NORCO COLLEGE ANNUAL INSTRUCTIONAL PROGRAM REVIEW Unit: ___ACCOUNTING________ Please give the full title of the discipline or department. You may submit as a discipline or department as is easiest for your unit Contact Person: ___Patty Worsham______ Due in draft: March 15, 2012 Final drafts due: June 1, 2012 Please send an electronic copy to the Vice President; Academic Affairs Norco: Diane.Dieckmeyer@norcocollege.edu If you are CTE: Kevin.Fleming@norcocollege.edu Form Last Revised: December 2011 Norco College Web Resources: http://www.rccd.edu/administration/educationalservices/ieffectiveness/Pages/ProgramReview.aspx 1 Annual Instructional Program Review Update Instructions *Please retain this information for your discipline’s/department’s use (or forward to your chair). The Annual Self-Study is conducted by each unit on each college and consists of an analysis of changes within the unit as well as significant new resource needs for staff, resources, facilities, and equipment. It should be submitted in draft every year by March 15th (or the first working day following the 15th), with final drafts due on June 1, in anticipation of budget planning for the fiscal year, which begins July 1 of the following calendar year. Extensive data sets have been distributed to all Department Chairs and are linked to the Program Review website (password 11111). Chairs have received training on the use of these data sets. Please consult with your Department Chair or Raj Bajaj for assistance interpreting the data relevant to your discipline. Note that you are only required to mention data relevant to your analysis or requests. Should you wish assistance with research analysis please fill out the form at http://academic.rcc.edu/ir/requestform.html and you will be contacted to schedule a time to discuss analysis of your data. You may also request a labor market analysis using this form. The questions on the subsequent pages are intended to assist you in planning for your unit. The forms that follow are separated into pages for ease of distribution to relevant subcommittees. Please keep the pages separated if possible (though part of the same electronic file), with the headers as they appear, and be sure to include your unit, contact person (this may change from topic to topic) and date on each page submitted. Don’t let formatting concerns slow you down. If you have difficulty with formatting, Nicole C. Ramirez can adjust the document for you. Simply add responses to those questions that apply and forward the document to nicole.ramirez@norcocollege.edu with a request to format it appropriately. If you cannot identify in which category your requests belong or if you have complex-funding requests please schedule an appointment with your college’s Vice President for Business Services right away. They will assist you with estimating the cost of your requests. For simple requests such as the cost of a staff member, please e-mail your Vice President. It is vital to include cost estimates in your request forms. Each college uses its own prioritization system. Inquiries regarding that process should be directed to your Vice President. Norco: VP Business Services 951-372-7157 2 Mission Norco College provides educational programs, services, and learning environments for a diverse community. We equip our students with the knowledge and skills to attain their goals in higher, career/technical, and continuing education; workforce development; and personal enrichment. To meet the evolving community needs, Norco College emphasizes the development of technological programs. As a continuing process we listen to our community and respond to its needs while engaging in self-examination, learning outcome assessment, ongoing dialogue, planning and improvement. Vision Norco College is a dynamic center for learning, student success, cultural enrichment, and community development and is an innovative leader in providing relevant, accessible, and affordable educational programs. Goals and Strategies 2008-2012 Goal 1: Increase Student Retention, Persistence, and Success 1. Norco College will reduce its first-semester attrition rate from 48% to 42% in three years; and to 38% in five years. 2. Norco College will reduce its first-year attrition rate from 64% to 58% in three years; and to 52% in five years. 3. Norco College will increase the percentage of students who declare degree and/or transfer as their educational goal that compete a Student Educational Plan (SEP) to 25% in three years and 50% in five years. Goal 2: Improve the Quality of Student Life 1. Norco College will increase the number of students who report spending more than six hours per week on campus (as reported on the CCSEQ*) from 13.6% to 20% by 2010 and 25% by 2012. 2. Norco College will increase attendance at student club or organization meetings (as reported on the CCSEQ) from 29.1% to 35% by 2010 and to 40% by 2012. 3. Norco College will increase the rate of participation in a campus projected or event sponsored by a student organization or club (as reported on the CCSEQ) from 22.1% to 28% by 2010 and to 34% by 2012. 4. Norco College will increase the rate of attendance at school plays, dances, concerts, and theatre productions (as reported on the CCSEQ) from 31.3% to 36% by 2010 and to 41% by 2012. 5. Norco College will increase the rate of participation in athletics and recreation (as reported on the CCSEQ) from 16.2% to 21% by 2010 and to 26% by 2012. 6. Norco College will increase the rate of participation in a student group or club-sponsored project or event off-campus (as reported on the CCSEQ) from 18.6% to 24% by 2010 and to 29% by 2012. 3 Goal 3: Increase Student Access 1. Norco College will achieve an enrollment growth target of 3.8% annually until 2024 and then 3% thereafter until 2038. 2. Norco College will work towards achieving and maintaining the racial/ethnic distribution of faculty, staff, and students that is representative of the population of [its] Riverside Community College District service area. 3. Norco College will expand access to its programs and services on both the Norco campus as well as in the south Corona area. Towards this end, the College will establish a south Corona educational center by 2013 and enroll 1,000 FTES at the center by 2018. 4. Norco College will work with the city of Norco to approve and construct a roadway providing southerly ingress and egress to the Norco campus. 5. Norco College will maintain its current student-faculty ratio. Goal 4: Enhance Academic Programs and the Learning Environment to meet Student and Community Needs 1. Eighty percent (80%) of the programs at Norco College will be self sufficient—with students being able to complete them by taking courses only at Norco College—in three years; and 100% will be self-sufficient in five years. 2. Norco will make steady progress—through adding courses in current programs, through carefully adding additional programs, through more aggressive marketing, and through having more students complete Student Educational Plans—in closing the gap between its current students’ profile, as defined by students’ educational goals, and the 40%-40%-20% distribution (transfer-career/technical-personal enrichment). 3. By 2012, 20% of the library collection will be made up of materials published after 2000, and 50% of the volumes will have been selected by Norco faculty. 4. Program-level SLOs will be identified for 100% of Norco programs by 2009. 5. One hundred percent (100%) of Norco College academic programs will be reviewed in three years, and ongoing program reviews will be conducted each academic year. Goal 5: Enhance Institutional Effectiveness 1. Norco College will develop and activate an independent website by the beginning of the fall 2008 enrollment period. 2. Norco College will publish its own College catalog by September 2009. 3. Norco College will create a marketing plan by September 2009. 4 I. Norco College Annual Instructional Program Review Update Unit: Accounting Contact Person: Patty Worsham Date: May 16, 2012 Trends and Relevant Data 1. Have there been any changes in the status of your unit? (if not, skip to #2) a. Has your unit shifted departments? No changes. b. Have any new certificates or complete programs been created by your unit? No new certificates have been added. c. Have activities in other units impacted your unit? For example, a new Multi Media Grant could cause greater demand for Art courses. No impact from added gaming activities have been noticed. 2. List your retention and success rates as well as your efficiency. Have there been any changes or significant trends in the data? If so, to what do you attribute these changes? 3. Spring 2011 Fall 2011 Norco Norco Norco Norco Riverside Riverside M.Valley M.Valley Retention Success Efficiency Efficiency- Avg Retention Success Retention Success 74% 51% 576.94 data unavail. 77% 47% 60% 42% 69% 48% 569.23 495.85 72% 51% 55% 35% 5 Initially when I looked at the data for Norco’s accounting classes I was surprised by the success and retention data. Indeed, these numbers are reflective of how we have performed historically, however, I have been actively engaged in trying new things to improve these numbers. Before I talk more about this, I then took a look at the accounting course data for Riverside and Moreno Valley and it became apparent to me that these numbers truly are reflective of the nature of these courses. That is, they are difficult. Very difficult. The material is technical in nature and requires a strong commitment to studying in order to be successful. That said, I’ve added some online learning tools to my courses in order to engage the students. I’ve also added some accounting game playing time- per our Portal Grant- in an effort to engage the students. Unfortunately, these numbers to reflect any improvement. However, I did change course materials for all our ACC 1A and 1B textbooks in the Fall of 2011. What I thought would be a good decision turned out to be a disaster. As a result, I think our success and retention rates suffered as a result of student’s unhappiness with the unreliable textbook materials. Starting with Spring 2012, I’ve moved back to our original (although new edition) textbook materials adding in the online homework and quiz manger that comes with plethora of additional student learning tools. It will be interesting to see how the numbers fare after this term. 4. What annual goals does your unit have for 2012-2013 (please list the most important first)? Please indicate if a goal is directly linked to goals in your comprehensive. How do your goals support the college mission and the goals of the Educational Master Plan? List the goals of your unit for 2012-2013 To continue to keep our accounting certificate patterns viable in light of the budget constraints so that we can offer a sound rotation of courses over 2 years. Ensure that 25% of the course offerings at Norco at CTE courses and that we maintain a 13-14 sections of Accounting course offerings per Fall and Spring semesters List activity(s) linked to the goal Pay close attention to the courses being offered to ensure that the accounting certificate needs are met. Relationship of goal to mission and master plan Goal 4, #2. … 40%-40%-20% distribution (transfer-career/technical-personal enrichment). Monitor course offerings on a semester by semester basis to ensure that target percentages are met. Goal 1, #3 … increase the percentage of students who declare degree/and/or transfer as their educational goal… 6 *Your unit may need assistance to reach its goals. Financial resources should be listed on the subsequent forms. In addition you may need help from other units or Administrators. Please list that on the appropriate form below, or on the form for “other needs.” 7 Norco College Annual Instructional Program Review Update Unit: Accounting Contact Person: Patty Worsham Date: May 16, 2012 Current Human Resource Status 5. Complete the Faculty and Staff Employment Grid below. Please list full and part time faculty numbers in separate rows. Please list classified staff who are full and part time separately: Faculty Employed in the Unit Teaching Assignment (e.g. Math, English) Full-time faculty or staff (give number) Part-time faculty or staff (give number) Accounting 0* 5 1 Full-time Business Administration faculty member teaches full-time for Accounting, however Accounting itself does not have a full-time dedicated faculty member. Classified Staff Employed in the Unit Staff Title Full-time staff (give number) IDS 1 8 Part-time staff (give number) Unit Name: Accounting 6. Staff Needs NEW OR REPLACEMENT STAFF (Administrator, Faculty or Classified)1 List Staff Positions Needed for Academic Year___________________ Please justify and explain each faculty request as they pertain to the goals listed in item #3. Place titles on list in order (rank) or importance. Indicate (N) = New or (R) = Replacement Annual TCP* 1. None Reason: 2. Reason: 3. Reason: 4. Reason: 5. Reason: 6. Reason: * TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement positions) also require space and equipment. Please speak with your college Business Officer to obtain accurate cost estimates. Please be sure to add related office space, equipment and other needs for new positions to the appropriate form and mention the link to the position. Please complete this form for “New” Classified Staff only. All replacement staff must be filled per Article I, Section C of the California School Employees Association (CSEA) contract. 1 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form. 9 Unit Name: Accounting 7. Equipment (including technology) Not Covered by Current Budget2 List Equipment or Equipment Repair Needed for Academic Year_______ Please list/summarize the needs of your unit on your college below. Please be as specific and as brief as possible. Place items on list in order (rank) or importance. 1.Quickbooks Accounting Software Reason: In order to teach ACC 65 (Computerized Accounting) we need to keep current with the software requirements and therefore need to update this software on an annual basis *Indicate whether Equipment is for (I) = Instructional or (N) = Non-Instructional purposes I Annual TCO* Cost per item $1000 Number Requested 1 Total Cost of Request $1000 EMP GOALS Goal 4,#2 2. Reason: 3. Reason: 4. Reason: 5. Reason: 6. Reason: * Instructional Equipment is defined as equipment purchased for instructional activities involving presentation and/or hands-on experience to enhance student learning and skills development (i.e. desk for student or faculty use). Non-Instructional Equipment is defined as tangible district property of a more or less permanent nature that cannot be easily lost, stolen or destroyed; but which replaces, modernizes, or expands an existing instructional program. Furniture and computer software, which is an integral and necessary component for the use of other specific instructional equipment, may be included (i.e. desk for office staff). 2 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form. 10 Unit Name: Accounting 8. Professional or Organizational Development Needs Not Covered by Current Budget*3 List Professional Development Needs for Academic Year___________________. Reasons might include in response to assessment findings or the need to update skills to comply with state, federal, professional organization requirements or the need to update skills/competencies. Please be as specific and as brief as possible. Some items may not have a cost per se, but reflect the need to spend current staff time differently. Place items on list in order (rank) or importance. Examples include local college workshops, state/national conferences. 1. National Business Education Association (NBEA) Reason: NBEA is one of the leading business education associations in the country- they provide a wide range of activities (both local and international) that keep business faculty up to date on the latest trends in business education Annual TCO* Cost per item $110 Number Requested 1 Total Cost of Request $110 EMP Goals Goal 4,#2 2. Reason: 3. Reason: 4. Reason: 5. Reason: 6. Reason: *It is recommended that you speak with the Faculty Development Coordinator to see if your request can be met with current budget. 3 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form. 11 12 Unit Name: Accounting Student Support Services, Library, and Learning Resource Center (see definition below**) Services needed by your unit over and above what is currently provided by student services at your college. Requests for Books, Periodicals, DVDs, and Databases must include specific titles/authors/ISBNs when applicable. Do not include textbook requests. These needs will be communicated to Student Services at your college4 List Student Support Services Needs for Academic Year___________________ Please list/summarize the needs of your unit on your college below. Please be as specific and as brief as possible. Not all needs will have a cost, but may require a reallocation of current staff time. EMP GOALS 1. None Reason: 2. Reason: 3. Reason: 4. Reason: 5. Reason: 6. Reason: **Student Support Services include for example: tutoring, counseling, international students, EOPS, job placement, admissions and records, student assessment (placement), health services, student activities, college safety and police, food services, student financial aid, and matriculation. 4 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form. 13 Unit Name: 9. Accounting OTHER NEEDS not covered by current budget5 Annual TCO* List Other Needs that do not fit elsewhere. Please be as specific and as brief as possible. Not all needs will have a cost, but may require a reallocation of current staff time. Place items on list in order (rank) or importance. Cost per item Number Requested Total Cost of Request EMP Goals 1. None Reason: 2. Reason: 3. Reason: 4. Reason: 5. Reason: 6. Reason: 5 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form. 14 II. Annual Assessment Update The primary purpose of this update is to provide an overview of your discipline’s effort to assess learning in your courses and programs during the present academic year. We also ask that you indicate in some detail your plans for assessing learning in 2012-13. Authentic assessment rests on five basic principles: 1) the use of direct assessment measures as much as possible; 2) the effort to assess courses and programs (rather than simply sections) as much as possible; 3) as much collaboration and dialogue regarding assessment as your circumstances permit; 4) the use of assessment data to improve teaching and learning in the discipline; and 5) tangible documentation (usually in the form of short reports) of your assessment activities and findings. For help with any phase of the assessment process, please contact either Arend Flick at arend.flick@norcocollege.edu or Greg Aycock at greg.aycock@norcollege.edu. Your report will be used for planning and resource allocation purposes at the college, and it will assist us in writing the comprehensive annual college-based assessment report required by ACCJC. Please note: Individual assessment reports on specific projects may be included as appendices to this update, along with any other evidence demonstrating your discipline’s assessment work this year. Please send assessment reports to Arend and Greg as you complete them. In some instances, you may respond to the following questions simply by referencing these reports. 1. Please provide an overview of your assessment activities during this academic year, using either the following chart or a narrative. Course or program assessed ACC 1A SLO(s)/PLO(s) assessed ACC 1B Yes- see App. A & B Yes- see App. A & B Method(s) employed Number of faculty involved in assessment Embedded in 1 F/T and 3 tests and now a P/T comprehensive project Embedded in 1 F/T and 1 tests and now a P/T comprehensive project 15 Brief description of findings/results (and/or attach assessment reports) See Appendix A See Appendix A Relevance of assessment findings to resource requests ACC 38 Yes- see App. A & B ACC 63 Yes- see App. A & B ACC 65 Yes- see App. A & B Embedded in 1 F/T tests and now a comprehensive project Embedded in 1 P/T tests and now a comprehensive project Embedded in 1 P/T tests and now a comprehensive project See Appendix A See Appendix A See Appendix A 2. Please describe and provide evidence of your discipline’s dialogue about assessment, specifically assessment results. Because I am the only one in this discipline, I don’t have another faculty member to share my results with however, I do share this information with my colleagues in the Business discipline. We compare notes- that is what we’re doing ,the results we’re seeing, the effectiveness of the assessment process and data. From there we discuss how we might improve this process and thereby improve our effectiveness in the classroom. This discussion is generally addressed once a term before or after a department meeting. 3. Please describe in detail how you have used or plan to use your assessment results to try to improve teaching and learning in your course(s) or program(s). As evidenced by the change in how we handled assessment from the Spring of 2011 to the Fall of 2011. Where we used to assess via embedded questions in the final exam, we now employ a comprehensive project which addresses each SLO item. This project is then graded (see Appendix) and then uploaded to an online efolio. 16 4. If you have been involved in program-level assessment: a. Have PLOs been defined for all programs? ii. Yes- see Appendix B. b. Have existing PLOs been modified? i. No- they did not need modification. c. Have course SLOs been fully mapped and aligned to PLOs? What did you learn from this process that might affect your program? i. Yes- see Appendix B d. What method(s) have you used to assess PLOs? i. Discussion and thought is still in process on this although I expect that we will continue to utilize the electronic portfolio as a means of capturing and assessing this data. e. What have you learned from your program-level assessment work? i. That careful thought and consideration must be given to our accounting certificate pattern to ensure that students are achieving our desired outcomes. f. Have you shared and discussed assessment results (e.g., through Community Advisory Committee discussions, discussions with employers, interviews with graduates, program faculty meetings, etc.)? i. No but this will be forthcoming as we develop this process more in the Spring of 2012 and the Fall of 2012. 5. How do assessment results support your resource requests? a. Our identified needs are small at the moment but in the future they will grow and well will support them with our findings at that time. 17 6. Please provide an overview of your assessment plans for 2012-13, using either the following chart or a narrative. (Please note: every course should be assessed at least once every four years. Rarely taught courses should be routinely assessed during the semester they are taught.) Course or program to be assessed ACC 1A ACC 1B ACC 65 SLO(s) to be assessed Method(s) employed Faculty involved in Expected date of the project completion See Appendix A See Appendix A See Appendix A Project/Efolio Project/Efolio Project/Efolio 1 F/T; 3 P/T 1 F/T; 1 P/T 1 P/T 18 Each semester Each semester End of Spring 2012 Appendix A: SLO Assessment Data ACC 1A: Principles of Accounting I Upon successful completion of the course, students should be able to: 1. apply the principles of financial accounting to varied economic units with a global society 2. identify relevant economic data used in manual and computerized accounting information systems and interpret financial statements. 3. evaluate corporate organization and equity rights and structure. 4. analyze, explain, apply principles, and solve problems within the subject matter. 5. demonstrate the ability to continue in a university program of accounting and acquire the required background in any field of business adm ACC 1B: Principles of Accounting II Upon successful completion of the course, students should be able to: 1. apply managerial accounting principles to manufacturing and service enterprises within a global society. 2. interpret relevant accounting data in manual and computerized accounting information systems useful for decision making. 3. analyze, explain, apply principles, and solve problems within the subject matter. 4. demonstrate the ability to continue in a university program of accounting or acquire the required background in any field of business adm ACC 38: Managerial Accounting Upon successful completion of the course, students should be able to: 1. Identify relevant accounting data used internally by managers in directing the affairs of business and no-business organizations. 2. Apply managerial skills to a wide variety of organizational problems encountered in today’s global business environment. 3. Review and evaluate the new managerial accounting concepts that are reshaping traditional costing systems and procedures. 4. Solve managerial problems through the use of case studies. 5. Utilize the computer (primarily spreadsheet applications) in the analysis of more complex cost planning and control situations. ACC 55: Applied Accounting/Bookkeeping Upon successful completion of the course, students should be able to: 1. Identify common terms used in accounting. 2. Performa a variety of accounting skills such as journalizing, posting, double entry accounting, reconcile a bank statement, prepare financial statem worksheet 3. Demonstrate a working knowledge or interest calculation and basic payroll procedures and reporting requirements. 19 4. Analyze and record various business transactions for a small business. ACC 61: Cost Accounting Upon successful completion of the course, students should be able to: 1. Distinguish between direct and indirect manufacturing costs and utilize learned costs segregation strategies in job order and process cost systems 2. Apply cost accounting principles to manufacturing, service and merchandise enterprises within a global society. 3. Identify and analyze detailed costs data in manual and computerized accounting information systems that are essential to managers or controlling 4. Analyze and record various business transactions for a small business. ACC 62: Payroll Accounting Upon successful completion of the course, students should be able to: 1. analyze, synthesize, and evaluation payroll principles as defined by Social Security Act and understand laws relating to the payment of w 2. analyze and solve problems associated with the calculation and reporting of payroll. 3. accurately apply accounting principles to computerized and manual payroll systems . ACC 63: Income Tax Accounting Upon successful completion of the course, students should be able to: 1. identify the correct purpose and tax form and apply an understanding of the internal revenue code in preparing federal income tax return 2. accurately distinguish the difference between income tax accounting, and traditional financial accounting. 3. solve taxation problems through the use of case studies and the application of current federal income tax code for individuals. ACC 65: Computerized Accounting Upon successful completion of the course, students should be able to: 1. analyze, synthesize, and evaluate accounting problems with application software. 2. demonstrate the ability to apply accounting principles through the use of computers. 3. accurately apply accounting principles between manual accounting systems and automated accounting systems. 20 Spring 2011- SLO Assessment Data % Qst Passed Not Assessed 81% 89% 74% 92% 80% 88% Not Assessed 74% 78% 81% 94% 90% Spring 2011 ACC-1A-32682-OG-Scott ACC-1A-32687-Hy-Worsham ACC-1A-32683-OG-Worsham ACC-1A-32684-OG-Liu ACC-1A-32685-OL-Worsham ACC-1A-32686-OL-Worsham ACC-1B-32691-HY-Worsham ACC-1B-32688-OG-Smith ACC-1B-32689-OL-Worsham ACC-38-32692-OL-Worsham ACC-63-32693-OL-Liu ACC-65-32567-OG-Scott Assessment Tool: 5 questions embedded into the final test 21 Fall 2011 SLOAssessment Data ACC -1A-38005 Hybrid 75 First Name Adegbe Arbi Last Name Tim Nicole Bloomer Castaneros Corral-Engel Custard Dallah Darmofal Ecneverria Fiorille Gonzalez Haddad Haros Hsiao Huacuja Kim Madrigal Magana Malkani Montiel Alexis Lalyn Mickey Judy Brandon Jasmin Andres Christopher Diana Brian America Ryan Eliana Esther Derek Nancy Siddhanth Jose Moo Elvyn Nugent Jonathan Peralta Walter Epsilen Site Efolio Course Grade F C http://www.epsilen.com/lcastanero 75 75 Need link www.epsilen.com/jdarmofal 52 30 Need link http://www.epsilen.com/bhaddad http://www.epsilen.com/aharos http://www.epsilen.com/rhsiao1 http://www.epsilen.com/ehuacuja http://www.epsilen.com/ekim30 http://www.epsilen.com/dmadrigal5 http://www.epsilen.com/nmagana1 http://www.epsilen.com/smalkani http://www.epsilen.com/jmontiel2 50 75 75 75 70 75 75 65 75 58 A B F F D D F C C A C A A A A A A B http://www.epsilen.com/emoo1 70 A http://www.epsilen.com/jnugent3 55 B 48 C http://www.epsilen.com/abloomer http://www.epsilen.com/wperalta 22 Reyes Rezai Segura Thomas Turnquist Whalen Worthen Kevin Naveed Alejandro Elgin Ryan Phillip Jennifer http://www.epsilen.com/kreyes23 52 Need link http://www.epsilen.com/rturnquist http://www.epsilen.com/pwhalen1 http://www.epsilen.com/jworthen1 50 48 55 75 B F F C C B A ACC -1A-38003 Online Fall 2011 75 Epsilen Site http://www.epsilen.com/kball5 Course First Name KEVIN Last Name BALL Efolio 75 JORGE BRUNO http://www.epsilen.com/jbruno3 59 A BEATRIZ CORNEJO http://www.epsilen.com/bcornejo1 68 A JOEI DIEGO CHRISTOPHER JASON ANTHONY JOSEPH DAWN DOLORES ADAM HONGMY REBECCA JOSEPH LYNNETHE GILL GUTIERREZ HARRIS KEETON LOPEZ MAGEDANZ OSTROWSKI PHILIPPON PRZYBYLOWSKI QUACH RICHARDSON ROCHA SANJUANERO http://www.epsilen.com/jgill5. 75 57 75 0 68 75 75 70 75 75 0 0 0 A B A F A C A A A A F F F BRITTANY STROHM 75 B http://www.epsilen.com/dgutierr43 http://www.epsilen.com/charros http://www.epsilen.com/alopez238 Need link http://www.epsilen.com/dostrowski http://www.epsilen.com/dmulvay Need link http://www.epsilen.com/hquach1 http://www.epsilen.com/bstrohm 23 Grade A SAMANTHA Jonathan LORINNE TAZELAAR Wilson YEE 0 75 35 http://www.epsilen.com/jwilson99 Need link F B C ACC-1B-38007 OL Fall 2011 75 First Name Olga JAMES Last Name Acosta ASHLEY QUE BORACK BRETT CHARLSON JEREMIAH JERRY LAURA NICOLE Chandice FERGUSON FLEMING GALVEZ KELLEY Manley DESHON ERIN DANIELLE CRYSTAL JULITTE AVNI MITCHELL MYERS ROBLES SANTAMARIA UCHE VACHHANI Epsilen Link http://www.epsilen.com/oacosta3 Course Efolio 64 75 http://www.epsilen.com/jashley10 Grade A A http://www.epsilen.com/qborack 75 A http://www.epsilen.com/bcharlson 75 B 70 55 48 0 47 A A C F C 75 0 75 0 35 0 A F A F C F http://www.epilsen.com/jferguso15 www.eplisen.com/jfleming10 http://www.epsilen.com/lgalvez5 http://www.epsilen.com/cmanley2 http://www.epsilen.com/dmitchel5 http://www.epsilen.com/drobles4 Sent work; didn't set up site ACC 1A, Fall 2011 Onground Section 38001 75 24 Course First Name Adams Attalla Barraza Bittner Carlson Carrillo Ceja Chu Common Damon Dias Disalvio Emerson Enriquez Esparza Heredia Hernandez Holtz Katsnelson Leigh Leonard Lumantas Mason McKaig MurriettaEnglish Nguyen Ortiz Quezada Last Name Epsilen Link Efolio Elen Cyril Ariemarlene http://www.epsilen.com/cattalla1 http://www.epsilen.com/abarraza28 Daniel http://www.epsilen.com/dbittner1 Matthew http://epsilen.com/mcarlson3 Ella http://www.epsilen.com/ecarrillo6 Adrian Zachary http://www.epsilen.com/zchu Jennifer http://www.epsilen.com/jcommon Paul http://www.epsilen.com/pdamon Gamaliel http://www.epsilen.com/gdias http://www.epsilen.com/sdisalvio1 http://www.epsilen.com/vemerson http://www.epsilen.com/denrique13 Sean Vanessa Dolores Suzette Jorge Freddy Kylie Howland Megan Bryan Marissa Joshua Colin http://www.epsilen.com/kholtz1 http://www.epsilen.com/hkatsnelso http://www.epsilen.com/mleigh1 http://www.epsilen.com/bleonard2 http://www.epsilen.com/mlumantas http://www.epsilen.com/jmason20 http://www.epsilen.com/cmckaig Grade 0 50 50 40 50 50 0 50 50 50 50 50 50 50 0 0 0 50 50 50 50 35 0 50 F CCCA C F C A A C D BB F F F D B B ACF B 0 50 50 0 F B CF Nicole David Elsa http://www.epsilen.com/dnguyen106 http://www.epsilen.com/eortiz55 Laura 25 Rea Ruiz Sanchez Sanchez Serrano Thang Valencia Vega Zitzner Zonta Diane Shauna www.epsilen.com/drea1 http://www.epsilen.com/sruiz26 Jessica Maria http://www.epsilen.com/msanchez82 Nathan Tony Staysi Carlos Karmae Ginetto http://www.epsilen.com/tthang http://www.epsilen.com/svalencia5 http://www.epsilen.com/cvega15 http://www.epsilen.com/kzitzner http://www.epsilen.com/gzonta 26 50 50 0 50 50 50 50 50 50 50 A BF C CC BB B Appendix B: PLO Mapping Accounting Concentration Program Level Outcomes 1. Explain the managerial applications of accounting reports and ratios to the business enterprise 2. Understand the major role financial reporting plays in fulfilling government's duty to be publicly accountable in a democratic society 3. Apply cost accounting principles to manufacturing and service enterprises within a global society 4. Analyze and solve problem associated with the calculation and reporting of payroll 5. Analyize and solve accounting problems with application software 6. Prepare the detailed finaicial reports for governmetns and not-for-proft entities that stress the need for the public to understand and evaluate organizations 7. Develop and apply principles of moral judgment and ethical behavior to business situations. Business Administration - Accounting Concentration Certificate Program Curriculum Map Course ACC 1A BUS 10 BUS 18A BUS 20 Outcome 1 Outcome 2 I,D,M Outcome 3 Outcome 3 27 Outcome 4 Outcome 5 Outcome 6 Outcome 7 D BUS 22 CIS 1A or CIS 3 ACC 1B Choose 3 ACC 61 ACC 62 ACC 63 ACC 65 ACC 66 BUS 47 I,D I,D,M I,D,M D D,M I,D,M I,D,M I,D,M I= Introduced D= Developed & Practiced with Feedback 28 D D D D D