Chabot College Program Review Report 2015 -­‐2016 Year 1 of Program Review Cycle Submitted on 10/24/2014 Contact: Catherine Pinkas
1 2 Appendix B2: “Closing the Loop” Course-­‐Level Assessment Reflections. BUS 1A Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS-­‐1A Financial Accounting Fl13 10 8 80% Sp14 Jas Bhangal, Lynn Klein, Dmitriy Kalyagin, Wanda Wong PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Journalize and post transactions for corporations. (CLO) 2: Adjust, close and prepare corporate financial statements. (CLO) 3: Analyze financial statements of corporate form of business. Defined Target Scores* (CLO Goal) Actual Scores*
data
70% will receive 2 or above 87.4% 70% will receive 2 or above 82.2% 70% will receive 2 or above 82.7% PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS A. COURSE-­‐LEVEL OUTCOME (CLO) 1: 1. How do your current scores match with your above target for student success in this course level outcome? 87.4% has achieved above the target goal of 70%. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Curricular and pedagogical changes implemented by the faculty have resulted in above satisfactory student perf
Accounting cycle project required by all faculty reinforced concepts of journalizing and posting thru practice and
B. COURSE-­‐LEVEL OUTCOME (CLO) 2: 1. How do your current scores match with your above target for student success in this course level outcome? 3 82.2% has achieved above the target goal of 70%. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Curricular and pedagogical changes implemented by the faculty have resulted in above satisfactory student perf
Eg. Accounting cycle project required by all faculty reinforced concepts of adjusting, closing and perpetration of financial statements. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 1. How do your current scores match with your above target for student success in this course level outcome? 82.7% has achieved above the target goal of 70%. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Faculty reinforced the concepts of financial statement analysis thru real world examples. Eg. Real company finan
current news clips are used to reinforce relevance and comparative analysis. PART III: COURSE REFLECTIONS AND FUTURE PLANS 1. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Through collaboration among accounting faculty and conference attended, we streamlined course outcomes, pedagogy and assessments. 2. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? Although accounting faculty is satisfied with the current student learning outcome performance data, we are committed to further increase student success and retention. For that purpose, we revised the course outline to include an additional lab hour. 3. What is the nature of the planned actions (please check all that apply)? ! X Curricular ! X Pedagogical ! X Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ 4 BUS 1B Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion Bus 1B Fl13 3 3 100% Sp14 Bhangal, Wong PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) Defined Target Scores* (CLO Goal) Actua
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Compute and analyze product cost using job order costing system. 70% will receive 2 or above 79% Compute and analyze product cost using process costing system. 70% will receive 2 or above 89% 70% will receive 2 or above 93% (CLO) 1: (CLO) 2: (CLO) 3: Prepare and analyze statement of cash flows for corporations. PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS C. COURSE-­‐LEVEL OUTCOME (CLO) 1: 3. How do your current scores match with your above target for student success in this course level outcome? Actual scores of 79% are higher than target of 70%. 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Even though actual scores are higher than target but we feel that it is lower than our expectation since this is the second chapter of the course and starting of the costing methods. Students find new concepts challenging and have not yet aligned their study habits, course requirement and needed materials. D. COURSE-­‐LEVEL OUTCOME (CLO) 2: 3. How do your current scores match with your above target for student success in this course level outcome? 5 Actual scores of 89% are higher than target of 70%. 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? We feel that students are performing way above the required minimum, we are happy with the results and would like to continue with current practices. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 3. How do your current scores match with your above target for student success in this course level outcome? Actual scores of 93% are higher than target of 70%. 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students have demonstrated the mastery of this course outcome. We are pleased with the results and would like to add that this course as a whole has one of the highest success and retention rates among all Business courses. PART III: COURSE REFLECTIONS AND FUTURE PLANS 4. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Through collaboration among accounting faculty and conferences attended, we continually work to implement new and improved strategies to successfully deliver and assess the course content. Course structure consists of lectures, discussions, group assignments and testing online and in class. 5. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? We are satisfied with the current student learning outcome performance data but we are constantly strive to further increase student success and retention. For that purpose, we have aligned and revised the course syllabi and content delivery. 6. What is the nature of the planned actions (please check all that apply)? ! Curricular ! XPedagogical ! XResource based ! Change to CLO or rubric ! XChange to assessment methods ! XOther:_________________________________________________________________ BUS 2 6 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 2 Fall 2013 1 1 100% Spring 2014 Wong PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Students will be able to record financial transactions using the most appropriate method according to current GAAP. (CLO) 2: Students will be able to account for and analyze various receivables including valuation, disposition by sale with and without recourse, and financial statement presentation. (CLO) 3: Students will be able to account for inventory using various methods including dollar-­‐value LIFO and estimation. (CLO) 4: Students will be able to prepare and analyze expanded income statement, classified balance sheet, and cash flow statement Defined Target Scores* (CLO Goal) 75% of class scored either 90.5% of student
a 2(C grade), 3(B grade) or 4(A grade) 75% of class scored either 77.7% of student
a 2(C grade), 3(B grade) or 3 or 4 4(A grade) 75% of class scored either 85.7% of student
a 2(C grade), 3(B grade) or 3 or 4 4(A grade) 75% of class scored either 85.7% of student
a 2(C grade), 3(B grade) or 3 or 4 4(A grade) PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS E. COURSE-­‐LEVEL OUTCOME (CLO) 1: 5. How do your current scores match with your above target for student success in this course level outcome? The current scores is strongly exceeded the target for student success for CLO 1 as 90.5% of the students scored either a 2, 3 or 4. 6. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students do not usually have difficulty achieving success in this CLO because this is more of an extended review of Bus 1A (Financial Accounting) which is also a pre-­‐req of this course. 7 Actual Scores**
F. COURSE-­‐LEVEL OUTCOME (CLO) 2: 5. How do your current scores match with your above target for student success in this course level outcome? The current scores barely exceeded the target for student success for CLO 2 as 77.7% of the students scored either a 2, 3 or 4. 6. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students have demonstrated with more difficulty in mastering this course outcome. This concept is quite complicate and require much more time than currently the course allow. We have changed from a 3 unit to a 4 unit course effective Fall 2014 to allow more class time to tackle these difficult concepts. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 5. How do your current scores match with your above target for student success in this course level outcome? The current scores is exceeded the target for student success for CLO 3 as 85.7% of the students scored either a 2, 3 or 4. 6. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students are doing well and able to achieve this course outcome. With more contact hours, students should be able to do even better. D. COURSE-­‐LEVEL OUTCOME (CLO) 4: 1. How do your current scores match with your above target for student success in this course level outcome? The current scores is exceeded the target for student success for CLO 4 as 85.7% of the students scored either a 2, 3 or 4. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students are doing well and able to achieve this course outcome. With more contact hours, students should be able to do even better. PART III: COURSE REFLECTIONS AND FUTURE PLANS 7. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? 8 This course is always offered once a year and during the fall semester. Since Bus 1A is a pre-­‐req. and this course also served as an extended/continuous course of Bus 1A, we felt that this course should be offered in the spring allowing students to continue right after finishing Bus 1A in the fall without having to wait for a whole year. This change will take effective starting spring 2015. 8. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? Changing the course from 3 units to 4 units starting 2014-­‐2015 academic year. This change will give additional 17 contact hours to cover a few new topics as well as more detail coverage of some difficult topics such as stated in SLO 2 9. What is the nature of the planned actions (please check all that apply)? ü Curricular ! Pedagogical ü Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 3 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion Bus 3 Income Tax Accounting Fall 2013 2 2 100% Sp14 Hatter, Hunting PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Students are able to analyze a variety of common situations to determine if a federal tax return is required (CLO) 2: STUDENTS ARE ABLE TO DISTINGUISH BETWEEN TAXABLE AND NON-­‐
TAXABLE INCOME AND TO DETERMINE THE CORRECT AMOUNT IF TAXABLE. (CLO) 3: STUDENTS ARE ABLE TO CHOOSE THE PROPER TAX FORMS REQUIRED FOR TYPICAL TAX RETURNS. (CLO) 4: STUDENTS CAN COMPLETE TAX RETURNS FOR INDIVIDUALS AND SMALL BUSINESSES WITH REASONABLE ACCURACY 9 Defined Target Scores* (CLO Goal) 75% of students scored 3 or 4 Actual Scores*
75.8% of stude
4 85% of students scored 2 or above 78.8% of stude
above 85% of students scored 2 or above 87.8% of stude
above 85% of students scored 2 or above 90.9% of stude
above PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS G. COURSE-­‐LEVEL OUTCOME (CLO) 1: 7. How do your current scores match with your above target for student success in this course level outcome? Scores slightly exceeded expectations. 8. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Coverage for this CLO is sufficient for expectations. H. COURSE-­‐LEVEL OUTCOME (CLO) 2: 7. How do your current scores match with your above target for student success in this course level outcome? Scores for this CLO were lower than desired. 8. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? This CLO covers many tax laws and calculations some of which are very complex. More detailed data would help determine where improvement is needed. Perhaps expectations are too high. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 7. How do your current scores match with your above target for student success in this course level outcome? Scores were slightly above expectations. 8. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Most of the assignments have the tax forms already set up for students. It would be good to have more where they need to decide which ones are required on their own. D. COURSE-­‐LEVEL OUTCOME (CLO) 4: 3. How do your current scores match with your above target for student success in this course level outcome? Scores were significantly higher. 10 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? This is the heart of the course. Students prepare tax returns throughout the course beginning with simple wage-­‐earner returns to complex small business returns. This process seems to work well. PART III: COURSE REFLECTIONS AND FUTURE PLANS 10. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? The primary change was increased communications with students via email, discussion board forums, and detailed feedback for assignments. 11. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? The assessment shows a basic strength of course content and assignments in which students prepare actual IRS forms for a multitude of taxpayer situations. Continued emphasis on tax law, calculations, and form preparation is recommended. Increased emphasis on some areas of taxable computations is recommended. 12. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 4 Course Bus 4 Cost Accounting Online Semester assessment data gathered Spring 2014 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion none Faculty members involved in “Closing the Loop” discussion Hunting Part I: Course-­‐Level Outcomes – Data Results Consider The Course-­‐Level Outcomes Individually (the Number of CLOs will Defined Target differ by course« ) Scores* (CLO Goal) 11 Actual Scores** (e
data) (CLO) 1: Student will be able to perform accounting procedures in a manufacturing environment related to job order and process costing principles 80% of students scored 3 or 4 100% (CLO) 2: Completes all forms and schedules with appropriate data, using 80% of students scored 3 or 4 correct lines, and transferring correct data to or from supporting
schedules and forms.
100% (CLO) 3: Students will be able to use both average and FIFO methods to assign 75% of students costs to products in a process cost system. scored 3 or 4 71% (CLO) 4: Students will be able to allocate common costs using both single and 75% of students dual-­‐rate allocation systems. scored 3 or 4 79% (CLO) 5: Students will be able to compute and analyze variances in a standard 75 % of students cost system. scored 3 or 4 95% Part II: Course-­‐ level Outcome Reflections
A.
Course-­‐Level Outcome (CLO) 1: 1. How do your current scores match with your above target for student success in this course level outcome? All students were able to reach the desired level of 3 or 4, thereby exceeding the desired results of this CLO. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? This CLO is being met without problem. Students come into the class with some background from Bus 1B and are
successfully build upon their knowledge. Course-­‐Level Outcome (CLO) 2: 1. How do your current scores match with your above target for student success in this course level outcome? All students were able to reach the desired level of 3 or 4, thereby exceeding the desired results of this CLO. 12 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? This CLO is basic to accounting as well as more specifically to cost accounting. Students are able to operate at the desired level consistently. C. Course-­‐Level Outcome (CLO) 3: 1. How do your current scores match with your above target for student success in this course level outcome? This is the one CLO for which student outcomes were lower than expected indicating more problems with the subject. Although no student scored below level 2, a significant number of students had problems in this area. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Perhaps more time needs to be spent on the difference between FIFO and average methods and the calculations
needed for each. I will consider cutting or shorting the last chapter in order to do that. D. Course-­‐Level Outcome (CLO) 4: 1. How do your current scores match with your above target for student success in this course level outcome? Current scores slightly exceeded the target for this CLO. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Although scored exceeded the target, the lower average score shows that it might be worthwhile to spend a bit more time on this one. E. Course-­‐Level Outcome (CLO) 5:
1. How do your current scores match with your above target for student success for this course level outcome? 13 Current scores significantly exceeded the target for this CLO. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights to you have? Although scored exceeded the target, the lower average score shows that it might be worthwhile to spend a bit more time on this one. Part III: Course Reflections and Future Plans
1. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Although I have not yet made the change, I am considering cutting or shortening the last chapter to make more time for process costing emphasizing the calculations and differences between FIFO and average methods. 2. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? A strength is shown in the basics that carry over from previous courses. It is certainly desired to maintain Bus 1A and 1B as required prerequisites for this class. No major change is planned. 3. What is the nature of the planned actions (please check all that apply)? o
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Curricular Pedagogical Resource based Change to CLO or rubric Change to assessment methods Other:_________________________________________________________________ BUS 5 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion Bus 5 Auditing Offered first time Sp15 1 NA NA Zakirova PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS 14 CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Students will apply professional auditing standards (Generally Accepted Auditing Standards) and appropriate audit procedures during an audit. (CLO) 2: Students will perform risk assessment of financial statement assertions. (CLO) 3: Students will explain auditor’s responsibilities and legal liability to clients and third parties. (CLO) 4: Defined Target Scores* (CLO Goal) 75% of class scored 2-­‐4 Actual Scores** (eLumen data) 75% of class scored 2-­‐4 75% of class scored 2-­‐4 PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS I. COURSE-­‐LEVEL OUTCOME (CLO) 1: 9. How do your current scores match with your above target for student success in this course level outcome? 10. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? J. COURSE-­‐LEVEL OUTCOME (CLO) 2: 9. How do your current scores match with your above target for student success in this course level outcome? 10. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 9. How do your current scores match with your above target for student success in this course level outcome? 10. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? 15 D. COURSE-­‐LEVEL OUTCOME (CLO) 4: 5. How do your current scores match with your above target for student success in this course level outcome? 6. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? E. COURSE-­‐LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. PART III: COURSE REFLECTIONS AND FUTURE PLANS 13. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? 14. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? 15. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 7 Course BUS-­‐7 Accounting for Small Business Semester assessment data gathered Fall 2013 Number of sections offered in the semester 3 Number of sections assessed 3 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Sp14 Faculty members involved in “Closing the Loop” discussion Lynn Klein, Dmitriy Kalyagin PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE 16 Defined Target Actual Scores** NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Students will be able to record transactions in journal and ledger for a sole proprietorship business. Scores* (CLO Goal) 70% received above 2 (eLumen data) 95.2% (CLO) 2: Develop competency in creating the income statement, balance sheet, and statement of owner’s equity.
70% received above 2 93.1% 70% received above 2 83.5% (CLO) 3: Develop critical thinking by preparing and analyzing financial statements for merchandising firms. PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS K. COURSE-­‐LEVEL OUTCOME (CLO) 1: 11. How do your current scores match with your above target for student success in this course level outcome? 95.2% has achieved above the target goal of 70%. 12. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Both faculty teaching the subject, replaced paper forms with a homework management system. In addition to c
homework, students got access to various learning resources, as well as immediate feedback provided by the sy
changes allowed student to solve problems faster and more independently, which led to the high performance l
L. COURSE-­‐LEVEL OUTCOME (CLO) 2: 11. How do your current scores match with your above target for student success in this course level outcome? 93.1% has achieved above the target goal of 70%. 12. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Financial statement preparation is a recurring theme. Students prepare the three financial statements (in a progressively more complex format) in chapters 2, 3, 5, and 13. This leads to the high performance level. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 11. How do your current scores match with your above target for student success in this course level outcome? 83.5% has achieved above the target goal of 70%. 12. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? While the level of satisfaction is well above the target, it is lower than the other two SLOs because it is assessed at the end of the term. Quite a few students drop by that time but 17 are still counted in eLumen as active students. PART III: COURSE REFLECTIONS AND FUTURE PLANS 16. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? The implementation of a homework management system with supporting resources and immediate feedback. 17. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? Starting Fall 2014, the faculty will adopt a new edition of the textbook, which will include more challenging assessments and learning resources for students. 18. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! X Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 8 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion Bus 8 Fl13 2 2 100 Sp14 Bhangal PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS Defined Target Actual Scores** Scores* (eLumen data) (CLO Goal) 70% will receive 93.7% (CLO) 1: Complete form 941-­‐Employer's quarterly federal tax return 2 or higher CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 2: Complete form 940-­‐Employer's annual federal unemployment tax return. 70% will receive 2 or higher 93.3% 70% will receive 80.3% (CLO) 3: 18 Complete a company's payroll processing followed by quarterly and annual reports 2 or higher (CLO) 4: PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS M. COURSE-­‐LEVEL OUTCOME (CLO) 1: 13. How do your current scores match with your above target for student success in this course level outcome? 93.7% students achieved a performance level 2 or higher. 14. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Both sections of this course were taught by me. Student population consists of individuals obtaining an employable skill in payroll field, fulfilling a certificate/ degree requirement or preparing for CPA exam. In class and online discussions of the forms helps students learn and succeed. N. COURSE-­‐LEVEL OUTCOME (CLO) 2: 13. How do your current scores match with your above target for student success in this course level outcome? 93.3% students achieved a performance level 2 or higher. 14. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Both sections of this course were taught by me. Student population consists of individuals obtaining an employable skill in payroll field, fulfilling a certificate/ degree requirement or preparing for CPA exam. In class and online discussions of the forms helps students learn and succeed. Discussion of current year forms and updates are a regular part of the course instruction and enrich the course. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 13. How do your current scores match with your above target for student success in this course level outcome? 80.3 % students achieved a performance level 2 or higher. 19 14. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Simulation of payroll process by using the software and completion of end of the quarter forms and reports offers a real world perspective. PART III: COURSE REFLECTIONS AND FUTURE PLANS 19. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Even though Publication 15 (Employer’s Tax Guide) and IRS website are consistently used to supplement the course, textbook was updated to new edition also. Homework management system has been implemented to provide automated payroll processing. Current payroll related discussions/ case studies have been increased. Course outline has been updated to reflect changes/updates. 20. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? This course has been very popular especially as an online and evening offering. Even though text book will be updated in Fl14 again, current payroll laws and changes will remain a vital part of the course coverage due to changing nature of the field. 21. What is the nature of the planned actions (please check all that apply)? ! X Curricular ! X Pedagogical ! X Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 10 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS-­‐10 Spring 2014 7 7 100% Summer 2014 Jan Novak, Norberto Ruiz PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) 20 Defined Target Scores* Actual Scores** (eLumen data) (CLO Goal) 75% of students 79% of students score 3 or 4 scored 3 or 4 (CLO) 1: Legal issue recognition 75% of students 77.3% of students score 3 or 4 scored 3 or 4 (CLO) 2: Understanding of business impact (CLO) 3: Information literacy (CLO) 4: Critical thinking (CLO) 5: Business law terminology 75% of students 76% of students score 3 or 4 scored 3 or 4 75% of students 78.6% of students score 3 or 4 scored 3 or 4 75% of students 79.3% of students score 3 or 4 scored 3 or 4 PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS O. COURSE-­‐LEVEL OUTCOME (CLO) 1: : Legal issue recognition 15. How do your current scores match with your above target for student success in this course level outcome? We are above our target scores. 16. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students that complete the major assignment tied to this CLO are achieving the goal. ~15% of students do not complete the assignment. We may need to increase the weighting of this assignment to ensure that more students complete it. P. COURSE-­‐LEVEL OUTCOME (CLO) 2: Understanding of business impact 15. How do your current scores match with your above target for student success in this course level outcome? We are above our target scores. 16. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students that complete the major assignment tied to this CLO are achieving the goal. ~15% of students do not complete the assignment. We may need to increase the weighting of this assignment to ensure that more students complete it. 21 C. COURSE-­‐LEVEL OUTCOME (CLO) 3: Information literacy 15. How do your current scores match with your above target for student success in this course level outcome? We are above our target scores. 16. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students that complete the major assignment tied to this CLO are achieving the goal. ~15% of students do not complete the assignment. We may need to increase the weighting of this assignment to ensure that more students complete it. D. COURSE-­‐LEVEL OUTCOME (CLO) 4: Critical thinking 7. How do your current scores match with your above target for student success in this course level outcome? We are above our target scores. 8. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students that complete the major assignment tied to this CLO are achieving the goal. ~15% of students do not complete the assignment. We may need to increase the weighting of this assignment to ensure that more students complete it. E. COURSE-­‐LEVEL OUTCOME (CLO) 5: Business law terminology 1. How do your current scores match with your above target for student success in this course level outcome? We are above our target scores. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Most students are absorbing key business law terminology. Some students just don’t read the textbook, so it’s difficult for them to become familiar with key terms. PART III: COURSE REFLECTIONS AND FUTURE PLANS 22 22. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? We increased the weight in the total grade for business law terminology, which has improved scores. 23. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? We continue to be concerned that students are not reading. To remedy this, we’ve adopted a new textbook that more clearly connects Business Law to the career of business and is more engaging. Additionally, we’ve adopted Connect, and require students to complete LearnSmart assessments to ensure that they are reading. The text is also significantly less expensive than the text we had been using, reducing one barrier to text acquisition. We will next consider if we should increase the weight of the major research paper in the class to encourage those 15% of students that just don’t complete it to do so. 24. What is the nature of the planned actions (please check all that apply)? ! Curricular X Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 11 Course GOVERMENTAL AND NONPROFIT ACCOUTNING (BUS-­‐11) Semester assessment data gathered Unit 15, Week 12 – Nov 4-­‐10 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion February 19th 2014 Faculty members involved in “Closing the Loop” discussion Oreshkova, Zakirova PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE«) 23 Defined Target Scores* (CLO Goal) Actual Scores** (eLumen data) (CLO) 1: Defined Target is 3 or 4 Students will be able to explain the characteristics of governmental and other nonprofit organizations. (CLO) 2: Develop competency by applying fund accounting principles to the recording of monetary transactions of state and local government in accordance with the standards set by the Governmental Accounting Standard Board (GASB) (CLO) 3: Develop critical thinking by analyzing and interpreting financial information of state and local government and nonprofit organizations. Defined Target is 3 or 4 Defined Target is 3 or 4 36 students 22-­‐score 3 or 4 6-­‐ score below 3 8-­‐didn’t submit work 36 students 22-­‐score 3 or 4 6-­‐ score below 3 8-­‐didn’t submit work 36 students 22-­‐score 3 or 4 6-­‐ score below 3 8-­‐didn’t submit work PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS A. COURSE-­‐LEVEL OUTCOME (CLO) 1: 1. How do your current scores match with your above target for student success in this course level outcome? The current scores 100% correlate. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Continue to improve explanation and teaching students about governmental and nonprofit characteristics and its specifics. B. COURSE-­‐LEVEL OUTCOME (CLO) 2: 1. How do your current scores match with your above target for student success in this course level outcome? The current scores 100% correlate. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Developing competency in applying fund accounting principles for the recording of monetary transactions of state and local government in accordance with the standards set by the 24 Governmental Accounting Standard Board (GASB) can be achieved by completing more practical assignments in this area and internships. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 1. How do your current scores match with your above target for student success in this course level outcome? The current scores 100% correlate. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Critical thinking is the high level of analysis that can be achieved by students, once overall knowledge of nonprofit and government is accumulated. Students can practice the skills by reading the financial statements in government and nonprofit organizations. PART III: COURSE REFLECTIONS AND FUTURE PLANS What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? All panning changes that list below will be implemented in future. I communicate to students on daily basis via email about the topic that we are covering, deadline for submitting assignments and other important issues. This really helps to engage students in the class. 1. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? I am planning to respond to the students’ discussion comments throughout the week in order to engage them more in the discussion. I will increase the communication to students via email in order to engage them even more. Functionality of the class structure will be improved to make it easier for students to navigate. I will add the name of the chapter in the syllabus. 25 I will also provide the short description of each chapter that covered in the class. 2. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 12 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion Bus 12 Fall 2013 9 5 55% Spring 2014 Catherine Pinkas, Lynn Klein PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: BUS 12 - Students will be able to identify and analyze financial
statements. (CLO) 2: Defined Target Scores* (CLO Goal) 75% or more students will receive a score of 2 or higher 78
75% or more students will receive a score of 2 or higher 90
75% or more students will receive a score of 2 or higher 86
BUS 12 - Students will be able to distinguish between ethical and
unethical business practices. (CLO) 3: BUS 12 - Students will be able to list and describe the functions of
a typical business enterprise. PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS Q. COURSE-­‐LEVEL OUTCOME (CLO) 1: 26 17. How do your current scores match with your above target for student success in this course level outcome? Scores meet expectations for online and on-­‐campus classes but could be higher. Success rate on this outcome is significantly lower than the other two. 18. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Better online course materials are being sought for next semester. This is a complex subject and needs additional coverage. R. COURSE-­‐LEVEL OUTCOME (CLO) 2: 17. How do your current scores match with your above target for student success in this course level outcome? Scores exceed expectations for online and on-­‐campus classes. 18. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students love this particular objective. They are well focused and the material meets the requirements. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 17. How do your current scores match with your above target for student success in this course level outcome? Scores exceed expectations for online and on-­‐campus classes. 18. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? The material is well covered in the introduction to business course. The course material was well designed and
grasped a better broad understanding of business. PART III: COURSE REFLECTIONS AND FUTURE PLANS 25. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Additional online practice materials were incorporated in the course. 26. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? 27 Online homework practice and real-­‐world simulations have provided the necessary drill to reinforce lectures and facilitate student retention of terminology and business basics. Increased success rates show that this is working. However, the current text and online resources do not provide enough and the right kind of material we need to introduce students to the accounting function of business. We are exploring other textbook options for Fall 2014. 27. What is the nature of the planned actions (please check all that apply)? xCurricular ! X Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 13 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 13 – INT ACCTG II First offering – Fl15 1 NA NA NA Naz Bhangal PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Students will be able to prepare full disclosures
to financial statements.
(CLO) 2: Students will be able to prepare necessary
journal entries for pensions and other postretirement benefits. (CLO) 3: Students will be able to prepare necessary
journal entries for debt and equity
investments. (CLO) 4: Students will be able to prepare the statement
of cash flows using direct and indirect
28 Defined Target Scores* (CLO Goal) 75% students will get 2 or higher. Actual Scores** (eLumen data) 75% students will get 2 or higher. 75% students will get 2 or higher. 75% students will get 2 or higher. methods. PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS S. COURSE-­‐LEVEL OUTCOME (CLO) 1: 19. How do your current scores match with your above target for student success in this course level outcome? 20. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? T. COURSE-­‐LEVEL OUTCOME (CLO) 2: 19. How do your current scores match with your above target for student success in this course level outcome? 20. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 19. How do your current scores match with your above target for student success in this course level outcome? 20. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? PART III: COURSE REFLECTIONS AND FUTURE PLANS 28. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? 29. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? 30. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical 29 BUS 14 ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion Bus 14 Fall 2014 3 3 100% Spring 2014 Melissa Patterson PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS Defined Target Scores* (CLO Goal) CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) 75% score 3 to 4 20% score 2 AN APPROPRIATE WRITTEN RESPONSE <5% score o to 1 80% score 3 to 4 (CLO) 2:DELIVER EFFECTIVE INFORMATION AND PERSUASIVE ORAL 15% score 2 COMMUNICATION < 5% score 1 to 0 (CLO) 3:STUDENTS WILL DEMONSTRATE JOB SEARCH AND INTERVIEWING SKILLS 75% score 3 to 4 20% score 2 FOR USE IN THE BUSINESS ENVIRONMENT < 5% score 0 to 1 (CLO) 1:STUDENTS WILL ANALYZE A TYPICAL BUSINESS PROBLEM AND PREPARE (CLO) 4: PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS U. COURSE-­‐LEVEL OUTCOME (CLO) 1: 21. How do your current scores match with your above target for student success in this course level outcome? The scores closely matched my expectations. 22. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Too many students scored a 0 to 1. I am already implementing a different approach to writing assignments. Students do better with assignments that seem fun and relevant to today’s business communication, including new technologies. V. COURSE-­‐LEVEL OUTCOME (CLO) 2: 30 Actual Scores*
data
79 % score 3 to
14.5% score 2 6.6 % score 1 82% score 3 to
16.7% score 2 1.3% score 0 to
74% score 3 to
20.8% score 2 5.2% score 1 21. How do your current scores match with your above target for student success in this course level outcome? The scores were better than I expected. Fewer students scored a 0 to 1 than I had expected. 22. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Providing students a safe classroom where they can gain their confidence in effective oral communication. I want to implement more in-­‐class activities so students can gain confidence and express themselves effectively. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 21. How do your current scores match with your above target for student success in this course level outcome? Fewer student scored a 3 to 4 and more students scored a 1 to 0 than I anticipated 22. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Developing an employment package is an important skill. Showing students how important it is to use technology so they can present themselves professionally. I am considering a two part resume assignment. The first part is their actual resume today and the second is to change the resume for a different job title. Show how you can change and edit a resume to show your specific skills that pertain to the specific job opportunity. PART III: COURSE REFLECTIONS AND FUTURE PLANS 31. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Rewrite exercise were introduced. Students write a rough draft and then rewrite the same assignment after they received feedback from instructor. Introduce job resume technology, including Linkedin and emphasized importance of new technology. 32. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? Introduce more in class writing exercises, quick fun exercises that let the students practice their writing skills. Also allow students to practice one more oral presentation by creating a new in-­‐class short speech, title Today’s Business. Students will present a 1 minute oral report on today’s business. Students will be given 48 hours to do their research then present their 60 second oral presentation in the next class. 31 Emphasize job search and resume package connection with technology. How to used today’s technology and how potential employers use the same technology. 33. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 15 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 15 – BUS ENGLISH WILL BE DELETED Fl16 Jan Novak BUS 16 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion Bus-­‐16 Business Math Fl13 2 2 100 Sp14 Catherine Pinkas, Amber Hatter PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Student will be able to calculate principal, interest, maturity value, interest rate or time of a compound interest investment (CLO) 2: Students will be able to understand and evaluate basic financial statements (CLO) 3: Students will be able to calculate gross payroll, employer and employee taxes 32 Defined Target Scores* (CLO Goal) 70% will receive above 2 Actual Scores** (eLu
70.1% 70% will receive above 2 64.4% 70% will receive above 2 70.2% PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS W. COURSE-­‐LEVEL OUTCOME (CLO) 1: 23. How do your current scores match with your above target for student success in this course level outcome? 70.1% have achieved above the target goal of 70% 24. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Some students need to take a basic math course before this one. X. COURSE-­‐LEVEL OUTCOME (CLO) 2: 23. How do your current scores match with your above target for student success in this course level outcome? 64.4% have achieved above the target goal of 70% 24. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Some students need to take a basic math and business course before this one in order to understand the role of financial statements. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 23. How do your current scores match with your above target for student success in this course level outcome? 70.2% have achieved above the target goal of 70% 24. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students find this section quite relevant and their scores reflect their interest. This leads to additional enrollment in the payroll classes which teach the students a marketable skill. 33 PART III: COURSE REFLECTIONS AND FUTURE PLANS 34. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Through collaboration among business faculty, we streamlined course outcomes and assessments to be able to target important skills. 35. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? Faculty is not completely satisfied with the current learning outcome performance data. However, we are committed to further increase student success and retention. Instructors will introduce a preassessment exam and recommend students who are not prepared to take a remedial course first. 36. What is the nature of the planned actions (please check all that apply)? xCurricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods xOther:__TBD_____________________________________________________________ BUS 17 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 17 -­‐ ETHICS WILL BE DELETED FL 16 NORBERTO RUIZ BUS 20 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion 34 BUS 20 – LAW & SOCIETY FIRST OFFERING SP15 1 NA NA JAN NOVAK PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE) (CLO) 1: Critically analyze a landmark Supreme Court case. (CLO) 2: Explain the interactions of law, society and historical context. (CLO) 3: Defined Target Scores* (CLO Goal) 75% students will get 2 or higher. 75% students will get 2 or higher. 75% students will get 2 or higher. Accurately utilize key legal terminology. (CLO) 4: Actual Scores** (eLumen data) PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS Y. COURSE-­‐LEVEL OUTCOME (CLO) 1: 25. How do your current scores match with your above target for student success in this course level outcome? 26. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Z. COURSE-­‐LEVEL OUTCOME (CLO) 2: 25. How do your current scores match with your above target for student success in this course level outcome? 26. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 35 25. How do your current scores match with your above target for student success in this course level outcome? 26. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? D. COURSE-­‐LEVEL OUTCOME (CLO) 4: 9. How do your current scores match with your above target for student success in this course level outcome? 10. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? E. COURSE-­‐LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. PART III: COURSE REFLECTIONS AND FUTURE PLANS 37. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? 38. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? 39. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 21 36 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion Business 21 Fall 2013 1 1 100 Spring 2014 Catherine Pinkas PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS (CLO) 1: Defined Target Scores* (CLO Goal) 75% 90.5% (CLO) 2: 75% 85.7% (CLO) 3: 75% 85.2% CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) BUS 21 -Students will be able to use job's
workflow analysis to prepare a job description
and job specification BUS 21 - Students will be able to discuss and
analyze various compensation and benefits
packages. Actual Scores** (eLumen data) BUS 21 - Students will be able to identify the
proper procedures to hire, terminate, and
discipline employees. PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS AA.
COURSE-­‐LEVEL OUTCOME (CLO) 1: 27. How do your current scores match with your above target for student success in this course level outcome? 90.5% of the students met the target goal of 75% 28. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students bring real life experience to this subject and it is demonstrated In their learning. BB.
COURSE-­‐LEVEL OUTCOME (CLO) 2: 27. How do your current scores match with your above target for student success in this course level outcome? 85.7 % of the students met the target goal of 75% 37 28. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Student interest runs high in this area and again they have real life experience to draw upon for their learning. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 27. How do your current scores match with your above target for student success in this course level outcome? 85.2% of the students met the target goal of 75% 28. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students are most appreciative of this learning. It does appear that more resources, especially videos would be helpful examples for student training. D. COURSE-­‐LEVEL OUTCOME (CLO) 4: 11. How do your current scores match with your above target for student success in this course level outcome? 12. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? E. COURSE-­‐LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. PART III: COURSE REFLECTIONS AND FUTURE PLANS 40. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Additional case studies were added. 41. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? 38 More video examples of difficult human resource challenging situations will add additional interest and learning. 42. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical xResource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 22 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion Bus 22 Fall 2013 2 2 100 Spring 2014 Lynn Klein, Amber Hatter PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Ability to prepare effective situational and/or behavioral job interview questions. (CLO) 2: Students will be able to apply motivation theories to enable a company to attract, develop, and retain motivated workforce (CLO) 3: Students will be able to determine four managerial functions: planning, organizing, leading, and controlling. Defined Target Scores* (CLO Goal) 70% of students will receive a score of 2 or better Actual Scores** (eLumen data) 79% received a score of 2 or better. 70% of students will receive a score of 2 or better 82% received a score of 2 or better. 70% of students will receive a score of 2 or better 70% received a score of 2 or better PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS CC.
COURSE-­‐LEVEL OUTCOME (CLO) 1: 29. How do your current scores match with your above target for student success in this course level outcome? Since 79% of students achieved the goal, students understand this concept but would like to see the percentage higher. 39 30. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Additional exercises/practice should increase overall student understanding and application of this concept. DD.
COURSE-­‐LEVEL OUTCOME (CLO) 2: 29. How do your current scores match with your above target for student success in this course level outcome? Since 82% of students achieved the goal according to the assessment instrument used, we are satisfied with the success rate on this assessment. However, we are not as confident with the transfer of knowledge to the real world. 30. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? If this was a real-­‐world application of the knowledge, we feel the success rate would have been lower. We should look into additional activities and assessments to ensure this goal is being achieved. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 29. How do your current scores match with your above target for student success in this course level outcome? Only 70% of students achieved this goal. We would like to see the success rate for this outcome increased. 30. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? The outcome encompasses the entire class, but the achievement rate was based on a single chapter assessment. To reflect the comprehensive nature of this goal, a more comprehensive assessment (such as the final exam or overall grade for the course) should be used to measure the achievement of this goal. PART III: COURSE REFLECTIONS AND FUTURE PLANS 43. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? 40 The textbook was changed. The new text has extensive self-­‐assessments and immediate application exercises to reinforce “chunks” of learning. It is also very readable at the community college entry course level. 44. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? We would like to see achievement rates higher for all of the outcomes. We plan to incorporate more activities and case studies and more frequent consultation with colleagues teaching this course. 45. What is the nature of the planned actions (please check all that apply)? ! Curricular ! X Pedagogical ! X Resource based ! Change to CLO or rubric ! X Change to assessment methods ! Other:_________________________________________________________________ BUS 25 Course BUS 25 – TAXATION FOR BUSINES ENTITIES Semester assessment data gathered BRAND NEW COURSE – SP16 Number of sections offered in the semester NA Number of sections assessed NA Percentage of sections assessed NA Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion Naz Bhangal PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS Defined Target Scores* (CLO Goal) (CLO) 1: Students will calculate depreciation deduction using the 75 Percent will allowable depreciation methods under the Modified Accelerated receive 2 or higher Cost-­‐Recovery System (MACRS). 75 Percent will (CLO) 2: Students will compute a corporation's earnings and receive 2 or profits and calculate the dividend amount received by higher shareholders. 75 Percent will (CLO) 3: Students will compute a corporation's taxable income receive 2 or and regular tax liability. higher CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) 41 Actual Scores** (eLumen data) 70 Percent 70 Percent 70 Percent BUS 26 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 26 Spring 2014 1 1 100 Fl14 Noureddine Lalami PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1:Students will be able to develop a plan for the establishment of a new small business (CLO) 2:Students will identify the necessary skills needed to manage a small business. (CLO) 3: Students will use operations management to analyze a small business using case studies and recommend change and or improvements to the management.
(CLO) 4:Students will analyze the relationship between the various stakeholders of a small business (employees, customers, owners, and financial backers) and how they interact to play a role in the success of the business. Defined Target Scores* (CLO Goal) Actual Scores** (eLumen data) 70 Percent 70 Percent 70 Percent 70 Percent 70 Percent 70 Percent 70 Percent 70 Percent PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS EE. COURSE-­‐LEVEL OUTCOME (CLO) 1: 31. How do your current scores match with your above target for student success in this course level outcome? Current scores are on par with target. 32. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Most students did well on the business plan project. Many students used this opportunity to create a business plan for a business that they were considering to start. FF. COURSE-­‐LEVEL OUTCOME (CLO) 2: 42 31. How do your current scores match with your above target for student success in this course level outcome? Current scores are on par with target. 32. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Many students in this course are working adults who work for small business. They have experience either managing or working closing with others who manage small businesses. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 31. How do your current scores match with your above target for student success in this course level outcome? Current scores are on par with target. 32. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Using various case studies, students shared their insights about what to do during specific situations related to business management. D. COURSE-­‐LEVEL OUTCOME (CLO) 4: 13. How do your current scores match with your above target for student success in this course level outcome? Current scores are on par with target. 14. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students had the opportunity throughout the course to discuss and learn about how various stakeholders in a business interact with each other to make the business successful. PART III: COURSE REFLECTIONS AND FUTURE PLANS 46. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? No changes were made as yet. 43 47. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? The strength of the course comes from students sharing their experiences with each other. No actions were determined by the discipline. 48. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 32 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 32 – RETAIL STORE MNGT 1 SP14 1 1 FL14 BARTON PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) Defined Target Scores* (CLO Goal) (CLO) 1: Evaluate the effectiveness of merchandising decisions in the retail industry. 70% and up (CLO) 2: Describe the flow of goods and services in a retail environment (e.g., inventory control,
70% and up supply chain, and risk management). (CLO) 3: Compare different customer service strategies that can be used to improve the consumer
experience. 70% and up PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS GG.
COURSE-­‐LEVEL OUTCOME (CLO) 1: 33. How do your current scores match with your above target for student success in this course level outcome? The score of 88% has exceeded the defined target score of 70%. 44 Actua
34. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? We are doing well in covering this CLO. A recent change in the class format of increasing the number of cases for students to analyze could be contributed to the high score. HH.
COURSE-­‐LEVEL OUTCOME (CLO) 2: 33. How do your current scores match with your above target for student success in this course level outcome? The score of 72% has exceeded the defined target score of 70%. 34. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Although the score is above 70%, the instructor could find ways to increase the effectiveness of this CLO. Possibly more interactive activities in this module would be helpful. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 33. How do your current scores match with your above target for student success in this course level outcome? The score of 95% has exceeded the defined target score of 70%. 34. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Excellent score – we are doing well here. PART III: COURSE REFLECTIONS AND FUTURE PLANS 49. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? The course interface (it is offered online only) has been made more interactive. Right now, more discussion board, cases analyses, and videos are used. This increases the student interest, the content’s applicability to real life scenarios. 45 50. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? We will continue making a more student engaged and interactive course interface and teaching methods. We also should increase the student-­‐to-­‐student communication in the course. Many students taking the class are managers/supervisors in the retail environment. The instructors should capture more of their experience in teaching the class. 51. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 34 Course Semester assessment data gathered Bus 34 Fall 2013 Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion 1 1 100 Spring 2014 Catherine Pinkas PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS (CLO) 1: Defined Target Scores* (CLO Goal) 70% 79% (CLO) 2: 70% 78.9% (CLO) 3: 70% 79% CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) BUS 34 - Student will be able to evaluate
campaigns and individual advertisements from
the standpoint of the seller, buyer, and the
creator of advertising BUS 34 - Students will be able to define the
procedures and considerations in development
of an advertising campaign from initial
research to final evaluation. BUS 34 - Students will be able to evaluate
46 Actual Scores** (eLumen data) economic, social and regulatory impacts of
advertising. PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS II. COURSE-­‐LEVEL OUTCOME (CLO) 1: 35. How do your current scores match with your above target for student success in this course level outcome? 79% of the students met the target score of 70% 36. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students are fascinated by this exercise but they lack critical thinking skills. JJ. COURSE-­‐LEVEL OUTCOME (CLO) 2: 35. How do your current scores match with your above target for student success in this course level outcome? 78.9% of the students met the target score of 70% 36. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students do this through actual class exercise and they learn this well. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 35. How do your current scores match with your above target for student success in this course level outcome? 79% of the students met the target score of 70% 36. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? This is a bigger challenge for the students but case studies about the regulatory aspects 47 help them understand the agencies and laws. Social impacts still seem a bit challenging for the students. PART III: COURSE REFLECTIONS AND FUTURE PLANS 52. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? More actual project and case study work. 53. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? Real projects that help the college have been introduced this year to help students be able to see tangible results from their learning. 54. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods X Other:__________Practical application_______________________________________________________ BUS 36 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS-­‐36 Fall 2013 2 2 100% Spring 2014 Novak PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: STUDENTS WILL BE ABLE TO DEVELOP A VIABLE MARKETING STRATEGY FOR THE PRODUCT OFFER, PROMOTION, PLACEMENT AND PRICING OF A PRODUCT OR SERVICE. Defined Target Scores* (CLO Goal) 75% of class scores 3 or higher 75% of class PURCHASING DECISIONS, AND THE INFLUENCE OF MARKETING ON scores 3 or (CLO) 2: STUDENTS CRITICALLY EVALUATE THEIR OWN 48 Actual Scores** (eLumen data) 84% of students completing assignment scored at this level 92% of students completing THOSE DECISIONS. higher (CLO) 3: STUDENTS IDENTIFY, DESCRIBE, AND ANALYZE AN 75% of class scores 3 or higher APPROPRIATE TARGET MARKET FOR A PRODUCT OR SERVICE. assignment scored at this level 94% of students completing assignment scored at this level PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS KK.
COURSE-­‐LEVEL OUTCOME (CLO) 1: STUDENTS WILL BE ABLE TO DEVELOP A VIABLE MARKETING STRATEGY FOR THE PRODUCT OFFER, PROMOTION, PLACEMENT AND PRICING OF A PRODUCT OR SERVICE. 37. How do your current scores match with your above target for student success in this course level outcome? Students are performing very well vs. the target: 84% vs. a 75% target. 38. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Although the aggregated results are very strong, students in the online section of the class are underperformi
students in the on-­‐campus section. Collaboration with other students really helps on this project, and that co
more challenging in an online class. I need to continue to innovate in the online section to find ways to make easier. LL. COURSE-­‐LEVEL OUTCOME (CLO) 2: STUDENTS CRITICALLY EVALUATE THEIR OWN PURCHASING DECISIONS, AND THE INFLUENCE OF MARKETING ON THOSE DECISIONS. 37. How do your current scores match with your above target for student success in this course level outcome? Students are performing very well vs. the target: 92% vs. a 75% target. 38. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? The assignment that assesses this outcome is very interesting for students, as it’s based on their real-­‐world purchases. They like the assignment, understand its benefits, and seem to learn a lot about marketing from the assignment. 49 C. COURSE-­‐LEVEL OUTCOME (CLO) 3: STUDENTS IDENTIFY, DESCRIBE, AND ANALYZE AN APPROPRIATE TARGET MARKET FOR A PRODUCT OR SERVICE. 37. How do your current scores match with your above target for student success in this course level outcome? Students are performing very well vs. the target: 94% vs. a 75% target. 38. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Although this assignment also requires collaboration with other students, both online and on-­‐campus students do very well on this assignment. I think it’s a simpler assignment that the one required for CLO #1. Perhaps I could break up the larger assignment into more discrete sections for the online class? PART III: COURSE REFLECTIONS AND FUTURE PLANS 55. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? • I made collaboration on the CLO #1 assignment optional for online students, which did improve results. • I changed one of the assignments for CLO#2 to be more of a reflection paper, which enables students to better “absorb” the learning and to connect it to their own lives. • I clarified some of the instructions for the assignment that assesses CLO #3. 56. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? The very “real world” assignments in this class work well for students, enabling them to translate theory into action and to connect the class work with their lives. It remains a challenge to collaborate in the online class. Collaboration is important, as it is how marketing is done. I’m considering an assignment (perhaps a discussion) that focuses on why marketing must be done collaboratively, and another that asks students to identify methods that will work well for online collaboration. I may also offer additional tools to help with that collaboration, such as CCC Confer. 57. What is the nature of the planned actions (please check all that apply)? 50 XX Curricular XX Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 40 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 40 Fall 2013 1 1 100 Sp14 Lalami PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) Defined Target Scores* (CLO Goal) Actual Scores** (eLumen data) Students will be able to describe the major forces affecting 70 Percent globalization and their impact on various elements of world society. 75 Percent 70 Percent 75 Percent Assess an attractiveness of a specific national market(one's 70 Percent choice) for potential foreign investments.
75 Percent (CLO) 1: (CLO) 2: Assess a current economic situation of a country of one's choice. (CLO) 3: PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS MM.
COURSE-­‐LEVEL OUTCOME (CLO) 1: 39. How do your current scores match with your above target for student success in this course level outcome? Current scores are higher than target. 40. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? 51 Since that was my first semester teaching this course, I don’t have enough data to make accurate reflections. However, overall students performed above target level for this outcome. NN.
COURSE-­‐LEVEL OUTCOME (CLO) 2: 39. How do your current scores match with your above target for student success in this course level outcome? Current scores are higher than target. 40. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Most students were quite interested by the semester project of choosing a country and assessing the economic situation of said country to see if it is investment worthy. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 39. How do your current scores match with your above target for student success in this course level outcome? Current scores are higher than target. 40. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? This is similar to CLO 2. Students were able to choose a country and research various areas to determine if it’s the country is a viable one for foreign investment. PART III: COURSE REFLECTIONS AND FUTURE PLANS 58. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Continuing to emphasize the current event and increasing the interactivity of the course interface. 59. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? 52 Increase more case analyses, discussion topics, videos, and current events. 60. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 42 Course BUS 42 – GREEN BUSINESS PRACTICES Semester assessment data gathered NOT OFFERED-­‐ LACK OF FTEF Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion Catherine Pinkas BUS 43 Course BUS 43 – PERSONAL FINANCIAL PLANNING Semester assessment data gathered NOT OFFERED – FTEF SHORTAGE Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion Norberto Ruiz BUS 44 Course BUS 44 – INTRODUCTION TO INVESTMENTS Semester assessment data gathered NOT OFFERED – FTEF SHORTAGE Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion Norberto Ruiz BUS 45 53 Course BUS 45 – GREEN & SOCIALLY RESPONSIBLE INVESTING Semester assessment data gathered NOT OFFERED – FTEF SHORTAGE Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion Catherine Pinkas BUS 50A Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 50A-­‐ SKILLS FOR SUPERVISORS 1 1 100% Lalami PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Demonstrate skills of time management, Defined Target Scores* (CLO Goal) 70% and up Actual Scores** (eLumen data) 88% leadership, planning, motivation, and performance appraisals (any 2 of these). PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS OO.
COURSE-­‐LEVEL OUTCOME (CLO) 1: 41. How do your current scores match with your above target for student success in this course level outcome? The current score is above the target score. 42. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? None: the course is fine the way it is. PART III: COURSE REFLECTIONS AND FUTURE PLANS 61. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? No changes are necessary. 54 62. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? No actions are needed. 63. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 50B Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 50B – BUSINESS ETIQUETTE NOT OFFERED – FTEF SHORTAGE BUS 50 C Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 50C Fall 2013 1 1 100 Sp14 Lalami PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Defined Target Scores* (CLO Goal) Actual Scores** (eLumen data) Students will be able to respond to a series of common
interview questions. 70 percent
61 percent
Students will develop, improve, and practice their
interviewing skills. 70 percent
61 percent
(CLO) 2: 55 PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS PP.
COURSE-­‐LEVEL OUTCOME (CLO) 1: 43. How do your current scores match with your above target for student success in this course level outcome? Current scores are slightly lower than target scores 44. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Whether due to lack of technology skills or other reasons, some students in this course might be intimidated by the live interview that I conduct in this course QQ.
COURSE-­‐LEVEL OUTCOME (CLO) 2: 41. How do your current scores match with your above target for student success in this course level outcome? Current scores are slightly lower than target scores 42. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Although I offer various days and times for students to choose from, some students are unable to “make it” to the online interview. This prevents them from practicing and improving their interviewing skills. PART III: COURSE REFLECTIONS AND FUTURE PLANS 64. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? I am always looking for ways to improve my courses; whether through students’ suggestions or trying out new things. I have recently started offering a weekly live online session where students can ask questions about the course, assignments, or any business topics. 65. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? I have found that many students do not have the skills to write a good cover letter and resume that will get them noticed and called for an interview. I would 56 recommend that students enrolled in BUS 50C take BUS-­‐50D Resumes and Job Application Letters concurrently with BUS 50C. 66. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 50D Course Business 50D Semester assessment data gathered Fall 2013 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Sp14 Faculty members involved in “Closing the Loop” discussion Dermody Form Instructions: • Complete a separate Appendix B2 form for each Course-­‐Level assessment reported in this Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule. • Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen. • Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO. • Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole. PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Upon completion of this class, students will be able to write a clear, correctly formatted and well organized resume with no errors in mechanics, usage, grammar, or spelling Defined Target Scores* (CLO Goal) 70% of the class scored either 3 or 4 Actual Scores** (eLumen data) 68.4% achieved and received a 4 and 10.5% received a 3 PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS RR.
COURSE-­‐LEVEL OUTCOME (CLO) 1: 45. How do your current scores match with your above target for student success in this course level outcome? Level 4 score were slightly below target. The final score was 68.4% of students received a 57 level 4. 46. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? I think it would be helpful to have some online conferencing technologies available to students and instructor to create more interaction. This would also help students with resume writing and interviewing techniques. E. COURSE-­‐LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. PART III: COURSE REFLECTIONS AND FUTURE PLANS 67. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? None 68. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? None 69. What is the nature of the planned actions (please check all that apply)? ! Curricular X Pedagogical X Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 50F Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 50F – BUSINESS PLAN SP14 1 1 100% BARTON PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) 58 Defined Target Scores* (CLO Goal) Actual Scores** (eLumen data) (CLO) 1: Outline logical and persuasive business plans, 70% and higher 87% including some of the following: market and competitive analysis, financial plans, management and operational plans. PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS SS. COURSE-­‐LEVEL OUTCOME (CLO) 1: 47. How do your current scores match with your above target for student success in this course level outcome? The class assessment results are higher than the target. 48. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? The class is well designed and encourages students’ critical thinking and hand-­‐on experiences. One problem is a high percentage of dropping students. PART III: COURSE REFLECTIONS AND FUTURE PLANS 70. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? None 71. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? None 72. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 50 G Course Semester assessment data gathered BUS 50G – NEGOTIATING SKILLS CURRENTLY NOT OFFERED DOE TO 59 A LOW NUMBER OF FTEF Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 50J Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 50J-­‐TIME MANAGEMENT Spring 2014 1 1 100% Fall 14 Silva-­‐Pilkins PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: SET AND PRIORITIZE SHORT-­‐TERM GOALS AND LONG-­‐
Defined Target Scores* (CLO Goal) 70% + Actual Scores** (eLumen data) 80% TERM GOALS PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS TT. COURSE-­‐LEVEL OUTCOME (CLO) 1: 49. How do your current scores match with your above target for student success in this course level outcome? The actual score is 10% points higher than the defined target score. 50. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? We are doing well as 80% of students have achieved the CLO. PART III: COURSE REFLECTIONS AND FUTURE PLANS 73. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? 60 None 74. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? None 75. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 50K Course Bus 50K – Listening Skills Semester assessment data gathered Fall 2013 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 2014 Faculty members involved in “Closing the Loop” discussion Ianello Form Instructions: • Complete a separate Appendix B2 form for each Course-­‐Level assessment reported in this Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule. • Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen. • Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO. • Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole. PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Demonstrates appropriate, effective listening behaviors in a variety of contexts (e.g., in interpersonal relationships and professional settings) Defined Target Scores* (CLO Goal) 70% of those completing the course would score either 3 or 4. « If more CLOs are listed for the course, add another row to the table. 61 Actual Scores** (eLumen data) 75.28% of those completing the course received a 3 or a 4. * Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4) **Actual scores: What is the actual percent of students that meet defined target based on the eLumen data collected in this assessment cycle? Communication Activity Rubric
46.9% 0.0%
17.6% 17.6% 11.8% 52.9% 100% (17)
Listens Rubric
46.9% 0.0%
11.8% 0.0%
35.3% 52.9%
100% (17)
Listen by Analyzing Rubric
46.9% 0.0%
11.8% 23.5% 17.6% 47.1%
100% (17)
Self-reflection Rubric
46.9% 0.0%
5.9%
100% (17)
Communication Orally Rubric
46.9% 0.0%
17.6% 5.9%
11.8% 23.5% 58.8%
29.4% 47.1%
100% (17)
PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS UU.
COURSE-­‐LEVEL OUTCOME (CLO) 1: 51. How do your current scores match with your above target for student success in this course level outcome? The outcomes slightly exceeded expectations. 52. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? The course offers students a variety of ways to improve their communication skills. However, the drop rate is quite high. Perhaps changing the timing of the course (regular start rather than late-­‐start) and reducing the number of assignments would increase retention. PART III: COURSE REFLECTIONS AND FUTURE PLANS 76. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? The instructor contacted students when they started to fall behind. Also, the course project was changed to allow for deeper self-­‐reflection. Students who completed the project performed well. 77. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? -­‐ Help students to complete the course The instructor might include more resources to help students persist in the class. For example, the online resources might include links to health services, counseling, etc. -­‐ Re-­‐evaluate the course workload 62 The instructor might delete one or two minor assignments so that students can spend more time on the final project -­‐ Offer the course at the beginning of the semester (not as a late-­‐start course) The Business Department might re-­‐consider the timing of this course 78. What is the nature of the planned actions (please check all that apply)? ! X Curricular ! X Pedagogical ! XX Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 50L Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 50L Fall 2013 1 1 100 Sp14 Lalami PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) Defined Target Scores* (CLO Goal) Students will explore business careers based on their skills, 70 percent interest, education, and experience. (CLO) 2: 70 percent Student will be able to identify potential careers in business. (CLO) 1: Actual Scores** (eLumen data) 72 percent 58 percent PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS VV.
COURSE-­‐LEVEL OUTCOME (CLO) 1: 53. How do your current scores match with your above target for student success in this course level outcome? Current scores slightly higher than target 54. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? 63 Students in this course enjoy learning about different business careers. Some have expressed a great interest in the Career Mapping Exercises that students complete in the course. Many have mentioned that they help them evaluate their own career and future. WW.
COURSE-­‐LEVEL OUTCOME (CLO) 2: 43. How do your current scores match with your above target for student success in this course level outcome? Current scores are slightly lower than target scores 44. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? It seems that this course starts with high enrollment; however, some students do not complete all the requirements in order to achieve course-­‐level outcomes. Even though I reach out to students several times to offer assistance and get them to complete the course. PART III: COURSE REFLECTIONS AND FUTURE PLANS 79. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? I have started placing students in groups with others who share similar interest. This allows students to engage in discussions pertaining to similar business careers. 80. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? I believe continuing to reach out to students and offer help throughout the course would be beneficial to students who might be thinking of dropping. Another way to improve students’ learning would be to have them complete an end-­‐of-­‐the-­‐
course survey to determine what works and what does not work for the students taking the course. 81. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods 64 ! Other:_________________________________________________________________ BUS 50M Course Semester assessment data gathered BUS 50M-­‐WORKPLACE DIVERSITY NOT OFFERED DUE TO DECREASED FTEF Number of sections offered in the semester NA Number of sections assessed NA Percentage of sections assessed NA Semester held “Closing the Loop” discussion NA Faculty members involved in “Closing the Loop” discussion NA BUS 50N Course BUS 50N – DEALING WITH DIFFICULT PEOPLE Semester assessment data gathered Spring 2014 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion FALL 14 Faculty members involved in “Closing the Loop” discussion LALAMI PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: OUTLINE SPECIFIC TECHNIQUES TO PREVENT AND Defined Target Scores* (CLO Goal) 70%+ Actual Scores** (eLumen data) 87% RESOLVE PERSONAL CONFLICT. PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS XX.
COURSE-­‐LEVEL OUTCOME (CLO) 1: 55. How do your current scores match with your above target for student success in this course level outcome? Our result is higher than the defined 70%. 56. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? 65 We have done quite well with the class offered in the current design and structure. PART III: COURSE REFLECTIONS AND FUTURE PLANS 82. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? No changes are required; however, the class interface should continue to stay flexible and interactive. For this purpose, more discussions, articles, cases, personal stories should be used. 83. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? Keep the assessments for the class diverse, student-­‐centered, and interactive. 84. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 50P Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 50P Fall 2013 1 1 100 Sp14 Lalami PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS Defined Target Scores* (CLO Goal) CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) Actual Scores** (eLumen data) (CLO) 1: 70 Percent 73 percent (CLO) 2: Students will be able to learn and apply techniques and tools to understand customer expectations 66 Students will use effective strategies to deal with customers from various industries 70 percent 73 percent PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS YY.
COURSE-­‐LEVEL OUTCOME (CLO) 1: 57. How do your current scores match with your above target for student success in this course level outcome? Current scores slightly higher than target 58. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students in this course usually share their experiences and techniques on how they deal with customers. As such students usually enjoy the course and tend to do well. ZZ. COURSE-­‐LEVEL OUTCOME (CLO) 2: 45. How do your current scores match with your above target for student success in this course level outcome? Current scores slightly higher than target 46. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? This course lends itself to lively discussions as there are usually several students who work in various customer service areas. These students always have interesting anecdotes about customer service. E. COURSE-­‐LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. PART III: COURSE REFLECTIONS AND FUTURE PLANS 85. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? I have recently started offering a weekly live online session where students can ask questions about the course, assignments, or any business topics. 67 86. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? No action has been deemed necessary at this time. 87. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 70 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 70 Yes One (1) One (1) 100% Yes Leadbeater PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: STUDENTS WILL BE ABLE TO PERFORM A BREAKEVEN ANALYSIS AND CALCULATE THE CORRECT NUMBER OF Defined Target Scores* (CLO Goal) 75% scored on either 3 or 4 Actual Scores** (eLumen data) 94% DIAGNOSTIC TESTS TO ACHIEVE BREAKEVEN POINT IN BOTH QUANTITY AND IN DOLLARS 75% scored on FINANCIAL PROBLEM AND MAKE APPROPRIATE CALCULATIONS TO either 3 or 4 (CLO) 2: STUDENTS WILL BE ABLE TO ANALYZE A HEALTH CARE 94% SOLVE THE PROBLEM PERMANENTLY. 75% scored on (CLO) 3: STUDENTS WILL BE ABLE TO DIFFERENTIATE BETWEEN A THIRD PARTY PAYOR SYSTEMS FROM A ‘DIRECT-­‐PAY’ SYSTEM either 3 or 4 94% AND MAKE CALCULATIONS TO DETERMINE THE MOST BENEFICIAL REVENUE SOURCE. (CLO) 4: STUDENTS WILL ARTICULATE KEY DIFFERENCES BETWEEN HEALTH CARE FINANCIAL SYSTEMS AND THOSE OF OTHER TYPES OF BUSINESS ORGANIZATIONS. 68 75% scored on either 3 or 4 94% PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS AAA.
COURSE-­‐LEVEL OUTCOME (CLO) 1: 59. How do your current scores match with your above target for student success in this course level outcome? Scores exceed targets for student success in this course. 60. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? I would want to strive for 100% actual scores with all four (4) outcomes. To achieve this goal, I would need to provide additional online assistance to a few students. I would want to reduce the attrition rate in this course. Some students have health care backgrounds; others do not. I would need to provide additional instruction for students lacking this background knowledge and expertise. Further, some students are frightened with numbers so these students require not only additional, remedial help but also motivational, encouragement. BBB.
COURSE-­‐LEVEL OUTCOME (CLO) 2: 47. How do your current scores match with your above target for student success in this course level outcome? Scores exceed targets for student success in this course. 48. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? I would want to strive for 100% actual scores with all four (4) outcomes. To achieve this goal, I would need to provide additional online assistance to a few students. I would want to reduce the attrition rate in this course. Some students have health care backgrounds; others do not. I would need to provide additional instruction for students lacking this background knowledge and expertise. Further, some students are frightened with numbers so these students require not only additional, remedial help but also motivational, encouragement C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 41. How do your current scores match with your above target for student success in this course level outcome? 69 Scores exceed targets for student success in this course. 42. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? I would want to strive for 100% actual scores with all four (4) outcomes. To achieve this goal, I would need to provide additional online assistance to a few students. I would want to reduce the attrition rate in this course. Some students have health care backgrounds; others do not. I would need to provide additional instruction for students lacking this background knowledge and expertise. Further, some students are frightened with numbers so these students require not only additional, remedial help but also motivational, encouragement D. COURSE-­‐LEVEL OUTCOME (CLO) 4: 15. How do your current scores match with your above target for student success in this course level outcome? Scores exceed targets for student success in this course. 16. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? I would want to strive for 100% actual scores with all four (4) outcomes. To achieve this goal, I would need to provide additional online assistance to a few students. I would want to reduce the attrition rate in this course. Some students have health care backgrounds; others do not. I would need to provide additional instruction for students lacking this background knowledge and expertise. Further, some students are frightened with numbers so these students require not only additional, remedial help but also motivational, encouragement E. COURSE-­‐LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. PART III: COURSE REFLECTIONS AND FUTURE PLANS 88. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? 70 Honestly, this is my first opportunity to complete this exercise. However, I have discussed this course and possible changes with the course administrator and she had been helpful with my thinking about possible changes. 89. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? A major change in this course is: 1) Provide lesson-­‐by-­‐lesson skill building approaches, problems, exercises to motivate and encourage students to master basic quantitative calculations. 2) These exercises would be required: in the past, my process has been a voluntary approach where many students elect not to attempt these calculations. 3) Once submitted, I would take extra time to review students’ calculations and provide feedback. 4) By completing these simple calculations, I would hope the student would learn to appreciate the skill-­‐level opportunities available and would use these skills in the medical establishments. 90. What is the nature of the planned actions (please check all that apply)? ! XX Pedagogical BUS 71 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 71 – HEALTH CARE LAW SP14 1 LOFFT PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS Defined Target Scores* (CLO Goal) CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) Actual Scores** (eLumen data) (CLO) 1: (CLO) 2: (CLO) 3: (CLO) 4: PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS 71 CCC.
COURSE-­‐LEVEL OUTCOME (CLO) 1: 61. How do your current scores match with your above target for student success in this course level outcome? 62. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? DDD.
COURSE-­‐LEVEL OUTCOME (CLO) 2: 49. How do your current scores match with your above target for student success in this course level outcome? 50. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 43. How do your current scores match with your above target for student success in this course level outcome? 44. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? D. COURSE-­‐LEVEL OUTCOME (CLO) 4: 17. How do your current scores match with your above target for student success in this course level outcome? 72 18. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? E. COURSE-­‐LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. PART III: COURSE REFLECTIONS AND FUTURE PLANS 91. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? 92. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? 93. What is the nature of the planned actions (please check all that apply)? ! Curricular ! Pedagogical ! Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 72 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion Bus 72 Yes One (1) One (1) 100% Yes Leadbeater PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: ANALYZE AND FORMULATE SOLUTIONS TO THE UNIQUE ISSUES FACING HEALTH CARE ORGANIZATION LEADERS. 73 Defined Target Scores* (CLO Goal) 75% scored either 3 o4 4 Actual Scores** (eLumen data) 100% (CLO) 2: DEFINE KEY ISSUES AND EFFECTIVE MANAGEMENT APPROACHES IN HEALTH CARE ORGANIZATIONS. (CLO) 3: DEFINE THE ROLE OF COMMUNITY HEALTH TO THE HEALTH CARE MANAGEMENT PROCESSES. 75% scored either 3 or 4 100% 75% scored either 3 or 4 100% PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS EEE.
COURSE-­‐LEVEL OUTCOME (CLO) 1: 63. How do your current scores match with your above target for student success in this course level outcome? Scores exceed targets for student success in this course. 64. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? The immediate and obvious insight is that the outcomes are adequate; however, with the new health care reform act, some provisions are already being implemented and these could be reflected in these measures. Since there have been many revisions, delays, etc. with the reforms, there are certain, specific elements that can be included. By doing so, the student will have this knowledge, skills as they enter the health care workforce today. FFF.
COURSE-­‐LEVEL OUTCOME (CLO) 2: 51. How do your current scores match with your above target for student success in this course level outcome? Scores exceed targets for student success in this course. 52. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? The immediate and obvious insight is that the outcomes are adequate; however, with the new health care reform act, some provisions are already being implemented and these could be reflected in these measures. Since there have been many revisions, delays, etc. with the reforms, there are certain, specific elements that can be included. By doing so, the student will have this knowledge, skills as they enter the health care workforce today. C. COURSE-­‐LEVEL OUTCOME (CLO) 3: 45. How do your current scores match with your above target for student success in this course level outcome? 74 Scores exceed targets for student success in this course. 46. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? The immediate and obvious insight is that the outcomes are adequate; however, with the new health care reform act, some provisions are already being implemented and these could be reflected in these measures. Since there have been many revisions, delays, etc. with the reforms, there are certain, specific elements that can be included. By doing so, the student will have this knowledge, skills as they enter the health care workforce today. PART III: COURSE REFLECTIONS AND FUTURE PLANS 94. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Honestly, this is my first opportunity to complete this exercise. However, I have discussed this course and possible changes with the course administrator and she has been helpful, supportive of changes. 95. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? As a result of reflections, discussions and insights, I would want to implement various health care reform aspects with each course-­‐level outcome. This would prepare the student with current knowledge and skills and thereby become a more valuable health care administrator in the workforce today. 96. What is the nature of the planned actions (please check all that apply)? ! XX Pedagogical ! XX Resource based BUS 87 Course BUS 87-­‐PROJECT MANAGEMENT CERTIFICATIO EXAM Semester assessment data gathered WILL BE DELETED FL16 – OFFERED THROUGH COMMUNITY ED Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion CATHERINE PINKAS BUS 88 Course BUS 88 – INTRODUCTION TO PROJECT MANAGEMENT 75 Semester assessment data gathered WILL BE DELETED FL16 – OFFERED THROUGH COMMUNITY ED Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion CATHERINE PINKAS BUS 89 Course BUS 89-­‐PROJECT PLANNING SCHEDULING AND CONTROL Semester assessment data gathered WILL BE DELETED FL16 – OFFERED THROUGH COMMUNITY ED Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion CATHERING PINKAS BUS 92 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 92 Fall 2013 2 2 100 Sp14 Naz Bhangal, Hom PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: ANALYZE DATA WITH WHAT-­‐IF AND CHART FEATURES. (CLO) 2: DESIGN BASIC SPREADSHEET MODELS FROM START TO FINISH USING ACCOUNTING DATA. PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS 76 Defined Target Scores* (CLO Goal) 75% of class scored either a 2(C grade), 3(B grade) or 4(A grade) 75% of class scored either a 2(C grade), 3(B grade) or 4(A grade) Actual Scores** (eLumen data) 80% of students scored 2,3 or 4 84% of students scored either 2, 3 or 4 GGG.
COURSE-­‐LEVEL OUTCOME (CLO) 1: 65. How do your current scores match with your above target for student success in this course level outcome? The current scores exceeded the target for student success for CLO 1 as 80% of the students scored either a 2, 3 or 4. 66. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students do not usually have difficulty achieving success in this CLO using a variety of functions and chart types. HHH.
COURSE-­‐LEVEL OUTCOME (CLO) 2: 53. How do your current scores match with your above target for student success in this course level outcome? The current scores exceeded the target for student success for CLO 2 as 80% of the students scored either a 2, 3 or 4. 54. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students have usually had difficulty mastering the use of complex What-­‐If statements including nested-­‐if’s, using conjunction functions in If statements, and using conditional statistical and math functions. Chart features are not usually a problem. In general, students were able to master the use of complex functions and formats in this course. PART III: COURSE REFLECTIONS AND FUTURE PLANS 97. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? In Fall, the chapters were assigned in the order they related to the previous instructor’s text. However, this resulted in students being thrown into situations that were covered in previous chapters but not yet covered due to the unsystematic order of the chapters. Consequently, the ordering of the chapters is sequential during the Spring 2014 semester to facilitate the layering of knowledge in correspondence to the order of the text. In addition, an on-­‐campus tutor is being used to provide some on-­‐campus support since I solely teach online am rarely on campus. 98. Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? The curriculum is properly designed to meet course objectives as indicated by the results of the data. In addition to the instructor offering assistance to the students, it seems as if some students prefer student to student interaction to comprehend material. As a result, 77 extra credit is being given to students who assist their peers during the Spring 2014 semester. In terms of schedule, two assignments per chapter were extremely useful and will be continued going forward. The performance on the second assignment for the chapter continuously showed improved grades as the knowledge was reinforced. The following actions will be taken as a result of my reflections, discussions, and insights: The order of chapters covered in the Spring 2014 semester is in sequential order and an on-­‐campus tutor has been implemented in order to provide in-­‐person support as online teachers are rarely on campus. 99. What is the nature of the planned actions (please check all that apply)? ü Curricular ! Pedagogical ü Resource based ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ BUS 93 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion BUS 93 Fall 2013 2 2 100% Spring 2014 Sandra Raeber Dorsett PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1: Students will be able to use QuickBooks to prepare reports for a small business (CLO) 2: Students will be able to use QuickBooks to enter data accurately for a small business PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS 78 Defined Target Actual Scores** Scores* (eLumen data) (CLO Goal) 75% of class 85% of students score either 3 or of class scored 4 either 3 or 4 75% of class 85% of students score either 3 or of class scored 4 either 3 or 4 III. COURSE-­‐LEVEL OUTCOME (CLO) 1: 67. How do your current scores match with your above target for student success in this course level outcome? The current scores exceed the target for student success in this course level outcome. 68. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? The reason students didn’t meet or exceed the target for student success in this course level outcome was that they did not complete all assignments despite opportunities to submit them late. JJJ.COURSE-­‐LEVEL OUTCOME (CLO) 2: 55. How do your current scores match with your above target for student success in this course level outcome? The current scores exceed the target for student success in this course level outcome. 56. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? The reason students didn’t meet or exceed the target for student success in this course level outcome was that they did not complete all assignments despite opportunities to submit them late. PART III: COURSE REFLECTIONS AND FUTURE PLANS 100.
What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Course syllabus was revised to more clearly explain assignments, grading criteria and my willingness to accept late assignments. Assignment documents posted on Blackboard were revised to be more clearly explained. 101.
Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? Strengths would be: 1. the quality of course materials such as syllabus, assignment documents, quizzes and other course material provided to students on Blackboard 2. the opportunity for students to post questions and comments on the Discussion Board and receive prompt replies from instructor or classmates 3. immediate feedback to students when taking quizzes on Blackboard 79 4. ability to provide feedback from instructor after grading assignments submitted on Blackboard No actions have been suggested since 85% of class scored either 3 or 4 on both CLOs which exceeds the target of 75%, 102.
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What is the nature of the planned actions (please check all that apply)? Curricular Pedagogical Resource based Change to CLO or rubric Change to assessment methods Other:__NONE____________________________________________________________ BUS 94 Course BUS 94-­‐MS PROJECT FUNDAMENTALS Semester assessment data gathered WILL BE DELETED FL16 – OFFERED THROUGH COMMUNITY ED Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion CATHERINE PINKAS BUS 95/96 Course Semester assessment data gathered Number of sections offered in the semester Number of sections assessed Percentage of sections assessed Semester held “Closing the Loop” discussion Faculty members involved in “Closing the Loop” discussion Bus 95/96, Fall 2013 1 1 100 Spring 2014 Catherine Pinkas PART I: COURSE-­‐LEVEL OUTCOMES – DATA RESULTS CONSIDER THE COURSE-­‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE« ) (CLO) 1:BUS 95 - Student will be able to demonstrate
Defined Target Scores* (CLO Goal) 75% Actual Scores** (eLumen data) 90% 75% 100% enhanced employment skills through the establishment and
achievement of performance goals (CLO) 2: BUS 96 -Student will be able to define the effect
of interpersonal relations on job performanceR
80 PART II: COURSE-­‐ LEVEL OUTCOME REFLECTIONS KKK.
COURSE-­‐LEVEL OUTCOME (CLO) 1: 69. How do your current scores match with your above target for student success in this course level outcome? 90% of students achieved a score of 75% or more. 70. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students follow the requirements and get approval of their employers to obtain credit so compliance is high. LLL.
COURSE-­‐LEVEL OUTCOME (CLO) 2: 57. How do your current scores match with your above target for student success in this course level outcome? 100% of students achieved a score of 75% or more. 58. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students follow the requirements and get approval of their employers to obtain credit so compliance is high. E. COURSE-­‐LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. PART III: COURSE REFLECTIONS AND FUTURE PLANS 103.
What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Rebuilt course after taking it over and discovering problems with navigation and usability during this term. 104.
Based on the current assessment and reflections, what course-­‐level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? Course has been rebuilt for Spring 2014. 105.
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X What is the nature of the planned actions (please check all that apply)? Curricular Pedagogical Resource based 81 ! Change to CLO or rubric ! Change to assessment methods ! Other:_________________________________________________________________ Appendix C: Program Learning Outcomes Considering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of your Program Level Outcomes. Programs: Accounting – AS degree Accounting Technician – Certificate of Achievement Bookkeeping – Certificate of Achievement • PLO #1: Understand and apply the generally accepted accounting principles to prepare financial statements.
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PLO #2: Identify the basics of information technology and apply software applications to accounting transactions.
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PLO #3: Create effective oral and written business communications using modern communication technologies.
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PLO #4: solving. Apply critical thinking and analytical skills in decision making and problem What questions or investigations arose as a result of these reflections or discussions? What kind of software skills do graduates have to have? What are the job opportunities for holders of the AS degree in Accounting? What are philosophical differences between the Bookkeeping and Accounting Tech certificates? How important are upper level accounting courses for the program: Cost Accounting, Nonprofit, and Intermediate Accounting. Should we split Intermediate Accounting into two 4-­‐unit courses? Should we add a lab component to our BUS-­‐1A and BUS-­‐1B? Should we offer a shorter, Accounting Cycle course? What program-­‐level strengths have the assessment reflections revealed? 82 After discussions with the colleagues, advisory committee, and colleagues from other two-­‐
year colleges at conferences, we are confident of the strong preparation in various areas of accounting for our graduates. Our programs are well aligned with each other. Bookkeeping and Accounting Tech have different niches. All three programs have just been updated to stay current, update required software skills. Classes were updated to include new IFRS requirements. All of these strengths make these programs extremely popular. We are noticing an increasing number of students majoring, especially in two certificates. To address the increasing number of students interested in the CPA exam, we created two new short certificates preparing students to pass the CPA tests. What actions has your discipline determined might be taken to enhance the learning of students completing your program? We made major changes to the curriculum for the programs: (1) introduced three new courses, BUS-­‐6 Auditing, BUS-­‐13 Advanced Topics in Accounting, BUS-­‐18 Business Taxes; (2) updated the existing BUS-­‐3 Individual Taxation and BUS-­‐2 Intermediate Accounting courses; (3) created two new certificates for the CPA prepare (2 topics per certificate); (4) added a lab hour to BUS-­‐1A course, which allowed the accounting faculty to expand the accounting cycle project, increase the number of in-­‐class activities, small group work, and to cover more content (IFRS, time value of money, effective rate amortization for bonds). Programs: Business – AS-­‐T Degree Business -­‐ AS Degree (General) Business – AS Degree (Emphasis in Management) Business – AS Degree (Emphasis in Marketing) Business –Transfer – Certificate of Achievement Management – Certificate of Achievement Marketing – Certificate of Achievement •
PLO #1: Understand and apply generally accepted accounting principles to prepare financial statements.
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PLO #2: Develop understanding of the law and the legal environment as it relates to business operations, including ethical considerations.
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PLO #3: Create effective oral and written business communications using modern communication technologies.
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PLO #4: solving. Apply critical thinking and analytical skills in decision making and problem What questions or investigations arose as a result of these reflections or discussions? Modern managers increasingly make decisions involving financial data. Because of that, discussions took place of requiring both BUS-­‐1A and BUS-­‐1B for the program (currently, a student has a choice of BUS-­‐7 or BUS-­‐1A). What job opportunities exist for graduates of the programs? Are there internship/externship opportunities? What program-­‐level strengths have the assessment reflections revealed? Major requirements are diverse and include at least one course from each "major" area of the business administration umbrella. The program-­‐specific requirement of Business Communication emphasizes the importance of "soft" skills. This is an ongoing theme with our advisory committee: graduates must have stronger "soft" skills to be successful in business. These strengths make this the 1st most popular degree at Chabot. What actions has your discipline determined might be taken to enhance the learning of students completing your program? Updating the course content delivery to include constantly changing business standards and trends in all major business areas. In the last accounting cycle, the department updated all three programs to exclude some obsolete/inactive courses from the list of options. Back in the Fall of 2014, the department hosted the Advisory Committee for our Marketing degree and certificate. Based on the advisory's recommendations, the department added ENTR-­‐20 Marketing for Entrepreneurship to both programs and updated BUS-­‐34 Introduction to Advertising (the programs' requirement) to address current trends and changes in the industry. Programs: Retail Management – AS Degree Retail Management – Certificate of Achievement Retailing – Certificate of Proficiency • PLO #1: Understand and apply practices used in the management of retail stores.
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PLO #2: Identify the basics of information technology and apply software applications to enhance efficiency of business functions.
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PLO #3: Create effective oral and written business communications using modern communication technologies.
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PLO #4: solving. Apply critical thinking and analytical skills in decision making and problem What questions or investigations arose as a result of these reflections or discussions? How valid is the program for students pursuing the program outside of the grocery retailing? How do we deal with the curriculum developed and required by an outside agency (Western Association of Food Chains) while cuts are made locally and some classes are not offered. Are these programs any longer valid? Should we seek opportunities to teach the program at the retailers site as we used to do? How can we still offer the program's core, Retail Management class if it continues being under-­‐enrolled. The class is specialized and not required by any other program. As the program is not the department's priority, who should coordinate it? What program-­‐level strengths have the assessment reflections revealed? The curriculum is developed by the Western Association of Food Chains (WAFC) and is the same across California, Nevada, and Arizona. Employers financially support students and give them various benefits, including promotions and cash rewards upon graduation. We offer most courses in the program online, which allows students from different areas to access and complete the program. What actions has your discipline determined might be taken to enhance the learning of students completing your program? The WAFC changed the required curricula. Two changes include the replacement of a 85 bookkeeping and Business Math courses with one Financial Accounting course. The 2nd change is combining Business Correspondence course with Business Communications. The business department made both changes and incorporated them in the degree and certificates. One major issue is the WAFC's requirement for a Human Relations in the Workplace course. Chabot deleted the course because of low enrollments and advised students to take it at LPC. This creates confusion. Currently, we are looking into bringing the course back and offering it online once a year. Participating colleges have until Summer of 2016 to implement the changes. Program: Health Care Management – Certificate of Achievement • PLO #1: Identify and analyze unique legal issues in health care, including HIPAA (patient privacy laws and regulations), Medicare and Medicaid reimbursement requirements, negligence/malpractice issues, advance directives, and employment law for medical staff and independent contractors.
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PLO #2: Apply effective management approaches in health care organizations, including organizational structure and governance, information technology, facilities and guest services, planning, marketing and strategy.
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PLO #3: Create effective oral and written business communications using modern communication technologies.
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PLO #4: Identify and analyze financial structures of both for profit and non-­‐profit healthcare organizations. What questions or investigations arose as a result of these reflections or discussions? What is the program value to students without previous health care experience? How to improve retention in online courses (the core of the program is offered online only)? If we are faced with further FTEF cuts, will the program survive? Should BUS-­‐7 or BUS-­‐1a (or both) be made a requirement for the program to better prepare students for the Health Care Financial Management class? what is the program's niche compared to similar programs at the master's and continuing education levels? What program-­‐level strengths have the assessment reflections revealed? 86 This is a program unique to Chabot. We are very proud to offer this as the only program of its type in the Bay Area community colleges. Faculty teaching the program are experts in their field. The program is popular with eth students. The program is structured and is usually completed fully online in only three semesters. The program offers a unique blend of general business skills and business skills specific for health care. What actions has your discipline determined might be taken to enhance the learning of students completing your program? Possible inclusion of a required accounting course to enhance students' experience in Health Care Financial Management class. Program: Human Resources Assistant – Certificate of Achievement • PLO #1: Understand and apply knowledge of human resources to a modern organization, including employment laws, staffing, compensation, training, development, workforce evaluation, motivation, and labor relationships.
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PLO #2: Create effective oral and written business communications using modern communication technologies.
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PLO #3: Identify the basics of information technology and apply software applications to manage of human resources. What questions or investigations arose as a result of these reflections or discussions? The job projections for HR assistants have been negative, is there still value in completing the program? What specific technical and soft skills should a modern HR assistant have? How important are accounting/payroll/bookkeeping skills? What software skill should we teach students in the program? How important is the knowledge of Access? How can we prepare students for successfully handing HRIS in the future workplace? What program-­‐level strengths have the assessment reflections revealed? 87 This is the only program of that type in the Bay Area community colleges. The program is popular with students. At the most recent advisory committee meeting, the program was complemented for its rigorous level of accounting and computer application preparation. What actions has your discipline determined might be taken to enhance the learning of students completing your program? The program was revised to update the required computer application skills. We possibly might add some additional short term courses in Employee Benefits, Employee Compensation, Labor-­‐Management Relations. Program: Small Business Management – Certificate of Achievement • PLO #1: Apply management principles to the selection, establishment, and operation of a small business.
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PLO #2: Use accounting principles to prepare financial reports for a small business both manually and using software.
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PLO #3: Develop understanding of the law and the legal environment as it relates to small business operations
What questions or investigations arose as a result of these reflections or discussions? Should the program be independent from Entrepreneurship or merged with it? How are the Small Business Management and Entrepreneurship programs different? What program-­‐level strengths have the assessment reflections revealed? The program offers a set of practical skills for current and future small business owners. Most classes can be completed online, which improves student access. The program includes a small required core and a large list of electives. This makes it flexible: student customize the courses to be taken to fit the needs of their particular business or business interest. 88 What actions has your discipline determined might be taken to enhance the learning of students completing your program? For now, we keep the program independent of the Entrepreneurship programs. We are also hiring a FT faculty member focusing on teaching Entrepreneurship and Small Business Management courses. So it is with the excitement, we are waiting for that new faculty's leadership to enhance the learning process in the program. Program: Project Management – Certificate of Proficiency • PLO #1: Develop skills to run projects from start to finish.
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PLO #2: Prepare for a certification examination.
What questions or investigations arose as a result of these reflections or discussions? The program is NO longer offered by the department due to financial restraints. It is now offered through Community Education. What program-­‐level strengths have the assessment reflections revealed? The program is NO longer offered by the department due to financial restraints. It is now offered through Community Education. What actions has your discipline determined might be taken to enhance the learning of students completing your program? The program is NO longer offered by the department due to financial restraints. It is now offered through Community Education. Program: Business Skills – Certificate of Proficiency • PLO #1: Create effective oral and written business communications using modern communication technologies.
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PLO #2: Develop “soft” skills to succeed in the workplace.
What questions or investigations arose as a result of these reflections or discussions? 89 As a relatively new certificate, suggested partially by counselors, we had numerous discussions on what courses to include in addition to our BUS-­‐50 series. How valuable is the certificate? Who is the student interested in the program? How do we sustain the program when facing with further cuts? BUS-­‐50 courses are the core of the program. We used to develop new courses, offer 6-­‐8 every term. Now, we can offer only 3-­‐4 per term. We are planning to possible offer some of these courses in the summer. As elective courses, Business 50 classes were often first to be cut. We also have not created any new BUS-­‐50 classes because of budget cuts. What program-­‐level strengths have the assessment reflections revealed? This is a unique to Chabot program: students are able to acquire specific business skills that will make them more successful in any job or career. The program is highly flexible and allows students to customize the choice of classes to better fit their particular needs. As such, the program has a great value to new workforce entrants, as well as current and future small business owners, as well as working adults, and those who are currently unemployed and/or are changing careers. What actions has your discipline determined might be taken to enhance the learning of students completing your program? We have to have enough resources to introduce new courses to keep the program current. We need to advertise the program to a broader population. Because the program is online, the faculty participation in the Online Retention FIG, hopefully, will lead to some enhancements in online teaching. Some of the classes in the program have a high drop rate. 90