business program review 2020-2021

Business Program

Version 2019-20 Approved by PR, 9-7-2018

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Business Program Review

Business and Information Technology Department

Cerro Coso Community College

Matthew Hightower, Vonetta Mixson, and Frank Timpone

Spring 2021

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Executive Summary Recently (2021), the Business Administration AS-T degree program was recognized by Intelligent.com (January/February 2021 Coyote Howler) as one of the top (#34 of 1,200) associate degree programs in the country. Cerro Coso’s Business Program currently consists of three degrees (Business Administration Associate in Science for Transfer (AS-T), Business Associate in Science (AS), and Management Associate in Science) and two certificates (Business Certificate of Achievement (COA) and Management Certificate of Achievement). With the addition of a new full-time faculty member at the East Kern Center, Tehachapi (EKCT) campus, there is now a full-time instructor at the Indian Wells Valley (IWV), Eastern Sierra College Center (ESCC), and EKCT campuses.

The strengths of the Business Program are many. The program is popular with students and useful for employers. The number of declared majors (500-600 annually) is high and the number of completers is consistent. Introductory course sections in the program regularly close early and have high enrollments. Courses are rigorous and focus on communication and analytic skills.

Regardless of the many strengths, there are areas that can use improvement. The differences between degrees are not always clear with students and counselors. Marketing is a constant challenge and long-term schedules need to be implemented in the prisons and expanding campuses. Due to lack of technology at the prisons, adding complete programs and pathways is difficult. Additionally, relationships with industry and advisory committee members need to be fostered in the communities that those sites serve. Partnerships such as dual-enrollment, internships, and job-shadowing should be explored and developed.

Several actions are recommended:

• Develop pathways and long-term schedules for EKCT, the California City Prison (CAC), California Correctional Institution (CCI), and the dual-enrollment program at the East Kern Center, California City (EKCCC).

• Launch new COA in Entrepreneurship. • Re-align recently modified Business Administration AS-T degree. • Create advisory committee for Tehachapi and California City area to support department

activities at EKCT, CAC, CCI, and EKCCC. • Explore the development of new certificate programs for the prisons and dual-enrollment

program. • Develop current student and graduate workplace tracking system to monitor student

employment. • Investigate community partnerships that guarantee job placement for non-transfer degree and

certificate graduates. • Explore the stop-out points for degree and certificate completions.

https://www.cerrocoso.edu/download/10095

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Contents Executive Summary ..................................................................................................................................... 2

Part 1 – Program Definition ........................................................................................................................ 6

1.1 - Catalog Description ......................................................................................................................... 6

Business Administration AS-T ............................................................................................................. 6

Business AS and COA........................................................................................................................... 6

Management AS and COA ................................................................................................................... 7

Discussion and Analysis ....................................................................................................................... 7

1.2 - Program Learning Outcomes .......................................................................................................... 8


Business AS and COA........................................................................................................................... 8

Management AS and COA ................................................................................................................... 8

Discussion and Analysis ....................................................................................................................... 8

1.3 - Courses/Program Matrix................................................................................................................. 9


Business AS and COA......................................................................................................................... 10

Management AS and COA ................................................................................................................. 10

Discussion and Analysis ..................................................................................................................... 11

1.4 – Long-term Schedule and Program Pathway ................................................................................ 12

Business Administration AS-T ........................................................................................................... 12




1.5 - Conditions of Enrollment .............................................................................................................. 14

Part 2 – Program Relevance and Demand ................................................................................................ 14

2.1 - Connection to College Mission ..................................................................................................... 14

2.2 - Relationship to Other Programs ................................................................................................... 16

2.3 - Intersegmental Alignment ............................................................................................................ 16

2.4 - Student Needs............................................................................................................................... 18



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2.5 - Student Majors ............................................................................................................................. 23

2.6 - Student Demand ........................................................................................................................... 24





2.7 - Cost to Students ............................................................................................................................ 28

2.8 - Applied Learning Opportunities .................................................................................................... 29

2.9 - Labor Market Information and Analysis (CTE Programs Only) ..................................................... 29

2.10 - Explanation of Employer Relationship (CTE Programs Only) ...................................................... 30

2.11 - Advisory Committee (CTE Programs Only) ................................................................................. 30

Part 3 – Program Support Needs .............................................................................................................. 31

3.1 - Staffing .......................................................................................................................................... 31

3.2 - Professional Development ............................................................................................................ 32

3.3 - Facilities and Physical Resources .................................................................................................. 33

3.4 - Technology .................................................................................................................................... 33

3.5 - Marketing and Outreach ............................................................................................................... 34

Part 4 – Student Achievement .................................................................................................................. 34

4.1 - Course Retention and Success ...................................................................................................... 34

4.2 - Program Completion ..................................................................................................................... 37

4.3 - Employment (CTE Programs Only) ................................................................................................ 39

4.4 - Achievement of Program Learning Outcomes .............................................................................. 40

4.4.a - Gaps and Improvements Made.............................................................................................. 43

4.4.b - Summary of Program Learning Outcome Achievement ........................................................ 44

4.5 - Achievement of Course Student Learning Outcomes ................................................................... 44

4.5.a - Gaps and Improvements Made.............................................................................................. 46

4.5.b - Summary of Student Learning Outcome Achievement ......................................................... 47

4.6 - Assessment Schedule for Next Program Review Cycle ................................................................. 47

Part 5 – Action Plans ................................................................................................................................. 50

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5.1 - Program Strengths ........................................................................................................................ 50

5.2 - Program Improvements Needed .................................................................................................. 51

5.3 - Response to Previous Strategies ................................................................................................... 51

5.4 - Two-Year Program Strategies ....................................................................................................... 52

Action Plan for Achieving Two-Year Strategies ................................................................................. 52

5.5 - Five-Year Program Strategies ........................................................................................................ 54

Action Plan for Achieving Five-Year Strategies ................................................................................. 54

Part 6 – Supporting Documentation ......................................................................................................... 54

Institutional Research Data ................................................................................................................... 55

Student Learning Outcome Assessment Results .................................................................................. 73

Program Learning Outcome Assessment Results ................................................................................. 86

Advisory Committee Meeting Minutes ................................................................................................. 90

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Part 1 – Program Definition The business program at Cerro Coso currently consists of three degrees and two Certificates of Achievement (COA). The degrees are the Business Administration Associate in Science for Transfer (AS-T), the Business Associate in Science (AS), and the Management Associate in Science. The two COAs are the Business COA and the Management COA. The Business AS and COA are identical in all respects except for the title and the lack of students needing to complete general education courses for the certificate. The description, program learning outcomes, courses, program matrix, pathways, and locations are identical. This is also true for the Management AS and COA. A new COA in Entrepreneurship will begin in Fall 2021.

1.1 - Catalog Description Business Administration AS-T The Associate in Science in Business Administration for Transfer degree (60 units total, 27-29 in the major) prepares students for transfer at the junior level to California State University programs and colleges offering Bachelor's degrees in Business, Business Administration, Management Information Systems, or other related degrees. Upon completion of this degree the student will be able to demonstrate a general understanding of business, business operations, business organization, and business procedures and apply critical thinking skills to technical and economic issues in a global business environment.

This degree is designed to prepare students for transfer to a baccalaureate degree granting institution where students can major in Business Administration, Computer Information Systems, Management Information Systems, Marketing, Management, and other related majors. Students that graduate with a bachelor’s degree in Business Administration or a related area are prepared to work in any business environment. These assertions of applicability are reasonable and the documentation of it is possible if graduate employment tracking existed.

Business AS and COA The Business Associate in Science Degree (60 units total, 25 units in the major) is designed to develop skills for immediate employment in an increasingly challenging business environment. This degree is intended to provide a student with a broad preparation for a career in business. Upon completion of this degree, the student will be able to demonstrate a general understanding of business, apply critical thinking skills to technical issues, make legal and ethical decisions in a business environment, analyze issues involved in operating a business in complex, diverse, and international environments, and demonstrate an understanding of financial management.

This degree is not specifically designed for transfer. Students wishing to transfer are advised to consider the Business Administration Associate in Science Degree for Transfer (AS-T).

https://www.cerrocoso.edu/programs/business-administration-transfer

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Courses required for the associate degree major at Cerro Coso Community College may not be the same as those required for the major at a four-year school. If you plan to transfer, consult a counselor and the California Articulation and Transfer System to identify the courses needed from the major at your transfer school and to develop a plan that will best meet your goals.

This program prepares students for careers in Business. Employment preparation for such fields as Budget Analyst, Management Analyst, Manager/Supervisor, Loan Officer, Business Owner.

Management AS and COA The Management Associate in Science Degree (60 units total, 32 units in the major) is designed to provide students with the management skills necessary to succeed in today's technological business environment. Upon completion of this degree, the student will be able to demonstrate a general understanding of business, apply critical thinking skills to technical and managerial issues, make ethical decisions in a managerial context, and apply management, supervision, and leadership skills in a diverse and complex environment.

This degree is not specifically designed for transfer. Students wishing to transfer are advised to consider the Business Administration AS-T Degree.

Courses required for the associate degree major at Cerro Coso Community College may not be the same as those required for the major at a four-year school. If you plan to transfer, consult a counselor and the California Articulation and Transfer System to identify the courses needed from the major at your transfer school and to develop a plan that will best meet your goals.

This program prepares students for careers in management for such fields as Budget Analyst, Management Analyst, Manager/Supervisor, Loan Officer, and Business Owner.

Discussion and Analysis The catalog descriptions for the degrees and certificates in the Business Program do not contain exaggerated or unsustainable statements and clearly and accurately describe the purpose and objectives.

The objective of the Business Administration AS-T degree is specifically designed to meet State-defined transferability to four-year institutions. This objective differs from the other degrees and certificates in the program because this degree is designed for transfer and the others are designed for employment.

The objective of the Business AS and COA is to provide a broad introduction to business. It differs from the Management AS and COA in its overall, general survey of topics. The Management AS and COA is a skills-based introduction to analytical and critical thinking as it applies to managerial decision-making. The purpose of both degrees and certificates are to prepare students for basic, entry-level positions.

These assertions of applicability are reasonable, and the documentation is possible. We have had many students graduate with the Business Administration AS-T degree successfully transfer to other

http://www.assist.org/

https://www.cerrocoso.edu/programs/business-administration-transfer?utm_source=business_administration_degree&utm_medium=management_degree&utm_campaign=degree_pages

http://www.assist.org/

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institutions. As well, we have had students graduate with the other degrees or certificates obtain or advance to similar positions as those stated in the catalog descriptions.

1.2 - Program Learning Outcomes Business Administration AS-T The following program learning outcomes (PLOs) for this degree mirror the State’s Transfer Model Curriculum:

1. Explain the nature of business, business operations, business organization, and business procedures.

2. Apply critical thinking skills (analysis, synthesis, and evaluation) to technical and economic issues in a business environment.

3. Recognize and demonstrate skills necessary to function effectively in the global economy.

Business AS and COA The program learning outcomes (PLOs) for this degree and certificate are:

1. Explain the importance of the functional areas of business, business operations, business organizations, and business procedures.

2. Apply critical thinking skills (analysis, synthesis, evaluation) to complex issues in a business environment.

3. Make legal and ethical decisions in a business context. 4. Analyze issues involved in operating a business in complex, diverse, and international

environments. 5. Explain the importance of financial management.

Management AS and COA The program learning outcomes (PLOs) for this degree and certificate are:

1. Demonstrate a general understanding of the nature of business. 2. Apply critical thinking skills (analysis, synthesis, evaluation) to technical and managerial

issues in a business environment. 3. Demonstrate the ability to make ethical decisions in a managerial context. 4. Recognize skills necessary to provide management, supervision, and leadership in a diverse

and complex environment.

Discussion and Analysis The Business Administration AS-T degree prepares students for transfer with the knowledge and skills identified in the PLOs. The Business and Management degrees and certificates prepare students for the workforce with the knowledge and skills identified in the corresponding PLOs. The PLOs are realistic, achievable, and sufficiently capture the key knowledge and skills expected of students exiting the

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program. This has been measured by the many students that have successfully transferred to other institutions, gained employment, or advanced in their career after completing these degrees or certificates. The artifact used to assess the PLOs is mapped from individual student learning outcome assessments in courses in this program using appropriate benchmarks. The department faculty analyzed and agreed upon the selection of the SLOs and mappings to the PLOs and feel that the right assessment artifacts have been chosen.

1.3 - Courses/Program Matrix Business Administration AS-T Courses: Required Core: (17 units)

Core BSAD C101 Financial Accounting 4 BSAD C102 Managerial Accounting 4 ECON C102 Macroeconomics 3 ECON C103 Microeconomics 3 BSAD C131 Business Law 3

Total: 17 List A: Select one (4-5 units)

MATH C131 Basic Functions and Calculus for Business 4 or

MATH C121 Elementary Probability and Statistics 4 or

MATH C121H Elementary Probability and Statistics – Honors 5 Total: 4 - 5

List B: Select two (6-7 units) Any course from List A not already used. 4 - 5

or IT C101 Introduction to Computer Information Systems 3

or BSAD C100 Introduction to Business 3

Total: 6 - 7

Matrix of Courses and Program Learning Outcomes Alignment

Course PLO 1 PLO 2 PLO 3 BSAD C100 X X X BSAD C101 X X X BSAD C102 X X X BSAD C131 X IT C101 X ECON C102 X X

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Course PLO 1 PLO 2 PLO 3 ECON C103 X MATH C121 X MATH C131 X

Business AS and COA Courses: Complete all of the following courses.

BSAD C100 Introduction to Business 3 IT C101 Introduction to Computer Information Systems 3 BSAD C101 Financial Accounting 4 BSAD C110 Introduction to Personal Finance 3 BSAD C131 Business Law 3 BSAD C152 Managing Diversity-Workplace 3 BSAD C171 Introduction to Marketing 3 BSAD C251 Principles of Management and Organizations 3

Total: 25 Students seeking the degree additionally need to complete one of the following general education patterns:

A. IGETC—Intersegmental General Education Transfer Curriculum B. CSU General Education Breadth C. Cerro Coso Local General Education Pattern

Total: 35 Total Units: 60

Total Units 60 Matrix of Courses and Program Learning Outcomes Alignment

Course PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 BSAD C100 X X X X X BSAD C101 X X X X X BSAD C110 X X BSAD C131 X X X BSAD C152 X X X X X BSAD C171 X X X X X BSAD C251 x X X X X IT C101 X

Management AS and COA Courses:

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Complete all of the following courses.

BSAD C100 Introduction to Business 3 BSAD C101 Financial Accounting 4 BSAD C102 Managerial Accounting 4 BSAD C145 Business Communication 3 BSAD C131 Business Law 3 BSAD C155 Human Resource Management 3 BSAD C220 Principles of Project Management 3 BSAD C222 Problem Solving, Decision Making, and Computer Applications in Bus. 3 BSAD C251 Principles of Management and Organizations 3 IT C101 Introduction to Computer Information Systems 3

Total: 32 Students seeking the degree additionally need to complete one of the following general education patterns:

A. IGETC—Intersegmental General Education Transfer Curriculum B. CSU General Education Breadth C. Cerro Coso Local General Education Pattern

Total: 28 Total Units: 60

Matrix of Courses and Program Learning Outcomes Alignment

Course PLO 1 PLO 2 PLO 3 PLO 4 BSAD C100 X X X X BSAD C101 X X X X BSAD C102 X X X X BSAD C131 X X BSAD C145 X X X X BSAD C155 X X X X BSAD C220 X X BSAD C222 X BSAD C251 X X X X IT C101 X

Discussion and Analysis The PLOs and courses for the Business Administration AS-T degree follow the transfer model curriculum. The department’s faculty feel that the degrees and certificates are well-designed and that the courses provide the foundation and proven path to successful completion of the PLOs and meet the overall objectives as described previously. Each course plays a unique and synergistic role in the development of knowledge and skills that are required for students to achieve the PLOs. The

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department has structured the individual course SLOs to provide a measurement of knowledge and skills at the course level that are mapped to the PLOs to support the competencies required of the degrees and certificates.

1.4 – Long-term Schedule and Program Pathway Business Administration AS-T Long-term Schedule (O = Online, I = IWV, E = ESCC)

Courses Fall Year 1 Spring Year 1 Fall Year 2 Spring Year 2 BSAD C100 OI OE OI O BSAD C101 OI O OI O BSAD C102 O O O O BSAD C131 O OI O OI ECON C102 OE O O OI ECON C103 O OI OE O MATH C131 O O MATH C121 OI OIE OI OIE IT C101 OI OI OI OIE

Recommended Pathway

Fall Year 1 Spring Year 1 Fall Year 2 Spring Year 2 BSAD C100 BSAD C102 MATH C121 ECON 103 BSAD C101 IT C101 ECON 102 BSAD C131

General Education General Education General Education General Education General Education General Education General Education General Education General Education General Education General Education General Education

Business AS and COA Long-term Schedule

Courses Fall Year 1 Spring Year 1 Fall Year 2 Spring Year 2 BSAD C100 OI OE OI O

IT C101 OI OI OI OIE BSAD C101 OI O OI O BSAD C110 O O BSAD C131 O OI O OI BSAD C152 O O BSAD C171 O O

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Courses Fall Year 1 Spring Year 1 Fall Year 2 Spring Year 2 BSAD C251 O O

Recommended Pathway

Fall Year 1 Spring Year 1 Fall Year 2 Spring Year 2 BSAD C100 IT C101 BSAD C152 BSAD C171 BSAD C101 BSAD C110 BSAD C131 BSAD C251

General Education (AS) General Education (AS) General Education (AS) General Education (AS) General Education (AS) General Education (AS) General Education (AS) General Education (AS) General Education (AS) General Education (AS) General Education (AS) General Education (AS)

Management AS and COA Long-term Schedule

Courses Fall Year 1 Spring Year 1 Fall Year 2 Spring Year 2 BSAD C100 OI OE OI O BSAD C101 OI O OI O BSAD C102 O O O O BSAD C145 O O BSAD C131 O OI O OI BSAD C155 O O BSAD C220 O O BSAD C222 O O BSAD C251 O O IT C101 OI OI OI OIE

Recommended Pathway

Fall Year 1 Spring Year 1 Fall Year 2 Spring Year 2 BSAD C100 BSAD C102 BSAD C220 BSAD C222 BSAD C101 IT C101 BSAD C155 BSAD C251

General Education (AS) BSAD C145 General Education (AS) BSAD C131 General Education (AS) General Education (AS) General Education (AS) General Education (AS) General Education (AS) General Education (AS) General Education (AS) General Education (AS)

Discussion and Analysis All courses in the Business Program are offered online. Additionally, several of the courses are offered at the IWV and ESCC campuses. The courses are offered in the sequences described in the long-term schedule and recommended pathways to provide the student with a logical and educationally sound

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path to acquire the knowledge to successfully complete the degrees or certificates within two years. The pathways are logically laid out but some of the courses can be taken out of sequence. However, the accounting and economics courses must be taken in order due to existing prerequisites. Financial accounting must be taken before managerial accounting and macroeconomics must be taken before microeconomics. Changes in the pathways are proposed by faculty several semesters before implementation so that current students are not adversely affected. Due to the number of campus locations, the degrees and certificates are offered completely online to accommodate all students. However, BSAD C100, BSAD C101 (only at IWV), ECON C102, ECON C103, MATH C121, and IT C101 are offered at the IWV and ESCC campuses to provide a face-to-face entry into the Business Program’s various online degrees and certificates. Students have options to take the courses online completely or take a combination of face-to-face and online courses at the IWV and ESCC campuses. The courses that are offered at the IWV campus are offered in the evening to accommodate the working adult population. The courses that are offered at the ESCC campus are delivered during the daytime to accommodate the younger, transfer student population that often works in the evening. The most demanded courses are offered online in the summer to accommodate the increased demand from our students and students from other institutions. It should be noted that, at this time, several of these courses have been taught at EKCT, CAC, and CCI but formal long-term schedules and pathways have not been implemented and publicized. This is currently in development. As can be seen in the long-term schedules, several courses are offered every semester to accommodate completion of the degree in a timely manner. The Business Administration AS-T degree is standalone and does not have a stackable certificate. The Business and Management certificates of achievement can be considered milestones in the process of completing the corresponding degrees.

1.5 - Conditions of Enrollment There are conditions of enrollment for the paired accounting and economics courses in this program. The condition of enrollment for the accounting courses (BSAD C101 before BSAD C102) are imposed by the transfer model curriculum that the Business Administration AS-T degree follows and, consequently, must be continued. This condition may have impacted enrollment somewhat but the success and completion rates in BSAD C102 are much higher than they were without the prerequisite. The condition of enrollment for the economics courses (ECON C102 before ECON C103) was self-imposed during a previous course re-design. The impact on enrollment is not known and there has been no statistical validation study to support the viability of the economics prerequisite. The Business Administration AS-T degree follows the accounting and economics courses’ conditions of enrollment. The Business AS and COA have no conditions of enrollment but the Management AS and COA share the accounting courses’ conditions of enrollment.

Part 2 – Program Relevance and Demand 2.1 - Connection to College Mission The College Mission is:

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The mission of Cerro Coso Community College is to improve the life of every student it serves. Through traditional and distance delivery, Cerro Coso Community College brings transfer preparation, workforce education, remedial instruction, and learning opportunities that develop ethical and effective citizenry to the rural communities and unincorporated areas of the Eastern Sierra. In doing so, we promise clarity of educational pathways, comprehensive and equitable support services, and a commitment to equity.

We demonstrate a conscious effort to produce and support student success and achievement through traditional and distance delivery. To accomplish this mission, we will provide:

• degrees and certificates in transfer and career technical education, • remedial instruction, • comprehensive support services, • learning opportunities that develop ethical and effective citizenry, and • continuing education that is compatible with the institution’s primary mission.

The Business Program at Cerro Coso Community College relates directly to the College’s Mission by 1) offering degrees and certificates in transfer and workforce education, 2) providing learning opportunities that develop ethical and effective citizenry, and 3) providing programs to the students in the communities and rural areas that we serve.

The Business Program’s degrees and certificates are offered to students in the communities and rural areas served by the College. All courses in the program are offered online and some are offered in the classroom at some of the campuses. Several courses for the Business Administration AS-T, the Business AS and COA, and Management AS and COA are offered on-campus at the IWV and ESCC campuses. Additionally, several courses have been offered at EKCT, CAC, and CCI. The Business Administration AS-T degree is specifically designed for students to transfer to four-year baccalaureate degree programs while the Business and Management degrees and certificates are designed for workforce education. The catalog descriptions of the above programs specifically address those components of the mission statement. Additionally, since most students served by the program end up in the workforce and the business programs specifically address the need for students to be ethical and effective in the workplace, the programs specifically address that part of the College’s mission.

The Business and Information Technology faculty work hard to ensure that the Business Program at Cerro Coso is of high quality and appropriate to an institution of higher learning. The courses, degrees, and certificates in the program are regularly reviewed and updated in accordance with the policies and procedures implemented by the Academic Senate and the Curriculum and Instruction Council. Student learning outcomes and program learning outcomes are regularly reviewed and assessed. Additionally, advisory committees meet twice yearly to review the offerings in the department for currency and applicability. The faculty in the department strive to maintain appropriate rigor in the curriculum and increase students’ communication and analytic skills.

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2.2 - Relationship to Other Programs Degrees in Business are among the most popular degrees at colleges across the country (National Center for Education Statistics: Undergraduate Degree Fields). This is true at Cerro Coso as well with approximately 10% of declared majors declaring a major in the Business Program. The popularity of the Business Program degrees and certificates is likely due to their direct applicability to the workplace. Anecdotal evidence from students in the program’s courses reveals that many students are working toward the degree to advance in their current job or to acquire skills for a new position. Additionally, the BSAD C100 course serves as a discovery course for students searching for a major.

Several colleges near the College’s service area offer degrees and certificates similar to those in Cerro Coso’s Business Program. Among the colleges and universities and their similar programs are:

• Antelope Valley College – Accounting AS and Certificate, Business, Business Administration, Clothing & Textiles, Interior Design, Management, Marketing, and Real Estate.

• Bakersfield College – Accounting AA, Business Administration AS-T, General Business Job Skill Certificate, Retail Management Certificate

• Porterville College – Business Administration AS-T, Business AA • California State University, Bakersfield (CSUB) – Baccalaureate degrees in: Accounting,

Business Administration, Management, Marketing, Human Resources Management, and Small Business Management.

• University of Nevada, Reno (UNR) – Baccalaureate degrees in: Accounting, Accounting and Information Systems, Business Administration, Finance, General Business, International Business, Management, and Marketing.

While there is competition for students and many of the courses are the same, each of the degrees and certificates in the Business Program at Cerro Coso are offered completely online. This differentiates the program from those of the other institutions. Students from Bakersfield College, Porterville College, and others enroll in courses in the program because of lack of course offerings at their college. In addition, due to many students’ work schedules, the online program at Cerro Coso offers an attractive alternative to scheduling difficulties.

The Business Administration AS-T is a SB-1440 transfer degree and prepares students specifically for transfer to business programs at 4-year universities. While the degree guarantees transfer to the CSU, many other institutions accept the degree’s courses as part of their required lower-division preparation.

2.3 - Intersegmental Alignment The Business degrees and certificate programs are integrated into several programs at high schools and some four-year institutions. Dual and concurrent enrollment programs have been developed in coordination with high schools and college administrators in our service area. Qualified students are located and placed in the programs/courses by their high school and college counselors. We are in process of developing a dual-enrollment program for both Tehachapi and California City. Students will

http://nces.ed.gov/programs/coe/indicator_cta.asp

http://nces.ed.gov/programs/coe/indicator_cta.asp

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have the option of pursuing the transfer degree (AS-T) or the Business AS or COA. The demand is high, and the instructors are being identified and vetted to teach at these sites. Our plan is to offer courses next fall, if possible. We have identified the pathways and sequence of when courses will be offered. We have also discussed the mentoring process for new faculty that will teach at these sites.

Courses in the program are being offered at the local prisons to serve that segment of our service area. Over the past three years several courses (BSAD C100, C101, C102, C131, C152, and C251) have been taught at CCI and CAC and enrollments have been strong. As seen the table below, the courses at the prisons have generated a large portion of the department’s FTES. While the current COVID-19 situation has made the course delivery challenging, students have found the courses to be worthwhile and motivating. The college is evaluating the success of the offerings and discussing plans for the future.

Prison Course Offerings as Percentage of BSAD FTES

2017-18 2018-19 2019-20

BSAD FTES at CCI and CAC 14.78 45.97 50.79

BSAD FTES Overall 84.2 125.7 129.7

CCI/CAC as Percentage 17.6% 36.6% 39.2%

Our Business Administration AS-T degree core courses have been approved by the state for acceptance by all CSU and many UC’s. Some private universities have also accepted our courses in their degree programs. We are currently working on getting approval for some of our courses in the state Online Education Initiative (OEI) exchange program. The Business Administration AS-T degree is the most popular degree in the Business Program. Students choose the degree for its guaranteed transfer and many students have gone on to complete bachelor’s degrees at major colleges and universities.

We have a Job Development Specialist at Cerro Coso that works very closely with industry to place students in internships, job shadowing, part-time, and full-time placements. Postings at the college give students a listing of the various opportunities. The Job Development Specialist works directly with both students and industry partners to successfully place qualified students in appropriate positions. Our yearly advisory committee meetings also provide a source for additional position opportunities and feedback for the local business leaders. Several internship and part-time placements have occurred over the years. The feedback we have received from the business community has been very positive. Business faculty, in coordination with our industry placement individual, have successfully placed several students with companies in our service area. We follow up with both the student as well as the business partner to receive their comments and suggestions as it related to our placements. From this feedback, we are able to continually match their needs with our qualified students.

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2.4 - Student Needs Business Administration AS-T Unduplicated Headcount

2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

192 263 37.0% 242 -8.0% 298 23.1% 259 -13.1%

Gender

2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Female 113 145 28.3% 145 0.0% 173 19.3% 143 -17.3% Male 79 117 48.1% 95 -18.8% 123 29.5% 111 -9.8% Unreported 0 1 0.0% 2 100.0% 2 0.0% 5 150.0%

Age

2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

17 or younger 5 39 680.0% 48 23.1% 53 10.4% 27 -49.1% 18-19 27 45 66.7% 39 -13.3% 57 46.2% 56 -1.8% 20-24 52 61 17.3% 47 -23.0% 61 29.8% 54 -11.5% 25-29 29 37 27.6% 32 -13.5% 44 37.5% 40 -9.1% 30-34 28 31 10.7% 33 6.5% 30 -9.1% 30 0.0% 35-39 17 17 0.0% 18 5.9% 22 22.2% 20 -9.1% 40-49 27 25 -7.4% 21 -16.0% 22 4.8% 24 9.1% 50+ 7 8 14.3% 4 -50.0% 9 125.0% 8 -11.1%

Ethnicity

2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

African Am 7 13 85.7% 12 -7.7% 17 41.7% 15 -11.8% Am Indian 7 5 -28.6% 8 60.0% 9 12.5% 8 -11.1% Asian 6 14 133.3% 13 -7.1% 12 -7.7% 11 -8.3% Filipino 1 1 0.0% 2 100.0% 1 -50.0% 3 200.0% Hispanic/Latino 69 92 33.3% 79 -14.1% 99 25.3% 92 -7.1% Pacific Islander 1 1 0.0% 1 0.0% 1 0.0% 0 -100.0% Two or More 9 9 0.0% 8 -11.1% 18 125.0% 11 -38.9% White 92 128 39.1% 119 -7.0% 141 18.5% 119 -15.6%

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Ed Plan Completions

2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Abbreviated 51 45 -11.8% 45 0.0% 52 15.6% 46 -11.5% Both Abbr/Comp 27 39 44.4% 51 30.8% 74 45.1% 67 -9.5% Comprehensive 46 55 19.6% 56 1.8% 65 16.1% 63 -3.1% Other Ed Plan 0 0 0.0% 0 0.0% 0 0.0% 7 0.0% Exempt 1 11 1000.0% 9 -18.2% 8 -11.1% 3 -62.5% FSEP 1 1 0.0% 1 0.0% 1 0.0% 1 0.0% No Ed Plan 79 121 53.2% 88 -27.3% 117 33.0% 81 -30.8%

Matriculation

2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Fully Matriculated 134 151 12.7% 152 0.7% 172 13.2% 158 -8.1% Not Fully Matriculated

60 118 96.7% 93 -21.2% 138 48.4% 106 -23.2%

Business AS and COA Unduplicated Headcount

2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

252 227 -9.9% 227 0% 268 18.1% 253 -5.6%

Gender

2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Female 143 125 -9% 131 9.9% 153 5.4% 147 2.6% Male 109 100 -6.8% 91 -7.3% 112 17.1% 103 -15.7% Unreported 0 2 0% 5 150% 3 -40% 3 0%

Age

2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

17 or Younger 13 23 76.9% 19 -17.4% 39 105.3% 39 0.0%

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2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

18-19 44 36 -18.2% 33 -8.3% 53 60.6% 30 -43.4% 20-24 60 49 -18.3% 59 20.4% 53 -10.2% 51 -3.8% 25-29 43 43 0.0% 40 -7.0% 38 -5.0% 38 0.0% 30-34 36 25 -30.6% 32 28.0% 24 -25.0% 32 33.3% 35-39 25 22 -12.0% 19 -13.6% 19 0.0% 19 0.0% 40-49 18 16 -11.1% 16 0.0% 37 131.3% 27 -27.0% 50+ 13 13 0.0% 9 -30.8% 5 -44.4% 17 240.0%

Ethnicity

2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

African Am 19 14 -26.3% 12 -14.3% 20 66.7% 14 -30.0% Am Indian 5 6 20.0% 4 -33.3% 5 25.0% 6 20.0% Asian 6 6 0.0% 9 50.0% 5 -44.4% 3 -40.0% Filipino 4 4 0.0% 3 -25.0% 3 0.0% 4 33.3% Hispanic/Latino 87 73 -16.1% 63 -13.7% 87 38.1% 92 5.7% Not Reported 0 0 0.0% 0 0.0% 2 0.0% 2 0.0% Pacific Islander 1 0 -100.0% 1 0.0% 1 0.0% 0 -100.0% Two or More 15 9 -40.0% 14 55.6% 15 7.1% 13 -13.3% White 115 115 0.0% 121 5.2% 130 7.4% 119 -8.5%

Educational Plan Completions

2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Abbreviated 55 45 -18.2% 47 4.4% 43 -8.5% 35 -18.6% Both Abbr/Comp 35 31 -11.4% 48 54.8% 42 -12.5% 43 2.4% Comprehensive 34 41 20.6% 38 -7.3% 40 5.3% 41 2.5% Other Ed Plan 0 0 0% 0 0% 0 0% 8 0% Exempt 4 5 25.0% 9 80.0% 6 -33.3% 9 50.0% FSEP 2 0 -100.0% 0 0% 0 0% 0 0% No Ed Plan 135 117 -13.3% 92 -21.4% 142 54.3% 127 -10.6%

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Matriculation

2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Fully Matriculated 146 131 -10.3% 127 -3.1% 122 -3.9% 109 -10.7% Not Fully Matriculated 111 103 -7.2% 105 1.9% 149 41.9% 149 0%

Management AS and COA Unduplicated Headcount

2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

59 53 -10.2% 44 -17% 42 -4.5% 51 21.4%

Gender

2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Female 26 26 0% 28 7.7% 26 -7.1% 27 3.8% Male 33 26 21.2% 16 -38.5% 16 0% 23 43.8% Unreported 0 1 0% 0 -100% 0 0% 0 0%

Age

2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

17 or Younger 1 1 0.0% 3 200.0% 4 33.3% 5 25.0% 18-19 5 7 40.0% 7 0.0% 3 -57.1% 3 0.0% 20-24 14 11 -21.4% 8 -27.3% 6 -25.0% 5 -16.7% 25-29 11 10 -9.1% 5 -50.0% 2 -60.0% 6 200.0% 30-34 7 4 -42.9% 3 -25.0% 6 100.0% 9 50.0% 35-39 4 8 100.0% 8 0.0% 5 -37.5% 9 80.0% 40-49 10 8 -20.0% 7 -12.5% 11 57.1% 9 -18.2% 50+ 7 4 -42.9% 3 -25.0% 5 66.7% 5 0.0%

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Ethnicity

2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

African Am 4 5 0% 2 -63.3% 3 50% 1 -66.7% Am Indian 1 1 0% 3 200% 0 -100% 3 0% Asian 0 0 0% 0 0% 0 0% 0 0% Filipino 1 0 -100% 0 0% 0 0% 0 0% Hispanic/Latino 23 23 0% 16 -30.4% 13 -18.8% 20 53.8% Not Reported 0 0 0% 0 0% 0 0% 1 0% Pacific Islander 0 0 0% 0 0% 1 100% 1 0% Two or More 2 4 100% 2 -50% 5 150% 3 -40.0% White 24 20 -16.7% 21 5% 19 -9.5% 23 21.1%


2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Abbreviated 15 10 -33.3% 8 -20.0% 4 -50.0% 6 50.0% Both Abrv/Comp 7 6 -14.3% 9 50.0% 11 22.2% 10 -9.1% Comprehensive 12 9 -25.0% 7 -22.2% 4 -42.9% 6 50.0% Other Ed Plan 0 0 0% 0 0% 0 0% 1 0% Exempt 0 1 0% 0 -100.0% 1 0% 2 100.0% FSEP 1 0 -100.0% 1 0% 0 -100.0% 0 0% No Ed Plan 27 29 7.4% 22 -24.1% 23 4.5% 26 13.0%

Matriculation

2015-16 #

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Fully Matriculated 37 29 -21.6% 22 -24.1% 25 -13.6% 23 -8.0% Not Fully Matriculated 24 25 4.2% 22 -12% 19 -13.6% 27 42.1%

Not Reported 0 0 0% 0 0% 0 0% 1 0%

Discussion and Analysis The Business Administration AS-T degree is one of the most successful at Cerro Coso. It has grown in number and success over the years. Females dominate this program 56% to 44%. Whites and Hispanics are the dominate groups. Students from 18 to 29 years of age provide 68% of the student body in that degree. The Business AS/COA and Management AS/COA are not as popular as the Business Administration AS-T degree, however, they are appropriate for those students interested in learning

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about business, but not necessarily interested in obtaining a degree for transfer. The headcount has fluctuated over the years. We anticipate increased future growth because of the additional students from the EKCT service area, prisons, and dual enrollments. Females dominate the Business AS/COA and Management AS/COA 59% to 41% and 54% to 46% respectively. Whites and Hispanics are the dominate groups. Students from 18 to 29 years of age provide 62% of the student body in the Business AS/COA and 50% of the student body in the Management AS/COA. In the fall we will be starting our Entrepreneurship COA which we anticipate will be very popular. It is hoped that the Entrepreneurship COA will provide a good foundation and be a stepping-stone to other degrees or certificates in the department. These students may gravitate to these programs.

We have multiple sections each semester for our BSAD C100, BSAD C101, and C102 courses. Our faculty constantly update our curriculum and the supplemental material for the students through applicable articles and instructional videos. We provide tutoring each semester along with additional library resources including databases, embedded librarian, and other links. We use the most current textbook materials along with the most current supplemental sources available and address additional needs in the annual unit plan.

We have a Job Development Specialist at Cerro Coso that works very closely with industry to place students in internships, job-shadowing, part-time, and full-time placements. Postings at the college give students a listing of the various opportunities. The Job Development Specialist works directly with both students and industry partners to successfully place qualified students in appropriate positions. Our yearly advisory committee meetings also provide a source for additional position opportunities and feedback for the local business leaders.

2.5 - Student Majors The demographics related to majors are provided below.

Business Program Majors

2015-16 % of Prog

2016-17 % of Prog

2017-18 % of Prog

2018-19 % of Prog

2019-20 % of Prog

Bus Admin AS-T (& AA)

262 45.7% 327 53.9% 280 50.8% 326 51.3%

274 47.4%

Business AS & COA

252 44.0% 227 37.4% 227 41.2% 268 42.1%

253 43.8%

Management AS & COA

59 10.3% 53 8.7% 44 8.0% 42 6.6% 51 8.8%

Total 573

607

551

636

578

The majors in the business programs have fluctuated over the last five years. While the numbers have fluctuated, the averages have been static. The Business Administration AS-T degree (and the AA that it

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replaced) is the most popular, primarily because of its guaranteed transferability to four-year schools. The Business AS/COA is also a very strong major. It provides students with a comprehensive set of courses that will help them understand how business functions and operates. The Management AS/COA is the least popular. This program provides students with the courses that formulate a foundation for those interested in a management or supervisory position. We need to market this program more aggressively in the future.

Many non-majors take some of our courses, especially our gateway course, BSAD C100. This survey course provides majors and non-majors with broad exposure to many of the topics and procedures related to business. Many students take this course to determine if business is a career that they would like to pursue. IT C101, ECON C102, ECON C103, MATH C121, and MATH C131 include many non-business majors. Additionally, BSAD C110, BSAD C220, and BSAD C222 include some non-majors exploring the topics of the courses for various reasons. Some students decide to pursue one of our degrees or certificates as a compliment to another degree. Understanding general business concepts and terminology is valuable to students majoring in other programs.

2.6 - Student Demand Business Administration AS-T Course Enrollment

2015-16 2016-17 2017-18 2018-19 2019-20 Traditional 20 13 19 35 58 Distance Education 31 31 24 32 44 Total 51 44 43 67 102

First Day Enrollments


Census Day Enrollments


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Students per Section - Discipline

2015-16 2016-17 2017-18 2018-19 2019-20 Traditional 23.2 17.5 21.2 23.1 21.1 Distance Education 31.1 30.1 36.5 33.1 30.6 Total 29.2 26.4 29.7 27.9 25.2

Students per Section - Collegewide


First Day Waitlist


Business AS and COA Course Enrollment





2015-16 2016-17 2017-18 2018-19 2019-20 Traditional 77 70 193 462 502 Distance Education 660 558 585 648 849

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2015-16 2016-17 2017-18 2018-19 2019-20 Total 737 628 778 1110 1351

Mean Students per Section - Discipline

2015-16 2016-17 2017-18 2018-19 2019-20 Traditional 15.4 14 24.1 23.1 21.8 Distance Education 30 29.4 34.4 34.1 28.3 Total 27.3 26.2 31.1 28.5 25.5



First Day Waitlist


Management AS and COA Course Enrollment




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Mean Students per Section - Discipline




First Day Waitlist


Discussion and Analysis As discussed previously, our traditional course delivery consists of offerings of the introductory courses as the IWV and ESCC campuses. All our courses are offered online to serve our large service area and multiple sites. Recent trends have shown an increase in the number of traditional courses offered. This is due to courses that have been delivered to the prisons based on increased demand. Due to this demand, the department has hired one full-time instructor and several adjuncts. Overall student demand and course supply has been driven by our commitment to our long-term schedules and pathways. This has aided our program planning and enrollment management. The long-term schedule and pathways for the prisons, the EKCT, and dual enrollment at Cal City are currently in development. The department is attempting to address the issues of educational preparation in that development process.

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2.7 - Cost to Students All courses in the Business Program require textbooks which can be expensive, but students are not required to pay additional fees for other materials or for facility use. Faculty are cognizant of textbook costs and do what they can to keep them down. Students have the option of purchasing the hard copy or the eBook from the bookstore or other sources. This option may reduce the student’s financial burden. Many of our courses use Cengage textbooks. Cengage Learning provides two purchase options. The first option includes any textbook materials published by Cengage along with the access code for all courses taken within a semester for $119. Option two provides the same materials for two semesters at $160. Additionally, many general education courses use inexpensive textbooks. Estimates of the costs to students for the Business Program degrees and two certificates of achievement follow.

Estimated Cost for Business AS-T, Business & Mgt AS Degrees

CA Residents Non-residents Units 60 60 Cost per unit 46.00 329.00 Tuition 2,760.00 19,740.00 Books and Supplies 3,600.00 3,600.00 Total 6,360.00 23,340.00 Per semester (4) Cost 1,590.00 5,835.00

Estimated Cost for Management Certificate


Estimated Cost for Business Certificate


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The cost verses the benefits are not always clear. In the Business Program, the results are more easily determined. Since our courses teach students the skills, functions, and procedures that are used in the workplace, there is a direct correlation between compensation and skill level. Students can expect to receive appropriate recompense for their knowledge of procedures and vocabulary related to business functions. We train students for entry level positions in accounting, administration, human resources, and management. These positions may range from $45,000 to $60,000, depending on the size of company and its location. The cost for our program is far less than the compensation benefits that the student receives. In addition, our courses may provide students with the skills needed to advance in their current position.

2.8 - Applied Learning Opportunities The Business department utilizes the services of the Job Placement Specialist at Cerro Coso for internship opportunities and part-time employment. We meet regularly with the local business community to explore their needs and job opportunities. We ask them for the skills needed and incorporate many of these in our programs. The main skills they require are excellent written and oral communication skills, working knowledge of Microsoft Office, good organization skills, good time management skills, and acceptable appearance and hygiene.

The study of business necessarily reflects the need to understand all aspects of the workplace. Consequently, active learning activities are incorporated in all our business courses. In both BSAD C100 and BSAD C155, the topics of recruitment, interviewing, resume preparation, cover letters, working in teams, and organization culture are comprehensively explored and examined. Additionally, BSAD C145, BSAD C152, and BSAD C251 incorporate many of those activities where appropriate. Case studies and assigned projects are used to reinforce these and other topics in BSAD C101, BSAD C102, BSAD C110, BSAD 131, and BSAD C171. We have placed many students in internships and jobs over the years and received very positive feedback from the employers.

2.9 - Labor Market Information and Analysis (CTE Programs Only) 2012-2022 Occupational Employment Projections

Occupational Title Estimated Empl. 2012

Projected 2022

Change 2012-2022

% Change 2012-2022

Annual Avg %

Change

Management Occupations

Kern County 23,930 23,900 -30 -0.1% 0.0% Alpine, Inyo, and Mono counties 1,130 1,360 230 20.4% 2.0% Business and Financial Operations Occupations Kern County 11,370 12,690 1,320 11.6% 1.2% Alpine, Inyo, and Mono counties 420 530 110 26.2% 2.6%

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2016-2026 Occupational Employment Projections

Occupational Title Estimated Empl. 2016

Projected 2026

Change 2016-2026

% Change 2016-2026

Management Occupations

Kern County 22,450 24,550 2,100 9.4% Alpine, Inyo, and Mono counties 1,190 1,270 80 6.7% Business and Financial Operations Occupations Kern County 11,160 12,850 1,690 15.1% Alpine, Inyo, and Mono counties 380 450 70 18.4%

The labor market for our service area includes Kern, Alpine, Inyo, and Mono counties. The projections for management occupations for Kern County through 2022 appear to remain static, however, for Alpine, Inyo and Mono counties the growth is projected to be over 20 percent. The growth projected through 2026 appear to be encouraging with increases for Kern at over 9 percent and the other counties over 6 percent.

For Business and Financial Operations occupations, the projected growth through 2022 is encouraging at 11.6% for Kern and 26.2% for the other counties. Projections through 2026 for this area will increase 15.1 and 18.4 percent, respectively. The projected numbers for Alpine, Inyo and Mono counties are not very high in number, however, any increase for these very rural counties is a positive.

The above results give us an indication that the projection for the cited occupations is good now, is increasing, and will continue to create and sustain a demand for our courses and programs.

2.10 - Explanation of Employer Relationship (CTE Programs Only) The program has a wide scope and attracts students from a wide employer base in and out of the service area. Many employers in the service area hire Cerro Coso students through normal hiring processes and some offer internships and work with the college to post available jobs. At this point in time, however, there are no employers that guarantee Business Program graduates with employment. Employers in the area have encouraged working students to complete degrees and certificates to advance their salaries and position mobility.

2.11 - Advisory Committee (CTE Programs Only) The Advisory Committees for Business (IWV) and Business and Information Technology (ESCC) take an active role in advising the Business Programs at Cerro Coso. The committees meet annually, once in the Fall and once in the Spring, to review, discuss and make recommendations regarding the curriculum and job outlook. A current list of Advisory Committee members for each location is in Section 6, the Supporting Documentation, along with the most recent minutes of these meetings. Currently, there is

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not an advisory committee in the EKCT service area. The addition of a new full-time faculty member at that campus provides a good opportunity to establish one.

Part 3 – Program Support Needs 3.1 - Staffing The Business Program currently includes three full-time faculty and several adjuncts. One of the full-time faculty members is assigned to the IWV campus where he teaches several BSAD courses on campus and online for both the Business Program and the Business Office Technology Program. Another full-time faculty member is assigned to the ESCC where he teaches BSAD C100, IT C101, ECON C102, and ECON C103 on campus and several BSOT, BSAD, and IT courses online. The most recent hire (Fall 2019), a full-time faculty member at the EKCT campus, teaches a wide variety of BSAD and ECON courses at the Tehachapi campus, the prisons, and online. As can be seen in the productivity table below, total productivity levels are higher than collegewide levels in all three disciplines. In some cases, the levels are significantly higher. In 2015-2016 and 2016-2017, some of the traditional course productivity levels are lower than corresponding collegewide productivity levels but those have risen during the past three years.

3.1 Staffing: This section was calculated using the core courses for Business Administration A.S.T./ Business Administration A.A.

Productivity - Discipline

2015-16 2016-17 2017-18 2018-19 2019-20 Business Administration AS-T & AA Traditional 12.6 10.0* 10.7 12.7 12.0 Distance Education 15.2 14.5 17.3 15.5 13.4 Total (Traditional & Distance Combined) 14.5 13.2 14.3 14.1 12.6 Business AS and COA Traditional 8.4* 7.7* 12.4 12.1 11.2 Distance Education 14.8 14.1 16.6 16.5 13.6 Total (Traditional & Distance Combined) 13.5 12.8 15.2 14.3 12.6 Management AS and COA Traditional 10.7* 10.36* 11.6 11.7 11.5 Distance Education 14.3 14.4 15.2 15.4 14.5 Total (Traditional & Distance Combined) 13.8 13.7 14.1 13.8 13.1 Collegewide Traditional 11.4 10.5 9.9 11.5 10.7 Distance Education 13.5 13.3 13.0 12.7 13.1 Total (Traditional & Distance Combined) 12.4 11.8 11.3 12.0 11.7

As can be seen in the FTEF by Contract Type table below, full-time and adjunct load have risen during this time period. As mentioned previously, a new full-time faculty member was hired thus accounting

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for some of the increase in that area. Additional increases in full-time load during the past year may be due to COVID-19, other program needs, etc. The increase in adjunct load can be attributed to the increase in course offerings at the prisons. So far, there has been an adequate pool of qualified instructors to cover all courses across all sites although the adjunct pool could be expanded.

FTEF – By Contract Type

2015-16 2016-17 2017-18 2018-19 2019-20 Business Administration AS-T & AA Full-Time 4.07 4.00 4.74 7.54 13.74 Overload 1.33 1.98 0.87 1.07 3.87 Adjunct 1.67 1.06 2.30 3.00 6.24 Summer 2.27 2.53 1.94 2.07 3.53 Business AS and COA Full-Time 1.40 1.27 2.33 2.07 4.80 Overload 1.33 1.31 0.07 0.47 1.73 Adjunct 0.87 0.52 1.50 3.33 2.97 Summer 1.53 1.53 1.13 1.33 1.60 Management AS and COA Full-Time 1.67 1.67 3.00 3.00 5.07 Overload 1.33 1.84 0.33 0.87 2.67 Adjunct 1.13 0.52 1.50 2.73 3.50 Summer 1.33 1.60 1.20 1.60 1.87

3.2 - Professional Development The faculty’s professional development needs are concentrated on discipline currency, technology tool use, and teaching enhancement. The mechanisms that are used to identify professional development needs are dependent on funding. Funding for activities that require it usually come from the department budget process. Many activities do not require funding so are usually identified by individual instructors.

Professional development activities are concentrated in four areas: College Flex days, Lunch and Learns, conferences, advisory meetings, and online training provided by webinars, LinkedIn Learning, Coursera, edX, and @ONE. Department members are active participants in the fall and spring Flex days as well as Lunch and Learns. Faculty attend the breakout sessions and provide a leadership role in areas of Canvas training, online sources for professional development, and diversity training.

For the most part, the faculty in the program choose their own activities. There is no concerted effort for faculty to participate in common professional development activities. Although, several department faculty members attend and actively participate in the California Business Education Association (CBEA) and National Business Education Association yearly conferences (NBEA). Recent topics included:

• Empowerment to Lead, Inspire to Serve

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• Bring Personal Finance into the Classroom through Gamification • Bring Equity into the Classroom / Trauma Informed Teaching • Web-Based Accounting Practice Sets with Source Documents • Effectively Teach Inclusivity and Objectivity in an Age of Polarization • Incorporating Critical Thinking and Social Justice into Business Education • Ethical Leadership: Apply Ethical Principles to Contemporary Real-World Situations • A Model for Increasing Student Success and Retention in Community College Programs • Effective Practices in Teaching Life-Long Globalization Skills in Business Education

Faculty have viewed many webinars over the last five years. Many of these are training videos pertaining to student learning outcomes, advanced features in Canvas, accessibility, equity, and culturally responsive teaching and learning.

Each year, Advisory Committee meetings are held at the IWV and ESCC campuses. Members of the community attend and provide discussion and recommendations that relate to all the programs and certificates that are offered.

There are no discernable differences between the activities that faculty participated in for online versus onsite uses. Even activities, such as Canvas trainings, that related directly to online teaching also transfer to onsite instruction due to the integration of the learning management system in onsite courses.

3.3 - Facilities and Physical Resources Facilities used by instructors in the business program are minimal. Non-prison, onsite courses use modern, college-provided smart classrooms and online courses use college-provided learning management systems and ancillary add-ins. The ESCC campuses use iTV classrooms for the program’s offerings there. The prison courses use the facilities that are available at the locations. Additionally, the department makes uses of the Learning Resource Center, counseling, other student services, and the print department for copies, flyers, banners, and business cards.

Facility needs are discussed and addressed annually during the preparation of the department’s Unit Plan. Outside of the prison, needs have been static and sufficient for several years.

Current college-provided facilities are largely safe, accessible, and sufficient for the program. This does not include prison course offerings. Faculty teaching at the prisons have been pushing for non-networked computer access for prisoner use.

3.4 - Technology The department’s technology needs are relatively few and, outside of the prison offerings, they meet the integrity and quality needs of the program. The full-time faculty in the department have access to college-provided computers. The textbook publishers that are used provide resources that help faculty teach and communicate with the students. These include eBooks, PowerPoints, study tools, case studies, sample test questions, and instructional videos. CCC ConferZoom is used for department

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meetings and communication with each other and our students. The department uses the online databases and other services provided by the Learning Resource Center as well as TurnItIn.com. LinkedIn Learning, @One, and other websites are used for training and updating skills. Some instructors use college speaker phones, tablets, calculators, printers, memory sticks and cell phones to enhance the services to students.

Students communicate with instructors using the college email, Canvas, and Pronto systems. Utilizing these verifies regular and effective contact with online and on-ground students. The department faculty regularly meet to discuss technology and other needs and jointly create the annual unit plan. The incarcerated students enrolled in business program courses would benefit greatly from access to non-networked computers. The lack of that technology limits the courses that the department can offer. Outside of the prison, needs have been static and sufficient for several years.

3.5 - Marketing and Outreach The marketing of the program’s degrees and certificates takes many forms. In addition to the program pages on the college website, the college’s marketing department publicizes programs and events on a regular basis through print and digital media. The faculty in the department utilize several forms of social media, attend local community meetings such as the Chamber of Commerce and the Rotary, and participate in K-12 student awareness activities including the College’s annual Career Exploration Day event. Banners and flyers are displayed throughout the community. The department keeps the counseling staff updated and local high schools are communicated with to promote the program and to provide students with clear, accurate information.

Degree and certificate brochures have been created for distribution throughout the community and beyond and the CTE program guide has been updated. The brochures contain course requirements, expected learning outcomes, and directed employment possibilities.

The department continually updates courses to stay current and provide students with the most relevant information related to offerings. Through professional development efforts, faculty are improving skills and knowledge related to the material that is offered. These efforts will assist the department in promoting the program. However, marketing is an ongoing and dynamic process, and the department is always looking for ways to expand and improve its efforts in this area to boost enrollment. Additional public service announcements, articles, social media, and direct mailings are areas that could be enhanced.

Part 4 – Student Achievement 4.1 - Course Retention and Success Taken as a whole, success rates and retention rates are lower in the business program than they are for the college as a whole. Overall, there are no noteworthy trends, the success and retention rates have been pretty static with some increases and some decreases. The program’s faculty feel that the

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program is effective regardless. It is a popular program and is attractive to many entering students. However, the coursework is generally rigourous and can be difficult. Many students may choose one of the business majors with a high expectation of success only to find that it is more work than anticipated. Additionally, many students in the program are working while in the program. The two tables below show the overall retention and success rates over the past five years. As can be seen, there is a difference between the retention and success rates of distance education courses and traditional courses. The success and retention rates of the traditional delivery mode is higher than the distance education delivery mode in all cases. As an action item from the last program review, the course offerings of the higher level courses were moved to the online format and the lower, entry level courses were offered both online and at the IWV and ESCC campuses. The purpose of this redesign of the program was to eliminate the low enrollments of the higher level, on-campus courses and to better prepare on-campus students for the required online courses that complete their degree. The faculty in the department reguarly meet with advisory committees at the IWV and ESCC. Employers have repeatedly emphasized the need for program graduates to have analytic and written communication skills. The courses, certificates, and degrees are designed with that in mind. Because of that, it is expected that retention and success rates will be somewhat lower. Retention

2015-16 2016-17 2017-18 2018-19 2019-20 Traditional 85.4% 92.6% 88.0% 95.8% 89.3% Distance Education 82.5% 84.4% 86.4% 86.2% 81.0% Total (Traditional & Distance Combined) 83.8% 87.9% 86.9% 89.1% 83.3% Cerro Coso Average 85.6% 88.7% 87.9% 89.6% 86.6%

Success

2015-16 2016-17 2017-18 2018-19 2019-20 Traditional 67.5% 75.8% 77.5% 80.8% 75.6% Distance Education 63.9% 65.6% 72.0% 67.9% 67.5% Total (Traditional & Distance Combined) 65.5% 70.0% 73.7% 71.9% 69.8% Cerro Coso Average 70.3% 73.4% 74.7% 77.9% 76.5%

Retention rates for Business Program courses are described in the table below. The table cells with asterisks reflect courses that are below the overall Cerro Coso average retention rate for that year. As can be seen, except for 2015-2016, the Business Program courses, on average, are below the Cerro Coso Average. Overall, for this timeperiod, 52 of the 80 courses (65%) have retention rates that are below the Cerro Coso average for their respective year.

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Course Retention Rates

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 BSAD C100 80.7%* 77.4%* 80.0%* 86.7%* 82.2%* BSAD C101 84.4%* 86.4%* 83.2%* 84.7%* 83.2%* BSAD C102 86.4% 92.3% 94.6% 94.3% 91.4% BSAD C110 83.1%* 83.3%* 75.6%* 71.8%* 77.5%* BSAD C131 70.3%* 83.7%* 78.5%* 89.4%* 84.0%* BSAD C145 93.5% 83.3%* 73.1%* 78.4%* 76.5%* BSAD C152 93.6% 0.0%* 75.0%* 92.1% 84.2%* BSAD C155 87.5% 85.7%* 81.3%* 76.7%* 67.6%* BSAD C171 93.2% 88.9% 89.7% 97.1% 80.5%* BSAD C220 88.2% 67.9%* 58.8%* 69.6%* 60.7%* BSAD C222 94.1% 60.0%* 76.5%* 70.0%* 76.0%* BSAD C251 93.3% 85.7%* 83.3%* 93.9% 67.8%* IT C101 87.7% 89.6% 88.4% 84.4%* 82.3%* ECON C102 90.2% 92.5% 94.6% 85.0%* 89.3% ECON C103 94.6% 98.6% 96.1% 69.9%* 92.4% MATH C121 83.2%* 81.1%* 85.7%* 84.5%* 79.0%* BSAD Average 87.4% 74.6% 79.1% 83.7% 77.6% Cerro Coso Average 85.6% 88.7% 87.9% 89.6% 86.6%

* Denotes value is below Cerro Coso average Success rates for Business Program courses are described in the table below. The table cells with asterisks reflect courses that are below the overall Cerro Coso average success rate for that year. As can be seen, except for 2015-2016, the Business Program courses on average are below the Cerro Coso Average. Overall, for this time period, 51 of the 80 courses (63.75%) have success rates that are below the Cerro Coso average for their respective year. It is worth noting that, while there are advisories on all courses, there are prerequisites on only two (BSAD C102 and ECON C103). Success and retention rates are higher in both courses. It should also be noted that the average success rate for BSAD courses in the previous program review was 64.62%. The average success rate for BSAD courses in this program review is 70.12%. This is a substantial improvement. Course Success Rates

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 BSAD C100 59.8%* 53.8%* 67.3%* 74.0%* 72.4%* BSAD C101 68.8%* 72.1%* 75.1% 75.3%* 73.3%* BSAD C102 76.3% 81.3% 91.4% 92.6% 84.7% BSAD C110 69.2%* 64.8%* 68.3%* 61.1%* 57.5%* BSAD C131 68.9%* 72.6%* 76.3% 86.6% 80.2% BSAD C145 48.4%* 55.6%* 57.7%* 59.5%* 67.6%* BSAD C152 80.9% 0.0* 75.0% 92.1% 84.2%

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2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 BSAD C155 68.8%* 71.4%* 68.8%* 53.3%* 50.0%* BSAD C171 72.7% 66.7%* 74.4%* 76.5%* 75.6%* BSAD C220 76.5% 60.7%* 47.1%* 56.5%* 50.0%* BSAD C222 82.4% 60.0%* 64.7%* 55.0%* 76.0%* BSAD C251 80.0% 82.1% 72.2%* 81.8% 57.8%* IT C101 74.8% 73.7% 74.1%* 69.4%* 71.6%* ECON C102 82.6% 80.6% 78.6% 77.2%* 75.1%* ECON C103 86.5% 84.1% 92.2% 60.2%* 80.3% MATH C121 65.2%* 62.1%* 68.7%* 67.3%* 59.6%* BSAD Average 72.6% 65.1% 72.0% 71.2% 69.7% Cerro Coso Average 70.3% 73.4% 74.7% 77.9% 76.5%

* Denotes value is below Cerro Coso average The table below shows the attainment and persistence rates from the Vocational Technical Education Act (VTAE) Core Indicators reports. As can be seen, both rates have generally increased yearly. However, with the exception of 2018-2019, the attainment rates are below the District target. The persistence rates are above the District targets for 2018-2019 and 2019-2020. CTE Core Indicators (Attainment and Persistence)

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 Technical Skills Attainment 75.3% 76.8% 72.6% 88.6% 83.3% Difference from District Goal -12.6% -10.7% -15.5% 1.0% -2.9% Persistence and Transfer 81.1% 82.1% 84.7% 92.4% 97.4% Difference from District Goal -5.6% -5.9% -5.1% 2.4% 6.4%

While the success and retention rates are lower than the College-wide averages and there is a difference in rates between delivery modes, the faculty in the department feel that the program design is effective and meets employer needs. The lower numbers are likely attributed to the higher level of course rigor in the areas of communication and anayltic thinking that employers have requested.

4.2 - Program Completion The table below represents the number of declared majors within the programs. As can be seen, the numbers are fairly consistent across the years with the Business Administration AS-T and Business AS sharing the bulk of the numbers. The Management AS has declined but the Management COA has increased. The Business Administration AA has been replaced by the Business Administration AS-T. Assuming that the table represent unique students, over the five year period, the Business AS and COA comprise 42% of the majors, the Business Administration AS-T and AA comprise 50%, and the Management AS and COA make up 8%.

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Business Program Majors

2015-16 2016-17 2017-18 2018-19 2019-20 Business Administration AA 70 64 38 28 15 Business Administration AS-T 192 263 242 298 259 Business AS 199 185 191 208 196 Business Certificate of Achievement 53 42 36 61 57 Management AS 56 44 40 29 36 Management Certificate of Achievement 3 9 4 13 16 Total 573 607 551 637 579

Business Degrees and Certificates Awards

The table below shows the degrees and certificates that were awarded in the business program during the past five years. It is clear that the number of completers is far behind the number of declared majors. The business program is a popular program for many students, and it represents the hope of future employment. The transfer degrees (Business Administration AS-T and AA) make up 56% of the total for the five-year period. That percentage rises to 61% over the past two years and to 65% for last year alone. The percentage of completers in the transfer degrees is higher than the percentage of corresponding declared majors. This is understandable as the transfer degree is “guaranteed” and the level of student is probably higher. Additionally, some of the Business and Management majors may take classes to advance in their career, complete that goal, but not complete the degree or certificate. Also, they are more likely to be working while taking classes than the usually younger, transfer student.

The entry point for all degrees and certificates is the BSAD C100 course. The average first-day enrollment of the course has been 368 over the past five years. There appears to be enough students taking the course. BSAD C100, however, attracts many students that enroll in the course out of curiosity or general interest. BSAD C101 and BSAD C131 are logical next courses in the program, and they averaged 265 and 235 first-day enrollments over the same period. BSAD C100, C101, C102, and C131 are the required BSAD courses for the Business Administration AS-T degree. Perhaps students are taking those courses from Cerro Coso and completing the degree at a different institution or, perhaps students are dropping out before the required math courses. The remaining BSAD courses have average first day enrollment of below 50 so, clearly, students are stopping out at some point. The reasons for that may be explained above but are not formally tracked.

When compared to the total number of declared majors (2,947) over the past five years, the total number of awards (210) represents about 7%. It would be desirable if that number were higher. As mentioned above, the transfer degree is “guaranteed” to serve its purpose. It would be beneficial to have community partnerships that guarantee the award of a job for the non-transfer degrees and certificates.

2015-16 2016-17 2017-18 2018-19 2019-20 Business

AS Degree 6 5 8 11 7

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2015-16 2016-17 2017-18 2018-19 2019-20 Certificate of Achievement 7 3 8 7 8 Total 13 8 16 18 15

Business Administration AS for Transfer Degree 10 13 19 30 31 AA Degree 5 7 3 0 0 Total 15 20 22 30 31

Management AS Degree 5 1 4 3 0 Certificate of Achievement 1 2 3 1 2 Total 6 3 7 4 2

Grand Total 34 31 45 52 48

4.3 - Employment (CTE Programs Only) The table below shows the VTEA Core Indicator data for completion and employment. Completions are above the District target for all years but the employment rates are generally well below the District targets. The nontraditional completions are well above the District targets for all years. The numbers are based on small changing cohorts that have taken 12 units in the TOPs code, so they do not reflect the percentages that were presented in the previous section. Employment is not tracked for the regular population. The data presented below shows that that is tracked for the VTEA cohorts. It would be beneficial for the program if the process that tracks the cohorts in the VTEA grant could be used across the rest of the student population.

CTE Core Indicators (Completions and Employment)

Advisory Committees at the IWV and ESCC campuses meet yearly. Committee members have expressed satisfaction in the design of the program’s degrees, certificates, and courses and their preparation for employment. Outcomes and pathways have been discussed in the meetings. The concentration on communication and analytic skills was deemed essential to today’s workplace. While the committee members represent some of the employers in the area, there are no formal partnerships for hiring graduates. This represents an opportunity. In informal classroom discussions, many students have identified that they are taking courses in the program for job advancement and

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 Completions - Credential, Certificate, Degree or Transfer Ready 88.9% 91.2% 95.7% 97.6% 97.7% Difference from District Goal 6.9% 8.2% 10.4% 10.5% 8.7% Employment 56.4% 50.0% 59.5% 68.4% 53.3% Difference from District Goal -21.0% -16.4% -8.5% -3.6% -19.9% Nontraditional Completions 67.4% 58.6% 76.6% 65.8% 52.9% Difference from District Goal 44.9% 35.8% 53.1% 42.2% 29.0%

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acquisition but the numbers of acquired jobs and advancements is not known. At this point in time, employment tracking of students is not done for the general student population.

4.4 - Achievement of Program Learning Outcomes The Program Learning Outcome information is provided below. A great deal of work was done aligning course and program learning outcomes during this period. Course outcomes were reviewed and revised during curriculum updates and were mapped to appropriate program outcomes. All course outcomes were assessed recently. The department faculty are confident that program learning outcomes represent the necessary rigor, relevance, and currency needed for the integrity of the degrees and certificates. Business Administration AS-T Degree PSLO Assessment Results

Business Administration AS-T Degree PLO Assessment Results PSLO 1: Explain the nature of business, business operations, business organization, and

business procedures. Target: 70% Assessment Method: Assessed with mapped CSLOs in BSAD C100, BSAD C101, BSAD C102, BSAD C131, and

IT C101. Assessment Date: Spring 2020 Recent Results: 95.2% Analysis and Plan for Improvement and Reassessment:

The students performed above the expected target. As a result, there is no plan for improvement. The program will be reassessed during the next program review.

PSLO 2: Apply critical thinking skills (analysis, synthesis, and evaluation) to technical and economic issues in a business environment.

Target: 70% Assessment Method: Assessed with mapped CSLOs in BSAD C100, BSAD C101, BSAD C102, ECON C102,

ECON C103, and MATH C121. Assessment Date: Spring 2020 Recent Results: 88.3% Analysis and Plan for Improvement and Reassessment:


PSLO 3: Recognize and demonstrate skills necessary to function effectively in the global economy.

Target: 70% Assessment Method: Assessed with mapped CSLOs in BSAD C100, BSAD C101, BSAD C102, and ECON C102. Assessment Date: Spring 2020 Recent Results: 87.0% Analysis and Plan for Improvement and Reassessment:


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Business AS Degree and Certificate of Achievement PSLO Assessment Results

Business AS Degree and Certificate of Achievement PLO Assessment Results PSLO 1: Explain the importance of the functional areas of business, business operations,

business organizations, and business procedures. Target: 80% Assessment Method: Assessed with mapped CSLOs in BSAD C100, BSAD C101, BSAD C131, BSAD C152,

BSAD C171, and BSAD C251. Assessment Date: Spring 2020 Recent Results: 92.3% Analysis and Plan for Improvement and Reassessment:


PSLO 2: Apply critical thinking skills (analysis, synthesis, and evaluation) to technical and economic issues in a business environment.

Target: 80% Assessment Method: Assessed with mapped CSLOs in BSAD C100, BSAD C101, BSAD C110, BSAD C152,

BSAD C171, BSAD C251, and IT C101. Assessment Date: Spring 2020 Recent Results: 91.4% Analysis and Plan for Improvement and Reassessment:


PSLO 3: Make legal and ethical decisions in a business context. Target: 80% Assessment Method: Assessed with mapped CSLOs in BSAD C100, BSAD C101, BSAD C131, BSAD C152,



PSLO 4: Analyze the issues involved in operating a business in complex, diverse, and international environments.


BSAD C171, and BSAD C251. Assessment Date: Spring 2020 Recent Results: 90.3%

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Business AS Degree and Certificate of Achievement PLO Assessment Results Analysis and Plan for Improvement and Reassessment:


PSLO 5: Explain the importance of financial management. Target: 80% Assessment Method: Assessed with mapped CSLOs in BSAD C100, BSAD C101, BSAD C110, BSAD C152,



Management AS Degree and Certificate of Achievement PSLO Assessment Results

Management AS Degree and Certificate of Achievement PLO Assessment Results PSLO 1: Demonstrate a general understanding of the nature of business. Target: 80% Assessment Method: Assessed with mapped CSLOs in BSAD C100, BSAD C101, BSAD C102, BSAD C131,

BSAD C145, BSAD C155, and BSAD C251. Assessment Date: Spring 2020 Recent Results: 89.4% Analysis and Plan for Improvement and Reassessment:


PSLO 2: Apply critical thinking skills (analysis, synthesis, evaluation) to technical and managerial issues in a business environment


BSAD C155, BSAD C220, BSAD C222, BSAD C251, and IT C101. Assessment Date: Spring 2020 Recent Results: 89.3% Analysis and Plan for Improvement and Reassessment:


PSLO 3: Demonstrate the ability to make ethical decisions in a managerial context. Target: 80% Assessment Method: Assessed with mapped CSLOs in BSAD C100, BSAD C101, BSAD C102, BSAD C131,

BSAD C145, BSAD C155, BSAD C220, and BSAD C251. Assessment Date: Spring 2020 Recent Results: 91.4%

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Management AS Degree and Certificate of Achievement PLO Assessment Results Analysis and Plan for Improvement and Reassessment:


PSLO 4: Recognize skills necessary to provide management, supervision, and leadership in a diverse and complex environment.




Business Administration AS-T PSLO Assessment History Summary

PSLO # Target Semester Met? PSLO 1 70% SP20 Yes PSLO 2 70% SP20 Yes PSLO 3 70% SP20 Yes

Business AS and COA Assessment History Summary

PSLO # Target Semester Met? PSLO 1 80% SP20 Yes PSLO 2 80% SP20 Yes PSLO 3 80% SP20 Yes PSLO 4 80% SP20 Yes PSLO 5 80% SP20 Yes

Management AS and COA PSLO Assessment History Summary

PSLO # Target Semester Met? PSLO 1 80% SP20 Yes PSLO 2 80% SP20 Yes PSLO 3 80% SP20 Yes PSLO 4 80% SP20 Yes

4.4.a - Gaps and Improvements Made As seen above, all program learning outcomes were met.

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4.4.b - Summary of Program Learning Outcome Achievement During this review, the assessement of program learning outcomes reflected that the targets were met. Course outcomes were reviewed, aligned, and mapped to program outcomes. The program outcomes were assessed through that mapping and targets were successfully met. The learning outcomes for the program are designed by department’s faculty and approved by the curriculum committee. Other than successful attainment of the targets, there are no patterns in the outcomes. The department’s full-time and adjunct faculty meet via email when neccessary to discuss pending curriculum changes. The Department Chair coordinates the assessment process with the affected adjunct faculty. Some course outcomes were changed to streamline the assessment process despite the meeting of targets. The faculty in the department are confident that program learning outcomes represent the necessary rigor, relevance, and currency needed for the integrity of the degrees and certificates.

4.5 - Achievement of Course Student Learning Outcomes SLO Assessment 5-Year History

Course SLO # Target Semester Met? Target Semester Met? BSAD C100 SLO 1 70% SP20 Yes SLO 2 70% SP20 Yes SLO 3 70% SP20 Yes SLO 4 70% SP20 Yes SLO 5 70% SP20 Yes SLO 6 70% SP20 Yes SLO 7 70% SP20 Yes SLO 8 70% SP20 Yes SLO 9 70% SP20 Yes SLO 10 70% SP20 Yes SLO 11 70% SP20 Yes SLO 12 70% SP20 Yes SLO 13 70% SP20 Yes SLO 14 70% SP20 Yes SLO 15 70% SP20 Yes BSAD C101 SLO 1 70% SP20 Yes SLO 2 70% SP20 Yes SLO 3 70% SP20 Yes SLO 4 70% SP20 Yes BSAD C102 SLO 1 70% SP20 Yes SLO 2 70% SP20 Yes SLO 3 70% SP20 Yes SLO 4 70% SP20 Yes

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Course SLO # Target Semester Met? Target Semester Met? BSAD C110 SLO 1 70% SP20 Yes SLO 2 70% SP20 Yes SLO 3 70% SP20 No 70% SP21 Yes SLO 4 70% SP20 Yes SLO 5 70% SP20 Yes SLO 6 70% SP20 Yes SLO 7 70% SP20 Yes BSAD C131 SLO 1 75% FA19 Yes SLO 2 75% FA19 Yes SLO 3 75% FA19 Yes SLO 4 75% FA19 Yes SLO 5 75% FA19 Yes BSAD C145 SLO 1 70% SP20 Yes SLO 2 70% SP20 Yes SLO 3 70% SP20 Yes SLO 4 70% SP20 Yes BSAD C152 SLO 1 70% FA19 Yes SLO 2 70% FA19 Yes SLO 3 70% FA19 Yes BSAD C155 SLO 1 70% FA18 Yes 70% FA19 Yes SLO 2 70% FA18 Yes 70% FA19 Yes SLO 3 70% FA18 No 70% FA19 Yes SLO 4 70% FA18 No 70% FA19 Yes BSAD C171 SLO 1 70% SP19 Yes SLO 2 70% SP19 Yes SLO 3 70% SP19 Yes SLO 4 70% SP19 Yes BSAD C220 SLO 1 70% SP20 Yes SLO 2 70% SP20 Yes SLO 3 70% SP20 Yes SLO 4 70% SP20 Yes BSAD C222 SLO 1 70% SP20 Yes SLO 2 70% SP20 Yes SLO 3 70% SP20 Yes SLO 4 70% SP20 Yes SLO 5 70% SP20 Yes BSAD C251 SLO 1 70% SP20 Yes SLO 2 70% SP20 Yes SLO 3 70% SP20 Yes SLO 4 70% SP20 Yes

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Course SLO # Target Semester Met? Target Semester Met? SLO 5 70% SP20 Yes SLO 6 70% SP20 Yes SLO 7 70% SP20 Yes IT C101 SLO 1 70% SP20 Yes SLO 2 70% SP20 Yes SLO 3 70% SP20 Yes ECON C102 SLO 1 70% FA18 Yes SLO 2 70% FA18 Yes SLO 3 70% FA18 Yes SLO 4 70% FA18 Yes ECON C103 SLO 1 70% FA18 Yes SLO 2 70% FA18 Yes SLO 3 70% FA18 Yes SLO 4 70% FA18 Yes SLO 5 70% FA18 Yes MATH C121 SLO 1 70% SP20 Yes SLO 2 70% SP20 Yes SLO 3 70% SP20 Yes SLO 4 70% SP20 Yes MATH C131 SLO 1 70% SP 19 Yes SLO 2 70% SP 19 Yes SLO 3 70% SP 19 No 70% SP 20 Yes SLO 4 70% SP 19 Yes SLO 5 70% SP 19 Yes SLO 6 70% SP 19 Yes SLO 7 70% SP 19 Yes SLO 8 70% SP 19 No 70% SP 20 Yes SLO 9 70% SP 19 Yes SLO 10 70% SP 19 Yes

4.5.a - Gaps and Improvements Made As seen in the above table, course student learning outcomes were met in all courses required by the degrees and certificates offered in the business program except for BSAD C110 SLO #3, BSAD C155 SLO #3, and BSAD C155 SLO #4. In the spring of 2020, BSAD C110 SLO # 3 (Identify and analyze the major tax features that affect all taxpayers) was not met. The target was 70% and the result was 67%. The reason for the gap was likely related to technical issues with Canvas during that period which decreased the amount of time that was available to present the material adequately. The intervention was two fold. First, there were no

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technical difficulties with Canvas. Second, more time was devoted to the presentation of the material. This outcome was reassessed in the Spring of 2021 and the result was 95% met expectations. In the fall of 2019, BSAD C155 SLO # 3 (Explain the significance of the collective bargaining agreements in employee - management relations) was not met. The target was 70% and the result was 69%. The reason for the gap was the difficulty of the chapters' subjects. These chapters deal with compensation, employee benefits, and employee evaluations. Students that do not have prior knowledge of these will struggle. This was corrected in the fall of 2020 by providing the students additional reading and videos and the result for this outcome was 78% which met the minimum expectation. In the fall of 2019, BSAD C155 SLO #4 (Compare and contrast policies and procedures needed for human resource management in local vs. global organizations) was not met. The target was 70% and the result was 66%. The reason for the gap was the unfamiliarity of these chapters' subjects. The subjects that were presented were Employee rights and Unions, Labor Relations, and International Human Relationships. Students needed to use some outside resources to fully understand these. In 2020, additional articles and videos were provided to the student and their assessment increased to an acceptable level of 81%.

4.5.b - Summary of Student Learning Outcome Achievement During this review, the assessement of student learning outcomes reflected that the targets were met. The learning outcomes for the courses are designed by the lead faculty member of the course and approved by the curriculum committee. If there are patterns in the outcomes, they are unintentional. The department’s full-time and adjunct faculty meet via email when neccessary to discuss pending curriculum changes. Outcomes are assessed by the instructor (full-time and adjunct) of the course. The Department Chair coordinates the assessment process with the affected adjunct faculty. Some course outcomes were changed to streamline the assessment process despite the meeting of targets. For example, BSAD C100 had 15 SLOs at the beginning of this review period. That number was reduced to 7 make the assessment process less cumbersome. The faculty in the department are confident that student learning outcomes represent the necessary rigor, relevance, and currency needed for the integrity of the degrees and certificates offered.

4.6 - Assessment Schedule for Next Program Review Cycle PLO Assessment Cycle

Business AS Degree and Certificate of Achievement PSLO Assessment Cycle

FA 2021 SP 2022 FA 2022 SP 2023 FA 2023 SP 2024 FA 2024 SP 2025 PLO 1 X PLO 2 X PLO 3 X

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FA 2021 SP 2022 FA 2022 SP 2023 FA 2023 SP 2024 FA 2024 SP 2025 PLO 4 X PLO 5 X

Business Administration AS-T Degree PSLO Assessment Cycle

FA 2021 SP 2022 FA 2022 SP 2023 FA 2023 SP 2024 FA 2024 SP 2025 PLO 1 X PLO 2 X PLO 3 X

Management AS Degree and Certificate of Achievement PSLO Assessment Cycle

FA 2021 SP 2022 FA 2022 SP 2023 FA 2023 SP 2024 FA 2024 SP 2025 PLO 1 X PLO 2 X PLO 3 X PLO 4 X

SLO Assessment Cycle

Course SLO # FA 2021 SP 2022 FA 2022 SP 2023 FA 2023 SP 2024 FA 2024 SP 2025 BSAD C100 SLO 1 X SLO 2 X SLO 3 X SLO 4 X SLO 5 X SLO 6 X SLO 7 X BSAD C101 SLO 1 X SLO 2 X SLO 3 X SLO 4 X BSAD C102 SLO 1 X SLO 2 X SLO 3 X SLO 4 X BSAD C110 SLO 1 X SLO 2 X SLO 3 X SLO 4 X

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Course SLO # FA 2021 SP 2022 FA 2022 SP 2023 FA 2023 SP 2024 FA 2024 SP 2025 SLO 5 X SLO 6 X SLO 7 X BSAD C131 SLO 1 X SLO 2 X SLO 3 X SLO 4 X SLO 5 X BSAD C145 SLO 1 X SLO 2 X SLO 3 X SLO 4 X BSAD C152 SLO 1 X SLO 2 X SLO 3 X BSAD C155 SLO 1 X SLO 2 X SLO 3 X SLO 4 X BSAD C171 SLO 1 X SLO 2 X SLO 3 X SLO 4 X BSAD C220 SLO 1 X SLO 2 X SLO 3 X BSAD C222 SLO 1 X SLO 2 X SLO 3 X BSAD C251 SLO 1 X SLO 2 X SLO 3 X SLO 4 X SLO 5 X SLO 6 X SLO 7 X IT C101 SLO 1 X SLO 2 X SLO 3 X ECON C102 SLO 1 X

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Course SLO # FA 2021 SP 2022 FA 2022 SP 2023 FA 2023 SP 2024 FA 2024 SP 2025 SLO 2 X SLO 3 X SLO 4 X ECON C103 SLO 1 X SLO 2 X SLO 3 X SLO 4 X SLO 5 X MATHC121 SLO 1 X SLO 2 X SLO 3 X SLO 4 x

Part 5 – Action Plans 5.1 - Program Strengths Recently (2021), the Business Administration AS-T degree program was recognized by Intelligent.com as one of the top (#34 of 1,200) associate degree programs in the country. That degree and others in the business program at Cerro Coso continue to be popular with students and useful for employers. The number of declared majors is high and the number of completers is consistent. Introductory course sections in the program have high enrollments across all delivery methods. Courses are rigorous and focus on communication and analytic skills. Additionally, the program’s instructors at all sites, including the prisons were able to respond to COVID-19 changes in delivery quickly and efficiently.

The degrees and certificates have no electives and are focused on the described outcomes and ease of scheduling. The scheduling provides for courses to be regularly offered in the same semester each year. Additionally, the most demanded courses are offered online in the summer to accommodate the increased demand from our students and students from other institutions. Program outcomes and assessments have been designed and implemented and long-term schedules have been developed to provide students, counselors, and department members with the ability to plan well into the future. Existing courses have been reviewed by both staff and industry professionals to assure that relevant topics, concepts, and information are provided to the students. Enrollments are strong and the program continues to be popular.

In 2019, a full-time faculty member was added to serve the EKTC including the prisons. She brings a wide variety of experience to the program. This has provided students with real world examples and observations and enhanced their learning experience.

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5.2 - Program Improvements Needed Regardless of the many strengths, the Business Program has areas that can use improvement. The differences between degrees are not always clear with students and counselors. The program’s degrees, certificates, and courses must be continuously reviewed and evaluated for currency and alignment with transfer institution and industry needs. Marketing of programs is a constant challenge and long-term schedules need to be implemented in the prisons and at EKTC. Due to lack of technology at the prisons, adding complete programs and pathways is difficult. Additionally, relationships with industry and advisory committee members need to be fostered in the Tehachapi area. Additional partnerships such as dual-enrollment, internships, and job-shadowing should be explored and developed. Student success and retention rates should be monitored, and student preparedness should be evaluated and compared to success rates.

5.3 - Response to Previous Strategies In the 2015-2016 Program Review, the following three-year strategies were identified:

1. Improve marketing efforts to increase enrollments in courses. This activity is in progress. Marketing has improved and is much more structured institutionally than it was in the past. Brochures, flyers, and banners have been developed and used to promote our programs and certificates. Long-term schedules and pathways were developed and put on the college website for student use. Additionally, advisory committee meetings take place twice a year and changes, improvements, and new programs are discussed at those meetings for committee input and dissemination. Enrollments have increased over the previous program review period. Many of these enrollments come from course offerings at the prisons and concurrent enrollments. Neither require traditional college marketing efforts.

2. Assess requisites for courses and implement early aligned assignments to substantiate the requisites. This activity was essentially completed. Although additional prerequisites were not added to BSAD courses since the last program review, advisories were added to most courses. This has been helpful for counseling and for students as it gives them an idea of what prior knowledge they should have before taking courses. The average success rate for BSAD courses in the previous program review was 64.62%. The average success rate for BSAD courses in this program review is 70.12%. This is a substantial improvement.

3. Examine current effectiveness of two-year pathways to completion for Business AS and COA on-campus.

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This activity is in progress. The on-campus enrollments of the Business AS and COA courses were dropping during the previous program review. The measurement for the success of this activity was an increase in the FTES/FTEF ratio. This ratio is about the same as it was during that review. Like others in this review, the ratio has fluctuated. Course offerings of upper-level courses are currently online only except for the courses offered at the prisons. This has allowed for better enrollment management for the college and for students as courses are no longer cancelled due to low enrollment. The IWV and ESCC campuses currently have long-term schedules that include offering entry level courses on campus and higher-level courses online. The EKCT campus is evaluating their long-term schedule in this area.

4. Monitor enrollments in the new Data Analyst I Certificate of Achievement. This activity is in progress. The measurement of success for this activity was an increase in the FTES/FTEF ratio for BSAD C220 and BSAD C222. In this time period, the FTES/FTEF ratio decreased for BSAD C220 (from 12.9 to 9.54) but increased for BSAD C222 (from 8.025 to 9.2). These numbers continue to be below the average of most other courses in the program.

5. Work with Advisory Committees to update courses, degrees, and certificates to align with industry needs. This activity is in progress and will continue to be. The measurement of success was an increase in enrollments. Advisory Committee participation is strong, and enrollments have increased.

In the 2015-2016 Program Review, the following six-year strategy was identified:

1. Create current student and graduate workplace tracking system to monitor student employment.

This is a collegewide need and the status is unknown. Some tracking is done through the VTEA funding, but it is done on too small a scale to be useful.

5.4 - Two-Year Program Strategies Action Plan for Achieving Two-Year Strategies Action Plan for 2-Year Strategy 1

Concise Description of Strategy Develop pathways and long-term schedule for EKCT, CAC, CCI, and dual-enrollment at EKCCC.

Measurement of Completion Published documents for student and counselor use Timeline 2021-2022 Responsible Person Department Faculty, Department Chair, Dean, and Site Directors

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Action Plan for 2-Year Strategy 2

Concise Description of Strategy Re-Align Business Administration AS-T degree to changes in State’s Transfer Model Curriculum

Measurement of Completion Approved curriculum Timeline 2021-2022 Responsible Person Department Faculty


Concise Description of Strategy Launch Entrepreneurship Certificate of Achievement Measurement of Completion Enrollments in certificate Timeline 2021-2023 Responsible Person Department Faculty


Concise Description of Strategy

Explore implementation of non-networked computer access in ISEP for appropriate student computer application use.

Measurement of Completion Successful implementation and use of computer applications in program courses.

Timeline 2021-2023 Responsible Person CDCR and College Administrators



Create advisory committee for Tehachapi and California City area to support department activities at EKCT, CAC, CCI, and EKCCC.

Measurement of Completion Successful creation and meeting of committee members. Timeline 2021-2023 Responsible Person Department faculty and Site Director

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5.5 - Five-Year Program Strategies Action Plan for Achieving Five-Year Strategies Action Plan for 5-Year Strategy 1

Concise Description of Strategy Explore development of certificate programs for the prisons and dual-enrollment program. Possible certificate programs include retail management, construction management, and entrepreneurship.

Measurement of Completion Successful development, enrollment, and completion of students in the certificates.

Timeline 3 to 5 years Responsible Person Department faculty and site administrators.



Create current student and graduate workplace tracking system to monitor student employment.

Measurement of Completion Ability to quantify employment status. Timeline Ongoing Responsible Person Department faculty, Job Development Specialist, Institutional Researcher, and

Office of Academic Affairs.


Concise Description of Strategy Investigate development of community partnerships that guarantee job placement for non-transfer degree and certificate graduates.

Measurement of Completion Successful placement of non-transfer graduates. Timeline 3 to 5 years Responsible Person Department faculty and site administrators.


Concise Description of Strategy Investigate stop-out points for degree and certificate completions to more closely align the number of declared majors and completers.

Measurement of Completion Successful increase in the number of degree completers. Timeline 3 to 5 years Responsible Person Department faculty, Institutional Researcher, and site administrators.

Part 6 – Supporting Documentation

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Institutional Research Data

Course Year Sections 1st Day Enrollment

Actual FTES FTEF FTES/FTEF Retent.

Rate Success

Rate

BSAD C100

2015-2016

Dis Ed 8 310 18.1 1.2 15.1 83% 60% Trad 1 26 5.8 0.4 14.5 89% 58% Total 9 336 23.9 1.6 29.6 81% 60%

2016-2017

Dis Ed 8 295 15.8 1.2 13.2 84% 53% Trad 1 33 5.2 0.4 12.9 86% 55% Total 9 328 21.0 1.6 26.1 77% 54%

2017-2018

Dis Ed 6 221 13.2 0.8 16.5 85% 65% Trad 6 183 19.6 1.4 14.0 78% 70%

Total 12 404 32.8 2.2 30.5 80% 68%

2018-2019

Dis Ed 6 218 14.6 0.8 18.3 82% 61% Trad 5 143 16.8 1.2 14.0 94% 87%

Total 11 361 31.4 2.0 32.3 87% 74%

2019-2020

Dis Ed 6 192 14.2 2.6 14.2 78% 61% Trad 8 222 14.2 2.6 14.2 86% 82%

Total 14 414 28.4 5.2 28.4 82% 72%



Rate Success

Rate

BSAD C101

2015-2016

Dis Ed 4 187 16.4 1.1 15.3 85% 67% Trad 1 23 3.1 0.3 11.8 82% 77% Total 5 210 19.5 1.4 27.1 84% 69%

2016-2017

Dis Ed 4 171 16.5 1.1 15.5 84% 70% Trad 1 26 2.9 0.3 10.7 100% 85% Total 5 197 19.4 1.4 26.2 86% 72%

2017-2018

Dis Ed 4 182 19.1 1.1 17.9 83% 75% Trad 1 29 2.7 0.3 10.2 84% 79% Total 5 211 21.8 1.4 28.1 83% 75%

2018-2019

Dis Ed 6 265 26.2 1.6 16.4 94% 68% Trad 3 97 13.4 0.8 16.8 80% 92% Total 9 362 39.6 2.4 33.2 85% 75%

2019-2020

Dis Ed 6 255 36.9 2.6 14.2 82% 73% Trad 5 93 36.9 2.6 14.2 87% 75%

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Rate Success

Rate

Total 11 348 73.8 5.2 28.4 83% 73%



Rate Success

Rate

BSAD C102

2015-2016

Dis Ed 1 50 5.7 0.3 21.4 82% 75% Trad 1 15 2.1 0.3 8.0 100% 80% Total 2 65 7.8 0.6 14.7 87% 76%

2016-2017

Dis Ed 2 85 9.4 0.5 17.7 92% 80% Trad 1 15 2.1 0.3 8.0 93% 87% Total 3 100 11.5 0.8 14.5 92% 81%

2017-2018

Dis Ed 2 83 9.9 0.5 18.6 94% 90% Trad 1 13 1.9 0.3 7.0 100% 100% Total 3 96 11.8 0.8 14.7 95% 92%

2018-2019

Dis Ed 3 123 15.3 N/A 19.1 94% 93% Trad 0 0 0 N/A 0 0% 0% Total 3 123 15.3 N/A 19.1 94% 93%

2019-2020

Dis Ed 2 79 9.4 .5 21.4 94% 83% Trad 4 84 11.6 1.7 1.6 91% 86% Total 6 163 21.0 2.2 23.0 92% 85%



Rate Success

Rate

BSAD C110

2015-2016

Dis Ed 2 90 5.0 0.4 12.6 85% 76% Trad 1 13 1.2 0.2 5.8 73% 36% Total 3 103 6.2 0.6 18.4 83% 69%

2016-2017

Dis Ed 2 73 4.4 0.4 10.9 85% 66% Trad 1 10 0.7 0.2 3.7 71% 57% Total 3 83 5.1 0.6 14.6 83% 65%

2017-2018

Dis Ed 2 60 3.8 0.4 9.5 76% 68% Trad 0 0 0 0 0 0% 0% Total 2 60 3.8 0.4 9.5 76% 68% Dis Ed 1 48 3.6 0.2 18.2 72% 64%

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Rate Success

Rate

2018-2019

Trad 0 0 0 0 0 0% 0% Total 1 48 3.6 0.2 18.2 72% 64%

2019-2020

Dis Ed 1 42 3.7 0.2 9.3 78% 58% Trad 1 0 0 0.2 0 0% 0% Total 2 42 3.7 0.4 9.3 78% 58%



Rate Success

Rate

BSAD C131

2015-2016

Dis Ed 5 198 13.8 1.0 13.8 70% 69% Trad 0 0 0 0 0 0% 0% Total 5 198 13.8 1.0 13.8 70% 69%

2016-2017

Dis Ed 3 172 11.3 0.7 16.1 83% 75% Trad 1 18 1.6 0.2 7.9 93% 53% Total 4 190 12.9 0.9 24.0 84% 73%

2017-2018

Dis Ed 2 147 11.6 0.5 23.3 78% 76% Trad 1 11 1.1 0.2 5.3 80% 80% Total 3 158 12.7 0.7 28.6 79% 76%

2018-2019

Dis Ed 3 176 12.9 0.6 21.4 88% 83% Trad 7 193 19.6 1.4 14.0 91% 89%

Total 10 369 32.5 2.0 35.4 89% 87%

2019-2020

Dis Ed 2 133 10.5 0.5 21.1 77% 71% Trad 1 131 13.1 1.0 13.0 90% 89% Total 3 264 23.6 1.5 34.1 84% 80%



Rate Success

Rate

BSAD C145

2015-2016

Dis Ed 1 45 2.9 0.2 14.4 94% 48% Trad 0 0 0 0 29.0 0% 0% Total 1 45 2.9 0.2 43.4 94% 48%

2016-2017

Dis Ed 1 43 3.4 0.2 16.8 83% 56% Trad 0 0 0 0 30 0% 0% Total 1 43 3.4 0.2 46.8 83% 56%

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Rate Success

Rate

2017-2018

Dis Ed 1 33 2.4 0.2 12.1 73% 58% Trad 0 0 0 0 19 0% 0% Total 1 33 2.4 0.2 31.1 73% 58%

2018-2019

Dis Ed 1 45 3.4 0.2 17.2 78% 60% Trad 0 0 0 0 29 0% 0% Total 1 45 3.4 0.2 46.2 78% 60%

2019-2020

Dis Ed 1 46 3.2 0.2 15.8 77% 68% Trad 0 0 0 0 15.8 0% 0% Total 1 46 3.2 0.2 31.6 77% 68%



Rate Success

Rate

BSAD C152

2015-2016

Dis Ed 1 43 3.4 0.2 16.8 92% 81% Trad 1 13 1.2 0.2 5.8 100% 82% Total 2 56 4.6 0.4 22.6 94% 81%

2016-2017

Dis Ed 0 0 0 0 0 0% 0% Trad 0 0 0 0 0 0% 0% Total 0 0 0 0 0 0% 0%

2017-2018

Dis Ed 1 47 3.3 0.2 16.3 75% 67% Trad 0 0 0 0 0 0% 0% Total 1 47 3.3 0.2 16.3 75% 67%

2018-2019

Dis Ed 1 40 3.4 0.2 16.8 87% 80% Trad 1 33 0.2 0.2 20.6 95% 87% Total 2 73 3.6 0.4 37.4 92% 84%

2019-2020

Dis Ed 1 43 3.4 0.2 16.8 84% 63% Trad 0 0 0 0 11.3 0 0 Total 1 43 3.4 0.2 28.1 84% 63%



Rate Success

Rate

BSAD C155

2015-2016

Dis Ed 1 32 1.5 0.2 7.5 88% 69% Trad 0 0 0 0 0 0% 0% Total 1 32 1.5 0.2 7.5 88% 69% Dis Ed 1 41 2.0 0.2 9.8 86% 71%

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Rate Success

Rate

2016-2017

Trad 0 0 0 0 0 0% 0% Total 1 41 2.0 0.2 9.8 86% 71%

2017-2018

Dis Ed 1 83 1.5 0.2 7.5 81% 69% Trad 0 0 0 0 0 0% 0% Total 1 33 1.5 0.2 7.5 81% 69%

2018-2019

Dis Ed 1 29 2.8 0.2 14.0 76% 55% Trad 0 0 0 0 0 0% 0% Total 1 29 2.8 0.2 14.0 76% 55%

2019-2020

Dis Ed 1 43 3.1 0.2 15.8 68% 50% Trad 0 0 0 0 0 0% 0% Total 1 43 3.1 0.2 15.8 68% 50%



Rate Success

Rate

BSAD C171

2015-20146

Dis Ed 1 49 3.3 0.2 16.3 97% 77% Trad 1 11 1.0 0.2 4.8 78% 56% Total 2 60 4.3 0.4 21.1 93% 73%

2016-2017

Dis Ed 1 38 3.4 0.2 16.8 89% 67% Trad 0 0 0 0 0 0% 0% Total 1 38 3.4 0.2 16.8 89% 67%

2017-2018

Dis Ed 1 43 3.6 0.2 18.2 90% 74% Trad 0 0 0 0 0 0% 0% Total 1 43 3.6 0.2 18.2 90% 74%

2018-2019

Dis Ed 1 46 3.4 0.2 16.8 97% 77% Trad 0 0 0 0 0 0% 0% Total 1 46 3.4 0.2 16.8 97% 77%

2019-2020

Dis Ed 1 43 3.8 0.6 6.4 81% 76% Trad 0 0 0 0 0 0% 0% Total 1 43 3.8 0.6 6.4 81% 76%

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Rate Success

Rate

BSAD C220

2015-2016

Dis Ed 1 22 1.6 0.2 7.9 88% 77% Trad 0 0 0 0 0 0 0 Total 2 22 1.6 0.2 7.9 88% 77%

2016-2017

Dis Ed 1 38 2.6 0.2 13.0 68% 61% Trad 0 0 0 0 0 0% 0 Total 1 38 2.6 0.2 13.0 68% 61%

2017-2018

Dis Ed 1 28 1.6 0.2 7.9 59% 47% Trad 0 0 0 0 0 0 0 Total 1 28 1.6 0.2 7.9 59% 47%

2018-2019

Dis Ed 1 33 2.2 0.2 11.2 67% 57% Trad 0 0 0 0 0 0 0 Total 1 33 2.2 0.2 11.2 67% 57%

2019-2020

Dis Ed 1 38 2.6 0.2 13.0 61% 50% Trad 0 0 0 0 0 0 0 Total 1 38 2.6 0.2 13.0 61% 50%



Rate Success

Rate

BSAD C222

2015-2016

Dis Ed 1 29 1.6 0.2 7.9 94% 82% Trad 0 0 0 0 0 0 0 Total 1 29 1.6 0.2 7.9 94% 82%

2016-2017

Dis Ed 1 28 1.9 0.2 9.3 60% 60% Trad 0 0 0 0 0 0% 0% Total 1 28 1.9 0.2 9.3 60% 60%

2017-2018

Dis Ed 1 22 1.6 0.2 7.9 77% 65% Trad 0 0 0 0 0 0% 0% Total 1 22 1.6 0.2 7.9 77% 65%

2018-2019

Dis Ed 1 30 2.2 0.2 11.2 70% 55% Trad 0 0 0 0 0 0% 0% Total 1 30 2.2 0.2 11.2 70% 55%

2019-2020

Dis Ed 1 30 2.3 0.2 11.6 76% 76% Trad 0 0 0 0 0 0% 0% Total 1 30 2.3 0.2 11.6 76% 76%

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Rate Success

Rate

BSAD C251

2015-2016

Dis Ed 1 44 2.8 0.2 14.0 93% 80% Trad 0 0 0 0 0 0 0 Total 1 44 2.8 0.2 14.0 93% 80%

2016-2017

Dis Ed 1 33 2.6 0.2 13.0 86% 82% Trad 0 0 0 0 0 0 0% Total 1 33 2.6 0.2 13.0 86% 82%

2017-2018

Dis Ed 1 24 1.7 0.2 8.4 83% 72% Trad 0 0 0 0 0 0 0% Total 1 24 1.7 0.2 8.4 83% 72%

2018-2019

Dis Ed 1 40 3.5 0.2 17.7 94% 82% Trad 0 0 0 0 0 0 0% Total 1 40 3.5 0.2 17.7 94% 82%

2019-2020

Dis Ed 1 35 3.6 0.2 18.2 49% 36% Trad 2 67 5.3 0.4 13.2 82% 75% Total 3 102 8.9 0.6 31.4 66% 56%



Rate Success

Rate

CSCI C101

2015-2016

Di Ed 10 371 52.9 4.3 12.2 88% 78% Trad 3 65 14.3 1.7 8.6 86% 67%

Total 13 436 67.2 6.0 20.8 88% 75%

2016-2017

Dis Ed 9 347 54.1 3.7 14.8 91% 78% Trad 3 74 14.9 1.3 11.2 84% 63%

Total 12 421 69.0 5.0 26.0 89% 73%

2017-2018

Dis Ed 9 325 58.3 3.7 15.9 87% 77% Trad 3 49 11.8 1.3 8.9 92% 66%

Total 12 374 70.1 5.0 24.8 88% 74%

2018-2019

Dis Ed 8 356 40.2 3.7 10.8 85% 73% Trad 3 47 6.7 0.7 10.0 78% 49%

Total 11 403 46.9 4.4 20.8 84% 69%

2019-2020

Dis Ed 10 303 41.2 3.7 11.3 81% 73%

Trad 2 43 34.4 3.0 11.5 88% 65% Total 12 346 75.6 6.7 22.8 82% 72%

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Rate Success

Rate

ECON C102

2015-2016

Dis Ed 3 89 7.6 0.6 12.7 90% 82% Trad 1 11 1.2 0.2 5.8 91% 82% Total 4 100 8.8 0.8 18.5 90% 83%

2016-2017

Dis Ed 3 74 6.2 0.6 10.4 93% 81% Trad 0 0 0 0 0 0% 0% Total 3 74 6.2 0.6 10.4 93% 81%

2017-2018

Dis Ed 1 45 3.9 0.2 19.6 95% 79% Trad 1 14 1.5 0.2 7.4 100% 100% Total 2 59 5.4 0.4 27.0 93% 71%

2018-2019

Dis Ed 3 111 9.4 0.6 15.7 85% 77% Trad 1 31 3.2 0.2 15.8 97% 86% Total 2 59 5.4 0.4 27.0 93% 71%

2019-2020

Dis Ed 5 151 12.8 0.8 16.0 89% 73% Trad 3 49 4.6 0.6 7.7 89% 82% Total 8 200 17.4 1.4 23.7 89% 75%



Rate Success

Rate

ECON C103

2015-2016

Dis Ed 3 81 6.9 0.6 11.5 95% 87% Trad 0 0 0 0 0 0% 0% Total 3 81 6.9 0.6 11.5 95% 87%

2016-2017

Dis Ed 3 63 5.4 0.6 9.0 98% 85% Trad 1 9 1.2 0.2 5.8 100% 82% Total 4 72 6.6 0.8 14.8 99% 82%

2017-2018

Dis Ed 2 57 4.8 0.4 11.9 96% 92% Trad 0 0 0 0 0 0% 0% Total 2 57 4.8 0.4 11.9 96% 92%

2018-2019

Dis Ed 2 85 7.8 0.4 19.6 70% 60% Trad 0 0 0 0 0 0% 0% Total 2 85 7.8 0.4 19.6 70% 60%

2019-2020

Dis Ed 3 109 8.9 0.6 14.7 91% 79% Trad 1 39 3.9 0.2 19.5 97% 84% Total 4 148 12.8 0.8 34.2 92% 80%

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Rate Success

Rate

MATH C121

2015-2016

Dis Ed 6 297 29.7 1.6 18.5 82% 63% Trad 6 163 22.9 1.6 14.3 84% 68%

Total 12 460 52.6 3.2 32.8 83% 65%

2016-2017

Dis Ed 7 343 32.5 1.9 17.4 79% 55% Trad 5 133 19.1 1.2 16.4 85% 75%

Total 12 476 51.6 3.1 33.8 81% 62%

2017-2018

Dis Ed 6 265 28.6 1.6 17.8 80% 59% Trad 8 170 24.6 2.1 11.5 93% 81%

Total 14 435 53.2 3.7 29.3 86% 69%

2018-2019

Dis Ed 6 257 27.4 1.6 17.1 76% 54% Trad 12 355 49.8 3.2 15.6 90% 76% Total 14 435 53.2 3.7 29.3 86% 69%

2019-2020

Dis Ed 9 362 39.6 3.6 11.0 70% 51% Trad 27 568 117.5 9.4 12.5 84% 64% Total 36 930 157.1 13.0 32.7 79% 60%



Rate Success

Rate

MATH C121H

2015-2016

Dis Ed 0 0 0 0 0 0% 0% Trad 0 0 0 0 0 0% 0% Total 0 0 0 0 0 0% 0%

2016-2017

Dis Ed 0 0 0 0 0 0% 0% Trad 1 0 0.9 0.2 3.7 80% 80% Total 1 0 0.9 0.2 3.7 80% 80%

2017-2018

Dis Ed 0 0 0 0 0 0% 0% Trad 0 0 0 0 0 0% 0% Total 0 0 0 0 0 0% 0%

2018-2019

Dis Ed 0 0 0 0 0 0% 0% Trad 1 0 0.9 0.1 0.1 100% 80% Total 1 0 0.9 0.1 0.1 100% 80%

2018-2019

Dis Ed 0 0 0 0 0 0% 0% Trad 0 0 0 0 0 0% 0% Total 0 0 0 0 0 0% 0%

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Business Administration AS-T

The following conditions were used to collect this data: Student’s Home College was Cerro Coso and Student’s Declared Major was Business Administration. In the case of Section 6.1 the core courses that make up the degree/ certificate were used.

Unduplicated Headcount

2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

192 0% 263 37.0% 242 -8.0% 298 23.1% 259 -13.1%

Gender

2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Female 113 0.0% 145 28.3% 145 0.0% 173 19.3% 143 -17.3% Male 79 0.0% 117 48.1% 95 -18.8% 123 29.5% 111 -9.8% Unreported 0 0.0% 1 0.0% 2 100.0% 2 0.0% 5 150.0%

Age

2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

17 or younger 5 0.0% 39 680.0% 48 23.1% 53 10.4% 27 -49.1% 18-19 27 0.0% 45 66.7% 39 -13.3% 57 46.2% 56 -1.8% 20-24 52 0.0% 61 17.3% 47 -23.0% 61 29.8% 54 -11.5% 25-29 29 0.0% 37 27.6% 32 -13.5% 44 37.5% 40 -9.1% 30-34 28 0.0% 31 10.7% 33 6.5% 30 -9.1% 30 0.0% 35-39 17 0.0% 17 0.0% 18 5.9% 22 22.2% 20 -9.1% 40-49 27 0.0% 25 -7.4% 21 -16.0% 22 4.8% 24 9.1% 50+ 7 0.0% 8 14.3% 4 -50.0% 9 125.0% 8 -11.1%

Ethnicity

2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

African Am 7 0.0% 13 85.7% 12 -7.7% 17 41.7% 15 -11.8% Am Indian 7 0.0% 5 -28.6% 8 60.0% 9 12.5% 8 -11.1% Asian 6 0.0% 14 133.3% 13 -7.1% 12 -7.7% 11 -8.3% Filipino 1 0.0% 1 0.0% 2 100.0% 1 -50.0% 3 200.0%

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2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Hispanic/Latino 69 0.0% 92 33.3% 79 -14.1% 99 25.3% 92 -7.1% Pacific Islander 1 0.0% 1 0.0% 1 0.0% 1 0.0% 0 -100.0% Two or More 9 0.0% 9 0.0% 8 -11.1% 18 125.0% 11 -38.9% White 92 0.0% 128 39.1% 119 -7.0% 141 18.5% 119 -15.6%

Ed Plan Completions

2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Abbreviated 51 0.0% 45 -11.8% 45 0.0% 52 15.6% 46 -11.5% Both Abbr/Comp 27 0.0% 39 44.4% 51 30.8% 74 45.1% 67 -9.5% Comprehensive 46 0.0% 55 19.6% 56 1.8% 65 16.1% 63 -3.1% Other Ed Plan 0 0.0% 0 0.0% 0 0.0% 0 0.0% 7 0.0% Exempt 1 0.0% 11 1000.0% 9 -18.2% 8 -11.1% 3 -62.5% FSEP 1 0.0% 1 0.0% 1 0.0% 1 0.0% 1 0.0% No Ed Plan 79 0.0% 121 53.2% 88 -27.3% 117 33.0% 81 -30.8%

Matriculation

2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Fully Matriculated 134 0% 151 12.7% 152 0.7% 172 13.2% 158 -8.1% Not Fully Matriculated

60 0% 118 96.7% 93 -21.2% 138 48.4% 106 -23.2%

Business Program


P a g e | 66

Business AS and COA

The following conditions were used to collect this data: Student’s Home College was Cerro Coso and Student’s Major was Business. In the case of Sections 2.6, 3.1, and 6.1 the core courses that make up the degree/ certificate were used.


2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

252 0% 227 -9.9% 227 0% 268 18.1% 253 -5.6%

Gender

2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Female 143 0% 125 -9% 131 9.9% 153 5.4% 147 2.6% Male 109 0% 100 -6.8% 91 -7.3% 112 17.1% 103 -15.7% Unreported 0 0% 2 0% 5 150% 3 -40% 3 0%

Age

2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

17 or Younger 13 0% 23 76.9% 19 -17.4% 39 105.3% 39 0.0% 18-19 44 0% 36 -18.2% 33 -8.3% 53 60.6% 30 -43.4% 20-24 60 0% 49 -18.3% 59 20.4% 53 -10.2% 51 -3.8% 25-29 43 0% 43 0.0% 40 -7.0% 38 -5.0% 38 0.0% 30-34 36 0% 25 -30.6% 32 28.0% 24 -25.0% 32 33.3% 35-39 25 0% 22 -12.0% 19 -13.6% 19 0.0% 19 0.0% 40-49 18 0% 16 -11.1% 16 0.0% 37 131.3% 27 -27.0% 50+ 13 0% 13 0.0% 9 -30.8% 5 -44.4% 17 240.0%

Ethnicity

2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

African Am 19 0.0% 14 -26.3% 12 -14.3% 20 66.7% 14 -30.0% Am Indian 5 0.0% 6 20.0% 4 -33.3% 5 25.0% 6 20.0% Asian 6 0.0% 6 0.0% 9 50.0% 5 -44.4% 3 -40.0% Filipino 4 0.0% 4 0.0% 3 -25.0% 3 0.0% 4 33.3% Hispanic/Latino 87 0.0% 73 -16.1% 63 -13.7% 87 38.1% 92 5.7%

Business Program


P a g e | 67

2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Not Reported 0 0.0% 0 0.0% 0 0.0% 2 0.0% 2 0.0% Pacific Islander 1 0.0% 0 -100.0% 1 0.0% 1 0.0% 0 -100.0% Two or More 15 0.0% 9 -40.0% 14 55.6% 15 7.1% 13 -13.3% White 115 0.0% 115 0.0% 121 5.2% 130 7.4% 119 -8.5%


2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Abbreviated 55 0% 45 -18.2% 47 4.4% 43 -8.5% 35 -18.6% Both Abbr/Comp 35 0% 31 -11.4% 48 54.8% 42 -12.5% 43 2.4% Comprehensive 34 0% 41 20.6% 38 -7.3% 40 5.3% 41 2.5% Other Ed Plan 0 0% 0 0% 0 0% 0 0% 8 0% Exempt 4 0% 5 25.0% 9 80.0% 6 -33.3% 9 50.0% FSEP 2 0% 0 -100.0% 0 0% 0 0% 0 0% No Ed Plan 135 0% 117 -13.3% 92 -21.4% 142 54.3% 127 -10.6%

Matriculation

2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Fully Matriculated 146 0% 131 -10.3% 127 -3.1% 122 -3.9% 109 -10.7% Not Fully Matriculated 111 0% 103 -7.2% 105 1.9% 149 41.9% 149 0%

Business Program


P a g e | 68

Management AS and COA

The following conditions were used to collect this data: Student’s Home College was Cerro Coso and Student’s Major was Management. In the case of Sections 2.6, 3.1, and 6.1 the core courses that make up the degree/ certificate were used.


2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

59 0% 53 -10.2% 44 -17% 42 -4.5% 51 21.4%

Gender

2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Female 26 0% 26 0% 28 7.7% 26 -7.1% 27 3.8% Male 33 0% 26 21.2% 16 -38.5% 16 0% 23 43.8% Unreported 0 0% 1 0% 0 -100% 0 0% 0 0%

Age

2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

17 or Younger 1 0.0% 1 0.0% 3 200.0% 4 33.3% 5 25.0% 18-19 5 0.0% 7 40.0% 7 0.0% 3 -57.1% 3 0.0% 20-24 14 0.0% 11 -21.4% 8 -27.3% 6 -25.0% 5 -16.7% 25-29 11 0.0% 10 -9.1% 5 -50.0% 2 -60.0% 6 200.0% 30-34 7 0.0% 4 -42.9% 3 -25.0% 6 100.0% 9 50.0% 35-39 4 0.0% 8 100.0% 8 0.0% 5 -37.5% 9 80.0% 40-49 10 0.0% 8 -20.0% 7 -12.5% 11 57.1% 9 -18.2% 50+ 7 0.0% 4 -42.9% 3 -25.0% 5 66.7% 5 0.0%

Ethnicity

2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

African Am 4 0% 5 0% 2 -63.3% 3 50% 1 -66.7% Am Indian 1 0% 1 0% 3 200% 0 -100% 3 0% Asian 0 0% 0 0% 0 0% 0 0% 0 0% Filipino 1 0% 0 -100% 0 0% 0 0% 0 0% Hispanic/Latino 23 0% 23 0% 16 -30.4% 13 -18.8% 20 53.8%

Business Program


P a g e | 69

2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Not Reported 0 0% 0 0% 0 0% 0 0% 1 0% Pacific Islander 0 0% 0 0% 0 0% 1 100% 1 0% Two or More 2 0% 4 100% 2 -50% 5 150% 3 -40.0% White 24 0% 20 -16.7% 21 5% 19 -9.5% 23 21.1%


2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Abbreviated 15 0% 10 -33.3% 8 -20.0% 4 -50.0% 6 50.0% Both Abrv/Comp 7 0% 6 -14.3% 9 50.0% 11 22.2% 10 -9.1% Comprehensive 12 0% 9 -25.0% 7 -22.2% 4 -42.9% 6 50.0% Other Ed Plan 0 0% 0 0% 0 0% 0 0% 1 0% Exempt 0 0% 1 0% 0 -100.0% 1 0% 2 100.0% FSEP 1 0% 0 -100.0% 1 0% 0 -100.0% 0 0% No Ed Plan 27 0% 29 7.4% 22 -24.1% 23 4.5% 26 13.0%

Matriculation

2015-16 #

2015-16 % ∆

2016-17 #

2016-17 % ∆

2017-18 #

2017-18 % ∆

2018-19 #

2018-19 % ∆

2019-20 #

2019-20 % ∆

Fully Matriculated 37 0% 29 -21.6% 22 -24.1% 25 -13.6% 23 -8.0% Not Fully Matriculated 24 0% 25 4.2% 22 -12% 19 -13.6% 27 42.1%

Not Reported 0 0% 0 0% 0 0% 0 0% 1 0%

3.1 Staffing: This section was calculated using the core courses for Business Administration A.S.T./ Business Administration A.A.

FTEF - Total


Business Program


P a g e | 70


2015-16 2016-17 2017-18 2018-19 2019-20 Full-Time 4.07 4.00 4.74 7.54 13.74 Overload 1.33 1.98 0.87 1.07 3.87 Adjunct 1.67 1.06 2.30 3.00 6.24 Summer 2.27 2.53 1.94 2.07 3.53


2015-16 2016-17 2017-18 2018-19 2019-20 Traditional 12.6 10.0 10.7 12.7 12.0 Distance Education 15.2 14.5 17.3 15.5 13.4 Total (Traditional & Distance Combined)

14.5 13.2 14.3 14.1 12.6

Productivity - Collegewide


12.4 11.8 11.3 12.0 11.7

3.1 Staffing: This section was calculated using the core courses for Business A.S. and COA

FTEF - Total




Business Program


P a g e | 71



13.5 12.8 15.2 14.3 12.6


2015-16 2016-17 2017-18 2018-19 2019-20 Traditional 11.4 10.5 9.9 11.5 10.7 Distance Education 13.5 13.3 13.0 12.7 13.1 Total (Traditional & Distance Combined) 12.4 11.8 11.3 12.0 11.7

3.1 Staffing: This section was calculated using the core courses for Management A.S. & COA

FTEF - Total






13.8 13.7 14.1 13.8 13.1

Business Program


P a g e | 72


2015-16 2016-17 2017-18 2018-19 2019-20 Traditional 11.4 10.5 9.9 11.5 10.7 Distance Education 13.5 13.3 13.0 12.7 13.1 Total (Traditional & Distance Combined) 12.4 11.8 11.3 12.0 11.7

Business Program


P a g e | 73

Student Learning Outcome Assessment Results

CSLO BSAD C100 Semes. NA Meets Expect.

Does Not Meet Expect.

Total

NA Meets Expect.


Total

1 Cite the various ways the U.S. government affects, restricts, and protects business.

SP 20 3 85% 15% 100%

3 28 5 33

2 Compare and contrast the advantages/disadvantages in each form of business ownership.

SP 20 3 88% 12% 100%

3 29 4 33

3 Define business ethics and explain the role of social responsibility in an organization.

SP 20 3 88% 12% 100%

3 29 4 33

4 Compare and contrast the primary economic systems.

SP 20 3 82% 18% 100%

3 27 6 33

5 Identify how business operates in an international/global environment including legal, social, cultural, and interdependence and integrated financial markets.

SP 20 7 83% 17% 100%

7 24 5 29

6 Define and describe the key management functions of planning organizing, leading, and controlling.

SP 20 3 91% 9% 100%

3 30 3 33

7 Identify current production & operations processes. Address sustainability.

SP 20 3 88% 12% 100%

3 29 4 33

8 Identify key human resource management functions and laws.

SP 20 5 84% 16% 100%

5 26 5 31

9 Identify the marketing mix and key tools, terms and strategies related to each element.

SP 20 3 91% 9% 100%

3 30 3 33

Business Program


P a g e | 74



Total

NA Meets Expect.


Total

10 Describe and identify how technology impacts all the primary functions of business.

SP 20 10 77% 23% 100%

10 20 6 26

11 Evaluate the basic components of financial statements and ratio analysis.

SP 20 3 100% 0% 100%

3 33 0 33

12 Explain the importance of finance to the operations of business; the various types of financing; and the process of internal and external financing and controls.

SP 20 2 94% 6% 100%

2 32 2 34

13 Identify securities markets including investment options, mechanisms of investing, and how to conduct basic analysis of business financial information.

SP 20 2 88% 12% 100%

2 30 4 34

14 Identify and describe the basics of business law including contracts, torts, intellectual property, and the American legal system.

SP 20 3 92% 8% 100%

3 33 3 36

15 Summarize the components of risk management and basic insurance concepts.

SP 20 2 88% 12% 100%

2 30 4 34



Total

NA Meets Expect.


Total

1 Analyze the users and uses of accounting including the impact of transactions on accounts.

SP20 6 87% 13% 100%

6 53 8 61

Business Program


P a g e | 75



Total

NA Meets Expect.


Total

2 Demonstrate the steps in the accounting cycle, and their impact on financial statements.

SP20 6 84% 16% 100%

6 51 10 61

3 Explain accrual accounting, cash flows, cash control procedures, and inventory costing methods for a merchandising company.

SP20 5 89% 11% 100%

5 55 7 62

4 Analyze receivables, liabilities, fixed assets, and equity accounts.

SP20 6 92% 8% 100%

6 56 5 61

CSLO BSAD 102 Semes. NA Meets Expect.


Total

NA Meets Expect.


Total

1 Analyze major differences between managerial and financial accounting, including financial statements, various cost classifications, and cost variances.

SP 20 2 98% 3% 100%

2 39 1 40

2 Execute the steps in figuring contribution margin and break-even point.

SP 20 1 93% 7% 100%

1 38 3 41

3 Analyze cost of goods manufactured and cost of goods sold, job-order costing and process costing, activity-based costing, standard costing, production costing.

SP 20 1 98% 2% 100%

1 40 1 41

4 Execute the steps in preparing sales, production, overhead, and expense budgets.

SP 20 1 88% 12% 100%

1 36 5 41

Business Program


P a g e | 76



Total

NA Meets Expect.


Total

1 Analyze and explain the financial implications of career planning.

SP 20 3 80% 20% 100%

3 24 6 30

2 Determine the time value of money.

SP 20 5 75% 25% 100%

5 21 7 28

3 Identify and analyze the major tax features that affect all taxpayers.

SP 20 SP 21

9 6

67% 95%

33% 5%

100% 100%

9 6

16 22

8 1

24 23

4 Plan a cash management strategy and a personal budget.

SP 20 10 70% 30% 100%

10 16 7 23

5 Compare and contrast the components of consumer loans and banking options.

SP 20 9 96% 4% 100%

9 23 1 24

6 Evaluate methods to control debt and make good buying decisions.

SP 20 3 73% 27% 100%

3 22 8 30

7 Analyze financial risk and understand the effects of insurance.

SP 20 9 96% 4% 100%

9 23 1 24

8 Analyze investment choices and set investment goals.

SP 20 3 83% 17% 100%

3 25 5 30



Total

NA Meets Expect.


Total

1 Identify the elements of a contract and whether it is governed by the common law or Uniform Commercial Code.

FA 19 3 96% 4% 100%

3 49 2 51

2 Describe the Constitutional basis for federal governmental regulations of business, including limits of government power and judicial processes.

FA 19 6 71% 29% 100%

6 34 14 48

Business Program


P a g e | 77

3 Describe the various agency relationships including the duties and liabilities of agents and principals.

FA 19 9 93% 7% 100%

9 42 3 45

4 Differentiate between the forms of business organization, including but not limited to partnerships, limited liability companies, and corporations.

FA 19 5 100% 0% 100%

5 49 0 49

5 Apply the business ethics theories to business organizations and transactions.

FA 19 3 96% 4% 100%

3 49 2 51



Total

NA Meets Expect.


Total

1 Apply communication skills in the digital age and the writing process in the information age.

SP 20 0 81% 19% 100%

0 21 5 26

2 Create workplace communication including business reports and proposals.

SP 20 3 78% 22% 100%

3 18 5 23

3 Apply professionalism and teamwork in the workplace environment using proper etiquette, presentations, and face-to-face and virtual meetings.

SP 20 2 96% 4% 100%

2 23 1 24

4 Apply employment-seeking skills through interviewing techniques and the creation of appropriate written documents.

SP 20 0 81% 19% 100%

0 21 5 26

Business Program


P a g e | 78



Total

NA Meets Expect.


Total

1 Analyze diversity laws and legislation related to business organizations.

FA 19 2 100% 0% 100%

2 14 0 14

2 Evaluate the effects of culture, society, and ethnicity on employee's success in the workplace.

FA 19 1 100% 0% 100%

1 15 0 15

3 Analyze the effect of global diversity within an organization.

FA 19 0 88% 13% 100%

0 14 2 16



Total

NA Meets Expect.


Total

1 Demonstrate knowledge of human resources fundamentals, ethics, and the human resources environment.

FA 19

72%

FA 20

70%

2 Differentiate between effective human resource policies and procedures in recruitment, selection, performance appraisal, compensation management, safety and health, and employee discipline.

FA 19

72%

FA 20

76%

3 Explain the significance of the collective bargaining agreements in employee - management relations

FA 19

69%

FA 20

78%

4 Compare and contrast policies and procedures needed for human resource management in local vs. global organizations

FA 19

66%

FA 20

81%

Business Program


P a g e | 79



Total

NA Meets Expect.


Total

1 Demonstrate knowledge of marketing fundamentals and the marketing environment.

SP 19 0 79% 21% 100%

0 26 7 33

2 Differentiate between buyer behavior and target market selection.

SP 19 0 79% 21% 100%

0 26 7 33

3 Explain the relationships between and applications of the four P's (product, placement, promotion, and price)

SP 19 0 79% 21% 100%

0 26 7 33

4 Recognize and apply the principles of marketing management.

SP 19 0 79% 21% 100%

0 26 7 33



Total

NA Meets Expect.


Total

1 Recognize and describe the formal organization, its history, environment, and structure.

SP 19 0 97% 3% 100%

0 30 1 31

2 Differentiate between and evaluate applications of the concepts of corporate social responsibility and ethical decision-making.

SP 19 0 97% 3% 100%

0 30 1 31

3 Critique strategic planning and decision making processes in organizations.

SP 19 0 97% 3% 100%

0 30 1 31

4 Apply the concepts of organizing to include design, human resource management, and change management.

SP 19 0 97% 3% 100%

0 30 1 31

5 Analyze and assess effective leadership to include styles,

SP 19 0 97% 3% 100%

0 30 1 31

Business Program


P a g e | 80



Total

NA Meets Expect.


Total

motivation, and conflict resolution.

6 Demonstrate an awareness of organizational cultures and workforce diversity.

SP 19 0 97% 3% 100%

0 30 1 31

7 Assess methods to control and evaluate organizational processes to include human resource planning and operations management.

SP 19 0 97% 3% 100%

0 30 1 31

SLO # BSAD C220 Semes. NA Meets Expect.


Total

NA Meets Expect.


Total

1 Analyze and assess contemporary project management concepts, issues, and applications.

FA 19 3 100% 0% 100%

3 14 0 14

2 Assess methods involved in initiating, planning, executing, monitoring, controlling, and closing projects.

FA 19 3 93% 7% 100%

3 13 1 14

3 Apply the concepts of project management terms and techniques such as selection methods, work breakdown structures, Gantt charts, network diagrams, critical path analysis, and cost estimates.

FA 19 5 92% 8% 100%

5 11 1 12

4 Demonstrate use of project management software to help plan and manage a project including assignment and

FA 19 4 100% 0% 100%

4 13 0 13

Business Program


P a g e | 81



Total

NA Meets Expect.


Total

tracking of resources, tasks, and milestones.



Total

NA Meets Expect.


Total

1 Design and create models of business problems using computer applications software.

SP20 7 77% 23% 100%

7 10 3 13

2 Integrate input, processing and output from different computer applications programs to create useful reports for various business scenarios.

SP20 2 94% 6% 100%

2 17 1 18

3 Apply computer application skills to business decision making problems in areas including inventory management, financial analysis, and cost and credit analysis.

SP20 1 89% 11% 100%

1 17 2 19

4 Demonstrate the ability to manage and manipulate data from internal and external systems for inclusion in analysis and reporting.

SP20 3 88% 12% 100%

3 15 2 17

5 Apply the concepts of individual and group decision-making to business scenarios.

SP20 1 100% 0% 100%

1 19 0 19

Business Program


P a g e | 82

SLO # IT C101 Semes. NA Meets Expect.


Total

NA Meets Expect.


Total

1 Describe existing and emerging technologies and their impact on organizations and society.

FA 19 25 86% 14% 100%

25 79 13 92

2 Analyze the development and use of information systems in business.

FA 19 27 88% 12% 100%

27 79 11 90

3 Solve common business problems using appropriate Information Technology applications and systems.

FA 19 36 100% 0% 100%

36 81 0 81

SLO # ECON C102 Semes. NA Meets Expect.


Total

NA Meets Expect.


Total

1 Identify and interpret macroeconomic data.

FA 18 4 100% 0% 100%

4 28 0 28

2 Apply macroeconomic models to understand the economy.

FA 18 2 80% 20% 100%

2 24 6 30

3 Analyze the economic impacts of monetary and fiscal policy.

FA 18 4 93% 7% 100%

4 26 2 28

4 Explain the function of the central bank and the banking system.

FA 18 14 93% 7% 100%

14 106 8 114

SLO # ECON C103 Semes. NA Meets Expect.


Total

NA Meets Expect.


Total

1 Utilize the concept of scarcity to explain economic trade-offs, opportunity costs, and rational behavior.

FA 18 0 74% 26% 100%

0 23 8 31

2 Calculate and interpret measures of elasticity.

FA 18 1 93% 7% 100%

1 28 2 30

Business Program


P a g e | 83

3 Demonstrate how markets function and what happens in the presence of market failures.

FA 18 0 94% 6% 100%

0 29 2 31

4 Analyze production and costs of the firm.

FA 18 1 90% 10% 100%

1 27 3 30

5 Demonstrate how firms attempt to optimize their objectives in response to price signals under a variety of market structures in the short and long-run

FA 18 1 90% 10% 100%

1 27 3 30

SLO # MATH C121 Semes. NA Meets Expect.


Total

NA Meets Expect.


Total

1 Apply appropriate inferential analyses to real situations in order to draw conclusions about a population or several populations.

74%

2 Compute probabilities using the basic probability laws based on the binomial or normal distribution.

77%

3 Construct and interpret hypothesis tests and confidence intervals.

61%

80%

4 Analyze quantitative data verbally, graphically, symbolically, and numerically.

78%



Total

NA Meets Expect.


Total

1 Find the derivatives of polynomial, rational, exponential, and logarithmic functions

SP 19

91%

Business Program


P a g e | 84



Total

NA Meets Expect.


Total

2 Find the derivatives of functions involving constants, sums, differences, products, quotients, and the chain rule

SP 19

86%

3 Sketch the graph of functions using horizontal and vertical asymptotes, intercepts, and first and second derivatives to determine intervals where the function is increasing and decreasing, maximum and minimum values, intervals of concavity and points of inflection.

SP 19

55%

SP 20

77%

4 Analyze the marginal cost, profit and revenue when given the appropriate function

SP 19

86%

5 Use derivatives to find rates of change and tangent lines

SP 19

77%

6 Interpret a "word problem" and utilize the concepts of maximization, demand, consumer and producer surplus, and elasticity

SP 19

91%

7 Find the maximum and minimum in more than two variables by the second derivative test and LaGrange Multipliers.

SP 19

91%

8 Use calculus to analyze revenue, cost, and profit

SP 19

55%

SP 20

71%

9 Find definite and indefinite integrals by using the general integral formulas, integration by substitution, and other integration techniques

SP 19

86%

Business Program


P a g e | 85



Total

NA Meets Expect.


Total

10 Use integration in business and economics applications

SP 19

77%

Business Program


P a g e | 86

Program Learning Outcome Assessment Results

Business Administration AS-T Degree PLO Assessment Results PSLO Course CSLO Meets Expectations

1 Explain the nature of business, business operations, business organization, and business procedures.

BSAD C100 6 91

BSAD C101 1 87

BSAD C102 1 98

BSAD C131 4 100

IT C101 3 100

Average 95.2

Target 70

2 Apply critical thinking skills (analysis, synthesis, and evaluation) to technical and economic issues in a business environment.

BSAD C100 10 77

BSAD C101 3 89

BSAD C102 2 93

ECON C102 1 100

ECON C103 1 93

MATH C121 4 78 MATH C131 4 86

Average 88

Target 70 3 Recognize and demonstrate skills necessary to function effectively in the global economy.

BSAD C100 5 83

BSAD C101 1 87

BSAD C102 1 98

ECON C102 2 80

Average 87.0

Target 70

Business AS and COA PLO Assessment Results PSLO Course CSLO Meets Expectations

1 Explain the importance of the functional areas of business, business operations, business organizations, and business procedures.

BSAD C100 6 91

Business Program


P a g e | 87


BSAD C101 1 87

BSAD C131 4 100

BSAD C152 1 100

BSAD C171 1 79

BSAD C251 1 97

Average 92.3

Target 80

2 Apply critical thinking skills (analysis, synthesis, and evaluation) to technical and economic issues in a business environment.

BSAD C100 11 100

BSAD C101 3 89

BSAD C110 2 75

BSAD C152 2 100

BSAD C171 3 79

BSAD C251 7 97

IT C101 3 100

Average 91.4

Target 80 3 Make legal and ethical decisions in a business context.

BSAD C100 3 88

BSAD C101 3 89

BSAD C131 5 96

BSAD C152 1 100

BSAD C171 2 79

BSAD C251 2 97

Average 91.5

Target 80

4 Analyze the issues involved in operating a business in complex, diverse, and international environments.

BSAD C100 6 91

BSAD C101 1 87

BSAD C131 4 100

BSAD C152 3 88

BSAD C171 3 79

BSAD C251 5 97

Average 90.3

Target 80

Business Program


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5 Explain the importance of financial management.

BSAD C100 10 77

BSAD C101 3 89

BSAD C110 1 80

BSAD C152 1 100

BSAD C171 1 79

BSAD C251 5 97

Average 87.0

Target 80

Management AS and COA PLO Assessment Results PSLO Course CSLO Meets Expectations

1 Demonstrate a general understanding of the nature of business.

BSAD C100 9 91

BSAD C101 1 87

BSAD C102 1 98

BSAD C131 4 100

BSAD C145 1 81

BSAD C155 2 72

BSAD C251 1 97

Average 89.4

Target 80

2 Apply critical thinking skills (analysis, synthesis, evaluation) to technical and managerial issues in a business environment

BSAD C100 10 77

BSAD C101 3 89

BSAD C102 3 98

BSAD C145 2 78

BSAD C155 3 78

BSAD C220 2 93

BSAD C222 2 94

BSAD C251 7 97

IT C101 3 100

Average 89.3

Target 80 3 Demonstrate the ability to make ethical decisions in a managerial context.

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Management AS and COA PLO Assessment Results PSLO Course CSLO Meets Expectations

BSAD C100 3 88

BSAD C101 3 89

BSAD C102 2 93

BSAD C131 5 96

BSAD C145 3 96

BSAD C155 1 72

BSAD C220 4 100

BSAD C251 2 97

Average 91.4

Target 80

4 Recognize skills necessary to provide management, supervision, and leadership in a diverse and complex environment.

BSAD C100 8 84

BSAD C101 2 84

BSAD C102 4 88

BSAD C145 1 81

BSAD C155 2 72

BSAD C251 5 97

Average 84.3

Target 80

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Advisory Committee Meeting Minutes The Advisory Committee meeting are held twice a year, in the fall at IWV and in the Spring at Eastern Sierra.

Business and Business Office Technology Advisory Date: Wednesday, November 4, 2020 Time: 11:30 am – 1:00 pm Zoom: https://cccconfer.zoom.us/j/97325282232

Attendees Fields, William Career Pathways Coordinator, Opportunities for Learning Karnes, Valerie IT/Cyber Professor, Faculty Chair, Cerro Coso Montoya, Stephanie Program Manager, Intellibridge Stewart, Lori NAWS China Lake Timpone, Frank Business Professor, Cerro Coso

Call to Order

Meeting called to order at 11:35 am by Frank Timpone

Approval of the Agenda

Agenda approved unanimously

Approval of Minutes and Action Items

Minutes approved unanimously

Agenda Items

• Introductions Advisory Members briefly introduced themselves.

• Review Programs Frank Timpone provided an in-depth description of each Business pathway listed below:

o Business Administration Associate in Science Degree for Transfer (AS-T) Valerie shared that BSAD course title needs to be updated and the change will

be reflected in the flyer distributed. o Business Associate in Science Degree o Business Certificate of Achievement o Management Associate in Science Degree o Management Certificate of Achievement o Entrepreneur Certificate of Achievement

The Curriculum Instruction Committee recently approved the Entrepreneurship Certificate to move forward. We are in the process of having the entire program

https://cccconfer.zoom.us/j/97325282232

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fully approved by the state. Once completely approved, courses may begin in the Fall of 2021. Professor Timpone described the lifestyle of an entrepreneur and the qualities one must possess to be a successful entrepreneur. He also described how the program can help those wanting to start their own business. Marketing is one of the most important aspects of running a business. The ability to market their product effectively will determine an entrepreneur’s success or failure.

• Professor Timpone opened the floor for questions and comments. o Stephanie Montoya shared her appreciation for Cerro Coso having such a robust

program with such a small community. o Typically, business courses are offered online and on-campus. Due to COVID-19, we are

currently all online. Business courses offered in spring 2021 will also be online. Valerie Karnes explained how scheduled zoom courses are live and students interact with the instructor similar to how they would interact with an instructor in-person.

o Professor Timpone review several data points from Program Review results. • Open Discussion

Professor Timpone asked how Cerro Coso, as an educational institution, could better serve employers with the students you are working with in the community.

o Stephanie Montoya shared that attitude, aptitude and presentation of themselves is most important. They must be coachable. Stephanie requested copies of the flyers to post outside her workspace. She would like to advertise to her employees. Live zoom courses seem most appealing.

o William Fields requested Professor Timpone to present on the Cerro Coso business program for the Opportunities for Learning students. Professor Timpone liked the idea and would be happy to oblige.

o Advisory members shared the concern of higher levels of math being a concern for some students. Valerie Karnes shared the IT/Cyber roadmap and shared the smaller, basic certificate does not require math courses.

Future Agenda Items

Future Meeting Dates

Adjournment

Meeting adjourned at 12:30 pm by Frank Timpone

Meeting Chair: Frank Timpone

Recorder: Lacey Navarro

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Minutes Committee Name: ESCC Business & Information Technology Advisory Board Date: April 22, 2020 Time: 1:00pm – 2:00pm Location: Zoom

Attendees Ama, Suzie Professor, Digital Media Arts, Cerro Coso Armstrong, Scott Information Services Director, County of Inyo Campbell, Deanna Eastern Sierra Director, Cerro Coso Coussan, Annette Eastern Sierra CTE Liasion, Cerro Coso Faber, Julie Web Designer and Developer Hightower, Matt Professor, Business & IT, Cerro Coso Jones, Gina Director, Owens Valley Career Development Center Karnes, Valerie Professor/Department Chair, Business & IT, Cerro Coso Mixson, Vonetta Instructor, Business, Cerro Coso Murabito, Maura Dean, Career Technical Education, Cerro Coso Navarro, Lacey Administrative Secretary CTE, Cerro Coso Payne, Michael Systems Administrator, Alterra Mountain Company Timpone, Frank Professor, Business, Cerro Coso

1. Introductions

Meeting called to order at 1:03 pm by Matt Hightower.

All attendees briefly introduced themselves.

Professor Hightower explained the purpose of advisories and provided a brief overview of the provided attachments. Valerie Karnes reviewed the preliminary list of graduates and explained how the document was created.

2. College Update – Deanna Campbell Deanna Campbell provided an in-depth update on the following topics:

a. COVID-19 Response – Director Campbell provided a summary of the actions taken by the college in order to comply with Governor Newsom’s Stay-at-Home Order. Cerro Coso was well-positioned to weather this move to online education with minimal gaps.

b. President Search – Even though there was a robust pool of applicants, interviews for President were postponed. The interview team decided that it would be more appropriate for interviews to take place in-person. President Board agreed to stay on past her expected retirement date.

c. Budget – The College is already operating on a deficit. The district is looking for ways to examine operations and reduce expenses. The State announced that educational funding will decrease for the upcoming year.

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d. Student Enrollment – COVID-19 has had a negative impact on summer enrollment. Staff have done an excellent job with outreach, engaging with students and offering free/reduced internet.

e. Commencement – the term was extended until June 30 to ensure students can complete their classes despite the obstacles presented this term. The virtual ceremony will take place sometime in June. The ceremony will feature pre-recorded speeches by the Chancellor and other trustees. Virtual commencement will provide students and parents a specific time block to expect to see their student. The College is finding creative ways to create a meaningful experience for all students and stakeholders.

3. Digital Media and Marketing – Suzie Ama Required and capstone course:

• DMA C201 eCommerce and Social Media Marketing – offered every spring Students choose 3 of the following:

• DMA C102 Digital Imaging • DMA C107 Computer Illustration – includes logo design • DMA C111 Fundamentals of Web Development – emphasis on HTML • DMA C131 Digital Video Production – audio and production quality

Suzie Ama discussed the foundations skills needed in order to complete the certificate. The program is existing, but is being updated. Students will be able to earn the certificate in 1 year. Gina Jones, OVCDC, showed an interest in this program for her members. The Native American CTE Grant provides funding to help with tuition and books. Julie Faber applauded Professor Ama’s efforts dedicated to the growth and development of the program.

o Julie Faber Motioned to approve continued support of the Digital Media & Marketing COA o Motion seconded by Scott Armstrong o Motion approved unanimously

4. Cloud Computing Certificate of Achievement – Valerie Karnes

• IT C142 – Information & Communication Technology Essentials (A+) • IT C143 Computer Network Essentials (Net+) • IT C251 -Introduction to Programming Concepts & Methodology (Python) • IT C280 – Introduction to Cloud Computing (NEW) • IT C282 – Cloud Architecture (NEW)

Valerie Karnes discussed how existing programs take a stair-step approach to connect with other programs. All Cerro Coso IT/Cyber certificates are designed around and aligned with industry certification. Students should have an idea whether they want to go through the IT program or Cyber Security program. In the last IT/Cyber Advisory meeting in November, we received lots of feedback and interest from the base and many stakeholders throughout the county. They feel the Cloud Computing Certificate will be beneficial for our students. The Advisory Board suggested the COA title be generic and not specific to AWS so other platforms

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may be covered throughout the course. The IT/Cyber program has been successful with employers hiring right out of the 101 class and putting students directly into internship programs. The Dean of Career Technical Education approached Valerie Karnes about moving forward with the new Cloud Computing Certificate. The State is in the process of developing model curriculum for AWS in California. The Model Curriculum suggests students need to know Python.

o Michael Payne motioned to approve continued support of the Cloud Computing COA o Motion seconded by Scott Armstrong o Motion approved unanimously

5. Operating System Certificate of Achievement – Valerie Karnes

• IT C142 – Information & Communication Technology Essentials (A+) • IT C143 Computer Network Essentials (Net+) • IT C251 -Introduction to Programming Concepts & Methodology (Python) • IT C290 – Linux System Administration I (NEW) – in the Fall 2020 Schedule • IT C292 – Linux System Administration II (NEW)

In addition to the interest in Cloud Computing, the IT/Cyber Advisory Board also showed interest in the Linux Operating Systems Certificate. Linux is run on 90% - 95% of servers all over the world. The College tried to offer the Operating Systems Certificate through Bellevue, however, it was not successful. Cerro Coso would like to offer it here at our campus. The program is intended to provide in-depth training. We are partnering with Red Hat, using their platform to train students in Linux. This 16-unit course is beneficial because students can qualify for financial aid. There will be another virtual IWV IT/Cyber Advisory Board meeting in the upcoming weeks. The title of the certificate is general to have the flexibility to cover Microsoft and Apple in the course content. If any changes occur, Valerie will not have to change the name, just the description and courses. New courses for windows based administration may be added in the future. Professor Karnes asked for feedback inquiring about interest of ESCC student interest. Scott Armstrong advised the group that the county is moving more and more systems elsewhere and these classes would be beneficial for current employees to grow, learn and advance in their companies. Scott also supports the idea of the course titles being generic to include more platforms. His company is considering moving to Microsoft Cloud in effort to rid physical servers. Azure is also making huge strides. Per Michael Payne, Microsoft is pushing everything to Azure. There have been big hacks because companies have not properly secured their AWS or Azure environment. Many companies are moving to off-premises for office infrastructure. Data centers are being built and dedicated for government use. Julie Faber emphasized that a firm foundation and understanding of AWS would be a really good plan as most websites are utilizing AWS.

o Scott Armstrong motioned to approve continued support of the Operating System COA o Motion seconded by Julie Faber o Motion approved unanimously

6. Entrepreneurship Certificate of Achievement – Matt Hightower & Frank Timpone

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• BSAD C100 Introduction to Business • BSAD C098 Fundamentals of Entrepreneurship Accounting (NEW) • IT C101 Introduction to Computer Information Systems • BSAD C171 Introduction to Marketing

This COA has been in the works for over 2 years. In November, the IWV Advisory Board showed huge support of the Entrepreneurship Certificate. It was a better use of time and effort to utilize existing courses to be laddered to additional certificates and degrees. There are 13 units on this certificate and it can be completed in 1 year. Professor Timpone described the courses and pathways. The new certificate is going through the Curriculum Instruction Council (CIC) now and is expected to be approved by the end of the semester. In designing this certificate, Professors Hightower and Timpone did not want to bog down the course with unnecessary curriculum. To accommodate the students with an accelerated program, only the chapters that would be most appropriate to help them run their business were selected. Chapters and concepts include: Financial and Managerial Accounting, Finance and Procedures, Bookkeeping, Internal Controls, Financial Statement Analysis, Cost Accounting Procedures and Concepts, Intro to QuickBooks. Suzie Ama felt the Entrepreneurship Certificate would complement the new DMA Certificate as well. Professor Hightower emphasized that this certificate would provide a solid foundation for anyone to start their own business. The Entrepreneurship Certificate would also complement many other certificates and degrees, especially CTE.

o Scott Armstrong motioned to approve continued support of the Cloud Computing COA o Motion seconded by Frank Timpone o Motion approved unanimously

7. Additional Items • Comments from Annette Coussan – her job is to educate people on CTE classes.

Currently, Lone Pine is interested in business classes. There are plenty of opportunities for outreach, if you have any extra copies of handouts or pamphlets that she can use to promote your program, please let her know. Annette created a short power point presentation that she has been sharing and will also share at the upcoming Bishop Chamber COVID-19 Workshop.

• Question from Gina Jones: When will these new changes come into effect? i. Digital Media & Marketing – Fall 2020 ii. Cloud Computing – This program is going back to CIC for a second read. We plan

to offer some of these classes in Fall 2020. iii. Operating Systems – This program is going back to CIC for a second read. We

plan to offer some of these classes in Fall 2020. iv. Entrepreneurship – The final read is coming up for accounting classes. Professor

Timpone is hopeful that it will pass through CIC in the fall and may offer the program beginning Spring 2021.

8. Adjournment

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Meeting adjourned at 2:04 pm by Matt Hightower.

Meeting Chair: Matt Hightower


Minutes – Fall IWV

Committee Name: Business and Business Technology Advisory Board Date: November 13, 2019 Time: 11:30am Location: Casey’s BBQ, Ridgecrest Attendees: Frank Timpone, Lacey Navarro, Jennifer Marshall, Wendy Blotcky, Jenny Rodriguez, Abraham Mathew, William Fields The attendees were:

IWV

Frank Timpone Professor Cerro Coso Community College Lacey Navarro Administrative Assistant Cerro Coco Comm. College Jennifer Marshall Placement Specialist Cerro Coso Community College Wendy Blalock Agent - Farmers Insurance Jenny Rodriguez Placement Specialist Amer. Job Center of California Abraham Mathew President - High Desert Haven – Assisted Living William Fields Placement Specialist

9. Call to Order Meeting called to order by Frank Timpone at 11:35pm

10. Approval of Agenda Agenda approved unanimously.

11. Approval of Minutes and Action Items Minutes approved unanimously.

12. Agenda Items • Introductions

Attendees briefly introduced themselves. Frank Timpone described his role in assisting Karen O’Connor with the Business Department.

• Review Programs

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Frank Timpone reviewed each handout and program pathway in detail.

Business Information Worker (Handout 1)

The BIW program has model curriculum for the state of California, it was specifically modeled for Cerro Coso Community College. The Business Information Worker Program helps students understand and learn the applications that are needed in any business environment. The applications taught in the class those that employers want applicants to be proficient in before hiring. Business Office Technology Associate in Science Degree (Handout 2) Business Office Technology Certificate of Achievement (Handout 2) Business Office Technology: Administrative Office Assistant Certificate of Achievement (Handout 2) Business Office Technology: Office Clerk Certificate of Achievement (Handout 2)

The Business Office Technology Program offers the four degrees/certificates listed above. Students with BSOT degrees/certificates that are interested in entering a business in an organization, can provide experience and skills an employer may be looking for. This is a popular course at Cerro Coso. As a former employer, Frank Timpone always looked for these skills when looking for new employees.

Business Administration Associate in Science Degree for Transfer (AS-T) (Handout 3)

Students can take this pathway in order to advance to a bachelor’s degree. Cerro Coso has a strong association with Bellevue University and students can enroll in Bellevue online classes and stay here in Ridgecrest to earn their bachelor’s degree. With this degree, students would be eligible to work for many companies across the country. Business Associate in Science Degree Basic business degree (Handout 3)

This associate degree will not transfer; however, it is an opportunity to gain background knowledge on what happens in the business environment and skills that will allow someone to fill an entry level position in a company/firm. Business Certificate of Achievement (Handout 3)

The Business COA program focuses strictly on business courses. It does not require students complete all the pre-requisites and students can complete this program in one year. Management Associate in Science Degree (Handout 3)

This program is designed for people to enter a position that has some level of responsibility. This position could be entry-level or higher. It covers critical thinking and problem solving which are skills needed for managers. Most companies are moving towards a team approach. They want people that have skills to lend and contribute to a more collaborative and interactive group. Large companies are looking for

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employees with diverse backgrounds that offer sharable solutions and skills. Management Certificate of Achievement (Handout 3)

The Management COA program focuses on core management courses. It does not require students complete all the pre-requisites and students can complete this program in one year.

Entrepreneurship Certificate of Achievement (Handout 4)

The Entrepreneurship COA program was designed so students can come in and complete courses relatively quickly. Most people looking to start a business are not looking to go to school for a long period of time. The entrepreneurship courses are equivalent to an eight-week program, which is how we teach in the summer. The program itself is still in development phases and the earliest it will be offered will be fall 2020; it is likely to debut Spring 2021. A motivated student could finish in one semester. Professor Timpone will meet with the Dean to discuss the Entrepreneurship Program and she will have to send it through the line of approvals.

All board members expressed excitement and interest in the Entrepreneurship Program. The board members emphasized the need for an accelerated program. Several clarifying questions were asked, and Frank Timpone went into detail, in length, regarding what will be covered in the Entrepreneurship Program.

o Business Ownership- forms of ownership, business plan creation, the elements and how complex it can be.

o Human Resources- A functioning business has to understand the HR function, or you will be in trouble. Without an employee manual or handbook, businesses leave themselves in a vulnerable position. Employers need to know how to write job descriptions and how to evaluate employees.

o Management Organization- Hierarchy, mission statement, board of directors, employees, operations, economy, marketplace and interest rates. This gives students a flavor for the business environment. Understanding the economy is a very important part of how you run your business.

o Computer Information Systems- Everything now is automated. o Computer Ethics & Security- Honorable and honest practices are important in

any business. Systems, hardware, software, database management, E-Commerce, networking gives students an opportunity to see how these components are incorporated in businesses.

o Intro to business- this is the most important course in business. Understanding marketing – It is more expensive to get new customers rather than keeping old customers. Marketing/Research/Customer Service/behavior/target market. Distribution decisions, competing companies. Product and pricing decisions, promotional decisions, understanding demand (elasticity of demand) – find a need in the marketplace, then fill it. Strategic Marketing provides essence for marketing knowledge to get them started.

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o Finance & Accounting- the most important chapters are merged, budgeting, planning, break even analysis, capital investment analysis, completing accounting cycle, financial statement analysis, report writer, internal controls, Quick books, variance and differential analysis.

• Employer Required Skillsets • Open Discussion (Q&A)

Professor Timpone asked the board members for feedback o Q: Intro to Computer Information Systems- is this the same that is offered in IT

program? Yes, they felt it a necessary component for people to understand. An entrepreneur wears many hats.

o Q: Is the IT Intro to Computer Information Systems offered to other students in the eight-week accelerated format? The idea has been presented to Dean, but it is not approved just yet. Professor Timpone does not receive any complaints in the summer.

o Q: If not approved in the eight-week format, could they take all 4 courses in 1 semester? Yes, they should be able to earn a certificate in 1 or 1 ½ semesters. By completing this course, the students should have enough knowledge to start their own business; even a home business.

o Q: Do you talk about social media marketing? Yes, in several marketing areas. Social media is a must. Suzie Ama teaches a more in-depth approach to social media.

o Q: Does this program qualify for financial aid? It should. If not, connect with Job Center and they can help provide resources and information.

o Q: Is it possible to take just one or 2 courses, as a brush up? Yes, at any time. These courses are offered online. Students are preferring online classes, there is instant connection with schoolmates. Opportunity to collaborate and learn from each other.

o he accelerated format needs to be approved. o Q: Can students contact you directly? Yes, email is best. If they want to meet, my

office is at the college. • All members of the Advisory Board expressed excitement in the Entrepreneurship Course.

13. Future Agenda Items Board Members would like to hear an update regarding the Entrepreneurship program.

14. Future Meeting Dates Future meeting dates TBD

15. Adjournment Meeting adjourned by Frank Timpone at 12:58pm.

Meeting Chair: Frank Timpone


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Program Brochure

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Program Flyer

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