1 Are You Ready for the Building Accreditation Storm? Academic Preparedness! Featuring Best Practices in Direct Assessment through Applications of the Common Professional Component (CPC) for Business Program Assessment, Addressing Accreditation Requirements, and Benchmarking Brought to You by Your Accreditation Partners: Olin O. Oedekoven, Ph.D. Michael D. Ewald, Ph.D. Peregrine Academic Services
2 A Building Accreditation Storm With increasing pressure on accountability in higher education, most academic leaders anticipate a serious storm coming relative to accreditation, accountability, and public funding for higher education. Academic regulators are all tightening accreditation requirements and scrutinizing how learning outcomes are measured, assessed, and reported. The storm is coming relative to higher education accountability are you ready?
3 Presentation Contents The Building Accreditation Storm Are You Ready? Academic Preparedness Direct Assessments for Internal and External Benchmarking Academic Leveling Courses, Option #1 and Option #2 Student Surveys APA Writing Style Competency Development Peregrine Academic Services: We Have You Covered
4 The Building Accreditation Storm: Are You Academically Prepared?
7 Complete College Tennessee Act of 2010 In January 2010, Tennessee passed the Complete College Tennessee Act (CCTA), a comprehensive reform agenda that seeks to transform public higher education through changes in academic, fiscal and administrative policies at the state and institutional level. At the center of these reforms is the need for more Tennesseans to be better educated and trained, while also acknowledging the state's diminished fiscal capacity to support higher education. (last updated January 2011) At the heart of the CCTA is a new Public Agenda for higher education which establishes the direct link between the state s economic development and its educational system. The overarching goal of the Public agenda is to have Tennessee meet the projected national average in educational attainment by The primary state policy levers for addressing the state s educational needs are a new funding formula, which incorporates outcomes in lieu of enrollment, a new Performance Funding program, which focuses on quality assurance, and the establishment of institutional mission statements or profiles, which distinguish each institution by degree level, program offerings and student characteristics. (last updated January 2011) The Complete College TN Act One Year Later: Moving Forward One year after the CCTA was signed, the Master Plan Steering Committee convened a Forum of committee members as well as leaders from higher education, business, state government, and national policy associations to assess where we have come from and where we are going. Through discussion facilitated by national experts, Forum participants considered the concerns, challenges and opportunities provided by the CCTA as institutions move forward, translating policy into strategic implementation.
8 The U.S. House of Representatives today passed a bipartisan amendment to prevent the U.S. Department of Education from bypassing Congress to implement the gainful employment regulation. The proposed regulation would restrict access to federal aid for over two million students at private sector colleges and universities in the next ten years. APSCU urges Congress to include the amendment as part of the final Fiscal Year 2011 Continuing Resolution legislation. The Kline-Foxx-Hastings-McCarthy-Payne amendment prevents the Department of Education from using federal funds through September 30, 2011 to implement the highly controversial "gainful employment" regulation. The amendment passed on a vote of 289 to136. The House vote sends a strong message to the Department: keep the door to opportunity open to the millions of non-traditional students who want options in higher education.
9 The language in Kentucky HB 125, as it is currently written, will require that Career Colleges become regionally accredited (SACS). Although this may help with credits transferring to other institutions in some cases (although that is not a given), it will defeat the major focus and need the Career Colleges serve in our Commonwealth. This bill will have a negative effect on 49% of the postsecondary colleges/universities in Kentucky. It will remove the choice for students that want the type of training Career Colleges offers. More importantly, the demographics that most Career Colleges serves sees our training as their only option for success. To eliminate this option for Kentuckians will have a devastating effect on our State reaching their long term higher educational goals, and dramatically reduce the number of trained individuals in Kentucky s workforce.
10 The outcomes assessment process, therefore, is the single most important component of IACBE accreditation.
11 Each degree program must have a distinct assessment process that encompasses the entire program.
12 Undergraduate programs must provide CPC coverage. Graduate programs can incorporate CPC topical instruction as a leveling course to ensure business competency.
13 Just for Dual-Accreditation? Academic assessment is not limited to dualaccreditation. All stakeholders, including regional accreditation organizations, government regulators, state licensing agencies, parents, and funding sources, expect program-level accountability with your higher learning program.
14 Therefore, we must talk about CPCs, Assessment, Accountability, and Benchmarking because the regulatory agencies and accreditation authorities require us to.
15 The CPCs 1. Marketing 2. Business Finance 3. Accounting 4. Management (Operations/Production Management, Human Resource Management, Organizational Behavior) 5. Legal Environment of Business 6. Economics 7. Business Ethics 8. Global Dimensions of Business 9. Information Management Systems 10.Quantitative Techniques/Statistics 11.Business Leadership 12.Business Integration/Strategic Management
16 We Have You Covered CPC-Based COMP Exams for Program-Level Direct Assessment
17 How the Direct Assessment Process Works Start of Program Student Completes Business Program End of Program Student takes the inbound COMP Test, Initial Benchmark. This is usually taken during their first business course. The change in scores is a direct measure of CPC competency change, both for the individual and at the program level. Student takes the outbound COMP Test, Final Benchmark. This is usually taken during the last course in the curriculum.
18 Exam Content Please refer to the brochure that lists the CPC topic subjects for each of the CPCs. Our report back to you will include a frequency analysis of missed questions by subject.
19 How Do Students Obtain Exam Keys? Self registration of the students based upon their course enrollment. In your course syllabus (or by to your students) at the appropriate activity for the CPC-based COMP exam, a sentence directs them to your school s micro-site ( and they enter a common password (University Mascot Name). Students select their course (inbound/outbound tests associated with specific courses), enter their address and name, register, and then receive their Exam Keys by . The advantage to this process is that it saves time and reduces the chances for errors for both the University and for Peregrine Academic Services. The micro-site can be set so either the student pays or the university is billed monthly or at the end of the testing period. 19
20 Selfregistration Course Syllabus Activity #2 in this course is to complete the CPC-based Comprehensive Exam. The exam results are used by the university are part of its accreditation requirements. You are required to complete the exam, but exam is not for a letter grade in the course. We need you to do your best in order for us to have the best possible data for our continuous improvement process. The 120-question online test is administered by Peregrine Academic Services. Please go to enter access code NAME-1001 in the registration section, complete the exam registration process, to obtain the Exam Key for the exam by from Peregrine Academics. The University is paying the fee for the exam. You must complete the exam by the due date assigned by your course professor. At the end of the exam, please print and save the completion certificate and return to your course professor. Directed to School Log-in site Univ. Logo Univ. Logo School Microsite 1 of 4 20
21 Selfregistration Student selects the CPC-Based COMP exam based on their course enrollment. 2 of 4
22 Selfregistration If the APA services have not be obtained for a specific course, the student still has the option to purchase our APA writing style services with a University Discount (up to 20%). 3 of 4
23 Student: Selfregistration 1. Confirms registration 2. Enters information 3. Completes Process to view the Exam Key(s) and receive the Exam Key(s) by e- mail. 4 of 4
24 Student can click the hyperlink from the micro-site to access the exam OR wait until the arrives and click the same hyperlink within the .
25 Student with the Password The Exam Key description is hyperlinked within the e- mail. When the hyperlink is selected, the web browser is directed to our log-in site. The is customized to include the school s logo. Univ. Logo
26 Student Uses the Password Student data from the initial registration is automatically filled in the corresponding boxes. The student verifies that the name is correct as they want it to appear on the completion certificate and then proceeds with the session.
27 Student Starts the Online Test A CPC-Based COMP Exam includes 120 questions, 10 questions per CPC topic. Questions are randomly selected from a test bank that includes questions per CPC topic. Typically, the exam takes about minutes. Two 15-minute breaks are allowed during the exam. A student has 48 hours to complete the exam and only three log-in attempts are allowed. Only the school administrator or course instructor can authorize a restart/re-take of the test once the 48 hours has elapsed and/or after three (3) log-in attempts.
28 Student Takes the Online CPC-Based Exam As the student takes the exam, the progress bar shows where the student is at within the test. Once a test is started, the student has 3 opportunities for log-in within a 48 hour period. If the test is not completed within 48 hours, unanswered questions are scored 0 points and a completion certificate is automatically generated.
29 Student Completes the CPC-Based COMP Exam Each question is timed for 5 minutes and the time remaining for the question is displayed. The CPC topic for the question is also displayed just above the exam question.
30 Student Concludes the Online Test Once the test is concluded, summary statistics are shown along with the overall score for the exam. A link is located in the upper left to view/print/download the test completion certificate.
31 Student Test Completion Certificate Univ. Logo The certificate is submitted by the student to the instructor for grade or credit for completing the exam.
32 We Have You Covered Usable Reports for Direct Assessments with Internal and External Benchmarking
33 Our report format back to you will be in PowerPoint or PDF and includes a series a graphs and tables summarizing the results. The report can be readily inserted into your dualaccreditation reporting. Report Format
34 Report Files We include an Excel file with all the raw data. There are no restrictions on how you can use these data.
35 Complete Data Access You receive all the raw data from our online tests so that you can conduct your own analysis of the results. With inbound student testing, you can readily see the strengths and weaknesses of individual students, which will enable academic advisors to place students in the right courses. University officials can review the individual results and set the performance standards based upon their program requirements and learning outcomes.
36 Inbound/Outbound Comparisons By comparing the inbound and outbound test scores, both cumulatively and by specific CPC topic, you can directly measure the effectiveness of your curriculum at the program-level.
37 Test Results A simple scatter plot gives you a visual snapshot of the student results. A scatter plot is provided for both the total score and for each inbound and/or outbound CPC topic score.
38 Descriptive statistics are calculated and clearly displayed in the report. Each CPC topic is analyzed individually. Topic Level Data
39 Topic-Level Analysis Simple bar graph comparisons between the inbound and outbound scores give you an easy to understand visual of your student s results. The percent change calculation is your direct measure of learning outcomes.
40 Subject-Level Analysis Subject-level analysis gives you the added detail you need for your program-level and course-level analyses. There are 4-8 subjects per CPC topic.
41 Sub-Topic, Subject-Level Analysis For the Management and the Economic CPC Topics, there are subtopics. We provide you with both topic and subtopic data and their respective subjectlevel analysis.
42 Cohort Analysis We will assist you in analyzing and reporting the data from our testing services that best addresses your specific needs. Cohort comparisons are one of the more common analysis areas. Cohort data are recorded during the exam registration process or based on the course-program information.
43 Change Analysis CPC-based COMP exam results provide you with the data you need to make adjustments in your curriculum, delivery, course content, and more. Pre-change exam results are statistically compared to post-change exam results to quantify the affect of the changes. Over time, you can also readily see where you might have instructional gaps or systemic issues that you need to address.
44 Accounting CPC Exams 1. Marketing 2. Business Finance 3. Accounting 4. Management 5. Legal Environment of Business 6. Global Dimensions of Business Accounting 7. Economics 8. Business Ethics in Accounting 9. Business Communications 10. Information Systems 11. Quantitative Techniques and Statistics 12. Research Analysis 13. Business Policies We now have an Accounting CPC Exam (ACPC) based upon the Accounting Degree Program Accredition Requirements.
45 External Benchmarking External benchmarking is based upon your specific student demographics and your course delivery methods. We can compare your student results with other similar programs for external benchmarking. Careful consideration will be made to ensure that we are truly comparing apples-to-apples relative to the analysis.
46 Data Analysis An important analysis area is comparing inbound/outbound percent change of your students with the same data from demographically similar peer-schools so that you can see how your students compare with other similar students. By comparing the inbound and outbound test scores, both cumulatively and by specific CPC topic, you can directly measure the effectiveness of your curriculum at the programlevel. Results are used for continuous improvement and academic benchmarking, both internally and externally.
47 Availability of Data Sets for External Comparisons Program Type Academic Degree Level Bachelors Masters Doctoral Traditional Campus-based Program YES YES Blended, Accelerated, Hybrid Programs YES YES YES Online Programs YES YES YES Our client schools and programs include a wide diversity of program delivery and student demographics. We have the benchmarking data you require for your external analysis needs.
48 Side-by-Side Comparisons We will discuss with you which of our client schools would be appropriate to use for aggregate data comparisons. We will not share specific client school data, but rather pool the data for aggregate analysis. Client confidentiality will be preserved with your results as well as with the results from our other client schools. We will ensure that you are provided true apples-toapples comparisons.
49 We Have You Covered Accounting Degree Program ACPC-Based COMP Exams
50 Accounting Degree Programs Peregrine Academic Services is the only higher education vendor that specifically provides ACPCbased testing for Accounting Degree programs. Our ACPC-based COMP exams are unique for the accounting degree programs and distinctly separate from our business degree CPCbased COMP exams.
51 Accounting Degree Programs Accreditation authorities require unique Accounting Degree assessments for program-level benchmarking. Inbound and outbound testing of students with comprehensive data analysis fulfills the accreditation requirements for academic benchmarking and program-level assessment.
52 Accounting CPC Exams 1. Marketing 2. Business Finance 3. Accounting 4. Management 5. Legal Environment of Business 6. Global Dimensions of Business Accounting 7. Economics 8. Business Ethics in Accounting 9. Business Communications 10. Information Systems 11. Quantitative Techniques and Statistics 12. Research Analysis 13. Business Policies We now have an Accounting CPC Exam (ACPC) based upon the Accounting Degree Program Accreditation Requirements.
53 Unique features of our ACPC- based COMP exams include Online testing with no proctor requirement Individual student results along with aggregate comparisions with demographicaly similar schools and programs Immediate access to results and the ability to use individual results as you require (e. g. academic placement based on inbound scores; grades for outbound scores) Specific graduate and undergraduate exam versions
54 We Have You Covered International CPC-Based COMP Exams Globally Too!
55 Global Business Education How Does Your International Business Program Measure Up? Do you need an online Common Professional Component (CPC) test in a language other than English so that you can truly measure student competency instead of language proficiency? Do you need online competency testing for your business-related degree programs? Do you have specializations and business programs that do not match up well with traditional assessment tests? Peregrine Academic Services is the only comprehensive test provider with specific services for international schools with online tests that can be customized for your specific needs. assessment needs.
56 International Exams We offer our popular CPC-based comprehensive exams with different exam versions for US and for non-us universities using international test banks in English, French, Spanish, and German. Other language versions can be developed based upon your specific language requirements. Why test in English when you can test in your own native language or multiple languages for different campuses in several countries? We developed the exam material from leading textbooks within the industry of business education from McGraw-Hill and Cengage Learning. Test questions represent the core knowledge requirements for CPC competency and proficiency as defined by ACBSP and IACBE.
57 Why International Exams? When you test your students and English is not their primary language, do you want to be testing their proficiency in English or their proficiency with the business topics? Even if you want to test your students in English, do you want to test international business knowledge as opposed to using US-related test questions that will often confuse or frustrate your students? Clearly you want to assess student competency levels associated with the CPC topics identified by the accreditation authorities. By having native language tests, your results can more accurately reflect proficiency in the subject, rather than the language. With internationally focused test questions, your testing results will more accurately reflect your degree curriculum.
58 International CPC-Based COMP Exams We currently offer two CPC comprehensive exam versions for international schools and programs that are translated into languages other than English: undergraduate and graduate level exams (currently translated into German, Spanish, and French). Different versions based on the academic degree level is another accreditation requirement.
59 International Exam Content Please refer to the brochure that lists the CPC topic subjects for each of the CPCs. Our report back to you will include a frequency analysis of missed questions by subject.
60 We Have You Covered Academic Leveling Courses (Now with 2 Options)
61 Educational Transitions. CPC Based Course Student s Current Degree (may or may not be in business). Student enters your business degree program. How will you Bridge the Gap between the student s current business competency and the desired competency level you need for your business program?
62 Academic Leveling Course Options Option #1. Specific course within your business program curriculum, typically offered early in the students program. Cengage learning provides the custom-published e-books and then we provide the online unit pre-tests and post-tests (three units recommended). Your course faculty teach the course with graded assignments based upon the course material (we can help you with the course syllabus). Option #2. Independent study course, typically used as a prerequisite for your business majors. We use the same e-books. Each topic has a pre-test and post-test. Students submit their cumulative post-test results (12 tests) to you for academic credit/grading. There are no course assignments nor does this option require dedicated course faculty to teach the course.
63 ALC Option #2 With ALC OPTION #2, independent study course, there are no course assignments to grade. The student submits post-test results to the college/university for academic credit. You will not have to necessarily change your program curriculum to include Option #2 since the course is a prerequisite to a program of study.
64 ALC Option #2 Applications Transitions prerequisite between an Associates and Bachelors program Entry requirement before an MBA program Entry requirement before a Doctoral program
65 Flexible ALC Pricing OPTION #1: Specified Course within Your Program. $60 for the online section pre-test (3) and post-tests (3) $ for the custom-published e-books purchased from Cengage Learning University fees/charges for the course itself may also apply OPTION #2: Independent Study Course $120 for the online topic pre-tests (12) and post-tests (12) $ for the custom-published e-books purchased from Cengage Learning Note: Associates Degree alternative is less due to fewer topics included. The ALC can be COST-NEUTRAL to the School since the student purchases both the e-books and the online testing.
66 Academic Leveling Course Analysis With either ALC option, pre-test scores are used to determine a baseline competency level. Cumulatively, pre-test results can also be used as an inbound CPC-based COMP exam to be used with an outbound exam administered at the end of the student s program. Post-test scores are used to assess the learning outcomes and demonstrate proficiency. The difference between the pre-test and post-test scores is your direct measure of student learning within the course.
67 Academic Leveling Course Analysis Cumulatively, you can assess learning outcomes and measure instructional effectiveness.
68 Academic Leveling Course Analysis The cumulative pretest scores can be used as an inbound CPCbased COMP exam. Results can be compared with an outbound CPCbased COMP exam for program-level assessment.
69 We Have You Covered Student Surveys Pre-Graduation & Follow-up
70 Student Surveys to Assess Other Learning Outcomes Do you administer a pre-graduation student survey to obtain feedback regarding the quality and expectations of your business program from the perspectives of your customers? Do you follow-up with your students 3 to 5 years after graduation to measure if the degree program had its desired effects?
71 Survey Opportunities #1 In conjunction with an outbound CPC-based COMP exam, include an online pregraduation survey. Respondent Demographics 2-3 Open-ended Questions 5-10 Likert-type Questions Value Added for the CPCbased COMP Exam (included at no extra charge).
72 Survey Opportunities #2 Student follow-up 3-5 years after graduation to assess success with their educational experience. Respondent Demographics Open-ended Questions Likert-type Questions Price depends on the number of students involved and the availability of the student s contact information (roughly $5-10/student)
73 We Have You Covered APA Writing Style Competency Development
74 Online APA Writing Style Training & Testing Our online American Psychological Association (APA) writing style training and testing program is the only such training program currently available. Using our online APA program, course professors and students can focus on paper content rather than spend so much time focused on style and format.
75 APA Writing Style Training & Testing Our online APA service includes 150 interactive questions divided into 17 APA-topical sections and a 50-question certification test. Online training does not require the user to have the APA manual. The session includes content-based instruction designed to teach APA, not just how to use the manual.
76 Incorporating Our APA Writing Style Online Training Program within Your Curriculum If your curriculum includes a business writing and research course (typically the first course within a higher learning program), our APA Writing Style Training and Testing Program can be one activity within this course. Students can purchase single-use passwords directly from us OR you can purchase passwords in quantity for distribution to students when they take the course. You can also offer the APA Writing Style Training and Testing Program as a standalone option for students or an extracurricular requirement.
77 Return on Investment with Our APA Writing Style Training & Testing Program Develops student and professor APA writing style competency so that both can focus more clearly on paper content rather than form and style. Improves course professor efficiency and effectiveness when grading papers as papers will have the required level of APA writing style proficiency. Reduces writing anxiety for your students so that they can focus on content rather than on APA style. Improves writing style quality and publication potential for your dissertation and CAPSTONE documents.
78 Revised 2011 Pricing Units Discount Course Exam 1-50 Full Price $75 $ % $71.25 $ % $67.50 $ % $63.75 $21.25 > % $60 $20 Units Discount Course Exam 1-50 Full Price $35.00 $ % $33.25 $ % $31.50 $ % $29.75 $8.75 > % $28.00 $8.00 Keep in mind: Including our APA services into your curriculum can be cost-neutral for the school when you use a school micro-site with student self-registration and the students purchase the services using our secure e-commerce checkout. Additionally, we can integrate the sale of the APA services with your online bookstore so that the purchase of the materials by the students is included with the sale of the APA Style Manual and/or other required course textbooks.
79 We Have You Covered The Peregrine Advantage
80 The Peregrine Academic Services Advantage Immediate and complete access to all the raw data (Excel format) through your administrative log-in access Quarterly, or as required, detailed reporting in a format suitable for your dual-accreditation files Topic-level, sub-topic, and subject-level analysis Customized data reporting and analysis based on student cohorts
81 The Peregrine Academic Services Advantage Use inbound student results for academic program placement based on the student s strengths and weaknesses Comparative data available for external benchmarking (will use data from schools with similar student demographics and program delivery methods for apples-to-apples analyses). Use the cumulative pre-test data from the Academic Leveling Courses for your inbound CPC-based exam needs. Compare the results with an outbound exam for program-level assessments. Peregrine Academic Services, LLC 81
82 Frequently Asked Questions Question Since you are new to this industry, how many client schools do you have? Are other fees involved in addition to the exam fees listed in your brochure? Can you translate into other languages besides the ones listed in your brochure? Is the Academic Leveling course available in other languages? Do your results show more than just the topic score? Can we see a written copy of the test? Response Currently, the total business school student enrollments of our client schools is 65,000, including online, traditional campus-based, and blended course delivery from the associates through the doctoral levels. Our client list includes both US and International schools. No, our exam fees are inclusive. The only exception is if you require extensive customization for limited annual requirement of exams or if you require unique language versions for small number of tests. Yes, but it depends on the number of tests per year. With a requirement of 500+ tests per year, we can translate the test banks for you. For lesser quantities, we may need to charge you a translation fee. No, the material is from Cengage Publishing and the e-books are currently only available in English. We can translate the test banks, but not the e-books. Yes, our results include the total score, the topic score, and a frequency of missed questions by subject within a CPC topic You can review example exams, but because the material is proprietary, we cannot send you the test bank questions.
83 Frequently Asked Questions Question Is the inbound exam the same as the outbound exam? Can I see the list of schools you will use for my external benchmarking? How do you compare with Major Field Test (MFT) offered by ETS? Do you offer pricing discounts? Response The exact exam is different, but the test questions are all drawn from the same test bank of questions. Every exam is unique, but the results can be statistically compared for both internal and external benchmarking. We will share with you the types of schools we can benchmark you with along with a few example schools. We cannot share with you the precise list of schools nor can we compare you one-on-one with other schools in order to maintain confidentiality and privacy. 1. We can give you your results quicker, within a day or two of the testing period. 2. You will receive all the results, not just cumulative results. 3. Students can take our tests remotely and online without the need for a test proctor. 4. We are less expensive than MFT no extra fees for additional reports. 5. We can provide you with more detailed and usable results. 6. We can compare your results with demographically similar schools and programs as opposed to an unknown aggregate. 7. You can use the results for individual student benchmarking. 8. You can use the results for internal program-level benchmarking. Yes, please refer to our pricing table in our brochure. We offer discounts based on annual expected quantities of tests.
JUST HOW GOOD IS THAT ONLINE OR BLENDED BUSINESS PROGRAM COMPARED TO A TRADITIONAL CAMPUS-BASED PROGRAM? J E S S I C A S E D E R S & O L I N O. O E D E K O V E N, P H. D. A STATISTICAL COMPARISON OF EXAM
JUST HOW GOOD IS THAT ONLINE MANAGEMENT PROGRAM COMPARED TO A TRADITIONAL CAMPUS-BASED PROGRAM? O L I N O. O E D E K O V E N, P H. D. A STATISTICAL COMPARISON OF US-BASED SCHOOL EXAM RESULTS BASED ON PROGRAM
Indiana University East - Self Study - 4/14/2016 Page 1 I - Institutional Information To complete this section, first click on the Edit/Checkout button. Then copy and paste the headings into the Institutional
Last Updated: October 2014 Course Administrator: Dr. David Campbell Pre requisite Academic Leveling Course Syllabus Email: DACampbell@milligan.edu COURSE DESCRIPTION: The purpose of the pre requisite courses
Program Quality Indicators The Undergraduate Business Program Program Quality Indicators The Undergraduate Business Program Lipscomb University College of Business 2015 Assessment of Learning in the Undergraduate
MSU Departmental Assessment Plan 2009 2010 Department: Education Department Head: Dr. Joanne Erickson Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 Degrees/Majors/Options Offered by Department
Program: Masters of Business Administration (MBA): Assessed by The Department of Business: (Dr. Julia Frankland) Date 2010-2011: Mission Statement: The Malone University Department of Business provides
Indiana University Kokomo School of Business Undergraduate Program Assessment Report Academic Year 2014-2015 I. BRIEF SUMMARY OF ASSESSMENT PLAN Highlights of the Assessment Plan Assurance of student learning
ONLINE Bachelor of Science in INFORMATION SYSTEMS ONLINE Master of Science in Management Information Systems Information Systems Online University of Alabama at Birmingham COLLAT School of Business Dear
Case Study: The Western Michigan University Doctorate in Interdisciplinary Health Sciences by Paul D. Sarvela, vice president for academic affairs, Southern Illinois University The College of Health and
College of Business Kim LaFevor, D.B.A. Dean Athens State University s College of Business is nationally accredited by the Accreditation Council for Business Schools and Programs (ACBSP), 11520 West 119
College of Business Kim LaFevor, D.B.A. Dean General Information The Athens State University College of Business is nationally accredited by the Accreditation Council of Business Schools and Programs (ACBSP),
Indiana University Kokomo School of Business M.B.A. Program Assessment Report Academic Year 2008-2009 I. BRIEF SUMMARY OF ASSESSMENT PLAN Highlights of the Assessment Plan The School of Business established
CAP - Page 1 Model for Good Practice in Accelerated Programs in Higher Education Council for Accelerated Programs In this day of multiple delivery methods, the use of time alone to document achievement
International Assembly for Collegiate Business Education Annual Report Accredited Member Institution: Academic Business Unit: Dominican College of Blauvelt Business Administration Division Academic Year:
Curriculum Proposal Training Assessment Forms Center for Teaching and Learning Monica Varner, Ph.D. Director of Assessment and Institutional Effectiveness and Center for Teaching and Learning Associate
If using Firefox, you must download the form. Click the download icon in the top right corner (looks like a down arrow on a sheet of paper). You will then be asked in the pop window if you want to open
College of Business Kim LaFevor, D.B.A. Dean General Information Athens State University s College of Business is nationally accredited by the Accreditation Council for Business Schools and Programs (ACBSP),
Master of Business Administration Designed to meet the needs of working professionals and full time students in the Gulf South region Southern Miss MBA Hattiesburg A full-time program delivered in traditional,
International Assembly for Collegiate Collegiate Business Education Annual Report Accredited Member Institution: Academic Business Unit: Cairn University School of Business Academic Year: 2013-14 International
International Assembly for Collegiate Business Education Annual Report Accredited Member Institution: Academic Business Unit: Medaille College Department of Business Academic Year: 2013 14 International
Specialist in Education & Doctor of Education Programs Introduction Central Michigan University is offering Specialist in Education and Doctor of Education degree programs at Macomb Community College's
Business Psychology Department 2014 2015 Program Guidebook PhD Business Psychology (IO and Consulting Track) MA Industrial/Organizational Psychology (Internship, Thesis, and ARP Tracks) PhD Organizational
Wilkes University s Doctor of Education (Ed.D.) in Educational Leadership with a concentration in Leadership Studies is a 60-credit post-master s program comprised of coursework in curriculum and instruction,
McGraw-Hill LearnSmart Effectiveness Study Evaluating the adaptive learning tool s impact on pass and retention rates and instructional efficiencies at seven U.S. universities EMBRACING TECHNOLOGY TO ACHIEVE
Accredited Financial Counselor Program Application Guidelines for University Program Registration Program Guidelines: Undergraduate, graduate programs with main focus in personal finance, financial counseling,
Public Information for ACBSP Accredited Programs at Florida State College at Jacksonville Accreditation Council for Business Schools and Programs (ACBSP) As part of our ACBSP accreditation, we are required
Specialist in Education & Doctor of Education Programs CMU's Global Campus Saginaw Center Central Michigan University's Global Campus is offering the Specialist in Education (EdS) and Doctor of Education
1 21st Annual Conference on Distance Teaching and Learning 08.05 Assessing Online Learning and Effective Teaching Practices Cynthia Whitesel Adjunct Instructor Visiting Lecturer Lincoln University of the
Baccalaureate Programs in the Florida College System December 2012 0 Introduction The Florida Legislature passed legislation in 2001 that outlines a process by which community colleges may seek approval
Examining the Role of Online Courses in Native Hawaiian Culture and Language at the University of Hawaii Introduction Kelley Dudoit University of Hawaii, Manoa Educational Technology Graduate Student Hawaii,
International Assembly for Collegiate Business Education Report of Outcomes Assessment Results Institution: Academic Business Unit: University of Saint Mary Business, Accounting, and Sport Management Academic
Assessment Findings and Curricular Improvements Department of Psychology Undergraduate Program Assessment Measures The Department of Psychology uses the following measures to assess departmental learning
Student Outcomes Assessment Plan (SOAP) I. Mission Statement Department of Political Science College of Social Science Undergraduate Bachelor s Degree in Political Science The Department of Political Science
Department: Psychology MSU Departmental Assessment Plan 2007-2009 Department Head: Richard A. Block Assessment Coordinator: Richard A. Block Degrees/Majors/Options Offered by Department B.S. in Psychology
INSTRUCTOR NAME: INSTRUCTOR EMAIL: COURSE FORMAT: Jyoti Chandra firstname.lastname@example.org Online COURSE OBJECTIVES: As objectives of the course we shall: be aware of historical computer developments, learn
Program: Master of Accountancy Completed By: Dennis Gaffney Date: May 31, 2007 Goal 1: Students will be able to apply accounting concepts and principles at an advanced level in the areas of financial accounting,
National Commission for Academic Accreditation & Assessment Standards for Quality Assurance and Accreditation of Higher Education Programs November 2009 Standards for Quality Assurance and Accreditation
AFC (Accredited Financial Counselor) Program Registration Guidelines for the University Program Registration as an Approved University Program provides students with the opportunity to obtain the AFC at
School of Health Sciences Two degrees of success: BS in Health Care Management Combined BS in Health Care Management and MBA Think how much further you could go into management or administration Bachelor
Department of Accounting, Finance, & Economics Assessment Report 2010-2011 Mission/Purpose The mission of the Department of Accounting, Finance and Economics is to provide a quality education in accounting,
Master of Business Administration FY 2015 Enrollment: 885; Graduate: 101 Program Educational Objectives As an Excelsior College Master's level business graduate, within a few years of graduation, you are
METROPOLITAN COLLEGE Goals and Student Assessment Outcomes Measures for Graduate Degree Programs TABLE OF CONTENTS Overview... 3 Degrees Master of Arts in Human Resource Management. 4-10 Human Resource
Program Outcome Assessment Report Criminal Justice Program Department of Behavioral Sciences Southeastern Oklahoma State University 2010-2011 Program Assessment Report Evaluation 2010-2011 Report Criminal
Best Practices in Implementing ACCUPLACER//MyFoundationsLab June 2013 2013 The College Board. College Board, ACCUPLACER, SAT and the acorn logo are registered trademarks of the College Board. PSAT/NMSQT
1 Social Work Program Outcomes 2009 2010 2 The 2008 Educational Policy and Accreditation Standards (EPAS) identified by the Council on Social Work Education (CSWE) include a provision for assessment of
NATIONAL CATHOLIC SCHOOL OF SOCIAL SERVICE Baccalaureate Study in Social Work Goals and Assessment of Student Learning Outcomes In keeping with the social teachings and values of the Roman Catholic Church,
Southwest Texas Junior College Distance Education Policy I. Institutional Policies A. Mission To provide quality education to students who prefer or require an alternative classroom setting. To accomplish
Assur ance of Learning at UAB Collat School of Business Here are 10 things that you should know about our Assurance of Learning program: 1. What is Assurance of Learning? Assurance of Learning (AoL) or
Heritage University M.Ed. in Counseling A Master of Education Degree in Counseling is designed for students who wish to pursue graduate education beyond the bachelor level. The Counseling program offers
MA/MS in Education: Educational Leadership & Policy PACE Postsecondary, Adult & Continuing Education A specialty for those interested in the facilitation of adult learning in college and workplace settings.
Master of Business Administration (MBA) Assessed by: MBA Faculty Cycle of Assessment: Fall 2013-Spring 2014 Mission Statement: The Malone University Department of Business provides its students with an
Online Learning Policies & La Roche College 2012 Table of Contents INTRODUCTION... 1 DEFINITIONS... 1 I. COURSE DEVELOPMENT... 2 A. Course Material Development... 2 B. Online Course Approval... 2 C. Online
Texas Woman s University College of Arts and Sciences Bachelor of General Studies Program Undergraduate Program Review May 2012 I. PROGRAM REVIEW AND MISSION A. History Texas Woman s University has a proud
HILLCROSS BUSINESS COLLEGE (PTY) LTD COURSE DELIVERY POLICY AND PROCEDURE PROCEDURE STATEMENT: Hillcross Business College programs will be delivered with a focus on students successful achievement of program
Master of Business Administration Designed to meet the needs of working professionals and full time students in the Gulf South region Southern Miss MBA Hattiesburg A full-time program delivered in traditional,
Department of Business Administration, Management, & Marketing Assessment Report 2010-2011 Mission/Purpose The purpose of the Department of Business Administration, Management and Marketing is to provide
4.4 Policy Statement on the Accounting and Measurement of Workforce and Continuing Education KCTCS is committed to providing life-long learning opportunities to improve the quality of life and employability
Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised
Are College Students Prepared for a Technology-Rich Learning Environment? Victoria Ratliff Dean of Business & Information Technology Mountain Empire Community College Big Stone Gap, VA 24219 USA email@example.com
Sorrell College of Business Executive Master of Business Administration (EMBA) SCOB GRADUATE COMMITTEE The SCOB graduate committee oversees all business graduate programs including the MBA Graduate Committee
BOARD OF HIGHER EDUCATION REQUEST FOR COMMITTEE AND BOARD ACTION COMMITTEE: Assessment and Accountability NO.: AAC 08-01 BOARD DATE: October 19, 2007 MOVED: The Board of Higher Education hereby approves
Masters of Business Administration DEVELOPING EXCEPTIONAL LEADERS Strategize Manage Achieve The DeVille School of Business Success ACHIEVE YOUR NEXT LEVEL OF SUCCESS You have a desire to manage and strategize.
PERFORMANCE FUNDING STANDARDS, 1992-93 through 1996-97 General Provisions 1. These standards and provisions shall apply to all public universities, community colleges, and technical institutes in Tennessee.
Department of Economics Cal State Univ., Hayward Phone 510 885 3275 OR 25800 Carlos Bee 510 885 3265 Hayward, CA 94542-3068 Fax 510 885 4796 DEPARTMENT AND PROGRAM MISSION, GOALS, AND ASSESSMENT A FOCUS
Annual Assessment Report to the College 2008-2009 DRAFT College: COBAE Department: Information Systems Program: B.S. in Information Systems Liaison: Leah Marcal 1. Overview of Annual Assessment Project(s)
Student Learning Assessment for Academic Year 2011-2012 Business Programs Student Learning Assessment for Associate of Arts in Business Administration Program Intended Student Learning Outcomes for Associate
Master of Healthcare Administration Frequently Asked Questions Is your program CAHME accredited? Yes, the Seton Hall MHA program received initial CAHME accreditation effective May 20, 2014. This extends
North Georgia Technical College Institutional Effectiveness Model October 2000 FY 2012 Update (Rev 10-31-11) INSTITUTIONAL EFFECTIVENESS OPERATIONAL PLANNING & EVALUATION STRATEGIC PLANNING AND EVALUATION
College/School/Major Division Assessment Results for 2012-2013 1) College/School: School of Agriculture: Animal Science Unit 2) Review your student learning outcomes (SLOs). Please update as needed. The
STUDENT AFFAIRS FORUM Math Center Services and Organization Custom Research Brief Research Associate Amanda Michael Research Manager Nalika Vasudevan October 2012 2 of 12 3 of 12 Table of Contents I. Research
Supporting the General Education Program for Distance and Adult Students Jodene DeKorte, PhD Kaplan University Jdekorte@kaplan.edu Kathleen Ingram, PhD Kaplan University firstname.lastname@example.org Jon Proctor,
Indiana University Kokomo School of Business M.B.A. Program Assessment Report Academic Year 2014/15 I. BRIEF SUMMARY OF ASSESSMENT PLAN Highlights of the Assessment Plan Assurance of student learning remains
Department of Management Information Systems Terry College of Business The University of Georgia Major Assessment Plan (As of June 1, 2003) Note to Readers: The MIS Faculty takes seriously our challenge
THE FLORIDA COLLEGE SYSTEM BACCALAUREATE PROGRAM APPROVAL PROPOSAL FORMAT COVER SHEET INSTITUTION: St. Johns River State College BACCALAUREATE DEGREE CONTACTS: PRIMARY Name: Dr. Melanie Brown Title: Vice
EARLY CHILDHOOD UNDERGRADUATE COLLEGE PROGRAMS FREQUENTLY ASKED QUESTIONS Are you thinking about improving your knowledge and competencies in order to better enhance children s outcomes in your program?
ASU College of Education Department of Curriculum and Instruction EDG 6331 Role of the School Counselor Fall A 2015 Course Syllabus Table of Contents Course Description... 1 Learning Objectives and Outcomes...