BUSINESS TECHNOLOGY (BTEC) PROGRAM
2012-2013
Program Mission Statement
The Business Technology Program’s mission is to provide the skills, knowledge and
attitudes needed to prepare students for office positions in government and industry. The
program provides a state-of-the-art technological curriculum that meets current and
emerging Maui County education and computer training needs. By offering high quality
instruction in a motivating learning environment, the program empowers students to
achieve their highest potential. The program strives to recognize and raise awareness of
the diverse local and Native Hawaiian traditions that make our community so unique.
I.
Quantitative Indicators
The Demand Indicators remain Cautionary (as was the case in the 2011-2012 program review).
The elements used in the health call calculation shows that the number of majors in this program
(element 3) has risen 12% and the County prorated new and replacement positions has risen 17%
(element 2) since the 2011-2012 program review resulting in a ratio of 4.43. Last year’s ratio was
slightly higher at 4.53. As was indicated in past reviews, the majority of the majors in the BTEC
program are majoring in the Medical Assistant II specialty. The occupational codes for medical
assistants are: CIP 51.0801, SOC 31-9092.00 and are not the codes used as a Quantitative
indicator. When a faculty person is hired a high priority item would be to arrange for an analysis
using the alternate code.
The Efficiency Indicator has been reduced from Healthy (in the 2011-2012 program review) to
Cautionary (in 2013). At the time of this program review, there are no faculty for this program. The
program is being held together by lecturers (this program review is being conducted by a lecturer).
In Fall 2007 there were 2 – FTE faculty. In December 2011 one faculty person retired. To date, no
BTEC faculty has been hired as a replacement. In June 2013, the remaining faculty person retired.
To date, no BTEC faculty has been hired. Until a faculty person is hired this indicator will continue
to show poorly and most likely will reduce to Unhealthy. Other considerations towards the Efficiency
Indicators (Average Class Size, Fill Rate, and Number of Low-Enrolled Classes) has remained
steady from the past report.
The Effectiveness indicators continue to show a “healthy” measure for the program. This welcome
result is most likely due to counselors who assist in tracking BTEC students on their persistence,
credentialing, and retention.
II.
Outcome and Goal Achievement
A. Program Learning Outcomes:
Two courses were used to assess PLO 1 and one course was used to assess PLO 4. All
courses assessed were from the Spring 2013 semester. No courses from the Fall 2012
semester were assessed.
As previously advised from the BTEC Advisory Board, the Legal Specialty was deleted effective
Fall 2013. As reported in the 2011-2012 review, “Members of the advisory board shared how
most legal offices prefer to train their employees. The market for legal office workers is very
small.” This PLO should be removed from the program planning grid.
B. Analysis of Student Outcome and Goal
The table below shows the planned PLO’s and the courses which were to be assessed. Notes are
provided as explanation.
Assessments This Report
SP13
BUSN123
BUSN 157
PLO
F12
1
R
2
BUSN170-E
BUSN292-E
3
BUSN193V-E
BUSN292-E
4
R
5
BUSN193V-E
Notes
BUSN 157 not assessed due
to lack of evidence
BUSN292 Not assessed due to
lack of evidence
BUSN170 Not assessed due to
lack of evidence
BUSN292 Not assessed due to
lack of evidence
BUSN292 Not assessed due to
lack of evidence
Not assessed due to PLO no
longer valid – pertained to
discontinued legal specialty
Not assessed due to lack of
evidence
BUSN151-E BUSN232-E
BUSN292-E
6
NURS100-E
The tables below shows the courses in the BTEC program being used for assessment for both the
Information Processing and Medical Assistant II specialties, the PLO being applied to that course
and at what level each PLO is taught.
Information Processing Map and Weightings
Map of Program Learning Outcomes by Course
BUSN BUSN BUSN BUSN BUSN BUSN
157
161
166
170
189
193v
BUSN
123
BUSN
150
BUSN
151
BUSN
232
BUSN
237
BUSN
292
PLO 1
3
2
3
3
1
2
1
0
2
1
1
2
PLO 2
0
2
3
0
0
0
3
PLO 3
1
1
1
1
3
3
2
0
2
0
3
2
1
3
1
1
3
PLO 4
0
2
3
0
0
0
0
2
2
3
1
2
Medical Assistant II Program Map and Weightings
BUSN
123
BUSN
150
BUSN
151
Map of Program Learning Outcomes by Course
BUSN BUSN BUSN BUSN BUSN BUSN
161
166
170
185
189
193v
NURS
100
NURS
50
PHARM
106
BUSN
292
PLO 1
3
2
3
1
2
1
2
0
2
1
2
1
2
PLO 2
0
2
3
0
0
3
2
0
2
0
1
1
2
PLO 3
1
1
1
3
3
2
2
1
3
3
1
1
3
PLO 4
0
2
3
0
0
0
0
2
2
0
1
1
2
PLO 6
0
0
0
1
1
1
3
2
3
3
2
3
1
The table below shows the remaining semesters of the original five-year cycle assessment plan
outlined in the 2010-2011 program review. The courses which were to be assessed plus those to
be assessed for the future are listed. Note that PLO 5 (entirely focused on legal documents) will be
deleted from the plan in Fall 2013 due to discontinuation of the legal specialty in the BTEC
program.
PLO
F12
1
R
2
3
BUSN170-E
BUSN193V-E
4
R
5
BUSN193V-E
6
SP13
BUSN123
BUSN 157
BUSN292-E
BUSN292-E
BUSN151-E
BUSN232-E
BUSN292-E
NURS100-E
Assessment Plan
F13
SP14
BUSN 292BUSN151-E
E
R
R
BUSN 292E
F14
SP15
F15
R
BUSN292-E
R
SP16
BUSN123-E
BUSN292E
BUSN292-E
R
BUSN292-E
R
PLO non applicable – pertained only to legal specialty discontinued Fall 2013
BUSN185-E
PHRM106-E
BUSN292-E
R
1. Assessment Strategy/Instrument
Assessments were done by two lecturers teaching the respective courses. Student data (from
BTEC students only) was gathered from representative projects, book assignments or exams
completed during the semester indicated. One method for PLO-1 focused on both the ability of the
student to create and produce original documents emphasizing the typical elements used for
business documents and publications. The other assessment method used for PLO-1
concentrated on the ability of the student to produce suitable documents in a reasonable amount of
time and were conducted in the classroom under instructor supervision.
For PLO-4, assessment methods focused on the ability of the students to follow very explicit
directions, to work independently and to review all work done for accuracy and completeness while
carrying out specific spreadsheet projects in the student textbook. A second method of
assessment was used to test the student’s ability to “think beyond the book” by applying the
specific formulas, functions, and spreadsheet techniques learned in the book projects to typical
business spreadsheet scenarios that the student had not seen previously. Analysis from the
second method used results from a supervised in-class timed exam. All methods employed the
submission of electronic documents that were retained as evidence.
2. Expected Level of Achievement
Letter grades (percentages) were used for the summary data. A grade of A or B “Exceeds” the
requirement for both PLO-1 and PLO-4. A grade of C “Meets” the requirement, a grade of D
identifies the student who “Needs Improvement”, and a grade of F qualifies as “Insufficient
Progress”. Students who withdrew or were not majoring in Business Technology were not included
in the results.
3. Results of Program Assessment
The following tables show each course and PLO assessed. The evidence and discoveries about
student learning are presented below each one. It should be noted that many of the PLO
assessments that were scheduled for Fall 2012 and Spring 2013 were not completed for this
report. This is due to lack of faculty leadership (no faculty in this program at the present time) and
poor communication with lecturers regarding the assessment process and their expected role in
such review. Compilation of quality assessment data well after the teaching semesters had ended
proved difficult and beyond the means of the lecturers who remain with the program.
Business Technology Program Assessment Rubric for BUSN157 - PLO 1 – SPRING 2013 - Jost
Program Learning Outcomes
*Grade of A or B=Exceeds, C=Meets, D=Needs Improvement,
F=Insufficient Progress
*Only Business Technology majors are included in this
assessment.
PLO 1
Exceeds
Meets
Needs
Improvement
Insufficient
Progress
Assessment method 1: Original business card design, layout
and production.
*Electronic copy of the business card is submitted
15
1
0
0
Assessment method 2: Reproduction of add, timed exercise.
*Electronic copy of the add is submitted
15
0
0
1
15
0
0
1
94%
0%
0%
6%
Program graduates select and apply software to create word
processing, electronic messaging, desktop publishing, and
presentation graphics documents. They meet or exceed
productivity standards with the software and in keyboarding
speed and accuracy. They understand business document
formats and are proficient in proofreading.
Overall Assessment on this PLO.
Overall Assessment on this PLO - Percentage. (N=16)
BUSN 157, Desktop Publishing for Business, has a major focus on the principles of layout,
design and use of graphics in business documents created for web and print production. The
assessment results show that students are avid learners in this arena with over 94% exceeding
the goals for PLO-1 with respect to desktop publishing and graphic design. In addition, all but 1
student was able to perform under a timed situation to substantiate that students are able to
work quickly and efficiently with their software.
Business Technology Program Assessment Rubric for BUSN123 - PLO1 – SPRING 2013 - Andrews
Program Learning Outcomes
Exceeds
Meets
*Grade of A or B=Exceeds, C=Meets, D=Needs Improvement,
F=Insufficient Progress
*Only Business Technology majors are included in this
assessment.
PLO 1
Assessment
method 1:
Assessment
method 2:
Assessment
method 3:
Assessment
method 4:
Program graduates select and apply software to create
word processing, electronic messaging, desktop
publishing, and presentation graphics documents. They
meet or exceed productivity standards with the software
and in keyboarding speed and accuracy. They
understand business document formats and are
proficient in proofreading.
Student assessment involving creation of typical
documents needed in a business start-up including
letters, memos, and tables
*Electronic copy of completed project documents is
submitted.
Student assessment involving creation of a business
report, legal, medical and international documents.
*Electronic copy of completed project document is
submitted.
Student capstone project involving creation of
documents needed for a hypothetical business startup
requiring design and creation of business reports
including preface pages, citations, bibliography, index
and table with math, design of Letterhead, memo and
newsletter templates, customer data files and
templates for letters, envelope and label mail merge .
*Electronic copy of completed project document is
submitted
Keyboarding speed and accuracy measured by periodic
timed keyboarding tests of 5 minute duration over the
course of the semester.
* Scoring based upon calculation of NWAM (net words
a minute). NWAM calculated by subtracting two times
the number of errors from the GWAM (gross words a
minute). Only timed writings with five or fewer errors
were counted in the scoring and to qualify for a
particular speed grade, students must have achieved
that speed at least three times.
*Grade of A or B=Exceeds (>45 NWAM), C= Meets (4045 NWAM), D=Needs Improvement (35-40 NWAM),
F=Insufficient Progress (<35 NWAM)
Overall Assessment on this PLO
Overall Assessment on this PLO - Percentage (N=7)
Needs
Improve
ment
Insuffic
ient
Progre
ss
6
1
0
0
5
2
0
0
7
0
0
0
0
1
2
4
3
3
1
0
43%
43%
14%
0%
PLO 1 also focuses on the ability of Business Technology students to create word processing
and electronic messaging documents and includes measures of productivity levels using
relevant computer software as well as keyboarding speed and accuracy and the ability to
proofread business documents with proficiency. BUSN123 focuses on Advanced Word
Processing and assessment results show that overall, 86% of the BTEC students are meeting
or exceeding the requirements for PLO-1. With respect to the individual methods of assessment
it is clear that students are able to produce advanced word processing documents with great
proficiency both under a timed situation (Assessments 1 and 2) and when confronted with
creative design (Assessment 3).
From these assessments we learned that the BUSN123 class had a significantly lower success
rate than the other class assessed for PLO-1. A high percentage (86%) of the students either
“needed improvement” or showed “Insufficient Progress” when Assessment 4 is analyzed. The
main area of difficulty lies in the keyboarding speed and accuracy. This course has no prerequisites for typing speed or even to demonstrate the ability to touch type. Yet, the scoring
method outlined by the UH Community College articulation agreement for BTEC is heavily
favored towards those who enter the class with at least a 35 NWAM skill level (see rubric). This
course has a heavy concentration on producing many multi-page documents which necessitates
the student’s ability to type quickly and accurately. There is not much time in this course for a
beginner typist to advance their speed and accuracy skills to a 40 NWAM goal to “Meet” the C
grade without sacrificing learning the complexities of advanced business documents. A faculty
member is needed to attend the PCC meetings to continue to refine and update these
articulation agreements. Additionally, BUSN121, that teaches touch typing to the beginner,
should be made a pre-requisite course. Until this is resolved, overall percentages for
"Insufficient Progress" (as in the 14% reported here) will continue to be problematic.
Business Technology Program Assessment Rubric for BUSN151 - PLO4 - SPRING 2013 - Andrews
Program Learning Outcomes
*Grade of A or B=Exceeds, C=Meets, D=Needs
Improvement, F=Insufficient Progress
*Only Business Technology majors are included in
this assessment.
PLO4
Assessment
method 1:
Assessment
method 2:
Assessment
method 3:
Exceeds
Meets
Needs
Improvement
Insufficient
Progress
Program graduates are able to understand and use
spreadsheet software to meet business information
needs. They work confidently with formulas,
financial functions, charts, graphs, multi-sheet, and
shared workbooks. (applies to all BUSN students
with special emphasis for Information Processing
Specialty)
Project from Excel Chapter 4 - Loan amortization
schedule with Financial, Logical functions and Data
Tables
*Electronic copy of completed project documents
submitted.
Project from Excel Chapter 6 - Multiple Worksheets
and Workbooks including 3D formulas, external
linking and graphs
*Electronic copy of completed project document
submitted.
Comprehensive Excel Exam - Includes Functions,
formulas, charting and manipulation of spreadsheets
*Electronic copy of completed project document
submitted.
Overall Assessment on this PLO
Overall Assessment on this PLO - Percentage.
(N=10)
8
0
0
2
6
2
1
1
3
1
0
6
4
2
2
2
40%
20%
20%
20%
PLO-4 concentrates on the ability BTEC students to understand and use spreadsheet software
to meet the needs of business. This learning outcome includes the student's ability to work
confidently with formulas, financial functions, charts, graphs, multi-sheet and shared workbooks.
From the analysis, 60% met or exceeded the goals of PLO-4.
Looking more closely at the four methods used for the analysis, we have learned that students
are adept at reading and following book instructions (only 1-2% of the students did not “Meet”
the PLO-4 requirements for Assessment methods 1 and 2). Assessment method 3 tests the
ability of the student to go beyond step-by-step instructions and apply their learning to
spreadsheet tasks similar to, but not an exact replication of the book presentations. Over half of
the students were not able to make this transition as evidenced by the 60% result for
“Insufficient Progress” for Assessment method 3. Reasons for this result could be a lack of
sufficient preparation in spreadsheet skills during the pre-requisite courses, student “fear” of
math and/or the lack of critical thinking exercises throughout BTEC courses.
a. CASLO Analysis
Without a faculty in the program, changes to program maps, course outlines, addition of
SLO’s for written communication and myriad other techniques to respond to CASLO
analysis remain incomplete.
C. Program Plans and Goals
This review was conducted by a lecturer, assuming temporary and partial duties as Program
Coordinator until a faculty member is hired into this program or full Program Coordinator duties are
assigned to another faculty member from another program. Development of program goals,
developing and refining curriculum, student tracking, counseling and recruitment, budgetary items,
grant development, participation in the UHMC PCC for BTEC and coordinating outreach activities
are beyond the scope of the limited duties agreed upon. Plans for any curriculum changes or
improvement on pedagogy are on hold until a faculty member is hired.
III.
Budgetary Consideration and Impact:
No evidence available to do assessment.
IV.
Engaged Community:




V.
A BTEC Advisory Committee exists but its vitality is unknown. Without a faculty to spearhead
the program, supportive members from the community may relinquish their activity on the
committee.
BTEC lecturers continue to support the County of Maui Personnel Services Department in their
employment recruitment by administering the typing proficiency test for applicants for a fee. The
organizational aspect of this service is presently handled by a Clerk in Career Link office during
the absence of a faculty member.
Dialog with the Office Administration Program at Maui Job Corp on what courses can be
articulated with UHMC BTEC Program had been initiated before the last faculty member
resigned. The progress on this item is stalled until a faculty member is assigned to follow up on
this community activity.
A few lecturers incorporate community service exercises into their course outline.
Recognize and Support Best Practices:




Over the past years, BTEC faculty and lecturer(s) have attended the Hawaii Business Educators
Association (HBEA) conferences. Through these conferences, the BTEC faculty has learned to
use interesting new technology and hear from business leaders in the statewide community
about how to prepare students for the job world.
Several lecturers had the opportunity to attend the PCATT Conference in May 2013.
BTEC students are encouraged to assist with activities on campus such as the career and
transfer fair. They also volunteered at the UHMC’s fair booth. The students get to practice their
communication skills and customer service at such events.
Online classes are offered (2 to 3 per semester) to help the working students who cannot attend
classes or has a transportation issue.