Objectives - Los Angeles Mission College Ex... · Objectives 0 Objectives for ... See Appendix A...

Responsehiring of new adjunct faculty with "real world" experience who have replaced thetwo full-time faculty who retired in 2009; these "older" faculty typically had lowenrollment and low student success in their classrooms. Spring 09 to spring 10there was an increase from 264 to 357 students or 35% (23% in the day and48% in the evening). We have monitored classes and enrollment in not an issueat this time.

Response UpdateStatus InProgress

Objectives

0 Objectives for ACCTG,BUS,ECON,FINANCE,MARKET,MGMT.

Year 2008-2009

Recommendation Business discipline must complete course outlines for each outdated course bythe end of Spring 09 or courses should not be offered.

Response All business courses have been updated. However, some of them are still in thecurriculum process.

Response UpdateStatus InProgress

Objectives

0 Objectives for ACCTG,BUS,ECON,FINANCE,MARKET,MGMT.

Access - Enrollment

Data Review and Analysis for Enrollment

Respondent(s): Vilma Bernal, Pat Flood

Analyze trends in Enrollment over the period for which data were provided, using detailed breakdowns asnecessary. Where college-wide data is provided, compare discipline to college-wide trends. Also, discusscollege-wide or discipline-department specific factors as they relate to these trends and note theimplications on your discipline/department operations or planning.

Response: Note: 2015 update is at end. In fall of 2004, total enrollment was at 505 and in spring 2009 itwas at 532, a slight increase of 4%. During the last five years, the business discipline reached the highestenrollment of 670 in fall of 2006; however, due to budgetary constraints in spring 07, limited classes wereoffered resulting in a decrease in the total number of students attending. The increased state mandatorytuition costs during 2006 from $18 to $26 per unit was another factor affecting enrollment along with theclosure of on-campus parking while the new parking structure was being built, and it was probably the

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Program Review Report For: Accounting, Business, Economics, Finance, Marketing, and Management (Business Department) - completed Spring 2015

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See Appendix A for screenshots of the Program Review data from the Online Program Review System to which the narrative responses below apply.

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primary reason for the almost 20% decrease in fall 2007. In the years 2004-2009 fewer LAMC studentsenrolled in day than evening classes. The greatest reduction in student enrollment was in spring 2008when there was a 21% decrease in enrollment; the following fall, however, it rebounded 38% followed bya decrease in spring 09 of 11%. The evening classes have experienced an increase in enrollment over thelast 5 years from 249 to 300 students, 24%, and online enrollment has increased 50% from 78 in fall 2004to 156 in spring 09 with the highest enrollment of 171 in fall 07. In 2008, the state continued to cut thecommunity college budget resulting in fewer classes being offered. By 2009, we were asked again to cutan additional 10% of our overall class offerings, resulting in an 11% reduction in students in spring 09. Atthe end of the 2008-09 academic year, however, one senior full-time faculty member retired which hasenabled us to add more adjunct professors; one adjunct in particular has been very successful withenrollment in his classes and retention this past fall (09), which is not reflected in the charts. For example,in one of his fall 09 classes (Business Law 5) enrollment at the end of the semester was still at 102% (42students) and his spring 2010 class reached full enrollment early in January. Despite budgetaryuncertainty, the business discipline continues to offer key classes so that students can graduate within twoyears. From 2008-09 to 2009-10, enrollment has increased by 19%, 1164 to 1434 respectively.

For the year of 2010-2011, the class offerings remained the same, no additional cuts were made asexperienced in the past years. The total enrollment for this current year is 1541; 810 students in fall 2010and 731 in spring 2011, an increase of 16% from last year. The business discipline has experienced asteady increase for the last two years--in 2010 19% and in 2011 16% as well. Despite a low decrease inenrollment for Spring 2011(-9.8%), the overall enrollment increased for Fall 2010 to Spring 2011. The “daystudents” had the biggest increase from 869 in 2010 to 949 in 2011, an 8% jump. The evening studentsremained relatively the same. It is also interesting to note that online students decreased this year. In2010, a total of 412 students registered to online classes while in 2011 there were 380 students, an 8%decrease. This can be attributed to that students are more aware of what online classes entails. Online isnot for everybody and the Distance Education Committee has been educating the institution and studentsabout this alternative method of teaching.

The overall increase in total enrollment is in line with the college overall enrollment; Mission College hasalso experienced an increase in student population. This can be attributed to several reasons: Four yearuniversities have scaled down in their offerings, four year universities have increased their tuition, makingcommunity colleges more affordable, unemployment rate, and overall economy of our state. Furthermore,in 2010-2011, the business department worked on developing new curriculum in the area of greentechnology. This should bring more students into our department.

For the year of 2011-2012, we experienced another wave of cuts. Each department was to cut 10% andthe business department cut one business class for the Fall of 2012 which may have an impact for nextyear. The total enrollment for 2012 is 1557; 810 students in fall 2011 and 747 in spring 2012, an increaseof 1% from last year. The business discipline has experienced a steady increase for the last three years--in2010 19%, in 2011 16%, and in 2012 1% as well. It is important to note that in 2012 we experienced theslowest increase of only 1% or 16 additional students. The “day students” had the biggest increase from949 in 2011 to 967 in 2012, a 1% jump. The evening students remained relatively the same. Since 25%of our enrollment comes from online classes, it is also interesting to note that online registrationdecreased last year in 2009-2010 and it the same was experienced in 2010-2011. The total number ofstudents registered in online classes are as follows; in 2010, a total of 412, in 2011 380, and in 2011 301students, a 21% decrease from last year. This is a trend we have seen for the past two years, which is thelevel of work and discipline required by students. Online is not for everybody and the Distance EducationCommittee has been educating the institution and students about this alternative method of teaching.

However, the overall increase in total enrollment is in line with the college overall enrollment; MissionCollege has also experienced an increase in student population. This can be attributed to several reasons:Four year universities have scaled down in their offerings, four year universities continue to increase theirtuition, making community colleges more affordable, unemployment rate remaining high, and overalleconomy of our state. In 2010-2011, the business department offered one new course called “GreenMarketing.” The class was full and there was much interest in the subject area. In Spring of 2012, thedepartment offered a new course called “Global Business.”

L.A. Mission College continues to experience growth in student population and the business departmenthas also seen interesting growth. For year 2012-2013, the overall enrollment was 1,544 which is an 8%increase from the previous year which was 1,488. The day students increased by 9% which indicates thatmore high school graduates are choosing a community college rather than to transfer to a four yearuniversity. Surprisingly, the evening enrollment dropped by 20% and the spring 2013 had its lowest onlineenrollment of 175 students for that semester. This is important data for us as we develop scheduling ofclasses. These numbers should drive us to schedule classes according to the demand of our students.

The business department has experienced a comfortable steady growth both in evening and day students.According to our data, the majority of our students are Hispanics within the age of 20-34 years old, whoseprimary language is English. The overall enrollment for spring and fall 2012 was 1331 while spring and fall2013 was 1422, making it a 6% growth. This is a good pace for us which allows us to serve our studentswith the highest of quality. This steady growth is allowing us to evaluate some of our course offerings anddegrees which we are evaluating currently.

For spring and fall of 2014, the business department experienced a slight increase in its enrollment. Forspring and fall of 2014 the total number of students enrolled was 1467 while spring and fall of 2013 was1422, which in a 3% increase. On the other hand, online student enrollment dropped by 3% from 211 to186. Day students continue to be the highest number of our students that we serve. 72% of the studentsare hispanic; however, for most all our business students (81.6%), English is their primary language withSpanish being second highest (13.9%). Amost 50% of the students fall into the 20-24 age bracket withthe next highest being 25-34,22%.

Student Success - Successful Course Completion

Data Review and Analysis for Student Success


1) Has your discipline chosen to set its own discipline-specific standards for student success and retention?A standard is defined as a level of performance to meet educational quality and institutional effectivenessexpectations – a level below which you would be concerned about your performance No

If yes, please indicate your discipline-specific standard(s) and your justification for why they aredifferent than the college institution-set standard(s) for: Successful Course Completion Rate:

Course Retention Rate:

Please provide your justification, grounded in evidence/data, for why your discipline chose to setstandards that differ from the college institution-set standards.

Response:

2) Analyze trends in Student Success over the period for which data were provided, using detailedbreakdowns as necessary. Where college-wide data is provided, compare discipline to college-wide trendsand institution-set standards for course success and retention. If your discipline set its own discipline-specific standard(s), please also compare your performance to those standards. Discuss college-wide ordiscipline-/department-specific factors as they relate to these trends and note the implications on yourdiscipline/department operations or planning.

Response:

3) In areas you’ve identified as needing improvement, describe strategies and/or interventions that youwill implement to help bring about improvement in achievement outcomes

Response: While our student retention rate not only met but exceeded college wide standards, andstudent success is aligned with college wide, constant communication about these standards is necessary.Therefore, meetings and discussion about embracing innovative ideas to assist students succeed shouldcontinue to happen at the discipline level as well as the college wide level.

For 2014, we continue to see the same pattern as previous year, with success rate being slightly belowcollege wide rates. Additionally, the W's rate increased slightly as well. These are areas the discipline willneed to discuss at meetings and through the assessment of its PLOs.

4) Please assess the effectiveness of the strategies and/or interventions you implemented in prior years, inpart by analyzing the discipline’s most recent success and retention rates compared to the prior year’sperformance and to the institution- and/or discipline-set standards.

Response: We have implemented the following and experienced improved performance:1-Have held regular Discipline meetings2-have updated curriculum3-Held advisory board meetings4-Completed Associate of Science Transfer degree in Business (AST)

5) If your program collects data on other criteria of importance to your program (e.g., Skills Certificates),please use the box below to document the criteria and your performance on them. If you have set astandard (a level of performance to meet educational quality and institutional effectiveness expectations)for your performance on each criteria, please also specify the standard.

Response: The Business discipline does not offer Skills certificate or other certificates.

6) If your program offers any certificates and/or CTE degrees, please list the job placement rates forstudents completing these certificates/degrees (if you collect such information). Please list eachcertificate/degree in which there were at least 10 students who completed the program in a given year.State your standard for expected job placement rate. Also, state the job placement rate, as measured inthe year following graduation, of students who graduated from the program.

Response: We do not have any information on job placement rates.

7) Please evaluate your performance and describe any plans for improvement on the measures identifiedin question 5 and 6 above (program-specific measures and/or job placement rates). Also, discuss anyimprovements that have resulted from prior program improvement plans.

Response: As a result of adding a concentration in Business to the Liberal Arts degree, our graduationrates have improved significantly.

Student Success - Awards

Data Review and Analysis for Degree/Certificate Awards


Analyze trends in Degree/Certificate Awards over the period for which data were provided, using detailed

breakdowns as necessary. Where college-wide data is provided, compare discipline to college-wide trends.Also, discuss college-wide or discipline-department specific factors as they relate to these trends and notethe implications on your discipline/department operations or planning.

Response: Note: The 2015 update is at end.

During 2004-2009, the business discipline offered six different degree programs. It does not offer skillawards and offers only one certificate (Retail Management). From 2004 to 2009 the discipline increasedthe number of business degrees awarded from 0 to 16 or 160% and increased the certificates it awardedto a high of 8 in 2006-2007. The increase in certificates in 2006-2007 was due to the promotion of thenew retail management certificate. The increase in degrees was probably due to the school’s change indegree requirements from general areas such as professional studies to degrees with a particular emphasissuch as business. The decrease in degrees from 2005-2008 may have been caused by the increase intuition costs and the reduction in course offerings. The discipline is working along with the counselingdepartment in order to assist students to commit to a particular degree. As a result, the degrees awardedincresed from 19 to 35 in 2009-2010.

During the year of 2010-2011, the business discipline awarded 25 degrees. In the year of 2009-2010, thediscipline awarded 35, which is a decrease of 10 degrees. This has been a issue and the department hasbeen working on streamlining the process of obtaining the degree by modifying the course requirements.Additionally, the state just passed the SB 1440 which is a universal transfer program to the CSU system.This TMC degree was just submitted to the curriculum committee and accepted. This should significantlyassist students with their Business degree transfer and increase the degree completion numbers.

In the summer of 2012, the Business Discipline worked with counseling to streamline the AA BusinessAdministration degrees which include Associate's Degrees in Business Administration, Marketing, Finance,Management, and Accounting. We looked at the degree requirements and revised them; the number ofcore requirements and therefore units required for the degrees were reduced to enable students tocomplete their degrees more quickly. These revisions were completed in Fall 2012 and were approved bythe Curriculum Committee. The 30% increase in degree completions in 2012-2013 compared to 2011-2012reflects these changes.

During the year of 2010-2011, the business discipline awarded 26 degrees and it dropped in 2011-2012 to21 degrees. This has been an issue and the department has been working on streamlining the process ofobtaining the degree by modifying the course requirements. Additionally, the state just passed the SB 1440which is a universal transfer program to the CSU system. This TMC degree was just submitted to thecurriculum committee and accepted. We are still waiting for the final approval of this degree. This shouldsignificantly assist students with their Business degree transfer and increase the degree completionnumbers.

The Retail Certificate Management is a certificate only accepted by the Western Association of Food Chains(WAFC). These are the grocery stores throughout California such as Vons, Ralphs, etc. This is a 30-unitcertificate offered to employees of these grocery chains and is directly connected to promotion. Anyemployee interested in moving up is encouraged to take this certificate. This is an employer drivencertificate. Because their schedule requires long hours, the few students pursuing this certificate take along time to complete. We currently have a couple at Mission College.

During the year of 2012-2013, the business discipline awarded 30 degrees which is an increase from lastyear (2011-2012) when 21 degrees were awarded, a 33% increase. The addition of a Liberal Arts Degreewith a business concentration helped to increase the number of degrees students received. Thedepartment has been working on streamlining the process of obtaining business degrees by modifying thecourse requirements. Two years ago, the state passed SB 1440 which is a universal transfer program tothe CSU system. This TMC degree was submitted to the curriculum committee and was approved in 2012.

There has been a steady increase in degrees awarded. During the year of 2013, the business disciplineawarded 31 degrees which is an increase from last year (2011) when 21 degrees were awarded, a 32%increase. The addition of a Liberal Arts Degree with a business concentration helped to increase the

number of degrees students received. However, plenty of meetings with counseling, academic affairs, andfaculty has stimulated the need to modify our current AA degrees. Unfortunately we have seen a patternover the years that our student are not obtaining AA degrees, rather they either transfer without the AAdegree or go into the workforce. As a result, we have been working on streamlining the process ofobtaining business degrees by modifying the course requirements. We are working together to create AAdegrees that will meet student and industry needs. We hope to have something finished by fall 2014 andthen put through the curriculum process. Additionally, three years ago, the state passed SB 1440 which isa universal transfer program to the CSU system. This TMC degree was submitted to the curriculumcommittee and was approved in 2012.

The business discipline awarded 50 AA degrees in 2014, an 61% increase from previous year (31). In May2015, the state approved the Associate of Science Transfer degree (AST) in Business Administration. Thisdelineates the process of transferring and therefore should have positive effect on future transfers.

In areas you’ve identified as needing improvement, describe strategies and/or interventions that you willimplement to help bring about improvement in student degree and/or certificate completion

Response: The following are strategies the department intends to implement: 1-Revise AA degrees in Business Administration, Accounting, Management, Finance, Marketing 2-Consider developing a Certificate in Accounting

Suggestions for 2015:1-Currently in the process of revising AA degrees in Business Administration, Management and Accounting.2-Archiving AA degree in Marketing and Finance.2-In the process of developing a Certificate in Accounting.

Please assess the effectiveness of the strategies and/or interventions you implemented in prior years toincrease student degree and/or certificate completion.

Response: As seen by the past pattern of low degree completion, the business discipline is revisitingcurrent AA degrees to revise them to be more attainable while still maintaining the quality of education.

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3-Year Assessment Plan For Course SLOs (CSLOs)

SLO Website

2015-2016 Review For: ACCTG,BUS,ECON,FINANCE,MARKET,MGMT Combined (Completed)

Export Report 2015-2016 Business / Law Budget Information

Menu Learning & Teaching - SLO Updates

Description of System

Annual Unit Update

Response to Recs.

Objectives & Resources

Access

Enrollment

Student Success

Succ. Course Completion

Awards (Deg. & Cert.)

Learning & Teaching

SLO/Assessment Update

Advisory Board

Fiscal Responsibility

FTES

FTEF (Reg,Hourly,Tot)

Enrollment Per Section

Effective Use of Technology

Curriculum Status

Dept/Disc/Unit Goals

Annual Planning Evaluation

Challenges & Opportunities

Supplemental Files

Feedback

Submit / Finalize

SLO & Assessment Update

ACCTGCourse SLO Information

ACCTG 001

SLO #Assessments

LastAssessment

NextAssessment

1. Analyze and record businesstransactions and prepare adjusting andclosing entries necessary to complete theaccounting cycle.

10 Spring 2014 Spring 2016

2. Apply the accrual basis of accounting tomeasure business income, determinefinancial position and evaluate profitabilityand liquidity.

9 Spring 2015 Fall 2015

3. Evaluate the proper recognition,valuation and classification of transactionsaffecting income statement and balancesheet accounts.

6 Fall 2015 Fall 2016

ACCTG 002

SLO #Assessments

LastAssessment

NextAssessment

1. Students will be able to applymanagerial cost accounting concepts,including job order and process costing tofacilitate business decisions.


2. Students will be able to quantify andinterpret operation performance usingbudget, standard cost, financial ratio andcost behavior analysis.


3. Students will be able to assessoperational and investment opportunitiesusing incremental evaluation methods suchas differential and capital investmentanalysis, and the use of present valueconcepts.

4 Fall 2014 Fall 2016

ACCTG 015

SLO #Assessments

LastAssessment

NextAssessment

1. Students will apply the fundamentals offederal income taxation with emphasis onthe taxation of individuals.

2 Fall 2014 Fall 2016

2. Student will be able to identify anddescribe administrative procedures of taxlaw.

2 Fall 2014 Fall 2016

Totals:Courses w/All SLOs Assessed: 3/3 (100 %)Courses w/at least one SLO Assessed: 3/3 (100 %)

BUSCourse SLO Information

SLO #Assessments

LastAssessment

NextAssessment

http://www.lamission.edu/slo/docs/Assessment Plan for CSLOs.docx

http://www.lamission.edu/slo/

http://academic.lamission.edu/uniteffectiveness/budget/default.aspx?depid=3&year=2015

http://academic.lamission.edu/uniteffectiveness/information.aspx

http://academic.lamission.edu/uniteffectiveness/unitupdate.aspx

http://academic.lamission.edu/uniteffectiveness/resources.aspx

http://academic.lamission.edu/uniteffectiveness/advisoryboard.aspx

http://academic.lamission.edu/uniteffectiveness/useoftechnology.aspx

http://academic.lamission.edu/uniteffectiveness/curriculum.aspx

http://academic.lamission.edu/uniteffectiveness/unitgoals.aspx

http://academic.lamission.edu/uniteffectiveness/annualplanningevaluation.aspx

http://academic.lamission.edu/uniteffectiveness/challengesopportunities.aspx

http://academic.lamission.edu/uniteffectiveness/supplimentalfiles.aspx

http://academic.lamission.edu/uniteffectiveness/feedback.aspx

http://academic.lamission.edu/uniteffectiveness/finalize.aspx

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BUS 001

Student will be able to distinguish thevarious leadership styles as they apply to allorganizations, private and public.


Student will be able to analyze the differenteconomic systems that exist in the world. 3 Fall 2015 Fall 2015

Student will be able to differentiate betweentypes of publicly and private corporations. 5 Fall 2015 Spring 2016

BUS 005

SLO #Assessments

LastAssessment

NextAssessment

1. Students will be able to apply generalBusiness Law concepts in the businessworld. Emphasis is on contracts as it relatesto torts, negotiable instruments, E-commerce and business transactions.

1 Fall 2012 Fall 2015

2. Students will be able to identify thefundamentals of a contract including theoffer, acceptance, and consideration.

7 Fall 2015 Fall 2016

BUS 172

SLO #Assessments

LastAssessment

NextAssessment

1. Analyze the key issues and emergingtrends of globalization in business andassess the impact of globalization.

1 Fall 2012 Fall 2015

2. Evaluate the emerging opportunities inglobal business. 1 Spring 2013 Fall 2015

3. Formulate strategies to overcome thechallenges of globalization. 2 Fall 2014 Fall 2016


ECONCourse SLO Information

ECON 001

SLO #Assessments

LastAssessment

NextAssessment

1. Use the fundamentals of microeconomicsincluding principles and processes tocalculate the optimal price and quantity afirm, household, or government agencyshould select.

3 Fall 2015 Spring 2015

2. Given a change in the determinants ofeither supply or demand, students will beable to predict what will happen to theequilibrium price and quantity.


3. Students will be able to apply generalMicroeconomics concepts in the businessworld with emphasis on elasticity as itrelates to pricing decisions of a firm, profits,economic rent, and the financialenvironment of business.


ECON 002

SLO #Assessments

LastAssessment

NextAssessment

Apply communication skills by reading,articulating, and discussing economicinformation and issues.


Use economic terminology, concepts, andtools to explain current events. 1 Fall 2011 Spring 2015


FINANCE

Course SLO Information

FINANCE 001

SLO #Assessments

LastAssessment

NextAssessment

1. Describe the basic structure andfunction of American financial institutionsthat are sources of funds and outlets forinvestments.


2. Identify policy makers, including theFederal Reserve Bank and assess theirrespective influence on the economy,credit, and return on investment.


FINANCE 008

SLO #Assessments

LastAssessment

NextAssessment

Student will be able to develop personalfinancial goals. 2 Fall 2014 Fall 2016

Student will be able to identify the fourelements in the financial planning processand their relationship.

3 Fall 2014 Fall 2016


MARKETCourse SLO Information

MARKET 021

SLO #Assessments

LastAssessment

NextAssessment

Student will be able to apply the 4 P’s(product, promotion, price, place) toevaluate a marketing plan.


Student will be able to use the SWOTanalysis to select a target market for abusiness.

1 Fall 2014 Fall 2016

Students will use the vocabulary ofmarketing to define assortment planningand pricing strategies.


MARKET 022

SLO #Assessments

LastAssessment

NextAssessment

1. Students will be able to analyze the roleof green marketing in creating change insociety.


2. Students will be able to describe thenecessary components to formulatesuccessful green strategies.


3. Students will be able to assessmarketing challenges and strategicallyformulate logical solutions within thecontext of green marketing.


MARKET 031

SLO #Assessments

LastAssessment

NextAssessment

Student will be able to use retailmerchandising terminology to describe thelatest trends in retail marketing.



MGMTCourse SLO Information

# Last Next

MGMT 002

SLO Assessments Assessment AssessmentStudent will be able to conduct aninterview. Report will examine differentmanagement styles and techniques.


Student will be able to comprehend the keyfunctions of management, by identify them,describe their functions and how they relateto each other.

3 Fall 2014 Fall 2016

MGMT 013

SLO #Assessments

LastAssessment

NextAssessment

Student will be able to assemble abusiness plan which includes the following:Compose structure and elements of abusiness plan. Evaluate feasibility throughtwo financial statements, income statementand balance sheet.


Student will be able to evaluate theenvironmental factors that affect smallbusinesses.


Student will be able to appraise the variouslegal forms available to businesses. 3 Spring 2015 Fall 2016

MGMT 031

SLO #Assessments

LastAssessment

NextAssessment

Student will be able to identify the specificskills of Human Relations. 3 Spring 2015 Spring 2016

Student will be able to analyze the theoriesthat motivates employees. 2 Spring 2015 Spring 2017

MGMT 033

SLO #Assessments

LastAssessment

NextAssessment

Student will learn to identify the variousfunctions/role of the Human Resource unitwithin the corporation.

3 Fall 2015 Fall 2015

Student will be able to evaluate at least onemajor topic involving Human Resources. 2 Fall 2014 Fall 2016


Summary:Courses w/All SLOs Assessed: 17/17 (100 %)Courses w/at least one SLO Assessed: 17/17 (100 %)

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Respondent(s): Pat Flood, Vilma Bernal

1) Describe the status of the SLO Assessment in this discipline.Response: All active business course SLOs, 100% (17/17) have had all SLOs assessed and most have beenassessed multiple times.

All PLOs have been assessed. This has been documented in the SLO online system.

2) Summarize the changes that have been implemented based on SLO and PLO assessments from thepast year.Response: The following are changes made as a result of SLO and PLO assessments:1-The explanation and utilization of terminology in classroom so that students are able to better recognizeterms used in business.2-Rewording of questions to be clearer to students.3-Reemphasis of key concepts. 4-Hiring of student tutors for accounting courses. Additional changes implemented are detailed in the Summary of Planned Changes (Fall 14) supplementalfile attached below.

3) Have the outcomes been re-evaluated since the implemented changes, and if so, has there been animprovement in student learning? Are any further changes scheduled?Response: Almost all SLOs have been evaluated more than once and the improvements are documentedon the online SLO system and changes that have been made are listed above. An example of a specificchanges in Accounting 1 and 2 that has been made are that financial statements have been emphasizedas a critical competency for completing the course and accounting tutors have been hired to assist thestudents in achieving the SLOs. Additional changes implemented are detailed in the Summary of Planned Changes (Fall 14) supplementalfile attached below.

Learning & Teaching - Advisory Board

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Advisory Board (Occupational Disciplines Only)

ExistsYes

No

Minutes KeptYes

No

Recommendations MadeYes

No

RecommendationsImplemented Yes

No

Meeting Frequency Annual

Last Meeting Date May / 2015


Describe the status of the Advisory Board for this discipline.Response: Note: May 2015 update is at end.The business discipline holds joint advisory committee meetings in conjunction with ComputerApplications and Office Technologies. An advisory meeting was held in April 2010. The meeting was wellattended by local businesses, local high schools and staff. The main discussions were on consideration offuture course offerings. We discussed trends, needs and how we could meet the demands of industry.The attendants provided vital information as we consider the development of new courses. A secondadvisory committee meeting was held in for November 2011 in conjunction with CAOT, Law, andAdministration of Justice.

The Business and CAOT disciplines had another Advisory Committee meeting on November 22, 2013.Representatives from local businesses and community organizations joined our meeting and they providedvital information about how we are doing and how to improve our programs.

On May 16, 2014 we had our second annual advisory board meeting. Industries in retail, entertainment,finance and entrepreneurship were represented. We presented a draft of our revised AA degrees inBusiness Administration, Marketing, Finance, Management and Accounting. They provided us withmeaningful information to complete our AA degrees. The committee is active and interested in continuingto work with LA Mission College.

On May 1, 2015 we had our annual advisory board meeting. Industries in retail, entertainment, financeand entrepreneurship were represented. We presented a draft of our revised AA degrees in BusinessAdministration, Management and Accounting. They provided us with meaningful information to completeour AA degrees. The committee also made significant contributions on the Certificate in Accounting.

Please list the recommendations from your advisory board and the actions taken or plan developed as aresult of advisory board recommendations.Response: --Students need to know their own strengths and values and match them with careerpathways. --Continue to offer courses in QuickBooks and Social Media for business as well as courses in globalbusiness, sustainable technology, and Microsoft applications, such as Word and Excel, and writingcourses. --Students need more emphasis on oral and written communiation skills, teamwork, and ethics.--Students also need to know how to use Google docs, mobile apps, Linked-In, Facebook, cloud sharingand how to use search engines.--Meet twice a year rather than once.

--Offer Internships and Externships.Suggestions and recommendations made by advisory board meeting held on May 16, 2014:-A draft of a new re-vamped AA degree was presented to them. Businesses conveyed the importance ofcommunication skills, computer skills, emotional intelligence skills (able to handle issues) and marketing.They emphasized the importance of of adding these classes to the overall AA degrees. -Not to decrease bar nor standards but to keep on challenging them-Offer internship opportunities-Encourage students to continue to educate themselves-Jobs opportunity in entry level of management for our business students

Recommendations from 2015 meeting:1-Create degrees with meaning and purpose2-Create curriculum that is meaningful and current in the business field3-Continue to emphasize classes in communication, social media, customer service, excel and transferableskills.

Fiscal Responsibility - FTES

Data Review and Analysis for FTES


Analyze trends in FTES over the period for which data were provided, using detailed breakdowns asnecessary. Where college-wide data is provided, compare discipline to college-wide trends. Also, discusscollege-wide or discipline-department specific factors as they relate to these trends and note theimplications on your discipline/department operations or planning.

Response: Note: the May 2015 update is at the end.

The total FTES for fall and spring 2012 was 156.8 whereas for spring and fall 2013 it increased to 166.5, a5.8% increase. The data indicates that there was a slight increase (3.2%) in FTES in the 2013 semester.Online classes have been leveling off between 10 and 11 FTES. As we see enrollment increase, thisnumber should also be increasing.

The total FTES for 2013 was 166.5 whereas for 2014 it increased to 169.8.3, a 2% increase. The FTES foronline classes however dropped from 19.9 to 17.5. Students are becoming more familiar with onlineworkloads and are now very cautious about this type of class modality.

Fiscal Responsibility - FTEF

Data Review and Analysis for FTEF R, FTEF H, FTEF


Analyze trends in FTEF Regular, Hourly & Total over the period for which data were provided, usingdetailed breakdowns as necessary. Where college-wide data is provided, compare discipline to college-widetrends. Also, discuss college-wide or discipline-department specific factors as they relate to these trendsand note the implications on your discipline/department operations or planning.

Response: There is significant drop in FTEF for 2014 in comparison to college wide numbers. In spring2014, discipline FTEF was at 28.6% while college average at 65.39%. Fall 2015 was at 37.1% whilecollege average at 71.2%. We have seen this change since we hired a full time faculty member in thedepartment, which results in less hourly FTEF.

Fiscal Responsibility - Enrollment Per Section

Data Review and Analysis for Average Class Size


Analyze trends in Average Class Size over the period for which data were provided, using detailedbreakdowns as necessary. Where college-wide data is provided, compare discipline to college-wide trends.Also, discuss college-wide or discipline-department specific factors as they relate to these trends and notethe implications on your discipline/department operations or planning.

Response: The average class size in the Business Discipline has paralleled the school average and in Fall2014 was slightly higher by 2 percentage points. The class size for this discipline seems to be aligned withcollege average. In spring 2014, class size was 37.8 while college average was 40.5 and for fall of 2014,class size was 40.6 while college average was 38.4. This is a healthy pattern.



Faculty in this Discipline use the following technologies (check all that apply)

PowerPoint/Computer Projector Yes. No.Instructor Website Yes. No.Overhead Projector Yes. No.VHS Yes. No.CD ROM Yes. No.

Respondent(s): Vilma Bernal

Describe the use of technology in this discipline.

Response: Almost all business classes use PowerPoint as part of their instructional methodology and mostuse the Faculty Portal. Moodle has been another form of technology used to enhance delivery ofinstruction.

This year we have transitioned from Moodle to ETUDES. Training was conducted in January of 2013. Mostof our faculty utilize ETUDES as a resource to their classes. The online and hybrid classes are also offeredvia ETUDES.

Our discipline's faculty embrace and continue to utilize technology in the classroom.

Curriculum Status

= Expired = OK = About to Expire = Archived / NA

The information below is populated from the LACCD ECD System.

ACCTGACCTG

Course Last Updated StatusACCTG 001 - Introductory Accounting I 12/2/2014 Active

ACCTG 002 - Introductory Accounting II 12/2/2014 Active

ACCTG 015 - Tax Accounting I 2/1/2011 Active

ACCTG 021 - Bookkeeping and Accounting I Active

ACCTG 022 - Bookkeeping and Accounting II 5/1/2010 Pending

ACCTG 025 - Automated Accounting Methods and Procedures 12/1/2009 Active

ACCTG 185 - DIRECTED STUDY - ACCOUNTING Active

ACCTG 911 - COOPERATIVE EDUCATION - ACCOUNTING Active




BUSBUS

Course Last Updated StatusBUS 001 - Introduction to Business 12/2/2014 Active

BUS 005 - Business Law I 12/2/2014 Active

BUS 006 - Business Law II 4/1/2009 Active

BUS 031 - Business English 4/1/2004 Archived

BUS 032 - Business Communications 4/1/2009 Archived

BUS 038 - Business Computations 6/8/2010 Active

BUS 172 - Global Business 5/17/2011 Active

BUS 173 - Emerging Green Technologies (EGT) 5/17/2011 Active

BUS 185 - Directed Study Archived



BUS 911 - COOPERATIVE EDUCATION - BUSINESS Active

BUS 921 - Cooperative Education Active

BUS 931 - Cooperative Study Active

BUS 941 - Cooperative Study Active

ECONECON

Course Last Updated StatusECON 001 - Principles of Economics I 12/2/2014 Active

ECON 002 - Principles of Economics II 12/2/2014 Active

ECON 004 - Economics for the Comsumer Archived

ECON 010 - Economic History of the United States 1/1/2006 Active

ECON 185 - Directed Study Archived



ECON 485 - Internet Research Archived

ECON 921 - Cooperative Education Archived

FINANCEFINANCE

Course Last Updated StatusFINANCE 001 - Principles of Finance 12/1/2009 Active

FINANCE 002 - Investments 11/1/2007 Active

FINANCE 008 - Personal Finance and Investments 4/1/2008 Active

FINANCE 921 - Cooperative Education - Finance Active



MARKETMARKET

Course Last Updated StatusMARKET 021 - Principles of Marketing 10/2/2012 Active

MARKET 022 - Green Marketing 5/3/2011 Active

MARKET 031 - Retail Merchandising 9/7/2010 Active

MARKET 485 - Internet Research Archived

MARKET 911 - Cooperative Education - Marketing Active




MGMTMGMT

Course Last Updated StatusMGMT 002 - Organization and Management Theory 11/2/2010 Active

MGMT 013 - Small Business Entrepreneurship 4/1/2014 Active

MGMT 031 - Human Relations 9/1/2007 Active

MGMT 033 - Personnel Management 6/2/2015 Pending

MGMT 185 - Directed Study 9/1/2007 Active



MGMT 921 - Cooperative Education Active



Curriculum Status Response

Respondent(s): Pat Flood

Response: Most of the courses that are listed as about to expire have been updated or archived.

Optional Department/Discipline/Unit Goals

Optional Department/Discipline/Unit GoalsOPTIONAL: Please list or upload any department, discipline, or unit goals you would like to document foryour program.1-Modify AA degrees in Business Administration, Management and Accounting. 2-Archive AA degrees inMarketing and Finance. 3-Archive Retail Management certificate. 4-Create Certificate in Accounting.

Respondent(s)Vilma Bernal

Validation Team ReesponseComments:


Annual Planning Evaluation1) Provide a summary statement concerning the success of the unit in meeting the objectives identified inthe previous year’s program review. If budgetary recommendations were made by the Budget & PlanningCommittee, please include in your summary whether those recommendations have been implemented.May 2015: According to the data, here is how the department met its goals: 1-Enrollment increased by3% 3-Student Retention continues constant at 84.4% 4-Degrees awarded increased by 60% 5-Associateof Science Transfer (Business Administration) degree approval from state 5-Assessment of SLOs and PLOsdrive the quality of teaching.

2) Summarize significant results/outcomes or improvements that have been implemented of any projectsor improvement plans identified in the previous year’s program review, and discuss if you are going tocontinue these improvements or change them based on the results/outcomes. You may also discussprojects/plans/accomplishments from your unit over the past year, even if they were not mentioned inyour previous program review.Note: May 2015 update is at end. The most significant improvement has been in the assessment of SLOsand PLOs. The department has worked hard in developing the SLOs, assessing them, and re-evaluatingsome of them, not only individually but also as a group and has documented it through the onlinesystem. This will continue to be an ongoing process as there is so much more to accomplish. Second,data has shown that our goals in growth and student success were met. 2015: The most significantimprovement has been the state approval of the Associate of Science Transfer degree in BusinessAdministration. The department worked tirelessly to meet state criteria. We continue to have success inthe SLOs by assessing them and now re-evaluation them as well. We have proctored a PLO and postedthe results in the SLO online system. And finally, we continue to experience a healthy increase inenrollment and in student retention goals.

3) If your program received Student Equity funds and/or have activities included in the Student EquityPlan, please report on the status and success of those activities.N/A

4) Do you recommend any goals/objectives/measureves/activies etc. for inclusion in any of the College'sMaster Planning documents? If yes, what wording do you suggest and where in the plan should yourrecommendation be placed?No

5) 5) Describe the unit's status regarding professional accreditation (if applicable)N/A

Respondent(s)

Vilma Bernal



Challenges & Opportunities1) Program strengths, weaknesses and opportunities for improvement

A. Identify unit strengths and recommendations to strengthen existing unit programs1-We have experienced increased enrollment since the past 3 years. 2-Data shows that we areimproving in areas of student success and retention. 3-We are will need to hire anaother full-timebusiness faculty member. 4-Our Accounting courses have had a much higher success rate. We nowhave a committed full-time faculty member and have targeted fulfilling the students' request fortutoring by hiring student tutors. Strengths 2015: 1-We have experienced increased enrollment sincethe past 3 years. 2-Data shows that we are improving in areas of student retention. 3-OurAccounting courses have had a much higher success rate. We now have a committed full-timefaculty member and have targeted fulfilling the students' request for tutoring by hiring studenttutors. 4-Approved Associate of Science Transfer degree in Business AdministrationB. Identify unit weaknesses and recommendations to correct weaknesses1-Full-time and part-time faculty need to meet more often within the semester. Set up futuremeeting dates on yearly Staff Development meeting. 2-Keep up with SLO assessments,complete re-assessments, and document findings. 3-Complete the PLO assessments as a unit. This meansgetting the department together at least twice a year to complete the process. 4-Increase classofferings to assist students to graduate on a timely manner. Additional classes are needed inMarketing, Introduction to Business, Accounting, and Finance courses. 5-Additional tutors areneeded in accounting. Recommendations 2015: 1-Success rates decreased slightly and W’spercentage went up this year. Faculty will need to come together to develop strategies to addressthese areas. 4-Keep up with SLO assessments,complete re-assessments, and document findings. 5-Increase class offerings to assist students to graduate on a timely manner. Additional classes areneeded in Marketing, Introduction to Business and Accounting. 6- Strengthen AA degrees bymodifying the AA degrees in Business Administration, Management and Accounting.

2) Describe any significant recent events or activities in the state, surrounding community, college, and/ordiscipline that may have an impact on your unit in the coming year(s).The passage of Proposition 30 which has helped to ease the State budget may help us to be able toeventually add more classes. We had to cut several of our courses during the budget crisis, and we hopeto be able to offer more courses very soon. The major shift of emphasis on giving priority to newstudents rather than continuing students for registration purposes may impact our enrollment.

Respondent(s)Vilma Bernal


Supplemental Files

Supplemental Materials: FileName Description Uploaded Related Area

BUSINESS FALL 13 Assessment Report 1-21-14.docx

6/1/201510:02:00 AM

SLO/AssessmentUpdate

Business Fall 14 Assmt Rept..pdf 6/1/201510:01:00 AM


Summary of Planned Changes - Fall 2014Assessment.docx

6/1/201510:01:00 AM


Advisory Com Agenda 5-16-2014.doc 5/30/20144:33:00 PM Advisory Board

BUSINESS Assessment Report Dec 2012.doc 11/25/20138:53:00 PM


Business SLO Assmt Report-SP2013.docx 11/25/20138:53:00 PM


Curriculum Status Report (Upd 11-22-13).xls 11/25/20138:17:00 PM Curriculum Status

RSVP list CAOT-BUS Advisory Fall 2013.docx 11/25/20137:26:00 PM Advisory Board

Advisory Com Agenda 11-22-2013.doc 11/25/20137:26:00 PM Advisory Board

BUSINESS AND CAOT ADVISORY ATTENDEES2010.docx

11/25/20137:24:00 PM Advisory Board

CTE Business Funding 2010-11.doc 11/15/20108:30:00 PM Supplemental Files

Feedbaack

FeedbackFor continuous improvement, Program Review Oversight Committee takes your suggestions seriously.Please tell us which screen name(s) you would like to improve or change and how to make thosechanges or improvements.Curriculum data needs to be updated with what has been submitted. It is not accurate.

Respondent(s)Pat Flood

Active Objectives & Resources

Objective

Objective 1 : Hire a new full-time business administration faculty member. (2015-2016) (Priority: High)

Previous Set Goal:

http://academic.lamission.edu/uniteffectiveness/downloadfile.aspx?uid=387














mastersl

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mastersl

Typewritten Text

New Related Goal Areas:1. Expand Access and Prepare Students for Success3. Improve Quality of Educational Programs and Services to Increase StudentSuccess

Individual(s) Responsible: Vilma BernalPeriod: 9/1/2016 - 6/1/2030

Activity:Since Vilma Bernal will be on almost full release time as department chair andunion grievance representative, an additional full-time business administrationfaculty member is necessary.

Expected Outcome andMeasure:

This new faculty member will assist the business discipline in all its activities.He/she will be evaluated yearly through the standard faculty evaluationprocess.

Priority: High ( )Assessment:

Status: InProgress

Resource

Resource Requested: PersonnelRegular (2015-2016) (Quantity: 1 FTEInstructor )

Anticipated TotalCost: $75,000

Contact Person: Vilma Bernal

Description of Item:Funding for an additional business administration full-timefaculty member is necessary to better serve our studentsand our college.

Type: One_TimeResource Priority: High

Status: PendingFunding

Objective

Objective 2 : Update AA degrees (2015-2016) (Priority: Medium)Previous Set Goal: 3. Improve Educational Quality

New Related Goal Areas: 3. Improve Quality of Educational Programs and Services to Increase StudentSuccess

Individual(s) Responsible: Vilma Bernal/Steve Nerud/Jason BordbarPeriod: 10/1/2012 - 6/1/2014

Activity:

Students are not graduating with AA degrees in business instead; utilizing theLiberal AA degree to transfer. This has caused us to take a look at the AArequirements for AA in Business, Management, Marketing, Finance andAccounting. We will look at the requirements within each AA degree anddevelop an AA degree that is more up-to-date with the demand. The goal is tokeep its integrity and meeting students needs. In May of 2015, the stateapproved the Business Administration transfer degree therefore, we will nolonger be using the Liberal/AA degree but will be utilizing this appropriatedegree.

Expected Outcome andMeasure: Degrees awarded data.

Priority: Medium ( )

Assessment: Last year we awarded 31 AA degrees in business, a 30% increase from lastyear. We are still working on modifying the AA degree transfer requirements.

Status: InProgress

Objective

Objective 3 : Update business knowledge by attending conferences (2015-2016)(Priority: High)

Previous Set Goal: 3. Improve Educational Quality

New Related Goal Areas: 2. Strengthen Institutional Effectiveness

Individual(s) Responsible: Vilma BernalPeriod: 11/1/2010 - 12/1/2012

Activity: In order to keep up-to-date in the business profession, it is important forfaculty to attend conferences.

Expected Outcome andMeasure: Enrollment and student retention data

Priority: High ( )

Assessment:Enrollment increased by 8% 1544 student enrolled in 2012-2013. To comparefrom 2008-2009, the success rates was at 52% to now experiencing a 69.1%,an increase of 17% in 5 years. This increase in success rate is seen across theboard day, evening, weekend and online students.

Status: InProgress

Resource

Resource Requested: Other (2010-2011) (Quantity: 0 Units )Anticipated Total

Cost: $2,500


Description of Item: Conference attendance will help to keep the businessfaculty up-to-date.

Type: OngoingResource Priority: High


Objective

Objective 4 : Re-design business department webpage (2015-2016) (Priority: High)Previous Set Goal: 1. Expand Access

New Related Goal Areas: 1. Expand Access and Prepare Students for Success

6. Increase Community Engagement and Partnerships

Individual(s) Responsible: Pat Flood and Vilma BernalPeriod: 11/1/2010 - 12/1/2014

Activity: Update the business webpage.Expected Outcome and

Measure: A new business web page.

Priority: High ( )Assessment:

Status: InProgress

Objective

Objective 5 : Develop stronger student connections with student service areas (2015-2016) (Priority: Critical)

Previous Set Goal: 4. Improve Student Success

New Related Goal Areas: 5. Sustain User-Friendly and Innovative Technology

Individual(s) Responsible: Vilma Bernal, Pat FloodPeriod: 1/1/2010 - 12/1/2013

Activity:

To improve the business discipline’s success rate, faculty will be encouraged toconnect all students, including online students, with student service areas, suchas tutoring, counseling, and financial aid, to help with their needs. Thediscipline will also look at ways in which the instructors can communicate withstudents to encourage them to stay in class such as regular e-mails, use offaculty websites, using the faculty staff portal, using twitter, etc. Encouragingstudy groups and periodic discussions with students about their progress alsowill keep students more involved and assist with student success.


Utilization of Faculty Portal and other techonology, such as Moodle that willassist faculty connect with students. Success retention data.

Priority: Critical ( )

Assessment:Student retention from 2008 to 2010 has increased from 80.3% to 85.3%. Thestudent success rate also increased from 2008 to 2010 from 51.9% to 59%.Student success rate continues to increase. In 2011-12, the success rate is at61%. Student success rate decrease slight in 2014 to 59.1%

Status: InProgress

Objective

Objective 6 : Improve faculty student communication (2015-2016) (Priority: Critical)Previous Set Goal: 4. Improve Student Success


Individual(s) Responsible: All business discipline facultyPeriod: 1/1/2010 - 12/1/2013

The business discipline will look at ways in which the instructors can

Activity:communicate with students to encourage them to stay in class such as regulare-mails, use of faculty websites, using the faculty staff portal, using twitter,etc. Encouraging study groups and periodic discussions with students abouttheir progress also will keep students more involved and will retain morestudents improving the average class size.


Improved communication and stronger connections with the students willimprove student success rates and course completions.


Assessment:

Student retention from 2008 to 2010 has increased from 80.3% to 85.3%. Thestudent success rate also increased from 2008 to 2010 from 51.9% to 59%.Student retention for 2012-2013 increased to 89% and the success rate alsoincreased to 69%. Student retention rate for 2014 is aligned with college wideaverage of 85%.

Status: InProgress

Resource


Cost: $750


Description of Item: Invite guest speakers to come to the college to sharetheir knowledge and expertise.



Objective

Objective 7 : Develop and improve courses to meet the needs of the community. (2015-2016) (Priority: High)

Previous Set Goal: 3. Improve Educational Quality



Activity: New courses were developed in Green Markeing and Global Business.Accounting tutors are needed for the Accounting courses.

Expected Outcome andMeasure: Enrollment data, student surveys, and completion data.

Priority: High ( )

Assessment:Enrollment data from 2008 to 2010 indicate a 16% increase from 1090students to 1292. Green Marketing and Global Business have increased thebusiness discipline's enrollment.

Status: InProgress

Resource

Resource Requested: PersonnelHourly (2013-2014) (Quantity: 320 HoursStudentWorker CalWorks Student Assistant I ($8))


Contact Person: Pat Flood and Vilma BernalDescription of Item: Hire a student worker to tutor Accounting courses.



Objective

Objective 8 : Revise and distribute business brochure to market program (2015-2016) (Priority: High)

Previous Set Goal: 7. Increase Community Responsiveness

New Related Goal Areas: 5. Sustain User-Friendly and Innovative Technology6. Increase Community Engagement and Partnerships


Activity: The business brochure developed in 2005 will be revised, reprinted, anddistributed to market the business programs.


The Business Department received a small grant from CTEA to revise and printthe business brochure.

Priority: High ( )

Assessment: Completed brochure in Spring 2011. We have decided not to produce brochuresbut to focus on re-designing the business website.

Status: InProgress

Resource

Resource Requested: SuppliesPrinting (2013-2014) (Quantity: 0 Units )Anticipated Total

Cost: $2,500

Contact Person: Pat Flood

Description of Item:Revise and distribute business brochure. The businessbrochure developed in 2005 needs to be revised,reprinted, and distributed to market the businessprograms.



Objective

Objective 9 : Work with counseling to encourage students to select business (2013-2014) (Priority: High)


New Related Goal Areas: 2. Strengthen Institutional Effectiveness


Activity: The discipline will work with the counseling department in order to assiststudents to commit to a particular business degree.

Expected Outcome andMeasure: Increased number of certificates and skill certificates.

Priority: High ( )

Assessment: Student retention from 2008 to 2010 has changed from 80.3% to 85.3%. Thestudent success rate also increased from 2008 to 2010 from 51.9% to 59%.

Status: InProgress

Objective

Objective 10 : Improve faculty student communication (2013-2014) (Priority: Critical)Previous Set Goal: 4. Improve Student Success



Activity:

The discipline will look at ways in which the instructors can communicate withstudents to encourage them to stay in class such as regular e-mails, use offaculty websites, using the faculty staff portal, using twitter, etc. Encouragingstudy groups and periodic discussions with students about their progress alsowill keep students more involved and assist with student success.


All faculty including part-time faculty will be encouraged and trained to post allnecessary information in the Faculty Portal. Improved communication andstronger connections with the students will improve student success rates andcourse completions.


Assessment:Student retention from 2008 to 2010 has changed from 80.3% to 85.3%. Thestudent success rate also increased from 2008 to 2010 from 51.9% to 59%. For2012-13 student success rate increased to 69% and student retention rateincreased to 89%.

Status: InProgress

Objective

Objective 11 : Develop stronger student connections with student service areas (2013-2014) (Priority: High)

Previous Set Goal: 1. Expand Access



Activity:To improve the business discipline’s success rate, faculty will be encouraged toconnect all students, including online students, with student service areas, suchas tutoring, counseling, and financial aid, to help with their needs.


Student enrollment data should demonstrate an increase in enrollment, studentsuccess rate, and degree/certificate completion.

Priority: High ( )

Assessment:Student retention from 2008 to 2010 has change from 80.3% to 85.3%. Thestudent success rate also increased from 2008 to 2010 from 51.9% to 59%.Student enrollment was up 1544, an 8% increase. Student success rate is at69% and student retention it at 89%. Degrees awarded increased to 42%.

Status: InProgress

Objective

Objective 12 : Develop a business advisory committee (2014-2015) (Priority: High)Previous Set Goal: 7. Increase Community Responsiveness

New Related Goal Areas: 6. Increase Community Engagement and Partnerships


Activity:The business discipline in conjunction with CAOT will have a joint advisorycommittee meeting to seek input from businesses in the area regardingprograms and curriculum. As a result of the input from this group, presentcurriculum will be revised and new curriculum developed.

Expected Outcome andMeasure: Two annual advisory committees.

Priority: High ( )

Assessment:An advisory committee meeting was held in April 2010 and a second meetingwill be held in November 2010. An advisory meeting is scheduled for November22, 2013. Another advisory meeting was held May 19, 2014.

Status: InProgress

Resource


Cost: $600


Description of Item:CTE requires that the business discipline hold advisorymeetings twice a year and they are necessary to updatecurriculum.



Objective

Objective 13 : To increase the average class size by 20% (2015-2016) (Priority: High)Previous Set Goal: 3. Improve Educational Quality


Individual(s) Responsible: Vilma Bernal, Terry Bommer, Pat FloodPeriod: 10/1/2008 - 12/1/2012

Activity:

Schedule business classes in a manner that accommodates business students.Over the last couple of years the number of classes taught has been reduced insome areas (Business 1, Accounting, Finance) which has helped efficiency.Business 31 and Business 32 are once again listed under Business in the classschedule in addition to CAOT, which will help the enrollment in these classes,as they are transferable courses. Identify low enrollment classes and identifyelements that trigger low enrollment and establish a plan to improve. Alsowork with counselors and outreach to help market courses. Distribute flyers tocounselors and to the campus community. Improved marketing of the Businessprogram and courses will also help increase enrollment and the average classsize. In addition, curriculum needs to be updated and new courses offered toattract more students.

Expected Outcome andMeasure: Average class size data.

Priority: High ( )

Assessment:In Fall 08 and Spring 09, the average class size was at 27 students per class.In Fall 09 and Spring 10, the average class size increased to 35 students perclass, an increase of 23%. Class size for 2012-13 increased to 40.9.

Status: InProgress

Objective

Objective 14 : Qualify students with degrees, certificates, and skills awards. (2014-2015) (Priority: High)



Individual(s) Responsible: Pat Flood, Vilma BernalPeriod: 10/1/2008 - 10/1/2016

Activity:

Coordinate business classes in a manner that helps students graduate/transferin two years. Help students understand the criteria needed to earn a businessdegree and/or certificate. Promote both the degree and certificate programs.Remove some of the blocks that are deterring students from graduating, suchas required courses that keep being cancelled or are not offered within two

years; for example, Accounting 16, Corporate Tax Accounting, was required forthe degree but was not able to be offered in many years due to lowenrollment. This class was replaced as a degree requirement. Add accountingtutors to help students succeed in the accounting courses and in obtaining theaccounting degree.


The department has been working on the overall planning of future courseofferings. We reviewed the catalog AA degrees, removed unnecessary classesand focused on offering courses that were necessary for students to graduate.We added courses such as Finance 8, Finance 1, Management 31 andMarketing 31. These are courses students need in order to transfer or receivea certificate. Increase number in degree/certificate completion will be the wayto measure this outcome.

Priority: High ( )

Assessment: The degrees awarded increased from 19 to 35 in 2009-2010. Degrees awardedincreased from 21 to 30 in 2012.

Status: InProgress

Resource

Resource Requested: PersonnelHourly (2014-2015) (Quantity: 220 HoursStudentWorker Student Tutor II ($11.04))


Contact Person: Steve Nerud

Description of Item:Hiring 2 student tutors in accounting would enable morestudents to successfully complete accounting courses andthe accounting degree.

Type: OngoingResource Priority: Critical


Objective

Objective 15 : Increase FTES enrollment by 20% (2013-2014) (Priority: High)Previous Set Goal: 1. Expand Access

New Related Goal Areas: 2. Strengthen Institutional Effectiveness4. Maintain Fiscal Stability and Encourage Revenue Enhancement

Individual(s) Responsible: Pat Flood, Vilma Bernal, Cleveland Rush, Adolfo Espinoza, Rudy Ordonez, TerryBommer

Period: 10/1/2008 - 12/1/2012

Activity:

Ensure the current course offerings will meet the needs of the students so thatstudents are able to complete their degrees within a two-year time period. Thiswill be done by efficient scheduling. Faculty will create and distribute a surveyto obtain student feedback on present scheduling, which will be published onthe Business Department. Web page. Expand the number of classes that areoffered to our current target group of students. Market the businessdepartment course offerings throughout the community. Distribute BusinessDept. brochures, work with outreach, and advertise to CSUN students.

Familiarize the counselors and other student service areas with the businessprogram and courses.

Expected Outcome andMeasure: Increased FTES data numbers.

Priority: High ( )

Assessment:Our FTES increase to a total of 153.9 for 2009-2010, in comparison to 129.2 in2008-2009. The total FTES for 2011-2012 178.9 whereas for 2012-2013 itdropped to 174.3, a 2.5% decrease. Data show that there was a significantdrop in the fall semesters. Fall of 2012, FTEF fell from 53.9 to 76.3.

Status: InProgress

Objective

Objective 16 : Improve student success rate by 10%. (2013-2014) (Priority: High)Previous Set Goal: 3. Improve Educational Quality



Period: 10/1/2008 - 10/1/2012

Activity:

Encourage instructors to work with students throughout the semester tofurther engage them in their progress. Encourage students to come to officehours, stay after class for additional help. Encourage students to form studygroups and contact partners. Hold student conferences in class. Encourageparticipation in class so that they are more involved in class and giveinstructors opportunities to observe whether students are grasping thematerial. Offer tutoring. Encourage regular attendance.

Expected Outcome andMeasure: Student success rate data.

Priority: High ( )

Assessment:Student success rate increased from 2008 to 2010 from 51.9% to 59%. Tocompare from 2008-2009, the success rates was at 52% to now experiencing a69.1%, an increase of 17% in 5 years.

Status: InProgress

Objective

Objective 17 : Increase the enrollment overall by 10%. (2013-2014) (Priority: High)Previous Set Goal: 1. Expand Access

New Related Goal Areas: 1. Expand Access and Prepare Students for Success


Period: 10/1/2008 - 9/1/2013Ensure the current course offerings will meet the needs of the students so that

Activity:

students are able to complete their degrees within a two-year time period. Thiswill be done by efficient scheduling. Faculty will create and distribute a surveyto obtain student feedback on present scheduling, which will be published onthe Business Dept. Web page. Expand the number of classes that are offeredto our current target group of students. Market the business departmentcourse offerings throughout the community. Distribute Business Dept.brochures, work with outreach, and advertise to students enrolled at CSUN.Familiarize the counselors and other student service areas with the businessprogram and courses.

Expected Outcome andMeasure: Enrollment data.

Priority: High ( )

Assessment: From 2008/09 to 2009-10, enrollment has increased by 16%, 1090 to 1292respectively. From 2011-12 to 2012-13 enrollment increased by 8%.

Status: InProgress

2016-2017 Active Resource Summary

Category FTE On-GoingRequests

One-TimeRequests

TotalCost

Personnel (Adjunct) 0.0 2 0 $4,989Personnel(FRg/Classified/Unclassified) 1.0 0 1 $75,000

Supplies/Printing 0.0 0 1 $2,500Equipment 0.0 0 0 $0Other 0.0 2 1 $3,850Totals 1.0 4 3 $86,339

2015-2016 Business / Law Budget Information

Category FTE Total Budget

Totals $0

Unit Assessment Completed By: Vilma Bernal @ 6/1/2015 10:28:00 AM

Unit Assessment Submitted By: floodpt @ 6/1/2015 10:28:00 AM


Click here for Section Status Report to see current and prior section information by discipline.



Menu Access - Enrollment


Annual Unit Update

Response to Recs.


Access

Enrollment

Student Success



Learning & Teaching


Advisory Board


FTES




Curriculum Status




Supplemental Files

Feedback

Submit / Finalize

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Enrollment by Day/Evening/Online

Year/Semester Day Evening Online Total % Change in TotalFall 2010 309 249 109 667 0.0 %Spring 2011 222 282 112 616 -7.6 %Fall 2011 223 339 109 671 8.9 %Spring 2012 331 196 103 630 -6.1 %Fall 2012 273 305 123 701 11.3 %Spring 2013 428 173 105 706 0.7 %Fall 2013 278 332 106 716 1.4 %Spring 2014 390 240 104 734 2.5 %Fall 2014 299 352 82 733 -0.1 %

Enrollment by Ethnicity

Yr/Sem Asian/Pacific Islander African American Hispanic White American Indian OtherFall 2010 65 (9.7 %) 58 (8.7 %) 388 (58.2 %) 102 (15.3 %) 4 (0.6 %) 50 (7.5 %)Spring 2011 71 (11.5 %) 35 (5.7 %) 388 (63.0 %) 81 (13.1 %) 3 (0.5 %) 38 (6.2 %)Fall 2011 70 (10.4 %) 33 (4.9 %) 461 (68.7 %) 67 (10.0 %) 1 (0.1 %) 39 (5.8 %)Spring 2012 66 (10.5 %) 49 (7.8 %) 392 (62.2 %) 83 (13.2 %) 5 (0.8 %) 35 (5.6 %)Fall 2012 93 (13.3 %) 33 (4.7 %) 464 (66.2 %) 87 (12.4 %) 2 (0.3 %) 22 (3.1 %)Spring 2013 88 (12.5 %) 35 (5.0 %) 472 (66.9 %) 89 (12.6 %) 0 (0.0 %) 22 (3.1 %)Fall 2013 53 (7.4 %) 27 (3.8 %) 517 (72.2 %) 80 (11.2 %) 0 (0.0 %) 39 (5.4 %)Spring 2014 63 (8.6 %) 42 (5.7 %) 498 (67.8 %) 87 (11.9 %) 6 (0.8 %) 38 (5.2 %)Fall 2014 48 (6.5 %) 29 (4.0 %) 527 (71.9 %) 88 (12.0 %) 4 (0.5 %) 37 (5.0 %)

Enrollment by Age

Yr/Sem Under 20 20 to 24 25 to 34 35 to 54 55 And Over UnknownFall 2010 143 (21.4 %) 270 (40.5 %) 146 (21.9 %) 94 (14.1 %) 14 (2.1 %) 0 (0.0 %)Spring 2011 109 (17.7 %) 261 (42.4 %) 142 (23.1 %) 93 (15.1 %) 11 (1.8 %) 0 (0.0 %)Fall 2011 122 (18.2 %) 325 (48.4 %) 130 (19.4 %) 84 (12.5 %) 10 (1.5 %) 0 (0.0 %)Spring 2012 125 (19.8 %) 301 (47.8 %) 117 (18.6 %) 80 (12.7 %) 7 (1.1 %) 0 (0.0 %)Fall 2012 122 (17.4 %) 343 (48.9 %) 143 (20.4 %) 86 (12.3 %) 7 (1.0 %) 0 (0.0 %)Spring 2013 127 (18.0 %) 355 (50.3 %) 139 (19.7 %) 81 (11.5 %) 4 (0.6 %) 0 (0.0 %)Fall 2013 135 (18.9 %) 365 (51.0 %) 127 (17.7 %) 80 (11.2 %) 9 (1.3 %) 0 (0.0 %)Spring 2014 141 (19.2 %) 372 (50.7 %) 136 (18.5 %) 68 (9.3 %) 17 (2.3 %) 0 (0.0 %)

Appendix A

http://academic.lamission.edu/reports/enrollment/Default.aspx














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Appendix A: Screenshots of Business PR Data from the Online PR System - Spring 2015

Fall 2014 116 (15.8 %) 365 (49.8 %) 160 (21.8 %) 83 (11.3 %) 9 (1.2 %) 0 (0.0 %)

Enrollment by Gender

Yr/Sem Male FemaleFall 2010 340 (51.0 %) 327 (49.0 %)Spring 2011 326 (52.9 %) 290 (47.1 %)Fall 2011 338 (50.4 %) 333 (49.6 %)Spring 2012 321 (51.0 %) 309 (49.0 %)Fall 2012 384 (54.8 %) 317 (45.2 %)Spring 2013 385 (54.5 %) 321 (45.5 %)Fall 2013 381 (53.2 %) 335 (46.8 %)Spring 2014 368 (50.1 %) 366 (49.9 %)Fall 2014 375 (51.2 %) 358 (48.8 %)

Enrollment by Primary Language

Yr/Sem English Armenian Chinese Farsi Filipino Japanese Korean Russian Spanish Vietnamese Other UnknownFall 2010 523 (78.4 %) 9 (1.3 %) 6 (0.9 %) 2 (0.3 %) 3 (0.4 %) 3 (0.4 %) 2 (0.3 %) 5 (0.7 %) 76 (11.4 %) 3 (0.4 %) 34 (5.1 %) 1 (0.1 %)Spring 2011 462 (75.0 %) 16 (2.6 %) 5 (0.8 %) 6 (1.0 %) 2 (0.3 %) 1 (0.2 %) 2 (0.3 %) 5 (0.8 %) 77 (12.5 %) 2 (0.3 %) 38 (6.2 %) 0 (0.0 %)Fall 2011 521 (77.6 %) 7 (1.0 %) 0 (0.0 %) 0 (0.0 %) 4 (0.6 %) 0 (0.0 %) 0 (0.0 %) 2 (0.3 %) 92 (13.7 %) 6 (0.9 %) 38 (5.7 %) 1 (0.1 %)Spring 2012 485 (77.0 %) 10 (1.6 %) 3 (0.5 %) 0 (0.0 %) 6 (1.0 %) 0 (0.0 %) 2 (0.3 %) 2 (0.3 %) 79 (12.5 %) 3 (0.5 %) 38 (6.0 %) 2 (0.3 %)Fall 2012 517 (73.8 %) 15 (2.1 %) 2 (0.3 %) 0 (0.0 %) 5 (0.7 %) 0 (0.0 %) 1 (0.1 %) 0 (0.0 %) 97 (13.8 %) 3 (0.4 %) 58 (8.3 %) 3 (0.4 %)Spring 2013 520 (73.7 %) 21 (3.0 %) 2 (0.3 %) 0 (0.0 %) 5 (0.7 %) 0 (0.0 %) 3 (0.4 %) 0 (0.0 %) 105 (14.9 %) 6 (0.8 %) 40 (5.7 %) 4 (0.6 %)Fall 2013 567 (79.2 %) 18 (2.5 %) 2 (0.3 %) 6 (0.8 %) 4 (0.6 %) 0 (0.0 %) 3 (0.4 %) 0 (0.0 %) 106 (14.8 %) 0 (0.0 %) 10 (1.4 %) 0 (0.0 %)Spring 2014 591 (80.5 %) 11 (1.5 %) 5 (0.7 %) 4 (0.5 %) 5 (0.7 %) 0 (0.0 %) 1 (0.1 %) 0 (0.0 %) 80 (10.9 %) 4 (0.5 %) 32 (4.4 %) 1 (0.1 %)Fall 2014 598 (81.6 %) 9 (1.2 %) 1 (0.1 %) 0 (0.0 %) 3 (0.4 %) 0 (0.0 %) 3 (0.4 %) 1 (0.1 %) 105 (14.3 %) 2 (0.3 %) 10 (1.4 %) 1 (0.1 %)

Data Review and Analysis for Enrollment

Respondent(s)

Analyze trends in Enrollment over the period for which data were provided, using detailed breakdowns as necessary. Where college-wide datais provided, compare discipline to college-wide trends. Also, discuss college-wide or discipline-department specific factors as they relate to

these trends and note the implications on your discipline/department operations or planning.

Validation Team Response

Supplemental Files

Upload any files along with description that are relevant to this area.

No Supplemental File(s).

Los Angeles Mission College. All rights reserved. - 13356 Eldridge Avenue, Sylmar, CA 91342. 818-364-7600

Appendix A


To see success and retention rates at the course level, click the following link: http://academic.lamission.edu/reports/gradedistribution/and select the relevant years, terms, and discipline and check "Report by Course" below the list of disciplines, then click "View Report"LACCD District-wide Success & Retention Rates by Discipline, Fall 14'



Menu Student Success - Successful Course Completion


Annual Unit Update

Response to Recs.


Access

Enrollment

Student Success



Learning & Teaching


Advisory Board


FTES




Curriculum Status




Supplemental Files

Feedback

Submit / Finalize

Data DescriptionCorrection warning: Write permissions are required on the defined temp directory for the chart image file to be created. To enable you toview the chart this has defaulted to streaming which has a high performance cost over the file based system. Please resolve your permissionsissue for this warning to be removed. For more information, please see this kb: http://dotnetcharting.com/kb/article.aspx?id=10018

College Institution-Set Standards

Successful Course Completion Rate: 64%Course Retention Rate: 85%

Student Success Totals

Year/Semester Day Evening Weekend Online Total % Change in Total College Avg.Fall 2010 68.3 % 53.8 % 86.4 % 34.9 % 58.0 % 0.0 % 67.5 %Spring 2011 70.4 % 65.2 % 94.7 % 45.5 % 64.3 % 10.8 % 68.3 %Fall 2011 76.2 % 64.6 % 0.0 % 62.4 % 68.1 % 5.9 % 69.1 %Spring 2012 67.4 % 69.9 % 88.9 % 55.3 % 67.1 % -1.4 % 69.5 %Fall 2012 73.3 % 67.5 % 0.0 % 61.8 % 68.8 % 2.4 % 69.3 %Spring 2013 71.0 % 67.6 % 65.7 % 65.7 % 69.1 % 0.5 % 69.2 %Fall 2013 64.0 % 59.6 % 0.0 % 60.4 % 61.5 % -11.1 % 66.7 %Spring 2014 55.4 % 61.7 % 0.0 % 55.8 % 57.5 % -6.4 % 64.8 %Fall 2014 64.9 % 59.9 % 0.0 % 48.8 % 60.7 % 5.6 % 64.9 %

Student Retention Totals

Year/Semester Day Evening Weekend Online Total % Change in Total College Avg.Fall 2010 87.1 % 83.9 % 95.5 % 92.7 % 87.1 % 0.0 % 87.2 %Spring 2011 83.3 % 81.9 % 100.0 % 67.0 % 80.2 % -7.9 % 87.0 %Fall 2011 92.4 % 87.9 % 0.0 % 88.1 % 89.4 % 11.5 % 88.0 %Spring 2012 93.4 % 81.1 % 92.6 % 89.3 % 88.9 % -0.6 % 87.9 %Fall 2012 89.0 % 87.2 % 0.0 % 88.6 % 88.2 % -0.8 % 87.8 %Spring 2013 89.6 % 90.8 % 97.1 % 89.5 % 90.2 % 2.3 % 87.3 %Fall 2013 84.9 % 79.8 % 0.0 % 84.0 % 82.4 % -8.7 % 85.2 %Spring 2014 83.3 % 82.1 % 0.0 % 90.4 % 83.9 % 1.8 % 83.9 %Fall 2014 84.9 % 84.9 % 0.0 % 84.1 % 84.9 % 1.1 % 85.3 %

Student Success/Retention by Ethnicity

Yr/Sem Asian/Pacific Islander African American Hispanic White American Indian Other

Fall 2010 S:75.4 %R:92.3 %

S:37.9 %R:94.8 %

S:60.3 %R:85.1 %

S:53.9 %R:84.3 %

S:75.0 %R:100.0 %

S:48.0 %R:92.0 %

S:63.4 % S:54.3 % S:64.7 % S:65.4 % S:33.3 % S:71.1 %

Appendix A

http://academic.lamission.edu/reports/gradedistribution/

http://www.lamission.edu/irp/docs/Success%20and%20Retention%20by%20Discipline%20-%20Fall%202014.pdf














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Spring 2011 R:88.7 % R:68.6 % R:79.9 % R:80.2 % R:100.0 % R:76.3 %

Fall 2011 S:71.4 %R:92.9 %

S:51.5 %R:81.8 %

S:67.5 %R:88.5 %

S:74.6 %R:92.5 %

S:100.0 %R:100.0 %

S:71.8 %R:94.9 %

Spring 2012 S:78.8 %R:95.5 %

S:40.8 %R:89.8 %

S:65.8 %R:87.5 %

S:78.3 %R:91.6 %

S:80.0 %R:100.0 %

S:68.6 %R:82.9 %

Fall 2012 S:71.0 %R:94.6 %

S:63.6 %R:87.9 %

S:67.9 %R:87.7 %

S:73.6 %R:85.1 %

S:100.0 %R:100.0 %

S:63.6 %R:81.8 %

Spring 2013 S:78.4 %R:96.6 %

S:45.7 %R:91.4 %

S:68.2 %R:88.6 %

S:75.3 %R:92.1 %

S:0.0 %R:0.0 %

S:63.6 %R:90.9 %

Fall 2013 S:54.7 %R:77.4 %

S:55.6 %R:96.3 %

S:60.9 %R:82.2 %

S:68.8 %R:81.3 %

S:0.0 %R:0.0 %

S:66.7 %R:84.6 %

Spring 2014 S:63.5 %R:85.7 %

S:47.6 %R:90.5 %

S:54.8 %R:81.9 %

S:67.8 %R:87.4 %

S:50.0 %R:66.7 %

S:71.1 %R:94.7 %

Fall 2014 S:70.8 %R:83.3 %

S:27.6 %R:82.8 %

S:61.1 %R:83.5 %

S:73.9 %R:93.2 %

S:50.0 %R:100.0 %

S:37.8 %R:86.5 %

Student Success/Retention by Age

Yr/Sem Under 20 20 to 24 25 to 34 35 to 54 55 And Over Unknown

Fall 2010 S:58.7 %R:83.9 %

S:56.3 %R:86.3 %

S:59.6 %R:88.4 %

S:58.5 %R:92.6 %

S:64.3 %R:85.7 %

S:0.0 %R:0.0 %

Spring 2011 S:63.3 %R:83.5 %

S:59.4 %R:77.8 %

S:69.0 %R:81.7 %

S:69.9 %R:80.6 %

S:81.8 %R:81.8 %

S:0.0 %R:0.0 %

Fall 2011 S:72.1 %R:93.4 %

S:64.6 %R:84.3 %

S:70.0 %R:94.6 %

S:69.0 %R:94.0 %

S:100.0 %R:100.0 %

S:0.0 %R:0.0 %

Spring 2012 S:56.8 %R:88.0 %

S:67.8 %R:89.4 %

S:70.1 %R:88.9 %

S:76.3 %R:87.5 %

S:71.4 %R:100.0 %

S:0.0 %R:0.0 %

Fall 2012 S:68.9 %R:91.0 %

S:66.5 %R:88.3 %

S:75.5 %R:88.8 %

S:68.6 %R:83.7 %

S:42.9 %R:71.4 %

S:0.0 %R:0.0 %

Spring 2013 S:66.9 %R:90.6 %

S:69.3 %R:91.5 %

S:68.3 %R:87.1 %

S:71.6 %R:88.9 %

S:100.0 %R:100.0 %

S:0.0 %R:0.0 %

Fall 2013 S:56.3 %R:89.6 %

S:59.5 %R:79.2 %

S:66.1 %R:81.1 %

S:72.5 %R:87.5 %

S:55.6 %R:77.8 %

S:0.0 %R:0.0 %

Spring 2014 S:52.5 %R:81.6 %

S:55.4 %R:81.2 %

S:64.0 %R:87.5 %

S:60.3 %R:94.1 %

S:82.4 %R:94.1 %

S:0.0 %R:0.0 %

Fall 2014 S:50.0 %R:81.0 %

S:58.4 %R:84.4 %

S:67.5 %R:83.1 %

S:69.9 %R:94.0 %

S:88.9 %R:100.0 %

S:0.0 %R:0.0 %

Student Success by Gender

Yr/Sem Male Female

Fall 2010 S:55.9 %R:88.2 %

S:60.2 %R:85.9 %

Spring 2011 S:62.3 %R:81.0 %

S:66.6 %R:79.3 %

Fall 2011 S:66.6 %R:89.6 %

S:69.7 %R:89.2 %

Spring 2012 S:63.6 %R:89.4 %

S:70.9 %R:88.3 %

Fall 2012 S:69.3 %R:91.1 %

S:68.1 %R:84.5 %

Spring 2013 S:69.4 %R:90.6 %

S:68.8 %R:89.7 %

Fall 2013 S:64.6 %R:84.3 %

S:57.9 %R:80.3 %

Spring 2014 S:58.4 %R:85.6 %

S:56.6 %R:82.2 %

Fall 2014 S:63.2 %R:86.4 %

S:58.1 %R:83.2 %

Student Success/Retention by Primary Language

Yr/Sem English Armenian Chinese Farsi Filipino Japanese Korean Russian Spanish Vietnamese Other Unknown

Fall 2010 S:54.3 %R:86.6 %

S:88.9 %R:100.0 %

S:66.7 %R:66.7 %

S:100.0 %R:100.0 %

S:100.0 %R:100.0 %

S:66.7 %R:100.0 %

S:100.0 %R:100.0 %

S:100.0 %R:100.0 %

S:68.4 %R:85.5 %

S:100.0 %R:100.0 %

S:61.8 %R:91.2 %

S:100.0 %R:100.0 %

Spring 2011 S:62.3 %R:78.1 %

S:81.3 %R:93.8 %

S:100.0 %R:100.0 %

S:66.7 %R:83.3 %

S:100.0 %R:100.0 %

S:100.0 %R:100.0 %

S:100.0 %R:100.0 %

S:100.0 %R:100.0 %

S:75.3 %R:85.7 %

S:100.0 %R:100.0 %

S:42.1 %R:78.9 %

S:0.0 %R:0.0 %

Fall 2011 S:67.4 %R:88.5 %

S:71.4 %R:100.0 %

S:0.0 %R:0.0 %

S:0.0 %R:0.0 %

S:100.0 %R:100.0 %

S:0.0 %R:0.0 %

S:0.0 %R:0.0 %

S:100.0 %R:100.0 %

S:73.9 %R:90.2 %

S:100.0 %R:100.0 %

S:52.6 %R:94.7 %

S:100.0 %R:100.0 %

Spring 2012 S:65.2 %R:87.8 %

S:80.0 %R:90.0 %

S:100.0 %R:100.0 %

S:0.0 %R:0.0 %

S:83.3 %R:100.0 %

S:0.0 %R:0.0 %

S:0.0 %R:50.0 %

S:50.0 %R:100.0 %

S:74.7 %R:89.9 %

S:100.0 %R:100.0 %

S:68.4 %R:97.4 %

S:100.0 %R:100.0 %

Fall 2012 S:67.9 %R:86.7 %

S:53.3 %R:73.3 %

S:50.0 %R:100.0 %

S:0.0 %R:0.0 %

S:60.0 %R:100.0 %

S:0.0 %R:0.0 %

S:100.0 %R:100.0 %

S:0.0 %R:0.0 %

S:72.2 %R:90.7 %

S:100.0 %R:100.0 %

S:72.4 %R:98.3 %

S:100.0 %R:100.0 %

Spring 2013 S:66.3 %R:89.0 %

S:71.4 %R:90.5 %

S:100.0 %R:100.0 %

S:0.0 %R:0.0 %

S:100.0 %R:100.0 %

S:0.0 %R:0.0 %

S:100.0 %R:100.0 %

S:0.0 %R:0.0 %

S:79.0 %R:94.3 %

S:100.0 %R:100.0 %

S:62.5 %R:90.0 %

S:100.0 %R:100.0 %

Fall 2013 S:59.8 %R:82.4 %

S:61.1 %R:77.8 %

S:50.0 %R:50.0 %

S:66.7 %R:66.7 %

S:100.0 %R:100.0 %

S:0.0 %R:0.0 %

S:100.0 %R:100.0 %

S:0.0 %R:0.0 %

S:67.9 %R:84.0 %

S:0.0 %R:0.0 %

S:60.0 %R:80.0 %

S:0.0 %R:0.0 %

Spring 2014 S:56.3 %R:82.4 %

S:45.5 %R:100.0 %

S:40.0 %R:80.0 %

S:100.0 %R:100.0 %

S:80.0 %R:100.0 %

S:0.0 %R:0.0 %

S:100.0 %R:100.0 %

S:0.0 %R:0.0 %

S:61.3 %R:86.3 %

S:50.0 %R:75.0 %

S:65.6 %R:96.9 %

S:100.0 %R:100.0 %

Appendix A

Fall 2014 S:59.0 %R:84.8 %

S:88.9 %R:100.0 %

S:100.0 %R:100.0 %

S:0.0 %R:0.0 %

S:66.7 %R:66.7 %

S:0.0 %R:0.0 %

S:100.0 %R:100.0 %

S:0.0 %R:0.0 %

S:66.7 %R:83.8 %

S:100.0 %R:100.0 %

S:60.0 %R:90.0 %

S:0.0 %R:100.0 %

Grade Distribution

Year/Semester A B C D F I W P N XFall 2010 26.8 % 16.9 % 14.2 % 5.1 % 23.2 % 0.7 % 12.9 % 0.0 % 0.0 % 0.0 %Spring 2011 24.7 % 21.9 % 17.7 % 5.4 % 9.4 % 1.1 % 19.8 % 0.0 % 0.0 % 0.0 %Fall 2011 27.0 % 23.2 % 17.7 % 5.8 % 15.2 % 0.3 % 10.6 % 0.1 % 0.0 % 0.0 %Spring 2012 24.6 % 26.8 % 15.7 % 6.3 % 14.6 % 0.8 % 11.1 % 0.0 % 0.0 % 0.0 %Fall 2012 23.0 % 24.5 % 21.3 % 4.6 % 14.1 % 0.4 % 11.8 % 0.0 % 0.3 % 0.0 %Spring 2013 24.6 % 28.0 % 16.4 % 7.1 % 12.9 % 1.0 % 9.8 % 0.0 % 0.1 % 0.0 %Fall 2013 20.5 % 21.8 % 19.1 % 5.7 % 14.5 % 0.7 % 17.6 % 0.0 % 0.0 % 0.0 %Spring 2014 18.7 % 20.3 % 18.4 % 7.4 % 17.3 % 1.8 % 16.1 % 0.1 % 0.0 % 0.0 %Fall 2014 17.9 % 25.0 % 17.9 % 6.8 % 15.6 % 1.8 % 15.1 % 0.0 % 0.0 % 0.0 %

+ Show Detailed Breakdown Graphs

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Data Review and Analysis for Student Success

Respondent(s)

1) Has your discipline chosen to set its own discipline-specific standards for student success and retention? A standard is defined as a levelof performance to meet educational quality and institutional effectiveness expectations – a level below which you would be concerned aboutyour performance.

Appendix A




Menu Student Success - Degree/Certificate Awards


Annual Unit Update

Response to Recs.


Access

Enrollment

Student Success



Learning & Teaching


Advisory Board


FTES




Curriculum Status




Supplemental Files

Feedback

Submit / Finalize

Data DescriptionCorrection warning: Write permissions are required on the defined temp directory for the chart image file to be created. Toenable you to view the chart this has defaulted to streaming which has a high performance cost over the file based system. Pleaseresolve your permissions issue for this warning to be removed. For more information, please see this kb:http://dotnetcharting.com/kb/article.aspx?id=10018

Discipline Totals

Academic Year Degrees Certificates Skill Awards2008-2009 19 0 02009-2010 35 0 02010-2011 26 1 02011-2012 21 0 02012-2013 31 0 02013-2014 49 0 0

Percentage based on college totals

Academic Year Degrees Certificates Skill Awards2008-2009 4.7 % (19/404) 0.0 % (0/170) 0.0 % (0/109)2009-2010 9.0 % (35/387) 0.0 % (0/151) 0.0 % (0/83)2010-2011 6.1 % (26/426) 0.6 % (1/154) 0.0 % (0/4)2011-2012 4.4 % (21/473) 0.0 % (0/241) 0.0 % (0/1)2012-2013 4.6 % (31/673) 0.0 % (0/354) 0.0 % (0/1)2013-2014 5.9 % (49/831) 0.0 % (0/435) 0.0 % (0/1)

Data Review and Analysis for Degree/Certificate Awards

Respondent(s)

Analyze trends in Degree/Certificate Awards over the period for which data were provided, using detailed breakdowns asnecessary. Where college-wide data is provided, compare discipline to college-wide trends. Also, discuss college-wide or

discipline-department specific factors as they relate to these trends and note the implications on your discipline/departmentoperations or planning.

In areas you’ve identified as needing improvement, describe strategies and/or interventions that you will implement to help bring

Appendix A














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Menu Fiscal Responsibility - FTES


Annual Unit Update

Response to Recs.


Access

Enrollment

Student Success



Learning & Teaching


Advisory Board


FTES




Curriculum Status




Supplemental Files

Feedback

Submit / Finalize


Correction warning: Write permissions are required on the defined temp directory for the chart image file to be created. Toenable you to view the chart this has defaulted to streaming which has a high performance cost over the file based system. Pleaseresolve your permissions issue for this warning to be removed. For more information, please see this kb:http://dotnetcharting.com/kb/article.aspx?id=10018

Year/Semester On-Campus Online Off-Campus Highschool Prob. Camps Unknown Total FTES % Change TotalFall 2010 75.1 12.9 0.0 2.9 0.0 0.0 90.9 0.0 %Spring 2011 66.1 13.3 0.0 0.0 0.0 0.0 79.3 -12.7 %Fall 2011 76.3 11.3 0.0 0.0 0.0 0.0 87.6 10.4 %Spring 2012 66.5 11.2 0.0 0.0 0.0 0.0 77.8 -11.2 %Fall 2012 67.3 11.7 0.0 0.0 0.0 0.0 79.0 1.5 %Spring 2013 72.0 9.9 0.0 0.0 0.0 0.0 81.9 3.8 %Fall 2013 74.6 10.0 0.0 0.0 0.0 0.0 84.6 3.2 %Spring 2014 71.1 9.8 0.0 0.0 0.0 2.6 83.5 -1.3 %Fall 2014 78.7 7.7 0.0 0.0 0.0 0.0 86.4 3.5 %

Data Review and Analysis for FTES

Respondent(s)

Appendix A














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Menu Fiscal Responsibility - FTEF R, FTEF H & FTEF


Annual Unit Update

Response to Recs.


Access

Enrollment

Student Success



Learning & Teaching


Advisory Board


FTES




Curriculum Status




Supplemental Files

Feedback

Submit / Finalize


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Year/Semester FTEF R FTEF H FTEF % Hourly FTEF % Hourly FTEF (College Avg)Fall 2010 1.0 3.1 4.1 75.8 % 70.2 %Spring 2011 2.0 1.4 3.4 41.2 % 64.3 %Fall 2011 2.2 1.7 3.9 44.1 % 67.7 %Spring 2012 2.2 1.6 3.8 42.1 % 65.3 %Fall 2012 2.2 1.5 3.7 41.1 % 66.6 %Spring 2013 2.5 2.1 4.6 45.6 % 61.8 %Fall 2013 2.2 1.9 4.1 46.8 % 66.1 %Spring 2014 3.0 1.2 4.2 28.6 % 66.1 %Fall 2014 2.6 1.5 4.1 37.1 % 71.4 %

Data Review and Analysis for FTEF R, FTEF H, FTEF

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Appendix A














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Menu Fiscal Responsibility - Average Class Size (ACS)


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Year/Semester ACS % Change in ACS College Avg.Fall 2010 36.9 0.0 % 38.4Spring 2011 41.8 13.1 % 40.0Fall 2011 43.4 4.0 % 39.5Spring 2012 39.8 -8.4 % 38.7Fall 2012 43.9 10.5 % 40.5Spring 2013 39.1 -11.0 % 39.3Fall 2013 39.8 1.7 % 38.2Spring 2014 37.8 -4.9 % 40.6Fall 2014 40.6 7.2 % 38.3

Data Review and Analysis for Average Class Size

Respondent(s)

Analyze trends in Average Class Size over the period for which data were provided, using detailed breakdowns as necessary.Where college-wide data is provided, compare discipline to college-wide trends. Also, discuss college-wide or discipline-

department specific factors as they relate to these trends and note the implications on your discipline/department operations orplanning.

Validation Team Response

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Date post:	16-Jun-2018
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Objectives - Los Angeles Mission College Ex... · Objectives 0 Objectives for ... See Appendix A...

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