accounting - standard #4 measurement, analysis and

Performance Indicator1. Student Learning Results

Performance Measure: For each assessment, identify the following - 1. Academic Program, 2. Student Learning Outcome, 3. Measurable Goal

What is your measurement instrument or process? Do not use grades. Indicate type of instrument (e.g. direct, formative, internal, comparative)

Current Results: What are your current results?

Analysis of Results: What did you learn from your results?

Action Taken or Improvement Made: What did you improve or what is your next step?

Provide a graph or table of resulting trends (3-5 data points preferred)

Data Point 1 (Fall 2015)

Data Point 2 (Spring 2016)


Data Point 4 (Spring 2017) Team Goal %

TSA1 - Process financial transactions throughout the accounting cycle

10-101-120 Accounting 2; Completion and submission of practice set & finders exam (Internal, Direct, Singular, Summative)

Course success rates have increased since fall of 2016.

Although instructors review various examples in class, students were not getting enough practice with financial transactions throughout the accounting cycle on their own outside of class.

Emphasis was placed on completing non-graded homework prior to completing graded homework using our online homework management system, CNow. The Course Success Rate (CSR) increased from 62.29% in fall 2016 to 86.21% in fall 2017.

90 92 83 88 60

TSA2 - Analyze financial and business information to support planning and decision-making

10-101-142 Managerial; Prepare master budget project (Internal, Singluar, Formative)

Assessment and success rates dereased slightly when looking at fall to fall but increased slightly when looking at spring to spring from 2015 to 2016 fiscal years.

Although instructors review various examples in class, students were not getting enough practice analyzing Managerial financial ratios/statements, budgets and reports on their own outside of class.

Since enhancing the course with Cengage CNowv2 graded homework assignments where students complete and self-check their work, they have improved their retention and/or comprehension for preparation to do well on the exams. Now, further work will be done to improve the graded homework assignments including adding concept video clips and simulated test practice using an adaptive study plan that will individualize their study based upon prior assignment results.

100 94 90 94 60

Analysis of Results- For all data reported, show sample size (n=75).

- If for any given performance measure your goal is being exceeded repeatedly, consider either increasing the goal or changing the performance measure so that action can be taken to improve the program.

ACCOUNTING - Standard #4 Measurement, Analysis and Knowledge Management - Figure 4.1TABLE 2: Student Learning Results (Standard 4)

Use this table to supply data for Criterion 4.2.

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). Add these to the description of the measurement instrument in column two:Direct - Assessing student performance by examining samples of student workIndirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information.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.

Definition

60708090

100

90.00 92.00 83.00 88.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=30) (n=56) (n=24) (n=48)

Completion of Finder's Exam Assessment

60708090

100

100.00 94.00 90.00 94.00Sc

ore

FA 15 SP 16 FA 16 SP 17 (n=37) (n=47) (n=20) (n=36)

Completion of Budget Project

TSA3 - Perform payroll preparation, reporting, and analysis tasks

10-101-151 Payroll; Completion of Chapter 7 practice set (Internal, Direct, Singular, Summative)

Assessment and success rates decreased slightly when looking at fall to fall and spring to spring from 2015 to 2016 fiscal years.

Although instructors review various examples in class, students were not getting enough practice analyzing payroll wage computation problems or preparing payroll tax forms on their own outside of class.


74 81 71 77 60

TSA4 - Perform cost accounting preparation, reporting, and analysis tasks

10-101-134 Cost Accounting; Multiple assessments are completed during semester (Internal, Formative)

Assessment and success rates improved slightly when looking at fall to fall and spring to spring from 2015 to 2016 fiscal years.

Although instructors review various examples in class, students were not getting enough practice analyzing cost problems/statements on their own outside of class.


87 82 94 82 60

TSA5 - Perform individual and/or organizational tax accounting preparation, reporting, and analysis tasks

10-101-154 Personal Tax; Prepare Income Tax return (Singular, Summative, Internal)

Assessment and success rates improved significantly from 2015 to 2016 fiscal years.

Although instructors did review homework assignments, students were not performing well on major assessments due to not understanding topic concepts.

Graded homework assignments were redesigned to encourage students to continuously redo exercises until topic concepts were learned. Assessment and success scores improved significantly over 2015 and 2016 school years.

75 64 80 76 60

60708090

100

74.00 81.00 71.00 77.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=39) (n=62) (n=49) (n=57)

Completion of Chapter 7 Practice Set

60708090

100

87.00 82.00 94.00 82.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=54) (n=22) (n=35) (n=22)

Completion of Cost Accounting

60708090

100

75.00 64.00 80.00 76.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=55) (n=28) (n=56) (n=17)

Completion of Income Tax Preparation












TSA1 - Demonstrate effective workplace communications

10106199 - AP Career Experience / Employer Performance Questionnaire / Formative, Internal, Direct

FA 15: 83.33 % (n=6) SP 16: 86.96 % (n=23) FA 16: 100.00 % (n=1) SP 17: 100.00 % (n=8) In F15 & S16, students who did not sucessfully complete the course have not completed the work reports and necessary artifacts required in the course. In F16 & S17, all students have successfully completed the course. Our goal is 80%, so we have met the goal for the last two years.

Students successfully pass the course, and the criteria within this program outcomes are typically met. Students are taught to demonstrate workplace communications throughout their program classes. This capstone class emphasizes this learning.

At the current time, students are meeting this criteria. We will continue to monitor and improve upon this outcome regularly.

83 88 100 100 70

TSA2 - Apply technology skills to business and administrative tasks

10106199 - AP Career Experience / Employer Performance Questionnaire and Portfolio / Formative, Internal, Direct


Students successfully pass the course, and the criteria within this program outcomes are typically met. Students are taught to select, apply, and integrate technology throughout the program. This capstone class demonstrates their learning.


83 88 100 100 70



ADMINISTRATIVE PROFESSIONAL - Standard #4 Measurement, Analysis and Knowledge Management - Figure 4.1TABLE 2: Student Learning Results (Standard 4)



Definition

6070

8090

100

83.00 88.00 100.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=6) (n=16) (n=1) (n=4)

Completion of Employer Performance Questionaire

60708090

100

83.00 88.00 100.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=6) (n=16) (n=1) (n=4)


TSA3 - Perform routine administrative procedures



Students successfully pass the course, but the criteria within this program outcome is sometimes challenging for students. It is more difficult for students to find opportunities to demonstrate managing filing and record systems and recording minutes.

In Fall 17, students will be coached to seek additional opportunities within their career experience to meet this criteria. For example, students could request to take minutes outside of their position within career experience. This will help more students meet the necessary criteria.

83 88 100 100 70

TSA4 - Manage administrative projects



Students successfully pass the course, but the criteria within this program outcome more advanced, and at times can be difficult for students demonstrate organizing events and coordinating travel.

In Fall 17, students will be coached to seek additional opportunities within their career experience to meet this criteria. For example, students could request to assist with organization of events and coordination of travel. This will help more students meet the necessary criteria.

83 88 100 100 70

TSA5 - Maintain internal and external relationships



Students successfully pass the course, and the criteria within this program outcome are typically met. Students are taught to maintain relationships throughout multiple classes. They successfully demonstrate these skills in this experience.


83 88 100 100 70

TSA6 - Model professionalism in the workplace

10106199 - AP Career Experience / Employer Performance Questionnaire and Portfolio/ Formative, Internal, Direct


Students successfully pass the course, and the criteria within this program outcome are met. Students usually earn high marks on these criterion.


83 88 100 100 70

60708090

100

83.00 88.00 100.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=6) (n=16) (n=1) (n=4)


60708090

100

83.00 88.00 100.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=6) (n=16) (n=1) (n=4)


60708090

100

83.00 88.00 100.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=6) (n=16) (n=1) (n=4)


60708090

100

83.00 88.00 100.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=6) (n=16) (n=1) (n=4)













Perform elicitation, validation, and analysis of requirements to meet a business need

Goal - Students successfully complete the final project with a 70% or higher.

10-102-132 BA Strategy Analysis:Capstone Project asseses directly student's ability to perform Business Analyst competencies via a summative internal instrument as well as presentation of Sharepoint Website demonstrating learning.

The course ran for the first time in Fall of 2016 and continues to exceed goal.

Student representatives and members of the Business Analyst Advisory Council recommended that while course competencies are being met, employer trends show an increase in the need for data analytics.

A three credit data analytics course will be available Fall 19. It will be taken prior to BA Strategy Analysis. Graded assignments and the capstone project will include competencies learned in the analytics course.

0 0 100 100 70

Build relationships with stakeholders

Goal - Students successfully complete final course work with a 70% or higher.

10-102-128 Requirements Life Cycle Mngmt: The shadowing assignment asseses directly via a summative external instrument building relationships with both internal and external stakeholders.

The course ran for the first time in Spring 2016 and continues to exceed goal.

Students begin building community relationships during their shadowing experience. Past and present students find value in this assignment and no changes will be made at this time.

Instructors must continually build community relationships to strengthen local organizational involvement in shadowing experience. This task is a permanent action item on Business Analyst Action Plan.

0 83 100 100 70

Demonstrate leadership throughout business analysis efforts

Goal - Students complete chosen career experience with 70% or higher feedback from supervisor or experience.

10-102-198 BA Career Experience:Students use the Career Experience model to choose an experience path for this course. Assessment is based on chosen path which may be a presentation or evaluation from a supervisor. Each assessment is a direct, summative, internal assessment.

The course ran for the first time in Fall of 2016 and exceeded the goal. Spring 2017 did not have any students enrolled.

Most students have selected a standard Internship to strengthen their BA skillset assessing all employability skills including leadership abilities. Many organizations are in need of buisness analysis efforts globally.

A new International program, X-Culture, will be piloted upon approval of the Experential Learning Team Fall 18.

0 0 100 0 70



Business Analyst - Standard #4 Measurement, Analysis and Knowledge Management - Figure 4.1TABLE 2: Student Learning Results (Standard 4)



Definition

60708090

100

0.00 0.00 100.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=0) (n=0) (n=3) (n=4)

Completion of Capstone Project

60708090

100

0.00 83.00 100.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=0) (n=6) (n=3) (n=4)

Completion of Shadowing Assignment

60708090

100

0.00 0.00 100.00 0.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=0) (n=0) (n=2) (n=0)

Completion of Career Experience

Demonstrate professional communication in a business environment

Goal - Students successfully complete final course work with a 70% or higher.

10-102-128 Requirements Life Cycle Mngmt: Students are required to completed a shadowing assignment that asseses directly professional communication via a summative external instrument.

The course ran for the first time in Spring 2016 and continues to exceed goal.

Students ability to communicate professionally is assessed by selected employer and a self-eval also is mandatory. Past and present students find value in this assignment and no changes will be made at this time.

At this time no major actions or imrovements will be undertaken, but analysis of future semester data will be fully analyzed and any necessary updates will be completed.

0 83 100 100 70

60708090

100

0.00 83.00 100.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=0) (n=6) (n=3) (n=4)

Completion of Shadowing Assignment












TSA1- Plan the operations of a business across functional areas.

10-102-195 059816 Business Simulation: Summative assessment is based off of a students successful demonstration of managing a simulated company by growing revenue, contribution margin, cumulative profit, etc. The simulation is an external assessment.

We had an increase in success rate. Our cohort goal was 85%. We fell short 2015/2016, but surpassed in 2016/2017 School Year

We had an increase in success rate. We did analyze these results and found that TSA should be an individual assessment and our scoring

assessment was heavily reliant on group results.

As a result, we have adjusted the assessment evaluations and

these numbers may not be as high in the future.

78 82 94 93 70

TSA2- Organize resources to achieve the goals of the organization.



We did analyze these results and found that TSA should be an individual assessment and our scoring assessment was

heavily reliant on group results.



78 82 94 93 70

TSA3- Direct individuals and/or processes to meet organizational goals.







78 82 94 93 70



Business Management - Standard #4 Measurement, Analysis and Knowledge Management - Figure 4.1TABLE 2: Student Learning Results (Standard 4)



Definition

60708090

100

78.00 82.00 94.00 93.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=10) (n=22) (n=17) (n=27)

Completion of Simulation Assessment

60708090

100

78.00 82.00 94.00 93.00Sc

ore

FA 15 SP 16 FA 16 SP 17 (n=10) (n=22) (n=17) (n=27)


60708090

100

78.00 82.00 94.00 93.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=10) (n=22) (n=17) (n=27)


TSA4- Control business processes.







78 82 94 93 70

60708090

100

78.00 82.00 94.00 93.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=10) (n=22) (n=17) (n=27)













TSA1 - Manage information technology hardware Goal - 70% score on hardware based projects

10-154-157 058050 IT:Support: Advanced ProjectsDirect, Indirect, Formative, Summative. Students are assessed by pre and post project assessments.

The goal has been exceeded for the past two years.

Continue to exceed 70% successful completion by maintaining the alignment of the prequisites course competencies with the current course.

Project based assessments were introduced to evaluate student knoledge of competencies. This led to creating pre and post research assignments. Now, further individual research will be done to improve student knowledge and assessed through assignments.

80 78 89 100 70

TSA2 - Manage software Goal - 70% score on selecting, configuring, and installing software projects





80 78 89 100 70

TSA3 - Support computer networks Goal - students earn 70% score at the end of the server project based on network connectivity





80 78 89 100 70



COMPUTER SUPPORT SPECIALIST - Standard #4 Measurement, Analysis and Knowledge Management - Figure 4.1TABLE 2: Student Learning Results (Standard 4)



Definition

60708090

100

80.00 78.00 89.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=20) (n=16) (n=19) (n=10)

Completion of Research Paper Assessment

60708090

100

80.00 78.00 89.00 100.00

Scor

eFA 15 SP 16 FA 16 SP 17 (n=20) (n=16) (n=19) (n=10)


60708090

100

80.00 78.00 89.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=20) (n=16) (n=19) (n=10)


TSA4 - Provide end user support Goal - 70% score on the peer evaluation of the server project





80 78 89 100 70

TSA5 - Solve information technology problems Goal - 70% score on demonstrating logical process of system selection

10-154-150 055260 IT:Support:Hardware-IntroDirect, Indirect, Formative, Summative. Students are assessed by pre and post project assessments.




71 89 82 84 70

TSA6 - Demonstrate customer service skill as an IT professional Goal - 70% score on peer evaluations based upon role-playing IT support and administration positions of projects





80 78 89 100 70

60708090

100

80.00 78.00 89.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=20) (n=16) (n=19) (n=10)


60708090

100

71.00 89.00 82.00 84.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=81) (n=35) (n=71) (n=32)

Completion of Pre/Post Assessment

60708090

100

80.00 78.00 89.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=20) (n=16) (n=19) (n=10)













TSA1 - Apply the principles of design to develop strategic marketing and communication products and services GOAL: 85% of students succesfully complete with 75% or higher.

10-111-131 Graphic Design Project Management, Summative internal assessment

Course is consistenly maintaining an above average goal.

Course delivery and content is achieving desired consistent goals.

Current instructional methods are proving to be effective when developing design startegies as evident through live client projects. Continuous improvement startegies will be explored to continue above average performance.

91 88 100 87 75

TSA2 - Demonstrate proficiency in the use of design software, tools and technology. GOAL: 85% of students succesfully complete with 75% or higher.

10-111-143 Layout & Composition 2, Summative internal assessment

Course is consistenly maintaining an above average goal. Spring17 saw a slgiht decrease in success rates.

Course content is achieving desired consistent goals. Blended delivery options may have impacted student success rates.

Current instructional methods are proving to be effective when developing designs for multiple output as deployment uses. Resources updates have also helped to contribute to increased student performance. Continuous improvement startegies will be explored to continue above average performance.

97 95 95 90 75

TSA3 - Implement creative solutions from concept through completion using a formal process. GOAL: 85% of students succesfully complete with 75% or higher.

10-111-165 Typography, Summative internal assessment

Course is not achieving the set goal.

Changes in course and delviery mode have impacted students success rates negatively.

Revisions to the online course delivery as well as course content will be made for Spring 18 to help increase success rates.

100 80 82 77 75



DESIGN AND GRAPHIC DESIGN - Standard #4 Measurement, Analysis and Knowledge Management - Figure 4.1TABLE 2: Student Learning Results (Standard 4)



Definition

60708090

100

91.00 88.00 100.00 87.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=35) (n=15) (n=16) (n=15)

Completion of Final Design Project

60708090

100

97.00 95.00 95.00 90.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=32) (n=19) (n=21) (n=20)

Completion of Final Layout Project

60708090

100

100.00 80.00 82.00 77.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=7) (n=31) (n=11) (n=31)

Completion of Final Typography Project

TSA4 - Apply effective legal and ethical business practices and project management skills. GOAL: 85% of students succesfully complete with 75% or higher.

10-111-131 Graphic Design Project Management, Summative internal assessment


Course delivery and content is achieving desired consistent goals.

Current instructional methods are proving to be effective in students presentaions of ethically created artworks. Continuous improvement startegies will be explored to continue above average performance.

91 88 100 87 75

TSA5 - Communicate artwork rationale in formal and informal settings. GOAL: 85% of students succesfully complete with 75% or higher.

10-111-144 Graphic Design Application, Summative internal assessment


Improvement could be made to increase success rates through increased options of both formal and informal exposures for students.

Current instructional methods are proving to be effective. Continuous improvement startegies will be explored to continue above average performance.

100 93 88 87 75

60708090

100

91.00 88.00 100.00 87.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=35) (n=15) (n=16) (n=15)

Completion of Final Design Project

60708090

100

100.00 93.00 88.00 87.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=34) (n=15) (n=8) (n=15)

Completion of Service Learning Project












TSA1 - Apply the principles of design and storytelling to develop media products and services SLO - "The student will present their portfolio and pass when presentation is completed."; Goal - 80% score on reviewed portfolio.

10-206-199 Digital Media Career Experience, Portfolio Review (Direct, Summative, Internal) Student is expected to present content produced over the course of their time in the program. This is a direct, summative, internal assessment. Based on a proftfolio presentation in front of program faculty, immediate feedback is provided to indicate a successful grade.

The goal has been met for all but the SP 17 results. Plans implemented have been working properly and effetively.

Reevaluation of methods are underway to improve recent numbers

Consistent per semester reviews with feedback have dramatically increased qulaity of student portfoli work. We will reevalute and set new benchmarks for quality of work that will need to be met each semester to raise the scores to the stated goal.

80 85 60 87 80

TSA2 - Demonstrate proficiency in the use of media software, tools and technology SLO - "The student will present their portfolio and pass when presentation is completed."; Goal - 80% score on reviewed portfolio.





80 85 60 87 80

TSA3 - Implement creative solutions from concept through completion. SLO - "The student will present their portfolio and pass when presentation is completed."; Goal - 80% score on reviewed portfolio.





80 85 60 87 80

TSA4 - Communicate creative rationale in formal and informal settings. SLO - "The student will present their portfolio and pass when presentation is completed."; Goal - 80% score on reviewed portfolio.





80 85 60 87 80



DIGITAL MEDIA TECHNOLOGY - Standard #4 Measurement, Analysis and Knowledge Management - Figure 4.1TABLE 2: Student Learning Results (Standard 4)



Definition

60708090

100

80.00 85.00 60.00 87.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=10) (n=13) (n=5) (n=11)

Completion of Portfolio Review

60708090

100

80.00 85.00 60.00 87.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=10) (n=13) (n=5) (n=11)


60708090

100

80.00 85.00 60.00 87.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=10) (n=13) (n=5) (n=11)


60708090

100

80.00 85.00 60.00 87.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=10) (n=13) (n=5) (n=11)


TSA5 - Implement project management skills to meet customer and market demands. SLO - "The student will present their portfolio and pass when presentation is completed."; Goal - 80% score on reviewed portfolio.





80 85 60 87 80

TSA6 - Apply effective and ethical business practices.SLO - "The student will present their portfolio and pass when presentation is completed."; Goal - 80% score on reviewed portfolio.





80 85 60 87 80

60708090

100

80.00 85.00 60.00 87.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=10) (n=13) (n=5) (n=11)


60708090

100

80.00 85.00 60.00 87.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=10) (n=13) (n=5) (n=11)













TSA1 - Create an organizational workforce plan At least 70% of students will demonstrate proficiency selected class.

10-116-111 Employee Recruitment; Case study project utilized for assessment of the student's ability to organize workforce plan (Direct, Formative, Summative)

Data crashed based upon online simulation. Low success rate due to poor online success rates.

Results fluctuated based upon course mode. Case study changes were needed.

Updated online student simulation to better assess the level of understanding for class materials.

78 71 81 50 70

TSA2 - Develop training programs At least 70% of students will demonstrate proficiency selected class.

10-116-114 059082 Training for Organizations( Direct/Formative/Summative) Simulation case study utilized for assessment

Data fluctuated due to changes in simulation and mode of delivery.

Results fluctuated based upon course mode.

Updated online student learning materials to better assess the level of understanding for class materials.

93 72 75 70 70

TSA3 - Examine organizational total rewards programs At least 70% of students will demonstrate proficiency selected class.

10-116-112 059080 Compensation/Benefits ( Direct/Formative/Summative) Simulation case study utilized for assessment



Case study adjusted to better assess the course outcomes. 97 79 89 63 70



HUMAN RESOURCES - Standard #4 Measurement, Analysis and Knowledge Management - Figure 4.1TABLE 2: Student Learning Results (Standard 4)



Definition

50

70

90

78.00 71.00 81.00 50.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=18) (n=24) (n=26) (n=16)

Completion of Final Case Study Assessment

50

70

90

93.00 72.00 75.00 70.00

Scor

eFA 15 SP 16 FA 16 SP 17 (n=14) (n=29) (n=20) (n=27)

Completion of Simulation Case Study

50

70

90

97.00 79.00 89.00 63.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=32) (n=19) (n=27) (n=30)


TSA4 - Incorporate employment law into business practices At least 70% of students will demonstrate proficiency selected class.

10-116-115 059073 Legal Issues & Compliance( Direct/Formative/Summative) Simulation case study utilized for assessment



Updated online student learning materials to better assess the level of understanding for class materials.

100 100 78 96 70

TSA5 - Facilitate effective employee relations At least 70% of students will demonstrate proficiency selected class.

10-116-113 059081 Labor Relations & Negotiations( Direct/Formative/Summative) Labor Relations contract negotiation simulation used as primary assessment tool.



Labor Relations contract negotiation was adjusted to better fit accelerated and online delivery.

81 100 75 100 70

50

70

90

100.00 100.00 78.00 96.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=37) (n=28) (n=27) (n=24)


50

70

90

81.00 100.00 75.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=21) (n=29) (n=20) (n=23)

Completion of Labor Relations Contract












TSA1 - Utilize quality strategies and tactics- Our goal is for students to pass with a 70% or higher

10-196-101 Leadership Development Career Experience; A capstone project is used to assess the student's ability to utilize quality strategies and tactics (Direct, Summative)

Students have achieved our goal for this assessment in Spring 2016 moving forward

Results indicate overall student success however changes to expand career experience student selections could offer other opportunities for growth.

Create more flexibility for learners to choose which career expereience interests them or applies more closely to their ultimate career goal.

60 100 100 93 70

TSA2 - Apply effective leadership skills-Our goal is for students to pass with a 70% or higher





60 100 100 93 70

TSA3 - Apply Human Resource policies and procedures-Our goal is for students to pass with a 70% or higher

10-196-193 021658 Human Resource Management( Direct/Formative/Summative)-Successful completion of the simulation assessments

Students have achieved our goal for this assessment however work could be done to raise the overall average scores

That results might be improved by using alternative instructional materials or tools

Acquisition of a new textbook with improved learning strategies will help improve the results

80 82 76 81 70



LEADERSHIP DEVELOPMENT - Standard #4 Measurement, Analysis and Knowledge Management - Figure 4.1TABLE 2: Student Learning Results (Standard 4)



Definition

60

70

80

90

100

60.00 100.00 100.00 93.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=5) (n=12) (n=8) (n=14)


60

70

80

90

100

60.00 100.00 100.00 93.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=5) (n=12) (n=8) (n=14)


60

70

80

90

100

80.00 82.00 76.00 81.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=101) (n=95) (n=112 (n=127)


TSA4 - Perform supervisory management functions to achieve organizational objectives-Our goal is for students to pass with a 70% or higher





60 100 100 93 70

60

70

80

90

100

60.00 100.00 100.00 93.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=5) (n=12) (n=8) (n=14)













TSA1 - Utilize quality strategies and tactics- Our goal is for students to pass with a 70% or higher

10-196-101 059676 Leadership Development Career Experience-Completion of a capstone project

SP16 showed an increase in success and students have achieved our goal for this assessment since.



60 100 100 93 70

TSA2 - Apply effective leadership skills-Our goal is for students to pass with a 70% or higher





60 100 100 93 70

TSA3 - Apply Human Resource policies and procedures-Our goal is for students to pass with a 70% or higher

10-196-193 021658 Human Resource Management( Direct/Formative/Summative)-Successful completion of the simulation assessments


That results might be improved by using alternative instructional materials or tools

Acquisition of a new textbook with improved learning strategies will help improve the results

77 76 84 87 70



Manufacturing Operations Mgmt - Standard #4 Measurement, Analysis and Knowledge Management - Figure 4.1TABLE 2: Student Learning Results (Standard 4)



Definition

60

70

80

90

100

77.00 76.00 84.00 87.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=106) (n=112) (n=104) (n=114)

Completion of Final Report Assessment

6070

80

90

100

60.00 100.00 100.00 93.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=5) (n=12) (n=8) (n=14)


6070

80

90

100

60.00 100.00 100.00 93.00Sc

ore

FA 15 SP 16 FA 16 SP 17 (n=5) (n=12) (n=8) (n=14)


TSA4 - Perform supervisory management functions to achieve organizational objectives-Our goal is for students to pass with a 70% or higher





60 100 100 93 70

60

70

8090

100

60.00 100.00 100.00 93.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=5) (n=12) (n=8) (n=14)













TSA1 - Develop strategies to anticipate and satisfy market needs

10-104-183 Personal Brand- Portfo; Successful completion of final personal portfolio demonstrating brand and market strategies (summative, direct)

The results are consistently above the goal of 80% or higher with 100% of the students succeeding in Fall 2016.

While the numbers are solid, students are having a hard time summarizing the learning that is taking place throughout their entire college experience.

Implement a system in all program courses that focuses on key terminology and concepts. For example, a quick reference to Personal Brand Portfolio class prep sheet criteria in all class Blackboard templates.

88 85 100 82 80

TSA2 - Promote products, services, images, and/or ideas to achieve a desired outcome





88 85 100 82 80

TSA3 - Evaluate information through the market research process to make business decisions





88 85 100 82 80



MARKETING - Standard #4 Measurement, Analysis and Knowledge Management - Figure 4.1TABLE 2: Student Learning Results (Standard 4)



Definition

60708090

100

88.00 85.00 100.00 82.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=8) (n=13) (n=15) (n=11)

Completion of Portfolio Assessment

60708090

100

88.00 85.00 100.00 82.00

Scor

eFA 15 SP 16 FA 16 SP 17 (n=8) (n=13) (n=15) (n=11)


60708090

100

88.00 85.00 100.00 82.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=8) (n=13) (n=15) (n=11)


TSA4 - Prepare selling strategies





88 85 100 82 80

60708090

100

88.00 85.00 100.00 82.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=8) (n=13) (n=15) (n=11)









Data Point 1 (year or

semester)


semester)


semester)


semester)


semester)

TSA1 - Implement computer networks

10-150-170 IT:Network:Capstone; Students success will be assessed on a met/not met basis for the capstone project. (summative, direct)

FA16 and SP17 showed a trend upward. Though above the goal of 60%, there is still work to be done to maintain the increase.

We've determined we need to continue emphasizing the importance of retaining their classroom as well as continuing to review and repeat to master the content of the course.

We will continue to identify capstone objectives in each course and pathway and stress the importance of practicing those objectives to not only meet the course outcomes but succeed on the capstone course.

79 68 77 100 60

TSA2 - Implement client systems





79 68 77 100 60

TSA3 - Implement server operating systems




79 68 77 100 60



NETWORK SPECIALIST - Standard #4 Measurement, Analysis and Knowledge Management - Figure 4.1TABLE 2: Student Learning Results (Standard 4)



Definition

60708090

100

79.00 68.00 77.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=14) (n=22) (n=13) (n=10)


60708090

100

79.00 68.00 77.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=14) (n=22) (n=13) (n=10)


60708090

100

79.00 68.00 77.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=14) (n=22) (n=13) (n=10)


TSA4 - Implement network security components





79 68 77 100 60

TSA5 - Develop technical documentation





79 68 77 100 60

TSA6 - Troubleshoot network systems





79 68 77 100 60

60708090

100

79.00 68.00 77.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=14) (n=22) (n=13) (n=10)


60708090

100

79.00 68.00 77.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=14) (n=22) (n=13) (n=10)


60708090

100

79.00 68.00 77.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=14) (n=22) (n=13) (n=10)













Program - AAS in Paralegal; SLO - "Apply ethical principles in a legal environment"; Goal - 80% score on embedded test questions

In 10110199 (Paralegal Career Experience), students compile a portfolio containing assessed assignments demonstrating achievement of the SLO. This is a direct, summative, internal assessment.

After three terms of subpar student performance, the goal has been met for the last term.

Students were unclear as to the requirements for the Career Experience class and the portolio

The Career Experience Syllabus was revised to include more detail with respect to course requirements in 2016. Students were introduced to the portfolio during Welcome Week and the Paralegal Intro/Legal Ethics class. Revisions were made to course syllabi and assignment descriptions to clarify portfolio requirements.

75 57 75 100 80

Program - AAS in Paralegal; SLO - "Process legal documents"; Goal - 80% score on embedded test questions





75 57 75 100 80

Program - AAS in Paralegal; SLO - "Perform legal research"; Goal - 80% score on embedded test questions





75 57 75 100 80



PARALEGAL - Standard #4 Measurement, Analysis and Knowledge Management - Figure 4.1TABLE 2: Student Learning Results (Standard 4)


A student learning outcome is one that measures a specific competency attainment. s 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). Add these to the description of the measurement instrument in column two:Direct - Assessing student performance by examining samples of student workIndirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information.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.

Definition

50

70

90

75.00 57.00 75.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=8) (n=7) (n=4) (n=6)


50

70

90

75.00 57.00 75.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=8) (n=7) (n=4) (n=6)


50

70

90

75.00 57.00 75.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=8) (n=7) (n=4) (n=6)


Program - AAS in Paralegal; SLO - "Apply critical thinking skills to address legal issues"; Goal - 80% score on embedded test questions





75 57 75 100 80

Program - AAS in Paralegal; SLO - "Demonstrate professionalism in a legal environment"; Goal - 80% score on embedded test questions





75 57 75 100 80

50

70

90

75.00 57.00 75.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=8) (n=7) (n=4) (n=6)


50

70

90

75.00 57.00 75.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=8) (n=7) (n=4) (n=6)













Program - AAS in Software Developer; SLO -The student will design software systems; Goal - 80% completion on capstone, final project.

In 10-152-153 IT:Program:Team Software Dev., the capstone, final project will assess student ability to design software systems. This is a direct, summative, internal assessment.

Our rates continue to fluctuate, primarily because of the sample number. As we continue to grow our program, we hope continue a steady upward trend. With our current sample, the slight increase shows we are moving in a positive direction.

Based on the results, can we see that our Spring cohorts is usualy similar to the size of our Fall cohorts. Our course success rates fluctuate, but all do meet our goal. We will need to continue to focus on Faculty Mentoring as we are seeing this is a beneficial investment in our students. Faculty Mentoring was not fully enacted for these cohorts. We would expect to see an increase to keep our numbers well above our goal.

Our instructor and staff encouragement of Academic Coaching and Faculty Mentoring has been a critical component to our continued improvement in course success rate Fall->Fall and Spring->Spring.

89 92 100 100 80

Program - AAS in Software Developer; SLO -The student will integrate database technologies; Goal - 80% completion on capstone, final project.





89 92 100 100 80



SOFTWARE DEVELOPER - Standard #4 Measurement, Analysis and Knowledge Management - Figure 4.1TABLE 2: Student Learning Results (Standard 4)



Definition

6070

80

90

100

89.00 92.00 100.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=9) (n=12) (n=8) (n=7)


6070

80

90

100

89.00 92.00 100.00 100.00

Scor

eFA 15 SP 16 FA 16 SP 17 (n=9) (n=12) (n=8) (n=7)


Program - AAS in Software Developer; SLO -The student will develop software applications; Goal - 80% completion on capstone, final project.





89 92 100 100 80

Program - AAS in Software Developer; SLO -The student will develop technical documentation; Goal - 80% completion on capstone, final project.





89 92 100 100 80

6070

80

90

100

89.00 92.00 100.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=9) (n=12) (n=8) (n=7)


6070

80

90

100

89.00 92.00 100.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=9) (n=12) (n=8) (n=7)













TSA 1: Define (plan) operations, transportation, procurement and distribution Goal - 80% score on sfotware simulation

10-182-191 Supply Chain Simulation, The final case study will be used to assess student's ability to simulate a plan from start to end. This is a direct, summative assessment.

The students stuggle in the spring to meet 80% or better. The results are stronger in meeting 80% or better for fall than spring.

Instructor reviews concepts via lecture notes and case study simulations outcomes in class. Students that did not get enough practice were not completing the required work outside of class or in class.

Students are required to complete the assigned work and case study simulation in class before they can leave. This expectation has been added to the class policy.

50 67 100 100 80

TSA 2: Measure operations, transportation, procurement and distribution Goal - 80% score on sfotware simulation



Instructor has students measure the results from the case study simulations Students that did not get enough practice were not completing the required work outside of class or in class due to leaving early. Or students did not do team work and collaborate on what conclusions can they infer from the data.

Students are required to complete the assigned work case study simulation in class before they can leave. Students are required to work as a team to collaboartae on the results they came up with and infer what the data means.

50 67 100 100 80



SUPPLY CHAIN MANAGEMENT - Standard #4 Measurement, Analysis and Knowledge Management - Figure 4.1TABLE 2: Student Learning Results (Standard 4)



Definition

5060708090

100

50.00 67.00 100.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=4) (n=3) (n=4) (n=5)

Completion of Final Case Study

5060708090

100

50.00 67.00 100.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=4) (n=3) (n=4) (n=5)


TSA 3: Analyze operations, transportation, procurement and distribution Goal - 80% score on sfotware simulation



Instructor has the students analyze the case studies for the significance of the issues. The student needs to analyze their supply chains in the simulation to look for inefficiencies. Some students were not working as a team, leaving early or submitting late assignments

instructor added a policy in the syllabus that states no late assignments are accepted. Instructor states policy before class that students must complete case study simulation before leaving class by submitting the results in blackboard for an assignment grade. Instructor has the student share strategies they use to analyze their supply chains as a group before starting a new simulation to increase team work and collaboration. Sharing best practices.

50 67 100 100 80

TSA 4: Improve operations, transportation, procurement and distribution Goal - 80% score on sfotware simulation



Instructor has students submit a midterm report and a final report on the best practices and strategies they used to solve each simulation in order to build an efficient supply chain. Student have to look at the number of products on hand, daily demand, and forecasted demand. Students need to look at the aize of their trucks and capacity and where there stores are located and distance for each route.

Instructor has the students reflect upon what they learned from each simulation, the student must address what they would do differently for improving their supply chains. Sharing student strategies help the students who may be struggling to build an effecient supply chain.

50 67 100 100 80

TSA 5: Control operations, transportation, procurement and distribution Goal - 80% score on sfotware simulation



Instructor has the students export their report in an excel spreadsheet to control the effectiveness of their supply chains. Students struggle at time on what they can infer from the data to control an effective supply chain.

Instructor provides additional examples of case study simulations that will give more practice for the students to build more supply chains. Instructor provides a planning worksheet so the student can see what solutions they used for the simulation. Studnets can have more than one solution to build a supply chain. The student needs to determine which is the best solutions they came up with to build the most effecient supply chain

50 67 100 100 80

5060708090

100

50.00 67.00 100.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=4) (n=3) (n=4) (n=5)


5060708090

100

50.00 67.00 100.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=4) (n=3) (n=4) (n=5)


5060708090

100

50.00 67.00 100.00 100.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=4) (n=3) (n=4) (n=5)












Program - AAS in Web Development & Design; SLO -The student will design software systems; Goal - 80% completion on capstone, final project.

In 10-152-182 IT:Web:Scripting-PHP, the capstone, final project will assess student ability to design software systems. This is a direct, summative, internal assessment.

Our rates continue to fluctuate, primarily because of the sample number. As we continue to grow our program, we hope to see a steady upward trend. With our current sample, fall over fall has increased as well as spring over spring.

Based on the results, can we see that our Spring cohorts is nearly half the size of our Fall cohorts. Our course success rates are seeing improvement, but do not yet meet our goal. We will need to continue to focus on Faculty Mentoring as we are seeing this is a beneficial investment in our students. Faculty Mentoring was not fully enacted for these cohorts. We would expect to see an increase to get us closer to our goal.


69 43 81 38 80

Program - AAS in Web Development & Design; SLO -The student will integrate database technologies; Goal - 80% completion on capstone, final project.



Based on the results, can we see that our Spring cohorts is nearly half the size of our Fall cohorts. Our course success rates are seeing improvement, but do not yet meet our goal. We will need to continue to focus on Faculty Mentoring as we are seeing this is a beneficial investment in our students. Faculty Mentoring was not fully enacted for these cohorts. We would expect


69 43 81 38 80

Program - AAS in Web Development & Design; SLO -The student will develop software applications; Goal - 80% completion on capstone, final project.



Based on the results, can we see that our Spring cohorts is nearly half the size of our Fall cohorts. Our course success rates are seeing improvement, but do not yet meet our goal. We will need to continue to focus on Faculty Mentoring as we are seeing this is a beneficial investment in our students. Faculty Mentoring was not fully enacted for these


69 43 81 38 80

Program - AAS in Web Development & Design; SLO -The student will develop technical documentation; Goal - 80% completion on capstone, final project.



Based on the results, can we see that our Spring cohorts is nearly half the size of our Fall cohorts. Our course success rates are seeing improvement, but do not yet meet our goal. We will need to continue to focus on Faculty Mentoring as we are seeing this is a beneficial investment in our students. Faculty Mentoring was not fully enacted for these cohorts. We would expect


69 43 81 38 80

Analysis of Results

WEB DEVELOPMENT - Standard #4 Measurement, Analysis and Knowledge Management - Figure 4.1TABLE 2: Student Learning Results (Standard 4)

30405060708090

100

69.00 43.00 81.00 38.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=13) (n=7) (n=16) (n=8)

Completion of Final Project

30405060708090

100

69.00 43.00 81.00 38.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=13) (n=7) (n=16) (n=8)


30405060708090

100

69.00 43.00 81.00 38.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=13) (n=7) (n=16) (n=8)


30405060708090

100

69.00 43.00 81.00 38.00

Scor

e

FA 15 SP 16 FA 16 SP 17 (n=13) (n=7) (n=16) (n=8)


Organizational Effectiveness Results

Performance Measure: What is your performance measure? What is your goal? (The goal should be measurable.)

What is your measurement instrument or process? (indicate length of cycle)





IncreaseFalltoSpringpersistenceto80%by2020.

PersistencereportsthroughthecollegeDataMineportal. 71%in2016-2017

Persistencecontinuestofluxuateyeartoyear.

Continuetofocusonadvisingandmentoring.Facultymentoringmetricshavebeensharedwithaplantoincreasemeetingsheldwithfirstsemesterstudents.

2014-2015 (n=474) 2015-2016 (n=442) 2016-2017 (n=430)73.40% 75.60% 71.00%

Increaseprogramcompletionratesto50%by2020.

ProgramcompletionreportsthroughthecollegeDataMineportal.

36.2%forstudentsstartingFall2013.

Inapositivetrendoverthereportingperiod.

Earlyalerthashelpedalignstudentswithinterventionsforsuccess,academiccoachingisavailableforstudentswhoneedfurtheracademichelp,academicplanningtocompeltion,hasbeenafocusinadvisingwithstudents,classschedulingrevisionstobetteralignwiththeprogramsequence.Acollegeschedulersoftwareisbeingimplementedtoprovideavisualforstudentstoschedulethroughprogramcompletion.

Fall 2011 (n=223) Fall 2012 (n=228 ) Fall 2013 (n=269 )25% 32.20% 36.20%

TABLE 7: Business Unit Performance Results (Standard 6)Complete the following table. Provide three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process.

Organizational effectiveness results examine attainment of organizational goals. Each business unit must have a systematic reporting mechanism for each business program that charts results such as enrollment patterns, student academic success, graduation rates, retention rates, job placement rates, transfer rates, industry certification/licensure attainment, increased use of web-based technologies, use of facilities by community organizations, contributions to the community, or partnerships, retention rates by program, and what you report to governing boards and administrative units.

Analysis of Results


- Please note that data reported in this table should be business unit data and not institution-wide data.

- For all data reported, show sample size (n=75).

Program Completion Rate (200% or 4 years)

Fall-Spring Persistence RateSource:PersistenceRates

Source:ProgramCompletionRates

73.40% 75.60%

71.00%

68.00% 70.00% 72.00% 74.00% 76.00%

2014-2015(n=474)

2015-2016(n=442)

2016-2017(n=430)

Fall-SpringPersistenceRate

25% 32.20%

36.20%

0% 5%

10% 15% 20% 25% 30% 35% 40%

Fall2011(n=223)

Fall2012(n=228)

Fall2013(n=269)

AdmitTerm

ProgramCompletionRate

Performance Measure: What is your performance measure? What is your goal? (The goal should be measurable.)

What is your measurement instrument or process? (indicate length of cycle)





Analysis of Results

Increaseprogramcompletionratesto50%by2020.

ProgramcompletionreportsthroughthecollegeDataMineportal.

36.2%forstudentsstartingFall2013.

Inapositivetrendoverthereportingperiod.

Earlyalerthashelpedalignstudentswithinterventionsforsuccess,academiccoachingisavailableforstudentswhoneedfurtheracademichelp,academicplanningtocompeltion,hasbeenafocusinadvisingwithstudents,classschedulingrevisionstobetteralignwiththeprogramsequence.Acollegeschedulersoftwareisbeingimplementedtoprovideavisualforstudentstoschedulethroughprogramcompletion.

2014-2015 (n=13,128) 2015-2016 (n=12,725) 2016-2017 (n=11,721)80.55% 80.95% 78.95%

Course Success RateSource:CourseSuccessRates

80.55% 80.95%

78.95%

77.50% 78.00% 78.50% 79.00% 79.50% 80.00% 80.50% 81.00% 81.50%

2014-2015(n=13,128)

2015-2016(n=12,725)

2016-2017(n=11,721)

AdmitTerm

CourseSuccessRate

accounting - standard #4 measurement, analysis and

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