue to enrich the student and faculty experience? 4. Can we establish a partnership with local Deputy Sector Navigators to leverage their expertise to

help the department strengthen industry relations, improve instructional offerings, and increase the operational effectiveness?

5. Can we provide effective classroom facilities for different types of instructional methods? 6. How can we support faculty to improve pedagogical effectiveness in both face-to-face and online

instruction? 8. Resource Identification

A. Professional Development needs

!Professional development activities that Business faculty may participate in include:

• Dr. Hui Pate plans to attend the Online Teaching Conference during summer of 2016 in San Diego, CA

hosted by California Community Colleges. In addition to participate in CTTL’s intensive training on Canvas course management LMS during June of 2016 on enhancing online course effectiveness and using Canvas as the course management tool for online classes.

• Professor Guillermo Ortiz will attend the CANVAS training in the summer of 2016. He will work on

finalizing the captioning of all course support videos and modifying PDF documents for accessibility. He will attend other professional developments as they arise per department needs and his professional interests.

• Professor Sita Motipara will attend the CANVAS training in the summer of 2016. She will attend

conferences in the area of CTE pathways in addition attending workshops to enhance face-to-face and online instructional delivery modalities.

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B. Office of Planning, Research & Institutional Effectiveness requests !!

Actions:

• List data requests for the Office of Planning, Research & Institutional Effectiveness.

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

1. English and Math placement data for Business students would be helpful. (2016-2017). The data will help faculty to prepare students with strategies catering to students who have different levels of knowledge and skills.

!2. Basic Skill information about students would help faculty identify the support and resources student need to be successful in their selected program classes. (2016-2017)

!3. Program data on certification and degree completion will help us with program assessment and effectiveness. We can in turn continuously improve program success and student learning outcome. (2016-2017)

!4. Transfer data about where are students are going to after leaving Skyline College. We use data from the PRIE site about certificate and degree completion rates which help us assess how effective our program is in preparing students for career pathways. (2016-2017)

!5. Both program completion and transfer data will help us build program alumni which in turn will enhance program promotion and program expansion outreach. (2016-2017)

!6. Job placement data would be helpful in enhancing program curriculum and programs appeal. (2016-2017)

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C. Faculty and Staff hiring, Instructional Equipment and Facilities Requests Complete the following table:

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Annual Program Planning Resource Needs Program: !!!Business! Date: April 10, 2014

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What are the needs? How does this request align

with your assessment of student outcomes?

How does this request align with your action

plan?

What is the estimated cost for facilities and

equipment?

Personnel N/A

Equipment !

!1. 1 lecture capturing technology

hardware with live audio and video input and output capabilities.

!!This will improve the effectiveness of online instructional delivery.

!Aligns with the improvement of online courses related to course delivery and success.

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!$25,000

Facilities 1. 3 Classrooms reconfigured with the flexibility to facilitate different types of instructional methods.

2. Furniture for three (3) lecture classrooms.

3. White Board wall to wall for student collaboration.

This will improve the effectiveness of student participation, learner centered environment, inquiry learning and problem solving and social skills.

Reconfigure lecture classrooms to facilitate different types of learning environments.

$30,000

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APPENDIX A !VISION, MISSION, VALUES AND GOALS OF SKYLINE COLLEGE Please check current catalog for most recent goal statements. !Vision Statement Skyline College inspires a global and diverse community of learners to achieve intellectual, cultural, social, economic and personal fulfillment. !Mission Statement To empower and transform a global community of learners. !Values Statement Education is the foundation of our civilized democratic society. Thus: Campus Climate: We value a campus-wide climate that reflects a ‘students first philosophy' with mutual respect between all constituencies and appreciation for diversity. Both instruction and student services are dedicated to providing every student with an avenue to success. Open Access: We are committed to the availability of quality educational programs and services for every member of our community regardless of level of preparation, socio-economic status, cultural, religious or ethnic background, or disability. We are committed to providing students with open access to programs and responsive student services that enable them to advance steadily toward their goals. Student Success: We value students’ success in achieving their goals, and strengthening their voices as they transform their lives through their educational experience. Academic Excellence: We value excellence in all aspects of our mission as a comprehensive community college offering preparation for transfer to a baccalaureate institution, workforce and economic development through career technical education programs and certificates, Associate of Arts and Associate of Science degrees, basic skills development, and lifelong learning. We are committed to academic rigor and quality with relevant, recent, and evolving curriculum and well-equipped programs that include new and emerging areas of study. We are dedicated to an educational climate that values creativity, innovation and freedom of intellectual exploration, discovery, thought, and exchange of ideas. Community Connection: We value a deep engagement with the community we serve and our role as an academic and cultural center for community including business, industry, labor, non-profits, government and the arts. We are dedicated to maintaining a college culture and institutional climate that is warm and welcoming to all. Shared Governance: We value just, fair, inclusive, and well understood, transparent governance processes based upon open and honest communication. Sustainability: We value an institutional culture that represents a strong commitment to environmental sustainability and justice. We are committed to the tenets of sustainability “To meet present needs without compromising the ability of future generations to meet their needs.”


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APPENDIX B !Definition of Terms

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WSCH: Weekly Student Contact Hours are based on the first census week of a Fall term. They do not include second census week data, but they do include all positive attendance data for the term (converted to WSCH) including classes which start after the first census

!FTE: The full-time equivalent faculty count is determined by the set of rules provided to each college at

the time the data is requested. Generally, the figures are the decimal fraction of the teaching hours or units ascribed to the faculty member for teaching work done. Non-teaching time is specifically excluded so that it does not affect the value of the data. Work done by non-certified-personnel is not included.

!LOAD: Teaching Load is taken as the ratio of WSCH to FTE !

N GRADES: The total number of grades awarded (A+B+C+D+F+CR+NCR+I+W)

RETENTION: The sum of all non-W grades divided by N grades times 100, expressed as %

SUCCESS: A+B+C+CR grades divided by N grades times 100, expressed as %


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APPENDIX C

1. Entrepreneurship certificates

2. Figure 1. Business A.S. Degrees

3. Figure 2. Business Certificates

4. Figure 3. BEPP Division Survey " Student Goals

5. TracDat 4-Column Report


A.S. Degrees

10/11 11/12 12/13 13/14 14/15 Total


Bus. Admin. – Transfer

Business Management

International Trade

International Logistics

30 45 20 29 20 144

0 14 39 51 104

0 0 0 1 2 3

1 2 1 3 1 8

0 1 1 2 0 4

30 45 34 68 248

A.S. Business Degrees

0

6

12

18

24

30

36

42

48

54

60

10/11 11/12 12/13 13/14 14/15

A.S. – Business Administration

Aw

ard

s

Year

A.S. Business AdministrationA.S. Bus. Admin. – TransferA.S. Business ManagementA.S. International TradeA.S. International Logistics

0

1

2

3

4

10/11 11/12 12/13 13/14 14/15

Bus Mgmt, Int’l Trade, and Log

Year

A.S. Business ManagementA.S. International TradeA.S. International Logistics

Aw

ard

s

Guillermo Ortiz

Figure 1. Business A.S. Degrees

Guillermo Ortiz

Certificates10/11 11/12 12/13 13/14 14/15 Total


International Business

International Trade

Int’l Logistics – Ocean Freight

Int’l Logistics – Customs Broker

Asian Business Practices

Int’l Logistics – Air Freight

Import/Export

Legal Aspects of Int’l Bus.

7 4 5 5 4 25

1 0 1 2 3 7

1 0 2 3 1 7

1 1 3 1 1 7

2 1 6 3 2 14

2 0 0 1 2 5

1 1 1 1 1 5

1 0 0 0 3 4

0 0 0 0 2 2

8 4 6 7 7 61

Business Certificates

0

1

2

3

4

5

6

7

8

10/11 11/12 12/13 13/14 14/15

Certificates

Awards

Year

Business AdministrationInternational BusinessInternational TradeInt’l Logistics – Ocean FreightInt’l Logistics – Customs Broker

Guillermo Ortiz

Figure 2. Business Certificates

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

T D, T D, C, T C, T C D D, C D, C, O D, O O

8%

1%1%2%

9%

4%6%

8%

18%

45%

Educational Goals of Business Students (198 respondents)

C - Certificate, D - Degree, O - Other, T - Transfer

77% of students are considering transfer to a 4-year university

39% of students are pursuing a degree

21% of students are pursuing a certificate

Figure 3. BEPP Business SurveySpring 2015 (198 respondents)

Course Assessment Report-- Four ColumnSan Mateo CCCD

SKY Dept - Business, International Trade, & Logistics

Course Outcomes 1 and ctu.unitid = 1077 Means of Assessment & Success Criteria /Tasks Results Action & Follow-Up

SKY BUS. 100 - Introduction to Business- Major functions - Distinguish and explain themajor business functions.Assessment Cycles:2014-2015Start Date:08/24/2014End Date:12/18/2014Course Outcome Status:Active

Assessment Method:Final Project write up a business plan integratingwhat you learned throughout the semester basedon the final project guideline.Assessment Method Category:Capstone Assignment/ProjectSuccess Criterion:60% or more will score 70% or better.(70% = Adequate higher)(80% = Good) (90% + = Excellent)Related Documents:BUS 100 Grading Rubric Fall 2012BUS 100 Final Project Fall 2012BUS 100 Assessment Fall 2012

12/22/2014 - 82% of students scored 70% C or higheron assessment toolResult Type:Criterion metReporting Cycle:2014 - 2015Resources Needed to Implement Action Plan:N/ARelated Documents:Course Accessment-BUS 100 Fall2014.docxBUS 100 AA 2914 raw data.xlsx

SKY BUS. 100 - Introduction to Business- Bus Decision-making - Recognize the strategicnature of business decision-making.

Assessment Cycles:2014-2015Start Date:08/25/2014End Date:12/18/2014Course Outcome Status:Active

Assessment Method:Final Project: write up a business planintegrating what you learned throughout thesemester based on the final project guideline.Assessment Method Category:Capstone Assignment/ProjectSuccess Criterion:60% or more will score 70% or better

03/05/2015 - 82% of students scored 70% C or higheron assessment toolResult Type:Criterion metReporting Cycle:2014 - 2015Resources Needed to Implement Action Plan:N/ARelated Documents:Course Accessment-BUS 100 Fall2014.docxBUS 100 AA 2914 raw data.xlsx

SKY BUS. 100 - Introduction to Business- Bus Decision-making_1 - Recognize thestrategic nature of business decision-making.


Assessment Method:Final Project: write up a business planintegrating what you learned throughout thesemester based on the final project guideline.Assessment Method Category:Capstone Assignment/ProjectSuccess Criterion:80% or more of students will score 85% or betterRelated Documents:BUS 100 Final Project Assignment Fall2015.pdf

01/29/2016 - 88% of students scored 85% or higher onthe assessment.Result Type:Criterion metReporting Cycle:2015- 2016Resources Needed to Implement Action Plan:NoneRelated Documents:BUS 100 Fall Raw data.pdfBUS 100 Outcomes Fall 2015.pdf

SKY BUS. 120 - Math Analysis for Business- Derivative - Use the derivative to perform

Assessment Method:Optimization survey

06/22/2015 - All students stated that they had increasedtheir knowledge of calculus, scoring this question 4 or

04/14/2016 2:28 PM Generated by TracDat a product of Nuventive. Page 1 of 13

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https://sanmateo.tracdat.com:443/tracdat/viewDocument?y=loEviN4Ny6cO

https://sanmateo.tracdat.com:443/tracdat/viewDocument?y=Ch1d1u9SVmsy


marginal analysis and locate maxima andminima.

Assessment Cycles:2014-2015Start Date:05/20/2010Course Outcome Status:Active

Assessment Method Category:SurveySuccess Criterion:more than 60% of students will score 4 or moreRelated Documents:BUS 120 - Optimization survey

more, with an average of 4.7.

93% of students stated that they understoodOptimization, scoring this question 4 or more, with anaverage of 4.3.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:S15 Survey resultsBUS 120 Optimization Survey

06/22/2015 - There is a disconnectbetween the survey statement "Iunderstand optimization" and the examresults. Many of the errors made on theexam are due to improper use of thecalculator, algebra mistakes, andprocedural mistakes. Most of these areskills that the student should have aspart of the math prerequisite and willrequire some remedial work (as muchas possible) in BUS 120.

Action Plan Category:Use New or Revised Teaching methods

Assessment Method:Midterm exam V4.Assessment Method Category:ExamSuccess Criterion:60% of students or more will score 70% or higherRelated Documents:S15 Optimization Exam

06/22/2015 - 61% of students scored 70% or higher onthe optimization midterm. Five out of 18 studentsearned an A in this exam, with half the class scoringabove 75%. An exam was used as students havedifficulty responding to the format of MyLab, thepublisher's system.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:S15 Exam ResultsS15 Optimization Exam

06/22/2015 - Calculus is the mostchallenging topic for students andcontinued exploration of pedagogy,assignments, and in-class work isneeded to improve the results.


SKY BUS. 120 - Math Analysis for Business- Probability - Solve probability problems usingset theory, Venn diagrams, tree diagrams, tables,combinations, permutations, and Bayes theorem.


Assessment Method:Probability surveyAssessment Method Category:SurveySuccess Criterion:more than 60% will score 4 or more on question3.Related Documents:BUS 120 - Probability survey

06/22/2015 - 69% of students scored the statement "Iincreased my knowledge of probability" 4 or 5 on a 5-point scale (5 = strongly agree), with an average of 3.9.There is a disconnect with the assessment results,though this was the lowest rating of the the three topicssurveyed.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:S14 Survey resultsBUS 120 Probability Survey

06/22/2015 - See exam assessmentresults.

Action Plan Category:Conduct Further Assessment

Assessment Method:Probability Test V3Assessment Method Category:ExamSuccess Criterion:more than 60% of students will score 70% orbetter

06/22/2015 - 29% of students met the success criteria.An online assessment was used, using MyLab, thepublisher's online homework and testing system.Though these students do all their homework on thissystem, it appears that they are not used to the testingformat and the results were very low.

Similar probability problems were done in class, as

06/22/2015 - Use an in-class quiz orexam to assess SLOs in this class in thefuture.

Action Plan Category:Develop new evaluation methods


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Related Documents:BUS 120 Probability Test V3

homework, or in quizzes. The average of 9 probabilityhomework assignments was 87.4%.Result Type:Criterion not metReporting Cycle:2014 - 2015Related Documents:S15 Exam Results

SKY BUS. 120 - Math Analysis for Business- Discrete distributions - Construct and interpretdiscrete probability distributions, includingexpected value calculations.


Assessment Method:Discrete Distribution Test V3Assessment Method Category:ExamSuccess Criterion:more than 60% of students will score 70% orbetterRelated Documents:BUS120 Discrete Distribution Test V3

06/22/2015 - 19% of students met this criteria. This hasbeen one of the lowest results on this topic. See resultcomments under the Probability SLO for analysis andcourse of action.Result Type:Criterion not metReporting Cycle:2014 - 2015Related Documents:S15 Exam ResultsBUS120 Discrete Distribution Test V3

06/22/2015 - See results and action planunder the Probability SLO,

Action Plan Category:Conduct Further Assessment

SKY BUS. 120 - Math Analysis for Business- Time Value Money - Compute present andfuture values of single amounts and annuities,including the construction and use ofamortization schedules.


Assessment Method:Finance surveyAssessment Method Category:SurveySuccess Criterion:more than 60% of students will score 4 or moreon questions 1, 2, and 3Related Documents:BUS 120 - Finance survey

06/22/2015 - 100% of students rated the statement onknowing present value 4 or 5 on a 5-point scale(5=strongly agree).

93% of students rated the statement on being able tocalculate loan payments 4 or 5 on a 5-point scale(5=strongly agree).Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:S14 Survey resultsBUS 120 Finance Survey

Assessment Method:Midterm exam V4.Assessment Method Category:ExamSuccess Criterion:60% or more of students will score 70% or higherRelated Documents:S15 Finance Exam

06/22/2015 - 75% of students scored 70% or higher onthe midterm exam.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:S15 Exam ResultsS15 Finance Exam

SKY BUS. 123 - Statistics- Frequency Distributions - Organize andinterpret data using frequency distributions and

Assessment Method:Test V2 - Interpret histograms and graphs.Assessment Method Category:

06/26/2015 - 69% of students scored 70% or higher onthe standard online test. Criterion was met, though thisis the easiest topic of the course. Both AA and OL


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graphs.Assessment Cycles:2014-2015Start Date:05/20/2010Course Outcome Status:Active

ExamSuccess Criterion:60% or more of students will score 70% or betterRelated Documents:BUS123 Graphs test V2

sections recorded.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:S15 Results

SKY BUS. 123 - Statistics- Central Tendency & Dispersion - Summarizedata using measures of central tendency anddispersion.


Assessment Method:Test V2 - Numerical summaries.Assessment Method Category:ExamSuccess Criterion:60% or more of students will score 70% or better.Related Documents:BUS 123 Numerical Summaries Test V2

06/26/2015 - 63% of students scored 70% of higher.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:S15 Results

SKY BUS. 123 - Statistics- Confidence Intervals - Estimate the value ofunknown parameters using confidence intervals.


Assessment Method:Test V2 - Confidence intervals.Assessment Method Category:ExamSuccess Criterion:60% or more students will score 70% or betterRelated Documents:BUS123 Confidence Intervals Test V2

06/26/2015 - 63% of students scored 70% of higher.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:S15 Results

SKY BUS. 123 - Statistics- Hypothesis Testing - Use hypothesis testing totest claims regarding a parameter of one or morepopulations.


Assessment Method:Test V2 - Hypothesis testing.Assessment Method Category:ExamSuccess Criterion:60% or more of students will score 70% or better

06/26/2015 - 49% of students scored 70% or higher(sections combined). Different testing instruments wereuse for each section, as the classroom students (AA) donot do well in online format--they are not used to thistype of test.

59% of classroom students scored 70% or higher on ahypothesis quiz.39% of online students scored 70% or higher on thestandard assessment test.

The use of support videos that are included inWebACCESS for this chapter was examined. Onlythree students viewed the Hypothesis Intro video (out of18). Four students viewed the video on hypothesistesting of the mean and two viewed the video ofhypothesis testing of the proportion. This shows thatstudents are not making use of the WebACCESSsupport materials I provide.Result Type:Criterion not met

06/26/2015 - It is important to getonline students to use the supportmaterials provided in WebACCESS. Itis difficult to grade access to these, asstudent access to a video does not meanthat they viewed it, just that theyclicked on the link. Trying to figure outa way to increase student engagementint the course continues to be achallenge.



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Reporting Cycle:2014 - 2015Related Documents:S15 ResultsS15 OL student use of hypothesis aids

SKY BUS. 123 - Statistics- Regression/Correlation - Analyze therelationship between two variables using simpleregression and correlation analysis.


Assessment Method:Test V2 - Regression analysis.Assessment Method Category:ExamSuccess Criterion:60% or more of students will score 70% or better.Related Documents:BUS123 Regression Test V2

06/26/2015 - 38% of students scored 70% or higher.Only the OL section was assessed as students in theclassroom section were given a group problem for thistopic.

This it the lowest result, ever, for this SLO. I can onlyattribute it to the student cohort and their unwillingnessto use the support materials I provide. See relateddocument on student use of support video for this topic.Result Type:Criterion not metReporting Cycle:2014 - 2015Related Documents:S15 ResultsS15 OL students use of regression aids

06/26/2015 - Same action plan asmentioned for hypothesis testing


SKY BUS. 123 - Statistics- Chi-Square - Analyze goodness-of-fit andindependence using chi-square analysis.


Assessment Method:Test V2 - Chi-Square tests.Assessment Method Category:ExamSuccess Criterion:60% or more of students will score 70% or betterRelated Documents:BUS123 Chi-Square Test V2

06/26/2015 - 47% of students scored 70% or higher.This is the first time in four years that this SLO is notsatisfied. I can only attribute it to the cohort of studentsand their unwillingness to access the course supportmaterials, similar to hypothesis testing and regression.Result Type:Criterion not metReporting Cycle:2014 - 2015Related Documents:S15 ResultsS15 OL student use of Chi-Square aids

06/26/2015 - Same action plan as thatfor hypothesis SLO


SKY BUS. 201 - Business Law- Apply law to current events - Apply thehistorical and constitutional foundations of thelaw to current events.

Assessment Cycles:2012-20132013-20142014-20152015-2016Start Date:08/15/2012

Assessment Method:Assignments, quizzes, essays, midterm and finalexaminations.Assessment Method Category:ExamSuccess Criterion:60% or more will score 66% or better.66%=satisfactory; 70%=adequate; 80%=good;90%+=excellentRelated Documents:BUS 201 Test Fall 2012.pdfBUS 201 (80190) Assessment Results

06/29/2015 - Assessment includes quizzes, legal caseanalysis, essays, interactive class discussion,homework, and group presentations, with success beingdetermined by the student achieving a grade of C (70percent) in each assessment area.

All the students passed.

Overall grades for the 29 students:79 percent with a B- or better (4 A’s, 1 A-‘s, 3 B+’s,11 B’s, and 4 B-’s);the remaining 21 percent with a C or better (1 C+ and 4C’s).

06/29/2015 - I will continue to engagethe class in discussing specific casesillustrating various points of laws, usingthe Socratic Method. I will continue todraw from pertinent current events topresent and discuss various points oflaw. These interactive methods,combined with an interactive style oftraditional lecture, appear to beeffective, as revealed per theassessment.



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End Date:12/31/2015Course Outcome Status:Active

Fall 2012BUS 201 (93510) Assessment ResultsFall 2012BUS 201 (80180) Assessment ResultsFall 2012

One student could not complete the class due to afamily illness.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:S15 BUS 201 Assessment Plan

I am considering moving away fromadministering multiple quizzes andmoving to assigning more in-class andhomework analytical exercises. I planon offering at least two majorexaminations, mixing types of questionson the quizzes, especially analyticalshort answer/essay, with the hope ofobtaining a clearer evidence of thestudents’ ability to conceptualize factsand theories and apply them. I also planincorporating all essay work into theexaminations, rather than assigningthem separately. I will continue,throughout the semester, emphasizingethical aspects involved in decisions, ingeneral, and business decisions,specifically. Ethics and ethical behavioris a major topic in this course.


Assessment Method:Assessment includes quizzes, legal case analysis,essays, interactive class discussion, homework,and group presentations.Assessment Method Category:OtherSuccess Criterion:Success being determined by the studentachieving a grade of C overall (70 percent) in theassessment area.

12/18/2015 - Criteria were met. Legal case analysis,class discussion, and group presentations were goodindicators of the 33 students’ ability to identify,describe, and apply law. Although they did well onquizzes and essays, a professor is never absolutely surehow much of the information expressed correctly willbe taken with the students after the class is completed.Perhaps the greater skills of analysis and application ofinformation are more likely to be retained and quizzesand assignments should focus on nurturing these skills.

Section AA: All but two the students (94 percent)passed . Overall grades for the 33 students: 70 percentwith a B- or better (6 A’s, 3 A-, 1 B+’s, 8 B’s, and 5 B-’s); 24 percent with a C or better (2 C+ and 6 C’s). 6percent with a D (2 D’s). No one failed the course.

Section AB: 88 percent of the 33 students passed withat least a C. Overall grades for the 33 students: 52percent with a B- or better (2 A’s, 2 A-‘s, 2 B+’s, 8 B’s,and 3 B-‘s); 36 percent with a C or better (4 C+’s and 8C’s); 6 percent (2 students) with D’s and 6 percent (2students) with F’s , even though they were givenmultiple chances to make up quizzes and assignments.Result Type:Criterion metReporting Cycle:2015- 2016Related Documents:

12/18/2015 - I will continue to engagethe class in discussing specific casesillustrating various points of laws, usingthe Socratic Method. I will continue todraw from pertinent current events topresent and discuss various points oflaw. These interactive methods,combined with an interactive style oftraditional lecture, appear to beeffective, as revealed per theassessment. I considered moving awayfrom administering multiple quizzesand moving to assigning more in-classand homework analytical exercises.Based on assessment results, however, Iwill return to using multiple quizzes toassess the effectiveness of my teachingand the students’ learning. I will,however, incorporate more analytical,short or essay questions into themultiple choice and true or falsequizzes. I hope that combination of quizquestions will help obtain a clearerevidence of the students’ ability toconceptualize facts and theories andapply them. I will also move away fromincorporating all essay work into theexaminations, rather than assigningthem separately. Essays, I believe, are


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BUS 201 AA Fall 2015 AssessmentBUS 201 AB Fall 2015 Assessment

an excellent way to determine whether astudent has the ability to analyzethoughtfully and constructively, applytheory, and clearly present ideas. I willstep-up even more aggressively,throughout the semester, emphasizingethical aspects involved in decisions, ingeneral, and business decisions,specifically. Ethics and ethical behavioris a major topic in this course.


SKY BUS. 201 - Business Law- Intricacies of state & federal courts - Recognizethe intricacies of the federal and state courtsystems including the pretrial and trial process.

Assessment Cycles:2012-20132013-20142014-20152015-2016Start Date:01/01/2012End Date:12/31/2015Course Outcome Status:Active

Assessment Method:Assessment includes quizzes, interactive classdiscussion, and homework assignments.Assessment Method Category:OtherSuccess Criterion:Success being determined by the studentachieving a grade of C (70 percent) in eachassessment area.



Section AB: 88 percent of the 33 students passed withat least a C. Overall grades for the 33 students: 52percent with a B- or better (2 A’s, 2 A-‘s, 2 B+’s, 8 B’s,and 3 B-‘s); 36 percent with a C or better (4 C+’s and 8C’s); 6 percent (2 students) with D’s and 6 percent (2students) with F’s , even though they were givenmultiple chances to make up quizzes and assignments.Result Type:Criterion metReporting Cycle:2015- 2016Related Documents:BUS 201 AA Fall 2015 AssessmentBUS 201 AB Fall 2015 Assessment

12/18/2015 - I will continue to engagethe class in discussing specific casesillustrating various points of laws, usingthe Socratic Method. I will continue todraw from pertinent current events topresent and discuss various points oflaw. These interactive methods,combined with an interactive style oftraditional lecture, appear to beeffective, as revealed per theassessment. I considered moving awayfrom administering multiple quizzesand moving to assigning more in-classand homework analytical exercises.Based on assessment results, however, Iwill return to using multiple quizzes toassess the effectiveness of my teachingand the students’ learning. I will,however, incorporate more analytical,short or essay questions into themultiple choice and true or falsequizzes. I hope that combination of quizquestions will help obtain a clearerevidence of the students’ ability toconceptualize facts and theories andapply them. I will also move away fromincorporating all essay work into theexaminations, rather than assigningthem separately. Essays, I believe, arean excellent way to determine whether astudent has the ability to analyzethoughtfully and constructively, applytheory, and clearly present ideas. I willstep-up even more aggressively,throughout the semester, emphasizingethical aspects involved in decisions, ingeneral, and business decisions,


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specifically. Ethics and ethical behavioris a major topic in this course.


06/29/2015 - Assessment includes quizzes, legal caseanalysis, essays, interactive class discussion,homework, and group presentations.

All the students passed. Overall grades for the 29students: 79 percent with a B- or better (4 A’s, 1 A-‘s,3 B+’s, 11 B’s, and 4 B-’s); the remaining 21 percentwith a C or better (1 C+ and 4 C’s). One student couldnot complete the class due to a family illness.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:S15 BUS 201 Assessment Plan

06/29/2015 - I will continue to engagethe class in discussing specific casesillustrating various points of laws, usingthe Socratic Method. I will continue todraw from pertinent current events topresent and discuss various points oflaw. These interactive methods,combined with an interactive style oftraditional lecture, appear to beeffective, as revealed per theassessment.

I am considering moving away fromadministering multiple quizzes andmoving to assigning more in-class andhomework analytical exercises. I planon offering at least two majorexaminations, mixing types of questionson the quizzes, especially analyticalshort answer/essay, with the hope ofobtaining a clearer evidence of thestudents’ ability to conceptualize factsand theories and apply them. I also planincorporating all essay work into theexaminations, rather than assigningthem separately. I will continue,throughout the semester, emphasizingethical aspects involved in decisions, ingeneral, and business decisions,specifically. Ethics and ethical behavioris a major topic in this course.


SKY BUS. 201 - Business Law- Contracts vs. torts - Distinguish between legalcontracts, torts, allowable defenses and remediesfor breach.

Assessment Cycles:2012-20132013-2014

Assessment Method:Assessment includes quizzes, legal case analysis,essays, interactive class discussion, and grouppresentationsAssessment Method Category:OtherSuccess Criterion:Success being determined by the studentachieving a grade of C (70 percent) in each

12/18/2015 - Criteria were met. Legal case analysis,class discussion, and group presentations were goodindicators of the 33 students’ ability to identify,describe, and apply law. Although they did well onquizzes and essays, a professor is never absolutely surehow much of the information expressed correctly willbe taken with the students after the class is completed.Perhaps the greater skills of analysis and application ofinformation are more likely to be retained and quizzes

12/18/2015 - I will continue to provideinstructions on how the brief a legalcase, and perhaps ask students to briefmore cases next semester to helpimprove their ability to read, interpret,identify, and summarize accurately.

Action Plan Category:




2014-20152015-2016Start Date:01/01/2012End Date:12/31/2015Course Outcome Status:Active

assessment areaand assignments should focus on nurturing these skills.


Section AB: 88 percent of the 33 students passed withat least a C. Overall grades for the 33 students: 52percent with a B- or better (2 A’s, 2 A-‘s, 2 B+’s, 8 B’s,and 3 B-‘s); 36 percent with a C or better (4 C+’s and 8C’s); 6 percent (2 students) with D’s and 6 percent (2students) with F’s , even though they were givenmultiple chances to make up quizzes and assignments.Result Type:Criterion metReporting Cycle:2015- 2016Related Documents:BUS 201 AA Fall 2015 AssessmentBUS 201 AB Fall 2015 Assessment

Use New or Revised Teaching methods

06/29/2015 - Criteria were met. Results, reflection, andanalysis are the same as for SLO 1 as stated above.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:S15 BUS 201 Assessment Plan

06/29/2015 - Action and follow up arethe same as for SLO 1. Also, I willcontinue to provide instructions on howthe brief a legal case, and perhaps askstudents to brief more case nextsemester.


SKY BUS. 201 - Business Law- Criminal, landlord/tenant, real property -Demonstrate an understanding and communicatethe concepts of criminal law and procedures,landlord/tenant relationships, and real propertyand secured transactions.

Assessment Cycles:2012-20132013-20142014-20152015-2016Start Date:01/01/2012End Date:12/31/2015Course Outcome Status:Active

Assessment Method:Assessment includes quizzes, legal case analysis,essays, interactive class discussion, and grouppresentations.Assessment Method Category:OtherSuccess Criterion:Success being determined by the studentachieving a grade of C (70 percent) in eachassessment area. Please see SLO 1 above forgrade details.



Section AB: 88 percent of the 33 students passed with

12/18/2015 - I will continue to provideinstructions on how the brief a legalcase, and perhaps ask students to briefmore case next semester.







at least a C. Overall grades for the 33 students: 52percent with a B- or better (2 A’s, 2 A-‘s, 2 B+’s, 8 B’s,and 3 B-‘s); 36 percent with a C or better (4 C+’s and 8C’s); 6 percent (2 students) with D’s and 6 percent (2students) with F’s , even though they were givenmultiple chances to make up quizzes and assignments.Result Type:Criterion metReporting Cycle:2015- 2016Related Documents:BUS 201 AA Fall 2015 AssessmentBUS 201 AB Fall 2015 Assessment06/29/2015 - Criteria were met. Results, reflection, andanalysis are the same as for SLO 1 as stated above.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:S15 BUS 201 Assessment Plan

06/29/2015 - Action and follow up arethe same as for SLO 1. Also, I willcontinue to provide instructions on howthe brief a legal case, and perhaps askstudents to brief more case nextsemester.


SKY BUS. 230 - Intro to Intn'l Marketing- International marketing plan - Develop aninternational marketing plan for marketing aproduct/service in a selected foreign country orregion.


Assessment Method:Final Project: write up an Internationalmarketing business plan integrating what youlearned throughout the semester based on thefinal project guideline.Assessment Method Category:Capstone Assignment/ProjectSuccess Criterion:60% or more will score 70% or better

12/20/2014 - 75% of students scored 70% or higher onassessment tool

Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:BUS 230 Fall of 2014 raw data.xlsxCourse Accessment-BUS 230 Fall2014.docx

SKY BUS. 400 - Business English- Apply fundamental English skills - Interpret andapply fundamental English skills in writtencommunication.Assessment Cycles:2014-2015Start Date:08/18/2014End Date:06/01/2015Course Outcome Status:Active

Assessment Method:Final Exam Fall 2014Assessment Method Category:ExamSuccess Criterion:70% of students will score 70% or higher onquestions 22 through 31Related Documents:BUS 400 Final Exam Part 1

01/26/2015 - 93% of the 14 students that took the finalexam scored 70% or higher.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:BUS 400 Final Exam Scores





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SKY BUS. 401 - Business Communications- Develop & Deliver Business Information -Compose, present and participate in thedevelopment and delivery of businessinformation required bytoday’s workforce.Assessment Cycles:2014-2015Start Date:08/18/2014End Date:05/27/2016Course Outcome Status:Inactive

Assessment Method:Final ProjectAssessment Method Category:Capstone Assignment/ProjectSuccess Criterion:70% of students will score 70% or higher on thefinal projectRelated Documents:BUS 401 Final Project EvaluationBUS 401 Final Project Assignment

01/26/2015 - 96% of 27 students who participatedscored a total of 175 points or higher.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:BUS 401 Final Project Scores

SKY BUS. 401 - Business Communications- Writing Skills_1 - Demonstrate writing skillsfor current business communication technologiesAssessment Cycles:2015-2016Start Date:10/06/2015End Date:05/27/2016Course Outcome Status:Inactive

Assessment Method:Student e-mail written assignment was used tomeasure command of a business communicationformat.Assessment Method Category:OtherSuccess Criterion:Students will score 85% or higher on the writtenassignment.Related Documents:BUS 401 Outcomes Fall 2015.pdf

03/26/2016 - The criterion was met. 21 out of 22students who submitted the assignment scored 89.09%.This score was higher than the last assessment cycle.Result Type:Criterion metReporting Cycle:2015- 2016Resources Needed to Implement Action Plan:NoneRelated Documents:BUS 401 SLO REPORT Fall 2015.docxBUS 401 Outcome Results Fall2015.pdf

SKY MGMT 100 - Introduction to BusinessManagement - Business Terms and Concepts -Identify business terms and concepts, andeffectively communicate using the language ofbusiness.Assessment Cycles:2014-2015Start Date:08/18/2014End Date:06/01/2015Course Outcome Status:Inactive

Assessment Method:Final exam. Four-page written assessment ofcompany.Assessment Method Category:EssaySuccess Criterion:70% of students would earn Adequate score orbetter, per scoring rubric.Related Documents:Final examGrading rubric

02/21/2015 - 80% of the students earned Adequate orbetter.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:Results

Assessment Method:Written and oral book review from reading list.Assessment Method Category:Presentation/PerformanceSuccess Criterion:70% of students or more will earn Adequaterating or better.Related Documents:Book listGrading rubric

02/21/2015 - 80% of students earned Adequate or betterrating.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:Results


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SKY MGMT 100 - Introduction to BusinessManagement - Motivate - Analyze how tomotivate people and manage employees within adiverse workforce.Assessment Cycles:2014-2015

End Date:01/25/2016Course Outcome Status:Inactive

Assessment Method:Complete an online Myers Briggs assessmenttest and report the results in an oral presentation.Instructors recorded the results for each studentin their personal bio sheets and had themparticipate in a group exercise to demonstratetheir interaction with different Myers Briggstypes.Assessment Method Category:OtherSuccess Criterion:90% of students would complete and turn in theirMBTI results.

02/21/2015 - 100% of students turned in their MBTIand participated in the group exercise.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:Course Assessment

SKY MGMT 100 - Introduction to BusinessManagement - Business Decisions - Generateeffective business decisions using a systematic,evaluative, information-based approach.Assessment Cycles:2014-2015Start Date:08/18/2014End Date:06/01/2015Course Outcome Status:Inactive

Assessment Method:SWOT. Strengths, Weaknesses, Opportunities,Threats. Each student was asked to create aSWOT as part of their midterm business caseanalysis of a company.Assessment Method Category:ExamSuccess Criterion:Instructors gave feedback and graded the mid-term where SWOT was 25% of the total grade forthe paper and the oral presentation. Expectationwas that 70% of students would score Adequateor better.Related Documents:Midterm projectSample midterm grading sheetGrading rubric

02/21/2015 - 80% of students scored Adequate orbetter.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:Results

SKY MGMT 100 - Introduction to BusinessManagement - Ethical Situations - Identify andanalyze ethical situations and incorporate theminto corporate responsibility.

Assessment Cycles:2014-2015

End Date:01/25/2016Course Outcome Status:Inactive

Assessment Method:Mid term included one section where a companywas evaluated for its corporate social andsustainability initiatives.The midterm paper and presentation counted for25% of the grade and students were graded fortheir accurate description of the corporate socialresponsibility activities for the company theywere analyzing.Assessment Method Category:ExamSuccess Criterion:70% of students score Adequate or better perrubric.Related Documents:Midterm projectSample midterm grading sheet

02/21/2015 - 80% of the students scored aboveAdequate on their midterms.Result Type:Criterion metReporting Cycle:2014 - 2015Related Documents:Results


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Grading rubric



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