WALLACE STATE COMMUNITY COLLEGE Hanceville, Alabama. For Period Fall 2009 through Summer 2011 FULLY ACCREDITED 2005

Transcription

1 WALLACE STATE COMMUNITY COLLEGE Hanceville, Alabama For Period Fall 2009 through Summer 2011 FULLY ACCREDITED 2005 ASSOCIATION OF COLLEGIATE BUSINESS SCHOOLS AND PROGRAMS (ACBSP) West 119 th Street Overland Park, KS USA Telephone: (913) FAX: (913)

2 Accreditation Council for Schools and Programs (ACBSP) Quality Assurance (QA) Report For Associate Degree Programs Current as of December 2011 Overview O1. Complete all information requested. Submit your report as an attachment to on or before February 27th or September 30th. O2. This report should be limited to maximum of 50 pages. The average length of most good reports is 30 pages. To help reduce the page numbers you can remove the ACBSP examples used in this report template to help you complete the report. O3. Institution Name: Wallace State Community College Hanceville Date Sept. 4, 2012 Address: P O Box Hanceville, AL O4. Year Accredited/Reaffirmed: 2005 /2015 This Report Covers Years: through (Academic Years) O5. List All Accredited Programs (as they appear in your catalog): Management & Supervision Option I: Management Option II: Financial Management Option III: Office Management Option IV: Entrepreneurship Education & Office Option I: Accounting Option II: Administrative Assistant Option III: Medical Administrative Assistant AS Degree AAS Degree (Four Options) AAS Degree (Three Options) 2

3 O6. List all programs that are in your business unit that are not accredited by ACBSP and how you distinguish accurately to the public between programs that have achieved accredited status and those that have not. There are No Programs in Our Unit That Are Not ACBSP Accredited O7. List all campuses that a student can earn a business degree from your institution: Wallace State Community College Hanceville (Main Campus Only) O8. Person completing report Name: Marcy Manning Phone: address: marcy.manning@wallacestate.edu ACBSP Champion name: Marcy Manning ACBSP Co-Champion name: Dr. Beth Bownes-Johnson O9. Conditions/Notes/Opportunity for Improvement (OFI) to be Addressed Please explain and provide the necessary documentation/evidence for addressing each condition/note/ofi since your last report. Are you requesting the Board of Commissioners to remove notes or conditions (attach appendix to QA report to justify the removal): Remove Note: N/A Remove Condition: N/A Do not remove note or condition. Explain the progress made in removing the note or condition: NOTE: Update on Lack of Clerical Help. As of the end of May, 2012, the Department now has a permanent part-time (18 hours per week) Secretarial Assistant. This assistant has been a great deal of help with gathering data and assisting with the completion of our QA Report 3

4 O10. The business unit must routinely provide reliable information to the public on their performance, including student achievement. Describe how you routinely provide reliable information to the public on your performance, including student achievement. Note: Many business programs place a link on their website to this QA report to meet this requirement. WSCC Web Site Link To Page With ACBSP Information and Link to QA Report: Pre-Test and Post-Test results are used to evaluate the Management & Supervision and the Education/Office Programs The Capstone Exam (in house exam) is used as the Post-Test Data from Student Course/Instructor Evaluations is analyzed each Spring and Fall Semester Surveys are conducted with and Industry and results applied to course curriculum Standard #1 Leadership Organization a. List any organizational or administrative personnel changes within the business unit since your last report. RESIGNED: Dr. Philip Cleveland Vice President for Learning/Dean of Applied Technologies REPLACED WITH: Dr. Tomesa Smith - Executive Vice President Interim Dean of Academic Affairs b. List all new sites where students can earn an accredited business degree (international campus, off-campus or on campus, on-line) that have been added since your last report. Students can earn a BUSINESS ADMINISTRATION (AS DEGREE) ONLINE Standard #2 Strategic Planning (this standard not typically addressed in the QA report) This is used as a place holder to allow all the other standards to be addressed in the QA report and keep the numbering system consistent with self-studies and QA reports. 4

5 Standard #3 Student and Stakeholder Focus Complete the following table. Provide three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process. Standard 3 - Student and Stakeholder-Focused Results Student- and Stakeholder-Focused Results Performance Measure Measurable goal What is your goal? Document your Competencies in this column What is your measurement instrument or process? (Indicate length of cycle) Document your assessment instruments in this column Current Results What are your current results? Document your results in this column Student- and stakeholder-focused results examine how well your organization satisfies students and stakeholders key needs and expectations. Performance measures may include: satisfaction and dissatisfaction of current and past students and key stakeholders, perceived value, loyalty, persistence, or other aspects of relationship building. Measurement instrument or processes may include end of course surveys, alumni surveys, Internship feedback, etc. Each academic unit must demonstrate linkages to business practitioners and organizations, which are current and significant, including an advisory board. Periodic surveys should be made of graduates, transfer institutions, and/or employers of graduates to obtain data on the success of business programs in preparing students to compete successfully for entry-level positions. Analysis of Results Analysis of Results What did you learn from the results? Document your improvement actions in this column Action Taken or Improvement made What did you improve or what is your next step? Document the results after your improvement is implemented Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) Place your graph or tables in this column 5

6 3a. Students that transfer to a four-year college or university in the Program will have a GPA of 3.0 or higher on the Four-Year Universities Transfer Student Feedback Report. Four-Year Universities Transfer Student Feedback Report from the University of Alabama, the University of Alabama at Birmingham, the University of Alabama at Huntsville, received one time a year. GPA Average has declined to 2.96 in GPA Average has declined the last two years, from 3.28 in 2009 to 3.00 in 2010, and 2.96 in 2011 The Department Instructors will review results of yearly GPA reports to determine in what business courses students GPAs are low, and review those courses to see what learning improvements can be made. 3b. AS student s business transfer course GPA averages (Accounting; Statistics; Economics; Legal/Social; Gen. ) will average at or above a 3.0. Four-Year Universities Transfer Student Feedback Report from the University of Alabama, the University of Alabama at Birmingham, the University of Alabama at Huntsville, received one time a year. GPA Average declined from 2010 to 2011 in all courses except the Legal/Social. GPA Average declined from 2010 to 2011 in all courses except the Legal/Social course, which had an increase of 1.07 points. The Department Chair will contact the Academic Dean s office to explore the possibilities of transfer feedback from Athens State University, and University of North Alabama WSCC has a number of students transfer to these universities. 6

7 3c. The, Management and Supervision, and Ed. and Office Adm. Advisory Committee Members will respond with an average of 80% or higher response that they Agree to all survey questions in a personal survey (conducted by business faculty) Advisory Committee Survey of, Bus. Management and Supervision, and Ed/Office Adm. Programs (personally conducted by business faculty) Of the Advisory Committee Members surveyed, 2011: 88% responded that they Agreed with current curriculum content, program options, technology offerings. The Department Advisory Committee percent of Agreement dropped from 2010: 91% to 2011: 88%. The committee felt that the curriculum in the AAS programs needed updating. The Management & Supervision and Ed/Office faculty have researched curriculum offered at other 2-year colleges ( in-state and out-of state) and are working on submitting curriculum changes to the Dean for review. 3d. Graduates will respond to Graduate Surveys, with 80% responding with a Strongly Agree/Agree satisfaction rating concerning the program s OVERALL training and preparation for entrylevel positions in Management & Supervision or Education. Annual Graduate Survey conducted approximately six months after graduation from WSCC. Goal was exceeded. Of those graduates responding to the Graduate Survey, : 80% 100% responded with Strongly Agree/Agree. The student response rate continues to be very low for these surveys. Faculty have met with Advisor Committee Members, attended Chamber of Commerce Meetings, and met with other area business owners to keep current on the needs of business and industry. When necessary course content and/or course curriculum have been revised to meet these business needs. Goal will be increased to 90% and the Department will work on ways to increase the survey response rate of graduates. Department Faculty will continue to meet with business and industry in order to keep curriculum and course content current with the skill and knowledge requirements for entry level management and office personnel positions. 7

8 3e. Of the Employers of and Ed./Office Program graduates responding to Employer Surveys, 80% will respond with a Strongly Agree/ Agree satisfaction rating of the Program s OVERALL training and preparation received at WSCC for entrylevel positions. Annual Employer Survey conducted annually with employer names and contact information obtained from the Graduate Surveys. Goal was exceeded. Of those employers responding to the Employer Survey, : 100% 90% Responded with Strongly Agree/ Agree. Low employer response rate due to low Graduate Survey response rate. Department Faculty take feedback from employers and review curriculum and course content to be sure that the needs of businesses are met through business course teachings. The Department Faculty realize how critical employer feedback is to the success of our graduates, as information on current needs of businesses help shape our business program curriculum and course content. The faculty are exploring better ways of increasing our Graduate Survey responses, which will increase the number of employer contact information. 8

9 Standard #4 Measurement and Analysis of Student Learning and Performance Wallace State Community College is committed to enabling meaningful learning that transforms live and communities. In support of this mission, WSCC is committed to: Promoting student success in learning environments that are student centered, innovative, engaging, and supportive Providing teaching excellence that inspires a quest for life-long learning Respecting uniqueness and valuing diversity Forging strategic partnerships that advance community, workforce, and economic development Culturally enriching our communities Accountability and integrity Wallace State Community College is an Entrepreneurial Learning College Create distinctive learning and support environments that reflect a commitment to student success through educational excellence. Continue implementation of the O Banion Learning College Principles Create learning opportunities for specific groups of clientele Establish and strengthen partnerships to promote perpetual learning Wallace State Community College embraces an Innovative Learning Environment The College will embrace emerging technologies to transform the learning environment. a. Program Outcomes List outcomes, by accredited program - Program outcomes should be used as part of a student learning assessment plan and be measurable. The Following Student Learning Outcomes Are Used In All Programs (including all options): LEARNS ACTIVELY The engaged student participates directly in learning activities THINKS CRITICALLY The critical thinker uses reason, ingenuity, and knowledge to examine relevant issues or ideas COMMUNICATES CLEARLY The effective communicator demonstrates the ability to articulate and exchange ideas using multiple forms of expression USES TECHNOLOGY EFFECTIVELY The 21 st century learner accesses and utilities relevant information effectively and responsibly INTERACTS IN DIVERSE ENVIRONMENTS The responsible citizen develops awareness of the diversity of human experience, understanding and responding to interpersonal, historical, cultural and global contexts 9

10 b. Performance Results Complete the following table. Provide three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process. Standard 4 Student Learning Results (Required for each accredited program) Performance Indicator 1. Student Learning Results (Required for each accredited program) Performance Measure Measurable goal What is your goal? What is your measurement instrument or process? (Indicate length of cycle) Definition A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance, third-party examination, faculty-designed examination, professional performance, licensure examination). Add these to the description of the measurement instrument in column two: Direct - Assessing student performance by examining samples of student work. Indirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information. Formative An assessment conducted during the student s education. Summative An assessment conducted at the end of the student s education. Internal An assessment instrument that was developed within the business unit. External An assessment instrument that was developed outside the business unit. Comparative Compare results between classes, between online and on ground classes, Between professors, between programs, between campuses, or compare to external results such as results from the U.S. Department of Education Research and Statistics, or results from a vendor providing comparable data. Analysis of Results Current Results What are your current results? Analysis of Results What did you learn from the results? Action Taken or Improvement made What did you improve or what is your next step? Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) 10

11 Management & Supervision students will demonstrate an overall knowledge of the learning objectives in their business curriculum courses by achieving an average Capstone Exam score of 70 or higher. Capstone Exam is given in the BUS 285 course during the Spring Semester ( AAS) Formative, Internal Goal not met. Management & Supervision students did not achieve an average exam score of 70 or higher, out of a maximum of 100. However, Capstone scores have increased. 2009: : : 53 Management & Supervision added course assignments requiring students to use knowledge or software from previous courses to increase retention of knowledge. Management & Supervision instructors will continue to be repetitive in course assignments to improve retention of knowledge from previous course work to continue to increase Capstone Exam Scores. Education/Office students will demonstrate an overall knowledge of the learning objectives in their business curriculum courses by achieving an average Capstone Exam score of 70 or higher. Capstone Exam is given in the OAD 218 course during the Spring Semester ( Education AAS) - Formative, Internal. Goal not met. Education/ Office students did not achieve an average exam score of 70 or higher, out of a maximum of 100. However, scores have increased each year. Ed./ Office Admin. Instructors are incorporating more assignments that require students to use skills, software, and knowledge from previous courses. Ed/ Office Admin. Instructors will continue to incorporate additional assignments into course work that require students to continually use skills and knowledge from previously completed course work. 2009: : : 66 11

12 AS students will demonstrate an overall knowledge of the learning objectives in their business curriculum courses by achieving an average Capstone Exam score of 70 or higher. Capstone Exam NOTE: AS Program has no course sequence that students are required to follow in program completion. Therefore, we have not been able to identify a Final course for students to complete a Capstone Exam. NA NA We are looking to see if there is a possibility of adding a one (1) credit hour course to the curriculum that would be a Capstone Course. NA 70% of Education/Office students will score at Level 5 or higher on the three tested areas of the National WorkKeys Assessment Exam. (Exam assesses three subjects- Location of Information, Applied Math, and Reading for Information.) National WorkKeys Assessment Exam, Must be completed within last semester before graduation (graduation requirement). Summative, External The goal was not met, but there was an increase in the average score: =36% =55% Some students are not putting forth very much effort, as they only have to take the exam to graduate. The Department will meet and discuss what actions we could take to encourage students to achieve better score outcomes. 60% 40% 20% 0% Work Keys Scores OAD 55% 43% 40% 36% 27% 12

13 70% of AAS students will score at Level 5 or higher on the three tested areas of the National WorkKeys Assessment Exam (exam assesses three subjects- Location of Information, Applied Math, and Reading for Information). National WorkKeys Assessment Exam Must be completed within last semester before graduation (graduation requirement). Summative, External The goal was not met, as there was a slight decline in the average. The average score: =60% =57% Some students are not putting forth very much effort, as they only have to take the exam to graduate. The Department will meet and discuss what actions we could take to encourage students to achieve better score outcomes. 80% 60% 40% Work Keys Scores Bus Mgt 25% 75% 50% 60% 57% 20% 0% 75% of Students responding to the Student Instructional Evaluations will report that they Strongly Agree/ Agree that the development of their critical thinking and problem solving skills were improved through the course work. Student Instructional Evaluations completed Spring and Fall Semesters. Internal and Indirect The goal was passed, as there was an increase in the percentage in the year : 87% 93% Admin. faculty have added more discussions, journaling, and discussion-type assessments suitable for the different business transfer courses. Goal will be increased to 90%. These course- level assessment and assignment changes have had a positive impact on student s critical thinking and problem solving skills. Instructors will continue to explore the addition of different types of problem solving and critical thinking assignments. 100% 80% 60% 40% 20% Critical Thinking/Problem Solving Improved - 87% 93% 0% 13

14 75% of Management and Supervision Students responding to the Student Instructional Evaluations will report that they Strongly Agree/ Agree that the development of their critical thinking and problem solving skills were improved through the course work. Student Instructional Evaluations completed Spring and Fall Semesters Internal and Indirect The goal was passed, as there was an increase in the percentage in the year : 84% 90% Management and Supervision faculty have added more discussions, journaling, and discussion type assessments suitable for the different business transfer courses. Goal will be increased to 90%. These course- level assessment and assignment changes have had a positive impact on student s critical thinking and problem solving skills. Instructors will continue to explore the addition of different types of problem solving and critical thinking assignments. 90% 88% 86% 84% 82% 80% Critical Thinking/Problem Solving Improved - Managemen 84% 90% 75% of Education/ Office Students responding to the Student Instructional Evaluations will report that they Strongly Agree/ Agree that the development of their critical thinking and problem solving skills were improved through the course work. Student Instructional Evaluations completed Spring and Fall Semesters Internal and Indirect The goal was passed, as there was an increase in the percentage in the year : 82% 87% Education/ Office faculty have added more discussions, journaling, and discussion type assessments suitable for the different business transfer courses. Goal will be increased to 90%. These course- level assessment and assignment changes have had a positive impact on student s critical thinking and problem solving skills. Instructors will continue to explore the addition of different types of problem solving and critical thinking assignments. 80% 60% 40% Critical Thinking/Problem Solving Improved - & Office 82% 87% 20% 0% 14

15 75% of Students will respond to Student Instructional Evaluations that they Strongly Agree/ Agree that the use of classroom and online technologies enhanced their learning. Student Instructional Evaluations completed Spring and Fall Semesters Internal and Indirect The goal was passed, as there was an increase in the percentage in the year : 66% 81% As students and instructors become more familiar with the available technologies, instructor s use of these technologies will improve and technology also improves each year. These technologies facilitate student s varied Learning Styles with the use of flexible instructional methods which increase student learning. Goal percentage will be increased to 85%. Faculty will continue to improve on currently available technologies that allow them to teach to all Learning Styles. The Department Chair will continue to request and make available new technologies for instructors to implement into their courses. 80% 60% 40% 20% 0% Technology Enhanced Learn 100% 66% 81% 75% of Management and Supervision Students will respond to Student Instructional Evaluations that they Strongly Agree/ Agree that the use of classroom and online technologies enhanced their learning. Student Instructional Evaluations completed Spring and Fall Semesters Internal and Indirect The goal was passed, as there was an increase in the percentage in the year : 62% 81% As students and instructors become more familiar with the available technologies, instructor s use of these technologies will improve and technology also improves each year. These technologies facilitate student s varied Learning Styles with the use of flexible instructional methods which increase student learning. Goal percentage will be increased to 85%. Faculty will continue to improve on currently available technologies that allow them to teach to all Learning Styles. The Department Chair will continue to request and make available new technologies for instructors to implement into their courses. 15

16 75% of Education/ Office Students will respond to Student Instructional Evaluations that they Strongly Agree/ Agree that the use of classroom and online technologies enhanced their learning. Student Instructional Evaluations completed Spring and Fall Semesters Internal and Indirect The goal was met, as there was an increase in the percentage in the year : 64% 80% As students and instructors become more familiar with the available technologies, instructors use of these technologies will improve and technology also improves each year. These technologies facilitate students varied Learning Styles with the use of flexible instructional methods which increase student learning. Goal percentage will be increased to 85%. Faculty will continue to improve on currently available technologies that allow them to teach to all Learning Styles. The Department Chair will continue to request and make available new technologies for instructors to implement into their courses. 80% 60% 40% 20% 0% Technology Enhanced Learning & Office 80% 64% 70% of BUS 241 Principles of Accounting students will score a grade of 70 or higher on a manual Accounting Practice Set. Assessment instrument created by instructor Accounting Practice Set Formative, Internal (First time to report ) The trend is positive for these two academic years : 62% 67% Students scored lowest on the sections on Journal and Ledger entries, and creating Financial Statements. Instructor will continue to assign Complete Accounting Cycle Assignments to help prepare students for the final Accounting Practice Set. BUS Accounting Practice Se 68% 66% 64% Se 62% 60% 58% 16

17 70% of BUS 215 Communications students will score at 70 or higher on a team work project, Creating an Employment Notebook. Creating an Employment Notebook Formative, Internal Spring Semester Only (First Time to Report) Did not meet goal and scores declined slightly : 56% 53% This assignment is designed for interacting Team Work in a Diverse Environment. Our night/full-time working students sometimes have difficulty with Team Work projects. Instructor will work on using technology to aid students in completing Team Work Projects. Scores will continue to be monitored. 80% of Students in BUS Legal & Social Environment Of will score at 70 or higher on Civil Action Paper assignment. Civil Action Paper Formative, Internal (First Time to Report) Goal was met Oncampus Class, but not met in Online Class. On-Campus Class: 93% Online Class: ; 73% 76% Legal & Social Environment of students were given a project to view the movie Civil Action, then do research on the American Court System and Civil Law Suits. Students then wrote their papers. BUS 263 was offered on campus and online during the academic year and the students that attended class on campus averaged 93% with grades at 70 or higher. Instructors will review their online BUS 263 course, get with our E- Learning group to make adjustments/ additions to improve student scores. 17

18 70% of Students in the BUS 100 Intro. To course will score at 75 or higher on the Style Analysis Group Project. Style Analysis Paper/ Presentation Formative, Internal (Fall Semester Only) (First Time to Report) Did not meet goal, but trend is increasing : 52% 60% Students were divided into groups to do research, interview each other, and write a paper on Style Analysis. Each group presented their paper to the class. Instructor had students that did not attend class and received a grade of 0 for the project. Instructor will continue to monitor scores and increase weight of project to encourage more class participation. 70% of Education Students will score at 70 or higher on Filing Rules Practice Set. Filing Rules Practice Set Formative, Internal (Fall Semester Only) (First Time to Report) The goal was met : 66% 81% Education Students will complete a Filing Rules Practice Set. The goal will be increased to 75% for the next academic year. 18

19 70% of Education Students will score at 70 or higher on the Excel Spreadsheet Project. Excel Spreadsheet Assignment Formative, Internal (Each Semester) (First Time to Report) The goal was met : 67% 85% Education Students completed an Excel Spreadsheet Project with a Pie Chart inserted in it. The goal will be increased to 75% for the next academic year. 70% of Education Students will achieve a score of 70 or higher on Access Data Base Concepts Project. Access Database Concepts Project Formative, Internal (Fall & Spring Semesters) (First Time to Report) The goal was met : 50% 85% Education Students completed an Access Database Concepts Project, being scored on formatting, setting up tables, creating forms, queries, and reports. The goal will be increased to 75% for the next academic year. Scores will continue to be monitored and goal will be further increased if scores continue to increase. 19

20 Standard #5 Faculty and Staff Focus Complete Table 5.1. Provide three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process. Table 5.1 Standard 5 - Faculty- and Staff-Focused Results Faculty and Staff Focused Results Faculty and staff-focused results examine how well the organization creates and maintains a positive, productive, learningcentered work environment for business faculty and staff. Performance Measure Measurable goal What is your goal? Department Faculty Instructional ratings, by students, will average 80% or higher that they Strongly Agree in all areas of the Student Instructional Evaluations. What is your measurement instrument or process? (Indicate length of cycle) Student Instructional Evaluations completed during the Fall and Spring Semesters by students. Current Results What are your current results? Goal was not met = 69.8% = 63.3% Key indicators may include: professional development, scholarly activities, community service, administrative duties, business and industry interaction, number of advisees, number of committees, number of theses supervised, satisfaction or dissatisfaction of faculty and staff, positive, productive, and learning-centered environment, safety, absenteeism, turnover, or complaints. Analysis of Results Analysis of Results What did you learn from the results? The Department Chair met with instructors individually to discuss any issues disclosed in the student evaluations. Students taking online courses can become very frustrated if they are unprepared or have technical difficulties with equipment or software. Action Taken or Improvement made What did you improve or what is your next step? The Department Chair will continue to review Student Instructional Evaluations and work with faculty to improve on any category that falls below the Strongly Agree rating. The Department Chair will work with the Dean s office to get results from these evaluations by Mid-term or shortly after. This will give faculty time to make improvements for the class in which the evaluations were completed. Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) 20

21 100% of the Department s faculty will be rated as Exceeds or Meets on their Annual Performance Evaluation. Department Performance Evaluation Annual The goal was met by all Department Faculty. Faculty working on creating new Online course sections for the Online Degree have spent much time in these course preparations during the year which shows in the % of Exceeds. The Dept. Chair reviews with each instructor their Annual Performance Evaluation after marking each category with Exceeds, Meets, or Does Not Meet. The evaluations are then reviewed by the Dean and then returned to each instructor. 100% 80% 60% 40% 20% Faculty Performanc Evaluations 32% 35% 45% 38% 65% 55% 24% 76% Ex M 100% of the Dept. Faculty will participate in a minimum of two professional development activities each semester for a total of six activities. Department Performance Evaluation Annual The goal was not met by all faculty. Two faculty members failed to meet the minimum of six professional activities during one semester. The Department Chair will remind faculty of the professional development requirement of six activities each semester. 21

22 WSCC will provide a safe and secure campus and dorm environment for students in the Programs through the College s Security Department. Campus Crime Statistics published annually by the college in the WSCC Catalog. The goal was met. WSCC has maintained a very low rate of crime. (In 2009 no crimes were reported) The Campus Security Department works with the Cullman County Sheriff s Department to maintain security on campus. WSCC will continue to keep a close eye on any criminal activity trends on campus. Additional security measures have been put into place. Technology is being used for emergency and weather notification for both faculty and students Campus Crime Stati Murder Mansla Sex Off Robber Assault B l 22

23 Faculty Qualifications Complete the table 5.2 for new full-time and part-time faculty members since last self-study or QA report. Do not include faculty members previously reported. Table 5.2 Standard 5 - NEW FULL-TIME AND PART-TIME FACULTY QUALIFICATIONS NAME (List alphabetically by Last Name) MAJOR TEACHING FIELD COURSES TAUGHT (List the Courses Taught During the Reporting Period, Do Not Duplicate Listing) LIST ALL EARNED DEGREES (State Degree as Documented on Transcript, Must Include Major Field) DOCUMENT OTHER PROFESSIONAL CERTIFICATION CRITIERA Five Years Work Experience Teaching Excellence Professional Certifications ACBSP QUALIFICATION 1. Master's 2. Doctorate 3. Professional 4. Exception David F. Puckett (Part-time) Ed/ Office BUS178-Purchasing BUS279-Small Bus. Management OAD243- Excel Bachelor- Communications Master - MBA 1. Master s 23

24 Standard #6 Educational and Process Management a. Curriculum 1. List any existing accredited degree programs/curricula that have been substantially revised since your last report and attach an updated Table 6 Curriculum Summary from Criterion 6.2 Professional Component, Criterion 6.3 General Education Component, and Criterion 6.4 Major Component. NONE 2. List any new degree programs that have been developed since your last report and attach a Table 6 Curriculum Summary from Criterion 6.2 Professional Component, Criterion 6.3 General Education Component, and Criterion 6.4 Major Component. NONE 3. List any accredited programs that have been terminated since your last report. NONE 24

25 Complete table 6.1 and 6.2. Provide three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process. Table 6.1 Standard 6 - Budgetary, Financial, and Market Results Budgetary, Financial, and Market Performance Results Performance Measure Measurable goal What is your goal? What is your measurement instrument or process? (Indicate length of cycle) Current Results What are your current results? Budgetary, financial, and market performance results examine (1) management and use of financial resources and (2) market challenges and opportunities. Adequate financial resources are vital to ensuring an outstanding faculty and teaching environment. The resources budgeted for and allocated to business units should be adequate to fund the necessary technology and training to allow students to develop the requisite competencies for business environments. Key indicators may include: expenditures per business student, business program expenditures as a percentage of budget, annual business unit budget increases or decreases, enrollment increase or decrease of business students, transfer in or out of business students, student credit hour production, or comparative data. Analysis of Results What did you learn from the results? Analysis of Results Action Taken or Improvement made What did you improve or what is your next step? Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) The Department will increase student enrollment in the AS; Management & Supervision AAS; Education/ Office AAS Programs Internal WSCC s College Research and Assessment Department - Current Status of Program Report The Programs did meet their goal of an increase in student enrollment: Bus. Adm : Bus Mgt.: : Bus. Edu.: : The Department met their goal, with all three programs experiencing increases in enrollment during the period. The Program s enrollment numbers will be monitored by the department chair. Programs need to have a marketing campaign (literature, Web site, TV ads, billboards) counselors need educating on the programs. Program highlights/ information inserted into Semester Schedule of Classes. 25

26 The Department will receive Special Expenditure funds each year for travel and fees to attend conferences and training seminars. Annual Budget Hearing (for approval of Special Expenditures Funds were approved for both academic years. Faculty traveled to National & Regional ACBSP conferences, state AAHEB conference on transferring courses between 2 & 4-year business schools. Department Chair will continue to ask faculty submit request budget approval to attend Teaching Field conferences/seminars each year. The Department Champion for ACBSP will attend the National Conference and when possible the Regional Conference. NONE The Department s budget will be sufficient to carry out daily operations, improve its department mission and goals, and special expenditures as needed for program improvement. Annual Budget and Budget Hearing (for requests of special expenditures not included in basic operational budget) The Department s budget has remained at level funding for the past two academic years. Funding has been adequate and a Special Expenditure of new computers for two computer labs was funded during this period. The Department Budget will continue to be monitored for any negative effects from the continued State Wide educational proration. The faculty in the Department understands the Art of Managing a Budget at any level of funding. 26

27 The Department s percent of the total WSCC Budget will be sufficient to provide the necessary program services for Program Students to have a successful learning experience. Wallace State Community College s Annual Budget The Department s percent of the College s Total Annual Budget decreased by the following: = 1.81% = 1.68% With continued State Wide educational proration, the department may continue to see a decrease in percentage. The Department will monitor the percent for any additional decrease. 27

28 Table 6.2 Standard 6 - Organizational Performance Results Organizational Effectiveness Results Organizational effectiveness results examine attainment of organizational goals. Each business unit must have a systematic reporting mechanism for each business program that charts enrollment patterns, student retention, student academic success, and other characteristics reflecting students' performance. Performance Measure Measurable goal What is your goal? What is your measurement instrument or process? (Indicate length of cycle) Key indicators may include: graduation rates, enrollment, improvement in safety, hiring equity, increased use of web-based technologies, use of facilities by community organizations, contributions to the community, or partnerships, retention rates by program, and what you report to governing boards and administrative units. Analysis of Results Current Results What are your current results? Analysis of Results What did you learn from the results? Action Taken or Improvement made What did you improve or what is your next step? Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) The Management & Supervision Program will maintain program viability (graduate an average of seven graduates over a five year period). Internal Graduates Access Report College- Wide Computer System - WSCC The goal of maintaining viability has been met by surpassing the seven graduates per year average: = = 15 Graduation rates have been on an increase since the academic year. The incorporation of online class sections seems to be drawing students into the program. Many of our students that work full-time are taking the online courses. The department chair and faculty will review program offerings, specialty courses, improving the short certificate option, seek advertising through Marketing Dept., and updating literature/ brochures Number of Management Graduates

29 The Education/ Office Program will maintain program viability (graduate an average of seven graduates over a five year period). Internal Graduates Access Report College- Wide Computer System - WSCC The goal of maintaining viability has been met by surpassing the seven graduates per year average: = = 23 Graduation rates have been on an increase since the academic year. The incorporation of online class sections seems to be drawing students into the program. Many of our students that work full-time are taking the online courses. The department chair and faculty will review program offerings, specialty courses, improving the short certificate option, seek advertising through Marketing Dept., and updating literature/ brochures. The Department will increase student enrollment in the AS; Management & Supervision AAS; Education/ Office AAS Programs. Internal WSCC s College Research and Assessment Department - Current Status of Program Report The Programs did meet their goal of an increase in student enrollment: Bus. Adm : Bus Mgt.: : Bus. Edu.: : The Department met their goal, with all three programs experiencing increases in enrollment during the period. The Program s enrollment numbers will be monitored by the department chair. Programs need to have a marketing campaign (literature, Web site, TV ads, billboards) counselors need educating on the programs. Program highlights/ information inserted into Semester Schedule of Classes. 29

30 The Department will offer the opportunity for students to obtain a totally Online degree in the AS, and Education/ Office Programs. Internal Department Semester Course Schedules The goal of a totally Online Admin. AS Degree and Ed./ Office has been achieved. Online course offerings have increased slightly in two of the three business programs. In Years through , the following changes occurred: Bus. Admin = 21 to 22 Bus Ed. = 19 to 16 Bus. Mgt. = 25 to 24 Online courses in both programs are offered every semester or at least one semester each year. New goal of online Management and Supervision Program is being developed. The decrease in online course offering in the academic year was due to a decrease in enrollment during the and only a slight increase in and which resulted in the need for fewer sections of a course, Department Chair will monitor course online offerings to ensure that every course is offered at least one section a year online. The goal is to offer the option of an Online degree to students in all three Programs. The Management and Supervision faculty are working toward that goal On-line Courses Offere Administratio On-line Courses Offered - and Office 16 30

31 The Department will maintain adequate number of course offerings to support graduation/completion needs of students in all three programs. Internal Department Semester Course Schedules Course Count for : 47 courses : 47 courses Management & Supervision : 59 courses : 59 courses Ed/ Office Admin : 41 courses : 41 courses The number of courses being offered for all three programs are adequate for students to complete their degrees within the needed time frame. Will continue to offer same number of courses until student population dictates additional sections being added. None The percentage of Management & Supervision (AAS Degrees) students achieving a C or greater in Online courses will be at or higher than the percentage of students achieving a C or greater in the same course taught On-campus. Internal Wallace State Community College s Historical Grade Analysis Report Goal was achieved in academic year. The continued improvement of technology by text publishers (homework management systems) and instructors improved knowledge in the use of new technology has substantially narrowed the difference between Online and On- Campus classes. The Management & Supervision faculty will continue to monitor Online vs. On-Campus course grades. 31

32 The percentage of Education/ Office (AAS Degrees) students achieving a C or greater in Online courses will be at or higher than the percentage of students achieving a C or greater in the same course taught On-campus. Internal Wallace State Community College s Historical Grade Analysis Report Goal was achieved in academic year. The continued improvement of technology by text publishers (homework management systems) and instructors improved knowledge in the use of new technology has substantially narrowed the difference between Online and On- Campus classes. The Education/ Office faculty will continue to monitor Online vs. On-Campus course grades. 70% of the Program Students will pass the BUS 241 Principles of Accounting I course with a grade of C or greater. Internal Faculty Grade Sheets Goal was not achieved but the academic year percent was better than any of the previous years. Even though students have improved with the new text and homework management system changed to in fall of 2009, Course grades will continue to be monitored and other text and homework management system reviewed to help in continued improvement in grades. 32

33 WALLACE STATE COMMUNITY COLLEGE BUSINESS AND COMMERCE DEPARTMENT Dean of Academic Affairs Dr. Tomesa Smith Department Chairperson Marcy Manning Terri McGriff-Waldrop Dr. Glynice Crow Kathy Sides Susan Smith 33

34 Department Advisor Committee Survey 92% 90% 88% 90% 91% 88% 86% 85% 84% 82% 34

35 Graduates Strongly Agree/Agree they received excellent training for entry-lev positions 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 50% 80% 100% Strongly Agr 35

36 Work Keys Scores OAD Work Keys Scores Bus Mgt 60% 40% 20% 0% 43% 27% 40% 36% 55% 80% 70% 60% 50% 40% 30% 20% 25% 75% 50% 60% 57% 10% Critical Thinking/Problem Solving Improved - 87% 93% Critical Thinking/Problem Solving Improved - Management 90% 100% 90% 80% 88% 84% 60% 86% 40% 84% 20% 82% 80% 36

37 Critical Thinking/Problem Solving Improved - & Office 82% 87% 100% Technology Enhanced Learning B 66% 81% 80% 60% 40% 20% 80% 60% 40% 20% Technology Enhanced Learning - Management Technology Enhanced Learning Busine & Office 64% 80% 100% 80% 60% 40% 20% 62% 81% 80% 70% 60% 50% 40% 30% 20% 10% 37

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39 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% Faculty Performanc Evaluations 32% 35% 45% 38% 65% 55% 24% 76% Ex M 39

40 Campus Crime Stati Murder Mansla Sex Off Robber Assault B l 40

41 Number of Management Graduates

42 On-line Courses Offered On-line Courses Offered - and Office % & Office Admin Students with Grade C Higher On-Line vs On-Campus 70% 60% 50% 40% 30% 20% 10% 0% 60% 61% 63% 51% 50% 50% 44% 44% On-l On-C 42

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