Quality Assurance Reports Presented by ACBSP Associate Degree

Quality Assurance Reports Presented by ACBSP Associate Degree
Best Practices for Quality Assurance Reports Presented by ACBSP Associate Degree Commission

Let’s take a closer look at the Quality Assurance Report.
ACBSP Let’s take a closer look at the Quality Assurance Report.

ACBSP Where do you begin? AQ Report

ATTITUDE Any task facing us is NOT as important as our attitude towards it, for that determines our success or failure. Norman Vincent Peale

Associate Degree Commission Accredited Institutions
ACBSP Associate Degree Commission Accredited Institutions Quality Assurance Report (Rev. 2005)

List ALL Accredited Programs
ACBSP List ALL Accredited Programs Accounting Career Business Administration Transfer Business Administration Management Business Office Technology-Administrative Assistant Hospitality Management – Hotel Management Option Hospitality Management – Restaurant Management Option Marketing

ACBSP Items to be Addressed Faculty Qualifications, Calculations, Composition Curriculum Organization Conditions, Notes, Recommendations Performance Results

Faculty Qualifications, Calculations, Composition
ACBSP Faculty Qualifications, Calculations, Composition Do at least 50% of the required full-time equivalent (FTE) faculty hold either a masters and/or doctorate degree to teach at the Associate Degree level? Do at least 90% of the required full-time equivalent (FTE) faculty hold either a masters, doctorate or are professionally qualified to teach at the Associate Degree level?

Complete the Tables 1-A Faculty Numbers and Qualifications – Full-time
ACBSP Complete the Tables 1-A Faculty Numbers and Qualifications – Full-time I-B Faculty Numbers and Qualifications – Part-time I-C Exceptions Table II - FTE

FACULTY QUALIFICATIONS
ACBSP FACULTY QUALIFICATIONS Standard: Professional, qualified faculty must teach all class sections taught within the business unit. A professionally-qualified faculty member is one who meets the criteria for: Masters Degree or Higher Qualifications or Professional Qualifications

FACULTY QUALIFICATIONS
ACBSP FACULTY QUALIFICATIONS Very Important: All faculty qualifications must be validated with original transcripts, certificates, or related written documentation—which clearly states the qualification.

What is Masters Degree or Higher?
ACBSP What is Masters Degree or Higher? Doctorate in teaching field Juris Doctorate MBA Masters in teaching field Out-of-field Masters with 18/27 credit hours or documentation in 2 or more of the 5 professional areas listed in Standard

Out of Field Masters-Explained
ACBSP Out of Field Masters-Explained Must either have: semester/27 quarter credit hours or equivalent of courses in field beyond introductory principle(s) level or Two or more of the following: Professional certification In-field professional employment Teaching excellence Research and publication Relevant additional coursework beyond bachelor’s degree

Professional Qualifications
ACBSP Professional Qualifications Bachelors in teaching field with documentation in two or more of the following areas: Professional certification In-field professional Teaching excellence Research and publication Relevant additional coursework beyond bachelor’s degree

Closer look at the Five Areas
ACBSP Closer look at the Five Areas Recap: For Masters Out of Field (not having the 18/27 credit hours beyond principles) and Professional Qualification classifications you need to document two or more of the five areas listed in the Standard…but what do they entail?

ACBSP Explanation of Areas Documentation in two or more of the following areas: Professional certification (national, regional, or state—institution must provide documentation to validate the certification In-field professional employment—institution must provide a minimum of two years of documented experience from employer including position description Teaching excellence—institution must provide documentation

ACBSP Explanation of Areas Research and publication—institution must provide documentation Relevant additional coursework beyond bachelor’s degree equivalent to 18 semester/27 quarter credit hours or equivalent subject matter coursework, CEU’s, military, vendor training, etc.—institution must provide documentation

ACBSP Tables I-A and I-B Need to fill out tables I-A and I-B for ALL faculty with each QA report; not just new hires Use “highest” classification for the course(s) taught

Tables I-A and I-B Table I-A

ACBSP *Exceptions* Faculty who do not meet the criteria for Masters Degree or Higher Qualifications or Professional Qualifications—institution should provide explanation NOTE: All faculty qualifications must be validated with original transcripts, certificates, or related written documentation—which clearly states the qualification.

You have an exception that goes in Table I-C.
ACBSP If a faculty member doesn’t meet the Masters or Higher, or Professional Qualifications criteria . . . You have an exception that goes in Table I-C.

ACBSP Table I-C

Degree: MBA Teach: Intro to Business Supervision Techniques
ACBSP Masters-Professional-Exception YOU MAKE THE CALL Degree: MBA Teach: Intro to Business Supervision Techniques Masters Qualified: Why? Masters in Field

Degree: Bachelor of Science Teach: Business Math and Keyboarding
ACBSP Masters-Professional-Exception YOU MAKE THE CALL Degree: Bachelor of Science Teach: Business Math and Keyboarding EXCEPTION unless clarified : Need to know if Bachelors is IN FIELD and Need to document two or more of the following: Professional certification In-field professional employment Teaching excellence Relevant additional coursework beyond bachelor’s degree

Masters-Professional-Exception YOU MAKE THE CALL
ACBSP Masters-Professional-Exception YOU MAKE THE CALL Degree: Masters of Curriculum/Instruction Teach: Computer Literacy and Intro to PC Documentation: A+ and MOS Certification EXCEPTION unless clarified : Since Masters is Out-of-field, you need documentation for 18/ 27 credit hours or two or more of the following: Professional certification In-field professional employment Teaching excellence Relevant additional coursework beyond bachelor’s degree

ACBSP Masters-Professional-Exception YOU MAKE THE CALL Degree: Masters of Arts in Education Teach: Keyboarding, Office Procedures, Filing Documentation: Letter from employer (5 yrs exp) Office Ed - Teacher of the Year Masters Qualified Masters is Out-of-field and has two (2) kinds of documentation: In-field professional employment Teaching excellence

ACBSP Masters-Professional-Exception YOU MAKE THE CALL Degree: BS – Business Education Teach: Keyboarding, Filing, Office Practicum Documentation: None PROFESSIONALLY QUALIFIED This is special!!! Because of the required work experience this vocational education certification requires, Business Education certification meets professional qualifications without further documentation. The Board has maintained this view for several years.

ACBSP Masters-Professional-Exception YOU MAKE THE CALL Degree: Ph.D. and Masters in Music BS – Business Administration Teach: Accounting I and II Documentation: 20 graduate semester hrs in Accounting; 5 yrs’ experience in CPA office Masters Qualified: Why? Masters Out of Field with at least 18 hours equivalent of courses in field beyond introductory principle(s) level.

ACBSP Masters-Professional-Exception YOU MAKE THE CALL Degree: Ph.D. – Music; Masters; BS – Business Administration Teach: Intro to Business Documentation: 20 graduate semester hrs in Accounting; 5 yrs’ experience in CPA office EXCEPTION unless clarified: Not under Masters Out of Field now since change course taught (from Accounting to Business), so the graduate hours won’t help here. Try Professionally Qualified since have BS in Business Administration would need to document at least two of the five areas: CPA and work experience if relevant to Business

ACBSP Masters-Professional-Exception YOU MAKE THE CALL Degree: BS - Accounting Teach: Accounting; Business Math; and Principles of Management Documentation: 5 yrs in retail yrs as Pizza Hut manager EXCEPTION unless clarified: Bachelor’s in field and work experience BUT documentation is needed in a second area: Professional certification Teaching excellence Research and publication Relevant additional coursework beyond bachelor’s degree

MASTERS or HIGHER QUALIFIED Why? JD degree and teaching law courses
ACBSP Masters-Professional-Exception YOU MAKE THE CALL Degree: Juris Doctorate Teach: Business Law I and II Documentation: CPA and 7 yrs practicing law MASTERS or HIGHER QUALIFIED Why? JD degree and teaching law courses

MASTERS QUALIFIED Why? Masters in Field
ACBSP Masters-Professional-Exception YOU MAKE THE CALL Degree: Juris Doctorate Masters - Accounting Teach: Tax and Managerial Accounting Documentation: CPA and 7 yrs practicing law MASTERS QUALIFIED Why? Masters in Field

ACBSP Masters-Professional-Exception YOU MAKE THE CALL Degree: Juris Doctorate MBA Teach: Tax and Managerial Accounting Documentation: CPA and 7 yrs practicing law Masters Out of Field Why? MBA not Masters of Accountancy with two or more of the five areas: CPA and work relevant experience; both must be documented

ACBSP Masters-Professional-Exception YOU MAKE THE CALL Degree: Juris Doctorate BS-Accounting Teach: Tax and Managerial Accounting Documentation: CPA and 7 yrs practicing law Professionally Qualified: Why? BS in field with two or more of the five areas: CPA and work relevant experience; both must be documented

TABLE II FTE – CALCULATIONS
ACBSP TABLE II FTE – CALCULATIONS At least 50% of the full-time equivalent (FTE) faculty should hold either a masters and/or doctorate degree At least 90% of the full-time equivalent (FTE) faculty should hold either a masters, doctorate or be professionally qualified Exceptions should not exceed 10%

Tables II FTE- Calculations
ACBSP Tables II FTE- Calculations

Tables II FTE-Composition
ACBSP Tables II FTE-Composition

ACBSP Curriculum Any revisions to existing programs, new programs or terminated programs? Comply with the 25% Standards on Professional Component, General Education, and Business Major?

Table IV –Curriculum Summary

ACBSP Organization Has the organizational structure or administrative personnel within the business unit changed?

ACBSP Organization Has any new sites (off-campus or on campus) offerings or portions of accredited business programs been added since the last QA Report?

Conditions, Notes, Recommendations
ACBSP Conditions, Notes, Recommendations If granted conditional accreditation or granted full accreditation with notes/recommendations, or issue note on previous QA. Address each condition/note/recommendation Provide the necessary documentation/evidence.

Performance Results How do you react when you hear “performance results” or “outcomes assessment”?

Let’s start with the facts.
ACBSP Let’s start with the facts. Outcomes Assessment.

? Why Outcomes? Help indicate the effectiveness of your programs.
ACBSP Why Outcomes? Help indicate the effectiveness of your programs. Help to improve/enhance your programs. Provide documentation/ evidence ?

Characteristics of Performance Measures
ACBSP Characteristics of Performance Measures Have a foundation in the institution’s mission, goals, and objectives. Have support and collaboration of faculty and administration.

Characteristics of Performance Measures
ACBSP Characteristics of Performance Measures Involve systematic use of quantitative and qualitative measures. Involve realistic goals and timetable, and supported by appropriate investment.

One size doesn’t fit all!
ACBSP One size doesn’t fit all! No right or wrong measure or outcome! What is appropriate for your program(s)? Important: Use results to make improvements!

The 5 Performance Areas Student learning results
ACBSP The 5 Performance Areas Student learning results Student/stakeholder focused results Budgetary, finance, market performance Faculty/staff focused results Organizational effectiveness results

Six Items to Report on for Each Indicator in Each Area
ACBSP Six Items to Report on for Each Indicator in Each Area Performance measure (define) Description of measurement instrument Areas of success Analysis and action taken Results of action taken (occurs in following year) Graph of trends

Student Learning Results
ACBSP Student Learning Results Measures a specific competency attainment.

ACBSP Student Learning Results Examples: Capstone performance Third-party examinations Faculty-designed examinations Professional performance Licensure examinations

Student/Stakeholder Focused Results
ACBSP Student/Stakeholder Focused Results Examines how well your organization satisfies students and stakeholders key needs and expectations.

ACBSP Student/Stakeholder Focused Results Examples: Satisfaction/dissatisfaction of current and past students and key stakeholders Perceived value, loyalty, persistence Other aspects of relationship building

Budgetary, Financial, and Market
ACBSP Budgetary, Financial, and Market Examines (1) management and use of financial resources and (2) market challenges and opportunities.

ACBSP Budgetary, Financial, and Market Examples: Expenditures per student, Program expenditures as a % of budget Annual business unit budget increases or decreases Enrollment increase or decrease Transfer in or out of students Student credit hour production

Faculty and Staff Focused Results
ACBSP Faculty and Staff Focused Results Faculty and staff-focused results examine how well the organization creates and maintains a positive, productive, learning-centered work environment for business faculty and staff.

ACBSP Faculty and Staff Focused Results Examples: Satisfaction or dissatisfaction of faculty and staff Positive, productive, and learning-centered environment Safety Absenteeism turnover Complaints

Organizational Effectiveness Results
ACBSP Organizational Effectiveness Results Organizational effectiveness results examine attainment of organizational goals.

ACBSP Organizational Effectiveness Results Examples: Improvement in safety Hiring equity Increased use of web-based technologies Use of facilities by community organizations Contributions to the community, or partnerships

Let’s Take a Closer Look at the Report Sections
ACBSP Let’s Take a Closer Look at the Report Sections For each section let’s see how to response to each of the 6 parts! Performance measure (define) Description of measurement instrument Areas of Success Analysis and action taken Results of action taken (occurs in following year) Graph of trends

ACBSP Student Learning Results Let’s start with student learning results which measure a specific competency attainment.

Analysis of Results Performance Measure (Competency)
Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph)

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college. College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college. College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students. For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college. College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students. For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area. Since no deficiencies were noted, the department will continue to monitor the annual results in this area and take appropriate action when deemed necessary.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college. College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students. For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area. Since no deficiencies were noted, the department will continue to monitor the annual results in this area and take appropriate action when deemed necessary. None required- will continue to monitor the success rates.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college. College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students. For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area. Since no deficiencies were noted, the department will continue to monitor the annual results in this area and take appropriate action when deemed necessary. None required- will continue to monitor the success rates. Accounting students will demonstrate proficiency in the use of computer spreadsheets and integrated accounting systems.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college. College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students. For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area. Since no deficiencies were noted, the department will continue to monitor the annual results in this area and take appropriate action when deemed necessary. None required- will continue to monitor the success rates. Accounting students will demonstrate proficiency in the use of computer spreadsheets and integrated accounting systems. Success is based on pass rates in ACC 245 and ACC 246 each term. Initial goal is that 70% of accounting students will meet the standard.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college. College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students. For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area. Since no deficiencies were noted, the department will continue to monitor the annual results in this area and take appropriate action when deemed necessary. None required- will continue to monitor the success rates. Accounting students will demonstrate proficiency in the use of computer spreadsheets and integrated accounting systems. Success is based on pass rates in ACC 245 and ACC 246 each term. Initial goal is that 70% of accounting students will meet the standard. For the past three semesters, the standard was met. Overall, 90% of the 99 students enrolled in both courses met the standard.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college. College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students. For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area. Since no deficiencies were noted, the department will continue to monitor the annual results in this area and take appropriate action when deemed necessary. None required- will continue to monitor the success rates. Accounting students will demonstrate proficiency in the use of computer spreadsheets and integrated accounting systems. Success is based on pass rates in ACC 245 and ACC 246 each term. Initial goal is that 70% of accounting students will meet the standard. For the past three semesters, the standard was met. Overall, 90% of the 99 students enrolled in both courses met the standard. Since the standard was successfully met, it will be increased to 75% for the 2006.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 80% of all business students will demonstrate proficiency in the General Education Core competencies established by the college. College’s annual measurement instrument of General Education Core competencies. Success is based on pass rates for all general education courses taken by students. For the past three years the business students have exceeded the benchmark. In addition, the business students have exceeded the college’s benchmark in this area. Since no deficiencies were noted, the department will continue to monitor the annual results in this area and take appropriate action when deemed necessary. None required- will continue to monitor the success rates. Accounting students will demonstrate proficiency in the use of computer spreadsheets and integrated accounting systems. Success is based on pass rates in ACC 245 and ACC 246 each term. Initial goal is that 70% of accounting students will meet the standard. For the past three semesters, the standard was met. Overall, 90% of the 99 students enrolled in both courses met the standard. Since the standard was successfully met, it will be increased to 75% for the 2006. Will continue to monitor the success rates and determine if any corrective action is required in the future.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate knowledge of the accounting cycle.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate knowledge of the accounting cycle. Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate knowledge of the accounting cycle. Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard. For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate knowledge of the accounting cycle. Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard. For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard. Although overall the standard was met, on a semester- by- semester basis, Fall 2005 resulted in only a 50% success rate. This was mainly due to the fact that several students did not fully complete the case and therefore skewed the results.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate knowledge of the accounting cycle. Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard. For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard. Although overall the standard was met, on a semester- by- semester basis, Fall 2005 resulted in only a 50% success rate. This was mainly due to the fact that several students did not fully complete the case and therefore skewed the results. The department chair is investigating why the completion rate was so low in the fall. He will meet with the instructors to determine what can be done in the future to ensure students complete the assignment. The department will continue to collect the data and track the results.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate knowledge of the accounting cycle. Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard. For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard. Although overall the standard was met, on a semester- by- semester basis, Fall 2005 resulted in only a 50% success rate. This was mainly due to the fact that several students did not fully complete the case and therefore skewed the results. The department chair is investigating why the completion rate was so low in the fall. He will meet with the instructors to determine what can be done in the future to ensure students complete the assignment. The department will continue to collect the data and track the results. Accounting students will demonstrate effective business communication skills.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate knowledge of the accounting cycle. Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard. For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard. Although overall the standard was met, on a semester- by- semester basis, Fall 2005 resulted in only a 50% success rate. This was mainly due to the fact that several students did not fully complete the case and therefore skewed the results. The department chair is investigating why the completion rate was so low in the fall. He will meet with the instructors to determine what can be done in the future to ensure students complete the assignment. The department will continue to collect the data and track the results. Accounting students will demonstrate effective business communication skills. Success is based on the pass rate of accounting students enrolled in BUS 130. The goal is 80% of the students will meet this standard.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate knowledge of the accounting cycle. Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard. For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard. Although overall the standard was met, on a semester- by- semester basis, Fall 2005 resulted in only a 50% success rate. This was mainly due to the fact that several students did not fully complete the case and therefore skewed the results. The department chair is investigating why the completion rate was so low in the fall. He will meet with the instructors to determine what can be done in the future to ensure students complete the assignment. The department will continue to collect the data and track the results. Accounting students will demonstrate effective business communication skills. Success is based on the pass rate of accounting students enrolled in BUS 130. The goal is 80% of the students will meet this standard. For the past three terms, 98% of 48 accounting students enrolled in BUS 130 met the standard.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate knowledge of the accounting cycle. Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard. For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard. Although overall the standard was met, on a semester- by- semester basis, Fall 2005 resulted in only a 50% success rate. This was mainly due to the fact that several students did not fully complete the case and therefore skewed the results. The department chair is investigating why the completion rate was so low in the fall. He will meet with the instructors to determine what can be done in the future to ensure students complete the assignment. The department will continue to collect the data and track the results. Accounting students will demonstrate effective business communication skills. Success is based on the pass rate of accounting students enrolled in BUS 130. The goal is 80% of the students will meet this standard. For the past three terms, 98% of 48 accounting students enrolled in BUS 130 met the standard. Further analysis revealed that not only was the standard met overall, it was met each term as well.

Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate knowledge of the accounting cycle. Success is based on a grade of 70 or better on an accounting case completed by each student enrolled in ACC 201. The goal is 80% of the students will meet this standard. For the past three semesters, the standard was met. Overall, 80% of the 61 enrolled students in ACC 201 courses met the standard. Although overall the standard was met, on a semester- by- semester basis, Fall 2005 resulted in only a 50% success rate. This was mainly due to the fact that several students did not fully complete the case and therefore skewed the results. The department chair is investigating why the completion rate was so low in the fall. He will meet with the instructors to determine what can be done in the future to ensure students complete the assignment. The department will continue to collect the data and track the results. Accounting students will demonstrate effective business communication skills. Success is based on the pass rate of accounting students enrolled in BUS 130. The goal is 80% of the students will meet this standard. For the past three terms, 98% of 48 accounting students enrolled in BUS 130 met the standard. Further analysis revealed that not only was the standard met overall, it was met each term as well. Will continue to monitor the success rates and determine if any corrective action is required in the future.

Performance Measure (Competency) Description of Measurement Instrument
Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements. Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements. Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater. For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements. Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater. For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better. Overall the benchmark was not met. However in two of the terms that rate was 100% and 78%. Analysis revealed that 85% of the underachieving students were enrolled in a class taught by an adjunct instructor during spring, As a result, additional training will be provided to instructors who teach ACC 202 .

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements. Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater. For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better. Overall the benchmark was not met. However in two of the terms that rate was 100% and 78%. Analysis revealed that 85% of the underachieving students were enrolled in a class taught by an adjunct instructor during spring, As a result, additional training will be provided to instructors who teach ACC 202 . The results in the next terms will be closely monitored to see if improvement has been made.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements. Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater. For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better. Overall the benchmark was not met. However in two of the terms that rate was 100% and 78%. Analysis revealed that 85% of the underachieving students were enrolled in a class taught by an adjunct instructor during spring, As a result, additional training will be provided to instructors who teach ACC 202 . The results in the next terms will be closely monitored to see if improvement has been made. Accounting students will demonstrate knowledge of how management uses information from the accounting system to aid in operating the business enterprise.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements. Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater. For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better. Overall the benchmark was not met. However in two of the terms that rate was 100% and 78%. Analysis revealed that 85% of the underachieving students were enrolled in a class taught by an adjunct instructor during spring, As a result, additional training will be provided to instructors who teach ACC 202 . The results in the next terms will be closely monitored to see if improvement has been made. Accounting students will demonstrate knowledge of how management uses information from the accounting system to aid in operating the business enterprise. Success is based on the successful completion of a comprehensive management accounting problem set by students enrolled in ACC 115. The goal is 80% of the students will successfully complete the problem set with a score of 70% or greater.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements. Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater. For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better. Overall the benchmark was not met. However in two of the terms that rate was 100% and 78%. Analysis revealed that 85% of the underachieving students were enrolled in a class taught by an adjunct instructor during spring, As a result, additional training will be provided to instructors who teach ACC 202 . The results in the next terms will be closely monitored to see if improvement has been made. Accounting students will demonstrate knowledge of how management uses information from the accounting system to aid in operating the business enterprise. Success is based on the successful completion of a comprehensive management accounting problem set by students enrolled in ACC 115. The goal is 80% of the students will successfully complete the problem set with a score of 70% or greater. For the past two terms, 79% of the 42 students completing ACC 115 achieved a score of 70% or better.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements. Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater. For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better. Overall the benchmark was not met. However in two of the terms that rate was 100% and 78%. Analysis revealed that 85% of the underachieving students were enrolled in a class taught by an adjunct instructor during spring, As a result, additional training will be provided to instructors who teach ACC 202 . The results in the next terms will be closely monitored to see if improvement has been made. Accounting students will demonstrate knowledge of how management uses information from the accounting system to aid in operating the business enterprise. Success is based on the successful completion of a comprehensive management accounting problem set by students enrolled in ACC 115. The goal is 80% of the students will successfully complete the problem set with a score of 70% or greater. For the past two terms, 79% of the 42 students completing ACC 115 achieved a score of 70% or better. Although overall the benchmark was missed by 1%. Further analysis revealed that in the spring, the success rate was 66% and in the fall it was 90%. Changes were made in the fall to the excel format of the problem set which may explain the increase in success rate. Note: Course was not offered in summer 2005.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Accounting students will demonstrate the understanding of the components and inter-relationships of financial statements. Success is based on the successful completion of a case study completed by students enrolled on ACC 202. The goal is 80% of the students will complete the case study with a score of 70% or greater. For the past three terms, 73% of the 26 students completing ACC 202 achieved a score of 70% or better. Overall the benchmark was not met. However in two of the terms that rate was 100% and 78%. Analysis revealed that 85% of the underachieving students were enrolled in a class taught by an adjunct instructor during spring, As a result, additional training will be provided to instructors who teach ACC 202 . The results in the next terms will be closely monitored to see if improvement has been made. Accounting students will demonstrate knowledge of how management uses information from the accounting system to aid in operating the business enterprise. Success is based on the successful completion of a comprehensive management accounting problem set by students enrolled in ACC 115. The goal is 80% of the students will successfully complete the problem set with a score of 70% or greater. For the past two terms, 79% of the 42 students completing ACC 115 achieved a score of 70% or better. Although overall the benchmark was missed by 1%. Further analysis revealed that in the spring, the success rate was 66% and in the fall it was 90%. Changes were made in the fall to the excel format of the problem set which may explain the increase in success rate. Note: Course was not offered in summer 2005. Will continue to monitor the success rates to determine if the changes made in the format will result in continued success.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses. Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses. Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam. In the areas of manage-ment and marketing, the standard was not only met but exceeded.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses. Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam. In the areas of manage-ment and marketing, the standard was not only met but exceeded. In the area of accounting neither ACC 111 nor ACC 101 results met or exceeded the standard. At the end of each year, the exams were reviewed to determine which areas the students were having difficultly. A faculty member has been charged with the task of compiling the data results and identity which learning objectives need additional attention.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses. Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam. In the areas of manage-ment and marketing, the standard was not only met but exceeded. In the area of accounting neither ACC 111 nor ACC 101 results met or exceeded the standard. At the end of each year, the exams were reviewed to determine which areas the students were having difficultly. A faculty member has been charged with the task of compiling the data results and identity which learning objectives need additional attention. Once the areas have been identified, teaching methodology will be reviewed. In addition, trends for each faculty member will be reviewed and discussed with the faculty member. Will continue to monitor the success rates to determine if the changes made in the format will result in continued success.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses. Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam. In the areas of manage-ment and marketing, the standard was not only met but exceeded. In the area of accounting neither ACC 111 nor ACC 101 results met or exceeded the standard. At the end of each year, the exams were reviewed to determine which areas the students were having difficultly. A faculty member has been charged with the task of compiling the data results and identity which learning objectives need additional attention. Once the areas have been identified, teaching methodology will be reviewed. In addition, trends for each faculty member will be reviewed and discussed with the faculty member. Will continue to monitor the success rates to determine if the changes made in the format will result in continued success. Management and marketing students will be able to communicate effectively through active listening and in written and/or oral communications.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses. Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam. In the areas of manage-ment and marketing, the standard was not only met but exceeded. In the area of accounting neither ACC 111 nor ACC 101 results met or exceeded the standard. At the end of each year, the exams were reviewed to determine which areas the students were having difficultly. A faculty member has been charged with the task of compiling the data results and identity which learning objectives need additional attention. Once the areas have been identified, teaching methodology will be reviewed. In addition, trends for each faculty member will be reviewed and discussed with the faculty member. Will continue to monitor the success rates to determine if the changes made in the format will result in continued success. Management and marketing students will be able to communicate effectively through active listening and in written and/or oral communications. Success is based on management and marketing students, who are enrolled in BUS 130, successfully completing a business résumé, portfolio and presentation. The goal is 80% of the students will achieve a score of 80% or higher on each element.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses. Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam. In the areas of manage-ment and marketing, the standard was not only met but exceeded. In the area of accounting neither ACC 111 nor ACC 101 results met or exceeded the standard. At the end of each year, the exams were reviewed to determine which areas the students were having difficultly. A faculty member has been charged with the task of compiling the data results and identity which learning objectives need additional attention. Once the areas have been identified, teaching methodology will be reviewed. In addition, trends for each faculty member will be reviewed and discussed with the faculty member. Will continue to monitor the success rates to determine if the changes made in the format will result in continued success. Management and marketing students will be able to communicate effectively through active listening and in written and/or oral communications. Success is based on management and marketing students, who are enrolled in BUS 130, successfully completing a business résumé, portfolio and presentation. The goal is 80% of the students will achieve a score of 80% or higher on each element. The standard was partially met. In the area of the of a business résumé, the students consistently exceeded the 80% benchmark.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses. Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam. In the areas of manage-ment and marketing, the standard was not only met but exceeded. In the area of accounting neither ACC 111 nor ACC 101 results met or exceeded the standard. At the end of each year, the exams were reviewed to determine which areas the students were having difficultly. A faculty member has been charged with the task of compiling the data results and identity which learning objectives need additional attention. Once the areas have been identified, teaching methodology will be reviewed. In addition, trends for each faculty member will be reviewed and discussed with the faculty member. Will continue to monitor the success rates to determine if the changes made in the format will result in continued success. Management and marketing students will be able to communicate effectively through active listening and in written and/or oral communications. Success is based on management and marketing students, who are enrolled in BUS 130, successfully completing a business résumé, portfolio and presentation. The goal is 80% of the students will achieve a score of 80% or higher on each element. The standard was partially met. In the area of the of a business résumé, the students consistently exceeded the 80% benchmark. In the other two areas, writing portfolio and presentation, the students did not meet the standard. Between the academic year, the department changed the prerequisite for BUS 130 from ENG 100 to ENG 101. Instructors teaching Bus 130 will meet to determine what can be done to improve the scores on the presentation component.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Students will demonstrate overall knowledge of the learning objectives for introductory accounting, management, and marketing courses. Success is based on the grades achieved on the standardized department final exams administered in all ACC 111, ACC 101, MGT 101 and MKT 101 classes each term. The goal is 75% of the students will pass the exam. In the areas of manage-ment and marketing, the standard was not only met but exceeded. In the area of accounting neither ACC 111 nor ACC 101 results met or exceeded the standard. At the end of each year, the exams were reviewed to determine which areas the students were having difficultly. A faculty member has been charged with the task of compiling the data results and identity which learning objectives need additional attention. Once the areas have been identified, teaching methodology will be reviewed. In addition, trends for each faculty member will be reviewed and discussed with the faculty member. Will continue to monitor the success rates to determine if the changes made in the format will result in continued success. Management and marketing students will be able to communicate effectively through active listening and in written and/or oral communications. Success is based on management and marketing students, who are enrolled in BUS 130, successfully completing a business résumé, portfolio and presentation. The goal is 80% of the students will achieve a score of 80% or higher on each element. The standard was partially met. In the area of the of a business résumé, the students consistently exceeded the 80% benchmark. In the other two areas, writing portfolio and presentation, the students did not meet the standard. Between the academic year, the department changed the prerequisite for BUS 130 from ENG 100 to ENG 101. Instructor teaching Bus 130 will meet to determine what can be done to improve the scores on the presentation component. There was marked improvement in the writing portfolios as a result of this change. However, it is still below the 80% goal. Instructors teaching BUS 130 will meet to determine what additional learning resources can be offered to the students.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the physical market place.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the physical market place. Success is determined by students enrolled in MKT 260 successfully completing a short-term marketing plan. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the plan.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the physical market place. Success is determined by students enrolled in MKT 260 successfully completing a short-term marketing plan. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the plan. Data collection was started in The results and analysis will be included on the next report.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the physical market place. Success is determined by students enrolled in MKT 260 successfully completing a short-term marketing plan. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the plan. Data collection was started in The results and analysis will be included on the next report. Not applicable

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the physical market place. Success is determined by students enrolled in MKT 260 successfully completing a short-term marketing plan. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the plan. Data collection was started in The results and analysis will be included on the next report. Not applicable Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the cyber market place.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the physical market place. Success is determined by students enrolled in MKT 260 successfully completing a short-term marketing plan. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the plan. Data collection was started in The results and analysis will be included on the next report. Not applicable Marketing students will demonstrate knowledge and application of various marketing principles and strategies as applied to the cyber market place. Success is determined by students enrolled in MKT 270 successfully completing an on-line market research project. The goal is 80% of the students completing the plan will achieve a score of 80% or higher on the project.

ACBSP Student/Stakeholder Focused Results Next, let’s look at student/stakeholder focused results which examines how well your organization satisfies students and stakeholders key needs and expectations.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 90% of surveyed employers of MTC accounting degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 90% of surveyed employers of MTC accounting degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills. Survey of employers of recent MTC accounting degree graduates.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 90% of surveyed employers of MTC accounting degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills. Survey of employers of recent MTC accounting degree graduates. Survey results: 100% of employers of accounting graduates who responded to the survey reported graduates were average or above average in all four areas of proficiency.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 90% of surveyed employers of MTC accounting degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills. Survey of employers of recent MTC accounting degree graduates. Survey results: 100% of employers of accounting graduates who responded to the survey reported graduates were average or above average in all four areas of proficiency. Although the benchmark was achieved, the area that received the largest “average” rating (business knowledge) was reviewed in order to determine if anything could be done to improve the performance outcome. BUS 101 was added as a prerequisite to BUS 121 in order to help accounting student gain a better understanding of general business. The department will determine if this action has a positive impact on the survey to be administered in

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 90% of surveyed employers of MTC accounting degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills. Survey of employers of recent MTC accounting degree graduates. Survey results: 100% of employers of accounting graduates who responded to the survey reported graduates were average or above average in all four areas of proficiency. Although the benchmark was achieved, the area that received the largest “average” rating (business knowledge) was reviewed in order to determine if anything could be done to improve the performance outcome. BUS 101 was added as a prerequisite to BUS 121 in order to help accounting student gain a better understanding of general business. The department will determine if this action has a positive impact on the survey to be administered in Subsequent surveys are scheduled to be conducted in in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 90% of surveyed employers of MTC accounting degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills. Survey of employers of recent MTC accounting degree graduates. Survey results: 100% of employers of accounting graduates who responded to the survey reported graduates were average or above average in all four areas of proficiency. Although the benchmark was achieved, the area that received the largest “average” rating (business knowledge) was reviewed in order to determine if anything could be done to improve the performance outcome. BUS 101 was added as a prerequisite to BUS 121 in order to help accounting student gain a better understanding of general business. The department will determine if this action has a positive impact on the survey to be administered in Subsequent surveys are scheduled to be conducted in in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed. Proficiency: #1: Skills in Accounting Processing #2: Knowledge of GAAP #3: Use of Computerized Accounting Systems #4: General Business Knowledge

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills. Survey of employers of recent MTC management and marketing degree graduates.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills. Survey of employers of recent MTC management and marketing degree graduates. Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills. Survey of employers of recent MTC management and marketing degree graduates. Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency. The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/ MKT Techniques and General Business Knowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills. Survey of employers of recent MTC management and marketing degree graduates. Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency. The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/ MKT Techniques and General Business Knowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in Subsequent surveys are scheduled to be conducted in in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills. Survey of employers of recent MTC management and marketing degree graduates. Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency. The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/ MKT Techniques and General Business Knowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in Subsequent surveys are scheduled to be conducted in in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed. Proficiency: #1: Technical Skills related to specific jobs #2: Knowledge of MGT/MKT Techniques #3: General Business Knowledge #4: Skills Related to Other Specific Jobs

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills. Survey of employers of recent MTC management and marketing degree graduates. Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency. The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/ MKT Techniques and General Business Knowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in Subsequent surveys are scheduled to be conducted in in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed. Proficiency: #1: Technical Skills related to specific jobs #2: Knowledge of MGT/MKT Techniques #3: General Business Knowledge #4: Skills Related to Other Specific Jobs 90% of MTC Business Advisory Committee members will report that they “agree” or “strongly agree” to active participation in various areas.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills. Survey of employers of recent MTC management and marketing degree graduates. Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency. The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/ MKT Techniques and General Business Knowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in Subsequent surveys are scheduled to be conducted in in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed. Proficiency: #1: Technical Skills related to specific jobs #2: Knowledge of MGT/MKT Techniques #3: General Business Knowledge #4: Skills Related to Other Specific Jobs 90% of MTC Business Advisory Committee members will report that they “agree” or “strongly agree” to active participation in various areas. Survey of Business Advisory Committee members.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills. Survey of employers of recent MTC management and marketing degree graduates. Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency. The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/ MKT Techniques and General Business Knowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in Subsequent surveys are scheduled to be conducted in in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed. Proficiency: #1: Technical Skills related to specific jobs #2: Knowledge of MGT/MKT Techniques #3: General Business Knowledge #4: Skills Related to Other Specific Jobs 90% of MTC Business Advisory Committee members will report that they “agree” or “strongly agree” to active participation in various areas. Survey of Business Advisory Committee members. In the 5 of the 9 areas surveyed, 90% or more of the committee members reported “agree” or “strongly agree”. In 2005, 0% of committee members responded “disagree” to in any of the nine areas.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills. Survey of employers of recent MTC management and marketing degree graduates. Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency. The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/ MKT Techniques and General Business Knowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in Subsequent surveys are scheduled to be conducted in in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed. Proficiency: #1: Technical Skills related to specific jobs #2: Knowledge of MGT/MKT Techniques #3: General Business Knowledge #4: Skills Related to Other Specific Jobs 90% of MTC Business Advisory Committee members will report that they “agree” or “strongly agree” to active participation in various areas. Survey of Business Advisory Committee members. In the 5 of the 9 areas surveyed, 90% or more of the committee members reported “agree” or “strongly agree”. In 2005, 0% of committee members responded “disagree” to in any of the nine areas. In 2002, three areas received 25% or less of the members “disagree”. These areas included assist in promoting community awareness, job placement and recruitment of faculty. Efforts were made to include members in these activities as appropriate.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 90% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills. Survey of employers of recent MTC management and marketing degree graduates. Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency. The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/ MKT Techniques and General Business Knowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in Subsequent surveys are scheduled to be conducted in in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed. Proficiency: #1: Technical Skills related to specific jobs #2: Knowledge of MGT/MKT Techniques #3: General Business Knowledge #4: Skills Related to Other Specific Jobs 90% of MTC Business Advisory Committee members will report that they “agree” or “strongly agree” to active participation in various areas. including review Survey of Business Advisory Committee members. In the 5 of the 9 areas surveyed, 90% or more of the committee members reported “agree” or “strongly agree”. In 2005, 0% of committee members responded “disagree” to in any of the nine areas. In 2002, three areas received 25% or less of the members “disagree”. These areas included assist in promoting community awareness, job placement and recruitment of faculty. Efforts were made to include members in these activities as appropriate. 14% of members responded “disagree” in 1 area. We have not reached the target of 90% agree or strongly agree in all areas. This is mainly due to the reporting of “N/A” in several areas. A task force is investigating ways to improve understanding of duties.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 100% of surveyed employers of MTC management and marketing degree graduates will report that graduates demonstrate proficiency in the program-related entry-level skills. Survey of employers of recent MTC management and marketing degree graduates. Survey results: 100% of employers of management and marketing graduates who responded to the survey reported graduates were average or above average in 2 of the 4 areas of proficiency. The two areas that graduates did not receive 100% satisfaction on (Knowledge of MGT/ MKT Techniques and General Business Knowledge) were investigated. Additional emphasis was added to these items in courses MGT 101 and MKT 101. The department’s exit exams for these two courses reflect the expanded coverage in these areas. The department will determine if this action has a positive impact on the survey to be administered in Subsequent surveys are scheduled to be conducted in in conjunction with the department’s 5-year program review cycle. The possibility of increasing the measurement to 95% will be discussed. Proficiency: #1: Technical Skills related to specific jobs #2: Knowledge of MGT/MKT Techniques #3: General Business Knowledge #4: Skills Related to Other Specific Jobs 90% of MTC Business Advisory Committee members will report that they “agree” or “strongly agree” to active participation in various areas. Survey of Business Advisory Committee members. In the 5 of the 9 areas surveyed, 90% or more of the committee members reported “agree” or “strongly agree”. In 2005, 0% of committee members responded “disagree” to in any of the nine areas. In 2002, three areas received 25% or less of the members “disagree”. These areas included assist in promoting community awareness, job placement and recruitment of faculty. Efforts were made to include members in these activities as appropriate. 14% of members responded “disagree” in 1 area. We have not reached the target of 90% agree or strongly agree in all areas. This is mainly due to the reporting of “N/A” in several areas. A task force is investigating ways to improve understanding of duties.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) At least 90 percent of graduates will express satisfaction with their overall academic program.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) At least 90 percent of graduates will express satisfaction with their overall academic program. Alumni survey of accounting graduates and management and marketing graduates.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) At least 90 percent of graduates will express satisfaction with their overall academic program. Alumni survey of accounting graduates and management and marketing graduates. 94.7 percent of the accounting degree alumni respondents were satisfied with each of the four categories surveyed as well as in the overall academic program. 92.3% percent of the management and marketing graduates were satisfied with the overall academic program. These results exceeded the benchmark of 90%.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) At least 90 percent of graduates will express satisfaction with their overall academic program. Alumni survey of accounting graduates and management and marketing graduates. 94.7 percent of the accounting degree alumni respondents were satisfied with each of the four categories surveyed as well as in the overall academic program. 92.3% percent of the management and marketing graduates were satisfied with the overall academic program. These results exceeded the benchmark of 90%. Although the benchmark was exceeded, analysis of each of the four areas revealed that MKT and MGT graduates reported below 90% satisfaction (84.9%) in two areas: General education in program of study and instruction in your general education program. These fall outside of the business department area. Therefore, the department is working with the college to address the satisfaction rating of below 90% in these areas. We have increased our efforts in communicating with students about the availability of math and English tutors, writing labs and student success centers. Also, we are comparing the alumni results with the currently enrolled students’ responses to a similar survey.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) At least 90 percent of graduates will express satisfaction with their overall academic program. Alumni survey of accounting graduates and management and marketing graduates. 94.7 percent of the accounting degree alumni respondents were satisfied with each of the four categories surveyed as well as in the overall academic program. 92.3% percent of the management and marketing graduates were satisfied with the overall academic program. These results exceeded the benchmark of 90%. Although the benchmark was exceeded, analysis of each of the four areas revealed that MKT and MGT graduates reported below 90% satisfaction (84.9%) in two areas: General education in program of study and instruction in your general education program. These fall outside of the business department area. Therefore, the department is working with the college to address the satisfaction rating of below 90% in these areas. We have increased our efforts in communicating with students about the availability of math and English tutors, writing labs and student success centers. Also, we are comparing the alumni results with the currently enrolled students’ responses to a similar survey. Subsequent surveys are scheduled to be conducted in in conjunction with the department’s 5-year program review cycle.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) At least 90 percent of graduates will express satisfaction with their overall academic program. Alumni survey of accounting graduates and management and marketing graduates. 94.7 percent of the accounting degree alumni respondents were satisfied with each of the four categories surveyed as well as in the overall academic program. 92.3% percent of the management and marketing graduates were satisfied with the overall academic program. These results exceeded the benchmark of 90%. Although the benchmark was exceeded, analysis of each of the four areas revealed that MKT and MGT graduates reported below 90% satisfaction (84.9%) in two areas: General education in program of study and instruction in your general education program. These fall outside of the business department area. Therefore, the department is working with the college to address the satisfaction rating of below 90% in these areas. We have increased our efforts in communicating with students about the availability of math and English tutors, writing labs and student success centers. Also, we are comparing the alumni results with the currently enrolled students’ responses to a similar survey. Subsequent surveys are scheduled to be conducted in in conjunction with the department’s 5-year program review cycle. #1: Major program of study #2: Instruction in major program of study #3: General education #4: Instruction in general education

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a placement rate of 75% or greater.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a placement rate of 75% or greater. Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a placement rate of 75% or greater. Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included. In the three years of data collected, the benchmark was exceeded once.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a placement rate of 75% or greater. Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included. In the three years of data collected, the benchmark was exceeded once. Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a placement rate of 75% or greater. Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included. In the three years of data collected, the benchmark was exceeded once. Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered. Starting in 2006, the Business Department is designing a form to be returned by graduates that will report their employment. This will be sent along with their graduation congratulation letter.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a placement rate of 75% or greater. Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included. In the three years of data collected, the benchmark was exceeded once. Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered. Starting in 2006, the Business Department is designing a form to be returned by graduates that will report their employment. This will be sent along with their graduation congratulation letter. Business courses evaluated by students will receive an overall 80% on the Student Evaluation of Instruction form.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a placement rate of 75% or greater. Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included. In the three years of data collected, the benchmark was exceeded once. Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered. Starting in 2006, the Business Department is designing a form to be returned by graduates that will report their employment. This will be sent along with their graduation congratulation letter. Business courses evaluated by students will receive an overall 80% on the Student Evaluation of Instruction form. Course evaluations are administered to all courses in the fall term. In the spring term, only instructors who are teaching courses that they did not teach in the fall have their instruction and course evaluated.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a placement rate of 75% or greater. Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included. In the three years of data collected, the benchmark was exceeded once. Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered. Starting in 2006, the Business Department is designing a form to be returned by graduates that will report their employment. This will be sent along with their graduation congratulation letter. Business courses evaluated by students will receive an overall 80% on the Student Evaluation of Instruction form. Course evaluations are administered to all courses in the fall term. In the spring term, only instructors who are teaching courses that they did not teach in the fall have their instruction and course evaluated. Over the past six terms all business courses (except in the area of Finance for two terms) exceeded the benchmark.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a placement rate of 75% or greater. Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included. In the three years of data collected, the benchmark was exceeded once. Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered. Starting in 2006, the Business Department is designing a form to be returned by graduates that will report their employment. This will be sent along with their graduation congratulation letter. Business courses evaluated by students will receive an overall 80% on the Student Evaluation of Instruction form. Course evaluations are administered to all courses in the fall term. In the spring term, only instructors who are teaching courses that they did not teach in the fall have their instruction and course evaluated. Over the past six terms all business courses (except in the area of Finance for two terms) exceeded the benchmark. The two terms that the overall finance courses received a below the benchmark of 80% was spring 2003 and spring Further analysis revealed that during both terms upper level finance courses were offered. Faculty were assigned to consider what actions can be taken in efforts to improve the course evaluations. The prerequisites to the courses will be reviewed.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a placement rate of 75% or greater. Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included. In the three years of data collected, the benchmark was exceeded once. Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered. Starting in 2006, the Business Department is designing a form to be returned by graduates that will report their employment. This will be sent along with their graduation congratulation letter. Business courses evaluated by students will receive an overall 80% on the Student Evaluation of Instruction form. Course evaluations are administered to all courses in the fall term. In the spring term, only instructors who are teaching courses that they did not teach in the fall have their instruction and course evaluated. Over the past six terms all business courses (except in the area of Finance for two terms) exceeded the benchmark. The two terms that the overall finance courses received a below the benchmark of 80% was spring 2003 and spring Further analysis revealed that during both terms upper level finance courses were offered. Faculty were assigned to consider what actions can be taken in efforts to improve the course evaluations. The prerequisites to the courses will be reviewed. Faculty suggested the adoption of new textbook for one of the finance courses. Subsequent evaluation will be needed to determine if this action has positively impacted the course outcome. In addition, student satisfaction ratings of alternate delivery courses as compared to tradition courses will be evaluated.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a placement rate of 75% or greater. Annual reporting of each year’s graduates as determined by the college. Graduate placement is based on the official data reported to SBTCE. Only graduates who are employed in jobs related to their degree or enrolled in an institution of higher education are included. In the three years of data collected, the benchmark was exceeded once. Although the number of graduates increased slightly during the data collection periods, the college was less successful in receiving verification from graduates about placement. Additional ways of securing this data is being considered. Starting in 2006, the Business Department is designing a form to be returned by graduates that will report their employment. This will be sent along with their graduation congratulation letter. Business courses evaluated by students will receive an overall 80% on the Student Evaluation of Instruction form. Course evaluations are administered to all courses in the fall term. In the spring term, only instructors who are teaching courses that they did not teach in the fall have their instruction and course evaluated. Over the past six terms all business courses (except in the area of Finance for two terms) exceeded the benchmark. The two terms that the overall finance courses received a below the benchmark of 80% was spring 2003 and spring Further analysis revealed that during both terms upper level finance courses were offered. Faculty were assigned to consider what actions can be taken in efforts to improve the course evaluations. The prerequisites to the courses will be reviewed. Faculty suggested the adoption of new textbook for one of the finance courses. Subsequent evaluation will be needed to determine if this action has positively impacted the course outcome. In addition, student satisfaction ratings of alternate delivery courses as compared to tradition courses will be evaluated. Note: The evaluation scale is from 1-5, with 5 the highest. 80% rating would be 4.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) At least 90 percent of currently enrolled students will express satisfaction with their overall academic program.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) At least 90 percent of currently enrolled students will express satisfaction with their overall academic program. Survey of accounting graduates and management and marketing students.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) At least 90 percent of currently enrolled students will express satisfaction with their overall academic program. Survey of accounting graduates and management and marketing students. At least 90.8% percent of the accounting degree student respondents were satisfied with each of the four categories surveyed as well as 93.4% satisfaction rate in the overall academic program. At least 85.2 % percent of the management and marketing students were satisfied with each of the four areas and 95.2 were satisfied with the overall academic program. These results exceeded the benchmark of 90%.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) At least 90 percent of currently enrolled students will express satisfaction with their overall academic program. Survey of accounting graduates and management and marketing students. At least 90.8% percent of the accounting degree student respondents were satisfied with each of the four categories surveyed as well as 93.4% satisfaction rate in the overall academic program. At least 85.2 % percent of the management and marketing students were satisfied with each of the four areas and 95.2 were satisfied with the overall academic program. These results exceeded the benchmark of 90%. Although the benchmark was exceeded, analysis of each of the four areas revealed that marketing and management graduates reported below 90% satisfaction (85.2%) in one area: General education in program of study. This falls outside of the business department area. Therefore the department is working with the college to address the satisfaction rating of below 90% in this area. We have increased our efforts in communicating with students about the availability of math and English tutors, writing labs and student success centers.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) At least 90 percent of currently enrolled students will express satisfaction with their overall academic program. Survey of accounting graduates and management and marketing students. At least 90.8% percent of the accounting degree student respondents were satisfied with each of the four categories surveyed as well as 93.4% satisfaction rate in the overall academic program. At least 85.2 % percent of the management and marketing students were satisfied with each of the four areas and 95.2 were satisfied with the overall academic program. These results exceeded the benchmark of 90%. Although the benchmark was exceeded, analysis of each of the four areas revealed that marketing and management graduates reported below 90% satisfaction (85.2%) in one area: General education in program of study. This falls outside of the business department area. Therefore the department is working with the college to address the satisfaction rating of below 90% in this area. We have increased our efforts in communicating with students about the availability of math and English tutors, writing labs and student success centers. Subsequent surveys are scheduled to be conducted in in conjunction with the department’s 5-year program review cycle.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) At least 90 percent of currently enrolled students will express satisfaction with their overall academic program. Survey of accounting graduates and management and marketing students. At least 90.8% percent of the accounting degree student respondents were satisfied with each of the four categories surveyed as well as 93.4% satisfaction rate in the overall academic program. At least 85.2 % percent of the management and marketing students were satisfied with each of the four areas and 95.2 were satisfied with the overall academic program. These results exceeded the benchmark of 90%. Although the benchmark was exceeded, analysis of each of the four areas revealed that marketing and management graduates reported below 90% satisfaction (85.2%) in one area: General education in program of study This falls outside of the business department area. Therefore the department is working with the college to address the satisfaction rating of below 90% in this area. We have increased our efforts in communicating with students about the availability of math and English tutors, writing labs and student success centers. Subsequent surveys are scheduled to be conducted in in conjunction with the department’s 5-year program review cycle. #1: Major program of study #2: Instruction in major program of study #3: General education #4: Instruction in general education

ACBSP Budgetary, Financial, and Market Let’s take a look at budgetary, financial, and market which examines (1) management and use of financial resources and (2) market challenges and opportunities.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The business department will be allocated sufficient college funds to carry out its mission and pursue its goals.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The business department will be allocated sufficient college funds to carry out its mission and pursue its goals. Annual budget-the amount of business department expenditures each academic year.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The business department will be allocated sufficient college funds to carry out its mission and pursue its goals. Annual budget-the amount of business department expenditures each academic year. The business department has received adequate operating funds each academic year for the past five years.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The business department will be allocated sufficient college funds to carry out its mission and pursue its goals. Annual budget-the amount of business department expenditures each academic year. The business department has received adequate operating funds each academic year for the past five years. Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55%

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The business department will be allocated sufficient college funds to carry out its mission and pursue its goals. Annual budget-the amount of business department expenditures each academic year. The business department has received adequate operating funds each academic year for the past five years. Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55% The amount of funds will be monitored closely. The current budget appears to be sufficient to achieve departmental goals.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The business department will be allocated sufficient college funds to carry out its mission and pursue its goals. Annual budget-the amount of business department expenditures each academic year. The business department has received adequate operating funds each academic year for the past five years. Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55% The amount of funds will be monitored closely. The current budget appears to be sufficient to achieve departmental goals. Spending per business student will be sufficient to provide the necessary services.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The business department will be allocated sufficient college funds to carry out its mission and pursue its goals. Annual budget-the amount of business department expenditures each academic year. The business department has received adequate operating funds each academic year for the past five years. Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55% The amount of funds will be monitored closely. The current budget appears to be sufficient to achieve departmental goals. Spending per business student will be sufficient to provide the necessary services. Annual budget-the expenditures per business student.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The business department will be allocated sufficient college funds to carry out its mission and pursue its goals. Annual budget-the amount of business department expenditures each academic year. The business department has received adequate operating funds each academic year for the past five years. Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55% The amount of funds will be monitored closely. The current budget appears to be sufficient to achieve departmental goals. Spending per business student will be sufficient to provide the necessary services. Annual budget-the expenditures per business student. Business department expenditures per student have steadily increased resulting in a positive upward trend.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The business department will be allocated sufficient college funds to carry out its mission and pursue its goals. Annual budget-the amount of business department expenditures each academic year. The business department has received adequate operating funds each academic year for the past five years. Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55% The amount of funds will be monitored closely. The current budget appears to be sufficient to achieve departmental goals. Spending per business student will be sufficient to provide the necessary services. Annual budget-the expenditures per business student. Business department expenditures per student have steadily increased resulting in a positive upward trend. Further analysis indicated that part of the increase is a result of the reduction in the enrollment of business students. However, if the expenditures per student is computed using the average five-year enrollment, a positive upward trend is still produced.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The business department will be allocated sufficient college funds to carry out its mission and pursue its goals. Annual budget-the amount of business department expenditures each academic year. The business department has received adequate operating funds each academic year for the past five years. Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55% The amount of funds will be monitored closely. The current budget appears to be sufficient to achieve departmental goals. Spending per business student will be sufficient to provide the necessary services. Annual budget-the expenditures per business student Business department expenditures per student have steadily increased resulting in a positive upward trend. Further analysis indicated that part of the increase is a result of the reduction in the enrollment of business students. However, if the expenditures per student is computed using the average five-year enrollment, a positive upward trend is still produced. The spending per student will be monitored closely. The current budget appears to be sufficient to achieve departmental goals.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The business department will be allocated sufficient college funds to carry out its mission and pursue its goals. Annual budget-the amount of business department expenditures each academic year. The business department has received adequate operating funds each academic year for the past five years. Further analysis indicated that not only did the department received adequate funds, but the expenditures increased steadily over the five years from $1,930,660 to $2,154,213; an increase of $223,553 or 11.55% The amount of funds will be monitored closely. The current budget appears to be sufficient to achieve departmental goals. Spending per business student will be sufficient to provide the necessary services. Annual budget-the expenditures per business student. Business department expenditures per student have steadily increased resulting in a positive upward trend. Further analysis indicated that part of the increase is a result of the reduction in the enrollment of business students. However, if the expenditures per student is computed using the average five-year enrollment, a positive upward trend is still produced. The spending per student will be monitored closely. The current budget appears to be sufficient to achieve departmental goals.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department will strive to increase program enrollment.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department will strive to increase program enrollment. The semester “Headcount by Program” report provided by the college’s Assessment, Research and Planning department.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department will strive to increase program enrollment. The semester “Headcount by Program” report provided by the college’s Assessment, Research and Planning department. After experiencing a slight decline, the 2004 to 2005 enrollment figures indicate a slight increase in enrollment for all programs which is in line with the college’s overall enrollment growth.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department will strive to increase program enrollment. The semester “Headcount by Program” report provided by the college’s Assessment, Research and Planning department. After experiencing a slight decline, the 2004 to 2005 enrollment figures indicate a slight increase in enrollment for all programs which is in line with the college’s overall enrollment growth. The department investigated the temporary decline in enrollment. The main factor for the decline in the years 2003 and 2004 was the introduction of the pre-business studies certificate. Prior to the certificate, the students would have been classified initially as ACC, MGT, or MKT students. Other factors include: current economic conditions that impact enrollment and that some of the business students are initially classified as career development students and are not switch over to business until a later date.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department will strive to increase program enrollment. The semester “Headcount by Program” report provided by the college’s Assessment, Research and Planning department. After experiencing a slight decline, the 2004 to 2005 enrollment figures indicate a slight increase in enrollment for all programs which is in line with the college’s overall enrollment growth. The department investigated the temporary decline in enrollment. The main factor for the decline in the years 2003 and 2004 was the introduction of the pre-business studies certificate. Prior to the certificate, the students would have been classified initially as ACC, MGT, or MKT students. Other factors include: current economic conditions that impact enrollment and that some of the business students are initially classified as career development students and are not switch over to business until a later date. Although the department can do little to overall economic conditions that effect enrollment, it can address the career development issue. The department is working with the Admissions Office to ensure that students who actually plan to take more than just a few courses for career development are correctly classified as business rather than career development.

ACBSP Faculty and Staff Focused Results Let’s look at faculty and staff-focused results which examine how well the organization creates and maintains a positive, productive, learning-centered work environment for business faculty and staff.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average. Completed Student Evaluation of Instruction Surveys administered annually each fall term.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average. Completed Student Evaluation of Instruction Surveys administered annually each fall term. For the past 6 years, the overall business faculty’s rating exceeded the college-wide average.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average. Completed Student Evaluation of Instruction Surveys administered annually each fall term. For the past 6 years, the overall business faculty’s rating exceeded the college-wide average. Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average. Completed Student Evaluation of Instruction Surveys administered annually each fall term. For the past 6 years, the overall business faculty’s rating exceeded the college-wide average. Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point. Since the overall business average consistently exceeded the benchmark, no action was taken at this time. However, the department will monitor closely the results of each evaluation and investigate any incidence when the rating for a program drops below the college-wide average.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average. Completed Student Evaluation of Instruction Surveys administered annually each fall term. For the past 6 years, the overall business faculty’s rating exceeded the college-wide average. Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point. Since the overall business average consistently exceeded the benchmark, no action was taken at this time. However, the department will monitor closely the results of each evaluation and investigate any incidence when the rating for a program drops below the college-wide average. The evaluation scale is from 1-5, with 5 the highest.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average. Completed Student Evaluation of Instruction Surveys administered annually each fall term. For the past 6 years, the overall business faculty’s rating exceeded the college-wide average. Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point. Since the overall business average consistently exceeded the benchmark, no action was taken at this time. However, the department will monitor closely the results of each evaluation and investigate any incidence when the rating for a program drops below the college-wide average. The evaluation scale is from 1-5, with 5 the highest. As part of its commitment to excellence and faculty and staff satisfaction, the Business Department will strive for a “no-turnover” in faculty and staff.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average. Completed Student Evaluation of Instruction Surveys administered annually each fall term. For the past 6 years, the overall business faculty’s rating exceeded the college-wide average. Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point. Since the overall business average consistently exceeded the benchmark, no action was taken at this time. However, the department will monitor closely the results of each evaluation and investigate any incidence when the rating for a program drops below the college-wide average. The evaluation scale is from 1-5, with 5 the highest. As part of its commitment to excellence and faculty and staff satisfaction, the Business Department will strive for a “no-turnover” in faculty and staff. Annual review of employment status of faculty and staff.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average. Completed Student Evaluation of Instruction Surveys administered annually each fall term. For the past 6 years, the overall business faculty’s rating exceeded the college-wide average. Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point. Since the overall business average consistently exceeded the benchmark, no action was taken at this time. However, the department will monitor closely the results of each evaluation and investigate any incidence when the rating for a program drops below the college-wide average. The evaluation scale is from 1-5, with 5 the highest. As part of its commitment to excellence and faculty and staff satisfaction, the Business Department will strive for a “no-turnover” in faculty and staff. Annual review of employment status of faculty and staff. In the last four years, there has been no turnover in personnel in the depart. Prior, the only turnover resulted from retirement of faculty and voluntary termination of a staff member for personal reasons.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average. Completed Student Evaluation of Instruction Surveys administered annually each fall term. For the past 6 years, the overall business faculty’s rating exceeded the college-wide average. Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point. Since the overall business average consistently exceeded the benchmark, no action was taken at this time. However, the department will monitor closely the results of each evaluation and investigate any incidence when the rating for a program drops below the college-wide average. The evaluation scale is from 1-5, with 5 the highest. As part of its commitment to excellence and faculty and staff satisfaction, the Business Department will strive for a “no-turnover” in faculty and staff. Annual review of employment status of faculty and staff. In the last four years, there has been no turnover in personnel in the depart. Prior, the only turnover resulted from retirement of faculty and voluntary termination of a staff member for personal reasons. The department will continue to monitor the activity in this area to determine the reason for any turnover.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Business faculty’s ratings from Student Evaluation of Instruction will equal or exceed the College’s average. Completed Student Evaluation of Instruction Surveys administered annually each fall term. For the past 6 years, the overall business faculty’s rating exceeded the college-wide average. Instructors are made aware of student comments from each evaluation period. Further analysis revealed that individual programs exceeded the college-wide average each year in all cases except for four. In two of the four cases, the difference was only .01 of a point. The remaining two times the largest variance was only .07 of a point. Since the overall business average consistently exceeded the benchmark, no action was taken at this time. However, the department will monitor closely the results of each evaluation and investigate any incidence when the rating for a program drops below the college-wide average. The evaluation scale is from 1-5, with 5 the highest. As part of its commitment to excellence and faculty and staff satisfaction, the Business Department will strive for a “no-turnover” in faculty and staff. Annual review of employment status of faculty and staff. In the last four years, there has been no turnover in personnel in the depart. Prior, the only turnover resulted from retirement of faculty and voluntary termination of a staff member for personal reasons. The department will continue to monitor the activity in this area to determine the reason for any turnover. Note: The department anticipates that four faculty will be retiring in year. All four faculty members have over 30 years of service each. Because of this, the department plans to administer it own employee satisfaction survey starting in 2006.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following yr) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following yr) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year. Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following yr) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year. Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument. Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following yr) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year. Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument. Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend. Although the benchmark was not achieved, the members who did participate in professional development activities averaged 3.14 activities each over the four year period. In some cases professional development activities were funded by grants through the college’s foundation which faculty members applied for.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following yr) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year. Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument. Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend. Although the benchmark was not achieved, the members who did participate in professional development activities averaged 3.14 activities each over the four year period. In some cases professional development activities were funded by grants through the college’s foundation which faculty members applied for. The department chair will encourage all faculty to apply for professional development grant funds as well as investigate the availability of local professional development activities.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following yr) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year. Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument. Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend. Although the benchmark was not achieved, the members who did participate in professional development activities averaged 3.14 activities each over the four year period. In some cases professional development activities were funded by grants through the college’s foundation which faculty members applied for. The department chair will encourage all faculty to apply for professional development grant funds as well as investigate the availability of local professional development activities. 100% of the Business Department’s faculty and staff will earn a minimum of “satisfactory” on their employee evaluation performance reports each year.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following yr) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year. Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument. Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend. Although the benchmark was not achieved, the members who did participate in professional development activities averaged 3.14 activities each over the four year period. In some cases professional development activities were funded by grants through the college’s foundation which faculty members applied for. The department chair will encourage all faculty to apply for professional development grant funds as well as investigate the availability of local professional development activities. 100% of the Business Department’s faculty and staff will earn a minimum of “satisfactory” on their employee evaluation performance reports each year. Annual FPMS and EPMS evaluation reports.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following yr) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year. Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument. Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend. Although the benchmark was not achieved, the members who did participate in professional development activities averaged 3.14 activities each over the four year period. In some cases professional development activities were funded by grants through the college’s foundation which faculty members applied for. The department chair will encourage all faculty to apply for professional development grant funds as well as investigate the availability of local professional development activities. 100% of the Business Department’s faculty and staff will earn a minimum of “satisfactory” on their employee evaluation performance reports each year. Annual FPMS and EPMS evaluation reports. For the past five years 100% of the business faculty and staff received a minimum of “satisfactory”. In addition 69% earned an “exceeds” rating which surpasses the benchmark set.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following yr) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year. Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument. Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend. Although the benchmark was not achieved, the members who did participate in professional development activities averaged 3.14 activities each over the four year period. In some cases professional development activities were funded by grants through the college’s foundation which faculty members applied for. The department chair will encourage all faculty to apply for professional development grant funds as well as investigate the availability of local professional development activities. 100% of the Business Department’s faculty and staff will earn a minimum of “satisfactory” on their employee evaluation performance reports each year. Annual FPMS and EPMS evaluation reports. For the past five years 100% of the business faculty and staff received a minimum of “satisfactory”. In addition 69% earned an “exceeds” rating which surpasses the benchmark set. Faculty review their FPMS or EPMS evaluation each year. They work with the chair to establish new goals for the next year that support the department and college goals. The chair will consider how to assist persons in improving their rating (i.e. training, PD development opportunities, mentoring, etc.)

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following yr) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) 100% of the Business Department faculty and staff will participate in at least one professional development activity each academic year. Report by department chair that is integrated into each faculty and staff’s annual evaluation instrument. Although the benchmark was not achieved in any of the years. the range varied from 57% -79% which indicated a positive upward trend. Although the benchmark was not achieved, the members who did participate in professional development activities averaged 3.14 activities each over the four year period. In some cases professional development activities were funded by grants through the college’s foundation which faculty members applied for. The department chair will encourage all faculty to apply for professional development grant funds as well as investigate the availability of local professional development activities. 100% of the Business Department’s faculty and staff will earn a minimum of “satisfactory” on their employee evaluation performance reports each year. Annual FPMS and EPMS evaluation reports. For the past five years 100% of the business faculty and staff received a minimum of “satisfactory”. In addition 69% earned an “exceeds” rating which surpasses the benchmark set. Faculty review their FPMS or EPMS evaluation each year. They work with the chair to establish new goals for the next year that support the department and college goals. The chair will consider how to assist persons in improving their rating (i.e. training, PD development opportunities, mentoring, etc.) Faculty were encouraged to apply for PD and curriculum development grants, serve on college committees, become more active in professional organizations outside the college.

Description of Measurement Instrument Areas of Success
Performance Measure (Competency) Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following yr) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department‘s average student credit hours per section will be 69 hours or less each semester.

Performance Measure (Competency) Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following yr) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department‘s average student credit hours per section will be 69 hours or less each semester. The average student credit hours per section is measured by the College’s Assessment, Research and Planning Department each term in accordance with college’s established procedure (the number of students enrolled times the credit hours divided by the number of sections).

Performance Measure (Competency) Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following yr) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department‘s average student credit hours per section will be 69 hours or less each semester. The average student credit hours per section is measured by the College’s Assessment, Research and Planning Department each term in accordance with college’s established procedure (the number of students enrolled times the credit hours divided by the number of sections). The department achieved its benchmark of under 69 hours for each term reported from 2000 thru 2005.

Performance Measure (Competency) Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following yr) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department‘s average student credit hours per section will be 69 hours or less each semester. The average student credit hours per section is measured by the College’s Assessment, Research and Planning Department each term in accordance with college’s established procedure (the number of students enrolled times the credit hours divided by the number of sections). The department achieved its benchmark of under 69 hours for each term reported from 2000 thru 2005. The results are in line with the average class size benchmark (23 students) for the department. However, this measurement is influenced by low class size for several upper level business courses. As a result, the department will investigate ways to increase enrollment in the upper level courses by reviewing the class offerings to determine if a better sequencing of courses can be offered.

Performance Measure (Competency) Description of Measurement Instrument Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following yr) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department‘s average student credit hours per section will be 69 hours or less each semester. The average student credit hours per section is measured by the College’s Assessment, Research and Planning Department each term in accordance with college’s established procedure (the number of students enrolled times the credit hours divided by the number of sections). The department achieved its benchmark of under 69 hours for each term reported from 2000 thru 2005. The results are in line with the average class size benchmark (23 students) for the department. However, this measurement is influenced by low class size for several upper level business courses. As a result, the department will investigate ways to increase enrollment in the upper level courses by reviewing the class offerings to determine if a better sequencing of courses can be offered. Further analysis revealed that since the department’s average class size was below our benchmark, it directly impacted these results. As we attempt to move our average class size closer to the benchmark, the average student credit hours per section should also migrate closer to this benchmark.

ACBSP Organizational Effectiveness Results Now let’s look at organizational effectiveness results which examine attainment of organizational goals.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a retention rate of 50% or greater.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a retention rate of 50% or greater. Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a retention rate of 50% or greater. Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term. In each of the three years of data collected so far, the benchmark was met or exceeded.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a retention rate of 50% or greater. Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term. In each of the three years of data collected so far, the benchmark was met or exceeded. Since the benchmark was initially met, it will be evaluated annually to determine if an increase is warranted. For 2004, the benchmark was increased to 51%.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a retention rate of 50% or greater. Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term. In each of the three years of data collected so far, the benchmark was met or exceeded. Since the benchmark was initially met, it will be evaluated annually to determine if an increase is warranted. For 2004, the benchmark was increased to 51%. The adjusted increased benchmark has been successfully met each reporting period. We will continue to evaluate annually to determine if further adjustment is warranted. Faculty will continue to discuss ways to improve retention in each specific program.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a retention rate of 50% or greater. Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term. In each of the three years of data collected so far, the benchmark was met or exceeded. Since the benchmark was initially met, it will be evaluated annually to determine if an increase is warranted. For 2004, the benchmark was increased to 51%. The adjusted increased benchmark has been successfully met each reporting period. We will continue to evaluate annually to determine if further adjustment is warranted. Faculty will continue to discuss ways to improve retention in each specific program. Enhance business course offerings via alternative delivery of to meet the needs of students.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a retention rate of 50% or greater. Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term. In each of the three years of data collected so far, the benchmark was met or exceeded. Since the benchmark was initially met, it will be evaluated annually to determine if an increase is warranted. For 2004, the benchmark was increased to 51%. The adjusted increased benchmark has been successfully met each reporting period. We will continue to evaluate annually to determine if further adjustment is warranted. Faculty will continue to discuss ways to improve retention in each specific program. Enhance business course offerings via alternative delivery of to meet the needs of students. Each fall, the department chair and faculty will determine which courses should be developed as an internet-based course or as a hybrid course for the accounting, marketing and management programs.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a retention rate of 50% or greater. Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term. In each of the three years of data collected so far, the benchmark was met or exceeded. Since the benchmark was initially met, it will be evaluated annually to determine if an increase is warranted. For 2004, the benchmark was increased to 51%. The adjusted increased benchmark has been successfully met each reporting period. We will continue to evaluate annually to determine if further adjustment is warranted. Faculty will continue to discuss ways to improve retention in each specific program. Enhance business course offerings via alternative delivery of to meet the needs of students. Each fall, the department chair and faculty will determine which courses should be developed as an internet-based course or as a hybrid course for the accounting, marketing and management programs. The number of course offered via an alternative delivery system has increased steadily over the past 4 years. Hybrid courses were added in 2004 and 2005.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a retention rate of 50% or greater. Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term. In each of the three years of data collected so far, the benchmark was met or exceeded. Since the benchmark was initially met, it will be evaluated annually to determine if an increase is warranted. For 2004, the benchmark was increased to 51%. The adjusted increased benchmark has been successfully met each reporting period. We will continue to evaluate annually to determine if further adjustment is warranted. Faculty will continue to discuss ways to improve retention in each specific program. Enhance business course offerings via alternative delivery of to meet the needs of students. Each fall, the department chair and faculty will determine which courses should be developed as an internet-based course or as a hybrid course for the accounting, marketing and management programs. The number of course offered via an alternative delivery system has increased steadily over the past 4 years. Hybrid courses were added in 2004 and 2005. The courses offered through alternative delivery modes have been well-received by students. In many incidents the courses are full to capacity and additional sections have been offered.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The Business Department programs will have a retention rate of 50% or greater. Annual reporting of each year’s cohort (first-time, full-time, freshman) as determined by the college. This is based on the entire credit population in the cohort fall term and the number of cohort students who graduate or are enrolled in the succeeding fall term. In each of the three years of data collected so far, the benchmark was met or exceeded. Since the benchmark was initially met, it will be evaluated annually to determine if an increase is warranted. For 2004, the benchmark was increased to 51%. The adjusted increased benchmark has been successfully met each reporting period. We will continue to evaluate annually to determine if further adjustment is warranted. Faculty will continue to discuss ways to improve retention in each specific program. Enhance business course offerings via alternative delivery of to meet the needs of students. Each fall, the department chair and faculty will determine which courses should be developed as an internet-based course or as a hybrid course for the accounting, marketing and management programs. The number of course offered via an alternative delivery system has increased steadily over the past 4 years. Hybrid courses were added in 2004 and 2005. The courses offered through alternative delivery modes have been well-received by students. In many incidents the courses are full to capacity and additional sections have been offered. Although students, on course evaluations, have not voiced any concerns about courses offered through alternative delivery modes, no survey of faculty teaching those courses has been conducted. Therefore this year, the department will survey the faculty to determine their satisfaction with these courses.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Enhance overall business course offerings to meet the needs of students.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Enhance overall business course offerings to meet the needs of students. The college’s annual reporting of number of class sections offered each Fall.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Enhance overall business course offerings to meet the needs of students. The college’s annual reporting of number of class sections offered each Fall. Over the last four years the Business Department has increase the number of sections offered by 28%.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Enhance overall business course offerings to meet the needs of students. The college’s annual reporting of number of class sections offered each Fall. Over the last four years the Business Department has increase the number of sections offered by 28%. Although there was no increase the first three years, the Business Department made great strides between the 2003 and 2004 academic years. This is when all of the increase was experienced. The increase in the number of classes offered help maintain our goal of limited class size. (See next measure below).

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Enhance overall business course offerings to meet the needs of students. The college’s annual reporting of number of class sections offered each Fall. Over the last four years the Business Department has increase the number of sections offered by 28%. Although there was no increase the first three years, the Business Department made great strides between the 2003 and 2004 academic years. This is when all of the increase was experienced. The increase in the number of classes offered help maintain our goal of limited class size. (See next measure below). The department will continue to monitor the number of class offering and make appropriate adjustments as needed.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Enhance overall business course offerings to meet the needs of students. The college’s annual reporting of number of class sections offered each Fall. Over the last four years the Business Department has increase the number of sections offered by 28%. Although there was no increase the first three years, the Business Department made great strides between the 2003 and 2004 academic years. This is when all of the increase was experienced. The increase in the number of classes offered help maintain our goal of limited class size. (See next measure below). The department will continue to monitor the number of class offering and make appropriate adjustments as needed. To ensure a favorable instructor to student ratio and enhance the educational experience, the Business Department will strive to maintain an average class size not to exceed 23 students.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Enhance overall business course offerings to meet the needs of students. The college’s annual reporting of number of class sections offered each Fall. Over the last four years the Business Department has increase the number of sections offered by 28%. Although there was no increase the first three years, the Business Department made great strides between the 2003 and 2004 academic years. This is when all of the increase was experienced. The increase in the number of classes offered help maintain our goal of limited class size. (See next measure below). The department will continue to monitor the number of class offering and make appropriate adjustments as needed. To ensure a favorable instructor to student ratio and enhance the educational experience, the Business Department will strive to maintain an average class size not to exceed 23 students. The college’s annual reporting of class size by program each Fall.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Enhance overall business course offerings to meet the needs of students. The college’s annual reporting of number of class sections offered each Fall. Over the last four years the Business Department has increase the number of sections offered by 28%. Although there was no increase the first three years, the Business Department made great strides between the 2003 and 2004 academic years. This is when all of the increase was experienced. The increase in the number of classes offered help maintain our goal of limited class size. (See next measure below). The department will continue to monitor the number of class offering and make appropriate adjustments as needed. To ensure a favorable instructor to student ratio and enhance the educational experience, the Business Department will strive to maintain an average class size not to exceed 23 students. The college’s annual reporting of class size by program each Fall. Over the last four years the average class size is below the 23 students mark and the benchmark was successfully met.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Enhance overall business course offerings to meet the needs of students. The college’s annual reporting of number of class sections offered each Fall. Over the last four years the Business Department has increase the number of sections offered by 28%. Although there was no increase the first three years, the Business Department made great strides between the 2003 and 2004 academic years. This is when all of the increase was experienced. The increase in the number of classes offered help maintain our goal of limited class size. (See next measure below). The department will continue to monitor the number of class offering and make appropriate adjustments as needed. To ensure a favorable instructor to student ratio and enhance the educational experience, the Business Department will strive to maintain an average class size not to exceed 23 students. The college’s annual reporting of class size by program each Fall. Over the last four years the average class size is below the 23 students mark and the benchmark was successfully met. Further analysis suggests two reasons why the average class size was maintained: the increase number of classes offered coupled with the increase number of alternate delivery course offered. Most internet business courses are limited to 18 students while on-campus classes are normally capped at 35 students.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) Enhance overall business course offerings to meet the needs of students. The college’s annual reporting of number of class sections offered each Fall. Over the last four years the Business Department has increase the number of sections offered by 28%. Although there was no increase the first three years, the Business Department made great strides between the 2003 and 2004 academic years. This is when all of the increase was experienced. The increase in the number of classes offered help maintain our goal of limited class size. (See next measure below). The department will continue to monitor the number of class offering and make appropriate adjustments as needed. To ensure a favorable instructor to student ratio and enhance the educational experience, the Business Department will strive to maintain an average class size not to exceed 23 students. The college’s annual reporting of class size by program each Fall. Over the last four years the average class size is below the 23 students mark and the benchmark was successfully met. Further analysis suggests two reasons why the average class size was maintained: the increase number of classes offered coupled with the increase number of alternate delivery course offered. Most internet business courses are limited to 18 students while on-campus classes are normally capped at 35 students. Faculty are developing a standardized two year class offering schedule for business courses by campus. Will continue to monitor the number of class offerings and make appropriate adjustments as needed. Will investigate the average class size by course and address questions such as what is the average class size of internet versus on campus and how does this impact the college cost efficiency.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The business department will provide a safe and secure campus environment through the services of the College’s Operations department.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The business department will provide a safe and secure campus environment through the services of the College’s Operations department. Annual security report filed by the College.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The business department will provide a safe and secure campus environment through the services of the College’s Operations department. Annual security report filed by the College. Over the past few years the college has a very low instance rate of crime.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The business department will provide a safe and secure campus environment through the services of the College’s Operations department. Annual security report filed by the College. Over the past few years the college has a very low instance rate of crime. Although the security report indicates overall safety, an inquiry was made to see if individual concerns about safety were made to the Operations Department from business faculty and staff. Concerns were expressed over overgrown shrubbery by the front stairs leading to the Airport Campus offices and the entry door to the suite department offices on Airport campus. Both were resolved.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) The business department will provide a safe and secure campus environment through the services of the College’s Operations department. Annual security report filed by the College. Over the past few years the college has a very low instance rate of crime. Although the security report indicates overall safety, an inquiry was made to see if individual concerns about safety were made to the Operations Department from business faculty and staff. Concerns were expressed over overgrown shrubbery by the front stairs leading to the Airport Campus offices and the entry door to the suite department offices on Airport campus. Both were resolved. The shrubbery was removed and a new entry door and locks were installed. At this point the department does not feel that a separate survey is needed to determine if a safe environment is being provided.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) All business programs will graduate at least 25 students per year.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) All business programs will graduate at least 25 students per year. College’s annual graduation report by program.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) All business programs will graduate at least 25 students per year. College’s annual graduation report by program. In the last three years, the three business degree programs, each exceeded the benchmark.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) All business programs will graduate at least 25 students per year. College’s annual graduation report by program. In the last three years, the three business degree programs, each exceeded the benchmark. Further analysis revealed that the number of graduates declined slightly over the period. The faculty attributes this to the fact that over 50% of the business students are part-time and some students are able to secure employment prior to the completion of the program. The largest decline is in the marketing program. This may be due to the fact that students are showing an increase interest in management program due to the current job market.

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year) Attach Graph of Trends for 3-5 Years (Attach Trend Graph) All business programs will graduate at least 25 students per year. College’s annual graduation report by program. In the last three years, the three business degree programs, each exceeded the benchmark. Further analysis revealed that the number of graduates declined slightly over the period. The faculty attributes this to the fact that over 50% of the business students are part-time and some students are able to secure employment prior to the completion of the program. The largest decline is in the marketing program. This may be due to the fact that students are showing an increase interest in management program due to the current job market. Although the benchmark was met, the department will continue to monitor the data results each year and take appropriate action when deemed necessary. Special attention will be placed on the marketing program to see whether the trend continues to decline.

Small Group Exercise Develop 2 to 3 measures and suggest
ACBSP Small Group Exercise Develop 2 to 3 measures and suggest an instrument to collect teach measure. Group 1: Student learning results Group 2: Student/stakeholder focused Group 3: Budgetary, finance, market performance Group 4: Faculty/staff focused results Group 5: Organizational effectiveness

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Quality Assurance Reports Presented by ACBSP Associate Degree

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Quality Assurance Reports Presented by ACBSP Associate Degree

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