LFCC Program Review Information Systems Technology

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Business Management

Fall 2016 Program Review 2012-2013 2013-2014 2014-2015 2015-2016

Rachel Dodson, Program Coordinator Karen Kellison, Dean Business, Education, and Technologies Division Completed November 1, 2016

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I. Introduction

There is great demand for qualified personnel to assist management in dealing with the rapid

growth of Virginia business and industry. The associate of applied science (AAS) degree in

management is designed for persons who ultimately seek full-time employment in

management. Persons who are seeking their first employment on the management ladder and

those presently in management who are seeking promotion may benefit from this program.

The Associate of Applied Science in Business Management degree is not designed for transfer

to a four year college or university. There are fewer general education requirements and more

business-specific courses. The two year management degree may help a student advance in the

workplace or obtain a job as a credential for the knowledge and skills you have acquired.

Business Management Course Courses General Education Courses

First Semester First Semester

ACC 211 Principles of Accounting I ENG 111 College Composition I

BUS 100 Introduction to Business ITE 115 Introduction to Computer Applications

MTH 120 Introduction to Mathematics

SDV 100 College Success Skills

Second Semester Second Semester

ACC 212 Principles of Accounting II ENG 112 College Composition II

BUS 200 Principles of Management PED/HLT Physical Education Elective

BUS 205 Human Resource Management

FIN 107 Personal Finance

Third Semester Third Semester

BUS 236 Communication in Management Approved Humanities Elective

BUS 241 Business Law I

ECO 201 Principles of Macroeconomics

FIN 215 Financial Management

MKT 100 Principles of Marketing

Fourth Semester Fourth Semester

BUS 111 Principles of Supervision I

BUS 285 Current Issues in Management

ECO 202 Principles of Microeconomics

MKT 282 Principles of E-Commerce

Elective

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The following Career Studies Certificates are available and provide opportunities to obtain

other valuable credentials in a focused area of Business Management.

Entrepreneurship General Business Hospitality Small Business Management Supervision

As a means to ensure that the BUS curriculum remains as relevant as possible for students to

successfully gain employment, a Curriculum Advisory Committee (CAC) has been used to

suggest and approve changes made to the curriculum. This committee was recently examined

and an effort was made to replace inactive committee members with newly recommended

members. The current makeup of the CAC includes representatives from each locality within

the LFCC service region. It also consists of a blend of business professionals working in the

private sector and local city or county governments.

The advice and guidance provided by the Curriculum Advisory Committee serves as the

cornerstone for all changes made to the Business Management programs, including those

presented in the next section. LFCC values their contribution to the program and are

appreciative of their donation of time and talents to the college.

II. Activities since Last Program Review

The Business Management (BUS) program has undergone changes since the last program

review completed in 2013. The following provides a summary of the most recent changes and

its current format today (2016).

In Spring 2013, the decision was made to discontinue new enrollments into the two Business

Management degree specializations, Business Information Technology Specialization (BIT) and

Marketing Specialization and the Career Studies Certificate in Sales Marketing and Promotion.

This leaves the Business Management parent degree as the degree of choice for students. The

rationale for this change was to eliminate some of the fragmentation and provide students with

a more well-rounded curriculum.

The number of students who select the BIT specialization within the management degree has

declined significantly over the years. Currently, there are six people enrolled in the BIT

specialization and for the most recent five graduating classes, a total of 14 students have

graduated with the BIT specialization. This decline is reflective of the fact that students with an

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interest in the IT field are best served to select one of the IST degrees offered by LFCC which

will give them thorough curriculum designed to prepare them for a career in the chosen field of

interest. The Management BIT degree does not do this and, at this point, has essentially

become outdated as it has outlived its usefulness in the current employment environment. To

some extent, students who are not adequately advised sometimes select the Management BIT

degree with an overly optimistic view as to the types of job opportunities they will be qualified

for after graduation.

The number of students who select the Marketing specialization within the management

degree has never been more than 20% of the overall number of students enrolled in the

Management degree program. Currently, there are 18 students enrolled in the Marketing

specialization as compared to approximately 100 students enrolled in the general Management

degree. For the most recent five graduating classes, a total of 12 students have graduated with

the Marketing specialization as compared to 60 in the general Management degree. This

consistent low enrollment has resulted in the cancelling of scheduled Marketing classes due to

low enrollment and substituting of non-marketing classes for required classes in order to

facilitate a student’s degree completion. This practice is discouraging to students, academically

unsound, and diminishes the stated purpose of the specialization.

The trend in curriculum planning is to consolidate programs where possible to reduce staffing

costs and increase graduation rates as well as provide a wider variety of employment

opportunities within one associate degree.

In conjunction with the above change, a much stronger advising approach has been on-going to

make students aware of this change and the potential impact on their employability. Students

are encouraged to satisfy the Approved BUS Electives by completing one or more Career

Studies Certificates (CSC). This transition has gone very smoothly and evidence of increased

awards earned by students is available later in the review.

Changes were also made to the Entrepreneurship Career Studies Certificate upon

recommendation of the Business Curriculum Advisory Committee during the spring 2013

semester. The revision of the new Entrepreneurship Career Studies Certificate beginning

summer 2013 will reduce the number of credit hours from 27 to 21.

Revision will include the following changes:

a. Eliminate ACC 211Principles of Accounting (CAC advised ACC 211 be “Recommended” but not required with the proposed change to ACC 262)

b. Add ACC 262 Principles of Taxation (John Beavers’ recommendation: focuses on business taxation. It can be taken without Taxation I)

c. Eliminate ITE 120 Principles of Information Systems

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d. Add ITE 115 Introduction to Computer Apps and Concepts e. Eliminate MKT 228 and MKT 282 f. Add BUS Human Resource Management

The rationale for the proposed changes include:

a. The reduction of required courses allows students to complete in two semesters. b. Entrepreneurs need an overview of necessary information rather than detailed

information. c. Four courses will flow into the Associates Degree of Applied Sciences in Management

thus serving as a career pathway for those who choose to continue on, as well as those students who would like to add this certificate to their degree program.

In the spring of 2015, a Hospitality Management CSC was developed to meet the employment needs of the growing hospitality sector in the Northern Shenandoah Valley and surrounding areas. Lord Fairfax Community College, in conjunction with Northern Virginia Community College

worked to develop a funded hospitality program. Support from businesses within the area for

the hospitality program include: (1) Delaware North, (2) Massanutten, (3) Marriot and (4) Luray

Caverns (John Graves).

Occupational trends conclude the hospitality industry will see an increase in employment both

short-term and long-term in the Shenandoah Valley. The Arts, Entertainment and Recreation

industry expects a 4.66% increase in employment during the short term and 14.55% increase

long term. The Accommodations and Food Services industry expects a 3.92% increase short

term and 13.63% long term.

Average annual wages reported for the Arts, Entertainment and Recreation industry range from

$20,241 to $31,000 for the Accommodations and Food Services depending upon the type and

location of the position. Hospitality employment numbers in Virginia match the national

average. Funding to develop and support the proposed program has been identified. According

to the Bureau of Labor Statistics, there is an anticipated high rate of growth in the hospitality

fields a growing population’s need for travel-related services, government services, and

healthcare will drive overall demand. Additionally, increased travel is expected to result in the

demand for new hotels and other lodging establishments. Customer service and personal

services are not easily automated and thus hotel/motels/resorts will continue to use clerks to

provide guest services. The same would be true at areas that are frequented by visitors such as

Luray Caverns and other tourist spots located in the state and beyond. Positions for students

pursuing this CSC include hotel/motel clerks (14% increase with an average salary of $31,000);

customer service representatives (8-14% increase with an average salary of $30,000) among

others.

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AREA: Hospitality

PURPOSE: To provide students with the skills and

knowledge needed to meet employment needs of the

growing hospitality sector in the Shenandoah Valley and

surrounding areas.

Course# Title Credits

Fall Semester

ACC 116 Hospitality Accounting 3

AST 205 Business Communications 3

BUS

BUS

HRI

100

241

154

Introduction to Business

Business Law I

Principles of Hospitality

Management

Total

3

3

3

15

Spring Semester

AST 206 Professional Development 3

BUS

HRI

111

255

Principles of Supervision

Human Resource Management

& Training for Hospitality and

Tourism

3

3

MKT

HRI

100

190

Principles of Marketing

Coordinated Internship

3

2

Total 14

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III. Curricular Map for Program (Business Management)

Program Level Objectives: Degree graduates will demonstrate the ability to: Key: I = Introduced R = Reinforced M = Mastered

1. Demonstrate the ability to present information in a logical and cohesive manner through class presentations.

2. Demonstrate an understanding of how ethical considerations are involved in making business decisions.

3. Utilize critical thinking skills in demonstrating the need for business firms to plan for and adapt to external and internal forces which can affect the success of the firm.

4. Understand the economic, social and political forces, both domestic and international, that affect the business enterprise.

5. Demonstrate an understanding of the interrelated systems and functions of the business firm and how they affect the efficiency and effectiveness of the business.

First Semester

ACC 211

BUS 100 I I I I I

ENG 111

ITE 115

MTH 120

SDV 100

Second Semester

ACC 212

BUS 200 R

BUS 205 R R R R R

ENG 112

FIN 107 R

PE/Health

Third Semester

BUS 236 R R R R

BUS 241 M R

ECO 201

FIN 215 M R R R

MKT 100 I I I I

Humanities Elective

Fourth Semester

BUS 111 R R R R

BUS 285 M M M M M

ECO 202

MKT 282 I I

Elective

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IV. Matrix of Student Learning Outcomes (SLOs)

Program Student Learning Outcomes – Business (all AAS, Certificates & CSC*) 2012-13

SLO Measure Criteria Results Improvement

1. Demonstrate the ability to present information in a logical and cohesive manner through class presentations related to changing communication practices within the management field.

In Communication in Management (BUS 236), students must use critical thinking skills to design and develop a presentation related to changing communication practices within the field of management. Instructor rating using rubric described in narrative of this report.

80% of students will earn an 80% or higher using the rubric provided.

69% of on campus students earned a rating of 80% or higher. 100% of students at the NFCU site earned a rating of 80% or higher.

Stress soft-skill related activities including oral and written presentation projects and career ready preparation assignments (mock interviews, case studies etc.)


In the capstone course (BUS 285), students will complete a comprehensive assessment (Ethics Exam Final) on how ethical considerations are involved in making business decisions.


74% of students earned an 80% or higher.

Work with students to develop ethical scenarios for better understanding, using current world issues and case studies.


In the BUS 205 (Human Resource Management) class students participate in a team project (oral presentation) requiring collaboration, critical-thinking and problem solving related to a topic demonstrating the need for business firms to plan for and adapt to external and internal forces which can


81% of students earned an 80% or higher.

More collaborative group work will

be included in the program to

further develop these skills.

Students will identify the

importance of teamwork and

collaboration and how it will impact

management decisions.

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affect the success of the firm. Instructor rating rubric used.


In the Business Law Course (BUS 241), students are given an assessment (Test # 3-BUS 241) to understand how economic, social and political forces, both domestic and international play a role in affecting the business enterprise.

80% of students will earn a 70% or higher on the BUS 241 Test #3.

79% of students

earned a 70% or

higher on Test #3-

BUS 241.

Incorporate more current issues and past case studies to help better the student’s understanding.

5. Demonstrate and understanding of the interrelated systems and functions of the business firm and how they affect the efficiency and effectiveness of the business.

In Principles of Supervision (BUS 111), students develop a written case study (outline given-Case Study #4) in response to a company-related problem. Students must identify and address the problem and detail the best response to the issue, developing a positive solution for all parties within the company as well as its efficiency and effectiveness. Instructor rating using rubric and case outline described in narrative of this report.


69% of students

scored at the 80%

or higher rate.

Provide better feedback using the provided rubric to help students understand the case study process. More time will be used in class to discuss/debate the various ways of approaching a company’s problem.

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Source: Program Lead Rachel Dodson *Note: This includes the Associate of Arts & Sciences in Business Management, Applied Science Degree in

Management, and Career Studies Certificates (Entrepreneurship, General Business, Hospitality, Management, Sales Management & Marketing,

and Small Business Management)

Program Student Learning Outcomes - Business Management (All AAS & CSCs*) (2013-2014)





82% of students earned a rating of 80% or higher.

Provide students with more examples of differences between positive and negative presentations. Have students determine what is incorrect during the presentation delivery or what could be done better.




73% of online students earned an 80% or higher.

Have students highlight real-world scenarios and current events and tie these to the importance of building an ethical framework and top-down leadership support within organizations.


In the BUS 205 (Human Resource Management) class students participate in a team project (oral presentation) requiring collaboration, critical-thinking and problem solving related to a topic demonstrating the need for business firms to plan for and adapt to external and internal


79% of f2f students earned an 80% or higher. 70% of online students earned an 80% or higher.

Increase group interaction and

discussion in the classroom as well

as online discussion forum.

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forces which can affect the success of the firm. Instructor rating rubric used.


In the Business Law Course (BUS 241), students are given an assessment (Test #1-BUS 241) to understand how economic, social and political forces, both domestic and international play a role in affecting the business enterprise.

80% of students will earn a 70% or higher on the BUS 241 Test #1.

85% of f2f students

earned a 70% or

higher on Test #1-

BUS 241.

87% of online

students earned a

70% or higher on

Test #1-BUS 241.

Outline and provide students with further understanding as to how current events can impact business enterprises.




84% of hybrid

students scored at

the 80% or higher

rate.

Provide ample opportunity for students to complete case studies individually and in teams.

Source: Program Lead Rachel Dodson

Note: *This includes the Associate of Applied Science Degree and all CSC programs (Sales Management & Marketing, Small Business Management, Hospitality, General

Business, Supervision, and Entrepreneurship)

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86% of hybrid students earned a rating of 80% or higher.

Stress soft-skill related activities including oral and written presentation projects and career ready preparation assignments (mock interviews, case studies etc.)




67% of online students earned an 80% or higher.

Work with students to develop ethical scenarios for better understanding, using current world issues and case studies.


In the BUS 205 (Human Resource Management) class students participate in a team project (oral presentation) requiring collaboration, critical-thinking and problem solving related to a topic demonstrating the need for business firms to plan for and adapt to external and internal forces which can affect the success of the firm. Instructor rating rubric used.


76% of f2f students earned an 80% or higher. 67% of online students earned an 80% or higher.

More collaborative group work will

be included in the program to

further develop these skills.

Students will identify the

importance of teamwork and

collaboration and how it will impact

management decisions.

4. Understand the In the Business Law Course (BUS 80% of students 81% of f2f students Incorporate more current issues and

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economic, social and political forces, both domestic and international, that affect the business enterprise.

241), students are given an assessment (Test #1-BUS 241) to understand how economic, social and political forces, both domestic and international play a role in affecting the business enterprise.

will earn a 70% or higher on the BUS 241 Test #1.

earned a 70% or

higher on Test #1-

BUS 241.

82% of online

students earned a

70% or higher on

Test #1-BUS 241.

past case studies to help better the student’s understanding.




85% of f2f students

scored at the 80%

or higher rate.

100% of Navy

Federal students

scored at the 80%

or higher rate.

Provide better feedback using the provided rubric to help students understand the case study process. More time will be used in class to discuss/debate the various ways of approaching a company’s problem.


Note: *This includes the Associate of Applied Science Degree and all CSC programs (Sales Management & Marketing, Small Business Management,

Hospitality, General Business, Supervision, and Entrepreneurship)

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82.5% of hybrid students earned a rating of 80% or higher. 91.3% of NFCU students earned a rating of 80% or higher.

Continue to provide students with opportunities to practice soft-skills. Address public speaking and verbal and visual support in presentations.




77.6% of online students earned an 80% or higher.

Provide more assignments in which students identify ethical problems and develop alternative solutions to meet an organization’s needs.


In the BUS 205 (Human Resource Management) class students participate in a team project (oral presentation) requiring collaboration, critical-thinking and problem solving related to a topic demonstrating the need for business firms to plan for and adapt to external and internal forces which can affect the success of the firm. Instructor rating rubric used.


75.4% of online students earned an 80% or higher. 86.3% of NFCU students earned an 80% or higher.

Students will be required to

complete more group projects to

ascertain their comfort level with

group work and collaboration in the

business environment.

4. Understand the In the Business Law Course (BUS 80% of students 82.8% of f2f Use case studies and relevant

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economic, social and political forces, both domestic and international, that affect the business enterprise.

241), students are given an assessment (Test #1-BUS 241) to understand how economic, social and political forces, both domestic and international play a role in affecting the business enterprise.

will earn a 70% or higher on the BUS 241 Test #1.

students earned a

70% or higher on

Test #1-BUS 241.

80.4% of online

students earned a

70% or higher on

Test #1-BUS 241.

75.3% of NFCU

students earned a

70% or higher on

Test #1-BUS 241.

examples to explain key terminology. Have students work in groups to discuss the background and outcome of issues affecting businesses.




85% of hybrid

students scored at

the 80% or higher

rate.

More case studies will be assigned to help ensure students understand the process-background of problem, facts, identifying the problem, reviewing alternative solutions, and selecting the best alternative.


Note: *This includes the Associate of Applied Science Degree and all CSC programs (Sales Management & Marketing, Small Business Management,

Hospitality, General Business, Supervision, and Entrepreneurship)

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V. Assessment of Student Learning Outcomes

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Occupation Snapshot of Management Occupations in Lord Fairfax Community College

Current Historical Forecast

Four Quarters Ending with 2016q2 Total Change over the Last

5 Years

Average Annual % Change in Employment 2011q2-2016q2

Over the Next 5 Years

SOC Title Employment Avg.

Annual Wages1

Location Quotient

Employment Lord Fairfax Community

College Virginia USA

Total Repl

Demand

Total Growth Demand

Avg. Annual Growth Percent

11-1011 Chief Executives 277 $187,100 0.98 13 0.9% 0.7% 1.4% 29 -2 -0.2%

11-1021 General and Operations Managers 1,676 $113,500 0.94 134 1.7% 1.1% 2.1% 222 71 0.8%

11-1031 Legislators 33 $37,700 0.96 2 1.5% 0.9% 0.0% 3 0 -0.2%

11-2011 Advertising and Promotions Managers 16 $105,900 0.61 2 2.6% 1.1% 2.2% 3 0 0.5%

11-2021 Marketing Managers 113 $134,300 0.68 12 2.3% 0.7% 2.2% 14 6 1.1%

11-2022 Sales Managers 261 $135,200 0.82 19 1.6% 0.8% 1.8% 32 8 0.6%

11-2031 Public Relations and Fundraising Managers 42 $119,200 0.81 5 2.6% 1.0% 1.6% 7 1 0.6%

11-3011 Administrative Services Managers 195 $87,700 0.84 14 1.5% 0.9% 1.6% 18 8 0.9%

11-3021 Computer and Information Systems Managers 194 $124,300 0.66 25 2.8% 1.2% 2.5% 12 16 1.6%

11-3031 Financial Managers 413 $123,100 0.91 61 3.2% 0.8% 1.4% 53 19 0.9%

11-3051 Industrial Production Managers 175 $103,100 1.21 5 0.6% 0.2% 1.3% 29 0 0.0%

11-3061 Purchasing Managers 49 $110,800 0.82 4 1.9% 0.3% 1.6% 6 1 0.3%

11-3071 Transportation, Storage, and Distribution Managers 101 $92,200 1.10 12 2.6% 1.2% 2.0% 12 3 0.6%

11-3111 Compensation and Benefits Managers 11 $118,100 0.80 1 2.3% 0.7% 1.8% 1 0 0.6%

11-3121 Human Resources Managers 83 $112,700 0.83 8 2.0% 0.9% 1.9% 14 4 0.9%

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11-3131 Training and Development Managers 19 $109,000 0.72 2 2.2% 0.5% 1.7% 3 1 0.7%

11-9013 Farmers, Ranchers, and Other Agricultural Managers 1,768 $73,800 2.35 108 1.3% 1.0% 0.8% 550 -56 -0.6%

11-9021 Construction Managers 435 $119,500 1.35 -5 -0.2% 0.1% 1.6% 48 15 0.7%

11-9031

Education Administrators, Preschool and Childcare Center/Program 50 $50,100 0.97 2 0.9% 0.4% 0.7% 7 2 0.8%

11-9032

Education Administrators, Elementary and Secondary School 272 $87,100 1.45 -3 -0.2% 0.0% 0.3% 41 9 0.7%

11-9033 Education Administrators, Postsecondary 88 $96,900 0.77 1 0.2% 0.6% 0.7% 14 5 1.1%

11-9039 Education Administrators, All Other 26 $81,400 0.94 3 2.5% 0.1% 0.9% 4 1 0.9%

11-9041 Architectural and Engineering Managers 100 $126,500 0.66 -6 -1.1% -1.0% 1.3% 14 3 0.6%

11-9051 Food Service Managers 247 $52,900 1.00 16 1.4% 2.3% 2.3% 39 8 0.6%

11-9061 Funeral Service Managers 39 $82,600 1.25 2 0.9% 0.5% -0.3% 13 1 0.4%

11-9071 Gaming Managers 2 $79,700 0.42 0 1.3% 0.8% 0.3% 0 0 0.7%

11-9081 Lodging Managers 62 $65,800 1.50 -1 -0.3% 0.4% 1.8% 9 3 0.9%

11-9111 Medical and Health Services Managers 238 $92,400 0.85 2 0.2% 1.5% 1.7% 31 15 1.3%

11-9121 Natural Sciences Managers 30 $126,300 0.70 5 3.9% -1.1% 1.1% 3 1 0.8%

11-9131 Postmasters and Mail Superintendents 13 $65,000 0.87 -1 -1.0% -1.1% -1.2% 3 -2 -3.2%

11-9141

Property, Real Estate, and Community Association Managers 254 $69,100 0.95 -2 -0.1% 0.5% 1.2% 41 14 1.1%

11-9151 Social and Community Service Managers 124 $69,800 1.06 22 4.0% 2.1% 2.3% 17 8 1.3%

11-9161 Emergency Management Directors 6 $80,400 0.82 0 1.1% 0.4% 0.6% 0 0 0.4%

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11-9199 Managers, All Other 801 $104,200 1.01 28 0.7% 0.4% 0.4% 240 37 0.9%

11-0000 Management Occupations 8,214 $108,000 1.09 492 1.2% 0.8% 1.5% 1,536 206 0.5%

00-0000 Total - All Occupations 124,818 $42,800 1.00 7,622 1.3% 1.1% 1.7% 16,874 4,679 0.7%

Source: JobsEQ®

Data as of 2016Q2 unless noted otherwise Note: Figures may not sum due to rounding. 1. Occupation wages are as of 2015 and should be taken as the average for all Covered Employment

Exported on: Friday, October 21, 2016 11:06 PM

http://www.chmuraecon.com/jobseq

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VI: Summary and Recommendations

o Strengths

Students consistently scored on average higher than the 80% target score on

Student Learning Outcomes 1 and 3.

Employers in Virginia are looking for students to obtain additional education to

enhance their skills or move up the corporate ladder; specifically, they are

looking for candidates with associates degrees.

Removal of specializations with the Business Management Degree has

eliminated fragmentation and provided students with a more well-rounded

curriculum to better prepare them for the workforce, recuing staffing costs,

increasing graduation rates, and providing students with a wider variety of

employment opportunities.

Changes to the entrepreneurship career studies certificate have allowed

students to complete the certificate in two semesters, provided students with

an overview of necessary information versus detailed information in a specific

area. In addition, four courses now flow into the Management degree which

provides a pathway for those planning to continue with their education.

The number of students enrolled and graduation awards received has remained

stable since the last program review, even though the economy is improving

and job prospects are hopeful.

The number of students enrolled in our NFCU cohort has grown tremendously

as more students find out about the opportunity.

o Areas to Address

Students completing the assessments for student learning outcomes 2, 4 & 5

consistently scored below the average 80% goal.

Success in ACC 211 courses for first time students is low. Support mechanisms

such as tutoring should further be researched.

Reduce Textbook costs through implementation of the Achieving the Dream

Grant for OER materials.

Develop marketing and promotional materials to present to businesses.

o Recommendations

Research ways to increase student success in ACC 211. Implement embedded

tutors in the classroom.

Work with Advising Team to ensure students are aware of career studies

certificates which flow directly into the parent management degree. Often

times students need encouragement and successful completion of one

certificate to consider completion of an associate’s degree.

Faculty members will help students further develops soft skills to include oral

and written presentations and career ready preparation activities by

incorporating these items into classroom learning time.

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A greater emphasis will be placed on the need for collaboration and effective

communication when working within a team environment. This will be stressed

as an area of importance in all BUS classes.

Rubrics for group projects will be modified to allow for more discrimination

between levels of participation between individual group members.

Critical thinking exercises will be used in all classes to help promote ethical

decision making and understanding.

Utilizing current and past issues to bring real world problems to the classroom is

another factor that faculty members will strive to improve.

Helping students to understand feedback on case study analysis through the use

of a graded rubric in another are we will work to address through better

communication and discussion.

With the help of the Curriculum Advisory Committee, faculty members will

continually work to improve and modify the program to suit the current job

market needs.

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