E. Program Outcomes: List program outcomes for each accredited program.
The following chart indicates both common program outcomes as well as outcomes specific to individual
program options (concentrations).
A.A.S. Business Management Technology Program
A.A.S.
Contemporary
Management
Program
Accounting
Option
Business
Admin Option
Business
Mgt Option
Computer
Science Option
E-Commerce
Option
General Business
Option
Communicate
effectively in business
situations through
physical or virtual
presence in writing,
speaking, listening,
and electronic media
Communicate
effectively in business
situations through
physical or virtual
presence in writing,
speaking, listening,
and electronic media
Communicate
effectively in business
situations through
physical or virtual
presence in writing,
speaking, listening,
and electronic media
Communicate
effectively in business
situations through
physical or virtual
presence in writing,
speaking, listening,
and electronic media
Communicate
effectively in business
situations through
physical or virtual
presence in writing,
speaking, listening,
and electronic media
Communicate
effectively in business
situations through
physical or virtual
presence in writing,
speaking, listening,
and electronic media
Communicate
effectively in business
situations through
physical or virtual
presence in writing,
speaking, listening,
and electronic media.
Achieve the core
educational
knowledge and skills
to succeed in the 21st
century.
Achieve the core
educational
knowledge and skills
to succeed in the 21st
century.
Achieve the core
educational
knowledge and skills
to succeed in the 21st
century.
Achieve the core
educational
knowledge and skills
to succeed in the 21st
century.
Achieve the core
educational
knowledge and skills
to succeed in the 21st
century.
Achieve the core
educational
knowledge and skills
to succeed in the 21st
century.
Achieve the core
educational
knowledge and skills
including critical
thinking to succeed in
the 21st century.
Develop skills of
critical thinking for
identifying problems
and selecting
appropriate means for
problem solutions.
Develop skills of
critical thinking for
identifying problems
and selecting
appropriate means for
problem solutions.
Develop skills of
critical thinking for
identifying problems
and selecting
appropriate means for
problem solutions.
Develop skills of
critical thinking for
identifying problems
and selecting
appropriate means for
problem solutions.
Develop skills of
critical thinking for
identifying problems
and selecting
appropriate means for
problem solutions.
Develop skills of
critical thinking for
identifying problems
and selecting
appropriate means for
problem solutions.
Demonstrate the
knowledge and skills
needed to function as
a manager/supervisor
in a business
environment.
Quality Assurance Report, 2008-2010 Review
Page 7
Develop specific skills, Develop specific skills, Develop specific skills, Develop specific skills, Develop specific skills, Develop specific skills, Lead by using team
competencies, ethical competencies, ethical competencies, ethical competencies, ethical competencies, ethical competencies, ethical building skills and
behavior, and points behavior, and points behavior, and points behavior, and points behavior, and points behavior, and points facilitating
of view needed for
of view needed for
of view needed for
of view needed for
of view needed for
of view needed for
collaborative
employment in
employment in
employment in
employment in
employment in
employment in
behaviors in the
marketing,
marketing,
marketing,
marketing,
marketing,
marketing,
accomplishment of
management,
management,
management,
management,
management,
management,
group goals and
accounting, computer accounting, computer accounting, computer accounting, computer accounting, computer accounting, computer objectives.
science, or office
science, or office
science, or office
science, or office
science, or office
science, or office
administration.
administration.
administration.
administration.
administration.
administration.
Use and adapt current Use and adapt current
industry standard
industry standard
technologies that are technologies that are
applicable to the
applicable to the
student's specific area student's specific area
of study.
of study.
Use and adapt current
industry standard
technologies that are
applicable to the
student's specific area
of study.
Use and adapt current
industry standard
technologies that are
applicable to the
student's specific area
of study.
Use and adapt current
industry standard
technologies that are
applicable to the
student's specific area
of study.
Demonstrate a
working knowledge of
terminology common
to the accounting
environment.
Demonstrate a
working knowledge of
terminology common
to the small business
environment.
Demonstrate a
working knowledge of
terminology common
to the business
management
environment.
Demonstrate a
working knowledge of
terminology common
to the business
technology
environment.
Demonstrate a
working knowledge of
terminology common
to the e-commerce
environment.
Accounting students
will demonstrate
knowledge of the
accounting cycle.
Demonstrate the
knowledge and skills
necessary to operate
and manage a small
business.
Demonstrate the
knowledge and skills
of managerial
functions.
Demonstrate the
ability to apply
computer software to
create business
documents,
spreadsheets,
databases, and
presentations.
Demonstrate the skills
necessary to build and
manage websites for
commerce.
Demonstrate the
ability to apply
appropriate new
technologies to
business problems.
Demonstrate the
knowledge and skills
of the selling process
related to ecommerce.
Accounting students Demonstrate the
Demonstrate the
will demonstrate
knowledge and skills ability to apply
proficiency in use of of the selling process business ethics theory
commercial computer
to real-world business
accounting systems.
scenarios.
Quality Assurance Report, 2008-2010 Review
Use and adapt current
industry standard
technologies that are
applicable to the
student's specific area
of study.
Interpret and analyze
accounting information
for internal control,
planning, performance
evaluation, and
coordination to
continuously improve
business processes.
Recognize and
evaluate potentials of
entrepreneurial
opportunities for new
business ventures
Page 8
F. Performance Results
Table I Student Learning Results (Required for each accredited program)
Performance Indicator
1. Student Learning Results
Definition
(Required for each accredited program)
A student learning outcome is one that measures a specific competency attainment.
Examples of a direct assessment (evidence) of student learning attainment that might be used
include: capstone performance, third-party examination, faculty-designed examination,
professional performance, licensure examination).
To help students succeed, community colleges must both assess skills and remediate
deficiencies before students take more than 25 percent of the credits in business
programs.
Add these to the description of the measurement instrument in column two:
Formative – An assessment conducted during the student’s education.
Summative – An assessment conducted at the end of the student’s education.
Internal – An assessment instrument that was developed within the business unit.
External – An assessment instrument that was developed outside the business unit.
Comparative – Compare results between classes, between online and on ground classes,
Between professors, between programs, between campuses, or compare to external results
such as results from the U.S. Department of Education Research and Statistics, or results from
a vendor providing comparable data.
Analysis of Results
Performance
Measure
(Competency)
1. The average
score for
graduates
Description of
Measurement
Instrument
to include
Formative,
summative,
internal,
external, or
comparative.
All graduates of
the Business
Management
Quality Assurance Report, 2008-2010 Review
Areas of
Success
Though the
benchmark
was met
Analysis and
Action Taken
Each year, the
faculty review
the results of
Results of
Action Taken
(occurs in the
following year)
Insert Graph of Resulting Trends for 3-5
Years (please graph all available data up
to five years)
The faculty will
continue to track
scores for specific
Page 9
taking the
Business
Graduate Exam
(Major Field
Test) will be 70
percent or
higher.
Source:
Momentum BGE
Technology and
the Contemporary
Management
programs take the
Business
Graduate Exam
(BGE). The 100
question
summative
examination was
developed by
business faculty
and is based on
the core business
courses. For BMT
majors, the core
includes
"Introduction to
Business" (Bus
101), "Principles
of Accounting I"
(Bus 221),
―Business Math"
(Bus 111),
"Management and
Supervision" (Bus
281) and
"Technology
Essentials" (COLL
1020).Comparable
classes are taken
in the
Contemporary
Management
program.
Summative and
Internal.
Quality Assurance Report, 2008-2010 Review
during the
Fall 2008
semester, the
scores
declined
slightly over
the next two
semesters.
(Graph 1.01:
BGE Class
Averages) In
comparison
to the
previous
semesters,
the scores
are
consistent.
An analysis of
the test
results for
each of the
five core
business
courses are
shown in
Graphs 1.02,
1.03, 1.04,
1.05, and
1.06.
*Note: The
data from Fall
2009 became
corrupted upon
export. Data
not available.
the BGE,
identifying
specific areas
in which a
concerning
percentage of
students may
be struggling.
Data is
reported for
each core area
as well as each
question within
each area so
faculty can
clearly see the
number of
students who
missed
particular
questions.
Appendix B
(pages 51-52)
indentifies
questions in
which 50% or
more of the
students
missed, using
Fall 2008 as
the baseline for
missed
questions.
Faculty are
asked to focus
on objectives
to improve
retention in the
identified
questions to
determine if
additional
improvements can
be made in the
wording or in the
construction of
questions, while still
addressing the
same subject
matter. Since
currently there is no
incentive or
repercussion for
students to do well
on this exit test,
faculty are
considering
developing a
capstone course for
all majors in which
the BGE will be
administered as
part of the student's
grade.
Page 10
areas. Based
on the findings,
in Fall 2010,
the business
faculty
determined
that because
Contemporary
Management
majors are not
required to
take the
Business Math
(BUS 111)
course, those
questions
would be
removed from
the exam,
changing less
than 20
percent of the
overall test.
Quality Assurance Report, 2008-2010 Review
Page 11
2. Based on
results from the
ETS Proficiency
Profile (College
general
education
exam),
business
graduates will
demonstrate
proficiency in
the General
Education core
competencies
established by
the College and
the Tennessee
Board of
Regents
All RSCC
graduates are
required to
complete the
Proficiency Profile
(previously named
MAPP – Measure
of Academic
Progress and
Proficiency) which
measures the
competencies of
the General
Education core.
Summative,
External,
Comparative
Source: Office of
Institutional
Research&
Effectiveness
Quality Assurance Report, 2008-2010 Review
For the past
four
academic
years, 100
percent of
RSCC
graduates
surpassed
the national
norms for the
total score on
the
Proficiency
Profile.
(Graph 1.07)
When
comparing
scores in
specific areas
of the
Proficiency
Profile, the
business
students
scored very
close to that
of all RSCC
students.
(Graph 1.08)
Because the
AAS degrees
have fewer
general
education
courses in the
curriculums, it
would be a
normal
consequence
that the scores
would be
lower.
However, the
faculty will
continue to
monitor the
student
success rate,
particularly in
the areas of
critical thinking,
reading,
writing, and
math and will
take
appropriate
action as
needed.
No significant action
is required at this
time but faculty will
continue to monitor.
Page 12
3. The average
score for the BMT
students taking
the
comprehensive
posttest at the end
of BUS 101
(Introduction to
Business) will be
70% or higher.
Faculty teaching
Bus 101
established a pre/
post test to assess
student learning
based on the
learning outcomes
set for this course.
Every student
completing the
course must
complete this test.
Source: Faculty and
Momentum
Formative,
Internal
Quality Assurance Report, 2008-2010 Review
For academic
years 20082010, the
students
exceeded the
benchmark with
an average
overall student
score of 80%.
(Graph 1.09)
During the
previous 2006–
2008 years, the
average overall
score was 84%,
indicating a
slight decrease
in overall scores
for 2008-2010.
The Bus 101
faculty
completed a
test item
analysis,
revealing some
areas of item
difficulty.
These
questions were
modified to
improve quality
of the
assessment
and to improve
the index of
difficulty.
Though the
result of the
overall scores
did not
significantly
improve, the
average was
80%, exceeding
the benchmark.
The faculty will
continue to
analyze
individual
competency
areas for
improvements
in student
understanding.
In addition, in
Fall 2010, the
faculty agreed
to use a
consistent
percentage of
a student’s
overall grade
for this
posttest.
Page 13
4. The
average score
for the BMT
students taking
the
comprehensive
posttest at the
end of BUS
111 (Business
Math) will be
70% or higher.
Source: Faculty
and Momentum
Faculty
teaching Bus
111
established a
pre/ post test
to assess
student
learning based
on the learning
outcomes set
for this course.
Every student
completing the
course must
complete this
test.
For the
academic
years Fall,
2008 through
Spring, 2010,
the students
averaged
74% on the
posttest
which is
lower than
the 79% for
the previous
two years.
(Graph 1.11)
Formative,
Internal
Quality Assurance Report, 2008-2010 Review
One possible
reason for a
decrease in
posttest scores
could be the
increase in the
number of
students who
wish to take
Business Math
as a web
course.
Though the
learning
outcomes are
the same,
many students
struggle with
this subject.
Grade
comparisons of
on-ground classes
to web classes will
be monitored and
analyzed.
The faculty will
continue to focus
attention on key
areas in which
students show
less than desirable
success. In
addition, faculty
will continue to
tweak test
questions for
improved wordings
to enhance
students
understanding.
Page 14
5. The average
score for the
BMT students
taking the
comprehensive
posttest at the
end of BUS
221 (Principles
of Accounting)
will be 70% or
higher
Source: Faculty
and Momentum
Faculty
teaching Bus
221
established a
pre/ post test
to assess
student
learning based
on the learning
outcomes set
for this course.
Every student
completing the
course must
complete this
test.
The average
posttest
score for the
past two
years was
68.25%
which is
below the
70%
benchmark.
However,
this is up
from 67.25%
for the
previous
reporting
period.
(Graph 1.13)
Formative,
Internal
Quality Assurance Report, 2008-2010 Review
The overall
averages for
2008-2010
varied only
slightly from
the previous
reporting
period, 20062008. The
faculty
analyzed each
question in
which a
significant
number of
students
missed. These
questions were
minimally
"tweaked" to
improve
wording and/or
student
understanding.
The faculty will
continue to
analyze individual
questions to
determine which
areas need more
coverage in class
to improve student
understanding. In
addition, in Fall
2010, the faculty
agreed to use a
consistent
percentage of a
student’s overall
grade for this
posttest.
Page 15
6. The
average score
for the BMT
students taking
the
comprehensive
posttest at the
end of BUS
281
(Management
and
Supervision)
will be 70% or
higher
Faculty
teaching Bus
282
established a
pre/ post test
to assess
student
learning based
on the learning
outcomes set
for this course.
Every student
completing the
course must
complete this
test.
Source: Faculty
and Momentum
Formative,
Internal
For the past
several
years,
posttest
scores have
consistently
exceeded
the
benchmark.
(Graph 1.15)
However,
during the
2008-10
reporting
period, the
average
scores
decreased
slightly from
82.66 to
78.5.
Quality Assurance Report, 2008-2010 Review
The faculty
reviewed each
question on
the posttest,
focusing
special
attention on
the questions
in which a
significant
number of
students
missed. There
were two
questions
selected for
additional
study both in
the area of
improved
wording and
emphasis in
class. Both of
these
questions
related to
management
theories
(Theory Y and
Equity Theory).
The faculty will
continue to
analyze individual
questions to
determine which
areas need more
coverage in class
to improve student
understanding. In
addition, in Fall
2010, the faculty
agreed to use a
consistent
percentage of a
student’s overall
grade for this
posttest.
Page 16
7. The
average score
for students
completing a
project on
"Investing" in
BUS 101
(Introduction to
Business) will
be 80% or
higher.
Source: Faculty
This project
includes
investing and
the study of
financial
markets using
an imaginary
$100,000 to
invest in the
global stock
markets over a
14 week
semester. This
project grade
is not based on
the students’
profits; it is
based on their
activity in
investing. The
students’ profit
range changes
each semester
based on the
economy and
investing
choices.
The average
grade for the
past two
years was
81, which
exceed the
benchmark
set. (Graph
1.18)
Faculty will
provide
additional
support to
assist students
with quality
investment
choices.
Instructors will
continue to
expand this project
to give the
students even
more insight into
global economies.
.
Formative,
Internal
Quality Assurance Report, 2008-2010 Review
Page 17
8. The
average score
for students
completing a
Business Plan
will be 80% or
higher.
Source: Faculty
This
comprehensive
business plan
is completed
as a team
project and
covers areas
such product,
price, place,
and promotion
in addition to
many other
elements of
business. All
students
enrolled in
BUS 278
(Entrepreneurs
hip) and MGT
200
(Foundations
of Business)
complete this
project.
For the past
two years, the
average score
was for BUS
278 students
was 82.25%,
exceeding the
benchmark.
For MGT 200
students, the
average was
85.75, also
exceeding the
benchmark.
When
comparing
scores in
different
classes, an
anecdotal
assumption
was the
higher overall
average in
MGT 200 was
due in part to
the large
number of
adult students
taking that
class who
often have a
broader
sense of how
a business
operates.
Faculty will
continue to
provide
students with
guidance while
working both
individually
and in teams
and continue
to track data.
Formative,
Internal
Quality Assurance Report, 2008-2010 Review
Page 18
9. The average
grade for
students
completing a
Negotiation
Plan will be
80% or higher.
Source: Faculty
Each student
enrolled in BUS
236
(Negotiations
and Conflict
Resolution)
completes a
negotiation plan
and participates
in a face-to-face
negotiation
scenario.
The average
student grade
over the last
four semesters
was 84.25%,
exceeding the
benchmark
set.
Though the
average student
grades were
good, faculty will
continue to alter
the scenarios as
needed for
variety and
exposure to new
situations.
The faculty will
continue to
improve the
negotiation
cases to be
assigned and
the student's
negotiation
techniques.
Formative and
Internal
Quality Assurance Report, 2008-2010 Review
Page 19
10. The
average grade
for students
completing a
Financial
Analysis of a
publicly traded
company will be
80% or higher.
Source: Faculty
This
comprehensive
analysis is
completed by
all students
enrolled in MGT
207
(Managerial
Accounting).
This project is
done as a team.
Over the past
five semesters,
students have
demonstrated
success with
an average
grade of
85.4%,
exceeding the
benchmark.
Based on
feedback from
the students
completing this
project, faculty
will make
improvements
as needed.
The faculty will
continue to
provide support
to students both
individually and
as a team.
Formative,
Internal
Quality Assurance Report, 2008-2010 Review
Page 20
Table II Student and Stakeholder-Focused Results
Student- and stakeholder-focused results examine how well your organization satisfies students and
stakeholders key needs and expectations.
Key indicators may include: satisfaction and dissatisfaction of current and past students and key
stakeholders, perceived value, loyalty, persistence, or other aspects of relationship building, end of
course surveys, alumni surveys, Internship feedback, etc.
2. Student- and StakeholderFocused Results
Each academic unit must demonstrate linkages to business practitioners and organizations, which
are current and significant, including an advisory board.
Periodic surveys should be made of graduates, transfer institutions, and/or employer s of graduates
to obtain data on the success of business programs in preparing students to compete successfully
for entry-level positions.
Performance
Measure
(Competency
)
Description
of
Measurement
Instrument
1. Current
RSCC students
will express
satisfaction with
their overall
experience at
RSCC with a
rating of 80% or
higher.
The
Community
College Survey
of Student
Engagement
(CCSSE) is
used to
conduct a
survey of
current
students every
three years.
The last survey
was conducted
in Spring 2009.
Source: Office of
Institutional
Research &
Effectiveness
.
Analysis of Results
Areas of
Analysis and
Success
Action Taken
The students
overall
satisfaction
rating was
3.2 out of 4
or 81.75%
(Graph 2.01).
This exceeds
the
satisfaction
rating for the
TN
Consortium
Colleges as
well as our
National
Peers.
Quality Assurance Report, 2008-2010 Review
Results for
specific majors
are not
available.
However,
Appendix C
(Graphs 2.02 –
2-05, pg. 53)
indicates
success rates
for selected
questions that
would relate to
BMT and CMGT
subject areas.
Results of
Action Taken
(occurs in the
following
year)
Insert Graph of Resulting Trends for 3-5 Years
(please graph all available data up to five
years)
Faculty will
continue
providing the
support and
assistance
needed to
students.
Page 21
2. At least 90%
of Alumni
graduates will
express
satisfaction with
their overall
academic
program.
Source: Office of
Institutional
Research &
Effectiveness
The Office of
Institutional
Research &
Effectiveness
conducts a survey
of alumni on a
three-year cycle.
The last survey
was conducted in
Spring 2010.
Quality Assurance Report, 2008-2010 Review
In Spring 2010,
No specific
96.2% of all RSCC action is needed
alumni were
at this time.
"satisfied" to "very
satisfied" with their
Educational
Experience (Graph
2.06). Alumni
from the BMT and
CMGT rated their
experience as
100% ―satisfied to
very satisfied‖.
(Graph 2.07)
In comparison to
the state, RSCC
alumni rated their
satisfaction level
the same as other
TN public colleges
(3.52 out of 4.0).
(Graph 2.08)
Additional success
rates are indicated
in Appendix D,
pages 54-55)
Faculty will
continue to
monitor the
results of future
surveys.
Page 22
3. At least 90%
of the
employers
surveyed will
express
satisfaction with
the work
performance of
graduates. In
addition, a
benchmark of
85% of the
respondent
employers
would hire
RSCC
graduates in the
future.
The Office of
Institutional
Research
conducts a survey
of area employers
every five years.
The survey was
administered in
the Spring, 2008
semester. The
next survey will be
conducted in
Spring 2013.
RSCC uses a
40% response
rate as a
benchmark for the
Institution and
31.1% responded.
Source: Office of
Institutional
Research &
Effectiveness
Quality Assurance Report, 2008-2010 Review
Of the employers
surveyed in Spring
2008, 83.4%
expressed an
overall satisfaction
rating of "satisfied"
to "very satisfied"
which was below
the benchmark of
90%. However,
91.1% of the
employers that
responded
indicated they
would hire future
Roane State
graduates which is
higher than the
benchmark.
The survey did
not break
responses down
by major. The
chart to the right
shows the top
ten selected
Competency
Areas, the Rank
of Importance by
the Employer
and the
Employer’s
Ranking as to
how well RSCC
graduates met
the Competency
Area. For the
complete listing,
please see
Appendix E, pg
56.
Continue to
monitor via
surveys,
advisory board
and focus
groups.
Page 23
4. The
placement rate
of business
graduates will
be 85% or
higher.
Source: Office of
Institutional
Research &
Effectiveness
Graduate
placement rates
are gathered
annually through
direct contact with
the graduates.
Only graduates
who are employed
in work-related
field or enrolled in
a senior level
institution are
included.
Quality Assurance Report, 2008-2010 Review
For the last four
academic years,
the average
placement rate for
Contemporary
Management
graduates was
93%, exceeding
the benchmark.
The average
placement rate for
BMT graduates
was 85%, meeting
the benchmark.
Faculty will
continue to
assist the
placement office
in collecting
accurate data of
student
placement.
The faculty will
continue to
monitor the
placement rates
and assist
students with
employer
contacts.
Page 24
5. The average
student rating of
courses and
instruction will
meet or exceed
the institutional
and national
norms based on
the ―Individual
Development
and Educational
Assessment‖
(IDEA).
Source: Office
of Institutional
Research &
Effectiveness
The ―IDEA‖
Student ratings of
instruction provide
a measure of
instructional
effectiveness
within the
business
department and at
the College. Two
main types of
scores are
reported: average
scores (five-point
rating scale) and
converted scores.
The diagnostic
reports provide
the following
summative
scores: 1) an
overall summary
evaluation score,
2) progress on
relevant
objectives, 3)
overall course,
and 4) instructor
scores. The
average scores
have limitations as
these do not
control for course
difficulty or
student
characteristics.
The converted
averages
(reported right)
Quality Assurance Report, 2008-2010 Review
Almost every
semester, the
business and
management
course evaluation
average for the
―Summary‖ items
exceeded the
institutional and
national norms.
(Graphs 2.16 –
2.19)
The faculty will
continue to
monitor the
student
evaluations to
make
improvements
as needed in the
individual
courses.
Workshops are
conducted on a
semester basis
to assist faculty
in understanding
the detailed
feedback
analysis given
by IDEA
instrument.
Page 25
compensate for
inequality of
average scores
and provide
normative
comparisons.
Converted normreference scores
compare the
ratings of all
business courses
taught here at the
institution with all
business courses
evaluated
nationally and with
all evaluated at
Roane State.
Course
evaluations are
administered in
individual classes
by the College.
The policy states
the following as
minimum
evaluations per
semester: 1)
First-Year Faculty
all classes.
2) Non-Tenured
Faculty two
classes.
3) Tenured
Faculty one class.
4) Adjunct
Faculty all
classes.
Quality Assurance Report, 2008-2010 Review
Page 26
6. Roane State
will provide cocurricular
resources to
facilitate student
learning.
Source: Learning
Resource Center
The Learning
Resource Center
was established to
assist students
with additional
help outside the
traditional studentteacher
relationship.
Quality Assurance Report, 2008-2010 Review
The Learning
Resource Center
offers one-on-one
tutoring in a
variety of general
education courses
as well as
business courses.
Students also
have free online
tutoring from
Smarthinking.com.
Data supplied by
the LRC
indicated a high
usage rate
among students.
Though
individual
participation was
not tracked
during this QAR
period, a large
number of
writing/research
assignments are
required in the
business and
management
programs which
encourages use
of the LRC.
Because of the
successful
benefits to
students offered
by the Learning
Center, the
faculty will
partner with the
center on
projects that will
encourage even
more
participation by
the students in
individual
classes.
Page 27
7. An Advisory
Committee will
be utilized to
give advice and
counsel on
programs within
the Business
Department.
Source:
Department's
Advisory
Committee
Minutes
Committee
members were
selected for their
knowledge and
expertise to
represent the
various areas
within our
programs. The
committee meets
two times each
academic year
with more frequent
contact if needed.
Quality Assurance Report, 2008-2010 Review
Some of the topics
the committee
discussed during
2008-2010 were
the proposal of a
new ―Green
Leadership‖
course as well as
a new
―technology‖
course for all of
our business
majors. In
addition, the
committee
discussed
International
Opportunities for
students, reviewed
the graduation
rates of each
program, and
discussed the
overall budget for
the College and
department
Per the
recommendation
of the
committee, a
new course in
green leadership
and
sustainability
was successfully
offered summer
2010. In
addition, a new
course in
technology was
approved and
developed.
The Business
faculty will ask
the Business
Advisory
Committee for
assistance in
recruitment and
will continue to
ask for their
council and
advice on
opportunities to
improve the
subject areas in
the programs.
Faculty will
continue to seek
advice and
counsel from the
Advisory
Committee
members. In
addition, faculty
will continue to
keep members
involved in the
programs by
serving as a
guest speaker in
our classrooms.
Appendix F-- Members of the Advisory
Committee (pg 57)
Page 28
9. The
business faculty
will encourage
practical
experience for
students
through summer
employment
and cooperative
education
opportunities
(Co-Op).
The faculty of the
Business
Department will
seek internships
and co-op
opportunities for
students in areas
relating to
business and
management.
Source: Faculty
Quality Assurance Report, 2008-2010 Review
Greater emphasis
has been placed
on assisting
students with
gaining work
experience as well
as academic
knowledge. The
faculty will utilize
the Advisory
Committees, the
Placement Office,
and outside
contacts to help
students secure
positions.
Some of the
projects
completed by
business
students include:
building
exercises to
improve
employee
productivity and
working
relationships;
researching
approval
process for state
purchase orders;
creating a
database to
include
members of the
Roane County
Employers
Association.
The faculty will
continue to
advise students
on selected
learning
projects.
Graph not applicable.
Page 29
10. The
Department will
partner with
outside
organizations to
provide
assistance in
the continuance
of business
education.
Source: FBLA
Representative
and Advisor
The Future
Business Leaders
of America is a
national
organization to
promote and
encourage
business
education for high
school students.
The Business
Department will
host competitions
for high school
students
participating in
FBLA.
Quality Assurance Report, 2008-2010 Review
Over 250 high
school students
participated in the
various
competitions.
Some of these
competitions
include:
accounting,
computer
applications, job
interview,
marketing,
entrepreneurship,
and ethics.
Business faculty
assisted in
judging
competitions in
business.
RSCC will
continue to host
the competitions
for the Future
Business
Leaders of
America as
requested. In
addition, faculty
will continue to
assist in the
judging of these
competitions as
needed.
Graph not applicable.
Page 30
11. The
Business
Department will
participate in
activities
organized by
Roane State to
benefit high
school students.
Roane State offers
an ―Academic
Festival‖ for area
high school
students to
compete in a
variety of subjects,
including business
areas.
Source: Alumni
Relations,
Academic
Festival
Representative
Quality Assurance Report, 2008-2010 Review
Within the past
two years, the
average number of
students served in
these competitions
was 2,878 overall.
On average, 94 of
those students
participated in
business-related
competitions. The
business faculty
led competitions in
keyboarding, word
processing,
bookkeeping, and
web searches.
During this QAR
period,
The Department
will continue to
be actively
involved with
various aspects
of the Academic
Festival
activities.
Graph not applicable.
Page 31