Business A.S. Degree: Accounting COURSE ID Legend: PLOs: X = Relevant but not assessed. % Upon satisfactory completion of the course requirements for the Accounting Associate of = assessed. Science Degree the student will be able to: CLO#: Students successfully completing this course will be able to: 1. Demonstrate a firm understanding and working knowledge of basic accounting terminology and the process by which transactions relate to the accounting cycle. 2. Prepare and analyze basic financial statements. 3. Be prepared to obtain employment in an entrylevel position in the accounting field. BUSAD 201 BUSAD 201 BUSAD 201 BUSAD 202 1. Analyze and record accounting transactions and complete a full accounting cycle. 2. Analyze financial information to evaluate the financial health of a business. 3. Identify and assess ethical issues related to financial accounting and reporting. 1. Compare and contrast financial and managerial accounting and evaluate the role of the management accountant. 84% 84% 84% X X X X X X 97% 97% BUSAD 202 2. Demonstrate logical and relevant business decisions through the utilization of various forms of accounting analysis. X X X BUSAD 202 3. Analyze and interpret ethical issues in the management and accounting environment, identify key issues, and formulate strategies to address them. X CMPSC 201 1. Construct one example of each of the three most frequently used applications: word processing, database management, and spreadsheet, and print the output from each. X X CMPSC 201 2. Articulate the nomenclature of computers, computer activities, and types of computer users. CMPSC 201 3. Analyze the need for the computer's speed, economy, efficiency, and power. A.S. Accounting 2013 2014 Page 1 of 5
Business A.S. Degree: Accounting COURSE ID CMPSC 201 CMPSC 201 Legend: PLOs: X = Relevant but not assessed. % Upon satisfactory completion of the course requirements for the Accounting Associate of = assessed. Science Degree the student will be able to: CLO#: Students successfully completing this course will be able to: 4. Analyze computer problems with respect to the components of problem solving procedures. 5. Evaluate and articulate uses of a graphical user interface based operating system. 1. Demonstrate a firm understanding and working knowledge of basic accounting terminology and the process by which transactions relate to the accounting cycle. 2. Prepare and analyze basic financial statements. 3. Be prepared to obtain employment in an entrylevel position in the accounting field. BUSAD 203 1. Apply knowledge to generate a computerized accounting system using a variety of current accounting software programs. 100% 100% 100% BUSAD 203 2. Understand and establish aspects of the accounting cycle to include accounts receivable, accounts payable, job costing and payroll utilizing a variety of current accounting software programs. X X BUSAD 203 BUSAD 218 BUSAD 218 BUSAD 218 BUSAD 218 3. Evaluate, compare and contrast available features in a variety of current accounting software programs. 1. Identify and distinguish criminal from (noncriminal) civil law, federal from state and local law. 2. Recognize legal problems that may arise from entering into contracts or being involved in civil tort actions and to recognize the relevant legal terminology. 3. "Brief" (summarize, outline) legal cases and analyze judge's decisions in federal and state court cases. 4. Recognize US Constitutional issues in court decisions. 80% 80% 80% 92% 92% 92% 92% A.S. Accounting 2013 2014 Page 2 of 5
Business A.S. Degree: Accounting COURSE ID Legend: PLOs: X = Relevant but not assessed. % Upon satisfactory completion of the course requirements for the Accounting Associate of = assessed. Science Degree the student will be able to: CLO#: Students successfully completing this course will be able to: 1. Demonstrate a firm understanding and working knowledge of basic accounting terminology and the process by which transactions relate to the accounting cycle. 2. Prepare and analyze basic financial statements. 3. Be prepared to obtain employment in an entrylevel position in the accounting field. BUSAD 218 BUSAD 200 BUSAD 200 5. Distinguish the functions of different courts at different levels, those of the lowest level courts at the federal and state level, the role of the appeals courts, and the role of the one high court in each system. 1. Construct complex spreadsheet formulas and functions to build effective accounting spreadsheets from start to finish. 2. Format spreadsheets to enhance visualization, readability and presentation including charts and graphs. 92% 91% 91% 97% 97% BUSAD 200 BUSAD 319 BUSAD 319 BUSAD 319 BUSAD 204 3. Design user friendly spreadsheet templates to collect and communicate accurate and useful accounting information. 1. Analyze, and evaluate payroll principles as defined by current law as it relates to the payment of wages and salaries. 2. Analyze and solve problems associated with the calculation and reporting of payroll. 3. Accurately apply accounting principles to computerized and manual payroll systems. 1. Explain the nature of cost accounting and accounting for product costs X X X 100% 100% 100% 100% 100% 100% 100% This course has been inactivated; never assessed BUSAD 204 2. Apply cost accounting principles to manufacturing and service enterprises within today's business environment. Examples of such systems include both joborder costing and process costing. This course has been inactivated; never assessed A.S. Accounting 2013 2014 Page 3 of 5
Business A.S. Degree: Accounting COURSE ID BUSAD 204 Legend: PLOs: X = Relevant but not assessed. % Upon satisfactory completion of the course requirements for the Accounting Associate of = assessed. Science Degree the student will be able to: CLO#: Students successfully completing this course will be able to: 1. Demonstrate a firm understanding and working knowledge of basic accounting terminology and the process by which transactions relate to the accounting cycle. 2. Prepare and analyze basic financial statements. 3. Demonstrate transactions involving direct materials, direct labor and factory overhead. This course has been inactivated; never assessed 3. Be prepared to obtain employment in an entrylevel position in the accounting field. BUSAD 336 BUSAD 336 BUSAD 336 CMPSC 202 CMPSC 202 CMPSC 202 CMPSC 202 CMPSC 202 BUSAD 274 1. Distinguish between income tax accounting and financial accounting and identify their interrelationship. 2. Identify reliable income tax resources and conduct research in order to answer individual income tax questions. 3. Demonstrate knowledge and insight in the area of federal and state (California) taxation law in order to prepare an income tax return for a wage earner who itemizes his/her deductions. 1. Analyze how to set up a business computer system for transaction processing, management information systems, and shared data resources. 2. Analyze different business computer systems and apply the correct systems to a given business situation. 3. Evaluate different database models and their advantages/disadvantages. 4. Articulate advanced spreadsheet and database design for business decision making. Evaluate the characteristics of information at different managerial levels 1. Analyze the fundamental principles of a quality or successful organization. 94% 94% 91% 97% X X X X X X X 80% BUSAD 274 2. Describe the goals of human resource management. 90% A.S. Accounting 2013 2014 Page 4 of 5
Business A.S. Degree: Accounting COURSE ID Legend: PLOs: X = Relevant but not assessed. % Upon satisfactory completion of the course requirements for the Accounting Associate of = assessed. Science Degree the student will be able to: CLO#: Students successfully completing this course will be able to: 1. Demonstrate a firm understanding and working knowledge of basic accounting terminology and the process by which transactions relate to the accounting cycle. 2. Prepare and analyze basic financial statements. 3. Be prepared to obtain employment in an entrylevel position in the accounting field. BUSAD 274 3. Analyze procedures and develop improved methods of personnel structures. BUSAD 377 BUSAD 377 BUSAD 377 1. Evaluate the impact of human relations problems on the employee, manager, organization, and client population with 80 percent accuracy as measured by analysis of business case studies. 2. Discuss current employment trends and career forecasts with 80 percent accuracy as measured by completion of research assignments. 3. Identify and discuss human relations concepts and terminology with 80 percent accuracy as measured by objective and essay exams. 100% 88% 83% BUSAD 245 BUSAD 245 BUSAD 245 BUSAD 240 1. Analyze, formulate and interpret situations through projects applying the principles and concepts of marketing and consumer behavior. 81% 2. Create a simple marketing plan. 81% 3. Demonstrate the application of ethics in marketing. 1. Identify and define the 4 principal managerial tasks 95% BUSAD 240 2. Identify the qualities and personal characteristics of an effective manager. 92% BUSAD 240 3. Identify the ethical implications of management decisions upon relevant stakeholders. BUSAD 100 MISSING CLOS IN SYSTEM! This course has been inactivated; never assessed PLO Averages 94% 92% 92% 93% A.S. Accounting 2013 2014 Page 5 of 5
A.S. DEGREE: ACCOUNTING Program Learning Outcomes Assessment Spring 2013 Executive Summary (After completing the questions on the next few pages, please replace this area with a written executive summary of the questions that follow, including your data analysis, findings, action plan, and improvements you have already made. This will be the top sheet of your report. This summary should be at least a paragraph, and can definitely be longer if desired.) From spring 2010 through fall 2012, the Business Department assessed 22 BUSAD, 3 Real Estate and 3 Supervisory Training courses. The 5 courses which were not assessed were not during the assessment window. All BUSAD courses which are part of the AS Degree in Accounting were assessed. After examining all CLO assessment materials, matching CLOs to PLOs, and plotting the CLO percentages on the spreadsheet grid, certain trends became evident. It is apparent that the required courses in the AS Degree in Accounting assess PLO #1, #2 and #3 while the electives assess only #3. While assessment results are already high, the Business Department faculty believe we can improve results by coordinating teaching pedagogy between our myriad adjunct accounting teachers. In addition, in meetings with our Business advisory group, we have discussed proposed changes to the AS Degree in Accounting. Proposed changes include removing outdated courses and instead offering a choice of three of four one unit application courses which would be job applicable such as word processing, spreadsheet, Windows and database management. We are also proposing to specifically list which courses can be used as electives (proposed new AS included later in PLO Assessment). During the fall 2013 semester, all of our BUSAD courses are up for curriculum review. Four of our six required courses and five of nine elective courses have undergone major revisions this past academic year due to C Id and Transfer Model Curriculum requirements. As we review these courses for curriculum, the data gathered in the PLO assessment document will be reviewed and implemented where appropriate. Given the diversity of the Business Administration curriculum and the lack of full time staffing, accomplishing these goals in a timely manner is very challenging. 1
A.S. DEGREE: ACCOUNTING Program Learning Outcomes Assessment Spring 2013 Faculty Included in the Preparation and Sharing of this Report: (please replace this area with the names of all faculty that helped to prepare and provide input on this report. This includes faculty who were parts of draft discussions and conversations. Ideally, it is all faculty representing the core disciplines making up the degree or certificate.) Linda Kropp, Nancy Sill, Jim McGarry 2
A.S. DEGREE: ACCOUNTING Program Learning Outcomes Assessment Spring 2013 Please provide a brief and cogent narrative in response to each of the following questions. 1) Are the course learning outcomes (CLOs) on your spreadsheet accurate (as of right now), and do they represent the overall purpose(s) of the course(s)? Please explain why or why not. The CLOs listed on the spreadsheet are accurate for the assessment cycle that was just completed. These CLOs have evolved during the assessment cycle (spring 2009 fall 2012) and most are now written to assess the desired outcomes. The remaining problems that need to be addressed in the upcoming curriculum review cycle are listed below: BUSAD 100: This course has recently been inactivated and should not appear on the spreadsheet grid. BUSAD 204: This course has recently been inactivated and should not appear on the spreadsheet grid. The wording of the CLOs for BUSAD 377 should be updated to read: 1. Evaluate the impact of human relations problems on the employee, manager, organization, and client population. 2. Discuss current employment trends and career forecasts. 3. Identify and discuss human relations concepts and terminology. This change will be made because the old CLOs were written with additional parameters which are not required at the Community College level. For example CLO #1 currently reads: 1. Evaluate the impact of human relations problems on the employee, manager, organization, and client population with 80 percent accuracy as measured by analysis of business case studies. The wording of the CLOs for BUSAD 240 should be updated to read: 1. Identify and briefly define the three major types of managerial skills that managers need to succeed. 2. Explain the four principal managerial tasks. For each, give a realistic business example of how a manager performs this task. 3. Compare the relationship between ethics and the law and its impact on relevant stakeholders in the management decision process. This change has already been submitted, but CurricuNet still displays the old CLOs which all begin with the word Identify. The proposed new CLOs assess a higher level of understanding. 3
A.S. DEGREE: ACCOUNTING Program Learning Outcomes Assessment Spring 2013 2) Are the program learning outcomes (PLOs) on your spreadsheet accurate (as of right now), and do they represent the overall purpose(s) of the program? Please explain why or why not. The PLOs are accurate and reflect the overall purpose of the program. The one possible addition will be a PLO concerning ethics and is currently found in most of our Programs and Certificates. This PLO would read: Demonstrate the ability to recognize and analyze ethical issues as they apply to the business environment. We have annual meetings with our Business Advisory Group made up of members of our local business community. During these meetings, we discuss, among other things, what they are looking for from our students when they graduate from MJC. Any changes to the PLOs will reflect the needs of associate degree entry level accounting hires as discussed at our Business Advisory Group meetings. 4
A.S. DEGREE: ACCOUNTING Program Learning Outcomes Assessment Spring 2013 3) How well do the course learning outcomes (CLOs) fulfill, support and align with the program learning outcomes (PLOs)? Additionally, just in terms of the structure, do you think the assessment data from the CLOs can tell a qualitative and quantitative story about the PLOs? Please explain, and take some time to think through and write about what kinds of PLO analysis your CLO assessments will foster. After examining all CLO assessment materials, matching CLOs to PLOs, and plotting the CLO percentages on the spreadsheet grid, certain trends appeared. It became apparent that the (required) accounting skills courses were most likely to meet two or usually three of the PLOs the first two dealing with specific accounting knowledge and the third with preparation for obtaining employment. Conversely, the elective courses meet the third PLO of preparing the student to obtain employment (assuming a breadth of skills and knowledge related to accounting would contribute to employability). As far as quantitative analysis, this is difficult to do with our current data. Some courses reflect only one CLO assessment because we assessed many of our courses in this program during the first year of assessments when only one SLO was required for assessment. In the next assessment cycle, we will have more data from our assessments because each CLO will be addressed. At that time, we will be able to tell a more precise quantitative story about our PLOs. 5
A.S. DEGREE: ACCOUNTING Program Learning Outcomes Assessment Spring 2013 4) You ve mapped your CLOs to PLOs. You ve also been provided CLO assessment data in your packet. Now, take some time to reflect on, consider and analyze the data you have. This is not an easy section to complete, and the purpose of this pilot is to generate thoughtful reflection on and assessment of PLOs in relationship to our CLO assessment data. Please look at every CLO data sheet included. Then, analyze, engage and write as much as you can, addressing the following question: what does your CLO data tell you about each of your PLOs? Be detailed, descriptive and analytical. As you consider this question o o o Discuss what kinds of trends you see in the data provided, and provide a qualitative assessment of each PLO. Try to fill in the CLO data from each sheet on your spreadsheet, and attempt to come up with an aggregate percentage for your PLOs. Is it possible to give a PLO quantitative assessment based on all of the courses listed? Or, can you give a PLO quantitative assessment based only on your discipline/department courses? Please be thorough and provide as much reflection and analysis as possible. The more analysis, the better. Feel free to write beyond this page. We were unable to arrive at an overall average based on all courses as the data was unavailable to us from the two courses offered from outside of our area. However, we used the available data from our own assessments some courses having data for only one CLO if it was assessed early in the assessment period. PLO #1 and #2 were assessed through the CLOs of the required courses in this program which are the accounting skills courses. This makes sense as these two PLOs guage mastery of accounting terminology, the basic accounting cycle, and financial statements. These PLOs #1 and #2 averaged 94% and 92% respectively. While these are respectable scores, there is still room for improvement. We are suffering from a disproportionate number of adjunct instructors teaching our accounting courses since we have had two unreplaced retirements in our department. While the college average is 49% our department average is 73%. At a department meeting, Linda Kropp, Nancy Sill and Jim McGarry decided to again hold our annual adjunct orientation meeting to touch bases with our adjunct instructors, making sure that everyone is covering the appropriate content, using agreed upon pedagogy and administering a summative department wide accounting cycle Assessment in their course. We believe that while encouraging academic freedom, this ensures that our students are receiving the material they need to succeed in sequential coursework and in the work environment. PLO #3 averaged 92%. The courses reflected in this average are both required and elective courses. As we strive to improve CLOs throughout the BUSAD Department, this average should increase as well. 6
A.S. DEGREE: ACCOUNTING Program Learning Outcomes Assessment Spring 2013 5) Action Plan. Based on the assessments and analysis you have provided in questions 1 4, please consider what changes or improvements you would like to make, which might include updating your CLO or PLO statements, modifying course outlines, rethinking instruction efforts, using different assessment instruments, etc. Based on the analysis you have provided in questions 1 4, provide an action plan for improvement that draws on your assessment results and efforts. Based on departmental dialogue and analysis, the following action plan is proposed: The wording of the CLOs for BUSAD 377 should be updated to read: 1. Evaluate the impact of human relations problems on the employee, manager, organization, and client population. 2. Discuss current employment trends and career forecasts. 3. Identify and discuss human relations concepts and terminology. Hold another adjunct orientation meeting to touch bases with our adjunct instructors. Ascertain that everyone is covering the appropriate content, using agreed upon pedagogy and administering a summative department wide accounting cycle Assessment in their course. We believe that while encouraging academic freedom, this ensures that our students are receiving the material they require to succeed in sequential coursework and in the work environment. Based on departmental meetings throughout fall/spring 2012 13, departmental faculty are recommending the following changes: o o discontinuance of the AA Degree in Accounting changes to the AS Degree in Accounting resulting in the following: 7
A.S. DEGREE: ACCOUNTING Program Learning Outcomes Assessment Spring 2013 Course Prefix Required Courses Degree or Certificate: A.S. in Accounting Semester Taken Course Name Units Busad 201 Financial Accounting 4 Busad 202 Managerial Accounting 4 Busad 200 Spreadsheet Skills for Financial Accounting 2 Busad 203 Computer Accounting 3 Busad 319 Payroll Accounting 3 Busad 336 Income Tax Accounting 3 Elective Courses: Choose two courses (minimum of 6 units) Busad 218 Business Law 4 Busad 274 Human Resources Management Or 3 Busad 377 Human Relations in Business Busad 248 Introduction to Business OR 3 Busad 240 Principles of Management Busad 230 Personal Finance 3 Busad 300 Machine Calculation 2 Busad 310 Bookkeeping I 3 Busad 50 Math Computations 3 CMPSC 201 OFADM 356 OFADM 353 OFADM 359 OFADM 361 General Computer Literacy Or three of the four courses noted below: Introduction to Word Processing Introduction to Computers & Windows Introduction to Spreadsheet Software Introduction to Databases 3 1 1 1 1 Total Units for 25 8
A.S. DEGREE: ACCOUNTING Program Learning Outcomes Assessment Spring 2013 6) The college should be making improvements based on student learning outcomes assessment, and we need to continue to document and share the improvements and progress you have already made. This is extremely important. o o Did you make any changes in your CLO or PLO statements during the last 4 year cycle that ended in 2012, or any changes this year? Please explain what you accomplished. Did you make any improvements in the areas of teaching and instruction processes, your courses, or your program? Please explain and provide details about your efforts! During the 2011 2012 academic year while on sabbatical, a faculty member in the department took a course on Authentic Assessment. A small portion was on SLOs. Through collaborative work, the department has a greater understanding of the writing of CLOs and their impact. With this experience, it made rewriting/updating many of our CLOs more effective in preparation for the new upcoming round of assessments. The following is an example of changes we made as a result of CLO assessment results: Business Administration 310 Bookkeeping I: In spring 2009 faculty assessed the following course learning outcome: Determine and apply generally accepted accounting principles relating to bookkeeping. The results revealed a 57 percent success rate. As a result of faculty retirements, all Bookkeeping sections are now taught by adjunct faculty. In response to the low success rates, full time faculty in the department organized a meeting with all adjunct instructors to analyze the assessment results and to create a collaborative improvement plan. In the meeting faculty shared common struggles with teaching bookkeeping as well as best practices in how to ensure student learning. Through faculty collaboration, strategies were identified to increase both student performance and success. The meeting concluded with the following recommendations: 1) Faculty would consistently assign more comprehensive problems to assist students in grasping the accounting cycle in its entirety. 2) It was agreed that the comprehensive practice set would be assigned earlier in the term to determine if completion rates would increase. 3) Faculty agreed to build more formative assessment opportunities of the accounting cycle into their courses in order to provide timely feedback of student mastery. 4) Faculty agreed to create opportunities for further collaboration. 5) It was also agreed that faculty would re assess the bookkeeping I classes ahead of schedule to determine the effectiveness of foregoing changes. The accounting cycle was reassessed in Fall 2011; success rates improved from 57% to 82%. Faculty are currently collaborating to develop a customized practice set to reinforce the accounting cycle and hope to pilot it in Spring 2013. 9
A.S. DEGREE: ACCOUNTING Program Learning Outcomes Assessment Spring 2013 7) Please reflect on the process of learning outcomes assessment in your division and at Modesto Junior College. What do you think would make it more meaningful? How could it be improved? What would help you? A few of the things that come to mind include: Provide consistent institutional support. Provide access to consistent CLO assessment data to everyone in the department through CurricuNet or adopt a software which will serve our reporting needs. Have a college website that is accessible to all to provide reporting standards, training resources as well as insights and best practices that are used at MJC and other colleges. This process has been more difficult than it should have been given the lack of institutional guidance, training, and reporting expectations. 10
MJC GE:B CLO's to GELO's/ILO's: BUSAD ILOs/GELOs: (MJC GE B) Upon completion of an associate's degree at MJC, the student will be able to demonstrate proficiency in the Social and Behavioral Science by: COURSE ID CLO#: Students successfully completing this course will be able to: Descibing the method of inquiry used by the social and behaviroal sciences. Describing how societies and social subgroups have operated in various times and cultures. Analyzing the ways that individuals act and have acted in response to their societies. BUSAD 240 1. Identify and define the 4 principal managerial tasks BUSAD 240 2. Identify the qualities and personal characteristics of an effective manager. 92% 92% BUSAD 240 3. Identify the ethical implications of management decisions upon relevant stakeholders. 93% 93% 93% GELO AVERAGES 93% 93% 93% MJC GE_B 2013 2014 Page 1 of 1
BUSAD: GE Area B, GE Area D, and GE Area E (Social/Behavioral Science, Language and Rationality, Health Education) General Education Learning Outcomes Assessment Spring 2013 Executive Summary (After completing the questions on the next few pages, please replace this area with a written executive summary of the questions that follow, including your data analysis, findings, action plan, and improvements you have already made. This will be the top sheet of your report. This summary should be at least a paragraph, and can definitely be longer if desired.) The Business Administration Department has courses approved in GE Areas B, D, and E, which illustrate the breadth and scope of our program. It should be noted that our course which meets the MJC GE:E requirement was updated in order to conform to general education requirements at both the MJC and CSU levels during the 2012 13 academic year. The Business Administration CLOs strongly align with the GELOs which they assess. Our analysis of the correlation between our CLOs and the MJC GELOs indicate that the majority of our students successfully completed their CLOs (and, by extension the aligned GELOs) within a range of 71% to 98%. While we are pleased with these results, we continue to seek ways to help our student to succeed at even higher levels. Our analysis disclosed a high degree of CLO to GELO alignment which provides evidence that our courses provide an equitable representation of the GE Areas B, D and E. Faculty Included in the Preparation and Sharing of this Report: (please replace this area with the names of all faculty that helped to prepare and provide input on this report. This includes faculty who were parts of draft discussions and conversations. Ideally, it is all faculty representing the core disciplines making up the degree or certificate.) Linda Kropp, Nancy Sill and Jim McGarry
BUSAD: GE Area B, GE Area D, and GE Area E (Social/Behavioral Science, Language and Rationality, Health Education) General Education Learning Outcomes Assessment Spring 2013
BUSAD: GE Area B, GE Area D, and GE Area E (Social/Behavioral Science, Language and Rationality, Health Education) General Education Learning Outcomes Assessment Spring 2013 Please provide a brief and cogent narrative in response to each of the following questions. 1) Are the course learning outcomes (CLOs) on your spreadsheet accurate (as of right now), and do they represent the overall purpose(s) of the course(s)? Please explain why or why not. The CLOs for BUSAD 240 which correlates to MJC GE:B are accurate as of the assessment date and represents the overall purpose of the course. These CLOs have been discussed within the Business Administration area and will be refined during the curriculum review cycle in the 2013 14 academic year to facilitate even more objective evaluation. The CLOs for BUSAD 210 which correlates to MJC GE:D are accurate and they represent the overall purpose of the course. The CLOs for BUSAD 230 which correlates to MJC GE:E are accurate and they represent the overall purpose of the course. BUSAD 230 was updated in order to conform to general education requirements at both the MJC and CSU levels during the 2012 13 academic year; CLOs were updated at that time. The one CLO which was assessed during the assessment period was not substantially changed during the curriculum review/update process.
BUSAD: GE Area B, GE Area D, and GE Area E (Social/Behavioral Science, Language and Rationality, Health Education) General Education Learning Outcomes Assessment Spring 2013 2) Are the general education learning outcomes (GELOs) on your spreadsheet accurate (as of right now), and do they represent the overall purpose(s) of the program? Please explain why or why not. The various GELOs on the spreadsheet are accurate and they represent the overall purposes of these specific Business Administration courses. The GELOs, which are listed in the MJC Catalog, represent the expected student learning outcomes for the MJC GE areas. Business Administration has courses approved in Area B, D, and E, which helps to illustrate the breadth and scope of our program.
BUSAD: GE Area B, GE Area D, and GE Area E (Social/Behavioral Science, Language and Rationality, Health Education) General Education Learning Outcomes Assessment Spring 2013 3) How well do the course learning outcomes (CLOs) fulfill, support and align with the general education learning outcomes (GELOs)? Additionally, just in terms of the structure, do you think the assessment data from the CLOs can tell a qualitative and quantitative story about the GELOs? Please explain, and take some time to think through and write about what kinds of GELO analysis your CLO assessments will foster. After examining all CLO assessment materials, matching CLOs to GELOs, and plotting the CLO percentages on the spreadsheet grid, it became apparent that the BUSAD course CLOs strongly align with the MJC GELOs which they assess. As far as quantitative analysis, this is difficult to do with our current data. Some courses reflect only one CLO assessment because we assessed many of our courses in our program during the first year of assessments when only one SLO was required for assessment. In the next assessment cycle, we will have more data from our assessments because each CLO will be addressed. At that time, we will be able to tell a more precise quantitative story about our GELOs. From the data we have, we can determine that there was a high alignment of CLOs to GELOs and that student CLO success rates were high. Both areas B and E average well over 90% while area D averages 71%. One of the distinctive aspects of the Business Administration program is the presence in three general education areas included in the minimum requirements for an A.A. or A.S. degree at MJC. MJC GE Area B Social and Behavioral Sciences BUSAD 240 Principles of Management is included in this area because students are able to describe principles, value systems and ethics employed in the business environment. MJC GE Area D Language and Rationality BUSAD 210 Business Communications is included in this area because students are able to demonstrate their effective use of communication, their critical thinking skills, and their information competency. To provide further analysis of a specific CLO to GELO alignment the following is an example from BUSAD 210. BUSAD 210 CLO#3 states, Research, organize, and develop an informative or investigative report that reaches conclusions or makes recommendations. This highly supports and aligns with Area D GELOs #1, 2 and 3, as a student who is able to successfully complete this outcome will show his/her proficiency in demonstrating an awareness of the interactive nature of communication involving effective listening, reading, writing, and speaking (GELO #1); demonstrating critical thinking in the analysis and production of communication (GELO#2); and, demonstrating the ability to find, evaluate, and use information in a variety of formats (GELO #3). MJC GE Area E Health Education BUSAD 230 Personal Finance is included in this area because students are able to self analyze and make plans for lifelong learning as well as evaluate the impact of daily decisions as they relate to their personal finances and the integration of the physiological and psychological human being. It should be noted that our course which meets the MJC GE:E requirement
BUSAD: GE Area B, GE Area D, and GE Area E (Social/Behavioral Science, Language and Rationality, Health Education) General Education Learning Outcomes Assessment Spring 2013 was updated in order to conform to general education requirements at both the MJC and CSU levels during the 2012 13 academic year. During the past assessment cycle, only one CLO was assessed. This CLO was substantially unchanged during the curriculum review/update process. While our GELO averages were an admirable 98% for MJC GE:E, we believe the data will be more qualitative during the upcoming assessment cycle as we are able to gather data on all CLOs in the BUSAD 230 course.
BUSAD: GE Area B, GE Area D, and GE Area E (Social/Behavioral Science, Language and Rationality, Health Education) General Education Learning Outcomes Assessment Spring 2013 4) You ve mapped your CLOs to GELOs. You ve also been provided CLO assessment data in your packet. Now, take some time to reflect on, consider and analyze the data you have. This is not an easy section to complete, and the purpose of this pilot is to generate thoughtful reflection on and assessment of GELOs in relationship to our CLO assessment data. Please look at every CLO data sheet included. Then, analyze, engage and write as much as you can, addressing the following question: what does your CLO data tell you about each of your GELOs? Be detailed, descriptive and analytical. As you consider this question o Discuss what kinds of trends you see in the data provided, and provide a qualitative assessment of each GELO. o Try to fill in the CLO data from each sheet on your spreadsheet, and attempt to come up with an aggregate percentage for your GELOs. Can you give a GELO quantitative assessment based only on your discipline/department courses? o Please be thorough and provide as much reflection and analysis as possible. The more analysis, the better. Feel free to write beyond this page. In Area B, 2 of 3 CLOs were assessed and the GELO averages were all 93%. We believe this is an accurate representation of our student s data as the CLO which was not assessed was not considered relevant to the GELO. The high student success rates along with the high degree of CLO to GELO alignment provide evidence that BUSAD 240 is a reasonable representation of the Area B:Social/Behavioral Science general education requirement. For Area D, success rates for all three GELOs averaged 71%. While all of the CLOs align with most of the GELOs, only one of the outcomes has been assessed. We believe the success rate will improve when all CLOs are assessed during the upcoming two year cycle. The high degree of CLO to GELO alignment provides evidence that BUSAD 210 is a reasonable representation of the Area D:Social/Language and Rationality general education requirement. For Area E, only one of the outcomes has been assessed and the other two have been significantly updated for future assessments. Success rates were extrapolated for all three GELOs which averaged 98%. All of the CLOs align with each of the GELOs and this CLO to GELO alignment provides evidence that BUSAD 230 is an excellent representation of the Area E:Health Education general education requirement.
BUSAD: GE Area B, GE Area D, and GE Area E (Social/Behavioral Science, Language and Rationality, Health Education) General Education Learning Outcomes Assessment Spring 2013 5) Action Plan. Based on the assessments and analysis you have provided in questions 1 4, please consider what changes or improvements you would like to make, which might include updating your CLO or GELO statements, modifying course outlines, rethinking instruction efforts, using different assessment instruments, etc. Based on the analysis you have provided in questions 1 4, provide an action plan for improvement that draws on your assessment results and efforts. Curriculum Actions In 2013 14 academic year, Business Administration courses will be updated in the curriculum review cycle. Based on the assessment and analysis, the Business Administration faculty determined that some CLOs should be modified. In addition, different assessment tools will be reviewed to attempt to create standardized tools among the department. The GELO statements were created at the college level and therefore the Business Administration faculty will not be updating or modifying them.
BUSAD: GE Area B, GE Area D, and GE Area E (Social/Behavioral Science, Language and Rationality, Health Education) General Education Learning Outcomes Assessment Spring 2013 6) The college should be making improvements based on student learning outcomes assessment, and we need to continue to document and share the improvements and progress you have already made. This is extremely important. o Did you make any changes in your CLO statements during the last 4 year cycle that ended in 2012, or any changes this year? Please explain what you accomplished. o Did you make any improvements in the areas of teaching and instruction processes, your courses, or your program? Please explain and provide details about your efforts! During this assessment cycle, BUSAD 240 which meets MJC GE:B requirement came under periodic curriculum review. During this review process, course descriptions, outlines and CLOs were updated to more accurately reflect the contents of the courses and, at the same time, to align with the general education descriptors. BUSAD 240 is CSU transferable as well as MJC GE compliant. During this assessment cycle, BUSAD 210 which meets MJC GE:D requirement came under periodic curriculum review and also underwent C id review. During these review processes, course descriptions, outlines and CLOs were updated to more accurately reflect the contents of the course and, at the same time, to align with the general education descriptors and the C id course descriptors. BUSAD 210 has now passed the C id certification. BUSAD 210 is also CSU transferable as well as MJC GE compliant. During this assessment cycle, BUSAD 230 which meets MJC GE:E requirement came under periodic curriculum review. During this review process, course descriptions, outlines and CLOs were updated to more accurately reflect the contents of the courses and, at the same time, to align with the general education descriptors. BUSAD 230 is awaiting CSU GE certification, and is CSU transferable as well as MJC GE compliant.
BUSAD: GE Area B, GE Area D, and GE Area E (Social/Behavioral Science, Language and Rationality, Health Education) General Education Learning Outcomes Assessment Spring 2013 7) Please reflect on the process of learning outcomes assessment in your division and at Modesto Junior College. What do you think would make it more meaningful? How could it be improved? What would help you? A few of the things that come to mind include: DO NOT have departments change their CLOs until AFTER they write up their analysis! Having made changes, we have fought an endless battle of comparing apples to oranges. We have had to made our best effort of finding the best match between current CLOs on the spreadsheet and those which were assessed. Provide consistent institutional support. Provide access to consistent CLO assessment data to everyone in the department through CurricuNet or adopt a software which will serve our reporting needs. Have a college website that is accessible to all to provide reporting standards, training resources as well as insights and best practices that are used at MJC and other colleges. This process has been more difficult than it should have been given the lack of institutional guidance, training, and reporting expectations.