Business Department Program Review...Description of departmental advising plan and outcomes In...

Business Department Program Review

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Department Annual Report & Discipline Review

2012-2013

Business Department

Programs: Business (which includes Accounting, Entrepreneurship, Management/Supervision,

and Marketing), Fashion Merchandising, Office Administration

Document Prepared By:

Felix Pereiro, Department Chair Ann Alexander Susan Baglien Richard Barnhart Garret Brand Glenn Gelderloos

Mark Jasonowicz Jennifer Knauf Peggy Schoenborn Brent Spitler Jeffrey Spoelman Bethann Talsma


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Department Information

Documentation

Current year goals

Goals are contingent upon approval of our funding requests.

ACBSP project goals are contingent upon four hours of release time for Ann Alexander and

departmental approval of project in fall 2012.

Common Department Goals:

1. Review and update CARPs for 101, 102, 201, 209, and 282.

2. Maintain an active membership in BPA.

3. Proceed with ACBSP accreditation.

a. Submit Preliminary Questionnaire by June 30, 2012.

b. Receive and respond to Mentor feedback during fall 2012.

c. Participate in Region 4 (Midwest) ACBSP conference during Fall 2012.

d. Continue to collect data and prepare draft of Self-Study by June 30, 2013.

Note: entire ACBSP accreditation process will take more than one academic year and

will not be completed during 2012-13.

Program-specific Goals:

1. Interiors & Furnishings:

a. Increase graduation rate for IF program.

b. Improve enrollment for IF program

c. Pursue articulation/course-for-course agreements with other colleges.

d. Increase networking with other high schools and GRCC counseling office.

e. Encourage students to complete their degree and transfer.

2. Fashion Merchandising:

a. Continue to update the program and program content

b. Improve student graduation rate from 5 to 6

c. Increase program enrollment

d. Secure other transfer agreements

3. Office Administration:

a. Add Microsoft Office Specialist (MOS) exam as an opportunity for credentialing

of program students

b. Review and update CARPs for 145, 230, 248


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c. Maintain an active membership in BPA

No additional program-specific goals were set for 2012-13 due to the expected workload for

Program Review and ACBSP accreditation.

Goals for next year

Goals are contingent upon approval of our funding and release time requests.

ACBSP project goals are contingent upon four hours of release time for Ann Alexander and

departmental approval of project in fall 2013.

Common Department goals:

1. Review and update CARPs according to the rotation schedule.

2. Maintain an active membership in BPA:.

a. Secure program funding from the college/GRCC foundation for state and

national competition expenses. Funding for 2013 was 26 participants at State

and 12 at Nationals (plus advisors and chaperones) was $19,000 ($5,000 from

Fiona, $12,000 from the GRCC foundation, $1,000 from the Business Department

budget)

b. Maintain an active membership of 20-40 students.

c. Increase co-advisor participation (1:10 students would be ideal)

d. Maintain faculty as student mentors

3. Maintain an active membership in ACBSP.

4. Proceed with ACBSP accreditation.

a. Submit Preliminary Questionnaire by December 31, 2013.

b. Receive and respond to Mentor feedback during Spring 2014.

c. Participate in Region 4 (Midwest) ACBSP conference during Fall 2013.

d. Continue to collect data and prepare draft of Self-Study by December 31, 2014.

Feedback from the Mentor is needed to complete this work.

5. Explore strategies for online delivery of a Business program.

6. Review articulation agreements with four-year partners.

7. Compare advising activities to ACBSP standards.

8. Provide opportunities for Academic Service Learning certifications during department

meetings.


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Program-specific goals:

1. Interiors & Furnishings:

a. Increase graduation rate for IF program.

b. Assess recruitment efforts seeking to improve enrollment for IF program.

c. Pursue articulation/course-for-course agreements with other colleges.

d. Increase networking with other high schools and GRCC counseling office.

e. Encourage students to complete their degree and transfer.

2. Fashion Merchandising:

a. Review CARPs as scheduled

b. Maintain membership in professional organizations

c. Proceed with NASAD accreditation

d. Attend two markets/shows related to fashions and/or interiors.

e. Pursue improvements to program transferability.

3. Office Administration:

a. POS work for Year 2, if granted, including exploring the creation of a cohort at

the secondary level.

b. Evaluate migration to Office 2013

c. Evaluate including Excel and PowerPoint MOS certification in courses

d. Consider aligning program outcomes with the International Association of

Administrative Professionals’ (IAAP) Certified Administrative Professional

certification requirements.

e. Explore internship opportunities

No additional program-specific goals were set for 2013-14 due to the expected workload for

ACBSP accreditation.

Internal collaborations and partnerships

The department held interest meetings with Language and Thought about collaborating on

German and/or Spanish for business courses. Interest was expressed but decisions were not

made.

Two courses were also developed in collaboration with the Music department: MUS 175

Introduction to Music Business and MUS 176 Music Business Management.

Funding for BPA state and national competitions through the Dean and GRCC Foundation.


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External collaborations and partnerships

Idea Pitch Competition with West Michigan Colleges and Universities Group (GRCC,

Aquinas, Calvin, Cornerstone, Davenport, Grand Valley State, Hope)

IChallengeU summer high school program in Ottawa County involving business partners

including Haworth, Zeeland Farm Services (ZFS), Innotec, Holland Hospital, Hope

College, and Greater Ottawa County United Way. IChallengeU students work to develop

solutions to real business/community problems

Industry and academic partner contributions to Advisory Committee for Business

Business Professionals of America - chapter membership, competition judging, and

student awards

SkillsUSA – Five faculty members served as judges for statewide competition

Grand Rapids Inventor’s Network

Rockford High School Business Advisory Committee

Start Garden (Momentum and Five by Five Night combined)

Advisory Committee members were invited to and participated in the BA 125 etiquette

and business social skills dinner

As a result of these partnerships, students had diverse opportunities for learning and career

development. They also had opportunity to develop relationships with potential faculty at GRCC

and transfer institutions, and employers.

Faculty had the opportunity to network with other faculty and industry partners, build

relationships, and foster good will.

Departmental needs for support from other departments within the college

Tremendous intercollege support in our attempt to earn ACBSP accreditation: IRP,

Counseling, Deans, Provost, Library, President, Board of Trustees

Information and support from the experiential learning program (honors and service

learning) to consider further uses in Business courses.

Additional discussion with Language and Thought to further consider development of

foreign language courses for business through Language and Thought.

Funding for BPA state and national competitions through the Dean and GRCC

Foundation. Commitment of funding to be communicated to the chapter advisor prior

to the beginning of each Fall semester, beginning prior to Fall 2013.


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Program Accreditation Updates

The Business Department joined ACBSP and applied for candidacy for accreditation during

summer 2012. Throughout 2012-13, the department worked with Katie Daniels, Curriculum

Specialist, to review curriculum according to GRCC and ACBSP standards, and developed a

transfer curriculum that meets requirements of both ACBSP and GRCC’s major transfer

institutions for business programs. The department is developing the preliminary

questionnaire, to be submitted when curriculum changes have been finalized. Following

feedback from an assigned ACBSP mentor, the department will develop and submit the full

ACBSP accreditation application. Professional development to support this process in the next

academic year will include participation in national and regional ACBSP conferences, as well as

internal sessions to align the business curriculum with GRCC and ACBSP standards.

Description of departmental advising plan and outcomes

In Winter 2013 we provided a business career showcase over two days advising

approximately 435 students.

An academic advising section was added on the department’s page of the GRCC website

providing department contact info for students to request advising.

Several professors were trained to use MyDegreePath. Further opportunities for training

will be made available during department meetings.

Departmental professional development activities

The Department’s professional development activities consisted of training for Program Review completion as follows:

September 28, 2012 – Planning for the Future Workshop, 9:00 a.m. – 11:00 a.m.

February 1, 2013 – Transfer Institution Curriculum Comparison Workshop, 9a.m. – 1:30 p.m.

February 22, 2013 – Program Data Workshop, 9 –2:00 p.m., Business department programs were focused on from 12 – 2 p.m.

April 19, 2013 – Program Review Workshop (Program Data Workshop revisited), 9:00 a.m. – 2:00 p.m.

Other department updates

None.


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Evaluation Questions

1. Were the department goals for this year successfully met? Please explain.

Goal 2 was met. Goals 1 and 3 are in progress. The ACBSP accreditation progress is slow

as there is a large quantity of work required for each step. The department has focused

on degree offerings and preparing the academic review report as the beginning steps

toward ACBSP accreditation.

2. Is the Advising Plan working well? What have the outcomes been for student advising?

All professors in the program have been trained to advise students to correct their plan

codes, assist them in laying out their courses of action for the course requirements, and

encourage them to complete their programs, or transfer to four-year institutions.

Students have confidence they are in the correct plan code and received accurate

information for scheduling classes for upcoming semesters.

Action Needed

Based on the documentation and evaluation in this section, please indicate if action or

improvement is needed in the following areas within the department by making your response

bold:

External Collaborations & Partnerships Yes No Internal Collaborations & Partnerships Yes No Accreditation Yes No Departmental Advising Yes No

Faculty & Staff

Documentation

Faculty Credentials & Certifications- See Appendix A

Professional Development Activities

Internally: Faculty participated in many professional development opportunities at the college

to improve teaching, including the school-wide Learning Day Winter 2013. Listings per

individual are available in each person’s training summary. Faculty members are now more

aware of the need for reviewing curricula for ADA compliance and universal design.


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Externally: Faculty participated in many professional development opportunities both formally

and informally to promote the college and stay current in our disciplines. Examples of formal

opportunities include presenting at conferences. Informal opportunities include networking

with colleagues and faculty from other schools.

For a complete list, see Appendix R.

EOL/Release Time Work

EOL/Release Time was used to service the college and the department to foster student

success. Faculty members were given EOL/release time for planning the business career

showcase, work in the Center for Teaching Excellence and Distance Learning & Instructional

Technology, Academic Governing Council, Program of Study for Office Administration (Year 1),

proctoring challenge exams for BA 130 and BA 133, and for attending the L.A. Market and New

York Seminars. See Appendix S for a complete list. These activities improve inter-department

collaboration with other departments in the College (ACG, DLIT, etc.) as well as providing

students better curricula and/or quicker paths to graduation or transfer.

Faculty & Staff Accomplishments/Awards

Ann Alexander Presentations:

Michigan Career Education Conference February 2013 (Marketing POS)

GRCC Adjunct Learning Day January 2013 (Universal Design – two sessions)

GRCC Faculty Learning Day January 2013 (Universal Design – two sessions)

Trends October 2012 (Marketing POS)

GRCC Adjunct Learning Day September 2012 (Performing CATs – two sessions)

GRCC Adjunct Learning Days August 2012 (First Day Activities – three sessions)

Susan Baglien

FAD Club advisor

Inaugural online course offering

Career Day at Michigan Design Center student field trip

Color Analyses with xRite

Attended breakfast for scholarship recipients


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Garret Brand

2012 Distinguished eLearning Educator

http://www.itcnetwork.org/about-itc/award-recipients.html

Presentations:

Trends October 2012 (Online Course Quality)

ETOM November 2012 (Keynote - Emerging Instructional Technologies)

MiBUG April 2013 (Maximizing Blackboard) Felix Pereiro

Business Department Chair

IChallengeU Judge

CRM Coordinator search committee member

Business Associate Professor Office Administration search committee chair

E-portfolio subcommittee member for Strategic Leadership Team

Team member working with direct marketing consultants to recruit GRCC students

Peg Schoenborn

Microsoft Office Specialist certification: Word 2010

2013 Benham Faculty Leadership Award Recipient

Business Professionals of America Advisor

Jeffrey Spoelman

Participant on the following teams:

Developed a long-term contract option for adjunct faculty.

Developed a performance-based evaluation system for Faculty

Changed the Summer Semester Calendar to create 2 six-week class options.

Changed the process for creating new online and hybrid classes. Bethann Talsma

Microsoft Office Specialist certification: Word, Excel, Access, and PowerPoint 2010

Business Professionals of America Co-Advisor Presentations:

Michigan Career Education Conference February 2013 (Marketing POS)

Trends October 2012 (Marketing POS)

Students:

Accelerate Michigan finalist: Rethink Water team

Arthur Andrew Cup 2013: Laura McGuire

Be the Change Student Organization Student Recognition Academic Service Learning

Award: EGO

http://www.itcnetwork.org/about-itc/award-recipients.html


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Business Professionals of America: 21 national qualifiers, 10 top ten finishes. See

Appendix V for a complete list.

2013 Delta Pi Alpha (* = all A’s):

o Connie Dekkinga, Accounting

o Yan Hu, Accounting

o Natasha Little, Accounting

o Jennifer Mangus, Accounting

o Jessica Pliml, Accounting

o Nancy Quero, Accounting

o Raissa Riley, Accounting

o Kara Genaw, Business Administration

o Apryl Cherry, Business Administration

o Corrie Elsbrie*, Business Administration

o Keyla Espino, Business Administration

o Sheryl Evans, Business Administration

o Helen Kim, Business Administration

o Cynthia McAllister*, Business Administration

o Jeffrey Noel, Business Administration

o Mario Martorana, Business Administration

o Laura McGuire*, Business Administration

o Beth Steimel, Office Administration

o Gabrielle Vilella, Office Administration

Fashion and Interiors Advisory Committee scholarship recipients: Hanna Barker, Elaine

Gordon, Chelsea Snyder, Cassie Dille

Fashions and Interiors’ Student Volunteer projects:

Muskegon Art Museum Festival of Trees

GRCC Holiday Breakfast center pieces

NKBA Student Competition

GVSU Leadership Scholarship: Danielle Gore

Idea Pitch Competition GRCC 2012 winners: Jeffrey Noel, Damion Harden, Jennifer

VanderPloeg

Microsoft Office Specialist certification: Tricia Baumhower, Autumn Bonte, Gary

Coleman, Kathy Davey, Amy Ryke

Milo Brown award for African Americans: Amber Lee

National Honors Award for Higher Education and Pearson Prize Award for National

Fellows: Amber Lee

Outstanding BPA leadership awards: Kathy Davey, Jahaun McKinley, Alexi Bettig, Corwin

Tobias, Samantha See


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Start Garden winner: Jason Schemmel ($5,000 prize)

U of M Business Plan Competition: Rethink Water team

Van Houton Award: Gerald Harris

Faculty Development for Upcoming Year

All faculty members will participate in CTE workshops related to the new faculty

evaluation process.

2013 ETOM/MCCVLC Higgins Lake Retreat – Garret Brand

Complete Master’s degree – Jennifer Knauf

Complete Master’s in Ed Tech – Peggy Schoenborn

ETOM 2013 Fall Conference – Garret Brand

Fashions/Interiors market/conference – Susan Baglien

American Society of Statistics National Conference Winter 2104 – Brent Spitler

Perkins Funding 913 2013-2014:

ACBSP national conference in Chicago, June 2014 – a group of Business faculty

Update personal income tax course, BA 156 – Mark Jasonowicz

Winter 2014 Business department Career Showcase – Mark Jasonowitz, Susan Baglien,

and Bethann Talsma

Perkins Funding 914 2013-2014:

Acton University Conference June, 2014 – Felix Pereiro

American Marketing Association September 2013 – Glenn Gelderloos

Association for Business Communication October 2013 – Ann Alexander

Business Professionals of America National Convention May 2014 – Peggy Schoenborn

and Bethann Talsma

International Association of Administrative Professionals (IAAP) Educational Forum and

Annual Meeting (EFAM) July 2013 – Bethann Talsma

IAAP Technology March 2014 – Peggy Schoenborn and Bethann Talsma

Michigan Association of Computer Users in Learning March 12-16, 2014 – Peggy

Schoenborn and Bethann Talsma

Michigan Business Educator’s Conference November 13-15, 2013 – Peggy Schoenborn

and Bethann Talsma

Michigan State University International Conference June, 2014 – Felix Pereiro

Stanford University Innovation Seminar, 2013/14 – Felix Pereiro

Teachers of Accounting at 2-year colleges (TACYTC) annual conference May, 2014 –

Richard Barnhart, Mark Jasonowicz, Jennifer Knauf, Jeffrey Spoelman


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1. Can course assignments be made and scheduled based on the availability of

credentialed faculty? Yes

Generally speaking, yes. However, there are areas of need such as for Business and

Technical English. We are able to cover the courses; however, they are being covered by

part-time faculty and adjuncts. We almost never cancel courses. We have a large pool of

credentialed faculty.

2. Is the number of departmental faculty that are certified to teach online and through

Academic Service Learning sufficient to achieve the curricular and delivery needs of the

department? Yes

The Business Department has embraced the use of technology, and 57 faculty members,

including both full- and part-time, are certified to teach online courses.

Academic Service Learning certifications for some faculty will be pursued.

3. Do the number and ratio of Full-time/Adjunct faculty support the goals of the

department? No

There has been no tenure-track hiring in Business Department, despite increasing

enrollment over the past few years and now steady enrollment. Over the past few years

the Department has suffered the loss of tenured faculty through retirement and death.

While this loss of staff has saved money, the lack of full-time faculty has strained the

ability of tenured and temporary full-time faculty to meet increasing student demands

and program demands.

4. Is the professional development faculty and staff are receiving sufficient for them to

maintain currency in their field and area(s) of expertise? No

Funding is inadequate. The cost of conferences and travel expenses has increased over

time, and the budget has not kept pace with these and other changes.

While professional development in technology and pedagogy is available onsite,

business faculty members rarely have the opportunity for discipline-specific professional

development. Conferences are an excellent method for maintaining expertise in our

fields.


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5. Are additional faculty or faculty development resources needed to support the goals of

the department over the next four years? Yes

Additional tenure-track faculty members are needed. Although the college and some

Business Programs have seen a decrease in enrollment, the business department overall

has seen a steady and consistent increase in enrollment and course offerings. Business

Administration has seen substantial growth in one year. Despite these increases, the

number of full-time tenure track faculty positions has decreased from 14 in 2008 to 8

currently, almost 50%.

In addition, the Department ESP hours need to be increased to meet the needs of our

customers, both internal and external—prospective, current, and past students, 12 full-

time faculty, and approximately 80 adjunct faculty.

Action Needed



bold:

Faculty credentialing Yes No

Faculty online certification Yes No

Academic Service Learning Yes No

Ratio Fulltime/Adjunct faculty Yes No

Faculty professional development Yes No

Resources Yes No


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Office Administration, Associate of Business

______________________________________________________________________________

Mission & Purpose

Documentation

Mission/Purpose Statement

The program currently does not have a separate mission and purpose statement. We follow

the Business Department Mission:

The Business Department prepares students for academic and professional success. Learning

experiences including courses, degrees, and co-curricular activities enable student success at

baccalaureate institutions and as professionals, leaders, and entrepreneurs.

Target Audiences

The target audiences for the program are both traditional- and nontraditional-aged college

students. Traditional-aged audiences may enter the program with opportunity for some

articulated and/or dual enrollment credit and recent keyboarding and word processing skills.

Nontraditional learners are seeking transition into office administration or returning to the

work force.

Program Admissions Requirements

Grand Rapids Community College (GRCC) is an open enrollment institution. Currently, GRCC

requires students to have a cumulative high school GPA of at least 2.0 and earn a score of at

least 18 in each of the core content areas of the ACT test in English, Math, and Reading. For

students that do not meet these requirements or that do not have record of these scores (i.e.

non-traditional learners), the college requires them to meet these basic entrance requirements

by taking various Accuplacer assessments to determine if they will be required to take

developmental coursework.

The Office Administration program does not require any additional entrance requirements over

the basic college admission standards. A secondary admission process is not required for

entrance into this degree program.


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1. Is the purpose/mission statement current and relevant?

Not applicable. One of our actions steps will be to assess whether or not a separate

statement is needed.

2. Has the target audience for the program been identified? Who is the target audience

for this program? Is the program attracting and appropriately serving the target

audience?

Yes, the target audience is both traditional and nontraditional-aged students.

3. If there are admissions criteria for the program, are they appropriate and do they

facilitate program and student success?

Not applicable.

Action Needed



bold:

Mission/Purpose Yes No

Target Audience Yes No

Program Admissions Yes No

Program Data

Documentation

New Student Enrollment

The data for New Student Enrollment can be found in Appendix B.

In Fall 2009 there were 11 FTIAC students, and the number remains relatively consistent (9 in

Fall 2012) except for a dip to 6 students in Fall 2011.


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Total Student Enrollment

The data for Total Student Enrollment can be found in Appendix B.

Total Fall student enrollment for 2009-2012 was as follows:

2009: 76

2010: 108

2011: 78

2012: 76

Student Progress

The data for Student Progress can be found in Appendix C.

The percentage of graduates has increased slightly over the last four years and is currently at

11% of the number of students currently enrolled in the Office Administration program (Code

112). The higher percentage of graduates in 2010-11 (15%) can be attributed to the cohort that

was established in 2009. In 2011-12, 6% transferred to another institution of higher learning

before graduating from the program and 70% were progressing toward graduation.

Student Participation in Nontraditional Fields

The data for Student Participation in Nontraditional Fields can be found in Appendix D.

In 2012 student participation in Nontraditional Fields increased to 4.21% from 2.25% in 2011.

Students did not participate in 2009-2010. This is lower than the Perkins 5P1 target level of

25.19%.

Credential, Certificate, or Degree Attainment

The data for Credential, Certificate, or Degree Attainment can be found in Appendix D.

In 2009 there was 54.44% degree attainment by enrolled program participants. In 2010 there

was drop to 35.71% in degree attainment. There was a substantial increase to 67.74% in 2011

followed by a drop to 36.84% in 2012. This exceeds the Perkins 2012 2P1 target level of 29.68%.

Student Completion in Nontraditional Fields

The data for Student Completion in Nontraditional Fields can be found in Appendix D.

Students did not complete in Nontraditional Fields during the years provided (2009-2012). This

is lower than the Perkins 5P2 target level of 20.71%.


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Student Placement

The data for Student Placement can be found in Appendix D.

The data show student placement increased from 0% in 2009 to 100% in 2011 and 2012, above

the Perkins 4P1 target level of 71%.

Student Retention and Transfer

The data for Student Retention and Transfer can be found in Appendix D.

Student retention and transfer was 69.57% in 2009 with a substantial drop to 30.21% in 2010.

Retention and transfer increased over 50% to 81.11% overall in 2011; this stayed relatively

consistent at 80.22% in 2012, above the Perkins 3P1 indicator target level of 69.42%.

Technical Skills Attainment

The data for Technical Skills Attainment can be found in Appendix D.

There is not a Technical Skills Assessment for OA to date so data for this indicator were not

available. The Perkins 1P1 indicator target level of 90.96% did not apply.

Course enrollment by semester

The data for Course Enrollment by Semester can be found in Appendix E

The trend for core Office Administration courses—BA 230, 236, 245, 247 and 248—has shown

an increase in total enrollment per course over the last four academic years from 2008-2009 to

2011-2012. The number of students enrolling in the Office Administration upper level core

classes each year more than doubled (14 up to 33), with a high of 48 when the cohort was in

place.

Course Success Rates (broken down by race/ethnicity, gender, age, Pell)

The data for Course Success Rates can be found in Appendix F.

Data analysis showed that OA core classes BA 230 and BA 245 experienced lower success rates

than the college-wide average (69.1%) and the other core OA courses in the four-year period

reported. Therefore, those classes were selected for additional analysis.

BA 230 Office Simulations

In reviewing the breakout for race-ethnicity, black/non-Hispanic students appear to be less

successful (at 33%) than white/ non-Hispanic (at 50%); however, conclusions cannot be drawn


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from these data as there are only three reported black/non-Hispanic students which is not a

large enough sample size.

In reviewing the breakout for age the data appear to show that students who are 25 or older

are successful at a rate of 33% and students age 20-24 are more successful at 54%.

Analysis of the breakout for gender shows that 47% of female students are successful,

compared to 25% of male students. Conclusions cannot be drawn from these data as there are

only four reported male students, which is not a large enough sample size.

In reviewing the breakout for Pell and non-Pell students, the data appear to show that students

who receive Pell are less successful (at 41%) than non-Pell (at 50%); however, it is difficult to

draw conclusions due to a small sample size.

Future data for this course should show improvement in success rates as changes were already

made in expected outcomes listed in the CARP such as removing the typing requirement.

BA 245 Records Management

In reviewing the breakout for race-ethnicity, black/non-Hispanic students appear to be less

successful (at 50%) than white/ non-Hispanic (at 71%); however, conclusions cannot be drawn

from these data as there are only three reported black/non-Hispanic students which is not a

large enough sample size.

In reviewing the breakout for age the data appear to show that students who are 25 or older

are successful at a rate of 76% and students age 20-24 are less successful at 43%.

Analysis of the breakout for gender shows 63% of female students are successful, compared to

75% of male students. This suggests that males may be more successful in this class; this is a

trend to monitor.

In reviewing the breakout for Pell and non-Pell students the data appear to show very little

difference in Pell eligibility and success, 64% for the 11 students who received a Pell grant and

69% for the 13 students that did not receive a Pell grant.

Four-Year Course Success Trends

The data for Four-Year Course Success Trends can be found in Appendix G.

For this analysis, success was defined as earning an A, B, or C in the course, and OA core courses

BA 230, 236, 245, 247 and 248 were reviewed. The data show that overall success trends

fluctuated from 78-100% success in 2008 down to 35-86% (average of 66%) in 2011. The


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difference is attributed to increased enrollment in 2009-2011. During 2008 the program was in

a rebuilding phase and enrollment was extremely low.

The college-wide success rates for Fall 2011 averaged 69.1%. Further analysis revealed that

success rates in BA 230 and BA 245 were lower than this average, and in BA 236 and BA 247

were significantly above the college-wide success rate average.


1. Is the program consistently attracting new students?

Yes. The data provided for Fall semesters are only FTIACs and is not reflective of the

current enrollment trend of the population being served by the program. The majority

of the students entering the program has been working and seeks to improve skills or

they transfer from another major or institution.

2. Is the enrollment trend meeting established targets, ensuring program viability? If

targets for enrollment have not been established, what should they be?

Yes, our enrollment trend is meeting the established market need in Kent, Ottawa and

Allegan Counties based on an EMSI report from 2012.2. The Fall data provided show

enrollment has remained steady with an increase in Fall 2010 due to a cohort that was

introduced in Winter 2009. The data provided may not be fully reflective of the students

in the program. During the current academic year OA faculty have been working

individually with students who were not in the correct major code. Students have

remarked on issues encountered when attempting to change their major codes. The

current major declaration process confronts the students with a long list of degree

names (some similar) and results in manual input by the Student Records office.

Students do not receive confirmation of the change.

3. Do students appear to be progressing through the program well?

Student progress is approximately 8% above the entire college (62%) for the last year

provided (2011-12). We also concluded that there was a substantial success of

graduation with the cohort that was established in 2009. It appears that students from

the cohort matriculated to graduation within two academic years.


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4. To what extent are the targets for core program indicators (Student Participation in

Nontraditional fields, Student Retention & Transfer, Credential, Certificate, Degree

Attainment, Student Completion in non-traditional fields, Student Placement, Technical

Skills Attainment) being met? Are the various sub-populations meeting the targets at

the same rate?

From an analysis of the Program Indicator Data as outlined in Appendix D, we conclude

that there was a substantial impact in degree attainment, student placement, and

retention and transfer as a result of the cohort that was established in 2009. This

program does not currently have targets for core program indicators but we foresee

opportunity to increase transfer and degree attainment with more consistent student

outreach.

Regarding technical skills attainment, MOS Word certification was introduced in BA 136

Business Word Processing 1 during Winter 2013. Our intent is to update the CARP to

include this as the exit examination for the course.

As for nontraditional participation, communication pieces representing office

administration will include nontraditional gender participation.

5. Is the yearly ratio of the number of students enrolled to the number of graduates

appropriate given program goals?

The ratio of graduates to enrolled students is currently appropriate and meeting market

needs in Kent, Ottawa, and Allegan Counties. Although at first glance there appears to

be a significantly higher number of students enrolled than we are actually graduating,

we’ve determined this variance is due to the part-time enrollment status of many of OA

students.

6. Are students obtaining employment upon graduation at satisfactory rates?

According to the data provided, all students are obtaining employment upon

graduation.


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7. What does the course enrollment by semester data tell you?

From an analysis of the 2008-09 – 2011-12 Course Enrollment Data as outlined in

Appendix E, we conclude that enrollment increased significantly starting in 2009 when

the cohort began. Upon further analysis of our program core courses (BA 136, 230, 236,

245, 247 and 248), the data show that this increased level of enrollment has been

maintained.

Enrollment in 100 level courses (BA 120, BA 125, BA 130, BA 133, BA 136) has remained

consistent throughout the years provided, except for an increase when the cohort was

in place. Enrollment in BA 145 has increased each year, nearly doubling in the four

academic years reported.

8. Are students passing courses at the appropriate rates? If not, which courses are of

concern? Are the Course Success Rates the same for the various sub-group

populations? If not, where are the areas of concern?

Analysis shows students are passing courses at appropriate rates (above 70%) in BA 120,

BA 125, BA 145, BA 236, BA 247, and BA 248. Classes of concern (less than 70% passing)

are BA 130, BA 133, BA 136, BA 230 and BA 245.

Students enrolled in BA 130, 133 and 136 are a mix of all business majors and were not

a focus for the OA Program Review. For BA 230 the subgroup of concern is students

ages 25 and older. To address this issue we conclude that a CARP update is needed to

more appropriately reflect user-friendly technology and tools that we are finding to be

more accessible to all age groups of learners, removing the keyboarding requirement,

and adding mock interviews. With respect to the analysis of BA 245, there are not

subgroup issues of concern. The CARP and instructor syllabi need to be reviewed for

outcomes alignment and methodology.

9. Do the grade distributions seem appropriate for each course? If not, which courses are

of concern?

Analysis of data for OA program core courses (BA 136, 230, 236, 245, 247 and 248)

shows that grade distributions are appropriate.


22

Action Needed



bold:

New Student Enrollment Yes No

Total Student Enrollment Yes No

Student Progress Yes No

Student Participation in Nontraditional Fields Yes No

Credential, Certificate, or Degree Attainment Yes No

Student Completion in Nontraditional Fields Yes No

Student Placement Yes No

Student Retention and Transfer Yes No

Technical Skills Attainment Yes No

Course enrollment by semester Yes No

Course Success Rates Yes No

Course grade distributions Yes No

Curriculum

Documentation

Program Curriculum History (last eight years)

The current full-time OA faculty members are relatively new to the program (less than 2 years).

Following is a synopsis of information gleaned from adjunct faculty and others of what occurred

in the past eight years:

Prior to 2008, degrees and certificates were offered in both medical and legal studies in

addition to executive office administration. Upon the advice of the OA advisory committee,

medical and legal degrees and certificates were dropped.

In an effort to revitalize the OA program, BA 236 was redesigned (from machine transcription to

input technologies), and BA 230 was redesigned (from word processing 3 to office simulations).


23

Shorthand was eliminated due to lack of need in the industry and replaced with proofreading

and editing (BA 120) and office ethics and etiquette (BA 125).

A cohort was piloted in 2008-10, focusing nontraditional students with access to “No Worker

Left Behind” program funds.

Advisory Board Contributions

The OA Advisory committee has been in place but underutilized. Curriculum advice is given

routinely, such as adding MOS certification; but there has been a lack of representative from

various industries and for strategic planning.

Courses Approved for Online Delivery- See Appendix E

Courses already approved for online delivery include BA 125, BA 130, BA 133, BA 145, BA 230,

BA 247, and BA 248.

Honors Courses- See Appendix E

No honors courses are offered currently in the program.

Study Away Courses- See Appendix E

No study away courses are offered currently in the program.

Course Equivalencies with Transfer Institutions- See Transfer Institution Spreadsheet

These data were not available.

Program/Course Equivalencies with K-12 Institutions

Through our work on a Year 1 Program of Study grant we found that the Kent County Career

and Technical Center no longer has an Office Administration or Secretarial Studies program;

therefore, we utilized Rockford High School, our largest feeder of traditional college students,

as an analysis site. The current Michigan Merit Curriculum (high school graduate requirements)

includes many employability skills that might assist a student in being successful at entry level

jobs or college. There is no MMC core course requirement that is Office Administration content

specific, although several elective courses in Rockford’s High School Business Education

program do provide skills that may assist students in higher or more successful skill attainment

in our Office Administration Program. The program of study is provided in Appendix T.


24


1. Is the program structured appropriately given the target student population and current

student population (traditional, transfer, and/or adult learners)? Please explain.

This past academic year the course sequencing was reevaluated and it was determined

that some prerequisites were out of order on our advising sheet and in the catalog. We

also completed a deeper dive through our Program of Study Year 1 work. It was

determined that to best meet the needs of traditional and non-traditional learners, both

current and potential, we should suggest that students complete BA 102 as well as BA

136 during their second semester and prior to enrolling in BA 230. We are also in the

process of evaluating more online offerings. BA 102 and BA 136 are scheduled for

online development during Summer 2013.

2. To what extent is the program curriculum aligned with external professional standards

(Industry, State, or National)? Are the current courses within the program or discipline

appropriately and sufficiently addressing external standards? Please explain.

Current curriculum and courses within the program are not formally aligned with

external professional standards. Next year, the department and program will work on

alignment through the Accreditation Council for Business Schools & Programs (ACBSP).

The program will also seek alignment to the Microsoft Office Specialist (MOS) exams,

and consider aligning with the International Association of Administrative Professionals’

(IAAP) Certified Administrative Professional certification requirements.

3. Does the program design and structure reflect external standards and best practices?

Please explain.

We plan to review ACBSP and IAAP certification/accreditation standards throughout the

upcoming academic years. The program reflects best practices by continually

incorporating community partners in business simulations, internships and technology

upgrades. Upon the advice of our Office Administration Advisory Board, we have

integrated business simulations such as a mock interview and etiquette dinner into our

programming, both of which bring community businesses onto our campus for

interaction with and feedback to our students. Our program has also recently upgraded

input technology devices and applications through the use of tablets.


25

4. To what extent is the curriculum aligned with the first two years of transfer institutions?

The program curriculum is aligned with the first two years of study at both Ferris State

University and Davenport University. We are working with Erin Busscher to increase the

number of articulation plans. Currently there are three signed Articulation Plans with

Davenport University in Medical Case Management, Health Information Management

and General Business.

5. To what extent is the curriculum aligned with the coursework at K-12 institutions?

Through our Year 1 Program of Study work this year we are learning more about the

current articulations with Kent County area high schools. This work will continue

through the next four years.

6. Do the program outcomes reflect the demonstrable skills, knowledge, and attitudes

expected of students by the end of the program? Are the Program Student Learning

outcomes clearly stated and measurable? If not, what changes are suggested?

Current outcomes reflect the current content. As we revise the curriculum we will revise

the outcomes as necessary.

7. Are all four of the ILOs and associated competencies integrated into the program? Do

students have the opportunity to build the knowledge, skills, and attitudes associated

with the ILOs throughout the program? [Curriculum Mapping]

Currently, only BA 145 reflects ILO integration. OA faculty members have recently met

and trained with Elaine Kampmueller on the ILO/CARP process. Faculty members have

mapped out a plan for updating OA CARPS and adding ILOs. This will occur as we

update curriculum in the coming years to align with accreditation standards.

8. Are the current course offerings sufficient in terms of breadth and depth? If not, what

courses should be added and or eliminated? [Curriculum Mapping]

We are currently planning to update CARPS and do further analysis of content as we

progress through accreditation and Program of Study work.


26

9. Have general education courses been purposefully integrated into the program? Are

the general education courses within the program appropriate and sufficient to support

the learning associated with the Institutional and Program Learning Outcomes?

[Curriculum Mapping]

We are currently planning to update CARPS and do further analysis of content as we

progress through accreditation and Program of Study work.

10. Are the Honors and Study Away offering sufficient for the program?

At this time we feel that honors and study away offerings are not relevant for the Office

Administration field.

11. Do the course sequences require increasing application of higher-order thinking skills as

students progress through the program? Is the course sequence aligned in such a way

that the Program Student Learning outcomes are mastered by the end of the program?

Yes, the course sequence requires increasing application of higher-order thinking skills.

Entry-level courses are skills based (i.e. keyboard, document production), while, upper-

level focus on concepts, decision making and application. Upper-level courses primarily

project-based courses that challenge the students to plan, lead, organize and control a

variety of office administration duties.

12. Is experiential learning, including internships and academic service learning,

systematically embedded into the courses? Are the current experiential learning

opportunities sufficient? Please explain.

No, not currently. A legal secretarial internship program was established with Miller

Johnson as of Winter 2012, and academic service learning is sporadically available in

courses such as BA 245 Records Management. We plan to explore more opportunities

as we work with the college’s new internship coordinator.

13. Does the curriculum prepare students for a constantly changing employment

environment, and prepare students to expect and manage change? Please explain.

Coursework and teaching methodologies used are focused on teaching students to

expect change. Some examples include the following: team members change per course


27

and project, instructors bring forward a variety of engagement activities, and technology

is continually updated.

14. Is the curriculum developed in such a way that it allows students to continue their

education once they are finished with this program? Please explain.

Yes. In addition to gaining full-time employment, students are able to transfer credit to

several four-year institutions to continue working towards a baccalaureate degree.

15. Are the online offerings (courses & number of sections) sufficient to meet student and

programmatic needs?

Currently students are not able to complete the degree fully online. It is our goal is to

offer all OA core classes in both on-campus and online/hybrid format.

Action Needed



bold:

Program structure Yes No

Curriculum alignment with external professional standards Yes No

Transfer alignment Yes No

Curriculum Alignment K-12 Yes No

Program Outcomes Yes No

Program Learning Outcomes Yes No

Course offerings Yes No

General Education Yes No

Honors Program Yes No

Study Away Program Yes No

Internship Yes No

Academic Service Learning Yes No

Course sequencing Yes No

Pre-requisites Yes No

Preparing students for change Yes No

Online Offerings (courses & programs) Yes No


28

Assessment of Student Learning

Documentation

Program Learning Outcome(s) assessed this year

Demonstrate current office technology skills (Microsoft Word).

Measures of Student Learning

Microsoft Office Specialist in MS Word (MOS Exam)

Initial Data and Findings

We are piloting the use of the Microsoft Office Specialist exam in Winter 2012 and will have

data to analyze as a result of the pilot. The current plan is to fully implement the use of this

exam in Fall 2013.

Curricular or Pedagogical Changes Implemented

Not applicable. Data are not yet available to implement change.

Data and Findings (post improvement/change)

Not applicable. Data are not yet available to implement change.

Evaluation

1. Are licensure/certification exam pass rates above national or state averages (if

applicable)? If not, please explain what needs to be done to improve.

Not applicable. Data are not yet available.

2. What are your greatest needs for support in order to continue to move forward with

your assessment work?

None at this time.

Action Needed Based on the documentation and evaluation in this section, please indicate if action or


bold:

Identifying Measures for each Program Learning Outcome Yes No

Reporting out longitudinal data in a meaningful format Yes No

Creating meaningful improvement projects Yes No


29

Preparing for the future

Documentation

Job and Wage Forecasts- See Appendix I

EMSI Complete Employment 2012.2 data show that there were 19 annual openings for

Administrative & Information Support (EMSI 4.6) requiring an Associate Degree in the tri-county

area of Kent, Ottawa, and Allegan Counties. An additional 1,363 jobs overall were available in

this field, some requiring on-the-job training and/or vocational certification. The report also

indicates a 3.7% projected growth in the field through 2021; 7.6% growth for Executive

Administrative Assistants. A more positive aspect of the labor market forecast is that jobs

available due to replacement or retirement will be abundant and will greatly exceed the supply

for our region.

Environmental Scanning/Trends

Not available.

PROE Student Survey Results- See supplemental data file

From the PROE Student Survey we learned that students identified themselves as 70% part-

time learners and 30% full-time learners. 70% of students who responded to the survey

reported being currently employed; with 30% in a related field. There appeared to be equal

attendance in both day and evening course offerings. All reported either good or acceptable

experiences with internships. All reported either good or acceptable experiences with career

planning information. 60% of students reported a high impact of the program for developing

communications skills; 56% of student reported a high impact of the program for developing

information management skills. Only 40% of students responded that the program had a high

impact for developing diversity and community skills. The comments were in agreement with

our findings throughout this program review.

The OA faculty felt that the data are inconclusive as the sampling size was only 10, and it did

not indicate by whom, how and when the survey was administered.

Advisory Board Survey Results- See Appendix J

Correction: See Appendix Q.

The OA faculty felt that the data are inconclusive as the sampling size was only 10, and it did

not indicate who, how and when the survey was administered. The survey results have a

numerical representation of 2.5-5.44. There is no key to indicate what these numbers


30

represent/scale. A copy of the survey was acquired from IR. The questions provided no

numerical scale; therefore, an analysis cannot be drawn from the data provided.

Program Planning

The intentions for program development and changes over the next four years for the Office

Administration Program include:

Integrate Microsoft Office Specialist Certification preparation and testing into the

curriculum

Continue to assess and make adjustments to the course sequencing - day, evening,

online and hybrid offerings

Evaluate and potentially pursue ACBSP Accreditation

Evaluate and upgrade input technologies and web-based communication applications

into the curriculum to stay current with market needs

Update all program CARPs to reflect ILOs

Evaluate opportunities to grow dual enrollment with area secondary institutions

Evaluate opportunities to grow 3+1 transfer opportunities for OA degree articulations

Investigate reinstating legal and/or medical office administration concentrations


1. Do the job projections and wages data suggest that this program will be viable over the

next four years?

Job projections and wages data do suggest our Office Administration program will be

viable over the next four years. EMSI Complete Employment 2012.2 data indicate a

projected growth in the field through 2021; 7.6% growth for Executive Administrative

Assistants. A more positive aspect of the labor market forecast is that jobs available due

to replacement or retirement will be abundant and will greatly exceed the supply for

our region. Neither legal nor medical secretary data were included in the data provided.

2. Is the number of graduates aligned with the market need (job forecasts/transfer

institutions)?

Current graduate levels are meeting the current market need in Kent, Ottawa and

Allegan Counties for Office Administration job openings requiring an Associate’s Degree.

EMSI Complete Employment 2012.2 data indicate that annual openings for Associate

Degree required position was 19. Our program graduated 22 with Associates Degree in


31

said field. We believe there is room for program growth with a possible extension to

medical specific office administration programming.

3. What did you learn from the PROE Student Survey results? Will you take any actions

with the program as a result of what you have learned?

Students reported that the program was excellent for teaching communication and

interpersonal skills, which are key attributes in being successful in the 21st century

workplace. Students reported lower impact in exposure to diversity and community

skills. We may want to investigate integration of service learning opportunities to

increase program participant’s community involvement. The majority of students

reported part-time learner status; therefore, we may need to do a deep dive into course

sequencing to ensure that prerequisites are available in the correct semester so that

prerequisites can be met.

4. What did you learn from the Advisory Board Survey results? Will you take any actions


An analysis cannot be drawn from the data provided.

5. Are the resources sufficient to meet identified needs and goals for the next four years?

Please explain.

At this time, resources, including two full-time faculty members, appear to be sufficient

to meet identified needs and goals. We have added course fees to cover the cost of the

certification exams and to support experiential learning activities. As internship

opportunities increase, we’ll need resources for securing internships and coordinating

placements.

6. Are the facilities and equipment adequate to facilitate teaching and learning? Please

explain.

Facilities are adequate. We are looking forward to the new lab and facilities in 2 Main.

Equipment will need updating as technology changes.


32

Action Needed



bold:

Program Planning Yes No

Securing resources for course development/administration Yes No

Facilities/equipment upgrades Yes No

Other: Yes No

Other: Yes No

Additional Tasks/Work

Develop the Course Review schedule for the next four years (beginning with next year)

○ 2013-14 will be devoted to major curriculum revisions to align with standards

(ACBSP, IAAP, MOS). In-depth individual course review will begin late in the year,

starting with BA 136.

○ 2014-15: BA 230, BA 236, BA 247

○ 2015-16: BA 145, BA 245, BA 248

○ 2016-17: BA 120, BA 125, BA 130, BA 133

Identify which courses from the department will be developed in online or hybrid

format over the next four years. Indicate the highest priorities for online and hybrid

development and the academic year in which the course will be developed.

○ To be developed: BA 120, BA 136, BA 236, BA 245

○ Priority and plan: BA 136 (Summer/Fall 2013), BA 245 (Fall 2013), BA 120 (Summer

2014), BA 236 (Summer 2014)

Review all publications, website, catalog to ensure consistency of information

○ OA brochure

○ GRCC catalog

○ CARPs

○ Office Administration website page on GRCC’s website: grcc.edu/business/office-

administration

Complete the Follow-Up Action Checklist

○ LIST EACH OF THE ITEMS WE MARKED ‘YES’ IN BOLD


33

Fashion Merchandising, AAAS

___________________________________________________________________

Mission & Purpose

Documentation


The mission of this program is to provide a level of education where by students have the

opportunity to develop their creative talents and earn a degree that will successfully lead them

into a design oriented career and the option for transferability for a 4 year degree.

Target Audiences

The target audiences are high school students (dual enrolled), high school graduates, adult

learners changing their career paths and/or adult learners returning to school to obtain an

associate’s degrees in Fashion Merchandizing.


There are no admission requirements for this program.



Yes.



audience?

Yes the target audience has been identified (see #4 above). Through the mix of students

(age, ethnicity, and gender), it is clear that we are attracting our target audience. Co-op

employment often turns into full time employment at an above entry-level position

prior to graduation, indicating that the program is serving the customer well.

The following means are currently used to attract students:

mailing to high schools in this area as well as high schools that our current

students have attended


34

completing a video promoting the Fashion and Interiors programs

surveying all Introduction to Fashion and Interiors students (FM105) so we can

better direct them in attaining their goals

encouraging students to market the program to other students, friends, and

their former high schools.

keeping the program brochure current and up to date for easy reference

using promotional posters for the degree all around the campuses.

No budget dollars are allocated to attract the adult learner population at this time.



There are no admissions requirements at this time.

Action Needed



bold:

Mission/Purpose Yes No Target Audience Yes No Program Admissions Yes No

Program Data

Documentation



New Student Enrollment: Fall2009 22 Fall 2010 23 Fall 2011 14 Fall 2012 36

These numbers only reflect students that have come into this program and declared their major

as 121 Fashion Merchandising. Close to half of our student count in the Introduction To Fashion

and Interiors course sections (FM105) are undecided, in another major, dual enrolled, or not

degree seeking. This information was gathered through Student Surveys given to all FM105

sections. Though the numbers were down in Fall 2011, they were up in Fall 20 12, averaging out

consistent enrollment.


35



Total Student Enrollment: Fall 2009 93 Fall 2010 82 Fall 2011 71 Fall 2012 93

These numbers indicate total student enrollment, indicating consistency in student enrollment

over the last four years.

Student Progress


Some of our students are not “degree seeking” and as noted above, often undecided, in the

wrong plan code, or dual enrolled. The number of students from 2008-2009 to 2011-2012 has

decreased from 123 to 95. Graduates have increased from 1% to 9% in 2010-2011 and 3% in

2011-2012. Only a very small percent graduate and transfer, 1%. Transfer students are tracked

through the college as of 2012, so I’m not sure if this number is correct. The majority of the

students are not completing the program in 2 years; they are working full or part time and

attending GRCC. The average student completes this program in four to five years. When

classes are canceled it disrupts the students flow through the program since most classes are

only offered once a year.

All professors in the program have been trained to advise students to correct their plan codes,

assist them in laying out their courses of action for the course requirements, encourage the

students to complete their programs, and either complete the Interiors program as a double

major, or transfer to four year institutions.



NA. Fashion Merchandising is no longer on the list of nontraditional fields.



2009 19.35% 2010 0% 2011 21.74% 2012 NA

This past year, faculty members have been working with each student to develop a plan to

obtain their chosen degree. Counseling has not been very helpful to the students and directing

them to work towards their transfer general education degree versus the Fashion

Merchandising degree. The comments are coming from the students. In Fall 2012 a


36

presentation of the Fashion Merchandising program was given to the counseling department in

an attempt to educate them so they can better serve our students.


NA. Fashion Merchandising is no longer on the list of nontraditional fields.

Student Placement


2009 72.73% 2010 0% 2011 100% 2012 100%

Student placement is very good for the Fashion Merchandising students. With two 2 semesters

of co-op as a requirement, the students are graduating and moving into full time employment

upon graduation, if they choose. The job market is very good in Grand Rapids and graduates are

finding they are very employable at above minimum wages and often moving into management

positions. Section 5 of the EMSI report in Appendix I supports the Student Placement

comments: ”Although growth in the target occupations is low (1.9%), the number of openings

in these jobs due to replacement will be abundant. Not all of the jobs available will be related

to the Fashion Industry, but there will likely be related openings given the positive growth of

Fashion Designers. GRCC is the only program in the service area that trains Fashion

Merchandising. The median income is likely high compared to what graduates will actually earn

in entry-level jobs. Entry-level jobs will probably yield an hourly wage closer to the 10th

Percentile seen on page 5 of this report. There are currently opening in all of the target

occupations.” With the ongoing growth of Grand Rapids in general (and the Medical Mile),

there will be growth in the retail and wholesale areas. Through my contact with co-op

employers and the Advisory Committee members, all indications are that this industry is on the

rise.



2009 61.11 2010 49.36% 2011 71.95% 2012 66.10%



NA


37


The data for Course Enrollment by Semester can be found in Appendix E.

The Enrollment Schedule does not show consistency from year to year. This could be due to

inconsistency of course offerings and students need for employment while attending school.

Course Success Rates (broken down by race/ethnicity, gender, age)


Looked in-depth at FM 105 and African Americans between 20-24, male, and Pell students

succeed at a lower level. In FM 110 African American, students under 20, and Pell students

succeed at a lower level as well.



For all FM courses, the 4-year success trend is above 70% except for FM 105 and FM 110. See

above.



Yes. We are attracting new students every year. Letters and a video are sent to over 80

high schools every October. Included in that mailing are area schools, those schools

where our incoming students had attended, along with any dual enrolled students’ high

schools. The mailing is followed up with an email to confirm that they received the

information and offer our presence at their Career Fairs.

The programs hosts events within the community such as a Fashion Show with the

Salvation Army, Trends Event at G.R.C.C., Holly Jolly Christmas with the Downtown

Development Council, Festival of Trees with the Muskegon Art Museum, participation in

the Career Day at the Michigan Design Center, holiday decorations for the McKay

Marlowe House, and the on campus Career Showcase Event. Participation in area high

schools Career Days is ongoing. All activities provide exposure for the program.




38

The courses currently offered handle the students that we currently have. There are

some classes that are difficult for students to enroll in due to the requirement and

demand; most courses are offered only once a year, often preventing students from

moving through the program in a timely way. This drags out their completion, and we

often lose students to full-time positions before they graduate.


With courses offered only once a year, it often holds up the students’ progress. Another

stumbling block is when courses are cancelled due to low enrollment, forcing the

students to wait another year for that course to be offered again. Class offerings need to

be consistent.

A third stumbling block is students are leaving early due to employment opportunities

that arise from co-op courses. To help retain students through graduation, enrollment in

Co-op 2 has been limited to students that have completed 45 credits in the program.

This would place students in their last semester of the program.





the same rate?

No concerns at this time.



The majority of our students are enrolled as part-time students, completing the

program in 4 to 5 years.


95% of the students are employed prior to graduation. Through Co-op 1 and Co-op 2,

along with the job postings we provide for students, every student has the opportunity

to be employed in their field if they choose.


39


Inconsistency of course offerings greatly affects the students’ progress through the

program. When a course is cancelled, it may not be offered again for another year.




A major stumbling block that affects the student is when courses are cancelled. With

many courses only being offered once a year, this can really put a time delay on their

completion of the program. FM 110 is a transfer course and is a very difficult course.

FM 105 is the starting point for many students, and there is a high dropout rate as well

as poor performances by students transitioning from high school to college.


of concern?

No concerns at this time.

Action Needed



bold:

New Student Enrollment Yes No Total Student Enrollment Yes No Student Progress Yes No Student Participation in Nontraditional Fields Yes No Credential, Certificate, or Degree Attainment Yes No Student Completion in Nontraditional Fields Yes No Student Placement Yes No Student Retention and Transfer Yes No Technical Skills Attainment Yes No Course enrollment by semester Yes No

Course Success Rates Yes No

Course grade distributions Yes No


40

Curriculum

Documentation


Individual course material for all courses is updated by the teaching professor every year.

The FM 110 Textiles course content has gone through updating changes to accommodate easier

transferability to four year schools. Consumer Buying will be offered as an online course this

fall. Professors are continually tapping into our local community for tours and guest speakers.

New Courses- Floral Design, Office Design, Lighting Fundamentals, Drawing

Techniques, Visual Presentation, Kitchen Design, Sewing for Interiors, Fashion

Design, Fashion Designers, Sewing for Fashion, Fashion Show Production

Portfolio Review and Wedding Consultant/Planner have gone through the CARP

approval but is on hold at this time

New Programs-NA

New Certificates-NA

New Degrees-NA

Advisory Board Contributions

The Fashion and Interiors Advisory Committee consists of 20 members from our community.

They are business owners, managers, supervisors, and faculty. All are in positions for hiring,

mentoring, and referring our students. Members contribute to the Fashion and Interiors

Scholarship Fund, which awards an average of five student scholarships per semester. Members

are available as guest speakers for our classes and advise and assist in directing the

program/course contents. Changes made based on their input are as follows:

Combined 2-day course offerings into 1 day

Expanded evening offerings

Increased elective offerings:

o IF 114 Visual Presentation

o FM 111 Floral Design

o FM 120 Fashion Designers

o FM 119 Sewing for Fashion

Development of Wedding Planner/Consultant and Portfolio courses

Courses Approved for Online Delivery- see Appendix E

In the Fall 2013 semester, Consumer Buying will be offered as an online course. The only other

courses that would be appropriate for online are the gen. ed. requirements.


41

Honors Courses - See Appendix E.

NA

Study Away Courses - See Appendix E.

Fashion Merchandising students have the option of attending the New York Seminar or the

Chicago Seminar (or both) as a graduation requirement. These experiences provide the

students with an opportunity to explore options in their fields of study outside of Grand Rapids,

from educational through employment options as they learn about the trade from the inside

out.

The seminars may include visits with prominent designers, design schools, manufacturers,

unique retail businesses, and showrooms.


The Fashion Merchandising program transfers to Davenport University with the 3+1 transfer

agreement. We also encourage students to work towards a second associate’s degree in

Interior Decorating and Design due to the fact that these employment options overlap each

other in many areas, furthering their employment options in their fields. Course for Course

transfers are established with Central Michigan University and Columbia University in Chicago

on a portfolio review basis.


We have no agreements with K-12 institutions at this time.




Allow scheduling consistency and do not cancel courses.




NA


Please explain.


42

As part of this program students are required to attend one of the offsite seminar

courses (New York or Chicago) and complete two semesters of co-op.


[Transfer Institution Curriculum Comparison]

All the general education courses required in this program transfer to a four-year

institution. Other courses are evaluated by the transfer school on a course-for-course

evaluation. A transfer agreement with Central Michigan University was previously

sought and will be re-addressed.


There is no curriculum alignment with coursework at K-12 institutions at this time.

However, dual enrollment options are available beginning in students’ junior year.




No changes needed at this time. Students are continually assessed through projects,

quizzes, and real life experiences. Comments from student employers (co-ops) are also

used as a measuring tool.


students have the opportunity to build the knowledge, skills, and attitudes associated

with the ILOs throughout the program? [Curriculum Mapping]

Three of the four ILO’s are integrated. Social Responsibility needs to be addressed.



The course offerings are comprised of learning styles, techniques, and design knowledge

required and approved by our Advisory Committee members. One credit elective

courses could be designed and offered to enhance the student’s skills and awareness of

other aspects of the design world.


43

9. Have general education courses been purposefully integrated into the program? Are

the general education courses within the program appropriate and sufficient to support

the learning associated with the Institutional and Program Learning Outcomes?

[Curriculum Mapping]

The general education courses provided are in alignment with the state’s requirements

for an associate degree.


The students have the New York Seminar or the Chicago Seminar as study away option.

These are highlights of the program and are sufficient learning opportunities for the

students. These are noted in the program brochure and are a highlight of the program.

New program guidelines established by GRCC in 2012-13 need to be addressed.


students’ progress through the program? Is the course sequence aligned in such a way

that the Program Student Learning outcomes are mastered by the end of the program?

The course sequencing as stated in the program brochure, along with pre-rec courses,

starts the student at the introductory level of fashion merchandising design skills and

awareness, moving them towards an understanding and application of what they have

learned, preparing them for employment in the field.

12. Is experiential learning, including internships and academic service learning,

systematically embedded into the courses? Are the current experiential learning

opportunities sufficient? Please explain.

ASL components, Co-op 1 and Co-op 2, FAD Club, Chicago and New York Seminars,

Fashion Show Production, and the Michigan Design Center Student Career Day are all

experimental learning opportunities offered to students in this program. Whenever an

opportunity arises that could include student involvement, we take on the challenge

and offer the opportunity to the students.

13. Does the curriculum prepare students for a constantly changing employment

environment, and prepare students to expect and manage change? Please explain.


44

All course assignments are kept relevant to today’s industry standards and expectations.

The students learn basic skills, how to apply them, and where to go for the latest

information on trends, styles, and mover and shakers in the industry.



Currently we are working on an agreement with Central Michigan University for a

course-for-course transfer. We also encourage the students to consider a dual degree

from GRCC in Interior Decorating and Design.


programmatic needs?

As of Fall 2013 we will be offering one online course in the program. Due to the nature

of our students and the profession, it is important that the students have hands on

learning experiences therefore not pursuing online instruction.

Action Needed



bold:

Program structure Yes No Curriculum alignment with external professional standards Yes No Transfer alignment Yes No

Curriculum Alignment K-12 Yes No Program Outcomes Yes No

Program Learning Outcomes Yes No Course offerings Yes No General Education Yes No Honors Program Yes No Study Away Program Yes No Internship Yes No Academic Service Learning Yes No Course sequencing Yes No Pre-requisites Yes No Preparing students for change Yes No Online Offerings (courses & programs) Yes No


45


Documentation

Please answer the questions below for each assessment project that you are working on this

year. If you have more than one project, simply cut and paste the headers for each section

below, in order to create a report for each.


Program Learning Outcomes:

a. Apply principles of interior design and construction. ( Communication ILO)

b. Manage design projects. ( Critical Thinking ILO)

c. Solve design problems. ( Critical Thinking ILO)

d. Prepare and present a project proposal to a customer (Communication)

e. Demonstrate professional work habits, attitudes, and dress. ( Personal Skills)

f. Apply mathematical skills to estimating and merchandising. (Critical Thinking)


Prepare and present a project proposal to a customer (Communications ILO)

The students were assessed on the presentation of the product and the composition of the

project components. A four-week schedule was used, and the professor met four times with

each student to review the project progress. A grading rubric was used, and a grading sheet was

developed and given to the students.


The grades in the final project for FM 105 in Fall 2010 had shown that students were not mastering presentation skills or product development skills on a professional level. The class grade average for this project in 2010 was a C+ grade with 2 incompletes. In the Fall of 2011 the average semester grade was a B+ with no incompletes. By working with the students one on one and giving them attainable four-week goals, the students greatly improved on the presentations and the product development of the assignment. This project was slightly adjusted and was evaluated in the Winter 2012 semester again in Winter 2013. The average overall grade in Winter 2012 was a B+. The grade was split into two grades: one for the presentation and one for the project. The presentation grade improved to an average of A-, and the project grade remained at an average of B+. Documentation for the course improvement project is provided in Appendix W.


46


The student handout materials were fine-tuned a bit. See Appendix W.


This project will not be completed until the end of the Winter 2013 semester. Our projection is

that the end results will be even better than last year.

Evaluation

1. Are licensure/certification exam pass rates are above national or state averages (if


NA

2. What are your greatest needs for support in order to continue to move forward with

your assessment work?

Nothing at this time.

Action Needed



bold:

Identifying Measures for each Program Learning Outcome Yes No Reporting out longitudinal data in a meaningful format Yes No Creating meaningful improvement projects Yes No


Documentation


According to the Target Occupation Performance for Fashion Merchandising, all areas of

employment are up from 2012 through 2021 between 1% to 44% in positive changes. Hourly

Earnings are up also, between 1.4% to 43.5% for the same period.


NA


47


Overall quality of the program was rated above average or excellent by 60% of the

respondents. Students identified themselves as 40% part-time and 60% full-time learners. 60%

of students who responded to the survey reported being currently employed; 40% in a related

field. Only 20% attend day classes as 80% attend both day and night classes. Work experiences

were rated acceptable, good, or excellent by 60% of respondents; 40% did not know. Career

planning information was excellent or good for 40% of respondents; below or unknown for

60%. Job success information on former students was rated good by 25% below expectations by

50%, and unknown by 25%. All respondents rated availability of placement services below

expectations or unknown. Instructors were rated excellent or good by 75% of the respondents.

Skill development was rated high or some impact by 75%.

Strengths of the program are knowledgeable, fun instructors and the Chicago seminar trip.

Suggestions for improvement included additional sewing classes, more visitors to the

classroom, and newer use of videos and texts.

However, findings are inconclusive as the sampling size was only 5 students.



Results were not provided in Appendix Q so were emailed from IRP. The validity is in question

as the date is listed as Fall 2012 but there is no memory of it being done then. Many members

have changed. All but three members have seen our teaching space in the last two years.

Findings are inconclusive as only four people responded. “Don’t Know” was selected by one

person in almost every question, narrowing the sampling size to only three. All other responses

were acceptable or above.

Program Planning

Retain students, increase enrollment, and increase graduation and transfer rates.


1. Do the job projections and wages data suggest that this program will be viable over the

next four years?

Yes. “Although growth in the target occupations is low (1.9%), the number of openings

in these jobs due to replacement will be abundant. Not all of the jobs available will be

related to the Fashion Industry, but there will likely be related openings given the

positive growth of Fashion Designers. GRCC is the only program in the service area that


48

trains Fashion Merchandising.” The median income is likely high compared to what

graduates will actually earn in entry-level jobs. Entry-level jobs will probably yield an

hourly wage closer to the 10th Percentile seen on page 5 of the EMSI report in Appendix

I. There are currently openings in all of the target occupations.


institutions)?

Yes. The fact that many students are employed before graduation is an indicator of

market need and the need to increase the number of graduates. Many employment

positions when unfilled this year. Not enough students were at the appropriate

educational level to be qualified candidates. The Advisory Committee indicated there is

job growth in both Fashions and Interiors.

3. What did you learn from the PROE Student Survey results? Will you take any actions


Students are satisfied with the program and instructors. Actions to be taken are those

already happening: continually update materials and provide a variety of real life job

experiences (through internships and guest speakers).

4. What did you learn from the Advisory Board Survey results? Will you take any actions


It appears the survey is asking questions for which members do not have answers.

Actions to be taken are not known. An analysis cannot be drawn from the data

provided.


Please explain.

The program is in need of a full time faculty member. With the additional obligations,

projects, and evolvement with area high schools and the community, another full time

faculty member is needed.


49


explain.

The following list needs to be addressed for the program to grow:

Sewing machines continually need updating

The Sewing Lab is too small for the amount of students we have using it now

The Resource Room is also too small (many of our samples are on the floor in a

corner)

A small conferencing area is needed to meet with and counsel our students in

private.

Action Needed



bold:

Program Planning Yes No Securing resources for course development/administration Yes No Facilities/equipment upgrades Yes No Other: Gather data on GRCC website video hits Yes No Other: Follow through on goals for 2013-14 Yes No Other: Yes No Other: Yes No








Goals are contingent upon approval of our funding and release time requests.


50

Associate of Business Programs and Certificates

Accounting

Business Administration

Entrepreneurship

Management & Supervision

Marketing

___________________________________________________________________

Mission & Purpose

Documentation


The Business Department prepares students for academic and professional success. Learning

experiences including courses, degrees, and co-curricular activities enable student success at

baccalaureate institutions and as professionals, leaders, and entrepreneurs.

Purpose statements will be written once final decisions have been made and curriculum has

been updated.

Target Audiences

Transfer students

Traditional students

Non-traditional students


None.



Yes. Purpose statements will be written once final decisions have been made and

curriculum has been updated.



audience?


51

The target audience for the program includes both traditional-aged college students,

some of whom may enter the program with opportunity for some articulated and/or

dual enrollment credit, and nontraditional learners who are seeking transition into the

business industry, returning to the work force, or transferring to a four-year institution.

The program is attracting and appropriately serving the target audience.



Currently, admissions criteria for the program do not exist. The possibility of adding a

requirement for students to complete all developmental work before taking any BA

courses will be explored.

Action Needed



bold:

Mission/Purpose Yes No Target Audience Yes No Program Admissions Yes No

Program Data

Documentation



Total FTIAC enrollments fluctuated from 401 in Fall 2009 to 422 in Fall 2010, and decreased to

416 in Fall 2011 and to 355 in Fall 2012, an approximate 10% decrease overall. This decrease

may be caused by many students in these programs that are not declaring a business major as

they intend to transfer. The Business Administration majors increased from 205-211 in that

same period.


52



Total enrollment has increased from 1,713 in 2009 to 1,816 in 2012, a 6% increase. The largest

increase was in the Business Administration program. Marketing Certificate has the lowest

number of enrollees.

Student Progress


Some of our students are not “degree seeking” and as noted above, often undecided, in the

wrong plan code, or dual enrolled. The number of students from 2008-2009 to 2011-2012 for

Business Administration has remained consistent from 991-1,360. Graduates have declined

from 6% to 4%. Only a very small percent graduate and transfer, 1%. The number of students

from 2008-2009 to 2011-2012 for Marketing Certificate has remained consistent from 5-8

students annually. Graduates were reported at 0% in 2008-2009, increased to an average 19%

over a two-year academic period, and then dropped back to 0% in 2011-2012. The number of

students from 2008-2009 to 2011-2012 for Marketing has increased from 179-200. The percent

of graduates has declined from 2% to 1 %. Only a very small percent graduate and transfer, at

1%. The number of students from 2008-2009 to 2011-2012 for Management and Supervision

has increased from 131-165. Graduates have also increased from 5% - 8%. Only a very small

percent graduate and transfer, 2%. The number of students enrolled in Accounting has

increased from 318-40 from 2008-2009 to 2011-2012. The percent graduating has increased

from 4% - 7%. Graduate and transfer are steady at a reported 2%. The majority of the

students are not completing these programs in 2 years; they are working full- or part-time and

attending GRCC. The average student completes these programs in four to five years.

All professors in the program have been trained to advise students to correct their plan codes,

assist them in laying out their courses of action for the course requirements, encourage the

students to complete their programs, or transfer to four-year institutions. ACBSP standards will

be reviewed for advising outcome measures.



Over the four-year period reported student participation in Nontraditional Fields for Accounting

remained constant between 40%-45%, as did Business Administration; Entrepreneur saw an

increase from 0% to 35%; Management increased from 28%-45%. These data are not reported

for Marketing.


53

Generally, data were inadequate to draw any significant conclusions. Accounting met all core

indicators in 2011-2012; Entrepreneurship met 5/6 core indicators (4P1); Management did as

well and did not meet 4P1; Marketing did not 2P1 and 4P1.



In 2009 attainment was at 25%-35% for Accounting, Business Administration constant at 22%,

and Entrepreneurship grew from 0% - 33%. The reported variability in Management and

Supervision data for degree attainment by enrolled program participants were inconclusive as

reported by 19%, 44%, 0%, 32%. Marketing reported an increase from 7% - 24%. No data were

reported for the Marketing Certificate.


The data for Student Completion in Nontraditional Fields can be found in Appendix D.

Student completions in Nontraditional Fields during the years provided (2009-2012) for

Accounting was reported in a range of 11%-14%, with a spike in 2010 to 50%. For Business

Administration, student completion remained fairly constant at 53%-64%. Entrepreneurship

did not report these data. Management and Supervision ranged from 39% - 52%, with a spike

in 2010 to 73%. Business Administration has remained constant with an average of 53%, with a

spike in 2010 to 64%. Management and Supervision represented variability from 38%, 72%,

33%, and then 52% These overall data represent a trend of a significant increase in 2010 and

then a slight regression back to a reported average.

Student Placement


Student placement increased in Accounting from 63% in 2009 to 100% in 2011 and 2012. For

Business Administration, student placement increased from 45% to 92%; Entrepreneurship

student placement is reported at 0%. Management and Supervision dropped from 45% in 2009

to 0% by 2011-2012. Marketing saw similar trends to Management and Supervision, 39% to

0%.



Student retention and transfer data are reflective of an increase in the four years reported from

69% to 81% for Accounting, constant at an average of 70% for Business Administration, growth


54

from 0% to 75% for Entrepreneurship, and constant at 75% for Management and Supervision

and Marketing.



Data for this were not available.


The data for Course Enrollment by Semester can be found in Appendix E.

Total enrollment per semester shows an increasing trend. Total enrollment for 2008-09 to

2011-12 increased from 8,469 to 10,037 (18%). Fall 2008-2011 enrollment increased from 3,543

to 4,130 (16%). Winter 2009-2012 increased from 3,481 to 4,061 (16%). Summer 2009-2012

increased from to 1,445 to 1,846 (28%). No concerns about individual course enrollment were

noted.

Course Success Rates (broken down by race/ethnicity, gender, age)


In BA 103 (Intro to Business), the success rate for African American students was 51%, significantly lower than that for white and Hispanic students (72%). In the Management course (BA 283) all ethnic groups demonstrated strong success rates: white (79%), African American (75%), and Hispanic (94%).

In BA 256 (Accounting 1), the success rate for African American students was 35%, significantly lower than that for white and Hispanic students (65% and 59%). In the next course, BA 257 (Accounting II), there was no significant difference among ethnic groups: white (66%), African American (67%), and Hispanic (64%).

Note that even though percent success rates may have been lower for African Americans, the number of African American students enrolled in these courses was significantly lower as well. Small sample sizes make results difficult to interpret.

GRCC’s Achieving the Dream research may help us improve success rates for our minority business students.



The following core courses show consistent student success rates over the four years reviewed:


55

BA 270 (Marketing) showed consistent passing rates in the 70s and 80s, with a 78% passing rate in 2011.

BA 283 (Business Management) showed consistent passing rates in the 70s and 80s, with 78% passing rate in 2011.

BA 207 (Business Law 1) success rates have been trending upward, from 71% in 2008 to 84% in 2011.

BA 209 (Issues in Business Ethics) showed consistent passing rates in the 80s and 90s, with 90% passing rate in 2011.

BA 201 (Business Communication) showed consistent passing rates in the 70s, with 71% passing rate in 2011.

Courses with concern (consistently below 65% success rate and/or inconsistent success rates

include the following:

Entrepreneurship classes (BA 105 and BA 106) showed inconsistent success rates, fluctuating

over the past four years. BA 105 success has been trending downward, from a high of 75% in

2008 to 43% in 2011. The BA 106 success rate has reduced slightly, from 75% in 2008 to 67% in

2011, but showed a dip to 46% in 2010.

Accounting courses, particularly entry- level courses, are also of some concern:

BA 158 (Accounting for Entrepreneurs) historically has shown low passing rates and high rates of withdrawal. In 2011, the passing rate was 52%.

BA 160 (Computerized Accounting – Quickbooks) success rate has dipped; from 2009 to 2011, the pass rate fell from 86% to 60%.

BA 256 (Accounting 1) showed withdrawal rates of 20-25% over the past four years; this represents approximately 100 or more students per year withdrawing. Passing rate was typically in the 50% range, and was 58% in 2011.



Yes. The data provided for Fall semesters lists only FTIACs and are not reflective of the

current enrollment trend of the population being served by the program. A majority of

the students entering the program have been working and seek to improve skills or they

transfer from another major or institution.



When we look at overall enrollment, the general business program is either steady or

increasing. Students are declaring their concentrations later. They are taking their

general education requirements early.


56

Enrollment is staying steady or increasing for business; however, students are not

selecting specific programs of study. They are choosing general business and then

transferring. There is no incentive for students to select specific majors because of the

supply and demand for two-year degree majors.

Overall enrollment in accounting is stable, but the mix has shifted more towards

women.

We need to work more closely with advising and counseling to help them better

understand business programs.

We need to work with transfer institutions to increase the transfer of our classes.


Yes. Minor variations will be addressed by faculty in content areas.





the same rate?

Yes. Minor variations will be addressed by faculty in content areas after sufficient data

are available.



Yes.


Given the limited availability of institutional research to follow student employment,

this is an area where we cannot provide valuable conclusions.


The data tell of overall continuous growth and stability in department offerings.

Enrollment by semester is increasing. Summer shows lower enrollment as fewer courses

are offered. The department may re-assess the quantity of offerings in summer each

year. We have increased summer term offerings approximately 400% in the past 8

years.


57




Accounting faculty members will discuss course success rates, appropriate placement,

and course sequencing with Counseling.


of concern?

Faculty members review grade distribution based upon teaching content area and

adjust as necessary.

Action Needed



bold:

New Student Enrollment Yes No Total Student Enrollment Yes No Student Progress Yes No Student Participation in Nontraditional Fields Yes No Credential, Certificate, or Degree Attainment Yes No Student Completion in Nontraditional Fields Yes No Student Placement Yes No Student Retention and Transfer Yes No Technical Skills Attainment Yes No Course enrollment by semester Yes No Course Success Rates Yes No Course grade distributions Yes No

Curriculum

Documentation


Developed aggressive marketing plan to offer 25% of all sections online--exceeded the goal

Business Department offers the most online classes in the college

Students can complete a degree online except for some quantitative skill courses which faculty members believe should only be offered in a classroom setting.

Development of new courses and modified delivery of BA 105, 106, 276, 277 proposed, 288.

Faculty member proposed changing BA 254 to include a lab component--in development


58

Total section offerings have doubled in the last 8 years

Worked with transfer institutions--FSU, WMU, GVSU, and Davenport, to ensure students equivalency credits for transfer degrees.

Managed the decline of FT staff during the time of tremendous growth of sections

Hired, monitored growth of adjunct staff from 30 to 70+ new staff in 8 years

Started the accreditation process for the department

Started a new program review process which replaced 2 previous systems

Created a summer schedule which now offers 4 times the number of sections from previous years, allowing students the option of completing a degree in 1 1/2 years

Discussed Certificate and proposed Associate Degree for Entrepreneurship

Reviewed courses for transfer program Advisory Board Contributions (Marketing, Management, Entrepreneurship, Accounting,

Business Administration) From Last Year.

Correction: The title should read “from this year.”

OA contributions: Confirmation of the benefit of MOS certification.

Marketing/Management & Supervision: observation that graduates are too altruistic and not able to build a business case.

Courses Approved for Online Delivery- See Appendix E

Correction: See Appendix H.

Honors Courses- See Appendix E


Study Away Courses- See Appendix E



NA.


Not available at this time.





59

The department is currently revising curriculum to meet accreditation standards and to

reflect market needs.




The department is currently revising curriculum to meet accreditation standards and the

GRCC Curriculum Model.


Please explain.

The department is currently revising curriculum to meet accreditation standards and to

reflect market needs.


[Transfer Institution Curriculum Comparison]

The Business Department has created a transfer curriculum which aligns with top four-year

transfer institutions and meets ACBSP requirements

Articulation program written with Western Michigan University. The agreement is provided

in Appendix U.


Program of Study work has been completed for years one and two for Accounting and

Marketing.

Program of Study work is in progress for year one and two for Office Administration.




All the programs in this section of Program Review have program learning outcomes.

Significant overlap was determined.

Program outcomes will need to be consolidated and revised based on new curriculum work.


60


students have the opportunity to build the knowledge, skills, and attitudes associated with

the ILOs throughout the program? [Curriculum Mapping]

This will be addressed in the new curriculum development process.




9. Have general education courses been purposefully integrated into the program? Are the

general education courses within the program appropriate and sufficient to support the

learning associated with the Institutional and Program Learning Outcomes? [Curriculum

Mapping]





students progress through the program? Is the course sequence aligned in such a way that

the Program Student Learning outcomes are mastered by the end of the program?


12. Is experiential learning, including internships and academic service learning, systematically

embedded into the courses? Are the current experiential learning opportunities sufficient?

Please explain.


13. Does the curriculum prepare students for a constantly changing employment environment,

and prepare students to expect and manage change? Please explain.


61






programmatic needs?

Yes, however, we would like to offer more sections in response to student demand.

Action Needed



bold:

Program structure Yes No Curriculum alignment with external professional standards Yes No Transfer alignment Yes No Curriculum Alignment K-12 Yes No Program Outcomes Yes No Program Learning Outcomes Yes No Course offerings Yes No General Education Yes No Honors Program Yes No Study Away Program Yes No Internship Yes No Academic Service Learning Yes No Course sequencing Yes No Pre-requisites Yes No Preparing students for change Yes No Online Offerings (courses & programs) Yes No


62


Documentation

Please answer the questions below for each assessment project that you are working on this

year. If you have more than one project, simply cut and paste the headers for each section

below, in order to create a report for each.


Since both Programs of Study completed to date (Accounting and Marketing) identified communication and writing skills as critical to student success, the Business Department focused on the following outcome, which is addressed in BA 201, Business Communication: Analyze and make recommendations to solve business problems. Note that BA 201 is required for all General Business majors, and also assists students in achieving the Communication ILO.


The measure for this outcome is performance on a final written analytical report in BA 201, Business Communication. The department reviewed electronic copies of final written reports submitted by Business majors taking BA 201 during Winter 2012, Summer 2012, and Fall 2012 according to a standard rubric. This rubric was available to students before submitting their papers and was used in grading. Two sections were reviewed for each semester, all taught by the same faculty member and all using the same assignment and rubric. The rubric for this assignment is available in Appendix X.


Results may be seen in Appendix X. These include scores for each element of the rubric, as well

as average scores for each section. A second support document in Appendix X includes

comparison of scores by semester, course and project completion data, and student comments

about the final written project.

Average total scores for the final projects over the initial assessment period (Winter 2012

through Fall 2012) ranged from 146.19 to 166.69 points out of 200; these are all passing scores,

in the B and C range. In both Winter 2012 and Fall 2012 semesters, online sections performed

better on the overall final paper than lecture sections. However, a smaller percentage of online

students completed the final project, so results may be based on stronger students remaining

in the class. As supported by data in Appendix X, during the initial assessment period, 80% of

students remaining in lecture classes completed their final papers, while 74% of those

remaining in online classes completed final papers.

The weakest areas for all sections were in APA-style citations and writing style and mechanics.

Lack of knowledge and experience in APA style is problematic, since four-year transfer


63

programs in business require students to use this style. Scores for citations (including both

number/quality and format) ranged from 10.77 to 11.90 out of 20 points, or under 60% of

possible points.

In addition, lack of basic writing skills adversely affects students’ success in other courses and

on the job. Scores for writing (including both report writing style and mechanics) ranged from

18.72 to 24.50 out of 30 points, or 62-82% of possible points. All online sections averaged at

least 22 out of 30 points, while both lecture sections averaged fewer than 20 out of 30 points.


In an effort to increase student knowledge of APA style, the instructor has included online

resources for citations in Blackboard sections for both lecture and online sections since before

the assessment period. During Winter 2013, additional resources for APA style were added to

two sections of BA 201 (online and lecture); in addition, the instructor spent one in-class

section reviewing APA instructional videos and discussing the differences between MLA and

APA styles.


Average total scores for the final projects during Winter 2013 were 157.75 (lecture) and 155.31

(online) points out of 200, both passing scores, This semester, the lecture sections performed

slightly better on the overall final paper than the online section. Over 86% of all students who

remained in the class (that is, did not drop) also completed the final paper.

Although average Winter 2013 citation scores for both sections (lecture and online) were higher

than in Fall 2012 (13.35 and 11.36, respectively), the lecture section showed a more dramatic

increase, and in fact has been trending upward. In addition, as shown in Appendix X, online BA

201 students have requested additional support with the final project and specifically with APA

style. One planned action for Summer 2013 is to develop one or more online lectures/modules

on APA style to be used in both online and lecture courses; these will also be shared with other

BA 201 instructors.

Other planned actions include the following:

Continue to include at least one class session on writing using APA style.

Continue to monitor progress in the BA 201 final project, considering other rubric

elements.

Conduct pre-assessment in writing mechanics in both Fall 2013 sections, and offer

additional resources and/or instruction as needed.


64

Average Winter 2013 writing scores for the lecture section increased to 22.15 out of 30 and are

trending up; however, the writing scores for online section averaged 20.06 out of 30, a

decrease from previous semesters. This area still needs improvement, and we will continue to

assess writing skills in this and other courses as selected by the department.

Based on findings from this assessment, as well as POS work in both Accounting and Marketing,

the department is considering a hard pre-requisite of at least one successful semester of

college-level writing before enrollment in BA 201.

Evaluation

1. Are licensure/certification exam pass rates are above national or state averages (if


No standard certification exam is currently used for General Business programs.

2. What are your greatest needs for support in order to continue to move forward with your

assessment work?

Time is needed to complete baseline and ongoing assessment for all program outcomes.

This work may be included in faculty projects during the next several years.

Action Needed



bold:

Identifying Measures for each Program Learning Outcome Yes No Reporting out longitudinal data in a meaningful format Yes No Creating meaningful improvement projects Yes No


Documentation


1. It appears the Business Administration and Management/Supervision programs are not

differentiated in the market. There may be a need to combine these two programs.

2. There appears to be market demand for the other existing associate’s degrees (if

Management/Supervision and Business Administration are combined).


65

3. There is a need to create transfer program curricula for all of the business programs except

Executive Office Administration and possibly Entrepreneurship.

4. More investigation is necessary to determine whether a transfer program in

Entrepreneurship is feasible/warranted.

5. Marketing and Entrepreneurship appear to be viable certificates.


We need to stay up to date on global and technological trends.


Response rates for student PROE surveys were uniformly low; therefore, results may not be

representative. The two highest response rates were in the Accounting and Business

administration programs. Twenty students, or approximately 38% of accounting majors

responded, as did 45, or approximately 21% of Business Administration majors.


Sixty percent of respondents attended part-time, and 40% intended to transfer; 70% were

employed. Sixty-two percent rated the program as either above average or excellent. Students

reported above average satisfaction with instruction and excellent satisfaction with tutoring

services, and were most dissatisfied with costs for course materials. Approximately two-thirds

of respondents reported that they did not know about the effectiveness of career counseling,

placement and work experience programs. However, we are working to improve awareness

through our advising plan and Career Showcase.

Accounting

Sixty percent of respondents attended part-time, and 40% intended to transfer; 80% were

employed. Sixty-five percent rated the program as either above average or excellent. Students

reported above average satisfaction with instruction and excellent satisfaction with tutoring

services, and were most dissatisfied with costs for course materials. Approximately half of

respondents reported that they did not know about the effectiveness of placement and work

experience programs.



The faculty felt that the data were inconclusive as the sampling size was only 4-7, and it did not

indicate who, how and when the survey was administered. The survey results have a numerical


66

representation of 2.5-5.44. There is no key to indicate what these numbers represent/scale. A

copy of the survey was acquired from Institutional Research and Planning. The questions

provided no numerical scale; therefore, an analysis cannot be drawn from the data provided.

Program Planning

Our plan is to align our programs with ACBSP accreditation standards.


1. Do the job projections and wages data suggest that this program will be viable over the next

four years?

Yes. Our programs are viable over the next four years.

In fall of 2012, the Business department began a market analysis for the programs. The

guiding questions for the analysis were:

1. Is it feasible for an individual, with no prior work experience in the field, to enter the job

market with the credentials listed below (the current business program areas)?

2. In addition to the credential aligning to the entry-level market requirements, does there

appear to be a sufficient number of annual job openings in the greater Grand Rapids

area for graduates with each of the credentials listed below?

The results of the analysis suggested the following:

The Business Administration and Management/Supervision programs are not

differentiated in the market. There may be a need to combine these two programs.

There appears to be market demand for the other existing associate’s degrees (if

Management/Supervision and Business Administration are combined).

There is a need to create transfer program curricula for all of the business programs

except Executive Office Administration and possibly Entrepreneurship. Currently no

baccalaureate degree exists for office administration specifically so that program is not

included in this option. There are 3+1 transfer agreements in place with two Michigan

universities for Office Administration graduates.

More investigation is necessary to determine whether a transfer program in

Entrepreneurship is feasible/warranted.

Marketing and Entrepreneurship are the only current certificates; the department may

consider other potential certificates.

The data were that IRP provided from the EMSI. Please note that there is no EMSI data

available for Entrepreneurship.


67

Limiting the potential employment opportunities to the Grand Rapids market is not

realistic and certainly not thinking with a global mindset.

Perhaps this is another chance to evaluate the institutional responsibilities to gather

proper research to make accurate predictions for our students. Projecting a 4 year

forward employment market by majors is the function of government entities that

monitor these data. Consider moving this off your plate based on insufficient data to

make educated responses.

As a department we are not ready to finalize decisions on any of the observations

mentioned above, we will continue our conversation about which programs we plan to

complete and/or eliminate in the 2013-2014 academic year.


institutions)?

Yes. See responses for 1 (above).

3. What did you learn from the PROE Student Survey results? Will you take any actions with

the program as a result of what you have learned?

Given that many students reported that they were working and attending school part-time,

scheduling of courses (including online and hybrid) opportunities) will need to address their

needs. Given the respondents’ lack of knowledge about career counseling, placement, and

work experience, we may investigate additional ways to collaborate with counseling and job

placement services within the college. We need to maintain the high quality and availability

of Business tutoring services.

4. What did you learn from the Advisory Board Survey results? Will you take any actions with

the program as a result of what you have learned?

An analysis cannot be drawn from the data provided.


Please explain.

No. There has been no tenure-track hiring in Business Department, despite increasing

enrollment over the past few years and now steady enrollment. Over the past few years

the Department has suffered the loss of tenured faculty through retirement and death.

While this loss of staff has saved money, the lack of full-time faculty has strained the ability

of tenured and temporary full-time faculty to meet increasing student demands and

program demands for curriculum oversight and evaluation. These additional non-teaching


68

responsibilities may also violate Criterion 5.5, Faculty Load, of ACBSP accreditation

standards.

In addition, hours allocated to the Department ESP are not sufficient to meet the needs of

our customers, both internal and external—prospective, current, and past students, 12 full-

time faculty, approximately 80 adjunct faculty). The hours need to be increased to 40 hours

per week, 52 weeks per year.


explain.

Yes. We are moving into updated facilities in the fall of 2013: Main Building second floor,

thanks to a $750,000 donation from Meijer.

Action Needed



bold:

Program Planning Yes No Securing resources for course development/administration Yes No Facilities/equipment upgrades Yes No Other: Department Support Yes No Other: Yes No Other: Yes No Other: Yes No








Updating CARPs per the following schedule:


69

2013-2014

BA102 Business and Technical English 2

BA106 Starting A Business

BA125 Office Ethics and Etiquette

BA130 Computer Keyboarding

BA158 Accounting for Entrepreneurs

BA183 Supervision

BA207 Business Law 1

BA236 Input Technologies

BA247 Advanced Computer Applications

in Business

BA257 Principles of Accounting 2

BA270 Marketing

BA282 Organizational Behavior

BA286 Small Business Management

BA288 International Business

BA181 Cooperative Education in Business

2

FM105 Introduction to Fashion and

Interiors

FM107 Clothing Construction

FM108 Clothing Construction

FM110 Textiles

FM111 Floral Design

FM119 Sewing for Fashion

FM120 Fashion Designers

FM213 Fashion Show Production

FM220 Fashion Promotion

FM228 CAD for Fashion Design

FM230 Display and Visual Merchandising

FM236 Fashion Design

FM289 Fashion Exploration - NYC

IF 114 Visual Presentation for Interiors

IF115 Consumer Buying

IF117 Housing and Home Furnishings

IF118 Lighting Fundamentals

IF127 Drawing Techniques

IF217 Office Design

IF219 Sewing for Interiors

IF228 CAD for Interior Design

IF289 Interiors Exploration - NYC

2014-2015

BA101 Business and Technical English 1

BA103 Introduction to Business

BA105 Entrepreneurship

BA120 Editing and Proofreading

BA133 Business Word Processing 1

BA136 Business Word Processing 2

BA160 Computerized Accounting 1

BA230 Business Simulations

BA236 Input Technologies

BA245 Records and Information

Management

BA247 Advanced Computer

Applications in Business

BA248 Contemporary Office Procedures

BA256 Principles of Accounting 1

BA260 Computerized Accounting 2

BA268 Tax Accounting

IF126 History of Furniture

2015-2016

No sections listed

2016-2017

No sections listed


A-1

Appendix A – Faculty Credentials

Business Department Faculty Credentials

Last First Name Employee Group Title Hi Educ Lv

Adisu Kinfu Adjunct Faculty/Adjunct Doctorate

Alles Brent Adjunct Faculty/Adjunct Master's

Baker Franklene Adjunct Faculty/Adjunct Master's

Bockheim Marianne Adjunct Faculty/Adjunct Bachelor's

Bylsma Jay Adjunct Faculty/Adjunct Master's

Bystry David Adjunct Faculty/Adjunct

Technical

School

Casari Gerald Adjunct Faculty/Adjunct Master's

Chesla Brian Adjunct Faculty/Adjunct Bachelor's

Chivis Bertha Adjunct Faculty/Adjunct Master's

Chivis Deborah Adjunct Faculty/Adjunct Master's

Cody Mary Adjunct Faculty/Adjunct Master's

Couturier Julie Adjunct Faculty/Adjunct Bachelor's

Daniels Yvonne Adjunct Faculty/Adjunct Bachelor's

Denolf David Adjunct Faculty/Adjunct Master's

Dykstra-Nylen Karen Adjunct Faculty/Adjunct Master's

Elsey Judith Adjunct Faculty/Adjunct Master's

Erlandson Marguerite Adjunct Faculty/Adjunct Master's

Farrah Thomas Adjunct Faculty/Adjunct Master's

Fox Jackson Adjunct Faculty/Adjunct Master's

Glupker Christian Adjunct Faculty/Adjunct Master's

Greer Dareather Adjunct Faculty/Adjunct Master's

Groenleer Robert Adjunct Faculty/Adjunct Master's

Hagan Hope Adjunct Faculty/Adjunct Bachelor's

Hopson Preston Adjunct Faculty/Adjunct Master's

Hudson Victoria Adjunct Faculty/Adjunct Master's

Kearney Mary Adjunct Faculty/Adjunct Master's

Kiley David Adjunct Faculty/Adjunct Master's

Koewers Marlene Adjunct Faculty/Adjunct Master's

Landon James Adjunct Faculty/Adjunct Master's

Lange David Adjunct Faculty/Adjunct Master's

Lewis Angela Adjunct Faculty/Adjunct Master's

Loiselle Chris Adjunct Faculty/Adjunct Master's

Mahoney Denise Ann Adjunct Faculty/Adjunct Master's


A-2

McLane Brian Adjunct Faculty/Adjunct Master's

Miller Thomas Adjunct Faculty/Adjunct Master's

Mitchell Michael Adjunct Faculty/Adjunct Master's

Montgomery Natalie Adjunct Faculty/Adjunct Master's

Mowers Phillip Adjunct Faculty/Adjunct Master's

Mumford Dawn Adjunct Faculty/Adjunct Master's

Palmitier Sharon Adjunct Faculty/Adjunct Master's

Piccard Jean Adjunct Faculty/Adjunct Master's

Potter Deborah Adjunct Faculty/Adjunct Master's

Quillan Marie Adjunct Faculty/Adjunct Master's

Reid Mary Adjunct Faculty/Adjunct Master's

Rice Walter Adjunct Faculty/Adjunct Master's

Righa Matheta Adjunct Faculty/Adjunct Master's

Rumery John Adjunct Faculty/Adjunct Master's

Schut Andrew Adjunct Faculty/Adjunct Master's

Schwalm John Adjunct Faculty/Adjunct Master's

Shovan Doane Nancy Adjunct Faculty/Adjunct Bachelor's

Siver Abbe Adjunct Faculty/Adjunct Master's

Sorovigas Stella Adjunct Faculty/Adjunct MD,DDS,JD

Spelman Carol Adjunct Faculty/Adjunct Bachelor's

Sterk Robin Adjunct Faculty/Adjunct Master's

Sytsma Chad Adjunct Faculty/Adjunct Master's

Tillman Tanya Adjunct Faculty/Adjunct Master's

Van ValkenBurg David Adjunct Faculty/Adjunct Bachelor's

Vandragt Thomas Adjunct Faculty/Adjunct Master's

Williams Eric Adjunct Faculty/Adjunct Master's

Wilson Catherine Adjunct Faculty/Adjunct Master's

Wolbert Paul Adjunct Faculty/Adjunct Bachelor's

Woodhull Rana Adjunct Faculty/Adjunct Master's

Wynkoop Douglas Adjunct Faculty/Adjunct Master's

Alexander Ann Faculty Professor Master's

Baglien Susan Faculty Professor Master's

Barnhart Richard Faculty Professor Master's

Brand Garret Faculty Professor Master's

Gelderloos Glenn Faculty Professor Master's

Jasonowicz Mark Faculty Assistant Professor Master's

Knauf Jennifer Faculty Assistant Professor Bachelor's

Pereiro Felix Faculty Associate Professor Master's


A-3

Schoenborn Peggy Faculty Assistant Professor Master's

Spitler Brent Faculty Assistant Professor Master's

Spoelman Jeffrey Faculty Professor Master's

Talsma Bethann Faculty Assistant Professor Master's

Business Faculty with Academic Service Learning Credential

Susan Baglien

Marianne Bockheim

Nancy Forbes

Amy Koning

Anna Palenske

Business Department Faculty certified to do online/hybrid teaching

Ann Alexander

Richard Barnhart

Mary Barnum

Garret Brand

Carol (Lee) Brown

David Bystry

Gerald Casari

Deborah Chivis

Judith Dembowske

Karen Dykstra

Judith Elsey

Chris Foster

Glenn Gelderloos

Cheryl Kautz

David Kiley

Amy Koning

David Lange

Denise Mahoney

Natalie Montgomery

Phillip Mowers

Dawn Mumford

Ann Palenske

Jason Paulateer


A-4

Felix Pereiro

Deb Potter

Molly Reid

Matheta Righa

Peggy Schoenborn

Robin Selmon

Angie Slagle

Brent Spitler

Jeffrey Spoelman

Chad Sytsma

Bethann Talsma

Ronald Weidenfeller

Cathy Wilson

Doug Wynkoop

Keith Ferguson

Kinfu Adisu

Robin Sterk

Sharon Palmitier

Anton Wishik

Brent Alles

Chris Loiselle

Kristin McKenzie

Rana Woodhull

Marianne Bockheim

David Denolf

Mark Jasonowicz

Jackson Fox

Sandra Renfro

John Rumery


B-1

Appendix B – Program Enrollment

New Fall Student Enrollment (FTIACs)— Count of new degree-seeking college-bound students who have declared a major (or

are undecided) by mid-October; non-degree students and students on health program waiting lists are not included. Listed

by plan code and description, for each of the past 4 fall terms, 2009-2012.

Fall Program Enrollment—Count of students who have declared a major (or are undecided) by mid-October. Listed by plan

code and description, broken down by full-time and part-time students for each of the past 4 fall terms, 2009-2012. Most

declarations are self-reporting or via department assistance, except for health programs, which are done explicitly by

departments.

Fall Enrollment by Plan 2009 to 2012--by Gender—Count of students who have declared a major (or are undecided) by mid-

October. Listed by plan code and description, broken down by students’ gender for each of the past 4 fall terms, 2009-2012.


Major Code Description Fall 2009 Fall 2010 Fall 2011 Fall 2012

101 Business Admin, Trf 63 45 51 39

102 Business Administration 205 248 247 211

112 Office Administration 11 12 6 9

116 Marketing, Cert 1 1

125 Marketing 46 37 34 27

127 Management & Supervision 19 21 17 16

128 Accounting 66 59 53 53

121 Fashion Merchandising 22 23 14 36

122 Interior Decorating & Des 28 21 20 17

170 Entrepreneurship 1 12 14 8


B-2


Major

Plan

No. Description 2009 2010 2011 2012

Female Male Total Female Male Total Female Male Total Female Male Total

101

Business

Admin, Trf 138 289 427 131 216 347 130 214 344 117 189 306

102

Bus

Administration 314 446 760 326 502 828 390 539 929 433 530 963

112

Office

Administration 72 4 76 106 2 108 75 3 78 74 2 76

116 Marketing, Cert 4 3 7 1 0 1 2 3 5 3 3 6

125 Marketing 58 84 142 57 90 147 47 91 138 49 98 147

127

Management &

Supervision 40 50 90 40 64 104 55 68 123 38 59 97

128 Accounting 149 138 287 148 126 274 185 132 317 180 117 297

121

Fashion

Merchandising 88 5 93 76 6 82 66 5 71 86 7 93

122

Interior

Decorating &

Des 102 5 107 78 10 88 57 5 62 63 5 68


C-1

Appendix C – Student Progress

Student Progress—Tracking Degree-Seeking Students at the end of each year, starting with those enrolled in 2008-09

through 2011-12. This is “reverse-looking,” i.e. of those enrolled during the year, how many graduated or transferred out

during the year, or are still enrolled in the next fall term? This is one indicator of success, and the total across will yield a

combined grad/transfer/still enrolled percentage: 50s and 60s are common, 70s and 80s are good, 90s and 100 are superb.


Major

Code Academic Year N, Students Graduates

Graduates/

Transfers Transfers Still Here Left Ed Grad/Transfer/ Still Here

101 2009-10 572 5% 7% 17% 34% 37% 63%

101 2010-11 489 5% 7% 21% 38% 29% 71%

101 2011-12 458 3% 6% 17% 41% 32% 68%

102 2008-09 991 6% 1% 15% 41% 36% 64%

102 2009-10 1,047 5% 1% 13% 43% 38% 62%

102 2010-11 1,208 4% 2% 12% 41% 41% 59%

102 2011-12 1,360 4% 1% 15% 43% 37% 63%

112 2008-09 84 10% 0% 10% 54% 27% 73%

112 2009-10 132 6% 2% 5% 55% 32% 68%

112 2010-11 142 15% 1% 15% 44% 25% 75%

112 2011-12 102 11% 1% 6% 52% 30% 70%

116 2008-09 5 0% 0% 0% 40% 60% 40%


C-2

116 2009-10 5 20% 0% 0% 20% 60% 40%

116 2010-11 6 17% 0% 50% 17% 17% 83%

116 2011-12 8 0% 0% 13% 50% 38% 63%

125 2008-09 179 2% 0% 21% 40% 37% 63%

125 2009-10 185 4% 0% 17% 45% 35% 65%

125 2010-11 195 3% 1% 20% 36% 41% 59%

125 2011-12 200 1% 1% 23% 41% 35% 65%

127 2008-09 138 5% 1% 14% 40% 39% 61%

127 2009-10 131 7% 2% 12% 42% 37% 63%

127 2010-11 149 1% 3% 9% 46% 41% 59%

127 2011-12 165 8% 1% 10% 32% 48% 52%

128 2008-09 318 4% 2% 16% 49% 30% 70%

128 2009-10 379 6% 2% 16% 41% 35% 65%

128 2010-11 428 4% 2% 14% 49% 31% 69%

128 2011-12 408 7% 1% 13% 48% 31% 69%

121 2008-09 123 1% 2% 17% 41% 40% 60%

121 2009-10 121 1% 0% 9% 37% 53% 47%

121 2010-11 101 9% 1% 11% 39% 41% 59%

121 2011-12 95 3% 1% 12% 41% 43% 57%

170 2009-10 9 0% 0% 0% 67% 33% 67%


C-3

170 2010-11 29 3% 0% 3% 45% 48% 52%

170 2011-12 37 8% 0% 16% 35% 41% 59%

N 25,159 grads 4% Grad/trans 2% Trans only 17% Still Here 38% Total 62%


D-1

Appendix D – Program Indicator Data

Technical Skills Attainment 1P1: % of CTE concentrators who passed technical skill assessments that are aligned with

industry-recognized standards, if available and appropriate, during the reporting year (that can be identified -

Credential, Certificate, or Degree Attainment 2P1: % of CTE concentrators who received an industry-recognized

credential, a certificate, or a degree during the reporting year.

Student Retention and Transfer 3P1: % of CTE concentrators who remained enrolled in their original postsecondary

institution or transferred to another 2- or 4-year postsecondary institution during the reporting year and who were

enrolled in postsecondary education in the fall of the previous reporting year.

Student Placement 4P1: % of CTE concentrators who were placed or retained in employment, or placed in military service

or apprenticeship programs in the 2nd quarter following the program year in which they left postsecondary education

(i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2008 would be assessed between

October 1, 2008 and December 31, 2008).

Student Participation in Nontraditional Fields 5P1: % of CTE participants from underrepresented gender groups who

participated in a program that leads to employment in nontraditional fields during the reporting year.

Student Completion in Nontraditional Fields 5P2: % of CTE concentrators from underrepresented gender groups who

completed a program that leads to employment in nontraditional fields during the reporting year.

Perkins Data

Accounting

2009 2010 2011 2012

Technical Skills Attainment N/A N/A N/A N/A

Credential, Certificate, or Degree Attainment 31.78% 26.42% 25.00% 35.29%


D-2

Student Retention and Transfer 69.09% 73.00% 77.25% 80.67%

Student Placement 63.16% 50.00% 100.00% 100.00%

Student Participation in Nontraditional Fields 40.10% 46.65% 44.17% 44.03%

Student Completion in Nontraditional Fields 11.50% 50.00% 12.50% 14.00%


2009 2010 2011 2012







Office Administration

2009 2010 2011 2012








D-3

Entreneurship

2009 2010 2011 2012


Credential, Certificate, or Degree Attainment 0.00% 33.33%

Student Retention and Transfer 66.67% 75.00%

Student Placement 0.00% 0.00%

Student Participation in Nontraditional Fields 33.00% 37.93%

Student Completion in Nontraditional Fields 0.00% 0.00%


2009 2010 2011 2012







Fashion Merchandising

2009 2010 2011 2012





Student Participation in Nontraditional Fields N/A N/A N/A N/A


D-4

Student Completion in Nontraditional Fields N/A N/A N/A N/A

Marketing

2009 2010 2011 2012





Student Participation in Nontraditional Fields N/A N/A N/A N/A

Student Completion in Nontraditional Fields N/A N/A N/A N/A


E-1

Appendix E – 2008 – 2012 Course Enrollment Data Summary

Course Enrollment by Semester—Count of enrollments in each course in each term from fall 2008 through winter 2013 (preliminary).

Enrollment follows patterns of build-up through 2009 peak in 2010, slow return to normalcy in 2011 and 2012.

Business Department 2008 – 2012 Course Enrollment Data Summary 2008-2009 2009-2010 2010-2011 2011-2012

Course Fall 2008

Winter 2009

Summer 2009

Total Fall 2009

Winter 2010

Summer 2010

Total

Fall 2010

Winter 2011

Summer 2011

Total

Fall 2011

Winter 2012

Summer 2012

Total

BA 101 207 141 68 416 231 182 62 475 248 161 68 477 224 165 63 452

BA 102 96 187 283 91 182 21 294 93 174 267 88 169 257

BA 103 416 444 164 1024 423 545 188 1156 463 543 194 1200 524 499 170 1193

BA 105 28 28 56 29 27 56 27 53 80 56 19 75

BA 106 44 46 19 109 50 49 18 117 46 49 19 114 45 49 20 114

BA 120 16 21 37 24 23 22 69 24 24 48 24 24 48

BA 125 24 24 48 19 23 21 63 20 24 44 22 23 45

BA 130 157 140 44 341 162 162 44 368 160 139 68 367 133 127 86 346

BA 133 134 140 67 341 155 163 65 383 149 134 88 371 134 154 104 392

BA 136 19 17 36 22 20 21 63 22 22 44 18 16 34

BA 145 128 112 39 279 168 250 71 489 187 229 63 479 245 244 83 572

BA 150 181 132 27 340 171 219 79 469 182 192 84 458 191 187 95 473

BA 153 106 84 59 249 102 67 60 229 128 84 107 319 134 88 86 308

BA 156 105 54 23 182 96 73 44 213 94 70 46 210 99 96 37 232

BA 158 21 21 20 20 23 23 23 23

BA 160 46 48 94 45 48 21 114 48 41 43 132 63 45 43 151

BA 170 27 29 56 26 27 53 28 29 57 29 71 100

BA 172 83 75 28 186 84 73 26 183 81 71 27 179 80 96 25 201


E-2

BA 174 55 48 26 129 56 48 25 129 55 48 26 129 56 71 28 155

BA 180 8 8 3 3 5 5 3 3

BA 181 1 1 1 1 1 1

BA 183 128 103 231 104 83 187 104 85 189 122 106 228

BA 201 154 196 84 434 196 179 94 469 216 186 93 495 181 162 86 429

BA 204 24 24 22 22 24 24 24 24

BA 207 295 236 136 667 264 231 152 647 303 277 150 730 305 290 200 795

BA 208 22 15 37 21 8 29 43 43 43 22 65

BA 209 77 80 39 196 97 96 39 232 119 88 26 233 145 95 41 281

BA 230 4 9 13 13 20 33 32 18 50 23 21 44

BA 236 5 4 9 24 24 16 22 38 21 14 35

BA 245 18 12 30 24 24 48 43 24 67 24 24 48

BA 247 3 3 20 20 40 40 19 19

BA 248 5 10 15 23 23 22 23 45 21 21

BA 254 193 185 80 458 178 176 67 421 178 179 68 425 177 179 71 427

BA 256 405 358 157 920 482 349 150 981 501 351 156 1008 480 319 145 944

BA 257 137 237 104 478 137 253 100 490 165 272 102 539 187 251 99 537

BA 260 24 24 48 24 23 21 68 23 20 21 64 33 15 20 68

BA 262 34 20 54 27 23 50 27 22 49 27 48 75

BA 264 21 21 42 26 28 54 25 27 52 25 27 52

BA 268 28 23 51 28 24 52 27 28 55 28 28 56

BA 270 257 277 117 651 253 258 132 643 300 285 135 720 306 304 160 770

BA 272 24 20 44 24 4 28 23 23 18 18

BA 276 28 28 56 27 28 55 25 50 44 119

BA 282 134 131 54 319 152 132 67 351 156 152 72 380 156 134 82 372

BA 283 132 155 98 385 156 245 138 539 200 262 142 604 218 286 159 663

BA 284 24 23 21 68 24 44 45 113 41 45 68 154 46 67 62 175

BA 286 61 50 42 153 20 69 37 126 39 70 39 148 39 69 40 148

BA 288 28 27 55 28 24 52 42 23 65 28 26 54

BA 291 6 6


E-3

BA 293 2 2

IF 114 10 10 14 14 6 6

IF 115 35 35 32 32 17 33 50 13 25 38

IF 117 18 17 35 18 18 36 10 11 21 16 9 25

IF 118 9 9 18 16 34 11 11 9 9

IF 126 18 18 17 17 11 11 18 18

IF 127 17 16 33 18 18 11 18 29 9 15 24

IF 128 18 18 14 14 11 11 5 5

IF 180 3 6 2 11 3 7 2 12 3 3 1 7 4 3 2 9

IF 181 2 3 1 6 5 3 5 13 1 4 3 8 4 4

IF 216 16 16 18 17 35 15 15 14 14

IF 217 10 10 7 7 7 7

IF 219 17 17

IF 228 20 20 20 20 14 14 11 11

IF 289 3 3

IF 290 16 16 11 11 9 9

IF 291 1 1

IF 298 1 1

IF 299 1 1

FM 105 70 52 122 86 53 139 87 52 139 89 53 142

FM 107 19 19 17 17 17 17 17 17

FM 108 18 17 35 18 18 18 18 18 18

FM 110 37 37 36 18 54 32 18 50 36 36

FM 111 18 18 17 17 34 15 15 16 9 25

FM 119 17 18 35 17 17 16 16 32 18 18

FM 120 18 15 33 17 17

FM 122 21 19 40 20 8 28 15 15 18 7 25

FM 180 4 2 6 4 1 2 7 6 4 2 12 5 3 8

FM 181 1 2 1 4 2 2 4 3 2 9 2 3 2 7

FM 213 10 10 18 18 10 10 7 7


E-4

FM 220 17 17 18 18 18 18 15 15

FM 228 18 18 20 20 17 17 9 9

FM 230 18 18 19 19 18 18 15 15

FM 236 18 18

FM 289 11 11

FM 290 11 11 7 7 8 8


F-1

Appendix F – Course Success Rates (Success = grades A to C-)

Course Success Rates – AtD categories—Course success rates (A-C divided by all grades) by subcategories: Race/Ethnicity,

Gender, Full-time/Part-time, and Pell Grant recipient/No Pell.

BA 101

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total

Number Course Enrollments 158 33 17 4 3 0 10 225

Number Successful Course

Enrollments 119 18 9 4 1 0 9 160

Percent Successful Course

Enrollments 75% 55% 53% 100% 33% N/A 90% 71%

Age Less than

20 20-24

25 or

older Total

Number Course Enrollments 73 74 78 225


Enrollments 56 50 54 160


Enrollments 77% 68% 69% 71%


F-2

Gender Female Male Total

Number Course Enrollments 83 142 225


Enrollments 65 95 160


Enrollments 78% 67% 71%

Pell Pell No Pell Total






BA 102

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total


F-3



Enrollments 41 11 5 1 1 2 3 64


Enrollments 75% 61% 83% 100% 50% 100% 75% 73%

Age Less than

20 20-24

25 or

older Total










Percent Successful Course 82% 66% 73%


F-4

Enrollments







BA 103

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



Enrollments 274 35 28 8 4 1 16 366


Enrollments 72% 51% 72% 80% 100% 100% 76% 70%


F-5

Age Less than

20 20-24

25 or

older Total

















F-6



BA 105

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



Enrollments 20 3 0 1 2 0 0 26


Enrollments 49% 43% 0% 100% 67% N/A 0% 46%

Age Less than

20 20-24

25 or

older Total







F-7




Enrollments 5 21 26









BA 106

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispani

c

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total


F-8

Number Course

Enrollments 30 7 2 2 0 0 4 45

Number Successful

Course Enrollments 21 5 1 2 0 0 1 30

Percent Successful

Course Enrollments 70% 71% 50% 100% N/A N/A 25% 67%

Age Less than

20 20-24

25 or

older Total

Number Course


Number Successful

Course Enrollments 4 12 14 30

Percent Successful

Course Enrollments 50% 63% 78% 67%


Number Course


Number Successful

Course Enrollments 12 18 30


F-9

Percent Successful

Course Enrollments 67% 67% 67%


Number Course


Number Successful


Percent Successful


BA 120

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



Enrollments 14 1 2 0 1 0 1 19


Enrollments 78% 50% 100% N/A 100% N/A 100% 79%


F-10

Age Less than

20 20-24

25 or

older Total





Enrollments 100% 71% 86% 79%




Enrollments 15 4 19






Enrollments 8 11 19


F-11



BA 125

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



Enrollments 13 4 2 0 1 0 1 21



Age Less than

20 20-24

25 or

older Total





Enrollments 100% 91% 100% 95%


F-12




Enrollments 18 3 21






Enrollments 14 7 21



BA 130

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



F-13


Enrollments 53 19 8 1 0 0 4 85


Enrollments 74% 50% 53% 50% 0% N/A 80% 64%

Age Less than

20 20-24

25 or

older Total













F-14







BA 133

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispani

c

Asian /

Pacific

Islander

Native

American

Non-

residen

t Alien

No

response

or other

Total

Number Course

Enrollments 96 23 9 0 2 0 5 135


Enrollments 73 8 7 0 0 0 3 91



Age Less than 20-24 25 or Total


F-15

20 older

Number Course







Number Course







Number Course



F-16





BA 136

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispani

c

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



Enrollments 6 1 3 1 0 0 1 12


Enrollments 67% 25% 100% 100% N/A N/A 100% 67%

Age Less than

20 20-24

25 or

older Total





F-17


Enrollments N/A 67% 67% 67%




Enrollments 11 1 12






Enrollments 5 7 12



BA 145

Race/

Ethnicity White

non-

Black

non-

Hispani

c Asian /

Pacific

Native

American Non-

residen

No

response Total


F-18

Hispanic Hispanic Islander t Alien or other

Number Course

Enrollments 179 37 12 6 4 0 8 246


Enrollments 151 27 11 6 3 0 7 205


Enrollments 84% 73% 92% 100% 75% N/A 88% 83%

Age Less than

20 20-24

25 or

older Total

Number Course








F-19

Number Course







Number Course






BA 150

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispani

c

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



F-20


Enrollments 100 14 13 2 1 0 8 138


Enrollments 71% 70% 72% 100% 50% N/A 89% 72%

Age Less than

20 20-24

25 or

older Total













F-21







BA 153

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



Enrollments 81 12 6 2 2 0 3 106


Enrollments 84% 63% 75% 100% 67% N/A 50% 79%

Age Less than

20 20-24

25 or

older Total


F-22



















F-23

BA 156

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

residen

t Alien

No

response

or other

Total



Enrollments 49 9 6 2 2 0 2 70


Enrollments 67% 64% 100% 100% 100% N/A 100% 71%

Age Less than

20 20-24

25 or

older Total








F-24












BA 158

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispani

c

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



Enrollments 13 1 0 0 0 0 0 14


F-25


Enrollments 81% 20% N/A 0% N/A N/A 0% 61%

Age Less than

20 20-24

25 or

older Total









Enrollments 5 9 14





F-26



Enrollments 6 8 14



BA 160

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



Enrollments 31 2 2 1 1 1 3 41


Enrollments 69% 33% 50% 50% 50% 100% 100% 65%

Age Less than

20 20-24

25 or

older Total


Number Successful Course 5 9 27 41


F-27

Enrollments















BA 170


F-28

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



Enrollments 12 4 0 4 0 0 2 22


Enrollments 67% 80% N/A 100% N/A N/A 100% 76%

Age Less than

20 20-24

25 or

older Total









F-29


Enrollments 19 3 22









BA 172

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total

Number Course

Enrollments 61 10 4 0 0 0 5 80


Enrollments 44 5 4 0 0 0 3 56


F-30


Enrollments 72% 50% 100% N/A N/A N/A 60% 70%

Age Less than

20 20-24

25 or

older Total

Number Course







Number Course







F-31


Number Course






BA 174

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total

Number Course

Enrollments 49 2 0 2 0 1 2 56


Enrollments 45 1 0 2 0 1 1 50


Enrollments 92% 50% N/A 100% N/A 100% 50% 89%


F-32

Age Less than

20 20-24

25 or

older Total

Number Course





Enrollments 83% 87% 100% 89%


Number Course







Number Course 25 31 56


F-33

Enrollments





BA 183

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

residen

t Alien

No

response

or other

Total

Number Course

Enrollments 77 20 12 4 3 0 6 122


Enrollments 69 17 8 4 2 0 4 104


Enrollments 90% 85% 67% 100% 67% N/A 67% 85%

Age Less than

20 20-24

25 or

older Total

Number Course



F-34






Number Course







Number Course






F-35

Enrollments

BA 201

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

residen

t Alien

No

response

or other

Total

Number Course

Enrollments 133 31 7 2 2 1 6 182

Number Successful


Percent Successful

Course Enrollments 75% 65% 100% 100% 50% 100% 50% 74%

Age Less than

20 20-24

25 or

older Total

Number Course


Number Successful


Percent Successful



F-36


Number Course


Number Successful


Percent Successful



Number Course


Number Successful


Percent Successful


BA 207

Race/

Ethnicity White

non-

Black

non-Hispanic Asian /

Pacific

Native

American Non-

resident

No

response Total


F-37

Hispanic Hispanic Islander Alien or other



Enrollments 204 20 19 10 1 1 10 265


Enrollments 89% 77% 83% 83% 33% 100% 77% 87%

Age Less than

20 20-24

25 or

older Total








Number Successful Course 104 161 265


F-38

Enrollments









BA 209

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

residen

t Alien

No

response

or other

Total

Number Course

Enrollments 117 8 10 7 1 0 2 145


Enrollments 105 8 8 7 1 0 2 131

Percent Successful Course 90% 100% 80% 100% 100% N/A 100% 90%


F-39

Enrollments

Age Less than

20 20-24

25 or

older Total

Number Course





Enrollments 100% 86% 93% 90%


Number Course







F-40


Number Course






BA 230

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispani

c

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



Enrollments 9 1 0 0 0 0 0 10


Enrollments 50% 33% 0% N/A N/A N/A N/A 43%

Age Less than

20 20-24

25 or

older Total


F-41









Enrollments 9 1 10






Enrollments 7 3 10




F-42

BA 236

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

residen

t Alien

No

response

or other

Total

Number Course

Enrollments 15 4 0 0 2 0 0 21


Enrollments 15 2 0 0 1 0 0 18


Enrollments 100% 50% N/A N/A 50% N/A N/A 86%

Age Less than

20 20-24

25 or

older Total

Number Course







F-43


Number Course

Enrollments 17 4 21


Enrollments 16 2 18




Number Course

Enrollments 12 9 21


Enrollments 10 8 18



BA 245

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispani

c

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total


F-44

Number Course

Enrollments 17 4 2 0 1 0 0 24


Enrollments 12 2 2 0 0 0 0 16


Enrollments 71% 50% 100% N/A 0% N/A N/A 67%

Age Less than

20 20-24

25 or

older Total

Number Course







Number Course

Enrollments 16 8 24


F-45


Enrollments 10 6 16




Number Course



Enrollments 7 9 16



BA 247

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



Enrollments 13 2 1 0 0 0 0 16


F-46


Enrollments 93% 67% 50% N/A N/A N/A N/A 84%

Age Less than

20 20-24

25 or

older Total









Enrollments 15 1 16





F-47



Enrollments 9 7 16



BA 248

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total

Number Course

Enrollments 14 4 1 0 2 0 0 21


Enrollments 11 3 1 0 1 0 0 16


Enrollments 79% 75% 100% N/A 50% N/A N/A 76%

Age Less than

20 20-24

25 or

older Total

Number Course



F-48




Enrollments 100% 73% 78% 76%


Number Course

Enrollments 18 3 21


Enrollments 14 2 16




Number Course

Enrollments 15 6 21


Enrollments 11 5 16



F-49

Enrollments

BA 254

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total

Number Course

Enrollments 134 16 15 4 2 0 6 177


Enrollments 107 10 14 3 1 0 5 140


Enrollments 80% 63% 93% 75% 50% N/A 83% 79%

Age Less than

20 20-24

25 or

older Total

Number Course







F-50


Number Course







Number Course






BA 256

Race/

Ethnicity White

non-

Black

non-Hispanic Asian /

Pacific

Native

American Non-

resident

No

response Total


F-51

Hispanic Hispanic Islander Alien or other

Number Course

Enrollments 355 48 34 18 5 2 18 480


Enrollments 229 17 20 12 1 2 13 294


Enrollments 65% 35% 59% 67% 20% 100% 72% 61%

Age Less than

20 20-24

25 or

older Total

Number Course








F-52

Number Course







Number Course






BA 257

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispani

c

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



F-53


Enrollments 94 14 7 5 1 0 4 125


Enrollments 66% 67% 64% 100% 50% N/A 67% 67%

Age Less than

20 20-24

25 or

older Total













F-54







BA 260

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispani

c

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



Enrollments 22 3 2 1 1 0 2 31


Enrollments 96% 100% 67% 100% 100% N/A 100% 94%

Age Less

than 20 20-24

25 or

older Total


F-55





Enrollments 100% 100% 92% 94%














F-56

BA 262

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



Enrollments 16 0 0 1 0 1 1 19


Enrollments 76% N/A 0% 100% N/A 100% 50% 70%

Age Less than

20 20-24

25 or

older Total








F-57



Enrollments 12 7 19






Enrollments 9 10 19



BA 264

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total

Number Course

Enrollments 22 0 1 0 1 0 1 25

Number Successful 18 0 1 0 1 0 1 21


F-58

Course Enrollments

Percent Successful

Course Enrollments 82% N/A 100% N/A 100% N/A 100% 84%

Age Less than 20 20-24 25 or

older Total

Number Course


Number Successful


Percent Successful

Course Enrollments N/A 100% 81% 84%


Number Course


Number Successful


Percent Successful 86% 82% 84%


F-59

Course Enrollments


Number Course


Number Successful


Percent Successful


BA 268

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total

Number Course

Enrollments 26 0 0 2 0 0 0 28


Enrollments 22 0 0 2 0 0 0 24


Enrollments 85% N/A N/A 100% N/A N/A N/A 86%


F-60

Age Less than

20 20-24

25 or

older Total

Number Course







Number Course








F-61

Number Course






BA 270

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total

Number Course

Enrollments 237 34 19 2 5 1 8 306


Enrollments 197 19 16 1 4 1 6 244


Enrollments 83% 56% 84% 50% 80% 100% 75% 80%

Age Less than

20 20-24

25 or

older Total

Number Course 52 134 120 306


F-62

Enrollments






Number Course







Number Course





F-63



BA 272

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total

Number Course

Enrollments 12 4 1 1 0 0 0 18

Number Successful


Percent Successful

Course Enrollments 92% 75% 100% 100% N/A N/A N/A 89%


older Total

Number Course


Number Successful


Percent Successful N/A 91% 86% 89%


F-64

Course Enrollments


Number Course

Enrollments 6 12 18

Number Successful


Percent Successful



Number Course

Enrollments 8 10 18

Number Successful


Percent Successful


BA 276


F-65

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



Enrollments 13 7 1 0 0 0 1 22


Enrollments 93% 88% 100% 0% N/A N/A 100% 88%

Age Less than

20 20-24

25 or

older Total









F-66











BA 282

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total

Number Course

Enrollments 124 17 8 1 3 1 2 156


Enrollments 113 11 6 1 2 1 2 136


F-67


Enrollments 91% 65% 75% 100% 67% 100% 100% 87%

Age Less than

20 20-24

25 or

older Total

Number Course







Number Course







F-68


Number Course






BA 284

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total

Number Course

Enrollments 163 20 16 7 1 0 11 218

Number Successful


Percent Successful

Course Enrollments 79% 75% 94% 100% 0% N/A 55% 78%


F-69


older Total

Number Course


Number Successful


Percent Successful



Number Course


Number Successful


Percent Successful



Number Course 97 121 218


F-70

Enrollments

Number Successful


Percent Successful


BA 284

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total

Number Course

Enrollments 35 4 4 0 0 0 3 46


Enrollments 32 2 4 0 0 0 1 39


Enrollments 91% 50% 100% N/A N/A N/A 33% 85%

Age Less than

20 20-24

25 or

older Total

Number Course



F-71




Enrollments 100% 88% 82% 85%


Number Course







Number Course






F-72

Enrollments

BA 286

Race/

Ethnicity

White

non-

Hispanic

Black

non-

Hispanic

Hispanic

Asian /

Pacific

Islander

Native

American

Non-

resident

Alien

No

response

or other

Total



Enrollments 17 4 0 0 0 0 0 21


Enrollments 57% 44% N/A N/A N/A N/A N/A 54%

Age Less than

20 20-24

25 or

older Total







F-73




Enrollments 7 14 21










G-1

Appendix G – Four-Year Course Grade Distributions

Course Grade Distribution Fall 2008 2009 2010 and 2011—Earned grades by course, each fall term from 2009 to 2012.

Grades are listed As to E, then I (incomplete), NS (no-show), W (withdrawal), WF (withdrawal-failing), and WP (withdrawal-

passing). Extended analyses show success (grades A to C divided by all grades), and rates of withdrawal, no-show, and

incomplete. Sometimes a low success rates are a result of high withdrawal and no-show rates.

Business Department Course Success Rate Trends

BA 120 13 81% 1 6% 16 67% 1 4% 18 75% 3 13% 17 71% 1 4%

BA 125 19 79% 1 4% 14 74% 1 5% 17 85% 2 10% 20 91% 0 0%

BA 130 100 64% 17 11% 105 64% 11 7% 107 67% 19 12% 82 62% 15 11%

BA 133 79 59% 24 18% 100 65% 11 7% 90 60% 18 12% 87 64% 10 7%

BA 136 11 58% 2 11% 12 55% 6 27% 18 82% 0 0% 12 67% 2 11%

BA 145 107 84% 5 4% 133 79% 10 6% 158 84% 13 7% 199 81% 20 8%

BA 150 125 69% 18 10% 120 70% 32 19% 118 65% 25 14% 133 70% 33 17%

BA 153 75 71% 11 10% 70 69% 19 19% 86 67% 22 17% 100 75% 13 10%

BA 156 75 71% 10 10% 69 72% 14 15% 64 67% 17 18% 70 71% 17 17%

BA 158 6 29% 12 57% 11 52% 9 43% 13 57% 6 26% 12 52% 2 9%

BA 160 36 78% 4 9% 38 86% 4 9% 32 67% 3 6% 38 60% 2 3%

BA 170 21 78% 0 0% 23 88% 2 8% 25 89% 2 7% 21 72% 4 14%

BA 172 60 72% 6 7% 60 71% 13 15% 60 73% 12 15% 53 66% 16 20%

BA 174 38 69% 5 9% 48 86% 7 13% 43 77% 0 0% 50 89% 2 4%

BA 183 109 85% 8 6% 90 87% 12 12% 87 84% 6 6% 102 84% 11 9%

BA 201 117 76% 23 15% 142 72% 28 14% 161 75% 16 7% 130 71% 16 9%


G-2

BA 207 210 71% 37 13% 208 79% 17 6% 245 81% 14 5% 256 84% 23 8%

BA 209 68 88% 4 5% 90 93% 3 3% 106 89% 7 6% 131 90% 10 7%

BA 230 4 100% 0 0% 2 15% 2 15% 17 53% 5 16% 8 35% 7 30%

BA 236 4 80% 0 0% #N/A #N/A #N/A #N/A 10 63% 0 0% 18 86% 2 10%

BA 245 14 78% 2 11% 19 79% 2 8% 29 67% 6 14% 15 63% 3 13%

BA 247 3 100% 0 0% 11 55% 1 5% 30 75% 2 5% 15 79% 3 16%

BA 248 5 100% 0 0% 12 52% 1 4% 18 82% 2 9% 14 67% 1 5%

BA 254 123 64% 50 26% 107 60% 40 22% 135 76% 27 15% 131 74% 22 12%

BA 256 235 58% 99 24% 254 53% 130 27% 322 64% 106 21% 278 58% 115 24%

BA 257 73 53% 46 34% 90 65% 27 20% 100 61% 36 22% 122 65% 42 22%

BA 260 14 58% 5 21% 23 96% 0 0% 22 96% 0 0% 31 94% 0 0%

BA 262 20 59% 9 26% 21 78% 2 7% 18 67% 8 30% 19 70% 1 4%

BA 264 15 71% 4 19% 18 69% 4 15% 17 68% 5 20% 20 80% 1 4%

BA 268 26 93% 2 7% 20 71% 4 14% 22 81% 5 19% 23 82% 0 0%

BA 270 210 82% 21 8% 187 74% 19 7% 247 82% 21 7% 240 78% 26 8%

BA 272 22 92% 2 8% 20 83% 3 13% 21 91% 2 9% 16 89% 1 6%

BA 276 #N/A #N/A #N/A #N/A 24 86% 3 11% 23 85% 3 11% 22 88% 1 4%

BA 282 113 85% 12 9% 128 84% 11 7% 132 85% 8 5% 133 85% 9 6%

BA 283 116 88% 7 5% 134 86% 9 6% 168 84% 11 6% 170 78% 17 8%

BA 284 23 96% 1 4% 21 88% 3 13% 37 90% 2 5% 37 80% 4 9%

BA 286 34 56% 10 16% 14 70% 1 5% 26 67% 6 15% 20 51% 6 15%

FM 105 47 67% 15 21% 59 69% 21 24% 44 51% 32 37% 54 61% 25 28%

FM 107 14 74% 2 11% 12 71% 3 18% 13 76% 3 18% 15 88% 1 6%

FM 108 14 78% 3 17% #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A

FM 110 34 92% 3 8% 31 86% 5 14% 28 88% 4 13% 21 58% 4 11%

FM 111 14 78% 4 22% 16 94% 1 6% 13 87% 1 7% 13 81% 3 19%

FM 119 17 100% 0 0% #N/A #N/A #N/A #N/A 13 81% 1 6% 17 94% 1 6%

FM 120 13 72% 1 6% #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A

FM 122 13 62% 2 10% 10 50% 1 5% 9 60% 2 13% 13 72% 0 0%

FM 180 3 75% 1 25% 4 100% 0 0% 3 50% 1 17% #N/A #N/A #N/A #N/A


G-3

FM 181 1 100% 0 0% #N/A #N/A #N/A #N/A 4 100% 0 0% 2 100% 0 0%

FM 230 17 94% 1 6% 19 100% 0 0% 16 89% 0 0% 13 87% 0 0%

FM 236 #N/A #N/A #N/A #N/A 15 83% 2 11% #N/A #N/A #N/A #N/A #N/A #N/A #N/A #N/A

*WD = Withdrawl


H-1

Appendix H – Course Delivery Approvals

Business Department Courses developed for online/hybrid delivery

BA 101

BA 103

BA 106

BA 125

BA 130

BA 133

BA 145

BA 150

BA 153

BA 156

BA 160

BA 170

BA 201

BA 207

BA 208

BA 209

BA 230

BA 247

BA 248

BA 260

BA 270

BA 282

BA 283

BA 284 BA 286

Business Department Honors courses offered

None

Business Department Study Away courses offered

BA 293


Economic Modeling Specialists International | www.economicmodeling.com 1

Appendix I – Job and Wage Forecasts

143 Bostwick Avenue, NE

Grand Rapids, Michigan 49503

Accounting

Program Report

GRCC Service Area



Prepared by Institutional Research and Planning

December 10, 2012



Report Info

Dataset Version 2012.3

Timeframe 2012 - 2021

Region Name GRCC Service Area

Region Description 3 county area. Kent Allegan and Ottawa

Counties Allegan, MI (26005)

Kent, MI (26081)

Ottawa, MI (26139)

Custom Profile: Grand Rapids Community College IPEDS COMP

Accounting Technology/Technician and Bookkeeping (52.0302)

Target Occupations

Tax Preparers (13-2082)

Bookkeeping, Accounting, and Auditing Clerks (43-3031)



Target Occupation Performance

7,032 7.4% $17.07/hr

Jobs (2011) Growth (2012-2021) Median Earnings

Nation Location Quotient: 0.95 Nation: 9.5% Nation: $16.74/hr

Regional Openings (2011) 327

Grand Rapids Community College Program

Completions (2010) 22

Regional Program Completions (2011) 4

All Regional Completions for Target

Occupations (2011) 50

Target Occupations Regional Openings

(2011)

Median Hourly

Earnings Growth (2012-2021)

Tax Preparers (13-2082) 63 $22.17 8.0%

Bookkeeping, Accounting, and

Auditing Clerks (43-3031) 263 $16.56 7.3%

Summary Comments: Growth in the target occupations for Accounting will be slow-moderate.

However, opening due to replacement and retirement will be plentiful. Only one institution

competes with the Accounting program in the GRCC area and this program produces

Bookkeepers at the Certificate level. Completions at this institution also appear to be in

decline. Employers will probably be more inclined to select the Associate-prepared completer.

Entry level income with probably be closer to the 10th or 25th percentile as seen on page 5.



There are current openings for both tax preparers and bookkeepers. (Questions: Contact

[email protected].)



GRCC Service Area | Growth for Target Occupations

7,271 7,806 535 7.4%

2012 Jobs 2021 Jobs Change (2012-2021) % Change (2012-2021)

Occupation 2012 Jobs 2021 Jobs Change % Change

Tax Preparers (13-2082) 653 705 52 8%

Bookkeeping, Accounting,

and Auditing Clerks (43-

3031)

6,619 7,101 482 7%



GRCC Service Area | Percentile Earnings

$10.94/hr $17.07/hr $23.36/hr

10th Percentile Earnings Median Earnings 90th Percentile Earnings

Occupation 10th Percentile

Earnings Median Earnings

90th Percentile

Earnings

Tax Preparers (13-2082) $14.96 $22.17 $32.55

Bookkeeping, Accounting, and

Auditing Clerks (43-3031) $10.54 $16.56 $22.45



Other Regional Training Providers

1 4

Institutions Completions (2011)

Institution Degrees Certificates Total

Completions

Everest Institute-Grand Rapids 0 4 4



Job Postings by Occupation

Occupation Job Postings

Bookkeeping, Accounting, and Auditing Clerks 17

Tax Preparers 17

http://api.indeed.com/jobs?publisher=2674526402342992&q=onet:43-3031&sort=date&l=Zeeland%2C+MI&radius=30&start=0&userip=174.124.173.222&useragent=Mozilla%2F5.0+%28Windows+NT+6.1%29+AppleWebKit%2F537.11+%28KHTML%2C+like+Gecko%29+Chrome%2F23.0.1271.95+Safari%2F537.11&v=2




Data Sources and Calculations

State Data Sources

This report uses state data from the following agencies: Michigan Department of Labor and

Economic Growth, Bureau of Labor Market Information and Strategic Initiatives

Institution Data

The institution data in this report is taken directly from the national IPEDS database published

by the U.S. Department of Education's National Center for Education Statistics.

Completers Data

The completers data in this report is taken directly from the national IPEDS database published


Location Quotient

Location quotient (LQ) is a way of quantifying how concentrated a particular industry, cluster,

occupation, or demographic group is in a region as compared to the nation. It can reveal what

makes a particular region unique in comparison to the national average.





Business and Administration and

Management and Supervision

Program Report

GRCC Service Area



Report prepared by Institutional Research and Planning

December 12, 2012



Report Info






Kent, MI (26081)

Ottawa, MI (26139)


Business Administration and Management, General (52.0201)

Target Occupations

Managers, All Other (11-9199)

First-Line Supervisors of Personal Service Workers (39-1021)

First-Line Supervisors of Retail Sales Workers (41-1011)

First-Line Supervisors of Non-Retail Sales Workers (41-1012)




14,988 8.8% $17.76/hr








Occupations (2011) 1,662


(2011)

Median Hourly


Managers, All Other (11-9199) 229 $22.92 11.5%

First-Line Supervisors of

Personal Service Workers (39-

1021)

35 $12.36 15.6%

First-Line Supervisors of Retail

Sales Workers (41-1011) 157 $14.15 4.4%

First-Line Supervisors of Non-

Retail Sales Workers (41-1012) 123 $18.12 11.6%



Summary Comments: Job openings for completers of either the Business Administration or

Management and Supervision program should be plentiful over the next 10 years. Since these

two programs have identical program codes they train for the same entry level business and

management jobs. It is possible that not all of those target occupation were included in this

report. Further information about the types of jobs completers obtain would be helpful in

making sure all occupational titles were included. Overall average growth can be expected over

the next 10 years. There is much competition in the area on the supply side for these

occupations. However, entry level jobs will be plentiful. This is supported by the number of

current job postings on page 7. Entry level wages will be in the 10th and 25th percentile as seen

on page 5. (Questions: contact [email protected].)




15,158 16,497 1,338 8.8%



Managers, All Other (11-

9199) 5,185 5,781 596 11%


Personal Service Workers

(39-1021)

962 1,111 149 15%


Retail Sales Workers (41-

1011)

6,261 6,534 273 4%


Non-Retail Sales Workers

(41-1012)

2,750 3,070 320 12%




$12.29/hr $17.76/hr $26.54/hr




90th Percentile

Earnings

Managers, All Other (11-9199) $15.50 $22.92 $32.23


Personal Service Workers (39-

1021)

$10.36 $12.36 $17.81

First-Line Supervisors of Retail

Sales Workers (41-1011) $10.00 $14.15 $23.24

First-Line Supervisors of Non-

Retail Sales Workers (41-1012) $12.15 $18.12 $26.39




8 940



Completions

Davenport University 366 4 370

Cornerstone University 330 0 330

Hope College 74 0 74

Calvin College 59 0 59

University of Phoenix-West Michigan Campus 50 0 50





First-Line Supervisors of Retail Sales Workers 94

Managers, All Other 83

First-Line Supervisors of Non-Retail Sales Workers 7

First-Line Supervisors of Personal Service Workers 1








State Data Sources



Institution Data



Completers Data



Location Quotient








Marketing Associate and Certificate

Program Report

GRCC Service Area




December 12, 2012



Report Info






Kent, MI (26081)

Ottawa, MI (26139)


Sales, Distribution, and Marketing Operations, General (52.1801)

Target Occupations

Wholesale and Retail Buyers, Except Farm Products (13-1022)

Merchandise Displayers and Window Trimmers (27-1026)

Retail Salespersons (41-2031)

Advertising Sales Agents (41-3011)

Telemarketers (41-9041)




16,065 8.6% $11.64/hr










(2011)

Median Hourly


Wholesale and Retail Buyers,

Except Farm Products (13-1022) 23 $19.03 6.9%

Merchandise Displayers and

Window Trimmers (27-1026) 19 $10.67 2.9%

Retail Salespersons (41-2031) 404 $11.03 8.2%

Advertising Sales Agents (41-

3011) 25 $18.89 24.1%

Telemarketers (41-9041) 19 $12.31 12.9%



Summary Comments: Job prospects for Marketing-related occupations will be abundant over

the next ten years. The field can expect average growth for most associated occupations.

However, the growth of Advertising Sales Agents will be faster than average (24.1%). Regional

openings due to growth as well as retirement and replacement will be plentiful. Competition

on the supply side is from Davenport which has not been producing many completers. Other

data suggests that GVSU has a significant Marketing Program, but prepares completers for

occupations requiring a 4 year degree. Entry level completers can expect a salary in the 10th or

25th percentile as seen on page 5. There sufficient current job postings which indicate excellent

job availability. (Questions: Contact [email protected].)




15,889 17,260 1,371 8.6%



Wholesale and Retail

Buyers, Except Farm

Products (13-1022)

592 633 41 7%

Merchandise Displayers

and Window Trimmers

(27-1026)

560 576 16 3%

Retail Salespersons (41-

2031) 13,754 14,876 1,122 8%

Advertising Sales Agents

(41-3011) 584 725 141 24%

Telemarketers (41-9041) 399 451 52 13%




$8.83/hr $11.64/hr $19.60/hr




90th Percentile

Earnings


Except Farm Products (13-1022) $15.43 $19.03 $30.13


Window Trimmers (27-1026) $8.09 $10.67 $19.89

Retail Salespersons (41-2031) $8.43 $11.03 $18.60

Advertising Sales Agents (41-

3011) $11.34 $18.89 $33.48

Telemarketers (41-9041) $10.16 $12.31 $17.94




1 1



Completions






Retail Salespersons 40

Merchandise Displayers and Window Trimmers 19

Wholesale and Retail Buyers, Except Farm Products 16

Advertising Sales Agents 12

Telemarketers 1









State Data Sources



Institution Data



Completers Data



Location Quotient









Program Report

GRCC Service Area



Prepared by Institutional Research and Planning

December 10, 2012



Report Info






Kent, MI (26081)

Ottawa, MI (26139)


Executive Assistant/Executive Secretary (52.0402)

Target Occupations

Executive Secretaries and Executive Administrative Assistants (43-6011)

Secretaries and Administrative Assistants, Except Legal, Medical, and Executive (43-6014)




10,622 3.7% $17.07/hr










(2011)

Median Hourly


Executive Secretaries and

Executive Administrative

Assistants (43-6011)

221 $19.96 7.6%

Secretaries and Administrative

Assistants, Except Legal,

Medical, and Executive (43-

6014)

318 $15.89 2.1%

Summary Comments: Growth for Administrative Assistants in the GRCC Service Area will be

slow over the next 10 years. Although growth for Executive Secretaries/Administrative



Assistants will be almost 3 time that of regular Administrative Assistants. A more positive

aspect of the labor market forecast is that jobs available due to replacement or retirement will

be abundant and will greatly exceed the supply for our region. The supply of completers from

neighboring Davenport University appears to be in decline. Completers of this program can

expect to earn entry-level wages in the 10th or 25th percentile depending upon experience as

seen on page 5. Currently there are job openings for Executive Secretaries/Administrative

Assistants in the three-county service area. (Questions: e-mail [email protected].)




11,012 11,423 411 3.7%






3,193 3,437 244 8%

Secretaries and

Administrative Assistants,

Except Legal, Medical, and

Executive (43-6014)

7,820 7,987 167 2%




$11.55/hr $17.07/hr $24.73/hr




90th Percentile

Earnings




$13.44 $19.96 $28.74

Secretaries and Administrative

Assistants, Except Legal,

Medical, and Executive (43-

6014)

$10.77 $15.89 $23.09




1 5



Completions






Executive Secretaries and Executive Administrative

Assistants 22

Secretaries and Administrative Assistants, Except Legal,

Medical, and Executive 0





State Data Sources



Institution Data



Completers Data



Location Quotient









Program Report

GRCC Service Area




December 9, 2012



Report Info






Kent, MI (26081)

Ottawa, MI (26139)


CIP 2010: A program that prepares individuals to promote product lines/brands, and organize

promotional campaigns, at the wholesale level to attract retailer interest, wholesale

purchasing, and supply contracts. Includes instruction in wholesaling, wholesale advertising,

selling, and customer relations.

Target Occupations*

Wholesale and Retail Buyers, Except Farm Products (13-1022)

Fashion Designers (27-1022)

Merchandise Displayers and Window Trimmers (27-1026)

Sales Representatives, Wholesale and Manufacturing, Except Technical and Scientific Products (41-

4012)

*You have edited the target occupations for this program.



Target Occupation Performance*

9,474 1.9% $23.08/hr








(2011)

Median Hourly



Except Farm Products (13-1022) 25 $19.65 3.9%

Fashion Designers (27-1022) 13 $29.49 43.5%


Window Trimmers (27-1026) 21 $10.53 2.5%

Sales Representatives,

Wholesale and Manufacturing,

Except Technical and Scientific

Products (41-4012)

281 $24.12 1.4%

* You have edited the target occupations for this program.



Summary Comments: Although growth in the target occupations is low (1.9%), the number of

openings in these jobs due to replacement will be abundant. Not all of the jobs available will be

related to the Fashion Industry, but there will likely be related openings given the positive

growth of Fashion Designers. GRCC is the only program in the service area that trains Fashion

Merchandising. The median income is likely high compared to what graduates will actually earn

in entry level jobs. Entry level jobs will probably yield an hourly wage closer to the 10th

Percentile seen on page 5 of this report. There are currently opening in all of the target

occupations. (Questions: Contact [email protected].)




9,576 9,761 185 1.9%



Wholesale and Retail

Buyers, Except Farm

Products (13-1022)

591 614 23 4%

Fashion Designers (27-

1022) 73 105 32 44%

Merchandise Displayers

and Window Trimmers

(27-1026)

570 584 14 2%


Wholesale and

Manufacturing, Except

Technical and Scientific

Products (41-4012)

8,342 8,458 116 1%




$12.61/hr $23.08/hr $42.32/hr




90th Percentile

Earnings


Except Farm Products (13-1022) $15.99 $19.65 $30.91

Fashion Designers (27-1022) $20.01 $29.49 $45.29


Window Trimmers (27-1026) $8.00 $10.53 $19.58


Wholesale and Manufacturing,

Except Technical and Scientific

Products (41-4012)

$12.62 $24.12 $44.66



Training Providers

1 6



Completions

Grand Rapids Community College 6 0 6





Merchandise Displayers and Window Trimmers 19

Wholesale and Retail Buyers, Except Farm Products 17

Sales Representatives, Wholesale and Manufacturing,

Except Technical and Scientific Products 3

Fashion Designers 1








State Data Sources



Institution Data



Completers Data



Location Quotient





Q-1

Appendix Q – PROE Advisory Board Survey Results

PROE - Stands for Program Review in Occupational Education. Advisory Committee surveys are

administered at yearly meetings. The members are asked to respond to questions about various

aspects of the program and how it can be improved in the future. The typical response rate for

this survey is 75%.

Program Review in Occupational Education (PROE)

Advisory Committee Survey

Accounting

Fall 2012

N = 7

Mean Median Mode

Based on performance objectives that lead to

entry level employment

5.00 6 6

Designed to provide students with practical

experience

4.43 5 4

Responsive to upgrading and retraining needs

of employed persons

4.71 5 6

Periodical reviewed and revised with changing

job practices

4.57 5 5

Well Maintained 4.29 4 4

Current and representative of that used on

the job

4.14 5 5

Provide adequate lighting, ventilation,

heating, power, and other utilities

3.86 4 3

Allocate sufficient space to support quality

instruction

3.71 4 2

Meet essential health and safety standards 4.57 4 4

Services are available to students completing

the program

4.14 5 5

Job opportunities exist for students

completing or leaving the program

4.43 5 4

Demonstrates that students are prepared for


2.43 1 1


Q-2

Data is collected on job successes and failures

of former students

1.71 1 1

Data is collected to review and revise the

program

2.29 1 1




Fall 2012

N = 4

Mean Median Mode



5.00 5 5


experience

5.00 5 5


of employed persons

4.00 5 1


job practices

5.00 5 5


Current and representative of that used on the

job

4.00 5 1

Provide adequate lighting, ventilation, heating,

power, and other utilities

4.00 4 4


instruction

4.25 5 5



the program

3.75 4 4

Job opportunities exist for students completing

or leaving the program

4.50 5 3



4.75 5 4


Q-3


of former students

2.50 3 1


program

3.25 4 5




Fall 2012

N = 4

Mean Median Mode

Based on performance objectives that lead to entry

level employment

5.00 5 5


experience

5.00 5 5

Responsive to upgrading and retraining needs of

employed persons

4.00 5 1

Periodical reviewed and revised with changing job

practices

5.00 5 5


Current and representative of that used on the job 4.00 5 1

Provide adequate lighting, ventilation, heating, power,

and other utilities

4.00 4 4

Allocate sufficient space to support quality instruction 4.25 5 5


Services are available to students completing the

program

3.75 4 4

Job opportunities exist for students completing or

leaving the program

4.50 5 3

Demonstrates that students are prepared for entry

level employment

4.75 5 4

Data is collected on job successes and failures of

former students

2.50 3 1

Data is collected to review and revise the program 3.25 4 5


Q-4



Marketing

Fall 2012

N = 4

Mean Median Mode



5.00 5 5


experience

4.75 5 4


of employed persons

5.50 6 5


job practices

4.50 6 6



job

5.00 5 5



4.00 4 4


instruction

3.75 4 4



the program

3.50 4 4



3.75 4 4



3.75 4 4


of former students

2.50 3 1


program

3.25 4 5


Q-5




Fall 2012

N = 4

Mean Median Mode



5.33 5 5


experience

5.00 5 4


of employed persons

5.00 5 4


job practices

5.33 5 5



job

5.00 5 4



4.00 4 4


instruction

4.00 4 4



the program

4.33 4 3



5.00 5 4



5.00 5 4


of former students

3.00 3 2


program

4.00 5 5


Q-6




Fall 2012

N = 10

Mean Median Mode


level employment

5.44 5 5


experience

5.00 5 5


employed persons

4.78 5 4


practices

5.22 5 5




and other utilities

3.60 4 4




program

4.50 5 5


leaving the program

5.20 5 5


level employment

3.90 5 5


former students

2.50 2 1



Q-7



Marketing

Fall 2012

N = 4

Mean Median



5.00 5


experience

4.75 5


of employed persons

5.50 6


job practices

4.50 6

Well Maintained 4.75 5


job

5.00 5



4.00 4


instruction

3.75 4

Meet essential health and safety standards 4.50 5


the program

3.50 4



3.75 4



3.75 4


of former students

2.50 3


program

3.25 4


Q-8




Fall 2012

N = 4

Mean Median Mode


level employment

5.00 5 5


experience

5.00 5 5


employed persons

4.00 5 1


practices

5.00 5 5




and other utilities

4.00 4 4




program

3.75 4 4


leaving the program

4.50 5 3


level employment

4.75 5 4


former students

2.50 3 1



KD ISIS 12/12/2012 Program & Discipline Review R-1

Appendix R – Professional Development

Ann Alexander

GRCC sessions:

Word Indents, Styles, & Tabs 03/29/2013

UDL Discussion Group 03/21/2013

Finding Lost Time 02/21/2013

UDL Reading Group 1 02/13/2013

Creating Accessible Documents 01/31/2013

Intro to MyDegreePath 01/21/2013

Instructional Technol Consult 01/25/2013

Disability Rights--FLD Keynote 01/10/2013

Students w Disabilties Panel 01/10/2013

Disability Rights--FLD Keynote 01/09/2013

Universal Design/Accessibility 09/13/2012

Instructional Technol Consult 08/31/12

External Conferences:

SoTL May 2012

NISOD May 2012

ACBSP (self-pay) June 2012

Trends October 2012

POD October 2012

Michigan Career Education Conference

February 2013

Susan Baglien

L.A. Market, September 2012

Blackboard training sessions

Richard Barnhart

Teachers of Accounting at Two-Year Colleges Conference, May 2013

Garret Brand

UDL Discussion Group

UDL Reading Group 1

ADA in the Classroom Webinar

Creating Accessible Documents

Intro to MyDegreePath

Universal Design

Instructional and Assistive Technology

Disability Rights—FLD Keynote

Students with Disabilities Panel

Web Accessible Instructional Material

Bloodborne Pathogens

Right to Know Training

Glenn Gelderloos

Prior Learning Assessment Training

My Degree Path Training

Investment Quarterly Conference

ORS Reform



Mark Jasonowicz

Teachers of Accounting at 2-year Colleges

2013, May 2013

DLIT Online Hybrid Certification

Scholarship of Teaching and Learning

Annual Conference

Great Teachers Seminar

Accommodating Learning Styles

Captioning Relay Videos

Instruction Technologies and Assistive

Technologies and Accessibility

Disability Rights

STI Advanced Blackboard

i>Clicker Training - Extended

Blackboard Basics/Faculty

Jennifer Knauf

Completed courses towards Master’s degree

Felix Pereiro

Accessible Learning Spaces 1/10/13

Accommodating Learning Styles 1/10/13

Disability Rights – FLD Keynote 1/10/13

Students with Disabilities Panel 1/10/13

ORS Retirement Reform 10/15/13

Technology Drop-ins 10/2/12

Intro to MyDegree Path 9/18/12

Instructional Technology Consult 8/1/12

Instructional Technology Consult 7/1/12

Peggy Schoenborn

MBEA Conference

Facilitated CTE Session: Integrating PowerPoint into Your Teaching

Google Everything graduate course



Brent Spitler

ETOM Conference (F2012)

Jeffrey Spoelman

To be included in future.



Bethann Talsma

Accommodating Learning Styles

CTE Session Facilitation

Disability Etiquette

Disability Rights--FLD Keynote

ED 200 Introduction to Education

Experiential Learning at GRCC

First Day Activities

Instruc. and Assistive Tech


New Faculty Institute

ORS Retirement Reform


Stress-Busting Techniques

Student Disability Services

Students w Disabilties Panel

Syllabus Workshop

Teaching with PowerPoint

UD and Accessible Content

WebAccessible Instruc Video

Keyboarding Pro Deluxe 2.0: Best Practices


KD ISIS 12/12/2012 Program & Discipline Review S-1

Appendix S – EOL/Release Time

Ann Alexander

Faculty Development Coordinator (CTE) and Executive Committee Member (AGC)

http://cms.grcc.edu/provost/special-faculty-assignments-reporting

Susan Baglien

Business Career Showcase

Richard Barnhart

None.

Garret Brand

http://cms.grcc.edu/sites/default/files/docs/provost/reports/G%20Brand%20-%20F%2712.pdf

http://www.editgrid.com/user/gbrand/hours

Continuing and Advanced Professional Development of Online Faculty

Glenn Gelderloos

None.

Mark Jasonowicz


Jennifer Knauf

None.

Felix Pereiro

Department Head

Peggy Schoenborn

Proctor challenge exams for BA 130 and BA 133

Program of Study – Office Administration

Prior Learning Assessment

Brent Spitler

GRCC Coordinator - Prior Learning Assessment

Jeffrey Spoelman

None

http://cms.grcc.edu/provost/special-faculty-assignments-reporting

http://cms.grcc.edu/sites/default/files/docs/provost/reports/G%20Brand%20-%20F%2712.pdf

http://www.editgrid.com/user/gbrand/hours


KD ISIS 12/12/2012 Program & Discipline Review S-2

Bethann Talsma


Program of Study – Office Administration

Prior Learning Assessment


KD ISIS 12/12/2012 Program & Discipline Review T-1

Appendix T – Program of Study

ASSOCIATES IN BUSINESS OFFICE ADMINISTRATION

HIGH SCHOOL CURRICULUM COMMUNITY COLLEGE CURRICULUM

SUBJECT (Michigan Merit curriculum)

9 10 11 12 SEM 1 SEM 2 SEM 3 SEM 4

English (4) English Language Arts

9

English Language

Arts 10

English Language

Arts 11

English Language

Arts 12

**BA 101

Business &

Technical English I

or EN 101

(3 crs)

**BA 102

Business &

Technical English

II

or EN 102

(3 crs)

BA 230

Business

Simulations

(4 crs)

BA 201

Business Communication

(3 cr)

Math ( 4) Algebra I Geometry Algebra II

Additional math

course/math related

**BA 103

Intro to Business

(4 crs)

**BA 120

Editing &

Proofreading

(2 crs)

BA 236

Input

Technologies

(2 crs)

BA 248

Contemporary Office

Procedures

(3 crs)

Science (3) Biology Chemistry or Physics

One additional

science credit

**BA 145

Comp. Apps in

Business

(4 crs)

**BA 125

Ethics & Etiquette

(2 crs)

BA 245

Records &

Information

Mgmt

(3 crs)

BA 282 Org. Behavior

or

PY 201 Gen.

Psychology

(3 cr)

Social Studies (4) World History and

Geography

U. S. History

and Geograph

y

.5 credits Civics/.5 credits

Economics

*, ** BA Electives

recommend *BA

130 & * BA 133

(4 crs)

**BA 136

Business Word

Processing II

(4 crs)

BA 247

Adv. Comp.

Apps in Business

(4 crs)

General Electives recommend

EN 249 &

CO 149

(7 crs)

PE/Health (1) PE/Health WELLNESS Class (1 cr)

*, **BA 156

Accounting

Fundamentals

(3 crs)

**PS 110

Survey of

American Gov.

(3 crs)

Visual/Performing & Applied Arts (1)

One VPA credit

Foreign Language (2) or equivalent (

class of 2016)

Foreign Language 1

Foreign Language

2

16 credits 14 credits 16 credits 16 credits

On Line learning experience

Articulated courses/Dual

enrollment courses see those courses

noted *, **

*Possible articulations appropriate for this program may include BA 130, BA 133, and BA 156.

**Possible dual enrollment appropriate course may include BA 101, BA 102, BA 103,BA 120, BA 125, BA 130, BA 133, BA 145 AND PS 110

Business Department Program Review Curriculum Map for GRCC – WMU HCOB Joint Program Plan

KD ISIS 12/12/2012 Program & Discipline Review U-1

Appendix U – Joint Program Plan Application Document

Program to Program Agreement

leading to the

Associate of Business Administration at Grand Rapids Community College,

and

The Bachelor of Business Administration at the Haworth College of Business

at Western Michigan University

June 2012

This Program to Program Agreement of June 2012 is established under the Grand Rapids

Community College and Western Michigan University Joint Program Plan.

The Board of Trustees of Western Michigan University (WMU) through its Haworth College of

Business (HCOB) and the Board of Trustees of Grand Rapids Community College (GRCC) wish

to facilitate the transfer of GRCC students to the WMU Bachelor of Business Administration. To

participate in this joint program, students must meet the admission requirements of WMU and

the Haworth College of Business as well as GRCC, and must maintain the academic standards

required of all students enrolled in WMU, the Haworth College of Business, and GRCC.

This Joint Program provides students with advising and a curriculum map for the GRCC-WMU

Joint Program Agreement, which enables them to initiate their college studies at GRCC and

complete their Bachelor of Business Administration degree from WMU. A WMU HCOB advisor

will be available at GRCC on a regular basis (twice per month). GRCC students who are

admitted to WMU and intending to major in a HCOB program will meet with a WMU HCOB

advisor to develop a personal program plan and to receive other information about this Joint

Program.

GRCC and WMU agree to the following:

1. Transfer of community college courses: WMU agrees to accept designated GRCC

courses toward completion of the Bachelor of Business Administration program,

provided that the student earns a grade of ‘C’ or better (2.0 or better) in each course.

Approved course requirements for this articulated program are included on the

curriculum map made available to the student. The map indicates a preferred sequence of

courses that is designed to optimize the student’s efficiency in completing the program.

The current curriculum map will be posted on the WMU Haworth College of Business

web site. A link will be provided from the GRCC web site.



2. Advising: WMU HCOB advising staff will advise students regarding admission and

program requirements for WMU. As noted above, a WMU HCOB advisor will be

available at GRCC on a regular basis. The WMU HCOB advisor will be WMU’s point of

contact for advising questions about the WMU - GRCC Joint Program.

When a student is admitted to the Joint Program, the student, in conjunction with the

WMU HCOB advisors, will create and follow a personal program plan that follows the

curriculum map. The personal program plan also includes advising recommendations,

substitutions, exceptions and modifications.

The WMU HCOB will coordinate course selection and tracking, as well as monitor

progress.

3. Communication: GRCC and WMU HCOB agree to cooperate in communicating with

each other and with their common and respective publics concerning the established

relationship between the two institutions.

Any marketing of this articulation in print will be subject to the prior approval of both

parties. Each institution will assume responsibility for appropriate marketing to reach

their respective student and faculty populations.

Faculty and staff at both institutions will communicate information about this

agreement to students and prospective students.

GRCC will provide, at its Web site, a link to the WMU HCOB Web site, and WMU

HCOB will provide a link to GRCC on the WMU HCOB website.

WMU HCOB will conduct a yearly audit of all students in the GRCC-WMU HCOB

Joint Program. Students whose lack of academic progress (i.e., failure to follow the

Personal Program Plan, inadmissible GPA) making them ineligible to continue in a

HCOB program will receive notice from WMU HCOB.

4. Review and Maintenance of Agreement: Each institution retains control over its

curriculum, course requirements, program requirements and degree requirements, and

will notify the other of any contemplated curricular or other changes that would affect the

courses on the associated curriculum map or the future of this agreement. Either

institution implementing such a change will communicate this information within 30 days

from the approval date for the change.

Transfer guides are dated and will be revised to reflect changes to WMU HCOB program

requirements or GRCC curriculum changes. Courses identified on an earlier version of



the curriculum map will be honored, provided the course was started prior to the

curriculum map’s revision and successfully completed. Students who “stop out” of their

program for more than a semester will be required to review their personal program plan

with their advisor to ensure it reflects the current curriculum map.

Future changes to the curriculum map do not require an updated Program to Program

agreement but do require the consent of the Transfer and Articulation Coordinator at

GRCC and the Associate Dean of Undergraduate Programs at WMU HCOB.

5. Tuition and Financial Aid: Students will pay tuition and fees for courses taken at

GRCC according to the tuition and fee schedule of GRCC. Students will pay tuition and

fees for courses taken at the WMU campus according to the tuition and fee schedule for

WMU’s main campus. The one-credit WMU course taken in the freshman year at GRCC

will be charged at WMU rates, with students receiving a scholarship from WMU for the

difference between WMU and GRCC rates.

Financial aid will be awarded per the terms of any active consortium agreement between

the two schools. In cases where a consortium agreement does not apply, students’

financial aid will be awarded after consultation between the financial aid offices at the

two schools.

Specific financial aid information will be provided to students at the time of entry to this

joint program. The WMU Office of Admissions will determine when students in this

GRCC-WMU Joint Program will be eligible for WMU transfer scholarships.

6. Student Conduct: All students who are a part of the GRCC-WMU HCOB Joint Program

will be governed by the student codes at both institutions. When a student is in

attendance at GRCC, GRCC’s policies and processes shall apply. When a student is in

attendance at WMU, WMU’s policies and processes shall apply.

7. Academic Standing: Participating students will be responsible for following the

academic policies of both GRCC and WMU. This includes but is not limited to remaining

in good academic standing for both institutions as well as being cognizant of the fact that

academic policies (including deadlines such as drop/add dates, registration dates, etc.)

will vary from institution to institution.

8. Graduation: Students will complete a graduation audit for an Associate of Business

Administration degree from GRCC.



9. Administrators of the Agreement:

Admissions:

Penny Bundy Diane Patrick

Director of Admissions Associate Dean of Enrollment

Services

Office of Admissions Student Records Office

Western Michigan University Grand Rapids Community College

1903 W. Michigan Ave. 143 Bostwick Avenue N.E.

Kalamazoo, MI 49008-5211 Grand Rapids, MI 49503-3295

Registrar:

Carrie Cumming, Registrar Erin Busscher

Registrar’s Office Transfer & Articulation Coordinator



Kalamazoo, MI 49008-5256 Grand Rapids, MI 49503-3295

Financial Aid:

Mark Delorey, Director Jill Nutt, Executive Director

Office of Student Financial Aid Financial Aid Office


1903 W. Michigan Ave. 143 Bostwick NE

Kalamazoo, MI 49008-5337 Grand Rapids, MI 49503

Advising:

Paul Hildenbrand, Director Lynnae Selberg, Program Director

Academic Advising Counseling & Career Center

Haworth College of Business Grand Rapids Community College

Western Michigan University 122 Lyon street N.E.

1903 W. Michigan Ave. Grand Rapids, MI 49503-3295

Kalamazoo, MI 49008

Academic Administrators:



Christina Stamper Amy Koning

Associate Dean for Undergraduate Programs Interim Associate Dean of

Operations

Haworth College of Business School of Workforce Development



Kalamazoo, MI 49008 Grand Rapids, MI 49503-3295

AGREEMENT SIGNATURES:

___________________________________________________________________________

John M. Dunn, Ph.D. Date

President

Western Michigan University

___________________________________________________________________________

Steven C. Ender, Ed.D. Date

President

Grand Rapids Community College

__________________________________________________________________________

Gilda G. Gely, Ph.D. Date

Provost/Executive Vice President for Academic & Student Affairs

Grand Rapids Community College

___________________________________________________________________________

Christina Stamper, Ph.D. Date

Associate Dean of Undergraduate Programs, Haworth College of Business

On behalf of Dr. Kay Palan, Ph.D.

Dean, Haworth College of Business

Western Michigan University



**GRCC transfer students earning an Associate’s Degree, at least a “C” grade in all classes above, and an overall GPA of 2.5 will enter WMU directly into the Haworth College of Business BBA program

GRCC – Associate Degree and WMU equivalents

First Year - First Semester Credits First Year - Second Semester Credits

EN 100/101 (MACRAO) 3 EN 102 (MACRAO/Graduation requirement) 3

BA 103 (BUS 1750) 4 CO 110/BA 145 (CIS 1020 4 or 5

MA 127, 129, 131, 133 (MATH 1160, 1180, 1220, 2000)

4 or 5 Lab Science (MACRAO/Graduation requirement) 4

Humanities (MACRAO/Graduation requirement) 3 PS 110 (MACRAO/Graduation requirement) 3

WE (GRCC Graduation requirement) 1 PY 201 (WMU Area V - Behavioral Science Requirement)

3

WMU FYE-type course 1

total 16 or 17 total 17 or 18

Second Year- First Semester Second Year - Fourth Semester

BA 256 (ACTY 2100) 4 BA 270 (MKTG 2500 3

BA 254/MA 215 (STAT 2160) 3 or 4 BA 257 (ACTY 2110) 4

BA 282 (MGMT 2500) 3 Humanities (MACRAO/Graduation requirement) 3

EN 249 (ENGL 1050) (also Humanities) 3 EC 252 (ECON 2010) 3

EC 251 (ECON 2020) 3 WE (WMU Area 8 - Health and Well Being) 1

total 16 or 17 total 14

Grand Total 63 to 66


KD ISIS 12/12/2012 Program & Discipline Review V-1

Appendix V – Business Professionals of America

State Placements from GRCC

2/9/13

Last Name First Name Individual Event Placement

Bettig Alexi Digital Media Production 1st Place

Bettig Alexi Video Production Team 1st Place

Castillo Jinna Video Production Team 1st Place

Cesko Fata Administrative Support Team 2 2nd Place

Colbert David Video Production Team 1st Place

Cruz Leyda Administrative Support Team 2 2nd Place

Cruz Leyda Fundamental Word Processing 3rd Place

Cruz Leyda Basic Office and Procedures 1st Place

Curtis Jamie Advanced Word Processing 2nd Place

Curtis Jamie Integrated Office Applications 4th Place

Davey Kathy Administrative Support Team 1 1st Place

Davey Kathy Fundamental Word Processing 2nd Place

Davey Kathy Basic Office Procedures 2nd Place

Fedewa Jason Web Design 4th Place

Hren Eric Advanced College Accounting 1st Place

Hren Eric Financial Analyst Team 2nd Place

Hren Eric Financial Math & Analysis - OPEN 2nd Place

Kraker Ana Administrative Support Team 2 2nd Place

Kraker Ana Basic Office Systems & Procedures 4th Place

Kulikamp Sally Administrative Support Team 1 1st Place

Kulikamp Sally Advanced Interview Skills 3rd Place

McKinley Jahaun Interview Skills 1st Place

Miller Alisha Medical Office Procedures 4th Place

Reeds Jacob Financial Analysis Team 2nd Place

Reeds Jacob Contemporary Issues/Extemp. Speech 2nd Place

Reeds Jacob Prepared Speech 3rd Place

Saxton Derrek Business Meeting Management - OPEN 1st Place

Schouwink Jaimee Graphic Design Promotion 2nd Place

See Samatha Administrative Support Team 2 2nd Place

See Samatha Basic Office Systems 3rd Place

Steimel Beth Administrative Support Team 1 1st Place

Steimel Beth Administrative Support Concepts - OPEN 1st Place

Tobias Corwin Video Production Team 1st Place

Tobias Corwin Entrepreneurship 1st Place

VanWagner Kristy Administrative Support Team 1 1st Place

Wheeler Shana Fed Income Tax Accounting 1st Place

Wheeler Shana Computerized Accounting 2nd Place

Wheeler Shana Financial Analyst Team 2nd Place


KD ISIS 12/12/2012 Program & Discipline Review V-2

Business Professionals of America

National Placements from GRCC

2/9/13

Name Event Place

Corwin Tobias and Lexi Bettig

Video Production Team 1st

Kathy Davey, Sally Kulikamp, Beth Steimel and Kristy VanWagner

Administrative Support Concepts Team 2nd

Kathy Davey Fundamental Word Processing 2nd

Shana Wheeler Federal Tax Accounting 3rd

Erin Hren, Jacob Reeds and Shana Wheeler

Financial Analysis Team 3rd

Alexi Bettig Digital Media Production 4th

Corwin Tobias Entrepreneurship 4th

Sally Kulikamp Business Meeting Management 4th

Jacob Reeds Prepared Speech 4th

Leyda Cruz Basic Office Systems and Procedures 6th

Shana Wheeler Computerized Accounting 9th

Leyda Cruz Fundamental Word Processing 9th

Jacob Reeds Contemporary Issues/Extemporaneous Speech

10th

Erin Hren Financial Math and Analysis 10th


KD ISIS 12/12/2012 Program & Discipline Review W-1

Appendix W – Fashion and Interiors Assessment Documentation


KD ISIS 12/12/2012 Program & Discipline Review X-1

Appendix X – Assessment Documentation

Rubric: Final Project Paper BA 201 1213

Levels of Achievement

Criteria Proficient Competent Novice Amateur Unacceptable

Transmittal Memo 10 Points Your transmittal memo did

all of the following: was

formatted as a memo;

transmitted a greeting to

the reader; established the

subject in the first sentence;

followed the opening with

a brief summary; closed the

message with a thank-you

and a forward look.

8 Points Your transmittal memo did

no more than four of the

following: was formatted as

a memo; transmitted a

greeting to the reader;

established the subject in

the first sentence; followed

the opening with a brief

summary; closed the


and a forward look.


no more than three of the

following: was formatted as

a memo; transmitted a





summary; closed the


and a forward look.


no more than two of the

following: was formatted

as a memo; transmitted a





summary; closed the


and a forward look.

0 Points You did not include

this section of the

report.

Title Page 5 Points You included a title page

with all of the following:

title of paper, date, person

for whom report was

prepared, and your name.

0 Points 3 Points You included an

incomplete title page.

0 Points 0 Points You did not include

this section of the

report.

Contents and

Figures Page

5 Points Your contents and figures

page did all of the

following: used appropriate

title(s) for page(s) (e.g.,

Contents or Figures); used

indentation to indicate the

heading degrees used in the

report; listed figures

separately; centered the

entire contents outline

horizontally.

0 Points 3 Points You included an

incomplete or incorrect

contents and figures page.


this section of the

report.






Executive

Summary

10 Points Your Executive Summary

included all of the

following: title of

Executive Summary;

summary of the major

sections of the report;

generalized statements that

avoided detail available in

the report; brief description

of what was done, how it

was done, and what

conclusions were reached.


included no more than

three of the following: title

of Executive Summary;







was done, and what



included no more than two

of the following: title of

Executive Summary;







was done, and what



included no more than one

of the following: title of

Executive Summary;







was done, and what



this section of the

report.

Introduction 20 Points Your introduction did all of

the following: provided a

clear statement of the

problem/purpose; described

the scope or limits of the

study; gave the method of

research, with justification;

included a definition of

terms section, if necessary

15 Points Your introduction did no

more than three of the

following: provided a clear

statement of the






terms section, if necessary.


more than two of the


statement of the








more than one of the


statement of the








this section of the

report.






Report of Findings 40 Points You did all of the

following: reduced large,

unwieldy numbers to

understandable ones

through common language;

used objective reporting

style rather than persuasive

language; identified

assumptions and opinions;

avoided unwarranted

judgments and inference;

tabulated or enumerated

when it would simplify the

reading or add emphasis;

used primary and/or

secondary data

appropriately.

30 Points You did not more than five

of the following: reduced

large, unwieldy numbers to

understandable ones






avoided unwarranted





used primary and/or

secondary data

appropriately.

20 Points You did not more than four

of the following: reduced

large, unwieldy numbers to

understandable ones






avoided unwarranted





used primary and/or

secondary data

appropriately.

10 Points You did not more than

three of the following:

reduced large, unwieldy

numbers to understandable

ones through common

language; used objective

reporting style rather than

persuasive language;

identified assumptions and

opinions; avoided

unwarranted judgments and

inference; tabulated or

enumerated when it would

simplify the reading or add

emphasis; used primary

and/or secondary data

appropriately.


this section of the

report.

Summary,

Conclusions, and

Recommendations

30 Points You did all of the

following: stated briefly the

major information in the

findings section; stated

conclusions carefully and

clearly and assured that

they were a logical

outgrowth of findings;

assured that

recommendations grew

naturally from conclusions.

20 Points You did no more than two

of the following: stated

briefly the major

information in the findings

section; stated conclusions

carefully and clearly and

assured that they were a

logical outgrowth of

findings; assured that



10 Points You did no more than one

of the following: stated

briefly the major

information in the findings

section; stated conclusions

carefully and clearly and

assured that they were a

logical outgrowth of

findings; assured that




this section of the

report.

Citations and

References -

Number

10 Points You included at least 10

references AND at least 5

of these were juried/peer-

reviewed publications.

5 Points BUT had fewer than 5

juried/peer-reviewed

publications.

0 Points 0 Points 0 Points You included fewer

than 10 references.






Citations and

References -

Format

10 Points You included citations and

references for all works

used AND you used proper

APA style.


references for all works

used AND you attempted

to use proper APA style,

with some errors.


references for SOME

works used AND you

attempted to use proper

APA style.

0 Points 0 Points You included

NEITHER citations

NOR references.

Appendix 10 Points You included at least one

appendix, and each

appendix was: labeled

beginning with Appendix

A, Appendix B, etc.; given

with an appropriate title.

0 Points 5 Points You included at least one

appendix, but appendices

were not labeled or titled

correctly.


an appendix.

Format and

Layout

10 Points Your format included all of

the following: descriptive

headings; consistency in

the placement of headings

of the same level; parallel

construction in headings at

the same level; proper

margins for all pages;

proper font size; pages

numbered appropriately.

8 Points Your format included no

more than five of the

following: descriptive










more than four of the





















0 Points Your format

included no more

than two of the

following:

descriptive headings;

consistency in the

placement of

headings of the same

level; parallel

construction in

headings at the same

level; proper margins

for all pages; proper

font size; pages

numbered

appropriately.






Graphic and

Tabular Support

10 Points You did all of the

following: numbered

figures consecutively; gave

each graphic a descriptive

title; introduced each

graphic within the text that

preceded it, placed each

graphic as close to the

textual reference as

possible; analyzed each

graphic and did not merely

repeat information.

8 Points You did no more than four

of the following: numbered










repeat information.

6 Points You did no more than three











repeat information.

4 Points You did no more than two











repeat information.


any graphic or

tabular support.

Writing Style 15 Points Your writing style did all

of the following: used third

person; avoided passive

voice; used consistent verb

tense; avoided ambiguous

pronoun references (this);

avoided expletive

beginnings (There is, It is);

used transition sentences

for coherence.

12 Points Your writing style did no

more than five of the

following: used third





avoided expletive



for coherence.


more than four of the






avoided expletive



for coherence.








avoided expletive



for coherence.

0 Points Your writing style

did no more than two

of the following:

used third person;

avoided passive

voice; used

consistent verb

tense; avoided

ambiguous pronoun

references (this);

avoided expletive

beginnings (There is,

It is); used transition

sentences for

coherence.






Writing Mechanics 15 Points You used standard English

effectively, requiring little

or no proofreading.

10 Points You used standard English,

but made several errors in

grammar, spelling, and/or

punctuation.

5 Points You made several errors in

more than one area

(grammar, spelling, and

punctuation) OR made

frequent errors in one area

(grammar, spelling, or

punctuation).

0 Points

0 Points You made frequent

and serious errors in

standard English

writing that

interfered with

understanding or

flow of the paper



Data for Assessment



BA 201 Assessment of Final Papers

Online Data

W12 S12 1 S12 2 F12 W13

Paper Mean (of 200) 164.57 163.40 152.67 166.69 155.31

Citation Mean (of 20) 12.21 13.90 11.00 10.88 11.36

Citation #/Quality Mean (of 10) 6.00 7.50 5.00 5.00 5.31

Citation Format Mean (of 10) 6.21 6.40 6.00 5.88 6.06

Writing Mean (of 30) 24.50 23.10 22.83 23.44 20.06

Writing Style Mean (of 15) 11.29 11.20 12.00 11.25 9.75

Writing Mechanics Mean (of 15) 13.21 11.90 10.83 12.19 10.31

Lecture Data

W12 F12 W13

Paper Mean (of 200) 146.19 163.24 157.75

Citation Mean (of 20) 10.77 11.77 13.35

Citation #/Quality Mean (of 10) 5.48 5.48 7.25

Citation Format Mean (of 10) 5.29 6.29 6.10

Writing Mean (of 30) 18.72 19.43 22.15

Writing Style Mean (of 15) 9.43 9.43 10.65

Writing Mechanics Mean (of 15) 9.29 10.00 11.50



Combined Data

W12 OL W12 Lec S12 1 OL S12 2 OL F12 OL F12 Lec W13 OL W13 Lec

Paper Mean (of 200) 164.57 146.19 163.40 152.67 166.69 163.24 155.31 157.75

Citation Mean (of 20) 12.21 10.77 13.90 11.00 10.88 11.77 11.36 13.35

Citation #/Quality Mean (of 10) 6.00 5.48 7.50 5.00 5.00 5.48 5.31 7.25

Citation Format Mean (of 10) 6.21 5.29 6.40 6.00 5.88 6.29 6.06 6.10

Writing Mean (of 30) 24.50 18.72 23.10 22.83 23.44 19.43 20.06 22.15

Writing Style Mean (of 15) 11.29 9.43 11.20 12.00 11.25 9.43 9.75 10.65

Writing Mechanics Mean (of 15) 13.21 9.29 11.90 10.83 12.19 10.00 10.31 11.50

Completion of BA 201 Lecture Papers

W12: Of 28 students, 2 withdrew (W) and one received a No Show (NS). Of the remaining 26 students, 20, or 77%, completed final project papers.

F12: Of 26 students, 2 withdrew (both W). Of the remaining 24 students, 20, or 83%, completed final project papers.

W13: Of 26 students, 3 withdrew (1 W and 2 WP) and one received a No Show (NS). Of the remaining 22 students, 19, or 86%, completed final

project papers.

Completion of BA 201 OL Papers

W12: Of 21 students, 5 withdrew (all W). Of the remaining 16 students, 13, or 81%, completed final project papers.

S12 1: Of 17 students, 5 withdrew (3W and 2 WP). Of the remaining 12 students, 9, or 75%, completed final project papers.

S12 2: Of 21 students, 12 withdrew (7 W and 5 WP). Of the remaining 9 students, 5, or 56%, completed final project papers.

F12: Of 21 students, 1 withdrew (W). Of the remaining 20 students, 15, or 75%, completed final project papers.

W13: Of 21 students, 4 withdrew (all W). Of the remaining 17 students, 15, or 88%, completed final project papers.



Comments from Online Students regarding Final Project Paper

Online students were also invited to respond to the following questions on a discussion board:

Which assignment did you find the most useful or valuable? Why?

If there were time, what other topics would you have liked to see covered in this course?

Below are comments from each semester reviewed; these only include comments regarding the final project paper.

W12

I would have liked to see more opportunities to incorporate the final project throughout the class. It would have been interesting to follow

other students’ projects and the development of their research projects.

I thought the final project was most valuable.

S12 1

With more time in the course, I thought it would have been nice to go a little deeper into the long formal report and its layout and proper

writing procedures. Especially since we were required to write one it would have been very beneficial to have had more background information on them.

The most valuable assignment to me was definitely the final project. This was a culmination of most if not all of the skills that we were trying

to learn about in this class

S12 2

I really hate to say this, but I would probably go with the final paper as being the most useful. I was dreading it, because, as of yet, I have

not had to write a big paper. I just have a final exam and call it good... let the chips fall where they may. This way, I was able to use some

of the skills we learned during the year to write the paper. I guess I'll still just have to let the chips fall where they may, but at least I hope to

feel a little more secure about it. I found the final paper to be valuable. For me writing papers are valuable because it allows me to read and evaluate what I read and interpret

it into a paper. Also it has been over a year since I’ve had to write such a long formal report and it’s nice dusting it all off.

F 12

No comments on final paper or APA.

W13

I would like to cover more in depth how to present a research paper also.

Also like others have said extra time on the APA format because I have always used MLA I got a little confused when writing our final paper.



As others have said, I would like more practice in APA. I had never written a paper in APA until a week before this project was due. Thankfully

I had a little bit of practice and knew what to expect with in text citations and how to format different things.

I would have liked to do a chapter regarding reports especially a few weeks before the final paper was due. The book did have a few good

examples however doing a more in-depth review would have been nice. If there were more time I would have liked to have an entire week just focusing on our project papers, with no other work to worry about.

This would have allowed less stress on top of the other classes I am taking and everything else.

If we had more time in this class, I would have liked to spend a little more time writing proposals and executive summaries. I'm presently

working in a field where this type of information is very important for me to know. I think if we had some extra time in this course I would like to use the formats for writing papers more. I never used APA before except for the

final paper in this class and I think it would have been more beneficial if we had more time spent on the format for that.

Another topic or idea I might have liked to see covered in this course is anything that could possibly helped out with the final assignment. We

did cover a few chapters that helped prepare the paper but I feel like there should be a more in depth chapter or section that didn't cram everything in one area like chapter 11. It just had way too much information that I was not completely familiar with yet in one chapter so it

was a little overwhelming.


KD ISIS 12/12/2012 Program & Discipline Review BA-1

GRCC General Business Program Review Follow-Up Action Checklist

Action

Needed?

Brief Action Statement Resources Needed

Academic

Year for

Work

YES NO

DEPARTMENT

External Collaborations & Partnerships No

Internal Collaborations & Partnerships No

Accreditation Yes Pursue ACBSP accreditation FT faculty time

(including EOL)

Travel to ACBSP

event(s)

K. Daniels

consultation

2013-2015

Departmental Advising Yes Compare advising activities to ACBSP

standards

2013-2016

FACULTY/STAFF

Faculty credentialing No

Faculty online certification No

Academic Service Learning

Yes Investigate possibility of implementing

service learning in Business courses

FT Faculty

Michael Schavey

2013-14

Ratio Fulltime/Adjunct faculty

Yes Hire 4-6 full-time tenure track faculty. Approval to hire 4-6

full-time tenure track

faculty.

2013-2016



Action

Needed?


Academic

Year for

Work

Faculty professional development

Yes Faculty members will develop discipline-

specific knowledge and skills.

Approval of full

funding for

professional

conferences, travel,

and/or outside

consultants.

2013-2016

Resources

Yes Send a team of Business faculty to

ACBSP in June 2014.

Increase Department ESP hours to 40

hours per week, 52 weeks per year

Approval for full

funding.

Full-time ESP, 40

hours/52 weeks

2013-2014

2013-2016

MISSION/PURPOSE

Mission/Purpose

Yes Develop purpose statement(s) for

program(s) as curriculum is completed.

Full-time Business

faculty team

2013-14

Target Audience No

Program Admissions Requirements YES No

DATA

New Student Enrollment No

Total Student Enrollment No

Student Progress YES No

Student Participation in Nontraditional

Fields

YES No



Action

Needed?


Academic

Year for

Work

Credential, Certificate, or Degree

Attainment

YES No Work to improve graduation rates

Student Completion in Nontraditional

Fields

No

Student Placement No

Student Retention and Transfer YES No Examine and improve course

transferability with four year partners

Technical Skills Attainment No

Course Enrollment by Semester No

Course Success Rates YES No Examine Gateway courses

Course Grade Distributions No

CURRICULUM

Program structure Yes Align curriculum with GRCC and ACBSP

standards

FT faculty time 2013-2015

Curriculum alignment with external

professional standards

Yes Pursuing ACBSP accreditation FT faculty time

(including EOL)

Travel to ACBSP

event(s)

K. Daniels

consultation

2013-2015

Transfer alignment YES No

Curriculum Alignment K-12 No

Program Outcomes No



Action

Needed?


Academic

Year for

Work

Program Learning Outcomes No

ILOs YES No Develop curriculum mapping

Course offerings No

General Education No

Honors Program No

Study Away Program No

Internship YES No

Academic Service Learning No

Course sequencing No

Pre-requisites No

Preparing students for change No


ASSESSMENT OF STUDENT LEARNING

Identifying Measures for each Program

Learning Outcome

No

Reporting out longitudinal data in a

meaningful format

Yes Collect and analyze trend data. Full-time faculty Katie Daniels IRP

2013-2016

Creating meaningful improvement

projects

No

PREPARING FOR THE FUTURE

Program Planning Yes Align curriculum with GRCC and ACBSP FT faculty time 2013-2015



Action

Needed?


Academic

Year for

Work

standards Katie Daniels

IRP

Securing resources for course/program

development/administration

Yes ID and request resources to support

finalized curricula/programs.

FT faculty time

Financial resources

TBA

2013-2016

Facilities/equipment upgrades Yes ID and request resources to support


FT faculty time

Financial resources

TBA

2013-2016

OTHER

Other: Department Support Yes Increase Department ESP hours to 40


Full-time ESP, 40

hours/52 weeks

2013-2016

Other:

Other:

Other:


KD ISIS 12/12/2012 Program & Discipline Review OA-1

GRCC Office Administration Program Review Follow-Up Action Checklist

Action

Needed? Brief Action Statement Resources Needed

Academic

Year for

Work

YES NO

DEPARTMENT

External Collaborations & Partnerships No


Accreditation

Yes Pursue ACBSP accreditation FT faculty time

(including EOL)

Travel to ACBSP

event(s)

K. Daniels

consultation

2013-2015

Departmental Advising Yes Compare advising activities to ACBSP

standards

2013-2016

FACULTY/STAFF



Academic Service Learning Yes Investigate possibility of implementing

service learning in OA courses

FT Faculty

Michael Schavey

2013-2014

Ratio Fulltime/Adjunct faculty

Yes Hire 2 full-time tenure track faculty. Approval to hire 2 full-

time tenure track

faculty.

2013-2014



Action


Academic

Year for

Work

Faculty professional development Yes

Faculty members will develop discipline-

specific knowledge and skills.

Approval of full

funding for

professional

conferences, travel,

and/or outside

consultants.

2013-2016

Resources Yes

Send a team of Business faculty to

ACBSP in June 2014.

Increase Department ESP hours to 40


Approval for full

funding.

Full-time ESP, 40

hours/52 weeks

2013-2014

2013-2016

MISSION/PURPOSE

Mission/Purpose Yes

Develop a mission and purpose

statement for the program, aligned with

the department’s mission and purpose.

Full-time OA Faculty

Target Audience No

Program Admissions Requirements No

DATA

New Student Enrollment No

Total Student Enrollment No

Student Progress No



Action


Academic

Year for

Work


Fields No


Attainment Yes

Continue to build strong OA advising

relationship with program participants;

it assists to keep them on track for

degree attainment.


13-14

14-15

15-16

16-17


Fields No


Student Retention and Transfer Yes

Continue conversations and meeting

with DU and Ferris to evaluate additions

to 3+1 offerings

Erin Busscher

Full-time OA Faculty 13-14

Technical Skills Attainment Yes Incorporate MOS Certification into one

or more OA core courses.

MOS training/prep

resources – train the

trainer

13-14


Course Success Rates Yes

The CARP and instructor syllabi need to

be reviewed for outcomes alignment

and methodology.

13-14

14-15

15-16

16-17


CURRICULUM



Action


Academic

Year for

Work

Program structure Yes

Review ACBSP and IAAP

certifications/accreditation standards

throughout the upcoming academic

years. Continue to upgrade input

technology devices and applications as

needed.

Resources for

technology upgrades

13-14

14-15

15-16

16-17


professional standards Yes


certifications/accreditation standard


years.

Full-time OA Faculty 14-15

15-16

Transfer alignment Yes

Work with Erin Busscher to increase the

number of articulation plans with FSU

and DU.

Erin Busscher


13-14

14-15

Curriculum Alignment K-12 Yes

Pursue a POS Year 2 grant for Office

Administration to investigate the

opportunity to establish a secondary OA

program cohort/or course offerings.

13-14

14-15

Program Outcomes Yes

Revise the curriculum as we revise

program outcome upon investigation of

ACBSP and various other certifications

for program participants.

Full-time OA faculty

14-15

15-16

16-17



Action


Academic

Year for

Work

Program Learning Outcomes Yes Revise current program CARPs with

integration of ILOs Full-time OA faculty

13-14

14-15

15-16

16-17

ILOs Yes Revise current program CARPs with

integration of ILOs Full-time OA faculty

13-14

14-15

15-16

16-17

Course offerings Yes

Perform further analysis of content as

we update CARPs with integration of

ILOs


13-14

14-15

15-16

16-17

General Education Yes

Perform further analysis of content as

we update CARPs with integration of

ILOs


13-14

14-15

15-16

16-17

Honors Program No

Study Away Program No

Internship Yes

Explore more opportunities as we work

with the college’s new internship

coordinator


GRCC internship

coordinator

13-14

14-15

15-16

16-17



Action


Academic

Year for

Work

Academic Service Learning Yes

Explore more opportunities as we work

with the college’s new internship

coordinator


13-14

14-15

Course sequencing Yes

Evaluate current sequencing of classes

to ensure that both full-time and part-

time and employed learners have a

variety of day, evening and online

offerings.


13-14

14-15

15-16

16-17

Pre-requisites Yes

Evaluate suggested pre-requisites and

work toward more intense OA advising

with program participants.


13-14

14-15

15-16

16-17


Online Offerings (courses & programs) Yes

Pursue offering all OA core classes in

both on-campus and online/hybrid

formats.


13-14

14-15

15-16



Learning Outcome Yes

Work with Katie Daniels to investigate

and potentially incorporate appropriate

and measureable program learning

outcomes.


13-14

14-15

15-16



Action


Academic

Year for

Work


meaningful format Yes

Work with Katie Daniels to investigate

and potentially incorporate longitudinal

learning outcomes.


13-14

14-15

15-16


projects Yes

Investigate development of meaningful

improvement projects.


13-14

14-15

15-16


Program Planning Yes


certifications/accreditation standards


years. Investigate integration of medical

and/or legal emphasis/concentration

into program.


13-14

14-15

15-16

16-17


development/administration Yes

Promote hiring of two full-time faculty

members.

ID and request resources to support


Two full-time OA

Faculty

Resources to

administer and

manage growing

internship

opportunities.

13-14

14-15

15-16

16-17



Action


Academic

Year for

Work

Facilities/equipment upgrades Yes

Annually review facilities and equipment

for compatibility with technological

advances for new technology used in

the industry and with effective teaching

methods.

Technology upgrade

(Windows 8 – MS

Office 2013+) various

software as needed

13-14

14-15

15-16

16-17

OTHER

Other: Follow through on goals for

2013-14 Yes

Begin working on them and monitor

progress. Everyone 2012-13

Other:

Other:

Other:

Business Department Program Review-FM Checklist

KD ISIS 12/12/2012 Program & Discipline Review FM-1

GRCC Fashion Merchandising Program Review Follow-Up Action Checklist

Action


Academic

Year for

Work

YES NO

DEPARTMENT

External Collaborations & Partnerships Yes Contact CMU for potential transfer

agreement Erin Busscher 2013-16


Accreditation No

Departmental Advising No

FACULTY/STAFF




Ratio Fulltime/Adjunct faculty No

Faculty professional development No

Resources No

MISSION/PURPOSE

Mission/Purpose No

Target Audience Yes Explore ways to reach nontraditional

students

Communications staff

and industry partners 2013-16

Program Admissions Requirements YES No



Action


Academic

Year for

Work

DATA

New Student Enrollment Yes

Continue pursuing traditional students

and investigate ways to pursue adult

learners.

Time with Bruce

Morrison, release

time to attend career

fairs and other events

potential students will

attend, marketing

consultants (time and

funds).

2013-16

Total Student Enrollment Yes Investigate ways to increase course

enrollment so classes are not canceled.

Time with Bruce

Morrison, release

time to attend career

fairs and other events

potential students will

attend, marketing

consultants (time and

funds).

2013-16

Student Progress No


Fields No


Attainment YES No Increase rates.



Action


Academic

Year for

Work


Fields No


Student Retention and Transfer Yes Counsel individual students Adjunct faculty 2013-16

Technical Skills Attainment No


Course Success Rates Yes Review FM 105 and FM 110 2013-16


CURRICULUM

Program structure Yes Review course sequencing Katie Daniels 2013-16


professional standards No

Transfer alignment Yes Contact CMU REVISE COURSES Erin Busscher

Curriculum Alignment K-12 No

Program Outcomes No

Program Learning Outcomes Yes See ILOs 2013-16

ILOs Yes Incorporate social responsibility 2013-16

Course offerings Yes Develop more elective options for

students

Input and approval of

the advisory

committee during

development and

approval by GRCC.

2013-16

General Education No



Action


Academic

Year for

Work

Honors Program No

Study Away Program Yes

Investigate new and/or updated

opportunities according to new program

guidelines.

Time with Mike

Schavey 2013-16

Internship No


Course sequencing No

Pre-requisites No


Online Offerings (courses & programs) No



Learning Outcome No


meaningful format No


projects Yes Review and evaluate current projects Adjunct faculty 2013-16



Action


Academic

Year for

Work


Program Planning Yes

Investigate ways to retain students,

increase enrollment, and increase

graduation and transfer rates. Align

curriculum with GRCC and NASAD

standards.

FT faculty time

Katie Daniels

IRP

2013-16


development/administration Yes

Promote hiring of a full-time faculty

member. ID and request resources to

support finalized curricula/programs.

An additional full-time

faculty member and

resources to

administer and

manage growing

internship

opportunities.

2013-16

Facilities/equipment upgrades Yes Address needs listed in the report.

Funding and space,

collaboration with

GRCC staff

2013-16

OTHER

Other: Gather data on GRCC website

hits for video Yes Determine who to contact for this data IRP staff? Media? 2013-16

Other: Follow through on goals for

2013-14 Yes

Begin working on them and monitor

progress. Everyone 2012-13

Other:

Other:

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