Mission Statement

Provide students with career skills in agriculture business management. Emphasis is placed on the development of skills in accounting, marketing, economics, business management, and human relations.

Provide required support courses for students majoring in Environmental Horticulture, Heavy Equipment Operation, Agriculture Science, Welding, Natural Resources, and Sustainable Studies.

Provide CSU and UC articulated transfer courses in the field of agriculture. 

Program Description

The following six Agriculture Business (AB) courses are offered each year and are required for the Agriculture Business Associates Degree.
AB 20 Orientation to Agriculture and Natural Resources (f)
AB 22 Agricultural Economics (f)
AB 25 Computer Applications in Agriculture (f)
AB 50 Agricultural Accounting (f)
AB 26 Introduction to Agriculture Business (s)
AB 54 Elements of Supervision (s)
	F= fall semesters
	S=spring semesters

Required Support Courses of the Agriculture Business Associates Degree:

AGS 10 World Food and Hunger Issues
AET 30 Tractors and Crawlers
AGS 50 Soils
AGR 99 Work Experience
PLS 20 Plant Science or ANS 20 Animal Science or EH 33 Environmental Plants Science

The students enrolled in the Agriculture Business classes do so for several purposes; 
1)	They are agriculture business majors, 2) it is required for a major other than agriculture business, 3) skill enhancement.

All agriculture business courses are offered on the main campus. We have tried offerings at the Glenn Center but enrollment was low and the classes had to be canceled. Classes at the Glenn Center may be a viable option given higher levels of promotion. Nearly all agriculture business students enroll in general education classes in addition to their major course work.

AB classes have shifted to block scheduling. Block scheduling makes enrollment in the AB program more practical for working students. Nearly all of our students work as least part-time. In addition, most general education courses are also block scheduled, so this change has made it easier for students to construct an efficient schedule. 

A general education course was added by Bruce Hicks: AGR 10 World Food and Hunger Issues. The target audience is all CSU & UC transferring students. It has become very popular with students from across campus and has been included as a required class for the Sustainable Studies certificate.

Enrollment has been steady at between 32-35 students in all AB sections. Wait lists fill early and many instances there is not enough room for all students wishing to enroll. Retention is above 90%. Over half the students come from outside the region covered by the twelve nearest high schools with vocational agriculture programs. Most (over 90%) agriculture business majors at Butte College express the intent to transfer to a four year institution. Chico State and Cal Poly are the most popular destinations. The average age is 20 years. Most students work as least part-time during the school year.

Accountability for Previously Funded Items

Student Learning/Administrative Unit Outcomes

For AB 26, the following SLOs were assessed:
A. Explain how economic principles relate to commodity marketing sub sectors in agriculture.
B. Recognize and describe agricultural business organizational structures including; sole proprietorships, partnerships, corporations, franchises, and cooperatives.
C. Identify and explain the four functions of management and how they relate to the agribusiness organization.
D. Develop an awareness of the basic laws, regulations, and regulatory agencies that interact with the agriculture community.
E. Describe various styles of leadership.
F. Identify the role of the agricultural manager.
G. Recognize, evaluate, and propose solutions to problems in personnel, ethics and communication.
These SLOs are linked to PLOs:
1. Accumulate, record, and analyze agricultural financial data.
2. Analyze specific agricultural markets to explain and predict changes in price and economic behavior.
3. Make effective business decisions using a systematic, information-based approach.
SLO Assessment technique:
The above SLOs were assessed by analysis of two separate case studies from the senior thesis projects of Ag Bus students at Cal Poly SLO. One case study analysis was completed prior to week 8 of the semester, and the second was completed toward the end of the semester. For each case study analysis, students were assigned into groups of 3-4 and created a written report and presentation addressing specific parameters related to the agricultural business entity being studied. The parameters assessed and reported on were directly related to the SLOs included above.
Assessment Results:
A total of 29 students (8 groups of 3-4) were assessed for their ability to relate their understanding of the SLOs through a written assessment as well as presentation of the material. For the first case study completed, five of eight groups (18 students in total) met expectations for both the written and presentation assignments. This equate to a 62% success rate, which leaves room for improvement. After discussing the results of the first case study and coaching students on how to improve their outcomes on the second case study, seven of the eight groups (25 students in total) ended up meeting or exceeding expectations related to the final case study assignment. This equates to a 86% success rate which shows dramatic improvement from earlier in the semester.
Collective dialog:
Results of this SLO assessment was discussed during department meetings early in the semester. As a routine, faculty members in the AGS department discuss student achievement gaps related to SLOs in various courses.
Based on the above SLO assessment with an initial 62% and eventual 86% success rate for both the written and presentation component of the case study assignment, it was determined that a more thorough outline of assignment expectations at the beginning would help to increase initial student success. Additionally, showing case study analyses examples from previous semesters would likely enhance student outcomes related to the SLOs for this assignment.

Standards/Goals for Student Achievement (Instruction Departments)

Talk about the trend of success and retention

40 AS
19 AST
8 Cert.

Standards/Goals for Student Achievement (All Other Departments)

Strategic Direction

Talk about the Priority Themes.
Print both documents - Strategic Direction and Theme Priorities

Program Review

Our only full-time faculty for both the AGS and AB programs, Robert Landry, has taken the lead in the AB Program which includes an advisory role.  After having reviewed the last Ag Dept. Program review, Robert continues to address the following recommendations that are most relevant to the AB program:
1.  Maintain the strong foundations and practices they are currently providing students, through core agricultural standards, while embracing change in technology and practices.  Innovation is needed to keep current with industry demands.
Response:  AB faculty continue to update curriculum to meet the program review recommendations and industry needs by attending conferences and workshops and by obtaining and maintaining industry certifications.  Additionally, classroom facilities have been improved with various instructional related upgrades and technologies.  Collaboration with CSU Chico AB program for recruitment and transfer goals is ongoing and a priority.  We feel through this collaborative approach with our 4 year partner, we can keep visible while continuing to meet the needs of the industry.
2.  We recommend that the department continues to prioritize projects, look at data (labor market, industry need) to support the development of projects to pursue. Develop degrees and certificates to support career pathways. Develop a tracking system to help evaluate programs including student employment and skill sets.
Response:  We are working in combination with our Ag Advisory Committee to identify career pathways that are currently underserved by our AB Program offerings.  At our fall 2016 Ag Advisory meeting, we identified the potential for a Real Estate Appraisal Certificate in the AB program.  We are currently looking into this option as well as others as they are identified.

Department Goals

Over acrching goals for the department. These aren't tied to anything.

Future Development Strategies

Requested Non-Financial Resources

Current Financial Resources

Augmentation Requests