2022-23 Unit Plan
Accounting

Mission Statement

The mission of the Butte College Department of Business Education (DBE) is to prepare students to be successful when entering the business world and to support their lifelong education. We value our students� success and hold respect, accountability, and excellence as our core values. Vision statements specific to each of the DBE programs are as follows.

�	The Accounting Program trains students to effectively record, analyze, and use financial data. It teaches students marketable accounting skills, enhances their probability of success in any business profession, and prepares them to complete their business goals. 
�	The General Business Program prepares students to succeed as they enter careers in fields such as small business management, marketing, and human resources in both profit and nonprofit organizations in today�s global environment.
�	The Economics Program provides students with the intellectual and analytical tools necessary to understand economic theory and policy as ways to address social issues. 
�	The Real Estate Program prepares students to take the California Real Estate Sales and Brokers exams and to list, sell, and invest successfully in real property.

Program Description

The DBE includes four programs: Accounting, Economics, General Business (Marketing, Management, and Small Business Management), and Real Estate. The department has two primary foci that are central to the college�s mission: the Business Administration Transfer Program and the DBE Career Program. 

�	The Transfer Program offers an Associate of Science (AS) degree and facilitates transfer to Bachelor of Science programs, such as the two degree programs offered by the Chico State College of Business: Business Administration and Business Information Systems.
�	The Transfer Program also offers an AS for Transfer (AS-T) degree in economics.
�	The DBE Career Programs (with certificates, certificates of achievement, and AS degrees) develop and enhance students� work-related competencies. These programs facilitate local economic development and workforce training by helping create a skilled, professional, entry-level workforce and offering opportunities for skills enhancement. 

The following certificates are currently available:

�	Accounting Program�Accounting Certificate of Achievement, Account Clerk Certificate, Tax Preparer Certificate, and Professional Accounting Certificate (pending a state catalog number)
�	General Business Program�Business Management Certificate of Achievement, Marketing Certificate of Achievement, Business on the Web Certificate, and Human Resources Certificate
�	Real Estate Program�Real Estate Certificate of Achievement, Real Estate Sales Person Certificate, and Appraiser Certificate 

The following AS degrees are currently available:

�	Business Administration AS (transfer degree to Chico State)
�	Business Administration AS-T (transfer degree to California State University schools, including Chio State)
�	Accounting 
�	Business Management (two options�business management and small business and entrepreneurship)
�	Marketing
�	Real Estate

Student Learning/Administrative Unit Outcomes

The DBE as a whole, including the BCIS discipline, has published a five-year student learning outcomes (SLO) matrix that we will follow over the upcoming accreditation cycle. This matrix includes program, course, and general education learning outcomes in consideration of the semester’s course offerings. Because SLO assessment reporting is arduous, the department has decided to assess in the spring and report in the fall to allow adequate time for accurate reflection and documentation.

Standards/Goals for Student Achievement (Instruction Departments)

Enrollment and conferred awards: Statewide, enrollment in the California Community Colleges system fell an estimated 15 percent during the 2020–21 academic year. Serving on an already shaky foundation due to flood; significant fires, such as the Camp Fire (2018) and the Dixie Fire (2020); and PG&E public safety power shutoffs, the COVID-19 pandemic has had a cumulative, complex effect on enrollment and the certificates and degrees awarded. Although we do not know for sure, we assume these numbers will stabilize as we return to campus and can add a mixture of face-to-face, hybrid, and fully online offerings. Not all faculty and students are able to teach or learn in an online learning modality most effectively, especially when complex home dynamics exist, such as supporting children and the household sharing of internet bandwidth.

Retention rate and success rate: Through a wide range of complex community-based traumas, including the current pandemic, the department's retention and success rates over the past five academic years have been stable. This stability underscores that many of the intentional strategies faculty and staff have used to engage and support students continue to be successful.

These strategies include, though not an exhaustive list:

Faculty implement student contact management plans, where faculty track how many touchpoints and communications each student receives each week, both automated and intentionally individual.
Having clearly defined communication and participation expectations.
Active review of student attendance and participation and engaging student service support, as needed.

It should also be noted that faculty in the DBE has a depth of knowledge in our respective fields, which brings students real-world examples to breathe life into the theories in each course. The department intentionally hires for industry experience. As a result, students are motivated to attend our classes because of their connections with faculty, engaging content, real-world experience, and excellent job prospects for business skills.

(A related note that you will find referenced in this unit plan and the Business Computer Information Systems [BCIS] discipline is the importance of the lab technician role, currently supporting BCIS only. To help continue to build upon the department’s success in supporting students, we believe it is imperative to create a full-time lab technician role to support the entire DBE, not just BCIS, a limiting factor of how the role is currently funded.)

Standards/Goals for Student Achievement (All Other Departments)

N/A

Strategic Direction

Business education enhances a culture of competition and goal achievement in many ways. We are in the midst of the COVID-19 pandemic, which has necessitated a tremendous amount of additional work for our faculty members in terms of learning new programs and adjusting to online instruction. We thank our faculty, especially our associate faculty, for their dedication to reaching out to students and keeping them engaged in classes; this effort speaks to our culture of completion and goal achievement.

Regarding goal achievement, the DBE has led the way by piloting programs for guided pathways and SLOs before they were made permanent for the rest of the college. These pathways and maps are available on our website and promoted in our department.

Business education also supports student, faculty, and staff success in multiple ways. Student success is heavily dependent on collaboration at Butte College. For example, our online courses require collaboration among the department instructor, the Technology Mediated Instruction Department for training, the Media Department for videos, the California Community College Chancellor’s Office funded service for captioning and storing online resources, and the Center for Academic Success and library personnel for exam proctoring.

Our instructors regularly collaborate with DSPS, Veterans Services, EOPS, Safe Place, the Medical Center, and Academic Counseling when they see that a student would benefit from these services. We offer access to guides with key contact information and summaries of services to support students.

In addition, we have recently collaborated with our BCIS colleagues to create a new Certificate of Achievement in Project Management. BCIS is creating a new MS Project/Outlook course to accompany our new certificate, which we hope to make available in Fall 2022.

Program Review

(***Note to BE colleagues: The validation report is with Teresa and she knows I need it for this unit plan. I will work with her to copy commendations and recommendations from the most recent validation report here. Otherwise, here is an edited and updated version from the last unit plan***)

The primary recommendation from our program review is to replace the recently retired accounting full-time faculty position. Although the replacement will not occur this year because of low enrollment, it must remain a focus for administration and this department.
BE rooms 105A, B, and C are small, overcrowded, and poorly ventilated. Student seating is unconducive to efficient group work. We recommend these rooms be remodeled into two large rooms, like BE 111 and BE 120. This would allow for better social distancing and improve heating and cooling issues.

Department Goals


Replace full-time positions after faculty retirements so that we may continue to offer quality instruction.
Market the department to drive up full-time equivalent students (FTES); we also must work to increase FTES, not merely reduce class sections and associate faculty. 
Remodel BE 105A, B, and C into two rooms for social distancing; purchase active learning seating for all classrooms, and make this space safe and efficient.
Work with the agricultural department to return agricultural business courses to the DBE department, which would save the college money and resources; we are one of the only on-campus departments that faces intercollege competition for classes we teach, and we compete with the Small Business Development Center, the Training Place, and the agricultural department, which all teach business courses.
Expand associate faculty and focus on new faculty who can teach at the Glenn Center.
Move Business Computer Information Systems (BCIS) lab technician funds to district funds and expand the position to support the Department of Business Education (DBE), not only BCIS.

Future Development Strategies

Strategy 1 - Provide Professional Development

Ensure BE faculty and staff are up to date on BE disciplines, software, and online pedagogy by having them attend workshops, trainings, and conferences in person and through online professional development.

Initiatives

Enhancing a Culture of Completion and Goal Achievement
Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning
Enhancing a Culture of Equity and Inclusiveness

Supporting Rationale

It is critical that BE faculty be up to date in their field to provide competent instruction to students and ensure that relevant programs and supporting courses are being designed. Opportunities for faculty to participate in content-area professional development are critical.

Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: Yes
Supports Program Review Recommendations: Yes
Supports Course level SLOs: Yes
Supports PLOs: No
Supports ILO - Think Critically: Yes
Supports ILO - Communicate Competently: Yes
Supports ILO - Engage Collaboratively: Yes
Supports ILO - Work Effectively: Yes
Supports Meeting Vision for Success Goal - Credentials: No
Supports Meeting Vision for Success Goal - Transfer: No
Supports Meeting Vision for Success Goal - Time to Degree: No
Supports Meeting Vision for Success Goal - Employment in field of Study: No
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: No

Strategy 2 - Replace Outdated Equipment and remodel BE 105 A, B, C

Make BE 105A, 105B, and 105C into two rooms (instead of three) for physical distancing and effective classroom management. Keep chairs safe for students to sit in while learning, and add seating that is conducive to teamwork learning.

Initiatives

Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning

Supporting Rationale

It is important that the learning environment present a safe, welcoming place for students to succeed in their work. The current configuration of BE 105 into three rooms is not an optimal configuration. The two large rooms, BE 111 and BE 120, demonstrate effective use of HVAC, space for accommodations, and social distancing. We would like BE 105 to be configured into two rooms.

The chairs in all our rooms are old, dirty, broken, and falling apart. It is important to refresh these chairs on a regular basis to enhance the learning environment. As noted above, BE 105 A, B, and C are smaller rooms and less conducive to teamwork. We have found some new chair/desk combinations that are used at CSU Chico and work effectively for student collaboration. We are hoping that facilities will consider our need for this type of new seating: active-learning furniture to facilitate increased student engagement. Active learning furniture can easily be adjusted to accommodate small-group, large-group, or traditional seating.

Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: No
Supports Program Review Recommendations: Yes
Supports Course level SLOs: No
Supports PLOs: No
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: No
Supports ILO - Engage Collaboratively: Yes
Supports ILO - Work Effectively: Yes
Supports Meeting Vision for Success Goal - Credentials: No
Supports Meeting Vision for Success Goal - Transfer: No
Supports Meeting Vision for Success Goal - Time to Degree: No
Supports Meeting Vision for Success Goal - Employment in field of Study: No
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: No

Strategy 3 - Provide effective and up to date classroom environments

Update classroom computers and teaching stations.

Initiatives

Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning

Supporting Rationale

It is important that instructors have the tools they need to teach. Keeping computers in the classroom up-to-date and functional is important for a smooth delivery of classroom instruction. The teaching stations are outdated and dilapidated. We would like a refresh of the computers (now seven years old) and new podiums like those at the Chico Center installed for consistency of the teaching experience.

Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: No
Supports Program Review Recommendations: Yes
Supports Course level SLOs: No
Supports PLOs: No
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: Yes
Supports ILO - Engage Collaboratively: No
Supports ILO - Work Effectively: Yes
Supports Meeting Vision for Success Goal - Credentials: No
Supports Meeting Vision for Success Goal - Transfer: No
Supports Meeting Vision for Success Goal - Time to Degree: No
Supports Meeting Vision for Success Goal - Employment in field of Study: No
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: No

Strategy 4 - Fund BCIS Lab Technician Position with District Funds

Create and fund a classified 10-month lab technician position with district funds to support the entire DBE, not only BCIS. The position is currently funded by Strong Workforce.

Initiatives

Enhancing a Culture of Completion and Goal Achievement
Supporting Student, Faculty and Staff Success
Maximizing Resources to Support Student Learning

Supporting Rationale

This position is integral to the optimal functioning of the computer labs and their support of DBE, and it directly supports academic and technical support for our students. The lab technician role is student focused and ensures all labs are working efficiently, and it provides incredible support for students in the classroom and in open labs. Students (and instructors) continue to appreciate the support provided by the lab technician.

Now that BCIS is part of the DBE and our classes will continue to be offered online for the near future, we hope to broaden our lab tech’s duties to support all of the disciplines within the DBE and online delivery of instruction.

Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: No
Supports Program Review Recommendations: Yes
Supports Course level SLOs: No
Supports PLOs: Yes
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: No
Supports ILO - Engage Collaboratively: No
Supports ILO - Work Effectively: No
Supports Meeting Vision for Success Goal - Credentials: No
Supports Meeting Vision for Success Goal - Transfer: No
Supports Meeting Vision for Success Goal - Time to Degree: No
Supports Meeting Vision for Success Goal - Employment in field of Study: No
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: Yes

Strategy 5 - Fund Marketing to increase enrollment and expand faculty to Glenn Center

Fund marketing efforts to leverage departmental expertise in marketing to grow department enrollment and faculty, with a focus at Glenn Center.

Initiatives

Enhancing a Culture of Completion and Goal Achievement
Maximizing Resources to Support Student Learning

Supporting Rationale

The DBE has untapped marketing experts, who can design and implement a marketing plan for the department and faculty recruitment, but who need funding. The college's internal marketing department and HR have limited bandwidth and budgeted monies to market intentionally to prospective students and associate faculty, especially in support of the new Glenn Center.

Supporting Rationale Alignment
Supports the College's Strategic Direction and Priorities: Yes
Supports Program Review Recommendations: Yes
Supports Course level SLOs: No
Supports PLOs: No
Supports ILO - Think Critically: No
Supports ILO - Communicate Competently: No
Supports ILO - Engage Collaboratively: No
Supports ILO - Work Effectively: No
Supports Meeting Vision for Success Goal - Credentials: No
Supports Meeting Vision for Success Goal - Transfer: No
Supports Meeting Vision for Success Goal - Time to Degree: No
Supports Meeting Vision for Success Goal - Employment in field of Study: No
Supports Meeting Vision for Success Goal - Reducing Equity Gaps: No

Requested Non-Financial Resources

n/a

Current Financial Resources

The BE disciplines associated with this unit plan and part of the larger DBE do not have external funding sources.

But now that the BCIS discipline is part of our department, this relates to the DBE.

BCIS (as a discipline with its own unit plan) has relied heavily on funding from the Strong Workforce Program to support the lab technician position for approximately five years.
Because BCIS has become part of the DBE and BCIS classes have temporarily moved to being fully online, we want to ensure our lab technician can still support our labs, technology, and students. It also seems clear that district funding for the lab technician could be further justified if the role formally supported the entire DBE now that BCIS is a part of this larger department.

Augmentation Requests

Original Priority	Program, Unit, Area	Resource Type	Account Number	Object Code	One Time Augment	Ongoing Augment
Description	Supporting Rationale		Potential Alternative Funding Sources		Prioritization Criteria
1	Professional development	Operating Expenses			$10,000.00	$0.00
Fund professional	It is critical that BE faculty be up to date in their field to provide competent instruction to students and ensure that relevant programs and supporting courses are being designed. Opportunities for faculty to participate in content-area professional development are critical.		Strong Workforce		Supporting improvements in Student Learning Outcomes Meeting California Community Colleges Vision for Success Goals Strengthening Professional Development
2	Replace outdated classroom equipment and remodel BE 105 A, B, C	Facilities			$25,000.00	$0.00
Make BE 105A, 105B, and 105C into two rooms (instead of three) for physical distancing and effective classroom management.	It is important that the learning environment present a safe, welcoming place for students to succeed in their work. The current configuration of BE 105 into three rooms is not an optimal configuration. The two large rooms, BE 111 and BE 120, demonstrate effective use of HVAC, space for accommodations, and social distancing. We would like BE 105 to be configured into two rooms. Keep chairs safe for students to sit in while learning, and add seating that is conducive to teamwork learning. The chairs in all our rooms are old, dirty, broken, and falling apart. It is important to refresh these chairs on a regular basis to enhance the learning environment. As noted above, BE 105 A, B, and C are smaller rooms and less conducive to teamwork. We have found some new chair/desk combinations that are used at CSU Chico and work effectively for student collaboration. We are hoping that facilities will consider our need for this type of new seating: active-learning furniture to facilitate increased student engagement. Active learning furniture can easily be adjusted to accommodate small-group, large-group, or traditional seating.		Instructional Equipment Scheduled Maintenance (Facilities) Strong Workforce		Addressing Health, Life, and Safety issues Addressing shortfalls in Equity, Diversity and Inclusion Addressing Program Review Recommendations Meeting student achievement goals (Vision for Success Goals) Fostering a Culture of Inclusiveness
3	Update classroom computers and teaching stations.	Equipment			$20,000.00	$0.00
We would like a refresh of the computers (now more than seven years old) and new podiums like those at the Chico Center installed for consistency of the teaching experience.	It is important that instructors have the tools they need to teach. Keeping computers in the classroom up-to-date and functional is important for smooth delivery of classroom instruction. The teaching stations are outdated and dilapidated. We would like a refresh of the computers (now seven years old) and new podiums like those at the Chico Center installed for consistency of the teaching experience.		Instructional Equipment Strong Workforce		Meeting California Community Colleges Vision for Success Goals Addressing Program Review Recommendations Meeting student achievement goals (Vision for Success Goals) Supporting improvements in Student Learning Outcomes
4	Implement marketing for students and faculty, with focus on Glenn Center	Operating Expenses			$15,000.00	$0.00
The DBE has untapped marketing experts, who can design and implement a marketing plan for the department and faculty recruitment, but who need funding.	The college's internal marketing department and HR have limited bandwidth and budgeted monies to market intentionally to prospective students and associate faculty, especially in support of the new Glenn Center.		Strong Workforce		Addressing all Areas of the Student Centered Funding Formula (enrollment growth, student need and student success) Addressing Program Review Recommendations Meeting enrollment targets