PRELIMINARY VISIT QUESTIONNAIRE 2004 STANDARDS AND CRITERIA FOR BACCALAUREATE/GRADUATE DEGREE SCHOOLS AND PROGRAMS

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1 PRELIMINARY VISIT QUESTIONNAIRE 2004 STANDARDS AND CRITERIA FOR BACCALAUREATE/GRADUATE DEGREE SCHOOLS AND PROGRAMS

2 INSTITUTIONAL OVERVIEW The contents of the Preliminary Questionnaire begin with completing and submitting information about the institution in general and the business program specifically. Following is an outline that may be used to create the overview. Or, the institution may contact the ACBSP office for a.pdf version that permits entering of information and return it as an electronic submission. The intent of the overview is to address what is most important to the business schools or programs, the key factors that influence how the business schools or programs operate, and where the business schools or programs are headed. 1. Contact Information Name of Institution: Northwestern Oklahoma State University Name of Business School or Program: Department of Business 1 Name/Title of President/Chancellor: Dr. Janet Cunningham, President Name/Title of Chief Academic Officer: Dr. Steven Lohmann, Executive Vice President Name/Title of Business Unit Head: Dr. James Bowen, Dean School of Professional Studies Dr. Steven Palmer, Department Chair Academic year covered by the Preliminary Questionnaire: The institution s Preliminary Questionnaire coordinator contact information: Name: Dr. Steven Palmer Title: Department Chair Campus Address: 709 Oklahoma Blvd. Country: USA City: Alva State/Province: OK Zip/Postal Code: Phone: Fax: [email protected] 2. Identification of Individuals Who Helped Prepare the Preliminary Questionnaire The following people contributed information that was used in preparing this document. The document was primarily written by Steven Palmer, Department Chair. The President, Executive Vice President, Dean School of Professional Studies and the Business faculty had the opportunity to review the document and provide feedback before the final draft was sent. Contributors: Name Ms. Sheri Lahr, Registrar Information Technology Dept researchers and compilers of the 2009 Factbook Dr. Ralph Bourret, Assistant Professor of Accounting Dr. Jim Breyley, Associate Professor of Business Dr. Jerry Gustafson, Professor of E-Commerce Ms. Rita Castleberry, Institutional Research Title Dr. Kathleen Harris, Professor of Business Dr. Fred Jungman, Professor of Economics Mr. Bhanu Reddy, Instructor of Business Mrs. Dana Roark, Instructor of Business Ms. Karen Sneary, Instructor of Business Mr. Gary Tucker, Instructor of Business 1 During the academic year covered by this study ( ), the academic unit was the Department of Business, E-Commerce and Agriculture. Agriculture was spun off into its own department at the beginning of the current academic year ( ) and the Department was renamed Business, E-Commerce and Accounting. The E-Commerce major is being phased out this academic year. The university has submitted for approval to change the unit s name to the Business Division. This request has been approved by the Regional University System of Oklahoma Regents. The Oklahoma State Regents for Higher Education, the final step in the approval process, should consider the request at its March or April meeting. The university does not anticipate any objection. 1

3 3. Review of All Academic Activities a. Business Courses Offered by Business Unit. ACBSP accredits degree programs in business and business-related fields. The ACBSP accreditation process takes into account the traditional specializations in business, including accounting, business administration, finance, marketing and management. Any of these specialized programs offered by the business unit seeking accreditation must be included in the Preliminary Questionnaire to be considered for accreditation. b. Business Degrees Offered by Business Unit. The accreditation process includes a review of all academic activities in a business school or program. In other words, if an institution offers associate degrees, bachelor s degrees and graduate degrees in the business school or business program, the accreditation process embraces all of these in the Preliminary Questionnaire. If an institution has only a bachelor s or master s degree program at the time of accreditation, but adds the bachelor s or the master s degree at some later date, the institution will have a maximum of five years from the date of the program s inception to achieve accreditation. When a new degree program in business is added after an institution has been accredited, it must be referred to in the institution s annual report to ACBSP. The new degree program needs to be operational, with enrolled students, for at least two years before it can be considered for accreditation. c. Business Content Courses Not Offered by Business Unit. At the institution s written request, other business-related programs may be either included or excluded from the accreditation process. If they are to be excluded, appropriate justification should be set forth in the Preliminary Questionnaire material, and evidence must be included to ensure that the general public clearly understands that these programs are not accredited. d. Branch Campuses/Extension Centers. If an institution has a branch campus or campuses, or there are extension centers or other types of auxiliary operations where business courses are taught, then the accreditation process will include all of these locations in the Preliminary Questionnaire. On a case-by-case basis, such entities may be excluded. If they are to be excluded, appropriate justification should be set forth in the Preliminary Questionnaire material, and evidence must be included to ensure that the general public clearly understands that these programs are not accredited and there is sufficient distinction in the degrees offered to justify their exclusion. An institution may ask in advance of conducting the Preliminary Questionnaire for a determination of inclusion or exclusion from the Preliminary Questionnaire. TABLE 1 - Review of all Academic Activities Column A: List all business or business-related programs (including those with designations in the degree or major title such as business, industrial, administration, management or organizational.) Column B: Indicate with yes or no whether the program is administered by the business unit. Column C: Indicate with yes or no whether the program is to be accredited by ACBSP. If no, provide justification explaining why the program should be excluded from the accreditation process. Column D: Indicate number of degrees conferred during Preliminary Questionnaire year. 2

4 Column A Column B Column C Column D B.S. Accounting yes yes 2 18 B.S. Agri-Business 3 no no 22 B.S. Business Administration yes yes 54 B.S. Business Education 4 N/A N/A 0 B.S. E-Commerce 5 no no 2 B.S. Organizational Leadership yes yes 6 0 B.A. Political Science/Public Admin. 7 no no N/A 8 B.A.A.S. Technical Management yes yes 9 0 Comments: The Accounting, Business Administration and E-Commerce majors are traditional Business programs. The Organizational Leadership major is a cooperative degree completion program involving nine Oklahoma state universities. Technical Management major leads to a Bachelor of Applied Arts and Sciences designed for students who have an applied arts or sciences associate degree or have attained certain national certifications. In the review academic year ( ) the Department included Agriculture. Beginning in the academic year Agriculture, including Agri-Business, was removed from the Business Department and an Agriculture Department was created. Throughout this study, the data for the Department during the self-study year does not include Agriculture or Agri- Business programs or students. 2 NWOSU is seeking concurrent ACBSP accreditation for the Accounting Program. 3 The Agri-Business major is being discontinued at the end of the current academic year ( ). Prior to the current academic year, Agriculture and Business were in the same department. With making Agriculture its own department, the decision was made to discontinue the major. In the future Agriculture students wanting a basic business background will minor in Business. 4 The review year was the last year for the Business Education major. The program no longer is available at NWOSU. 5 The E-Commerce major will be eliminated at the end of the current academic year. 6 Organizational Leadership is being accredited as a Business-related program. 7 The Bachelor of Arts with a major in Political Science (Public Administration Option) is a traditional liberal arts, public administration program based in a Political Science Department. Students in this program take three Economics courses taught by the Department of Business (Principles of Macroeconomics, Principles of Microeconomics and Public Finance). Other than the Introduction to Public Administration class, none of the other courses in the curricula have a title or content that would be confused with a Business program. The Business Department has no authority over or input into the Political Science major. 8 The information concerning the Public Administration option is not captured by the university. A total of 5 Political Science majors graduated. 9 Technical Management is being accredited as a Business-related program. 3

5 4. Organizational Charts Place in an Appendix of the Preliminary Questionnaire a copy of: 1.) The institution s organizational chart 2.) The business school or program s organizational chart Identify here the Appendix number: Appendix A = NWOSU organizational chart (study year) Appendix B = Business Department organizational chart 5. Conditions of Accreditation a. Institutional Accreditation. Institutions operating in the U.S. must be accredited by their regional body. Non-U.S. institutions must have equivalent accreditation or recognition as appropriate. For non-u.s. institutions, this is typically a copy of a certified translation of an official document from an appropriate government organization in their respective countries stating recognition, accreditation, and/or their right to grant degrees in an Appendix. Membership in ACBSP requires regional accreditation or the filing of the official document by non-u.s. institutions. It is not necessary to provide these documents unless this information cannot be verified by ACBSP staff, or there have been changes in the status. If this cannot be verified or is questioned, the institution will be required to provide documentation before the process can continue. Please note below any changes in accreditation status. Changes: NWOSU is accredited by The Higher Learning Commission and is a member of the North Central Association. The HLC accreditation is due for re-affirmation in b. Statement of Mission Institution. Provide the approved statement of mission for the institution and state whether it is listed in the institution s catalog or program offerings bulletin (see subsection d). University Statement of Mission: Northwestern Oklahoma State University is a community of learners that includes students, teachers, staff, administrators, and area citizens advancing learning excellence and preparing its members for service as leaders and entrepreneurs in the changing climate of northwest Oklahoma and the world. c. Statement of Mission Business School or Program. Schools and programs must have a mission consistent with that of ACBSP. State the mission of the business school or program and whether the mission is listed in the institution s catalog or program offerings bulletin (see subsection d). State of Mission: Department of Business Mission Statement: The Department of Business provides a quality, student-centered learning environment to prepare students to be competent, ethical business professionals, entrepreneurs and leaders in the regional workplace and in the world. The Department accomplishes this by offering quality education delivered by qualified, involved faculty dedicated to continuous improvement processes in order to prepare our alumni to contribute to the intellectual and economic vitality of regional stakeholders and beyond. 4

6 d. Public Information. State the catalog page number(s) where each of the following is located: 1.) listing of the business degree programs page number(s) 52, 59-67, ) the academic credentials of all faculty members page number(s) ) the academic policies affecting students along with a clear description of the tuition and fees charged the students page number(s) 13-14, 25-36, ) the statement of mission of the institution page number(s) 8 5.) the statement of mission of the business school or program page number(s) N/A 10 e. Accreditation of Doctoral Programs. Accreditation of doctoral programs requires meeting the following requirement: 1.) Institution must have ACBSP-accredited programs at the baccalaureate and/or master s level. N/A 2.) Institution must perform a Preliminary Questionnaire addressing the six general standards and criteria and related subcategories to the extent appropriate. N/A 3.) Program must be authorized by the appropriate regional accrediting association and/or the appropriate governmental agency. - N/A 4.) Accreditation can only be awarded after individuals have graduated from the program. - N/A If this Preliminary Questionnaire includes accreditation of a doctoral program, please indicate below with attached documents as required, that you have met these requirements or you intend to meet these requirements. N/A 6. Business School or Program Organizational Profile The Organizational Profile is a snap-shot of your business school or program, the key influences on how you operate, and the key challenges you face. It consists of two parts: Organizational Description and Organizational Challenges. Importance of Beginning with your Organizational Profile. Your Organizational Profile is critically important because: It is the most appropriate starting point for self-assessment. It helps the institution identify potential gaps in key information and focus on key performance requirements and organizational performance results. It is used by ACBSP in all states of review, including the site visit, to understand your organization and what you consider important. It also may be used by itself or an initial self-assessment. If you identify topics for which conflicting, little or no information is available, you can use these topics for goal-setting and action-planning. Please submit your responses to both the Organizational Description and the Organizational Challenges on documents included within the Preliminary Questionnaire as an Appendix or immediately following these pages. Limit the response to the Organizational Profile to five pages. 10 The Department did not have a mission statement prior to the beginning of the current academic year. By the time the mission statement was adopted the current catalog had been printed. The Department of Business Mission Statement will be included in the Undergraduate Catalog which will be published later this semester. It will be printed in a new section of the catalog that describes the Business programs. The mission statement is included on the Department s webpage. 5

7 a. Organizational Description Describe your organization s environment and key relationships with students and other stakeholders. Within your response, include answers to the following: 1.) Organizational Environment a.) What are the delivery mechanisms used to provide your education programs, offerings and services to students? b.) What is your organizational context/culture? c.) What is your stated vision? d.) What are your stated values? e.) What is your faculty and staff profile? Include education levels, workforce and job diversity, organized bargaining units, use of contract employees. f.) What are your major technologies, equipment and facilities? 2.) Organizational Relationships a.) What are your key student segments and stakeholder groups? What are their key requirements and expectations for your programs and services? What are the differences in these requirements and expectations among students and stakeholder groups? b.) What are your key partnering relationships and communication mechanisms? Notes: Student segment and stakeholder group requirements might include special accommodation, customized curricula, reduced class size, customized degree requirements, student advising, dropout recovery programs and electronic communication. Communication mechanisms should be two-way and might be in person, electronic, by telephone and/or written. For many organizations, these mechanisms might be changing. b. Organizational Challenges Describe your organization s competitive environment, your key strategic challenges and your system for performance improvement. Within your response, include answers to the following questions. 1.) Competitive Environment a.) What is your competitive position? Include your relative size and growth in the education sector and the number and type of competitors. b.) What are the principal factors that determine your success relative to your competitors and other organizations delivering similar services? Include any changes taking place that affect your competitive situation. 6

8 2.) Strategic Challenges What are your key strategic challenges? Include education and learning, operational, human resource and community challenges, as appropriate. 3.) Performance Improvement System How do you maintain an organizational focus on performance improvement? Include your approach to systematic evaluation and improvement of key processes and to fostering organizational learning and knowledge sharing. Notes: Factors might include differentiators such as program leadership, services, e-services, geographic proximity and program options. Challenges might include electronic communication with key stakeholders, reduced educational program introduction cycle times, student transitions, entry into new markets or segments, changing demographics and competition, student persistence and faculty/staff retention. 1. Leadership PLEASE SEE APPENDIX C FOR OUR ORGANIZATIONAL PROFILE. Administrators (chief academic officers, deans, department chairs) and faculty must personally lead and be involved in creating and sustaining values, business school or program directions, performance expectations, student focus and a leadership system that promotes performance excellence. The values and expectations must be integrated into the business school s or program s leadership system and the business school or program must continuously learn, improve and address its societal responsibilities and community involvement. a. Do your administrators and faculty set, communicate and deploy business school or program values and performance expectations? b. Do your administrators and faculty review business school or program performance and capabilities to assess program success and your ability to address changing needs? Northwestern Oklahoma State University is led by Dr. Janet Cunningham, president. Dr. Cunningham came to administrative duties from the Business Department where she taught Accounting. She is extremely supportive of the Business Programs and understands the program s vital role in the success of the university. Dr. Steve Lohmann is the executive vice president of the university and its chief academic officer. Dr. Lohmann also is supportive of the Business Programs at NWOSU. The Business Department is part of the School of Professional Studies at NWOSU. The dean, Dr. James Bowen, has a background in education. However, he has educated himself on ACBSP standards and the importance of accreditation for the Department. Senior administrators model the importance that ethical behavior has on this campus. The university has developed a code of ethics applicable to the faculty at the university (See Appendix D). The code is published in the faculty manual. Violation of the code of ethics may lead to termination or other disciplinary action if deemed moral turpitude or dishonest. Substantial or repeated violations of the code of ethics would also be grounds for termination. 7

9 Student ethics is also an important element on campus. The university has its policy regarding academic dishonesty in the student handbook. When hiring new faculty, one of the interview questions concerns with how the professor would deal with academic dishonesty. As the Department s policy manual is developed over the next several months, a code of ethics for the students will be included. Under university procedures, students have the opportunity to evaluate professors during fall semester classes. One of the questions that is asked on the evaluation form regards the professor s fairness. Students also have the opportunity to make written comments on the evaluation instrument. The evaluations are conducted anonymously. (NOTE: Starting with the current academic year Business classes will be evaluated by students every semester.) Faculty has the opportunity to evaluate academic administrators during the spring semester. The administrators reviewed include the applicable division/department chair, the applicable dean, the executive vice president and the president. Faculty may include detailed comments in this anonymous survey. Senior administrators value communication between administration and faculty. While allowing the Business Department to take the necessary steps toward accreditation, they have wanted to be kept advised as to the progress. When asked for assistance, senior administrators have been open to providing the necessary contributions to support the Department. The president firmly believes that communication is vital to the success of the university. She and other senior administrators meet with each division/department in the fall to discuss university and department issues. This informal session involves a healthy dialogue between administration and faculty. The administration has an excellent record of following up on Department concerns raised at this meeting. The president also holds two or three all-university faculty meetings during the semester. After covering the issues on the agenda, she opens the floor for questions. Again she frankly answers those questions and if necessary provides follow-up information. Department chairs meet weekly with the dean to discuss issues and concerns regarding the university and departments. These meetings provide for smooth operation of the departments. All senior administrators are open to meet with students, department chairs and faculty to discuss concerns or issues that arise. When necessary, administrators take steps for the necessary resolution of the issue. The dean and executive vice president annually review the program assessment data regarding all university programs, including Business. The dean or executive vice president will discuss with the chair any issues that the data presents that are not appropriately addressed in the Department s assessment report. 2. Strategic Planning The business school or program must have a process for setting strategic directions to better address key student and program performance requirements. The strategy development process should lead to an action plan for deploying and aligning key plan performance requirements. It should also create an environment that encourages and recognizes innovation and creativity. a. Do you use a formal process to set the strategic direction for your business school or program? b. Do faculty and staff members participate or have a voice in this process? 8

10 c. Have you established your business school or program s key strategic objectives and the timetable for the current planning period? During the study year, the Business Department lacked a formal strategic planning process. The Department did not have a separate strategic plan from that of the university. The Department and administration did set one strategic goal specifically for the Department attain ACBSP accreditation. In the current academic year, the first steps toward a Business Department strategic plan have been made. At the beginning of the academic year the Department created a Planning Committee. The committee was charged as follows: The Planning Committee is responsible for strategic planning. This includes suggesting modifications to the department s mission statement, development of departmental goals and objectives, and annual review of the department s performance regarding mission, goals and objectives. The committee shall report its findings and recommendations to the department faculty. The Planning Committee also acts as the department s curriculum committee. In this regard the committee considers all suggested curriculum changes and makes recommendations to the department chair. Finally, the Planning Committee is responsible for stakeholder outreach. The committee should suggest and organize outreach activities. In the Fall 2009 semester the Planning Committee worked on the mission and vision statements for the Department. The committee then worked on the revision of the curriculum to meet the needs of our students and other stakeholders. The major curriculum revision recommended by the committee has been approved by the department faculty, university s Academic Affairs Committee, university administration and the Regional Universities of Oklahoma Regents. The curriculum proposal will be on the March or April 2010 agenda of the Oklahoma Regents for Higher Education. This semester (Spring 2010) the Planning Committee will start to focus on developing a formal strategic plan for the Business Programs. For now, the primary strategic initiative for Business Department is to earn ACBSP overall accreditation for the Business Programs and specific accreditation of the Accounting Program within five years. 3. Student and Stakeholder Focus A business school or program must have a systematic procedure to determine requirements and expectations of current and future students and stakeholders, including how the business school or program enhances relationships with student and stakeholders and determines their satisfaction. Stakeholders may include parents, employers, alumni, donors, other schools, communities, etc. a. Have you determined or targeted the student segments your educational programs will address? b. Have you identified methods to listen and learn to determine student and stakeholder requirements and their importance to these groups decisions related to enrollment? 9

11 c. Do you have a process to use the information you obtain from students and stakeholders for purposes of planning educational programs, offerings and services; marketing; process improvements; and the development of other services? In the past processes in the Business Department have been informal in many respects. This means that there is little documented evidence of the processes the Department has used. The Department had an advisory board comprised of alumni and local business professionals. The advisory board met annually. In addition the faculty would have informal discussion with students, alumni and local business professionals about the program. The Department is in the process of establishing more formal processes to gather information from these constituencies to improve our programs. Currently, the plan would include a three-year rotation of surveys. One year the survey would be of the regional business community. The following year would be a survey of employers who have employed our alumni. The third year of the rotation would involve an alumni survey. Notices will be sent to the applicable target audience requesting their participation. These surveys will be administered through LiveText or another online survey platform. The Department will continue to utilize the advisory board for input from alumni and regional businesses. The use of the advisory board will be more formalized. Likewise the advisory board will be used more frequently for input as to what the program does well and what needs to be improved. An informal process that has been put in place involves the three regional Chambers of Commerce. Members of the Business faculty have joined Chambers of Commerce in Enid, Woodward and Alva. Being active in the Chambers of Commerce will assist the Department in assessing the communities needs for Business graduates and whether we are meeting the needs. A student advisory board is also being discussed. This will give students a more formal mechanism for providing advice to the Business faculty about the program. An exit survey for graduating seniors will be developed and implemented in the next year for student input. 4. Information and Analysis Business schools and programs must have an outcomes assessment program with documentation of the results and evidence that the results are being used for the development and/or improvement of the institution s academic programs. Each business school or program is responsible for developing its own outcomes assessment program. At many universities outcomes assessment is frequently misunderstood by faculty. Those disciplines that have outside, professional accreditation have a much greater appreciation and understanding of assessment purposes and processes. This is probably true with the Business Programs at NWOSU. In the past, as reflect by the responses below, assessment was not understood by the faculty. For one, most measures used by the faculty in the program assessment process were not measures of student learning; rather they are measures of professor teaching at best. Attached to these responses as Appendix E is the Assessment Report regarding the Academic Year. 4.1 Selection and Use of Information and Data a. Do you have an outcomes assessment program? b. Do you have measures/indicators for tracking your business school or program s overall performance? 10

12 Northwestern Oklahoma State University has an outcome assessment process involving all programs on campus. The assessment results for each program are initially reviewed by the Director of Assessment. Then the Director of Assessment meets with both academic deans and the Executive Vice President (chief academic officer at NWOSU) to review and discuss the assessment results for each program. If areas of concern are identified, either the appropriate dean or the Director of Assessment meets with appropriate division/department chair to discuss the concerns. Whether it is the dean or the Director of Assessment that brings the concerns forward depends on the nature of the concern. The Director of Assessment does meet with each division/department chair to discuss input from the deans and executive vice president regarding their respective programs. This meeting is also an opportunity to discuss assessment for the current academic year. A summary of the assessment report for each program is forwarded to the Regents for the Regional University System of Oklahoma and the Oklahoma State Regents for Higher Education, which is published by the state regents. The assessment reports for Business Programs are kept on file with the Director of Assessment and the department chair also has a copy. There is little evidence that, beyond sharing the information with members of the Business faculty each year, formal tracking of data occurs. The Business faculty had informal discussions about the assessment reports. As the decision was made to seek ACBSP accreditation, the faculty believed that assessment issues would be addressed in the accreditation process. In Fall 2009 a virtual drive was created on each Business faculty member s computer by the Instructional Technology Department. The Department s assessment reports, as well as other important information, are posted on this virtual drive to allow Business faculty access to the information. 4.2 Selection and Use of Comparative Information Data Describe the business school or program s selection, management, and use of benchmarking (comparing to best practices) or comparison (comparing with similar business schools or programs) information and data to improve overall performance. In the study year of the only assessment benchmarking involved the Major Field Tests results. The university frequently identifies as peer institutions the other RUSO universities (East Central University, Northeastern State University, Southeastern University, Southwestern Oklahoma State University and University of Central Oklahoma). All other RUSO universities, except Southwestern Oklahoma State, are accredited by ACBSP. Southwestern Oklahoma State is currently accredited by IACBE. The administration appreciating the importance of professional accreditation and the fact NWOSU was the only RUSO program without professional accreditation made the decision to seek professional accreditation. 4.3 Selection and Use of Information Results What improvements have been made to your programs based on information obtained from outcomes assessment programs. In the study year, there is little evidence to indicate the department faculty made any substantive changes in the program as a result of the assessment data. In part no action was taken because the assessment data did not show any shortfalls, except in regard to the Major Field Test results. There is no documentation to indicate that the Business faculty formally discussed the assessment data and its implications. 11

13 The administration, with the faculty support, started the process of determining the appropriate professional accreditation agency for the NWOSU Business Programs. Business faculty and administrators examined AACSB, ACBSP and IACBE and determined that ACBSP was the appropriate organization for NWOSU. 4.4 Continuous Process Improvement: Student Learning and Performance How do you evaluate and improve your student learning and performance processes? Being a small school and having only ten full-time Business faculty members, most department processes are informal and not documented. In the study year little was formally done with the assessment data collected to evaluate and improve student learning. There was no course level outcomes assessment performed. The university had adopted a standardized format for syllabi that included identifying desired course learning outcomes in the syllabus. Business faculty did use the required syllabi format, but did not engage in course-level assessment to determine if the outcomes were being achieved. 4 UPDATE: In the current academic year ( ) assessment, both program and course-level, has been a priority for the Department. In Fall 2009 a department assessment committee comprised of three Business faculty members was formed. The Assessment Committee was charged as follows: The Assessment Committee is responsible for developing the overall Program assessment process for all degree programs offered by the Department. Once the assessment process is developed, the committee is responsible for implementation. Each year the committee will review the program assessment data and report the results, observations, conclusions and recommendations to the department faculty. The committee must document how the assessment data was used and what actions occurred because of the assessment results. The report shall include five-year trend data. In addition, the committee should collect the data on learning objectives assessment for each class. In its annual report the committee should also report on the assessment of class learning objectives. As part of the assessment process the committee must determine methods for benchmarking, both internal and external. The results of benchmarking should be included in the annual report to the faculty. During the Fall 2009 semester the Assessment Committee worked hard and identified overall program goals for all NWOSU Business Programs. The committee further identified specific program goals for each Business Program. The proposed goals were then presented to the Business faculty. After a department-wide discussion of the proposed goals, the Business faculty voted to adopt the recommended goals. (See Appendix F) Once the goals were adopted, the Assessment Committee began designing a program assessment process. Their recommended process was presented to the Business faculty at its first department meeting of the Spring 2010 semester. The Business faculty will be discussing, developing and adopting a program assessment plan during the Spring 2010 semester for implementation with the start of the academic year. 12

14 In Fall 2009 the Department s Development Committee made a brown bag presentation to the Business faculty on course-level assessment. The presentation included valuable information as to the benefits of course-level assessment, as well as possibly techniques that could be used. During the current semester (Spring 2010) teams of three to five faculty members have been charged with developing proposed standard learning outcomes for each class offered by the Business Department. It is planned that by the end of the semester the department faculty will meet, discuss and adopt standardized learning outcomes for each class. It is felt that standardized learning outcomes are especially important at NWOSU because approximately one-third of our courses are delivered by adjuncts. Once the course-level learning outcomes are adopted, then course-level assessment techniques will be developed. By using the same assessment techniques for any particular class, there will be longitudinal data available in the future. In February 2010 the department faculty attended a LiveText training session on campus. The representative from LiveText introduced the Business faculty on the use of LiveText for program and course-level assessment. In August 2010, Business faculty will have another day of training by LiveText trainers focused on how to use LiveText to gather, assess and analyze data for program and course-level assessment. LiveText has been used for program assessment by the Education Division for a couple of years. The Business Department will start using LiveText in Fall With the creation of the Assessment Committee, the Department also created a formalized system to close the assessment loop. The program assessment data will first be analyzed by the Assessment Committee. The committee is responsible to write a report to the Business faculty. The report will include observations, analysis and recommendations for improvement. Then the Business faculty will meet to discuss the assessment data and the committee s report. As a result of these discussions, the faculty will make recommendations regarding program improvement. The recommendations will be implemented by the chair, or the chair will discuss with the faculty why their recommendations are not being implemented. The Assessment Committee is also charged with collecting course-level assessment data from the faculty. This will assure that the information is being collected in each class. The committee will make general observations concerning the results of course-level assessment. The chair, working with appropriate faculty, will discuss what, if any, changes are needed, as a result of course-level assessment. 5. Human Resource Development and Management The ability of a business school or program to effectively fulfill its mission and meet its objectives is dependent upon the quality, number and deployment of the faculty and staff. Hence, each institution seeking ACBSP accreditation for its business school or program must: (1) develop and implement policies and plans that ensure an excellent faculty including a staffing plan which matches faculty credentials and characteristics with program objectives, (2) evaluate the faculty based on defined criteria and objectives, (3) provide opportunities for faculty development and ensure scholarly productivity to support department and individual faculty development plans and program objectives; and (4) foster an atmosphere conducive to superior teaching. 5.1 Human Resource Planning a. Do you have a human resource plan? 13

15 (NOTE: During the study year ( ) the Business Department had nine lines available for teaching Business-related courses. The Agriculture program also was part of the Business Department in the study year. The Agriculture program was spun-off into its own department at the start of the current academic year. In discussing the Business Department during the study year, the Agriculture faculty are not included as Business Department faculty. Further, one new Business faculty member left the university at the end of the Fall semester. She was replaced in the Spring 2009 semester by an instructor who had very similar qualifications. Both individuals held a Masters in Business Administration and were working on a doctorate degree in business administration. Therefore, for the purposes of this discussion, they will be treated as one person.) As a small regional state university in a small, rural community, NWOSU historically attracts faculty members who have previous ties with the university or the area. Faculty turnover at NWOSU is historically low. In the study year, the average length of faculty service at NWOSU for Business faculty was 9.5 years. Two professors had 20+ years of service. In the study year four of the full-time Business faculty members held at least one degree from NWOSU. Eight of the ten Business faculty members held at least one degree from a college or university in Oklahoma. Of the two faculty members who did not have a degree from an Oklahoma institution, one had been at NWOSU for 27 years and the other for 10 years. The faculty member with 10 years of NWOSU experience taught for several years at Phillips University in Enid. When Phillips University closed its doors, this faculty member was hired to be part of the Enidbased Business faculty. The university has a very specific hiring process that it follows. The process actively involves the department faculty and the faculty makes hiring recommendations to the dean. The hiring process is described in Appendix G. All full-time faculty, except tenured faculty, undergo an annual review. Tenured faculty members are reviewed every three years. The process used at NWOSU is well defined and rubrics have been established to assist in standardizing evaluations. Each faculty member develops an electronic portfolio using LiveText. Each portfolio is reviewed by the department chair, a peer reviewer of the faculty member s choice and a peer reviewer chosen by the department chair from a list of names provided by the faculty member. Appendix H contains a description of the process, the scoring sheets and the scoring rubric. By university policy and as performed by the Business Department during the study year, students evaluate every fall class. Starting in the current academic year, the Business Department policy is that students will evaluate all classes, not just those taught in the fall semester. The Business Department believed that input for the entire academic year is necessary for true continuous improvement How do you determine the best makeup of the faculty, including academic credentials and business experience? Under NWOSU policies, a person must have a doctorate degree to be considered for tenure. No one will be appointed to the rank of assistant professor without a doctorate, unless the person is ABD or has completed a non-doctorate graduate program consisting of at least 60 hours. The university does have a non-tenure track appointment for individuals who do not have a doctorate. These individuals are appointed at the rank of instructor. They may be a non-tenure track faculty member for seven years. After the seventh year, the regents must approve the further retention of non-tenure track faculty as a waiver of policy. 14

16 Because of the difficulty the university has experienced in recruiting doctorally-qualified faculty to this small agricultural community (5,000 people), the university has taken a home-grown approach. Individuals, with masters degrees, have been hired with the expectation that they will earn a doctorate degree. In the area of Business during the study year, there were five full-time instructors. Four of the five instructors were working on their doctorate degrees. Two were working on doctoral degrees in business and two in education. One full-time instructor held a Masters in Business Administration and had considerable business experience but had no interest in pursuing a doctorate degree. This instructor retired at the end of the study year. Most of the Business faculty brings a combination of experience (academic and business) with the academic credentials. As noted elsewhere in this report, NWOSU has historically used the home grown method of faculty development. Frequently masters qualified candidates with real-life experience were hired with the understanding that they would complete a doctorate program. The faculty hiring approach for Business professors has changed in the past two years. Greater effort has been made toward a national search for doctorally-qualified faculty. In evaluating applicants, the department look for both real-life work experience and doctoral qualifications. This change in approach is evident by the last four hires made by NWOSU for Business faculty. Mr. Tucker, hired for Spring 2009, did not have his doctorate, but he was working on a doctorate in Marketing when hired. Mr. Tucker has significant work experience that he brings to the classroom. The next hire was Dr. Steven Palmer, the new department chair. A search firm was utilized to fill this position. Dr. Palmer is doctorally qualified in Law, Management and Marketing. 11 Dr. Palmer has both industry and education experience. After national searches, Dr. James Breyley and Dr. Ralph Bourret were hired. Both gentlemen have work experience and prior teaching experience. Dr. Breyley is doctorally qualified in Accounting, Finance and Management; 12 while Dr. Bourret is doctorally qualified in Accounting If your institution offers non-traditional delivery systems or if any of your programs make extensive use of parttime (adjunct) faculty, How do you establish clear and explicit policies for recruiting, training, observing, evaluating and developing faculty for these non-traditional delivery systems. Approximately one-third of the courses offered by the Business Department are offered by adjunct faculty. Many of these individuals hold fulltime, non-teaching positions at NWOSU. Several other members of the adjunct faculty are faculty members at other universities across the country. All of these individuals who are involved in teaching online classes, have experience with online teaching. The adjunct faculty members who use ITV technology have been trained, usually one-on-one, by a professor who is knowledgeable on ITV or an ITV coordinator. Further, the university has an ITV facilitator available whenever there is an ITV class being taught who can assist faculty, full-time or adjunct, when technical issues arise Historically, accredited programs have focused on faculty input as a basis for demonstrating quality. The following criteria are considerations of historically appropriate employment input: 11 Dr. Palmer was found to be doctorally qualified in these areas when Eastern New Mexico University s ACBSP accreditation was re-affirmed in April Dr. Jim Breyley s credentials were reviewed as part of the initial accreditation of University of New England during the academic year. Dr. Breyley was found to be doctorally qualified in Management, Accounting and Finance. 15

17 At least 80 percent of the undergraduate credit hours in business and 90 percent of the graduate credit hours in business are taught by doctoral or professionally qualified faculty (see glossary of terms for doctoral or professionally qualified). At least 40 percent of the undergraduate credit hours in business and 70 percent of the graduate credit hours in business are taught by doctoral faculty. There is a mix of faculty, including sufficient business experience, business consulting experience, or other characteristics to ensure appropriate emphasis on business practice to meet program objectives. In the study year, the Department had full-time, doctorally-qualified faculty in several disciplines, as indicated in Table 2. With the new hiring done prior to the current academic year, all disciplines except E-Commerce and Management Information Systems have a doctorally qualified faculty member on the full-time faculty. The E-Commerce major is being phased out. Dr. Kathy Harris has 12 graduate hours in MIS. She is planning to take another 3-hour MIS graduate course so she will be doctorally qualified in Management Information Systems. Table 3 shows the doctoral coverage per discipline in the current academic year. Table 2 Doctorally-Qualified Faculty by Discipline Study Year ( ) DISCIPLINE Accounting E-Commerce Economics Finance Law Management Marketing Management Information Systems DOCTORALLY QUALIFIED Dr. Jordan None Dr. Jungman None Dr. Patzkowski Dr. Harris None None DISCIPLINE Table 3 Doctorally-Qualified Faculty by Discipline Current Year ( ) DOCTORALLY QUALIFIED Accounting Drs. Bourret, Breyley 13 E-Commerce None Economics Dr. Jungman Finance Dr. Breyley Law Dr. Palmer 14 Management Drs. Breyley, Harris, Palmer Marketing Dr. Palmer Management Information Systems None 13 Dr. Jim Breyley s credentials were reviewed as part of the initial accreditation of University of New England during the academic year. Dr. Breyley was found to be doctorally qualified in Management, Accounting and Finance. 14 Dr. Steve Palmer s credentials were reviewed as part of the reaffirmation of Eastern New Mexico University during the academic year. Dr. Palmer was found to be doctorally qualified in Law, Management and Marketing. 16

18 Prior to the decision to seek ACBSP accreditation, the university assigned qualified faculty members to teach courses without considering if the person was doctorally, professionally or minimally qualified. Therefore, no attempt was made to meet ACBSP goals of 80% doctorally or professionally qualified and 40% doctorally qualified for the undergraduate curriculum. As the graduate Business courses taught at NWOSU during the study year were combined undergraduate/graduate classes, the undergraduate teaching assignments were the primary concern. Table 4 shows the student credit hours generated in the study year based on the professors qualifications. Table 5 shows the student credit hours generated based on the professors qualifications for Accounting classes in the study year. Table 4 Business Program: Study Year Academic Year Total Student Credit Hours in Business Program Taught by Faculty Members in the Business Unit Total Credit Hours Taught by Doctoral and Professionally Qualified Faculty Members Percent of Total Credit Hours Taught by Doctoral and Professionally Qualified Faculty Members Total Credit Hours Taught by Doctoral Qualified Faculty Members Percent of Total Credit Hours Taught by Doctoral Qualified Faculty Members Undergraduate Graduate % 63% % 4% Table 5 Accounting Program: Study Year Academic Year Total Student Credit Hours in Business Program Taught by Faculty Members in the Business Unit Total Credit Hours Taught by Doctoral and Professionally Qualified Faculty Members Percent of Total Credit Hours Taught by Doctoral and Professionally Qualified Faculty Members Total Credit Hours Taught by Doctoral Qualified Faculty Members Percent of Total Credit Hours Taught by Doctoral Qualified Faculty Members Undergraduate Graduate % 100% % 50% Since making the decision to seek ACBSP accreditation, the university has hired four professors for the Business Department. The first hire was needed to cover the Spring 2009 semester, so doctoral qualification was not a vital factor. For the other three hires, doctoral qualifications were seen as vital. Three of the four new hires are doctorally qualified. Two of these professors are doctorally qualified in three disciplines. The professionally qualified new hire is pursuing a doctorate in Marketing. Upon graduation, this faculty member will also be doctorally qualified in three disciplines. The semester class schedules were designed to make progress in achieving the 80/40 mix in undergraduate student credit hour coverage. These efforts were constrained by ACBSP load standards and conditions at NWOSU. Significant progress was made in overall coverage percentages; although there was slippage toward the doctoral coverage in Accounting. 17

19 Table 6 shows the student credit hours generated based on the professors qualifications for the current academic year. Table 7 shows the student credit hours generated based on the professors qualifications for Accounting classes taught during the current academic year. Table 6 Business Program: Current Year Academic Year Total Student Credit Hours in Business Program Taught by Faculty Members in the Business Unit Total Credit Hours Taught by Doctoral and Professionally Qualified Faculty Members Percent of Total Credit Hours Taught by Doctoral and Professionally Qualified Faculty Members Total Credit Hours Taught by Doctoral Qualified Faculty Members Percent of Total Credit Hours Taught by Doctoral Qualified Faculty Members Undergraduate Graduate % 79% % 17% Table 7 Accounting Program: Current Year Academic Year Total Student Credit Hours in Business Program Taught by Faculty Members in the Business Unit Total Credit Hours Taught by Doctoral and Professionally Qualified Faculty Members Percent of Total Credit Hours Taught by Doctoral and Professionally Qualified Faculty Members Total Credit Hours Taught by Doctoral Qualified Faculty Members Percent of Total Credit Hours Taught by Doctoral Qualified Faculty Members Undergraduate Graduate % 100% % 100% As the Fall 2010 schedule was developed, efforts were made to achieve the ACBSP 80/40 undergraduate and 90/70 graduate coverage standards in both the overall Business program and in Accounting. As the Fall 2010 semester is currently scheduled, NWOSU has achieved these goals, except for doctoral coverage in the overall program. Currently only 38% of the credit hours being offered are scheduled to be taught by doctorally qualified faculty. However there are three scheduled classes listed as Staff. If a doctorallyqualified adjunct is hired to teach any of these three classes, the 40% goal will be achieved. Table 8 shows the projected credit hours offered based on the professors qualifications for Fall Table 9 shows the projected credit hours offered based on the professors qualifications in Accounting for Fall

20 Table 8 Business Program: Fall 2010 Projection (Note: This projection is based on courses scheduled to be taught, the faculty scheduled to teach each course and the credit hours each course carries. This is not based on student credit hour production per course.) Total Credit Hours in Business Program Taught by Faculty Members in the Business Unit Total Credit Hours Taught by Doctoral and Professionally Qualified Faculty Members Percent of Total Credit Hours Taught by Doctoral and Professionally Qualified Faculty Members Total Credit Hours Taught by Doctoral Qualified Faculty Members Percent of Total Credit Hours Taught by Doctoral Qualified Faculty Members Total credit hours currently listed as staff (as the qualifications of the faculty teaching these classes are unknown, for these calculations these 9 hours are treated as being taught by minimally qualified faculty.) Undergraduate Graduate % 100% % 100% 9 0 Table 9 Accounting Program: Fall 2010 Projection (Note: This projection is based on courses scheduled to be taught, the faculty scheduled to teach each course and the credit hours each course carries. This is not based on student credit hour production per course.) Total Credit Hours in Business Program Taught by Faculty Members in the Business Unit Total Credit Hours Taught by Doctoral and Professionally Qualified Faculty Members Percent of Total Credit Hours Taught by Doctoral and Professionally Qualified Faculty Members Total Credit Hours Taught by Doctoral Qualified Faculty Members Percent of Total Credit Hours Taught by Doctoral Qualified Faculty Members Undergraduate Graduate % 100% % 100% As the Business and Accounting programs achieve the 80/40 and 90/70 requirement, there are several indications that these standards will continue to be met. Regarding graduate hours, all combined undergraduate/graduate Business courses have been eliminated. Business does not have a graduate program at NWOSU; the graduate courses offered are a service to the Master of Education and Master of Counseling Psychology programs. It is anticipated that only one or two graduate-level Business/Accounting courses a semester will be offered. These classes will be taught by doctorallyqualified faculty. The Fall 2010 semester will be the last semester that E-Commerce classes are taught. The program has been phased out due to low enrollments. There were no professors doctorally qualified in E-Commerce teaching these classes. Removing these student credit hours from the calculations will improve the percentages. 19

21 In December 2010, Dr. Jerry Gustafson will have completed 15 of the required 18 graduate hours in the Kansas State University Personal Financial Planning Graduate Certificate program. Dr. Gustafson has a doctorate in Mathematics and has been teaching E-Commerce and Personal Finance classes. Starting in Spring 2011 Dr. Gustafson will be teaching Personal Finance, Investments, Insurance and similar classes for which he will be doctorally qualified. Ms. Karen Sneary anticipates having her doctorate by the end of the summer 2010 or by December at the latest. Her doctorate will be in Education with a specialty of Adult Education Leadership. Although she will have an out-of-discipline doctorate, her credentials were recently reviewed by the ACBSP Credentials Committee. The committee found Ms. Sneary professionally qualified to teach Introduction to Business, Leadership in Business, Personal Finance and Business Research. The committee indicated that upon completion of her doctorate Ms. Sneary would be doctorally qualified in Business Research and Introduction to Business. These two courses will comprise at least half of her annual teaching load. Three other masters-qualified, full-time faculty members are in various stages of their doctoral programs. Mr. Gary Tucker, who is currently professionally qualified, should be ABD by the end of the summer. Upon completing his doctorate, Mr. Tucker will be doctorally qualified in Marketing, Management and Accounting. The two other professionally-qualified instructors, Ms. Dana Roark and Mr. Bhanu Reddy, are further away from completing their doctorate degrees. Another factor that has resulted in higher coverage percentages is adjunct qualifications. As shown in Table 10 below, the percentage of student credit hours taught by professionally or doctorally qualified faculty has significantly increased from the study year to the current academic year. The increase in professionally and doctorally qualified adjunct production is the result of hiring faculty throughout the nation to teach online classes, rather than limiting the adjunct search to the region around the university. Table 10 Coverage by Adjunct Faculty Qualification Study Year ( ) Current Year ( ) Minimally Qualified 57% 14% Professionally Qualified 30% 57% Doctorally Qualified 13% 29% Doctorally and Professionally Qualified 43% 86% Members of the Business faculty have work experience related to their fields, in addition to their formal education. The department faculty, when hiring new faculty members, looks for candidates with both practical experience and education in the field. 5.3 Faculty Deployment Do you provide sufficient academic leadership at each location where the program is offered to ensure effective service to students and other stakeholders? The assigning of faculty members to a particular campus takes into account the disciplines taught. As Table 11 shows there has been an attempt in those disciplines in which two or more faculty members teach to have faculty at both campuses. Our faculty is student-oriented. This is demonstrated by faculty members willingness to regularly travel to other campuses to meet with their students and faculty members knowledgeable in a discipline to assist students taking courses from a professor at a different location. 20

22 No Business faculty member offices in Woodward. However, Mr. Tucker, the advisor for all Woodward students, travels to the Woodward campus at least once a month to be available for students. Many faculty members travel to Woodward at least once a semester to teach their classes from that campus. During early registration, Business faculty members in addition to Mr. Tucker also travel to Woodward to advise students. The dean of the Woodward campus, Dr. Deena Fisher, is aware of Business curriculum and works with students in the absence of a Business faculty member. Table 11 Faculty Assignment (Current Academic Year) ALVA Dr. Ralph Bourret Dr. Fred Jungman Dr. Steve Palmer Mr. Bhanu Reddy Ms. Dana Roark Ms. Karen Sneary ENID Dr. Jim Breyley Dr. Jerry Gustafson Dr. Kathy Harris Mr. Gary Tucker AREAS TAUGHT Accounting Economics Law, Management, Marketing E-Commerce, Marketing Accounting Business Research, Leadership, Personal Finance AREAS TAUGHT Accounting, Finance, Management E-Commerce, Personal Finance Leadership, Management, MIS Accounting, Management, Marketing During the study year, no effort was made to comply with ACBSP faculty load standards. As Table 12 Full-time Faculty Load AY shows there were nine different violations of faculty load standards involving four different professors. One professor had four violations, two faculty members each had two violations and one professor had one violation. Table 13 shows full-time faculty load for the current academic year. This table shows that improvement has been made in meeting the load standards as there are only four violations each involving different professors. As shown in Table 14 which shows the projected full-time faculty load for Fall 2010, there are no violations of the ACBSP load standards. Faculty Member Allen (Fall 2008 only) Table 12 Full-time Faculty Load AY Semester Hrs Taught Number Number of Number of AY Different Disciplines Disciplines 09 Preps Fall 2008 Spring N/A Gustafson Harris Jordan Jungman Patzkowski Pippin Reddy Roark Sneary Tucker (Spring 2009 only) 12 3 N/A 3 21

23 Table 13 Full-time Faculty Load AY Faculty Member Semester Hrs Taught AY Number Different Preps Number of Disciplines Fall 2009 Number of Disciplines Spring 2010 Bourret Breyley Gustafson Harris Jungman Palmer Reddy Roark Sneary Tucker Table 14 Full-time Faculty Load FALL 2010 Faculty Member Semester Hrs Taught FALL 2010 Number Different Preps Number of Disciplines Fall 2010 Bourret Breyley Gustafson Harris Jungman Palmer Reddy Roark Sneary Tucker Faculty and Staff Development How do you provide an opportunity for faculty and staff development consistent with faculty, staff and institutional expectations. Part-time faculty should participate in appropriate faculty development activities. The university is supportive of faculty development activities. New faculty are provided several training opportunities that start with a three-day orientation before the fall semester begins. Then during the fall semester additional training opportunities are provided to new faculty. These sessions are developed and 22

24 presented by university faculty members on the Faculty Development Advisory Board (FDAB). The FDAB committee, in addition to assisting the executive vice president regarding new faculty orientation, develops academic-based faculty mentoring programs, coordinates faculty development programs on campus including speakers, and provides resources for faculty to enhance teaching methods. The sessions, though designed for new faculty, are open to all faculty, full-time and part-time. In the study year, the Department did not have any formal developmental activities. In the current academic year, the Department created the Professional Development Committee. The committee was charged as follows: The Professional Development Committee is responsible for matters associated with professional accreditation that are not assigned to another committee. Once accreditation is attained, the committee is responsible to monitor the department policies, practices and procedures to assure compliance with professional accreditation standards. The committee also is responsible to organize faculty development programs each semester. The committee should document in its minutes the activities it presents. Finally, the committee will serve as the scholarship committee for the department. In this capacity the committee will be responsible for administering the business programs scholarships and making recommendations as to whom the scholarships should be awarded. The committee will be responsible for the award ceremony. In Fall 2009 the committee organized a brown bag session for department faculty on course-level assessment. The committee, in addition to its presentation, provided faculty with written resources to assist in developing learning outcomes and assessment techniques for their classes. The committee will sponsor a professional development session again in the Spring 2010 semester. The university has some travel funds available for faculty to travel to professional conferences. Because of economic conditions, the university placed a priority system for awarding the funds. Highest priority for funding goes to professors who are presenting at the conference. Second priority is reserved for professors having an active role in the conference, i.e. discussant, chair, etc. Faculty who want to attend seminars, workshops and other developmental activities within driving distance of campus will generally be supplied a university vehicle for the trip. As long as faculty makes arrangements for missed classes, the travel will be approved by administration. Some additional university funds may be available for fees and meals. 5.8 Scholarly and Professional Activities Summarize each faculty member s scholarly and professional activities for the last five years in a table similar to Figure 5.6. Another consideration to this example could be to add a column for classroom activities and take credit for developing case studies and exercises as scholarly activities. Figure 5.6 is an example that assumes the Boyer model. If your school uses another model or process to determine scholarly activities, please describe your process. List the faculty member s name, highest earned degree and any professional certificate held. Professional certificates must be the result of a written test monitored and graded by a professional organization (e.g., a Certified Public Accounting examination). 23

25 Figure 1 SUMMARY NWOSU FACULTY SCHOLARLY/PROFESSIONAL ACTIVITIES PAST 5 YEARS Scholarly Activities* Professional Activities Faculty Member Graduate Degree(s) Earned Bourret, Ralph PhD Professional Certifications Papers presented A= B= Published Articles/ Manuscripts/ Books A= B= Unpublished Articles/ Manuscripts/ Books A= B= Consulting Professionally Related Service Professional Conferences/ Workshops Professional Meetings Professional memberships Other Breyley, James PhD MS A= B= 2 7 A= B= 2 A= B= Gustafson, Jerry PhD A= B= A= B= A= B= Harris, Kathy EdD A= B= A= B= A= B= Jungman, Fred PhD A= B= 3 A= B= 3 A= B= 5 10 Palmer, Steve J.D MBA Law - Nebraska A= 14 B= A= 10 B= A= B= A= 1 B = 0 C = 3 D = 0 Reddy, Bhanu MBA MEd A= B= A= B= A= B= A = 0 B = 0 C = 0 D = 0 24

26 Figure 1 cont. Scholarly Activities* Professional Activities Faculty Member Roark, Dana Graduate Degree(s) Earned MEd Professional Certifications CPA - Oklahoma Papers presented A= B= Published Articles/ Manuscripts/ Books A= B= Unpublished Articles/ Manuscripts/ Books A= B= Consulting 2 Professionally Related Service 5 Professional Conferences/ Workshops Professional Meetings Professional memberships 6 Other Sneary, Karen MEd Teacher Certification - Oklahoma A= 3 B= A= B= A= B= Tucker, Gary MBA A= B= A= B= A= B= 1 Codes Used for Scholarly Activities A = Scholarship of Teaching B = Scholarship of Discovery C = Scholarship of Integration D = Scholarship of Application 25

27 6. Educational and Business Process Management In order to prepare business graduates for professional careers, the curriculum must encompass subjects dealing with the specifics of the global workplace and the more general aspects of global society. Since business graduates must be equipped to interact with other members of society, adapt to societal changes, and serve as business advocates, student must be encouraged to study global topics that will prepare them for these challenges. Given these academic demands, business schools and programs are encouraged to be innovative and to provide flexible curriculum options. Two of the major goals of the curriculum should be the development of intellectual curiosity and the creative capacity for independent thought and action. However, regardless of their major, all business graduates are expected to have received a general exposure to economic institutions, the complex relationships that exist between business, government, consumers and a basic knowledge of the functional areas of business. Thus, business students share common professional requirements. For this reason, certain common subject matter and areas of specialization are expected to be covered in baccalaureate and graduate degree programs in business schools and programs. Financial resources, physical facilities, libraries and other learning resources, equipment including computing hardware and software, and resources at off-campus sites must be adequate to support a strong curriculum and excellence in teaching Educational Design a. How do you develop the design and introduction of educational programs and offerings? During the study year, the Department did not have a formal process regarding program design. The university had a formal process once the recommended changes were made by the department. The university process is shown in Figure 2 below. The same university process is being used in the current academic year as was used in the study year. The departmental process was more formalized at the beginning of the current academic year. In August, the Department voted to create three committees, including the Planning Committee. This committee was given responsibility for curriculum review and changes. In preparing for the ACBSP accreditation process, a major restructuring of the Business Department curriculum was proposed during the Fall 2009 semester. These changes, if approved, would go into effect with the undergraduate catalog. The new more formal departmental process used to make these recommendations is described below. The department chair drafted a proposed curriculum which restructured the Accounting and Business Administration majors, the Department s minors and graduate Business classes offered. The proposal also eliminated the E-Commerce major and tweaked the Organizational Leadership and Technical Management majors. Major considerations in developing the curriculum proposal included student needs, business/community concerns, university and department mission statements, ACBSP standards, and department resources. 26

28 Figure 2 Northwestern Oklahoma State University Curriculum Approval Process Business Department Recommendation Dean, School of Professional Studies University Academic Affairs Committee If approved change involves degree, major or concentration change Regional University System of Oklahoma Board of Regents State Regents for Higher Education Executive Vice President Other approved changes are implemented The proposed curriculum changes were then submitted to the Planning Committee for review and action. The committee met several times to discuss the proposal and submitted proposed changes. The department chair incorporated several of the requested changes into the proposal. Those changes that the chair did not immediately incorporate, the department chair communicated with the committee chair and members to reach a consensus. The revised curriculum proposal was then distributed to the entire Business department faculty approximately 10 days before the faculty was set to meet to consider the proposal. With the proposal, the chair included a detailed explanation of the changes made as a result of the Planning Committee review and of the original suggestions made by the committee that were not incorporated into the proposal. During the intervening days, the Business faculty exchanged s with comments and proposed changes regarding the proposal. Some faculty met in small groups to discuss the proposal. At the department meeting all proposed changes were discussed. Some were adopted and others were not. Then the faculty at the meeting unanimously approved the curriculum proposal. The Business faculty approved the curriculum proposal in late October. At that time the proposal was submitted to the Dean of the School of Professional Studies, as set forth in the university process above. At the time of preparing the response to the preliminary questionnaire, the curriculum proposal has been approved by each entity in the process through the Board of Regents of the State University System of Oklahoma. The State Regents for Higher Education should consider the proposal at its March 2010 meeting. 27

29 6.1.2 Degree Programs a. How long does it take for a full-time student to complete the degree? A full-time student can complete the degree requirements within four years; provided the student takes credit hours a semester. All required Business classes are offered each semesters. The required Accounting classes for Accounting majors are offered at least once a year. Required classes for Businessrelated minors are also offered at least once a year. A course rotation is posted on the website to assist students in planning their schedule to graduate in four years. b. What are the delivery methods (classroom, correspondence, independent study, computerized distance learning, etc.)? At NWOSU the Business Programs are delivered so that students at all locations can successfully complete their Business curriculum without having to take classes on the Alva (main) campus. Some of the lower level classes are taught in a traditional face-to-face format on the Alva campus. These are limited to lower level classes that have multiple sections in a given semester. At least one section of these classes will be taught using a distance format. All upper-level classes are taught using a distance format. The Business Department extensively uses instructional television (ITV) to deliver classes among the three Northwestern campuses (Alva, Enid, Woodward) and other learning centers (Ponca City and Crabtree primarily). ITV uses Polycom video conferencing systems to create a two-way video and audio feed to all sites. The Business Department accounts for approximately one-third (⅓) of the university s ITV classes and has two of the eight ITV classrooms dedicated to its use on each NWOSU campus. Ponca City is an educational center with a variety of receive locations that are utilized for students there. The two ITV classrooms dedicated to the Business Department on each campus are designed so the professor may teach class from that location. Generally speaking in Business, the professor teaches live from either Alva or Enid. Business faculty will travel to other campuses and originate the class from other campuses on occasion. Crabtree is not designed to allow the professor to teach from there. The Business Department also teaches classes online. Northwestern uses Blackboard as the platform for online classes. Class size in online classes is generally limited to students. The university has an online education committee comprised of faculty, administrators and staff (IT Director and the Blackboard Administrator) that reviews and approves all classes before being offered in an online format. The Business Department utilizes online courses more than the rest of the university combined. In the current semester (Sping 2010) twenty-two (22) undergraduate Business courses are being offered online. Only fourteen (14) online undergraduate classes are being offered by the rest of the university. In Summer 2010, the Business Department will be offering 24 undergraduate classes online. The remaining departments combined will be offering 11 online undergraduate courses. A couple of Business professors utilize a blended format for some classes. In the blended class, generally 50% or more of the content is delivered online with the remaining content delivered by ITV Common Professional Component (CPC) a. How does your curriculum design address the Common Professional Component (CPC) outlined below? b. How do you determine the appropriate coverage of the Common Professional Component (CPC)? 28

30 COMMON PROFESSIONAL COMPONENT 1.) Functional Areas a.) Marketing b.) Business Finance c.) Accounting d.) Management, including Production and Operations Management, Organizational Behavior and Human Resource Management 2.) The Business Environment a.) Legal Environment of Business b.) Economics c.) Business Ethics d.) Global Dimensions of Business 3.) Technical Skills a.) Information Systems b.) Quantitative Techniques/Statistics 4.) Integrative Areas a.) Business Policies (or), b.) A comprehensive or integrating experience that enables a student to demonstrate the capacity to synthesize and apply knowledge from an organizational perspective. By university policy to receive a Bachelor of Science degree, students must have a major and a minor. Programs can be designed to combine a major and minor into one degree plan. In the Business Department, during the study year, Accounting was a major-minor combined. Business Administration had two tracks. A student could complete a combined major-minor in Business or the student could major in Business and minor in another discipline (not necessarily related to Business). The Business curriculum is currently being revised. The new curriculum divides the core classes into Foundation Core (lower level required classes) and Business Core (upper-level required courses). All traditional Accounting and Business Administration majors share the same Foundation and Business Cores. There are also three classes that students are required to take as part of their general education coursework that are used in the CPC calculations. Appendix I contains the proposed Accounting major-minor curriculum to take effect in Fall The proposed new Business Administration major curriculum is set forth in Appendix J. During the study year, traditional Business Programs (Business Administration and Accounting) meet CPC requirements. However, the general requirements for Accounting major-minors, Business Administration major-minors and Business Administration majors differed and were inconsistent. One of the purposes for revising the curriculum was to standardize the basic core for traditional Business majors. Table 15 is the CPC coverage for Accounting majors during the study year. Table 16 is the CPC coverage for Business Administration major-minor students during the study year. Table 17 shows the CPC coverage for Business Administration majors who can minor in any discipline with a minor. Table 18 shows the CPC coverage based on the new curriculum which is applicable to both Accounting and Business Administration majors. The two Business-related programs also have substantial CPC coverage as shown in Table 19 for the Organizational Leadership major and in Table 20 for the Technical Management major. The Bachelor of Organizational Leadership requires students to successfully complete 124 semester hours to graduate. Of 29

31 those hours, 42 semester hours are Business courses, 33.9% of the program. The Bachelor of Applied Arts and Sciences also requires completion of 124 semester hours of which a minimum of 33 semester hours are Business related. This means that students in the Technical Management major will have at least 26.6% of their degree plan in Business-related classes. 30

32 Table 15 Summary of Common Professional Component (CPC) Compliance Curriculum ACCT Major/minor Core Course Title a1 a2 a3 A4 b1 b2 b3 b4 c1 c2 d Total Requirement MKT FIN ACCT MGT LAW ECON Ethics Global IS Stats Policy ACCT 2123 Financial Accounting ACCT 2133 Managerial Accounting CMSC 1103 Microcomputer Applications ECON 2113 Principles of Macroeconomics ECON 2123 Principles of Microeconomics FIN 3163 Business Finance GBUS 3013 Business Communications GBUS 3903 Business Law I GBUS 3913 Business Law II INTB 3513 International Business MATH 1313 Statistics MATH 1513 College Algebra MATH 2533 Business Calculus MGMT 3063 Principles of Management MGMT 4353 Production Operations Management MGMT 4433 Business Policy MIS 3413 Management Information Systems MKT 3043 Principles of Marketing TOTAL

33 Table 16 Summary of Common Professional Component (CPC) Compliance Curriculum BUSINESS Major/minor Core Course Title a1 a2 a3 A4 b1 b2 b3 b4 c1 c2 d Total Requirement MKT FIN ACCT MGT LAW ECON Ethics Global IS Stats Policy ACCT 2123 Financial Accounting ACCT 2133 Managerial Accounting ACCT 3xxx Income Tax or Intermediate I CMSC 1103 Microcomputer Applications ECON 2113 Principles of Macroeconomics ECON 2123 Principles of Microeconomics FIN 3163 Business Finance GBUS 3013 Business Communications GBUS 3903 Business Law I GBUS 3913 Business Law II INTB 3513 International Business MATH 1313 Statistics MATH 1513 College Algebra MGMT 3063 Principles of Management MGMT 3433 Organizational Behavior MGMT 4333 Human Resources Management Production Operations MGMT 4353 Management MGMT 4433 Business Policy Management Information MIS 3413 Systems MKT 3043 Principles of Marketing TOTAL

34 Table 17 Summary of Common Professional Component (CPC) Compliance Curriculum BUSINESS Major Only Core Course Title a1 a2 a3 A4 b1 b2 b3 b4 c1 c2 d Total Requirement MKT FIN ACCT MGT LAW ECON Ethics Global IS Stats Policy ACCT 2123 Financial Accounting ACCT 2133 Managerial Accounting CMSC 1103 Microcomputer Applications ECON 2113 Principles of Macroeconomics ECON 2123 Principles of Microeconomics FIN 3163 Business Finance GBUS 3013 Business Communications GBUS 3903 Business Law I INTB 3513 International Business MATH 1313 Statistics MATH 1513 College Algebra MGMT 3063 Principles of Management MGMT 4353 Production Operations Management MGMT 4433 Business Policy MIS 3413 Management Information Systems MKT 3043 Principles of Marketing TOTAL

35 Table 18 Summary of Common Professional Component (CPC) Compliance Curriculum (ACCT + BUS ADMIN) Core Course Title a1 a2 a3 A4 b1 b2 b3 b4 c1 c2 d Total Requirement MKT FIN ACCT MGT LAW ECON Ethics Global IS Stats Policy ACCT 2123 Financial Accounting ACCT 2133 Managerial Accounting CMSC 1103 Microcomputer Applications ECON 2113 Principles of Macroeconomics ECON 2123 Principles of Microeconomics GBUS 2033 Leadership in Business GBUS 2903 Legal Environment of Business MATH 1513 College Algebra MATH 1313 Statistics MKT 3043 Principles of Marketing MGMT 3063 Principles of Management FIN 3163 Business Finance MIS 3413 Management Information Systems GBUS 3953 Business, Society & Government MGMT 4343 Cross-Cultural Management GBUS 3753 Business Research MGMT 4433 Business Policy International course* TOTAL

36 Table 19 Summary of Common Professional Component (CPC) Compliance ORGANIZATIONAL LEADERSHIP Core Course Title a1 a2 a3 A4 b1 b2 b3 b4 c1 c2 d Total Requirement MKT FIN ACCT MGT LAW ECON Ethics Global IS Stats Policy ORGL 3113 Foundations of Organizational Leadership and Personal Development ORGL 3223 Professional Communications 0 ORGL 3333 Data Analysis and Interpretation ORGL 3443 Survey of Fiscal Management ORGL 4113 Ethics and Organizations ORGL 4223 The Individual, the Organization and Society ORGL 4333 Leading and Managing ORGL 4443 Markets and Stakeholders ORGL 4553 Capstone TOTAL

37 Table 20 Summary of Common Professional Component (CPC) Compliance Technical Management Core Course Title a1 a2 a3 A4 b1 b2 b3 b4 c1 c2 d Total Requirement MKT FIN ACCT MGT LAW ECON Ethics Global IS Stats Policy ACCT 2123 Financial Accounting ACCT 2133 Managerial Accounting ECON 2*** Principles of Macroeconomics or Principles of Microeconomics or Survey of Economics GBUS 2903 Legal Environment of Business MATH **** Math Gen Ed Class MKT 3043 Principles of Marketing MGMT 3063 Principles of Management FIN 3013 Survey of Finance MIS 3413 Management Information Systems MGMT 3433 Organizational Behavior MGMT 4423 Information Management Systems MGMT 4433 Business Policy TOTAL

38 Regarding Accounting coverage, the new curriculum requires Accounting majors to have 127 hours to graduate with a Bachelor of Science degree. Accounting majors take 30 hours of upper-level Accounting classes beyond the Accounting coursework required of all Business students in the Foundation and Business Cores. Therefore, 23.6% of the curriculum beyond the accounting professional component is devoted to courses appropriate to the student s Accounting major. Under the Accounting curriculum in the study year, only 19% of the coursework met this requirement. See Table 21 below for the analysis of the Accounting curriculum. Table 21 Accounting Curriculum Beyond CPC Requirements Course No. Course Title Study Year Curriculum ACCT 3103 Intermediate Accounting I 3 3 ACCT 3113 Intermediate Accounting II 3 3 ACCT 3123 Governmental/Non-Profit Acct 3 ACCT 3133 Income Tax Accounting 3 3 (Individual Income Tax) ACCT 3153 Cost Accounting 3 3 ACCT 3923 Advanced Business Law/Ethics 3 ACCT 4133 Accounting Information Systems 3 3 ACCT 4173 Auditing 3 3 ACCT 4303 International Accounting 3 Advanced Accounting electives 6 3 Total Accounting Hours Total Hours to graduate % Accounting beyond CPC 19.3% 23.6% Education (Design and Delivery) Evaluation The school and/or program must provide evidence that ongoing educational programs and offerings meet design requirements. These observations, measures and/or indicators might include: enrollment and participation figures, student evaluation of course/instructor, success rates, attendance rates, dropout rates, complaints, student feedback, and observations by school and/or program leaders. This is only a partial list of examples. a. How is your ongoing program of assessment and improvement developed and conducted? b. What types of observations, measures and/or indicators do you use to evaluate and improve program and offerings? During the study year, program evaluation was handled informally. The program did engage in program assessment as discussed in section 4 above. As the current academic year progresses the Department is developing program and course-level assessment processes that will assist in measuring the success of the program and courses. A procedure has been established to formalize the assessment process and close the loop on the process. 37

39 In the study year the only benchmarking performed by the Department was based on the ETS Major Field Test. This benchmark was based on the national percentile results. As part of the process the Department currently is undertaking regarding accreditation, various benchmarks are going to be established. These benchmarks will be internal, regional and national. No final decision has been made regarding the exact data that will be used. The Department plans to continue using the ETS Major Field Test. In the future we are planning to also obtain peer institution comparisons, in addition to the national rankings Education Support Processes Describe how the business school or program s education support processes (counseling, advising, placement, tutorial, computer facilities, equipment, classrooms, office space, and libraries) are designed, managed and improved. Include all locations and the Internet: a. What are your key education support processes and their principal requirements and measures, such as usage rates, success rates and student and stakeholder feedback? The Alva campus is the main campus and all support services are located on the campus. The Business Department has good working relationships with all support services. This benefits our students and potential students. Most administrative offices have personnel assigned to the Enid campus. The Enid student has access to the services of the Registry Office, Financial Aid, and Admissions. The Enid campus also has a wellness center, library and computer lab for the students. A full-time librarian is stationed in Enid. Instructional technology also has a full-time technician to service faculty, staff and student-use technology. The Woodward campus staff performs many of the student services functions for the Woodward students. A librarian from Alva makes regular visits to the Woodward campus to serve the Woodward students. NWOSU does not have any online programs. Therefore all students have ties to one of the campuses for the purposes of student services. Student advising is conducted by faculty. All Business majors are advised by Business faculty. One of the Enid professors advises all Ponca City students. Another Enid professor advises all Woodward students. These two professors make regular trips to the applicable campuses to be available for the students. During registration periods, other Business professors assist in advising the students on remote campuses. There are no online-only students, so this means that all students have personal access to their advisor. The Business Department is fortunate on the Alva campus. Our faculty offices are located in Jesse Dunn Hall, which traces its roots to 1930s. The offices are large and we have empty offices available for Enid faculty when they are on our campus. Each professor has an individual office. The physical layout of the Enid campus is considerably different. Rather than individual offices, the Enid campus utilizes large rooms with partitions to create individual offices. Each professor has considerable space for their individual use. The Enid campus also has an area available for Alva faculty to use when they are on the Enid campus. There are also rooms available for Enid faculty to use when privacy is needed to assure student confidentiality. Although there are no Business faculty members housed on the Woodward campus, the Business Department does have an office on the Woodward campus for faculty use when in Woodward. 38

40 The Business Department, as explained above, uses technology extensively in delivering Business programs. There are two classrooms on each campus dedicated to Business department Business Operation Processes Describe how the business school or program ensures effective management of its key business operation processes (financial resources, secretarial and other administrative services, marketing, information services, public relations, etc.). Include all locations and the Internet: a. What are your key business operation processes? b. How do you determine your key customer requirements? c. How do you set measures and/or indicators and goals? d. How do you monitor performance? e. How do you evaluate and improve business operation processes to achieve better performance, including cost and productivity? f. How do you use the following type of information to evaluate your key business operation processes: 1.) Feedback from students, stakeholders, faculty and staff? 2.) Benchmarking? 3.) Peer evaluations? 4.) Data from observations and measurements? In the past, these types of processes were extremely informal and not documented. The Business Program was relatively small and there were only nine full-time faculty members. The faculty was very collegial and therefore would simply talk about these types of items. The faculty understands that these are areas that the Department must develop processes and procedures. We have started that process with the development of a Department Policy Manual. The draft of the manual will be developed by the department chair. Once developed, the policy manual will follow a similar department process of committee review and then adoption by the entire Business faculty. After the questionnaire is completed, forward a copy to your mentor and to ACBSP headquarters, along with a copy of your catalog(s). 39

41 APPENDIX A 40

42 APPENDIX B NORTHWESTERN OKLAHOMA STATE UNIVERSITY BUSINESS DEPARTMENT ORGANIZATIONAL CHART Dean, School of Professional Studies Chair, Department of Business Department Faculty 41

43 APPENDIX C Organizational Profile Describe your organization s environment and key relationships with students and other stakeholders. Northwestern Oklahoma State University s main campus is located in Alva, a city of approximately 5,000 residents in northwest Oklahoma. Alva is located just 14 miles south of the Kansas border, approximately 115 miles northwest of Oklahoma City and 100 miles southwest of Wichita, Kansas. Northwestern's main campus offers students a traditional on-campus college experience including living in university housing, dining in the cafeteria or Student Center Snack Bar, participating in campus activities, attending home athletic events, going to university-sponsored concerts or plays, and more. At Northwestern's Alva campus, students can choose from more than 40 areas of study to earn their Bachelor of Arts or Bachelor of Science degrees. NWOSU also offers two non-traditional bachelor programs, Bachelor of Applied Arts & Sciences in Technical Management and Bachelor of Science in Organizational Leadership. The BAAS program is a degree completion program for people who have an applied associate degree or who have attained certain national trade certifications. The Organizational Leadership degree is a degree completion program and is part of a statewide consortium composed of nine universities. Students in Alva can complete a master program in either Psychological Counseling or Education. NWOSU co-ops with two other universities to offer a master of business administration degree to students at all NWOSU campuses. Northwestern Oklahoma State University-Enid serves a diverse population, predominantly adult learners, to achieve their career and educational goals by providing local, affordable access to higher education (upper-level courses) leading to the bachelor s degree and complete graduate degree programs in a positive, student-centered, technology-enriched learning environment that promotes service and excellence. Because Northern Oklahoma College, an ACBSP-accredited community college, also has a location in Enid, the Regents bar NWOSU from delivering most lower-level courses to students in Enid, either by ITV or in-person. The Enid campus offers upper-division courses for completion of bachelor's degrees in 13 areas including Accounting, Business Administration, Computer Science, E-Commerce, Education (Elementary, Secondary, Special), General Studies, History, Nursing (RN, LPN Completion), Political Science, Psychology, Social Work, Sociology and Technical Management. At the end of the current academic year, the E-Commerce program will be officially terminated. Students may also complete master's degree programs in education and counseling psychology on the Enid campus. Many students take advantage of the cooperative agreements between Northwestern and Northern Oklahoma College and make a smooth transition to Northwestern for completion of their four-year degree. Many other students come to finish a degree started earlier in life or transfer in coursework from other institutions. Northwestern Oklahoma State University-Woodward provides convenient access to higher education opportunities to a diverse population, including non-traditional students, to assist them in meeting education and career goals in a supportive environment, and to improve the quality of life in 42

44 Woodward and the surrounding area. Northwestern dedicated its new building in Woodward in September It offers students all classes for general education requirements and offers complete undergraduate degrees and master's degree programs in education and counseling psychology. In Woodward, NWOSU coops with one university to offer a master of business administration degree. Students attending classes at Northwestern-Woodward are able to take the same types of undergraduate courses that are available at Northwestern's main campus in Alva. Since there are no restrictions as to the classes taught in Woodward, students can take lower-level and upper-level classes by ITV or in person. NWOSU utilizes face-to-face, instructional television and online formats for the delivery of course work in the Business Programs. Taking into consideration of the institution s circumstances, only limited, lower-level Business classes are offered in a strictly face-to-face setting in Alva. The upper-level Business classes are offered using a distance format, either ITV or on-line. The Business faculty is split between Alva and Enid, so ITV classes originate on either campus, depending on the professor assigned to teach the course. Online classes use Blackboard as the platform. Faculty teaching online classes may be based in Alva, Enid or elsewhere. In Fall 2008 Northwestern Oklahoma State University has 2076 students, of which 1836 were undergraduates. Eighty percent (80%) of the students are from Oklahoma. Approximately eleven percent (11%) of students are from the neighboring states of Kansas or Texas. There are three female students for every two male students (59.3%:40.7%) Practically three out of four students (74%) are considered traditional students. Almost eighty-five percent (84.25%) of the students are white. Black, Hispanic and Native American students constitute approximately fourteen percent (14%) of the student body (each classification accounts for approximately 4-6 %). Asian Americans and international students account for less than two percent (1.8%). 15 Business Programs in Fall 2008 accounted for more majors and more credit hour production than any other discipline or department at NWOSU. The Business Administration major had more students (264) than the second largest division/department (Education 223 among three majors). In all there were 350 students in a Business program/major (Accounting, Business Administration, Business Education, E- Commerce, Organizational Leadership and Technical Management). The Accounting major, with 66 students, was the 9 th largest of the university s 39 listed majors. 16 The Business Department was only one of three departments/divisions that experienced growth from Fall 2004 to Fall Only three departments, including Business, experienced growth in credit hour generation during that time period. The Business Department increased credit hour generation by 1056 credit hours per Fall semester between Fall 2004 and Fall 2008 (2886 to 3942). The other two departments that experienced growth in credit hour production (English/Foreign Languages/Humanities and Social Work) only added a combined 197 credit hours per Fall semester. During this period the university s overall credit hour generation fell 7.1% Source for all demographic date is Northwestern Oklahoma State University 2009 Factbook available at Factbook Factbook 43

45 The typical Business student at NWOSU is more likely to be older, male and a minority than the typical NWOSU student. One-third of the Business students would be considered non-traditional compared to one-fourth of the overall student body. As stated above, slightly more than 59% of the university s students are women. In Business the percentage of female majors is slightly lower at 57%. Approximately 19% of the Business majors qualify as minorities compared to just under 16% of the overall student body would be so classified. 18 The NWOSU faculty consists of 88 full-time faculty members, 46 females and 42 males. Just under half of the full-time faculty has a doctorate. Seventeen people hold the rank of full professor, all with doctorates. All but one of the 15 associate professors have a doctorate. Twelve of the 17 assistant professors had a doctorate degree. The remaining 39 full-time faculty members hold the rank of instructor and none hold a doctorate. 19 The Business faculty consisted of ten full-time faculty members during the study year. Five members were male and five were female. Five of the faculty members held a doctorate degree, three of which were out-of-discipline. Three of the full-time Business faculty members during the study year have since left NWOSU. The current Business faculty consists of seven males and three females. Six of the faculty members have doctorates, two out-of-field. One faculty member is Asian, the remaining nine Business faculty members are white. The Business Programs have extensively used adjunct faculty, delivering approximately one-third of the courses. Many of these individuals have masters degrees from NWOSU. Due to the rural nature of the communities in which NWOSU operates, the pool of potential adjunct faculty is limited. In the current academic year, Business Department has used adjunct faculty from around the country, in addition to several people already teaching part-time at NWOSU. Currently no staff members are assigned specifically to the Business Department. There has been discussion regarding hiring a secretary for the Business Department; however due to budget constraints caused by the weak economy, the position has not been created. The Department does have several work study students to assist in some clerical functions. The Department s vision statement is: As a regional leader in educating students to become business professionals, entrepreneurs and leaders, the Business Department is committed to providing quality student-centered programs that will be professionally accredited within the next five years. The Business program is housed in Jesse Dunn Hall on the Alva campus. Six of the full-time faculty members have offices in Jesse Dunn. The other four faculty members have offices on Enid campus. On the three campuses, ITV classrooms are used extensively for the delivery of the Business classes. These rooms use Polycom technology to broadcast to the other campuses. Classes can originate in any ITV room on any campus. These classrooms are equipped with smart boards, document cameras, and Factbook Factbook 44

46 computers (with Internet access) to aid the professor in teaching the class. There is two-way video and audio communications. Each campus has a computer lab for the students to use. Certain labs are dedicated to classes, while other labs are primarily for student use outside of class. The university library has locations on all three campuses. The Business Programs at Northwestern Oklahoma State University identify several stakeholders; among them are Business students, regional businesses and the regional population. These stakeholder groups certainly have similar, but not identical, expectations for the Business Programs. For the most part, our students do not plan to leave the northwestern region of Oklahoma. However, we do have students who are looking to move to larger cities in the region or to other parts of the country. We have a few international students majoring in Business who plan to return to their native country upon completion of their degree. To meet the needs of these students, NWOSU must provide a traditional Business education with in-depth knowledge of one or more disciplines that will allow our graduates to successfully compete with graduates from other institutions. Regional businesses tend to be small businesses, many family-owned. These stakeholders expect NWOSU to be teaching Business students about small business. They expect a Business graduate to be well-versed in the various business disciplines, as the graduates will have to be multi-faceted to be successful in small business. The people who live in the region not only want graduates who are knowledgeable in business, but they want graduates who will contribute to the economic and social well-being of the region. This means that NWOSU, in addition to assuring the students are competent in business matters, must instill in our graduates a sense of ethical behavior, entrepreneurship and community involvement. The Business faculty has engaged in many activities to maintain connection with these constituencies. As stated above, a strength of the Business Programs at NWOSU is the relationship between faculty and students. This allows the faculty to understand the expectations that students have regarding their education. In order to gauge expectations from the community and regional businesses, the Department has established an advisory board comprised of business leaders and professionals from the region. The advisory board meets at least once a year with the faculty to provide their observations and recommendations. Also, a Business faculty member belongs to the local chambers of commerce in our region. These faculty members have joined the local chamber of commerce to strengthen the ties and communication with the communities. Northwestern Oklahoma State University is part of the Regional State Universities of Oklahoma System (RUSO), along with East Central University, Northeastern State University, Southeastern University, Southwestern Oklahoma State University and University of Central Oklahoma. Of these institutions, Northwestern Oklahoma State University is the smallest based on student enrollment. The university sees the RUSO schools as primary competitors for resources and students. Of the RUSO universities, NWOSU competes most with Southwestern Oklahoma State University for students. To a lesser extent our university directly competes with East Central University and the University of Central Oklahoma for students. In the Enid area Northwestern has two primary competitors, Northern Oklahoma College, a community college, and Oklahoma State University. The state regents do not allow Northwestern to teach lower-level courses in Enid, unless Northern Oklahoma does not offer the course. Oklahoma State 45

47 University recruits from Northern Oklahoma College. As stated earlier NWOSU cannot offer lower-level classes on the Enid campus; therefore the school must compete with OSU for Northern Oklahoma College students. NWOSU did create the Bridge Scholarship Program to attract Northern Oklahoma College students. This has helped with recruitment from Northern Oklahoma College. Our main campus is located just 14 miles south of the Kansas border. Therefore, the university does draw students from Kansas. In regard to those students we compete with several community colleges in southern Kansas. We also compete with 4-year state universities such as Ft. Hays State University, Emporia State University and Wichita State University. NWOSU is the smallest of the 4-year universities which are our primary competitors. Of the RUSO schools, the second smallest university, Southeastern University, has approximately twice the student population of NWOSU. Historically, NWOSU has been able to attract students because of smallness. We are a small university in a small community with small class size. Many of our students are attracted to a small university as they attended small high schools in this region. These students tend to want to live in a small, rural community for school. This explains why our success has been in recruiting students from this region. It also explains the attraction to NWOSU by high school students wanting to participate in rodeo at the college level. NWOSU s rodeo team attracts students from as far away as Florida and Maryland. Another factor that has made NWOSU successful in attracting students is the low cost of attendance. In regard to tuition, NWOSU has one of the lowest tuition rates for public, regional universities in the southwest United States. It has the lowest cost for room and board in the country. These factors combine to make NWOSU a great value for students. According to U.S. News and World Report, Northwestern Oklahoma State University is the highest ranked public, regional university in Oklahoma. NWOSU was the only Oklahoma regional university to make the third tier ranking in the magazine s evaluation. NWOSU ranks among the top 10 nationally in lowest average student debt upon graduation. Faculty at Northwestern Oklahoma State University are engaged with students. The faculty takes an active role in student retention. Class sizes are usually students in Business classes at NWOSU. These factors result in students getting to personally know their professors. In the current economy, Northwestern Oklahoma State University, like most universities nationwide, faces fiscal challenges. Though the reduction in state funds available to the university may slow down the institution s growth, NWOSU is in better shape than several of its competitors. The university has benefited from years of fiscally conservative leadership that has created reserves that will cushion the loss of state funds. Another challenge faced by NWOSU is the declining size of high school graduating classes in the region. All universities in the country must deal with smaller high school graduating classes. For NWOSU the problem is exacerbated because of the overall declining rural population in this region of Oklahoma. Over the five-year period ending with Fall 2008, NWOSU undergraduate enrollment was down by approximately 5%. However during that same period, the Business Programs at NWOSU grew by about 6%. The growth is a testament to the quality of the Business faculty and their student involvement. 46

48 APPENDIX D UNIVERSITY CODE OF ETHICS Code of Ethics. Teaching has the stature of a profession by its efforts to acquire and establish the following characteristics of a profession: (1) education and scholarship beyond the usual level of the lay population, (2) the primary duty of public ser-vice for other individuals and the state, and (3) the right to discipline members within a structure of internal government. The value of a profession can be measured only by the contribution of the members of that profession to the sum total of human welfare. The influence of the teacher, through the lives of the students with whom s/he comes in contact, is one of the most vital and far-reaching forces in shaping the destinies of young men and women. Each teacher accepts with his/her profession certain obligations to students, to colleagues, and to mankind; therefore, we, the faculty of Northwestern, do hereby invest ourselves with a Code of Professional Ethics particularly applicable to a university faculty. It shall serve as a guide and standard of professional conduct in carrying out our duties and responsibilities as faculty members. It shall be incumbent upon each of us to support it, and this support entitles each to all rights and privileges as well as responsibilities and obligations thereof. The faculty will promote faculty-student relations by: (1) Dealing justly and impartially with all students. (2) Respecting the rights of each student. (3) Requiring of students only those activities, which are directly related to the area of instruction. (4) Refraining from using the classroom and/or one's position to promote personal views on politics, race, religion, or any other controversial issue. (5) Refraining from discussing faculty-student problems in the presence of others who are not concerned. (6) Being a worthy example for students. The faculty will promote intra-faculty relations by: (1) Granting other faculty members the same consideration you would receive. (2) Speaking constructively of other faculty members. (3) Promoting friendly and cooperative relations with co-workers. (4) Supporting associates inside and outside the institution. (5) Refraining from proselytizing or canvassing for students, either personally or through other members of the university staff. (6) Dealing directly with the person(s) concerned, thus avoiding misunderstandings. (7) Accepting full responsibility for what one says or does. (8) Reporting honestly to responsible persons in matters involving the welfare of students, the university, and the profession. 47

49 (9) Conducting professional business through the proper channels. (10) Refraining from coercing colleagues to act contrary to their professional judgment. The faculty will promote faculty-institutional relations by: (1) Applying for and offering employment on the basis of qualifications and competence only. (2) Avoiding asking for a specific position known to be filled by another. (3) Refusing to accept or to offer a position wherein the vacancy has been created (a) through unprofessional activity, or (b) through controversy over policy, personal practices, and procedures. (4) Honoring a contract as long as all parties concerned adhere to its conditions, or until the contract has been legally and/or mutually terminated. (5) Cooperating in the development of school policies and assuming the professional obligations thus acquired. (6) Accepting responsibility for maintaining a professional level of service. (7) Continuing to make professional growth through study, research, travel, and attendance at professional meetings. The faculty will promote public relations in general by: (1) Promoting teaching as a profession at all times by exemplifying the ideals of the profession in our relations with the public. (2) Working toward the betterment of the moral, spiritual, and intellectual life of the community and/or institutions. (3) Avoiding the discussion of confidential and official information with unauthorized persons. (4) Accepting no compensation from producers of instructional supplies, or refusing to act as an agent, or to receive a commission, a royalty, or other articles of value for any books or supplies in the purchase of which official or unofficial decision is exercised. (5) Accepting no gifts or favors from any source under circumstances, which give or justify the impression that a teacher can be improperly influenced. (6) Refraining from using public funds or property for private or non-public purposes. 48

50 APPENDIX E ASSESSMENT REPORT BUSINESS PROGRAMS Academic Program Assessment 2008 Results and 2009 Plan Northwestern Oklahoma State University Program: Accounting Includes the following Options/Emphasis: Prepared by: Dr. Steven Palmer Contributors: Dr. Fred Jungman Mission Statement The Department of Business, E-Commerce, and Accounting provides a quality, student-centered learning environment to prepare students to be competent, ethical business professionals, entrepreneurs and leaders in the regional workplace and in the world. The department accomplishes this by offering quality education delivered by well-qualified, involved faculty dedicated to continuous improvement processes in order to prepare our alumni to contribute to the intellectual and economic vitality of regional stakeholders and beyond. These sections will be used verbatim (cut and paste) in the Annual Regents' Report. Please limit to this space. Use complete sentences. Note some of these items are also used for the North Central Assocation accreditation reporting in Annual Regents' Report, Section III Program Outcomes III-1: "List in table format, assessment measures and number of individuals assessed for each major field of study." NUMBER OF STUDENTS TEST or MEASURE ASSESSED Major Field Test - Business (ETS) 10 Annual Regents' Report, Section III Programs Outcomes III-2: "What were the analyses and findings from program outcome assessment?" Include results of assessments, analysis, or meaning. The Major Field Test results for the 10 students exceeded the department's goal that 50% of the students score in the 50th percentile nationally or higher. Eighty percent (80%) of the Accounting students assessed were at or above the 50th percentile. The Accounting students collectively scored in the 90th percentile nationally as compared to the 564 institutions administering the MFT test. This result reflects highly on the Accounting program. However, one assessment measure is not sufficient to give the complete picture. The assessment process will be revised to gain a better indication of results. 49

51 Regents' Report, Section III Program Outcomes III-3: "What instructional changes or are planned in the programs due to program outcomes assessments?" Highlight program change and achievements based on assessments. (Form C: Summary) The Accounting program is in the initial process of seeking professional accreditation from the Association of Collegiate Business Schools and Programs (ACBSP). The Business department is currently drafting program goals and objectives, a more comprehensive assessment process and a new curriculum for the Accounting program. These steps should improve the assessment results for the Accounting program. Regents' Report, Section IV Student Satisfaction IV-3: "What changes occurred or are planned due to student satisfaction assessment items?" (Form C: Summary) There were no student satsifaction assessment items. These items will be included in the new assessment process currently being developed by the department. 50

52 2008 Assessment Results - NWOSU Internal Report and NCA data Use phrases and not complete sentences Goal 1 Findings Program Outcome Budget Implications Results of assessment Course content adjustments or names changes Tie budget requests to assessment outcomes Instructional modifications to programs Measure #1 - Major Field Test (MFT) 8 of 10 (80%) Accounting students taking the MFT scored in the 50th percentile nationally or higher. Overall, NWOSU Accounting students ranked in the 90th percentile nationally of the 564 institutions administering the MFT. The BEA Department has concluded that the goal has been exceeded. Measure #2 - Course Portfolio This measure is reported every three years. The next report of this measure is due after the academic year. The BEA department and university have begin the initial steps in pursuing ACBSP accrediation, including specialized Accounting program accreditation. Currently, the department is in the process of developing program goals and objectives, revising the curriculum and assessment process. We believe that these steps will improve the quality of the program and the end product of a business education. In addition, since the MFT exam is not tied to a course grade it is felt that many students do not take the exit exam seriously and more than 20% of the students don't even show up to take the MFT exam. In the new curriculum the MFT exam as part of our Business Policy class, which is required of all Business Administration students in their last semester. Finally, there are certain Business Administration majors that minor in various other minors than Business Administration (example: Management Information Systems or Entrepreneurship). Students in these other minors do not take classes in all of the MFT areas tested. As part of the new curriculum, all Business Administration majors will minor in a Business-related discipline. This will reinforce material that is contained in the MFT. ACBSP estimates that the cost of acquiring ACBSP accreditation is $16,500 in fees and expenses to ACBSP over a three-year period. The university will have additional costs incurred in expenses incurred to bring the Business Administration program within compliance of ACBSP standards. 51

53 Goal 2 Findings Program Outcome Budget Implications Results of assessment Course content adjustments or names changes Tie budget requests to assessment outcomes Instructional modifications to programs Measure #1 - Major Field Test (MFT) 8 of 10 (80%) Accounting students taking the MFT scored in the 50th percentile nationally or higher. Overall, NWOSU Accounting students ranked in the 90th percentile nationally of the 564 institutions administering the MFT. The BEA Department has concluded that the goal has been exceeded. Measure #2 - Syllabi Review This measure is reported every three years. The next report of this measure is due after the academic year. The BEA department and university have begin the initial steps in pursuing ACBSP accrediation, including specialized Accounting program accreditation. Currently, the department is in the process of developing program goals and objectives, revising the curriculum and assessment process. We believe that these steps will improve the quality of the program and the end product of a business education. In addition, since the MFT exam is not tied to a course grade it is felt that many students do not take the exit exam seriously and more than 20% of the students don't even show up to take the MFT exam. In the new curriculum the MFT exam as part of our Business Policy class, which is required of all Business Administration students in their last semester. Finally, there are certain Business Administration majors that minor in various other minors than Business Administration (example: Management Information Systems or Entrepreneurship). Students in these other minors do not take classes in all of the MFT areas tested. As part of the new curriculum, all Business Administration majors will minor in a Business-related discipline. This will reinforce material that is contained in the MFT. ACBSP estimates that the cost of acquiring ACBSP accreditation is $16,500 in fees and expenses to ACBSP over a three-year period. The university will have additional costs incurred in expenses incurred to bring the Business Administration program within compliance of ACBSP standards. 52

54 Goal 3 Findings Program Outcome Budget Implications Results of assessment Course content adjustments or names changes Tie budget requests to assessment outcomes Instructional modifications to programs Measure #2 - Written and Oral Assignments This measure is reported every three years. The next report of this measure is due after the academic year. N/A N/A Measure #2 - Audit Simulation This measure is reported every three years. The next report of this measure is due after the academic year. N/A N/A 53

55 Academic Program Assessment 2008 Results and 2009 Plan Northwestern Oklahoma State University Program: Business Administration Includes the following Options/Emphasis: Prepared by: Dr. Steven Palmer Contributors: Dr. Fred Jungman Mission Statement The Department of Business, E-Commerce, and Accounting provides a quality, student-centered learning environment to prepare students to be competent, ethical business professionals, entrepreneurs and leaders in the regional workplace and in the world. The department accomplishes this by offering quality education delivered by well-qualified, involved faculty dedicated to continuous improvement processes in order to prepare our alumni to contribute to the intellectual and economic vitality of regional stakeholders and beyond. These sections will be used verbatim (cut and paste) in the Annual Regents' Report. Please limit to this space. Use complete sentences. Note some of these items are also used for the North Central Assocation accreditation reporting in Annual Regents' Report, Section III Program Outcomes III-1: "List in table format, assessment measures and number of individuals assessed for each major field of study." NUMBER OF STUDENTS TEST or MEASURE ASSESSED Major Field Test - Business (ETS) 40 Annual Regents' Report, Section III Programs Outcomes III-2: "What were the analyses and findings from program outcome assessment?" Include results of assessments, analysis, or meaning. The Major Field Test results for the 40 students did not meet the department's goal that 50% of the students score in the 50th percentile nationally or higher. Only 25% of the students assessed were at or above the 50th percentile. One reason for the poor performance is attributed to the MFT not being taken seriously by the students, as the results have no impact on students. Also the lack of course-level assessment and other direct assessment measures result in a less than complete picture. These issues will be remedied as the new assessment process is developed and implemented. 54

56 Regents' Report, Section III Program Outcomes III-3: "What instructional changes or are planned in the programs due to program outcomes assessments?" Highlight program change and achievements based on assessments. (Form C: Summary) The program is in the initial process of seeking professional accreditation from the Association of Collegiate Business Schools and Programs (ACBSP). The department is currently drafting program goals and objectives, a more comprehensive assessment process and a new curriculum. These steps should improve the assessment results for the Business Administration program. Regents' Report, Section IV Student Satisfaction IV-3: "What changes occurred or are planned due to student satisfaction assessment items?" (Form C: Summary) There were no student satsifaction assessment items. These items will be included in the new assessment process currently being developed by the department. 55

57 2008 Assessment Results NWOSU Internal Report and NCA data Use phrases and not complete sentences Goal 1 Findings Program Outcome Budget Implications Results of assessment Course content adjustments or names changes Tie budget requests to assessment outcomes Instructional modifications to programs Measure #1 - Major Field Test (MFT) Only 10 of 40 (25%) Business students taking the MFT scored in the 50th percentile nationally or higher. Even though the goal of 50% at or above the 50th percentile, the results were a slight improvement from the prior year's 23% at or above the 50th percentile. Overall, NWOSU Business Administration students ranked in the 20th percentile nationally of the 564 institutions administering the MFT. The BEA Department has concluded that the goal has not been met. The BEA department and university have begin the initial steps in pursuing ACBSP accrediation. Currently, the department is in the process of developing program goals and objectives, revising the curriculum and assessment process. We believe that these steps will improve the quality of the program and the end product of a business education. In addition, since the MFT exam is not tied to a course grade it is felt that many students do not take the exit exam seriously and more than 20% of the students don't even show up to take the MFT exam. In the new curriculum the MFT exam as part of our Business Policy class, which is required of all Business Administration students in their last semester. Finally, there are certain Business Administration majors that minor in various other minors than Business Administration (example: Management Information Systems or Entrepreneurship). Students in these other minors do not take classes in all of the MFT areas tested. As part of the new curriculum, all Business Administration majors will minor in a Business-related discipline. This will reinforce material that is contained in the MFT. ACBSP estimates that the cost of acquiring ACBSP accreditation is $16,500 in fees and expenses to ACBSP over a three-year period. The university will have additional costs incurred in expenses incurred to bring the Business Administration program within compliance of ACBSP standards. Measure #2 - Course Portfolio This measure is reported every three years. The next report of this measure is due after the academic year. 56

58 Goal 2 Findings Program Outcome Budget Implications Results of assessment Course content adjustments or names changes Tie budget requests to assessment outcomes Instructional modifications to programs Measure #1 - Major Field Test (MFT) Only 10 of 40 (25%) Business students taking the MFT scored in the 50th percentile nationally or higher. Even though the goal of 50% at or above the 50th percentile, the results were a slight improvement from the prior year's 23% at or above the 50th percentile. Overall, NWOSU Business Administration students ranked in the 20th percentile nationally of the 564 institutions administering the MFT. The BEA Department has concluded that the goal has not been met. Measure #2 - Syllabi review This measure is reported every three years. The next report of this measure is due after the academic year. The BEA department and university have begin the initial steps in pursuing ACBSP accrediation. Currently, the department is in the process of developing program goals and objectives, revising the curriculum and assessment process. We believe that these steps will improve the quality of the program and the end product of a business education. In addition, since the MFT exam is not tied to a course grade it is felt that many students do not take the exit exam seriously and more than 20% of the students don't even show up to take the MFT exam. In the new curriculum the MFT exam as part of our Business Policy class, which is required of all Business Administration students in their last semester. Finally, there are certain Business Administration majors that minor in various other minors than Business Administration (example: Management Information Systems or Entrepreneurship). Students in these other minors do not take classes in all of the MFT areas tested. As part of the new curriculum, all Business Administration majors will minor in a Business-related discipline. This will reinforce material that is contained in the MFT. ACBSP estimates that the cost of acquiring ACBSP accreditation is $16,500 in fees and expenses to ACBSP over a three-year period. The university will have additional costs incurred in expenses incurred to bring the Business Administration program within compliance of ACBSP standards. Goal 3 Findings Program Outcome Budget Implications Results of assessment Course content adjustments or names changes Tie budget requests to assessment outcomes Instructional modifications to programs Measure #1 - Written Assignments This measure is reported every three years. The next report of this measure is due after the academic year. N/A N/A Measure #2 - Oral and Written Presentations This measure is reported every three years. The next report of this measure is due after the academic year. N/A N/A 57

59 APPENDIX F BUSINESS DEPARTMENT GOALS (ADOPTED FALL 2009) Goals for the Department of BEA: 1. Each graduating student should have basic knowledge of the various disciplines in business. 2. Each graduating student should have well developed communication skills and be competent in the use of technology. 3. Each graduating student is expected to think critically. 4. Each graduating student is expected to possess good interpersonal skills. 5. Each graduating student should have the ability to formulate good ethical judgments. Accounting Goals: 1. Each graduating student should have appropriate accounting software skills. 2. Each graduating student should know the accounting standards of the accounting profession. 3. Each graduating student should know the code of conduct required by certifying bodies. Business Administration Goals: 1. Each graduating student should have in-depth knowledge of at least one business discipline. 2. Each graduating student should be able to demonstrate the necessary skill to identify, conceptualize, diagnose, evaluate, and analyze business problems. Organizational Leadership Goals: 1. Each graduating student should be able to integrate prior work experience with complementary knowledge of business principles gained in an academic environment. 2. Each graduating student should be able to demonstrate the necessary skill to identify, conceptualize, diagnose, evaluate, and analyze business problems. Technical Management Goals: 1. Each graduating student should have added complementary knowledge of business principles to the skills gained from their career specialty. 2. Each graduating student should be able to demonstrate the necessary skill to identify, conceptualize, diagnose, evaluate, and analyze business problems. 58

60 APPENDIX G NWOSU HIRING PROCESS 5.1 PROCEDURES FOR HIRING FACULTY. Pre-Interview 1. The Dean will supply the Executive Vice President with a job description/announcement of the vacant position. 2. The Executive Vice President will make the appropriate contacts to publicize the vacancy in appropriate national, regional, local, and professional publications. 3. The Department Chair will select members of a search committee and name a committee chair. 4. The search committee may wish to have a discussion about what qualities they are looking for in candidates. 5. All applications should be sent to the office of the appropriate Dean or Executive Vice President. The appropriate Dean or Executive Vice President will send each applicant a letter of acknowledgement that materials have been received. 6. The selection committee chair or members of the selection committee should contact references listed for each candidate being considered for an interview. 7. The selection committee will review all applications and make recommendations for candidates to interview. The chair of the committee will make a brief written justification for the recommendations. Candidates with terminal degrees in the discipline should receive highest consideration. Masters level (non-terminal) candidates should have exceptional expertise in the discipline in order to be considered. Candidates with only a bachelor's degree should not be considered. 8. Upon approval of the dean, the selection committee chair will contact each candidate to schedule interviews. 9. It would be helpful to have each candidate selected for an interview write a statement of his/her teaching philosophy and how it fits with Northwestern s mission statement. Interview 1. Separate interview sessions should be scheduled with the selection committee, the Dean, the Executive Vice President, and the President. The Dean, the Executive Vice President, and the President should all be given copies of the candidate s application materials prior to the interview. 2. It is highly recommended to have each candidate make a presentation or a lecture as a part of the interview process to demonstrate teaching ability. 3. It is a good idea to have each candidate meet privately with a group of students from the discipline, without any faculty or administrator present. 4. Candidates who are not familiar with the campus and community should be given tours. 5. During the interview, avoid questions about race, age, sexual orientation, medical conditions or disabilities, marriage status, family, or citizenship. However, candidates may be asked if there is any part of the job that they would not be able to perform, and if they are eligible to work in this country. Keep all questions job-related. 59

61 6. Fundamental questions asked of interviewees should be the same for all candidates for the same position. Maintain consistency in the interview process. Post-Interview 1. The selection committee will recommend to the Department Chair which candidate they prefer be hired, along with written justification. The Department Chair will report the recommendation of the committee to the Dean. 2. The Dean may accept or reject the recommendation of the committee. 3. If needed, the Dean may ask the selection committee to re-evaluate their selection and submit another name. 4. Once the selection committee and the Dean have agreed on one candidate to recommend for hire, the Dean will submit the nomination to the Executive Vice President who also has the authority to accept or reject the nomination. 5. Once the Dean and the Executive Vice President have agreed on a successful candidate the Executive Vice President will submit the name to the President. 6. The President also has the right to accept or reject any candidate. 7. Once the President has approved a successful candidate, the dean will contact the candidate with a softǁ or conditionalǁ offer contingent upon a background check. The candidate will be directed to Human Resources to sign a waiver as soon as possible so the screening can be initiated. Upon a favorable screening, the Executive Vice President will contact the candidate with an official job offer. No other person (with the possible exception of the President) has the authority to offer any faculty position. 8. The successful candidate will respond in writing to the Executive Vice President his/her acceptance of the job offer. 9. Recommendation for employment will be sent to the Board of Regents for final approval. 10. In the event the search process does not produce an acceptable candidate or the candidate chosen declines the job offer the Dean will recommend to the Executive Vice President whether to make an offer to the search committee's second choice, to reopen (and/or re-advertise) the position, or to discontinue the search. 11. The search committee will make every effort to support a culturally diverse faculty. Post-Hire 1. Once a successful candidate has accepted a job offer in writing, the appropriate Dean or Executive Vice President will notify all other candidates that the position has been filled. 2. The Dean will complete an Employee Transaction form for the new hire. 3. The new hire will need to complete appropriate paperwork in the Human Resources office, plus a personal data form in the President s office. 60

62 4. The Department Chair will meet with the new hire as soon possible to begin orienting him/her to the new position. 5. The Executive Vice President will hold all records pertaining to the hire for a period of five years. 61

63 APPENDIX H FACULTY EVALUATION PROCESS Tenured faculty will be evaluated every three years in conjunction with tenure review. The Vice- President will notify tenured faculty when there are up for review. Non-Tenured faculty will be evaluated every fall semester and the evaluation should focus on the previous academic year. Faculty to be considered for initial tenure should submit a portfolio based on all years at NWOSU. First-year faculty are exempt from submitting a portfolio, but will have student evaluations done in the fall and should begin developing a portfolio. Faculty hired in the fall of 2005 or later are required to use LiveText for their faculty portfolio. Faculty hired before fall 2005 may use LiveText or may create a hard-copy portfolio. Faculty will be evaluated in 5 areas: (faculty designated weights) 1) Teaching/Instruction (40-75%) 2) Professional Development (5-25%) 3) Scholarly Activity (5-25%) 4) Institutional Involvement (5-25%) 5) Community Service (0-15%) Faculty will be evaluated using three sources: 1) department/division chair 2) peer faculty members 3) students (via online student evaluations from the fall semester) The timeline for the faculty evaluation process is as follows: October 1 st : Portfolios due to department/division chairs along with peer faculty selections and faculty-designated weight ranges October-November: Peers and Department/Division chairs evaluate faculty portfolios. The Dept./Div. chair is responsible for getting the portfolios, the appropriate evaluation forms, and the faculty evaluation rubrics to evaluators. December 1 st : Completed evaluation forms and portfolios due to the appropriate Academic Dean. (chair responsible for collecting forms & portfolio) December: Academic Deans compile information and add in student evaluation scores. The faculty evaluation summary sheet is filled out by the academic Dean. January: Department/Division chairs meet with faculty to go over the evaluations and return portfolios. Faculty evaluation forms, the faculty evaluation rubrics, and the portfolio outline, as well as additional information about the faculty evaluation process at Northwestern are available on the Faculty Evaluation website at: 62

64 Portfolio Outline Northwestern Oklahoma State University Suggested materials to submit for Faculty Evaluation/Review Cover Page Introduction 1) Teaching & Instruction (Weight Range: 40 75%) 2) Professional Development (Weight Range: 5 25%) 3) Scholarly Activity (Weight Range: 5 25%) 4) Institutional Involvement (Weight Range: 5 25%) 5) Community Service (Weight Range: 0 15%) The cover page should include the faculty member s name and department/division as well as the faculty member s designated weights for each part of the evaluation. For example: Teaching 55%, Professional Development 20%, Scholarly Activity 10%, Institutional Involvement 10%, Community Service 5%. These weights are set by the faculty member but they must total 100% and be within the weight ranges above. Also on the cover page, the faculty member should include the name of his/her choice for the 1 st Peer Committee Member, and also a list of 3-5 names for the department chair to choose the 2 nd Peer Committee Member. The introduction should include an overview of the faculty member s duties and responsibilities, a list of classes typically taught, teaching style/philosophy, and a current Curriculum Vitae/Resume. Each section (1) (5) should include evidence and/or documentation of how the faculty member is meeting the standards of professional performance in that particular area. At the end of each sub-section in the outline a list of possible examples of documentation is provided. Faculty are encouraged to provide additional evidence in support of the standard. Faculty members are also encouraged to provide a brief statement indicating how the evidence supports the standard. The portfolio should be put in a ½-inch or 1-inch 3-ring binder. The completed portfolio should not exceed 100 pages. When completed, the portfolio should be submitted to the department/division chair. 63

65 Section 1: In the area of Teaching/Instruction the faculty member will: (Weight range for the area is 40 75%) 1. demonstrate a thorough knowledge and understanding of the content relevant to the discipline in which s/he teaches. (Weight 25%) Examples of this may include, but are not limited to: 1.1. Keeping information current 1.2. Participating in program review 1.3. Maintaining licensure Possible examples of documentation/evidence: copies of licenses and certifications; agendas/programs that show attendance and/or participation in conferences/workshops; published or unpublished research in area of instruction; academic degrees completed; documents used to create and update activities; description and outcomes of program review 2. consistently deliver instruction for his/her classes in a manner that is effective and stimulating. (Weight 25%) Examples of this may include, but are not limited to: 2.1. Using class time effectively 2.2. Using effective instructional techniques and tools (including lecture, discussion, audio/visuals, group activities, or technology) 2.3. Stimulating student interest and achievement This section is evaluated by students via the online student evaluations. Faculty members DO NOT submit student evaluations scores. The Academic Deans will put these scores in the Faculty Evaluation Summary Sheet. Faculty are welcome to add comments from student evaluations in support of quality teaching/instruction. 3. consistently design instruction for his/her classes in a manner that is effective and stimulating. (Weight 25%) Examples of this may include, but are not limited to: 3.1. Developing course materials (syllabi, study guides, tests, etc.) 3.2. Developing new courses 3.3. Designing effective instructional tools (including lecture, discussion, audio/visuals, group activities, or technology) 3.4. Evaluating student learning 3.5. Selecting textbooks Possible examples of documentation/evidence: Sample course materials developed such as handouts, study guides, tests, syllabi, description of classroom activities, power points, lesson plans, lab assignments, and class projects. Comments from student evaluations in support of effectively designed instruction, evidence of effective Service Learning activities incorporated into the coursework. 4. effectively manage the classes that s/he teaches. (Weight 15%) Examples of this may include, but are not limited to: 64

66 4.1. Supervising clinical and internship experiences 4.2. Managing activities, materials, and tools for courses (including electronically delivered and off-site courses) 4.3. Coordinating tutor sessions 4.4. Grading and returning papers in a timely manner 4.5. Guiding and assisting student research 4.6. Directing laboratory and field experiences 4.7. Directing/coaching competitive teams and performance ensembles 4.8. Maintaining appropriate supplies and equipment for teaching and research Possible examples of documentation/evidence: instructions/materials for ITV classes; course instructions for class/computer lab project; copy of research internships/research papers done by students; copies of programs from performance ensembles/competitive teams; supervise service learning activities 5. effectively manage the enrollment of the classes that s/he teaches. (Weight 10%) Examples of this may include, but are not limited to: 5.1. Recruiting 5.2. Advising students 5.3. Serving on graduate committees 5.4. Keeping current on professional licensing regulations 5.5. Assisting students placement in jobs or graduate school Possible examples of documentation/evidence: list of advisees, letters of recommendation written to assist students in obtaining jobs or applying for graduate school; copies of letters/correspondence with prospective students; participation in Freshmen connection 65

67 Section 2: In the area of Professional Development the faculty member will: (Weight range for the area is 5 25%) 1. be involved in the professional organizations that represent the discipline in which s/he teaches. (Weight 55%) Examples of this may include, but are not limited to: 1.1 Maintaining membership in professional organizations 1.2 Attending professional meetings 1.3 Holding office in professional organizations Possible examples of documentation/evidence: documentation of membership in professional organizations; agendas or handouts from professional meetings attended; contact name for more information; 2. continue his/her education. (Weight 45%) Examples of this may include, but are not limited to: Progressing toward advanced degrees Attending seminars/conferences/workshops Possible examples of documentation/evidence: copies of transcripts; copies of degrees and/or certifications awarded; documentation of workshops or training completed related to area of expertise 66

68 Section 3: In the area of Scholarly Activity/Creative Endeavors the faculty member will perform one or more of the following: (This faculty role will be evaluated holistically. Each part contains suggested activities that may be evaluated, but not necessarily required. Weight range for the area is 5 25%) 1. publish professional materials for and/or make presentations in the discipline in which s/he teaches Publishing articles, books, and reviews 1.2. Making presentations at local, state, and national conferences 1.3. Developing web sites 1.4. Presenting concerts and theatrical productions Possible examples of documentation/evidence: letters of acceptance of papers/presentations; copies of published works or unpublished works in progress; handouts from conference/workshop where presentation was given; URL of web sites developed; copies of programs from concerts and/or theater productions; 2. conduct on-going research within his/her discipline. 2.1.Conducting research projects Possible examples of documentation/evidence: description of research project and/or research proposal; 3. receive professional recognition for his/her work within the discipline in which s/he instructs 3.1 Receiving awards and honors 3.2 Completing an advanced degree Possible examples of documentation/evidence: copy of letter/certificate of award received; newspaper or magazine articles or pictures; copy of transcript for degree earned 67

69 Section 4: In the area of Institutional Involvement the faculty member will perform one or more of the following: (This faculty role will be evaluated holistically. Each part contains suggested activities that may be evaluated, but not necessarily required. Weight range for the area is 5 25%) 1. actively participate in university committees. 1.1.Serving on university committees 1.2.Serving on Faculty Senate Possible examples of documentation/evidence: List of active committees and description of involvement; contact name for more information; committee minutes and/or communication; 2. be involved in special programs/projects/contests for the university Sponsoring campus events (BEST competition/curricular Contest, FFA, 4-H, Summer Academy, Science Fair, music contests) 2.2. Earning grants 2.3. Bringing speakers to campus 2.4. Acquiring and maintaining materials for special collections 2.5. Maintaining facilities Possible examples of documentation/evidence: copy of program for event; description of program and type of involvement; copies of flyers/promotional documents for event; copy of grant acceptance letter; 3. contribute to institutional studies and reports Gathering information 3.2. Analyzing information 3.3. Writing reports Possible examples of documentation/evidence: involvement in NCA sub-committees or NCATE program reviews; copies of reports showing faculty member s contribution; 4. be involved with the university student organizations 4.1. Serving as an adviser to a student organization 4.2. Serving as a sponsor for student activities Possible examples of documentation/evidence: documents showing faculty members involvement in student organizations/activities; letters or memos expressing appreciation for sponsorship of an organization or activity; Section 5: In the area of Community Service the faculty member will perform one or more of the following: (This faculty role will be evaluated holistically. Each part contains suggested activities that may be evaluated, but not necessarily required. Weight range for the area is 0 15%) 68

70 1. be involved in community service in his/her area of expertise Working with teachers in schools 1.2. Serving as consultant to external entities 1.3. Judging contests in area of expertise 2. be involved in community civic service Maintaining active membership in civic clubs 2.2. Serving as a volunteer for community programs Possible examples of documentation/evidence: description of involvement in community organizations; copies of letters expressing appreciation for service in schools; programs from community programs documenting involvement; description of consulting work and contact name for reference; 69

71 Section 1: Teaching and Instruction Element 1. Exceptional Performance 2. Professional Level Performance Content Expertise (25%) 1.1 keeping information current 1.2 participating in program review 1.3 maintaining licensure Instructional Design (25%) 3.1 Developing new course materials 3.2 Developing new courses 3.3 Designing effective instructional tools 3.4 Evaluating student learning 3.5 Selecting textbooks Faculty member must meet 3 of the following criteria: 1. license or certification 2. attended one content area workshop in the last 3 years 3. textbook is no more that 5 years old 4. attention in syllabus to professional standards/competencies/goal s 5. published one or more articles in discipline within the last 3 years 6. completed an advanced degree 7. participate in program review. Faculty member must meet 3 of the following criteria: 1. course syllabi are submitted in the approved university format 2. develop new course 3. syllabus and/or course documents reflect use of a variety of instructional tools (lecture, group projects, audio/visual presentation, use of technology in classroom) 4. evidence of use of multiple assessment strategies (written exams, quizzes, projects, performance, oral presentation) 5. Syllabus reflects appropriate textbook for course 6. Incorporate Service Learning into coursework. Faculty member must meet 2 of the following criteria: 1. license or certification 2. attended one content area workshop in the last 3 years 3. textbook is no more that 5 years old 4. attention in syllabus to professional standards/competencies/goal s 5. published one or more articles in discipline within the last 3 years 6. completed an advanced degree 7. participate in program review Faculty member must meet 2 of the following criteria: 1. course syllabi are submitted in the approved university format 2. develop new course 3. syllabus and/or course documents reflect use of a variety of instructional tools (lecture, group projects, audio/visual presentation, use of technology in classroom) 4. evidence of use of multiple assessment strategies (written exams, quizzes, projects, performance, oral presentation) 5. Syllabus reflects appropriate textbook for course 6. Incorporate Service Learning into coursework. 3. Improvement Needed 4. Unprofessional Performance Faculty member must meet 1 of Faculty member meets none of the following criteria: the following criteria: 1. licensure or certification 1. license or certification 2. attended one content area 2. attended one content area workshop in the last 3 years workshop in the last 3 years 3. textbook is no more than 5 3. textbook is no more than 5 years old years old 4. attention in syllabus to 4. attention in syllabus to professional professional standards/competencies/goal standards/competencies/goal s s 5. published one or more 5. published one or more articles in discipline within the articles in discipline within the last 3 years last 3 years 6. completed an advanced 6. completed an advanced degree degree 7. participate in program review 7. participate in program review Faculty member must meet 1 of the following criteria: 1. course syllabi are submitted in the approved university format 2. develop new course 3. syllabus and/or course documents reflect use of a variety of instructional tools (lecture, group projects, audio/visual presentation, use of technology in classroom) 4. evidence of use of multiple assessment strategies (written exams, quizzes, projects, performance, oral presentation) 5. Syllabus reflects appropriate textbook for course 6. Incorporate Service Learning into coursework. Faculty member meets none of the following criteria: 1. course syllabi are submitted in the approved university format 2. develop new course 3. syllabus and/or course documents reflect use of a variety of instructional tools (lecture, group projects, audio/visual presentation, use of technology in classroom) 4. evidence of use of multiple assessment strategies (written exams, quizzes, projects, performance, oral presentation) 5. Syllabus reflects appropriate textbook for course 6. Incorporate Service Learning into coursework. 70

72 Section 1: Teaching and Instruction continued Course Management (15%) 4.1 Supervising clinical and internship experiences 4.2 Managing activities, materials, and tools for courses 4.3 Coordinating tutor sessions 4.4 Grading and returning papers in a timely manner 4.5 Guiding and assisting student research 4.6 Directing laboratory and field experiences 4.7 Directing/coaching competitive teams and performance ensembles 4.8 Maintaining appropriate supplies and equipment for teaching and research Faculty member must meet the following criteria: 1. administer materials, and tools for courses (including electronically delivered and off-site courses) 2. grade and return papers in a timely manner (as evidenced by data from course and instructor evaluation) In addition, the faculty member must meet 2 of the following criteria: 1. supervise clinical and internship experiences 2. coordinate tutor sessions 3. guide and assist student research 4. direct laboratory and/or field experiences 5. direct/coach competitive teams and performance ensembles 6. maintain appropriate supplies and equipment for teaching and research 7. Supervise Service Learning activities Faculty member must meet the following criteria: 1. administer materials, and tools for courses (including electronically delivered and off-site courses) 2. grade and return papers in a timely manner (as evidenced by data from course and instructor evaluation) In addition, the faculty member must meet 1 of the following criteria: 1. supervise clinical and internship experiences 2. coordinate tutor sessions 3. guide and assist student research 4. direct laboratory and field experiences 5. direct/coach competitive teams and performance ensembles 6. maintain appropriate supplies and equipment for teaching and research 7. Supervise Service Learning activities. Faculty member must meet the following criteria: 1. administer materials, and tools for courses (including electronically delivered and off-site courses) 2. grade and return papers in a timely manner (as evidenced by data from course and instructor evaluation) Faculty member does not meet the following criteria: 1. administer materials and tools for courses 2. grade and return papers in a timely manner (as evidenced by data from course and instructor evaluation Enrollment Management (10%) 5.1. Recruiting 5.2. Advising students 5.3. Serving on graduate committees 5.4. Keeping current on professional licensing regulations 5.5. Assisting students placement in jobs or graduate school Faculty member must meet 3 of the following criteria: 1. advise students in a number equal to that of other faculty in the same discipline 2. serve on graduate committees in a number equal to that of other faculty in the same discipline (if applicable) 3. provide evidence of personal contact with potential students 4. provide evidence of assisting students with placement in jobs or graduate school Faculty member must meet 2 of the following criteria: 1. advise students in a number equal to that of other faculty in the same discipline 2. serve on graduate committees in a number equal to that of other faculty in the same discipline (if applicable) 3. provide evidence of personal contact with potential students 4. provide evidence of assisting students with placement in jobs or graduate school Faculty member must meet 1 of the following criteria: 1. advise students in a number equal to that of other faculty in the same discipline 2. serve on graduate committees in a number equal to that of other faculty in the same discipline (if applicable) 3. provide evidence of personal contact with potential students 4. provide evidence of assisting students with placement in jobs or graduate school Faculty member meets none of the following criteria: 1. advise students in a number equal to that of other faculty in the same discipline 2. serve on graduate committees in a number equal to that of other faculty in the same discipline (if applicable) 3. provide evidence of personal contact with potential students 4. provide evidence of assisting students with placement in jobs or graduate school 71

73 Section 2: Professional Development Element 1. Exceptional Performance 2. Professional Level Performance Professional Organizations (55%) Faculty member must meet the Faculty member must meet the 1.1 Maintaining membership in following criteria: following criteria: professional organizations Membership in 2 or more Membership in 1 or more 1.2 Attending professional professional organizations plus professional organizations plus meetings holding office/position or attending at least one 1.3 Holding office in professional attending at least one professional meeting. organizations professional meeting. Continuing Education (45%) 2.1 Progressing toward advanced degree 2.2 Attending seminars/conferences/work shops Faculty member must meet the following criteria: 7-9 hours of course work toward advanced degree completed or 5-6 hours of dissertation research* and/or 2 or more state, regional or national seminar or workshop attended *hours required for faculty who do not hold a terminal degree Faculty member must meet the following criteria: 4-6 hours of course work toward professional degree completed or 3-4 hours of dissertation research* and /or 1 state or regional workshop attended 3. Improvement Needed 4. Unprofessional Performance Faculty member must meet the No memberships held, no following criteria: meetings attended Membership in 1 professional organization Faculty member must meet the following criteria: 1-3 hours of course work toward professional degree completed or 1-2 hours of dissertation research:* no workshops or seminars attended No hours attained toward advanced degree; no workshops or seminars attended Section 3: Scholarly Activity/Creative Endeavors Element 1. Exceptional Performance 2. Professional Level Performance 1.1 Publishing articles, books, and reviews 1.2 Making presentations at local, state, and national conferences 1.3 Developing web sites 1.4 Presenting concerts and theatrical productions 2.1 Conducting research projects 3.1 Receiving awards and honors 3.2 Completing an advanced degree Faculty member must 1. publish book in his or her discipline -or- meet 2 of the following criteria: 2. publish article in refereed publication 3. Present at national conference 4. give a public presentation in his/her discipline beyond those required by job (public lecture, concert, theatrical production, etc.) 5. complete terminal degree in discipline 6. create and maintain a discipline specific, scholarly website 7. complete formal research project resulting in publication 8. receive national award Faculty member must meet 2 of the following criteria: 1. publish book in his or her discipline 2. publish article in refereed or non-refereed publication 3. Present at national, state, regional, or local conference 4. give a public presentation in his/her discipline beyond those required by job (public lecture, concert, theatrical production, etc.) 5. complete terminal degree in discipline 6. create and maintain a discipline specific, scholarly website 7. complete formal research project 8. receive national, regional, state, or local award 3. Improvement Needed 4. Unprofessional Performance Faculty member meets 1 of the Faculty member provides no following criteria: evidence of publication, 1. publish book in his or her presenting, research, or discipline completion of an advanced 2. publish article in refereed or degree non-refereed publication 3. Present at national, state, regional, or local conference 4. give a public presentation in his/her discipline beyond those required by job (public lecture, concert, theatrical production, etc.) 5. complete terminal degree in discipline 6. create and maintain a discipline specific, scholarly website 8. complete formal research project 9. receive national, regional, state, or local award 72

74 Section 4: Institutional Involvement Element 1. Exceptional Performance 2. Professional Level Performance 1.1. serving on university Faculty member must meet 3 of Faculty member must meet 2 of committees the following criteria: the following criteria: 1.2. serving on Faculty Senate 1. chair 1 or more university 1. serve on 1 or more university 2.1. sponsoring campus committees committees events 2. serve on Faculty Senate 2. serve on Faculty Senate 2.2. earning grants 3. chair special 3. assist with special 2.3. bringing speakers to program/project/contest program/project/contest campus 4. director for campus event 4. assist with campus event 2.4. acquiring and maintaining 5. submit grant proposal 5. submit grant proposal materials for special 6. sponsor guest speaker on 6. sponsor guest speaker on collections campus campus 2.5. maintaining facilities 7. acquire and maintain 7. acquire and maintain 3.1 gathering information materials for special materials for special 3.2 analyzing information collections collections 3.3 writing reports 8. hold responsibility for 8. hold responsibility for 4.1 serving as and adviser to a maintaining special facilities maintaining special facilities student organization 9. contribute to institutional 9. contribute to institutional 4.2 serving as a sponsor for studies and reports studies and reports student activities 10. serve as an advisor to a 10. serve as an advisor to a student organization student organization 11. serve as a sponsor for a 11. serve as a sponsor for a student activity student activity 3. Improvement Needed 4. Unprofessional Performance Faculty member must meet 1 of No evidence of institutional the following criteria: involvement indicated. 1. serve on 1 or more university committees 2. serve on Faculty Senate 3. assist with special program/project/contest 4. assist with campus event 5. submit grant proposal 6. sponsor guest speaker on campus 7. acquire and maintain materials for special collections 8. hold responsibility for maintaining special facilities 9. contribute to institutional studies and reports 10. serve as an advisor to a student organization 11. serve as a sponsor for a student activity Section 5: Community Service Element 1. Exceptional Performance 2. Professional Level Performance Be involved in community service Faculty member must meet 3 of Faculty member must meet 2 of in his/her area of expertise the following criteria: the following criteria: 1.1 work with teachers in 1. provide documentation of 1. provide documentation of schools collaboration with teachers in collaboration with teachers in 1.2 serve as consultant to public schools public schools external entities 2. provide documentation of 2. provide documentation of 1.3 judge contest in area of consultation with external consultation with external expertise entities entities be involved in community civic 3. provide documentation of 3. provide documentation of service judging contest in area of judging contest in area of 2.1. maintain active membership expertise expertise in civic club 4. maintain membership in a 4. maintain membership in a 2.2. serve as a volunteer for civic organization community programs 5. provide documentation of service as volunteer for community program 3. Improvement Needed 4. Unprofessional Performance Faculty member must meet 1 of No evidence of community the following criteria: service. 1. provide documentation of collaboration with teachers in public schools 2. provide documentation of consultation with external entities 3. provide documentation of judging contest in area of expertise 4. maintain membership in a 73

75 FACULTY EVALUATION SUMMARY SHEET NORTHWESTERN OKLAHOMA STATE UNIVERSITY (to be filled out by the Academic Dean) Faculty member name: School year: Date: Faculty member signature: Department/Division chair signature: Weight Score Weighted Score Teaching/Instruction Professional Development Scholarly Activity/Creative Endeavors Institutional Involvement Community Service Total Score for Faculty Member 74

76 A. Teaching/Instruction Faculty designated weight (40 75%) = 6. Content Expertise Weight: 25% Avg. Peer score = * 60% = (1) Dept/Div Chair score = *40% = (2) Total Score for content expertise, sum of(1) & (2) * 25% = (A) 7. Instructional Delivery Weight: 25% Total for instructional delivery: Student Evaluation score = * 25% = (B) 8. Instructional Design Weight: 25% Avg. Peer score = * 25% = (1) Dept/Div Chair score = *40% = (2) Student Evaluation score = *35% = (3) Total Score for instructional design, sum of (1), (2), & (3), * 25% = (C) 9. Course Management Weight: 15% Student Evaluation score = * 60% = (1) Dept/Div Chair score = *40% = (2) Total Score for course management, sum of (1), & (2), * 15% = (D) 10. Enrollment Management Weight: 10% Total for enrollment management: Dept/Div Chair score = *10% = (E) TOTAL SCORE FOR TEACHING/INSTRUCTION: sum of (A) (E): 75

77 B. Professional Development Faculty designated weight (5 25%) = 1. Involvement In Professional Organizations Weight: 55% Dept/Div Chair score = *65% = (1) Avg. Peer score = * 35% = (2) Total Score for professional organizations, sum of (1), & (2), * 55% = (A) 2. Continuing Education Weight: 45% Dept/Div Chair score = *65% = (3) Avg. Peer score = *35% = (4) Total Score for course management, sum of (3), & (4), * 45% = (B) TOTAL SCORE FOR PROFESSIONAL DEVELOPMENT: sum of (A) & (B): C. Scholarly Activity/Creative Endeavors: Faculty designated weight (5 25%) = This faculty role will be evaluated holistically. Possible or suggested activities that may be evaluated, but not necessarily required are: 4. Publications/Presentations 5. On-going research 6. Professional Recognition Dept/Div Chair score = *65% = (1) Avg. Peer score = *35% = (2) TOTAL SCORE FOR SCHOLARLY ACTIVITY: Sum of (1) & (2) 76

78 D. Institutional Involvement Faculty designated weight (5 25%) = This faculty role will be evaluated holistically. Possible or suggested activities that may be evaluated, but not necessarily required are: 1. Committee Participation 2. Special Programs 3. Institutional Studies 4. Student Organizations Dept/Div Chair score = *65% = (1) Avg. Peer score = *35% = (2) TOTAL SCORE FOR INSTITUTIONAL INVOLVEMENT: Sum of (1) & (2) E. Community Service Faculty designated weight (0 15%) = This faculty role will be evaluated holistically. Possible or suggested activities that may be evaluated, but not necessarily required are: 3. Community Service in Area of Expertise 4. Community Civic Service Dept/Div Chair score = *65% = (1) Avg. Peer score = *35% = (2) Total = sum of (1) & (2) TOTAL SCORE FOR COMMUNITY SERVICE: Sum of (1) & (2) 77

79 APPENDIX I PROPOSED NEW ACCOUNTING CURRICULUM Prefix Number Course Title Cr Hrs GENERAL EDUCATION (54 hours) Ranger Connection 1 Communication & Symbols ENGL 1113 Composition I * 3 ENGL 1213 Composition II * 3 SCOM 1113 Intro to Speech Communication * 3 MATH 1513 College Algebra * 3 Social, Political & Economic Systems FIN 1113 Personal Finance 3 HIST 1483 or US History to 1877 OR 1493 US History Since GBUS 2033 Leadership in Business * 3 POLS 1113 American Federal Govt & Politics BIOL HED 1114 or 1124 or or 1820 Natural Science General Biology OR General Botany OR General Zoology 4-5 hours physical science, chemistry or physics Wellness Concepts OR Nutrition Human Heritage & Culture Foreign Language 4 Hum Heritage & Culture 3 Elective Values & Beliefs Humanities (Philosophy or Ethics), REL or SOC General Education Electives CMSC 1103 Microcomputer 3 Applications* Gen Ed Elective 3 Gen Ed Elective 3 3 ACCT 2123 Financial Accounting 3 ACCT 2133 Managerial Accounting 3 ECON 2113 Principles of 3 Macroeconomics ECON 2123 Principles of 3 Microeconomics GBUS 2903 Legal Environment of 3 Business MATH 1313 Statistics 3 Total Foundation Core Hours BUSINESS CORE (24 hours) FIN 3163 Business Finance 3 GBUS 3753 Business Research 3 GBUS 3953 Business, Society & Govt 3 MGMT 3063 Principles of 3 Management MGMT 4343 Cross-Cultural 3 Management MIS 3416 Mgt Information Systems 3 MRKT 3043 Principles of Marketing 3 MGMT 4433 Business Policy 3 Total Business Core Hours ACCT MAJOR/MINOR REQUIREMENTS (30 hours) ACCT 3013 Intermediate Accounting 3 I ACCT 3113 Intermediate Accounting 3 II ACCT 3133 Individual Income Tax 3 ACCT 3153 Cost Accounting 3 ACCT 4133 Acct Info Systems 3 ACCT 4173 Auditing 3 ACCT 3123 Govt/Nonprofit 3 Accounting ACCT 4303 International Accounting 3 ACCT 3923 Adv Business Law/Ethics 3 Upper-level ACCT 3 elective# Total Major/Minor Hours # Any upper-level course with ACCT prefix FOUNDATION CORE (18 hours) 78

80 APPENDIX J PROPOSED NEW BUSINESS ADMINISTRATION CURRICULUM Prefix Number Course Title Cr Hrs GENERAL EDUCATION (54 hours) Ranger Connection 1 Communication & Symbols ENGL 1113 Composition I * 3 ENGL 1213 Composition II * 3 SCOM 1113 Intro to Speech Communication * 3 MATH 1513 College Algebra * 3 Social, Political & Economic Systems FIN 1113 Personal Finance 3 HIST 1483 or US History to 1877 OR 1493 US History Since GBUS 2033 Leadership in Business * 3 POLS 1113 American Federal Govt & Politics BIOL HED 1114 or 1124 or or 1820 Natural Science General Biology OR General Botany OR General Zoology 4-5 hours physical science, chemestry or physics Wellness Concepts OR Nutrition Human Heritage & Culture Foreign Language 4 Hum Heritage & Culture 3 Elective FOUNDATION CORE (18 hours) ACCT 2123 Financial Accounting 3 ACCT 2133 Managerial Accounting 3 ECON 2113 Principles of 3 Macroeconomics ECON 2123 Principles of 3 Microeconomics GBUS 2903 Legal Environment of 3 Business MATH 1313 Statistics 3 BUSINESS CORE (24 hours) FIN 3163 Business Finance 3 GBUS 3753 Business Research 3 GBUS 3953 Business, Society & Govt 3 MGMT 3063 Principles of 3 Management MGMT 4343 Cross-Cultural 3 Management MIS 3416 Mgt Information Systems 3 MRKT 3043 Principles of Marketing 3 MGMT 4433 Business Policy 3 MINOR REQUIREMENTS (21 hours) Students may minor in Accounting, Entrepreneurship, General Business, Management or Marketing. Each minor includes a required international class appropriate for the minor. FREE ELECTIVES (6 hours) Values & Beliefs Humanities (Philosophy or Ethics), REL or SOC 3 General Education Electives CMSC 1103 Microcomputer 3 Applications* Gen Ed Elective 3 Gen Ed Elective 3 79

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