Business Calculus Courses in Pomona by uqs29695


More Info
									           IMPAC South Area Meeting for Business Administration

                              November 15, 2003
                     The Sutton Place Hotel, Newport Beach

                                  Meeting Notes

Introduction of Participants: Thomas Apke, CSU Fullerton – Professor; David
Candelaria, Mt. San Jacinto College – Faculty; Patricia Dintrone, CSU San Diego
- Assistant Dean; Gary Grudnitski, CSU San Diego – Professor; Carol
Grutzmacher, CSU Long Beach – Faculty; Kathleen Harcharik, CSU
Pomona - Director, Academic Program/Services; Rodney Murray, Compton
College – Professor; Richard Parry, CSU Fullerton- Professor; Gary Patterson,
CSU San Bernardino - Associate Professor; Lamin Sanneh, Compton
College - Faculty; John Tarjan, CSU Bakersfield – Professor; Anthony Zambelli,
Cuyamaca College - Lead Faculty

Overview of IMPAC
IMPAC (Intersegmental Major Preparation Articulated Curriculum) project brings
together faculties from the three higher education systems to meet regionally to
discuss things that make it difficult for students to transfer. It was created to
ensure that students transferring from the community colleges to UC and CSU
are prepared for work in their chosen major, be able to avoid unnecessary course
work prior to transfer, take all required courses before transfer, and not have to
repeat courses taken at the community college once they have transferred.

IMPAC is coordinated by ICAS (Intersegmental Committee of Academic
Senates) which consists of representatives from the Academic Senates of the
University of California, California State University, and California Community

It is the goal of IMPAC that through intersegmental faculty collaboration,
curriculum will be aligned, academic rigor will be enhanced, and trust among
faculty of the three segments will increase — all to better serve students whose
education is a shared mission of both the sending and receiving institutions.

Overview of IBAC
Established by ICAS, IBAC (Intersegmental Business Articulation Council) is a
faculty group that will develop a target lower division business transfer curriculum
for consideration by individual California State University faculty. Members were
selected from faculty across business disciplines from the UCs, CSUs, and
community colleges from throughout the state.
With a target core curriculum, our students will be better served by eliminating
the number of inconsistent and unclear major preparation requirements. Student
will save time and money as well as avoid frustration and limiting of options.
Conflicting and/or confusing requirements delay transfer and graduation, wasting
precious faculty and state resources.

IBAC will be conducting substantive review of descriptors of courses that will be
included in the common core curriculum prior to the descriptors being submitted
to the CAN process for approval.

Discussion of Transfer Core Curriculum

IBAC has adopted a tentative lower division transfer core that consists of the
following courses:

   Financial Accounting
   Managerial Accounting
   Microeconomics
   Macroeconomics
   Statistics
   Finite Mathematics or Business Calculus
   Business Law or Legal Environment of Business
   Computer Productivity Tools Proficiency (by course or exam)

Two other courses were discussed for inclusion in the target core but no
consensus was reached. As a part of the IBAC process, descriptions for these
courses may also be developed:

   Introduction to Business
   Business Communications

    Accounting/Economics: There was general agreement that the common
    core curriculum should include accounting and economics.

    Statistics: Statistics is an upper division class at Cal State Fullerton. It is
    offered by community colleges and is a lower division class at most other
    CSUs. This may present a problem for students who take the class at a
    community college or at the lower division at another CSU and transfer to
    Fullerton. Students may take a test at Fullerton to avoid taking the class.

    There is a question concerning coverage of regression that has yet to be
    resolved regarding this course. At many CSUs, regression is covered in lower
    division Statistics, at others, including SDSU, it is covered in upper division.
    Additionally, the high school advanced placement statistic course doesn’t
    cover regression at all.
The course currently being proposed by IBAC does not cover regression,
leaving that topic for upper division. What needs to be determined is whether
regression a topic that should be covered at lower division.

Finite Mathematics or Business Calculus: There is also an issue
concerning that particular math skills student entering the upper division
should have. Both SDSU and Cal State Fullerton require Business Calculus.
Most other CSUs require some form of Finite Mathematics. SDSU and
Fullerton feel strongly that the appropriate course is Business Calculus and
won’t accept any other course in meeting the lower division mathematics

It was agreed that some sort of hybrid course be developed that includes
topics from Finite Mathematics and Business Calculus.

Legal Environment/Business Law: The CSUs are split concerning which
lower division law class should be taken before moving to the upper division.
Some CSUs require students to take Business Law, while others require the
Legal Environment of Business. An important difference between the two
courses is the amount of in depth coverage is given to Contracts — Business
Law spends much more time on that topic. By spending less time on
Contracts, the Legal Environment of Business has more time to cover
additional topics such as international law, employment law, environmental
law, and regulatory law.

There appears to be strong feelings on both sides of the issue. The
supporters of Business Law emphasize the value of the critical thinking skills
developed when working with contract law. The supporters of Legal
Environment believe the broad topic coverage in that course better prepares
students for upper division work. They also believe that contracts may need a
higher level of thinking than available to students at the lower division level.

Cal State San Bernardino offers both classes, Business Law at lower division,
Legal Environment at upper division. Perhaps the two courses could be
swapped, with the Legal Environment offered at the lower division and
Business Law at the upper division. Cal State Fullerton switched from
Business Law to the Legal Environment of Business in response to a push
from the AACSB.

It was agreed to attempt to find a middle ground for the two classes. Given
that CAN course descriptors should only cover only 80 percent of a course’s
content, perhaps a hybrid law class could be developed to accommodate the
Business Law/Legal Environment dichotomy
   Introduction to Business: Although everyone thought the class is an
   excellent gateway into a business program, most CSUs cannot add the class
   to their lower division requirements without eliminating another lower division
   class. The only option is to see if the class could receive Area E credit for
   General Education. It was agreed that it would be unlikely to get General
   Education credit for the class.

   Business Communications: The course is offered at the lower division level
   at some CSUs and at the upper division at others. Additional CSUs may be
   moving to the upper division level in order to use the class to meet a system-
   wide upper division writing requirement. If that happens, community colleges
   may still want to consider offering it as a way to prepare business majors for a
   challenge exam.

University Perspectives/Issues
CSUs often don’t want to articulate courses partly because of territorial concerns
and loss of students. There is also concern about whether transfer students are
being properly prepared. There may also be resistance to changing lower
division requirements because of inertia, a reluctance to change what has always
been done.

Meetings with Other Disciplines?

CIS/CS: There is a push to divide the introductory computing class into two parts.
The literacy portions would remain at the lower division level, while topics
concerning how a business operates an IS department would be pushed to upper
division. The lower division course has already been accepted by the CAN
process. It is CAN BUS 6.

To top