Florida Gulf Coast University Master of Science in Accounting Program Review (2005-2012) Prepared by the Accounting Faculty Ara Volkan, Chair Lutgert College of Business April 2012 1 Table of Contents Introduction and Program Overview Part 1: Program Overview Part 2: Review of mission(s) and purpose(s) of the program Part 3: List of teaching, research, service, and other program goals and objectives Part 4: Assessment Results Report Part 5: Prerequisites and Limited Access (bachelor s level programs only) Part 6: Data for University Level Report Appendices Introduction and Program Overview The Master of Science in Accounting program at FGCU is housed in the Lutgert College of Business. The program operations are motivated by the following premises: Vision: Be the destination of choice for students who aim to establish mastery of subject matter and/or successful careers based on an accounting education. Mission: Prepare students for mid-level careers in public accounting, service organizations, government, and industry and/or doctoral education by ensuring that graduates have advanced level of technical competence, understand their ethical responsibilities, possess the full range of business and professional skills, and can communicate effectively with stakeholders of diverse background. To accomplish the mission, the Department aims to achieve two goals in each of the areas of teaching, scholarship, and service: 1. Support the preservation of the AACSB accreditation; and 2. Ensure that we continue to add value to our products (students), our customers (employers), and the community in which we work (FGCU colleagues, accounting professionals, and SWFL community). The nine (9) members and one (1) chair (Eminent Scholar and Moorings Park Chair of Managerial Accounting) in the department offer a managerial accounting course that is taken by all MBA students and courses that are mainly taken by accounting majors. The program had approximately 60 majors in fall 2011 and had 30 majors in fall 2005. In fall of 2011, this number represented approximately 25% of the 221graduate business students, making accounting the second largest graduate major in the LCOB. The program graduates approximately one-half of the majors (29 in 2011) each year. The program uses a variety of means to assess outcomes and foster improvement and efficacy: 1. External indirect peer assessment through AACSB accreditation; 2. Internal direct assessment of student learning outcomes using a combination of embedded course assessments, the Accounting Content Exam, and the ETS Major Field Test in Business; 3. Internal indirect assessment though student assessment of instruction; 4. External indirect assessment through curriculum review conducted by the in consultation with the Accounting Advisory Council comprised of local professional accountants 5. External indirect assessment through the analysis of the CPA exam content and skills specifications (The CPA Journal recently published a paper written by two of our members on this subject); 6. External indirect assessment through the analysis of the curriculum guides issued by the American Accounting Association and AICPA (the leading academic and professional organizations in accounting, respectively); 7. External indirect assessment of the CPA exam candidacy requirements of the State Boards of
Accountancy; and 8. External indirect assessment of State employment and continuing education data. 2 Assessment results and the actions taken to address any opportunities identified are reviewed by the under the leadership of the department chair and the Accounting Advisory Council. In addition to classroom instruction, students are served by two organizations, Beta Alpha Psi and the Accounting Society. BAP is the International Honorary organization for Financial Information students and professionals. This is a status that is awarded, not something that is simply joined by a business school. Only ten percent (10%) of the accounting programs in the US have a BAP chapter, the path being long and rigorous. 1A: Curriculum (Course Offerings): PROGRAM OBJECTIVES Part 1: Program Overview NARRATIVE DESCRIPTION #1: CURRICULUM
3 The M.S. in Accounting and Tax prepares students for mid-level careers in government, industry, public accounting, and service organizations. The members are committed to preparing graduates who are technically competent and possess the full range of business professional skills. Students are required to use a variety of technologies in assignments. Course projects are designed to enhance critical thinking, oral and written communications, teamwork, and foster awareness of diversity, ethics, and global issues. STUDENTS SERVED The program described below serves the following categories of students: 1. Accounting BS program graduates who desire a MS degree in accounting; 2. Other business college degree program graduates who desire a MS degree in accounting; 3. Students with undergraduate degrees outside business who desire a MS degree in accounting; 4. Nontraditional students who have college degrees and are returning to academe after a period of nonacademic experiences; 5. Students who wish to meet the accounting, business law, and/or general business requirements of the CPA or other accounting certification examinations but do not seek a degree; and 6. MBA students who are taking the general graduate business degree requirements of ACG 6025 and 6075. PROGRAM ADMISSION REQUIREMENTS I. General Admission Requirements a. Earned undergraduate degree from a regionally accredited institution of higher learning. b. Provide an official copy of all academic transcripts and Graduate Management Admission Test (GMAT) scores. c. One of the following: --Minimum 3.0 GPA in upper division coursework (last 60 credit hours) or --Score of 500 or higher on the GMAT. d. Total points of 1050 (GPA x 200 + GMAT) with a GMAT score of at least 450. e. International students must have a satisfactory score on the TOEFL exam (minimum score of 550 paper-based, 213 computer-based, or 79 internet-based for international students from countries where English is not the primary language). II. Applicants to the master's program in accounting and taxation must also meet the following criteria: a. Earned 18 credit hours of upper division (3000-4000 level) accounting courses, and b. 27 credit hours of general business courses, with at least 12 credit hours at the upper division (3000-4000 level). PROGRAM REQUIREMENTS (30 HRS) I. Core Courses (12 credits) ACG 6135 Accounting Theory (3) ACG 6257 Global Reporting (IFRS) (3) TAX 6045 Tax Research & Planning (3) TAX 6025 Flow through Issues (3) II. Major Elective Courses (9) Accounting Concentration: ACG 6205 Advanced Accounting (3) ACG 6655 Independent Audit II (3) ACG 6935 Special Topics in Accounting or an approved ACG elective (3) OR Tax Concentration: Tax 6015 Corporate Tax Issues (3) Tax 6405 Estate & Gift Tax (3) Tax 6877 Special Topics in Tax or an approved TAX elective (3)
4 III. Business Elective Courses (9) BUL 6831 Law and Business II (3) Complete (6) credits of approved graduate business courses outside of accounting and tax (see graduate advisor for approval). ADDITIONAL GRADUATION REQUIREMENTS Complete a minimum of 30 credit hours Earn a cumulative GPA of 3.0 for all coursework in the program Satisfy all degree requirements within seven years from the time of admission to the program TRANSFER NOTES AND ACCEPTABLE SUBSTITUTES Students may transfer a maximum of six credit hours of approved graduate level coursework from a regionally accredited institution. All transfer courses must have been completed within the past six years with a grade of B or higher. The evaluation of academic transcripts and articulation of transfer courses must be approved by the appropriate academic department. TABLE 1: GRADUATE ACG, BUL, and TAX COURSES ACG 6025 - Accting Fundamentals for Mgrs - 3 credit(s) A study of the users and uses of accounting information for decision making. The economic impacts of business transactions and the flow of related data through accounting information systems are explored. Topics include accounting systems, data needs of different users of accounting information, accrual vs. cash flow measures of performance, cost systems, and decision analysis tools. (Course does not meet Florida CPA requirements.) ACG 6075 - Managerial Accounting - 3 credit(s) An examination of the role of accounting information in managing economic organizations. Emphasis on the efficient allocation and consumption of resources and the need for managers to recognize and respond to challenges and opportunities in a high-tech, global market economy. Prereq (s): ACG 6025 ACG 6135 - Accounting Theory - 3 credit(s) Analysis of trends in accounting through the review of various professional publications and official pronouncements. Completion of an in-depth review of a current topic is required. Prereq(s): ACG 4123 ACG 6205 - Advanced Accounting - 3 credit(s) The application of generally accepted accounting principles to corporations with investments in subsidiaries. Topics include the preparation of consolidated financial statements and consideration of other complicating factors, such as minority interest, intercompany transactions, and an introduction to international operations. In addition, the accounting issues of bankruptcy, partnerships, branch operations, leveraged buyouts and takeovers are covered. Prerequisite(s): ACG 4123 ACG 6257 - Global Reporting (IFRS)& Audit - 3 credit(s) This course evaluates Generally Accepted Accounting Principles and International Financial Reporting Standards as well as the international dimensions of auditing. Consideration is given to international organizations and the role of regulators. Prerequisite(s): ACG 4123 Required x x x x Seldom Offered
5 ACG 6346 - Advanced Cost Accounting - 3 credit(s) Advanced study of issues facing accountants in industry. Topics include the Statements on Management Accounting, environmental accounting, target costing, balanced scorecard technique for unit performance, & financial measures of performance such as economic value added. Prereq(s): ACG 3341 ACG 6405 - Adv Acct Information Systems - 3 credit(s) Builds on systems and accounting knowledge gained in undergraduate programs. (Prerequisite may be waived with permission of instructor.) Prerequisite(s): ACG 3401 ACG 6655 - Independent Audit - 3 credit(s) Expands upon Independent Audit I to include topics on the development of auditing as a profession and the current issues faced by those in the profession. Readings are drawn primarily from contemporary literature in the field. In addition, reviews and compilations, international auditing issues, and governmental auditing will be covered. Prerequisite(s): ACG 4632 ACG 6905 - Directed Study in Accounting - 1 to 3 credit(s) Individual study and research under direction. Topics vary and are usually selected on an individual basis. Detailed project and/or paper must be completed. (Permission of instructor and department required). ACG 6935 - Special Topics in Accounting - 1 to 4 credit(s) A comprehensive survey of selected contemporary issues and topics in accounting at the graduate level. Individual investigation and reporting emphasized in seminar fashion. ACG 6940 - Accounting Internship - 3 credit(s) An experiential learning exercise that allows for practical application of knowledge acquired in the classroom. S/U only. (Permission of department required). Prerequisite(s): ACG 3401 and ACG 3113 BUL 6831 - Law & Business II - 3 credit(s) Course includes negotiable instruments, bankruptcy, bailments, real of various business entities. Topics covered include a survey of the laws governing the formation and operation. An in-depth study of the Uniform Commercial Code (UCC) and property, trusts and estates, agency, partnerships, corporations, limited liability entities, and professional ethics. Prerequisite(s): BUL 3320 BUL 6935 - Special Topics in Business Law - 1 to 3 credit(s) A comprehensive survey of selected contemporary legal issues and topics that pertain to business. Individual and group research projects are emphasized. Prerequisite(s): BUL 3320 TAX 6015 - Corporate Tax Issues - 3 credit(s) An in-depth coverage of tax issues associated with corporations. Prerequisite(s): TAX 4001 with a minimum grade of C TAX 6045 - Tax Research & Planning - 3 credit(s) Examines the sources of tax authority which include its primary sources (legislative, judicial, and administrative), as well as secondary sources. Develops procedures for identifying the applicable tax issues, locating appropriate tax authority, and communicating the results of tax research. Prerequisite(s): TAX 4001 with a minimum grade of C or TAX 4011 with a minimum grade of C TAX 6205 - Flow Through Entities - 3 credit(s) The taxation of partnerships, LLCs, and S-Corporations using a "life-cycle" approach. Prereq(s): TAX 4001 TAX 6405 - Estate and Gift Issues - 3 credit(s) Covers federal and state taxation of wealth and transfers including gift, estate and generation-skipping taxes. Prerequisite(s): TAX 4001 x x x x x x x
6 TAX 6525 - International Tax Issues - 3 credit(s) Examines the structure and income measurement rules of the United States and various foreign tax systems. Topics covered include the different approaches to defining the tax base, deduction allocation rules, transfer pricing issues, foreign tax credits, and the implications of different organizational forms. Prerequisite(s): TAX 4001 TAX 6877 - Special Topics in Taxation - 3 credit(s) A survey of selected federal and state topics in taxation. Prerequisite(s): (TAX 4001 with a minimum grade of C and TAX 4011 with a minimum grade of C) or TAX 6045 with a minimum grade of B x 1B: Faculty NARRATIVE DESCRIPTION #2: FACULTY
7 The accounting department is blessed with collegial members who work as a team to achieve the goals of the unit and its programs. The ten full-time members of the team present a diverse profile, as follows: Gender Race # M W 3 F W 3 M B 1 F B 1 M H 2 F H 1 (will start August 2012 not included in other statistics/measures below) The two adjuncts who teach 4 of the 64 sections we offer during the academic year are highly qualified, one being the General Council of FGCU (B; F) and the other an Accounting Hall of Fame member (W; M). We offer only three sections of MBA distance courses during an academic year. The member assigned to these sections has close to a decade of experience in teaching financial and managerial accounting courses on line. Along with our distance who also teaches our AIS courses, we dedicate 1.5 each to tax and business law subjects. The remaining six members teach the financial and cost accounting and auditing courses. Except for two professionally qualified (PQ) (an AACSB term meaning a member with no doctoral degree who is engaged in many activities with accounting firms, private industry, and professional organizations), our academically qualified (AQ) are the members of the Graduate Faculty. One of the AQ members is the department chair who is an Eminent Scholar and holds the Moorings Park Chair of Managerial Accounting. The eight members are engaged in research in the areas of business and tax law, financial accounting, environmental accounting, international accounting, and auditing. In addition, our PQ members produce research outcomes with our AQ, but at a much lower level of productivity. Our members publish an average of one refereed article per member per year (e.g., we have 45 articles over the 2007-2012 period for an average of nine members). Faculty Type Teaching Area Primary Responsibility Level Research Area AQ Auditing Seniors and graduates Intl., Auditing AQ Systems/MBA Juniors and graduates Behavioral, Fraud AQ Business Law Juniors (all business) Envmtl., Intl. AQ Blaw and Tax Juniors and graduates Tax law, Contracts AQ Cost/Financial Juniors Cost, Auditing AQ Tax Seniors and graduates Tax, Financial AQ Financial Juniors and Seniors Financial AQ Financial Graduates Intl., Financial A PQ member (not listed as part of graduate ) is the advisor/mentor of the Beta Alpha Psi/Accounting Society. The primary objective of Beta Alpha Psi is to encourage and give recognition to scholastic and professional excellence in the business information field. Beta Alpha Psi was founded in 1919. With our chapter, there are now 286 chapters on college and university campuses representing only ten percent (10%) of the accounting programs in the US. Having a BAP chapter puts our program on the recruitment lists of Big 4 accounting firms and gives us another distinction to differentiate ourselves in the SWFL market place. Our students, their parents, and the FGCU community will benefit greatly from the activities and recognitions that accrue from having a BAP chapter on campus.
Name TABLE 2: GRADUATE FACULTY Status (Full or Part-Time) Rank (if appropriate) Benford, Tanya Full-Time/Participating (AQ) Assistant Professor Burgess, Dee Full-Time/Participating (AQ) Associate Professor Cecil, H. Wayne Full-Time/Participating (AQ) Full Professor Fernandez, Daniel Full-Time/Participating (AQ) Assistant Professor Placid, Ray Full-Time/Participating (AQ) Associate Professor Valencia, Adrian Full-Time/Participating (AQ) Assistant Professor Volkan, Ara (Chair) Full-Time/Participating (AQ) Full Professor Wright, Gail Full-Time/Participating (AQ) Full Professor 8 1C: Students NARRATIVE DESCRIPTION #3: STUDENTS
9 Since accounting graduate students have to maintain a minimum 3.0 GPA and have completed the first three required ACG courses, they can join the BAP Accounting Honorary. Our students also perform community service by participating in the IRS s VITA program and helping many charitable organizations in both on and off campus venues. Finally, they participate in many fundraisers, present programs at regional and national BAP meetings, and attend the meetings of accounting organizations. Most ACG MS graduates obtain accounting or accounting related positions in the SWFL area. In addition, they strive to obtain the CPA certification in greater numbers than those at the undergraduate level. The 5- year (150-credit-hour) education requirement for CPA certification is a major contributor to this trend. Consequently, we have majority full-time B.S. degree program students but majority part-time M.S. students. Most ACG MS majors intern or work in local firms during their studies at FGCU and some obtain internship credit for their efforts. FGCU graduates fill more than 50% of the accounting positions in local CPA firms and private companies. In addition, they are employed in the finance and budget positions of local governments and non-profit entities. It is not unusual to note that more than 50% of the attendees in monthly meetings of accounting organizations are FGCU graduates. As noted below in Tables 3a and 3b, the 60 FGCU ACG MS and 5 non-degree graduate accounting majors represent a diverse group which is similar to the pattern presented by the ACG. Approximately 30% of our MS students are full-time and 70% are part-time. In summary, our 29, FY 2010-11 graduates add value to the SWFL community, contributing to the growth of its human and financial capital. TABLE 3a: STUDENT TRENDS (FALL 2010 as an example) Category (Female) W B H A I M P O X Total Major ACG MS 25 7 2 1 2 37 TABLE 3b: STUDENT TRENDS (FALL 2010 as an example) Category (Male) W B H A I M P O X Total Major ACG MS 21 1 3 2 1 28 Note: Number of graduates over the 7-year period: 24; 18; 15; 16; 25; 36; 29. Trend mirrors the spike in majors that occurred in 2009-10.
10 KEY W White A Asian I American Indian/Alaskan Native B Black X Undeclared H Hispanic O non-res alien M Multiple P Native Hawaiian or Other Pacific Islander 1D: Library resources, physical resources, staff support, and student support services Library Resources The Accounting department purchases student and access to the FASB and IASB standards through the AAA s program with these organizations. In addition, students and have access to publicly available Big 4 libraries devoted to accounting, auditing, internal control, and tax subjects. Also, the BAP web site (http://www.fgcu.edu/cob/acgbs/resources.html) provides links to various career, academic, and professional sources. Finally, the following resources are available from the Library: 875 books that are available for loan 162 e-books available through the library catalog 156 books in reference; must be used in the library 521 electronic journals ** 27 journals physically in the library, print or microfilm (mostly no longer received in this format) 6 videos in all formats (VHS, DVD) 11 databases categorized as accounting and tax. This category includes RIA/Checkpoint 10 additional databases categorized as business and economics that could be used to search for business law **Electronic journals: 135 public finance; 58 public finance laws; 201 accounting; 127 bus. law Physical Resources The and students have access to the offices, classrooms, conference rooms, and computer facilities of Lutgert Hall. In addition, they have access to the various recreational and academic buildings of FGCU, computer labs, food venues, and library facilities. Our classrooms are equipped with state of the art instructional technologies. Faculty has access to computer equipment and other technologies necessary to deliver effective and efficient instruction, conduct research, and provide service. In addition, statistical and other software are available to support their various activities. Student Services - The Accounting department provides networking opportunities through the BAP and Accounting Club. In addition, the Center for Academic Achievement (CAA) offers several counseling and workshop resources for students such as: time management, stress management, test taking anxiety, dining etiquette, and others. Also, the Counseling and Psychological Services (CAPS) and The Career Development Office offer general career counseling. In conjunction with the Career Development Services Office, a specific webpage for LCOB students was developed. All of the links are below: http://studentservices.fgcu.edu/careers/forlcobstudents.html - LCOB Career Services Website http://www.fgcu.edu/caa/workshops.html - CAA http://studentservices.fgcu.edu/counseling/commonconcerns.html - CAPS
11 Finally, the LCOB Office of Student Affairs provides the following services for all graduate business students: Academic advising and program information for current and potential students Referral to mentors and campus resources for career planning Consultation regarding internship opportunities Assistance with issues related to registration and academic standing Evaluation of academic transcripts and articulation of transfer credits Maintenance of academic advising records and degree audits Certification of graduation Orientation for students applying for admission to the college Staff Support The Accounting members are assisted by secretarial support (3), the LCOB Business Manager, the staff of the Dean s Office (3), and the staff of the Office of Student Affairs (7). Summary of Strengths and Needs - Strengths: 1. Physical facilities for instruction. 2. Computer facilities. 3. Other technological facilities. 4. Library resources. 5. General FGCU facilities (recreation, dining, academic, library, parking, sports, etc.) 6. Depth and breadth of student services. Needs: 1. Additional funding for staff support for teaching, research and professional development. 2. Funding for data base access for research. 3. Funding for travel and publication activities. 4. Support for internship coordination. Part 2: Review of mission(s) and purpose(s) of the program (6C-8.015 (3)(b)1, FAC) B oar d of G ov er nor s Str ateg ic Pl an The university is responsible for aligning its mission, vision, and strategic plan with the Board of Governors Strategic Plan. The BOG Strategic Plan provides the more general context for the university s work. The four goals of the plan are: Goal 1: Access to and production of degrees. Goal 2: Meeting statewide professional and workforce needs. Goal 3: Building world-class academic programs and research capacity. Goal 4: Meeting community needs and fulfilling unique institutional responsibilities. The complete BOG Strategic Plan is located at: http://www.flbog.org/about/_doc/strategicplan/strategicplan_05-13.pdf The University mission, vision and guiding principles The university s mission, vision, guiding principles, and strategic plan is aligned with the wider goals of the Board of Governors. The FGCU mission, vision, and guiding principles state: Vision Florida Gulf Coast University will achieve national prominence in undergraduate education with ex-
12 panding recognition for graduate programs. (Approved Jan 19, 2010 by BOT) Mission M1: Established on the verge of the 21 st century, Florida Gulf Coast University infuses the strengths of the traditional public university with innovation and learning-centered spirit, its chief aim being to fulfill the academic, cultural, social, and career expectations of its constituents. M2: Outstanding uphold challenging academic standards and balance research, scholarly activities, and service expectations with their central responsibilities of teaching and mentoring. Working together, and staff of FGCU transform students lives and the SWFL region. M3: Florida Gulf Coast University continuously pursues academic excellence, practices and promotes environmental sustainability, embraces diversity, nurtures community partnerships, values public service, encourages civic responsibility, cultivates habits of lifelong learning, and keeps the advancement of knowledge and pursuit of truth as noble ideals at the heart of the university s purpose. (Approved Jan 19, 2010 by BOT) FGCU Guiding Principles P1: Student success is at the center of all University endeavors. P2: Academic freedom is the foundation for the transmission and advancement of knowledge. P3: Diversity is a source of renewal and vitality. P4: Informed and engaged citizens are essential to the creation of a civil and sustainable society. P5: Service to Southwest Florida, including access to the University, is a public trust. P6: Technology is a fundamental tool in achieving educational quality, efficiency, and distribution. P7: Connected knowing and collaborative learning are basic to being well educated. P8: Assessment of all functions is necessary for improvement and continual renewal. 2A: Program Mission and Purpose NARRATIVE DESCRIPTION 5: PROGRAM MISSION AND PURPOSE I. LCOB Vision, Mission, and Guiding Principles: Vision: The AACSB accredited Lutgert College of Business will be nationally renowned in providing students with the education and capabilities to take leading roles in a diverse and global environment. Mission: The Lutgert College of Business educates and prepares students to address local and global business challenges. Our are dedicated to student learning, scholarship, and service that enhances our academic and business communities. We build relationships that foster entrepreneurship and economic growth in the Southwest Florida Region and beyond. Core Values/Guiding Principles: Diversity: Foster a climate that enhances awareness of and respect for diversity of people and ideas, actively encouraging it among our students,, and staff. Service to the Community/Connected: Address current regional issues through extensive outreach activities and by building relationships on a local, regional, and global basis to facilitate the economic vitality and growth of Southwest Florida.
13 Sustainability: Educate and develop future business professionals to recognize the value of and need for social, economic, and environmental sustainability. Global perspective: Emphasize the ability to perform effectively across cultures in addressing global business challenges building on the second circle model. Integrity/Accountable: Maintain the highest standards of ethics, honesty, mutual respect, and accountability for our college s, staff and students. Knowledge/Innovative: Provide an academic environment emphasizing teaching and scholarship that enhances student learning and the reputation of the college. II. ACG Department Vision, Mission, & Guiding Principles: Vision: Be the destination of choice for students who aim to establish mastery of subject matter and/or successful careers based on an accounting education. Mission: Prepare students for mid-level careers in public accounting, service organizations, government, & industry by ensuring that graduates can effectively use technology in research & practice for life-long learning & maintaining professional competence, understand their ethical responsibilities, & can communicate effectively with stakeholders (colleagues, clients, & others) of diverse backgrounds. To implement the mission the members employ cutting edge instructional methods & technologies, anchored by a balanced mix of applied/educational/basic research outcomes & institutional, professional, academic, & community service. Guiding Principles: 1. Support the preservation of the AACSB accreditation. 2. Ensure that we continue to add value: to our products (students), our customers (employers & parents), & the community in which we work (FGCU colleagues, accounting professionals, & SWFL community). Strategic Objectives to Implement the Principles (all support AACSB accreditation): 1. Graduate must produce an average of one peer-reviewed publication per member per year. a. Graduate will report an average of 35 publications for the 2007-12 period (we have 7 gradate members in the Department). b. All graduate members will report at least 2 publications for the 2007-12 period. 2. Evidence of continuous professional education (CPE - generally a minimum of 40 hours per year) & professional & academic involvement by each graduate member & their continued industry specific experience (Add value to the profession & community). a. All graduate members will do service to the academic & professional community including CPE workshops, paper reviews, conference participation (as session chair, discussant, etc.) or in other ways. b. The department will support a vibrant internship function. c. All graduate will engage in at least one community service activity in SW Florida annually. 3. The 5-year publication report will mostly list applied & educational research papers & other outcomes (Add value to the profession & community). 4. Perform continuous review & evolutionary improvements in curriculum design based on the assessment of program learning outcomes & analysis of external input. a. Student LOAs will show 80% or more students meet or exceed each of the seven (7) MS program LOs. 5. Add value to students instruction. a. 75% of ACG graduate SAI scores 4.0 or above. b. 100% of ACG graduate SAI scores 3.0
14 or above. c. 100% of ACG graduate SCHs taught by graduate. 2B: Review of Program within Context of FGCU and BOG NARRATIVE DESCRIPTION 6: CONTEXTUAL REVIEW The grid describes the how FGCU, LCOB, and Departmental visions, missions, and guiding principles present a synchronous whole to achieve the student,, and community outcomes envisioned: LCOB FGCU Accounting Pursue academic excellence Enhance the college s culture of continuous improvement Promote sustainability which encompasses economic, environmental, social responsibility. Continue to build and strengthen external relationships. Academic excellence Student growth and development Strategic growth The discovery and application of learning Providing an enhanced campus culture Environmental sustainability and innovation Community engagement Support AACSB Accreditation Add value to students Produce research outcomes Promote continuous improvement Promote economic sustainability Add value to the SWFL community and employers (internships and permanent employment) and serve academic and professional organizations in accounting The Accounting Guiding Principles and Strategic Objectives that implement these principles (described above) ensures that FGCU is: building a world-class MS program and research capacity in accounting; producing accounting majors who are in very high demand in SWFL and in other regions of the State; and meeting the needs of SWFL business and professional communities. The continuous improvement and departmental and MS degree program assessment processes we implemented ensures that we achieve student and success founded on diversity, academic freedom, civility, economic sustainability, technological efficiency, and service to the SWFL community.
15 Part 3: List of teaching, research, service, and other program goals and objectives (6C-8.015 (3)(b)2, FAC) TABLE 4: GOALS Classification Goal Goal and Objectives # Teaching T Goal T1. Support AACSB accreditation Objective T1a: 75% of ACG graduate SAI scores 4.0 or above Objective T1b: 100% of ACG graduate SAI scores 3.0 or above Objective T1c: 100% of ACG graduate SCHs taught by full time FGC U Alignment M1,2,3; P1,3,6,7,8 Research and Scholarship R Goal T2: Continue to add value to students to transform lives Objective T2a: At least 80% of students will meet or exceed the seven (7) MS program LOs Goal R1. Support AACSB accreditation Objective R1a: Eight graduate will report an average of 40 publications for the current 5-year period Objective R1b: All members will report at least 2 publications in a 5-year period that includes the current year Goal R2: Continue to add value to professional and business community (applied research), academe (educational research), and advancement of knowledge (basic research) Objective R2a: The 5-year publication report will mostly list applied and educational research papers and other outcomes Objective R2b: Graduate scholarship addresses accounting issues and problems encountered by colleagues and the employers and accounting professionals in the SWFL area and beyond Service S Goal S1: Support AACSB accreditation Objective S1a: All full-time ACG members are involved in departmental, college, and university committees (participating). Goal S2: Continue to add value to FGCU (committee tasks), professional and business organizations (societies, institutes, employers), and the SWFL community (non-profits and others) Objective S2a: Graduate members will serve the academic and professional community including CPE workshops, paper reviews, and conference participation (as session chair, discussant, etc.). Objective S2b: The department will support a vibrant internship function. Objective S2c: All graduate will engage in at least one community service activity in SW Florida annually. M1,2,3; P1,2,4,6,7,8 M1,2,3; P6,7,8 M1,2,3; P5,6,8 M1,2,3; P1,4,5,6,8 M1,2,3; P1,5,6, 8
16 3D: SLOS SLG SLG #1 L: Have leadership abilities. SLG #2 C: Be critical thinkers. SLG #3 G: Have global awareness. SLG #4 S: Have a strategic perspective. TABLE 5: STUDENT LEARNING GOALS AND OUTCOMES (LCGS) SLO Student Learning Outcome # 1 LLO1- Communicate effectively at a professional level. 2 LLO2- Demonstrate effective mentoring skills. 3 4 5 6 CLO1- Conduct research pertinent to accounting issues and problems. CLO2- Evaluate and revise accounting processes. GLO1- Analyze the implications of global accounting standards. GLO2- Analyze the ethical implications of accounting and tax transactions. 7 SLO1- Develop strategies to achieve a desired accounting objective. Part 4: Assessment Results Report (6C-8.015 (3)(b)3, FAC) 4A: Data demonstrating achievement of program goals and objectives. TABLE 6: TEACHING GOAL(S) ACHIEVEMENT (see Table 4 codes) [2010-11 statistics are used as examples as they approximate the 2005-2012 period] Teaching Goal Objective (if applicable) Measures or Instruments Results (Data Analysis) T1 T1a SAI (75% of GF Met: 6 of 8 = 75% = 75% 4.0) T1b SAI (100% Met: 8 of 8 = 100% 3.0 avg) T1c Full time SCH Met: 100% = 100% (100%) T2 T2a Met: 80% or more of the students meet or exceed (80% or better Notes: 1. We graduate approximately 30 majors per year (last 3 years). 2. Once a student is accepted into the MS program, the retention/graduation rate is above 90%. 3. While we do not have hard data, based on conversations at professional meetings (all certified members attend local meetings), news from graduates, and conversations with employers, we deduce that all graduates find employment before or shortly after graduation. 4. An analysis of the employee lists of the local offices of CPA firms show that more than half of the staff members, managers, and partners are FGCU graduates. In some firms, the proportion approaches 100%.
17 TABLE 7: RESEARCH/SCHOLARSHIP GOAL(S) ACHIEVEMENT [from Annual PD Reports] Research and Objective (if Measures or Results (Data Analysis) Scholarship Goal applicable) Instruments R1 R1a Counts Met: 43 > 40, over 5 years. R1b Counts Met: All graduate members have at least 2 publications over 5 years. R2 R2a Counts Met: Department publications are 78% in the applied and educational and 22% in basic categories. R2b Counts Met: Department publications mainly address tax, audit, and financial issues encountered by SWFL and national accounting firms. Several of the paper contents were used in presentations to local CPAs and CMAs. Service Goal ABLE 8: SERVICE GOAL(S) ACHIEVEMENT [counts from Annual PD Reports] Objective (if Measures or Results (Data Analysis) applicable) Instruments S1 S1a Counts Met: All graduate members are in multiple committees. S2 S2a Counts Met: All graduate members have at least one professional or academic service activity each year. S2b Counts from Gulfline Met: Substantially all of our graduate students have internships or full-time jobs that are related to accounting. S2c Counts Met: All graduate members have at least one community service activity each year. 4B: Data demonstrating student learning (6C-8.015 (3)(b)3b, FAC) During the 2005-2011 period the Department assessed the ACG MS program using an Integrated Program Matrix (IPM). First, the IPM listed the LOs of the University, College, and the ACP MS Program, demonstrating their consistency. Next, the IPM listed the courses where these LOs were assessed (course and program LOs were the same) along with the methods of assessment. In the final column the ssessment results and the actions taken due to assessment were listed. During each academic year, the Chair collected all course assessments and summarized the results, updating the IPM and reflecting the actions taken during that year. Starting with the 2011-12 academic year, the Department instituted a new assessment plan for the MS learning goals and outcomes that support each goal. Appendix II describes the new assessment plan. Tables 9, 10 and 11 describe the results of the new assessment method and the ETS exam, along with the actions taken based on these assessment results. TABLE 9: SLO ACHIEVEMENT [FROM TABLE 5: SLOs AND OUTCOMES] SLO Measures or Instruments Results (Data Analysis) #1 (LLO1) Rubric/Instrument - Scoring a memo (for: format errors, primary resources, summary, argumentation, understandability, and context; mentorship review; and ethics)measures: Meets 80% of students perform 80% or better on each LO; Exceeds-90% of students perform 80% or better on each LO; Below 70%-80% of students perform 80% or better on each LO; Fails Less than 70% of students perform 80% or better on each LO 1. Over time We average 74% (range 53% - 87%) perform 80% or better - Below. We attempted to improve closing the arguments and source citations in the memos by dedicating more class time to the subject in spring 2012. But, improvements are not adequate. We will continue our efforts to improve these results by using different instrument and classroom delivery methods.
18 #2 (LLO2) #3 (CLO1) #4 (CLO2) #5 (GLO1) #6 (GLO2) #7 (SLO1) Same as #1 (mentorship) Rubric/Instrument Papers and cases scored (for: research depth; evaluation of accounting processes; global implications discussion, and strategy to achieve accounting objectives) Measures: Meets 80% of students perform 80% or better on each LO; Exceeds- 90% of students perform 80% or better on each LO; Below 70%- 80% of students perform 80% or better on each LO; Fails Less Same h as %#3 f (evaluation d of f accounting % processes) b Same as #3 (global implications discussion) Same as #1 (ethics) Same as #3 (strategy to achieve accounting objectives) Over time We average ~82% of students scored above 80%. Meets. Expectations were met, but we will change the instrument used continuously. The results are below in certain semesters. Continue to monitor during fall 2012 and spring 2013. Over time We average ~89% scores 80% correct. Meets. Expectations were met, but we changed the instrument used in spring 2012. Continues to exceed expectations. We will continue to use alternate instruments. Over time We average ~92% scores 80% correct. Exceeds. Over time We average ~84% scores 80% correct. Meets. Continue to monitor during 2012-2013. Over time We average ~93% scores 80% correct. Exceeds. Expectations were met, but we changed the instrument used in spring 2012. Continues to exceed expectations. We will continue to use alternate instruments. Over time We average ~84% scores 80% correct. Meets. However, in certain semesters the ability to use strategy is below, close to fail. We decided to use cases to assess this LO and its first use in Spring 2012 was an unqualified success. We will continue to use different cases to assess this LO for 2012-13. 4C: Use of results for continuous improvement (6C-8.015 (3)(b)3c, FAC) TABLE 10: GOALS IMPROVEMENT Goal; Improvements Planned Improvements Made Changes in Results Outcome T2; T2a Take corrective action in LLO1 Revised assessment instrument during 2012 Improved some areas from a failure to a below expectations scores. T2; T2a Continue to monitor SLO1 Changed assessment instrument during 2011 Improved from below expectations to meets expectations. T2; T2a Continue to monitor GLO1 Changed assessment instrument during 2012 Analyzing global impact improved but still below expectations. T1; T1a, T1b, Continue to monitor SAIs SAIs improved slightly All meet or exceed expectations. and T1c and AQ/FT SCHs during 2012-13 during 2011-12 R1 and R2; Continue mentorship Senior increased The department exceeds the goals R1a,b; R2 a, b S1 and S2; S1a and S2a, b, and c Monitor committee memberships, professional and community activities, and student internships/jobs their Designated the most senior departmental member as the internship coordinator; chair monitors graduate activities during 2011 set. Two-thirds of the majors have accounting related jobs during their studies at FGCU and the rest have internships. All graduate involved in committees and community and professional activities.
19 TABLE 11: SLO IMPROVE- MENT SLO Improvements Planned Improvements Made Changes in Results #1 (LLO1) Take corrective action in LLO1 Reassessed in spring 2012 No improvement still (communication) during 2012-13 #2 (LLO2) Continue to monitor LLO2 (mentoring) during 2012-13 Reassessed in spring 2012 #3 (CLO1) Continue to monitor 2012-13 Monitored in spring 2012 Exceeds #4 (CLO2) Continue to monitor 2012-13 Monitored in spring 2012 Exceeds #5 (GLO1) Continue to monitor GLO1 (analyze global impact) during 2012-2013 Reassessed in spring 2012 #6 (GLO2) Continue to monitor 2012-13 Monitored in spring 2012 Exceeds #7 (SLO1) Continue to monitor SLO1 (strategies Used a case in spring 2012 to assess the LO in ACG 6257 to achieve accounting objectives) 4D: Sufficiency of resources and support services for achieving program goals and objectives (6C-8.015 (3)(b)3d, FAC) below expectations/fail. No improvement still below expectations/fail. Assessment results declined Assessment improved from below to above expectations. NARRATIVE DESCRIPTION#7: SUFFICIENCY The Accounting MS program has much strength including excellent, physical facilities for instruction; computer facilities; other technological facilities; library resources; general facilities for recreation, dining, academic, library, parking, and sports; and breadth of student services. The program provides a high quality curriculum structured to meet State certification requirements, provides a seamless entry to our BS graduates (except taking the GMAT), and all relevant AACSB and SACS accreditation standards. Accounting members maintain active research and publication agendas. They are active in academic and professional presentations and workshops and are actively involved in professional and academic organizations and in departmental, LCOB, and FGCU service. With an active and the networks they command, the program provides quality graduates to employers and for enrollment in doctoral programs. FGCU has consistently supported competitive salaries for new recruits. The program members provided opportunities to the majors to be visible and place high in recruitment list of many accounting firms and private companies. The FGCU chapter of Beta Alpha Psi (Honorary Society of Information Professionals) helps our majors externally and internally as they remain active in tutoring, campus organizations, community support, and charitable endeavors. We do not have other AACSB accredited programs within a 100-mile radius and the small size of the program attracts high quality majors. The growth potential of the accounting job market (consistently in the top 5 growth areas in the DOL surveys) enhances the attractiveness of the major to prospective students and attracts new Ph. D. graduates who do not value tenure as much as the prior generation did. Finally, fund raising for research and service support not funded by the State has potential since FGCU is situated in one of the wealthiest regions of our country and the World. While we are blessed with many physical, human, and financial resources and have strong student input to our program, we also have many funding needs. The accounting members produce string outcomes and results with less. The raises do not match the increases in market prices for hiring new. We need additional funding for staff support for teaching, research and professional development. New members have strong research skills that are best served with data base access and travel to conferences. In addition, we need graduate research assistant support for publication activities.
20 Students will be better served if we can provide support for internship coordination and depth in certain accounting instruction areas such as business law and AIS. The small number of members in the department does not allow for flexibility in scheduling of courses for accounting majors in these areas. Lack of depth in these areas means that in the event of illness, for example, we will not have adequate to teach the courses. As it is true in many State supported institutions, funding is not sufficient for professional development and service, salary raises, hiring at the associate professor or professor level, teaching additional summer courses where high student demand exists, clerical support for learning outcome assessment, and general training. There may also be decreases in enrollments as teens stay away from majors cast in a negative light by their leaders and role models. To mitigate these shortages in funding for many support areas, we need to institute a coordinated fund raising plan for both the short-run and the long-run. Restricted expandable fund raising for operating expenses and donations in perpetuity for salary supplements. We believe we have the support of the accounting professionals and corporations who hire our graduates, along with private citizens retired from accounting and finance careers who will be willing to support us to maintain the quality of our program and the support we provide for our students in many dimensions. Part 5: Prerequisites and Limited Access (bachelor s level programs only) (6C-8.015 (3)(b)4, FAC) 5A: Compliance review of lower level prerequisite courses with State-approved common prerequisites (if appropriate). 1. N/A NARRATIVE DESCRIPTION #8: PREREQUISITES 5B: Determination of need for continuation of limited access status of the program (if appropriate). 1. N/A NARRATIVE DESCRIPTION #9: LIMITED ACCESS
21 Par t 6: Data for University Level Report (6C-8.015 (4), FAC) 6A: Brief description of major changes since the previous program review (6C-8.015 (4)(a)5, FAC) TABLE 12: MAJOR CHANGES: Change Rationale (including recommendations from prior review) Results Achieved 1. Continuous revision of MS program courses, syllabi, LO assessment instruments and methods, and course content. 1. Over the seven (7) years covered by the 2004/05 2011/12 period the ACG analyzed the coverage, content, and results of the individual course LO assessments and continuously revised and improved the LOs and their assessment in ACG 6135, 6205, 6257, 6405, and 6655; BUL 6831, and TAX 6015, 6045, 6205, 6405, and 6525 courses. When selecting textbooks and assignment materials for these courses the LOA results were considered first. 1. Chair s evaluation of teaching ascertained that these courses have current edge content and improved SAIs. 2. Change in prerequisites and sequences in the MS in ACG and TAX program. 2a. During the 2005-2012 period we also made several changes to the ACG and TAX MS curriculum content and course prerequisites to implement the learning outcome assessment (LOA) results, Accounting Advisory Council input, the results of our analyses of the CPA and other certification exam contents, and the input received from attending academic and professional conferences with accounting education themes. These internal and external assessments indicated that we re-sequence prerequisites and change course content. 2b. During the 2005-08 assessments of TAX 6405 and 6015, those students who had TAX 4001 did better than those who had TAX 4011 as the prerequisite course. In the fall 2009, took action to revise the undergraduate prerequisites of these graduate courses to require TAX 4001for tax courses and replace the current approach that accepted either TAX 4001 or TAX 4011. In addition, based on the input received from employers during the 2005-08 assessment cycle (conversations at the monthly FICPA, IIA, and IMA meetings) and the Accounting Advisory Council (September 27, 2007 meeting), the streamlined the offering of courses to ensure that full-time students can graduate in one year and part-time students will have all courses available over a 2-year period. 2a. Cutting edge curriculum that supports certification exam content and skill requirements, transfers to MS programs, and the skills and abilities required by employers. 2b. The graduate TAX course assessments during the 2008-2012 assessment cycle and external input received (October 1, 2009 meeting of the Accounting Advisory Council) indicated that the changes eliminated the deficiencies observed and eliminated the student and employer complaints concerning the availability of graduate courses.
22 3. Curricular changes. 3a. During the fall 2005 spring 2008 period the members attended various regional and national conferences and workshops concerning teaching and learning in accounting. In addition, our curriculum committee members continuously monitored the CPA exam content to ensure that individual courses addressed any revisions made by the examiners. Based on the input received from individual members and the committee members concerning the CPA exam content changes, the MS program structure has been revised to change the set of required and selective courses in the ACG track (e.g. we moved ACG 6405, Advanced AIS, to the selective category and replaced it with ACG 6205, Complex Organizations, and we increased the ACG/TAX courses required in the program from 18 to 21 hours). 3b. In Fall 2009, we developed and added ACG 6257, Global Accounting and Auditing, to the set of required courses, becoming one of the first major graduate accounting programs to prepare its graduates in the global financial reporting and auditing area. Increasing the required accounting from 18 to 21 in the MS program allowed us to add this course to the requirements. The FASB has announced a timetable for the 2010-2013 period to converge with international accounting standards and the examiners announced that they will significantly increase the global accounting content of the CPA exam. Thus, this course is important to those students who plan to take the CPA exam and/or plan to pursue a career in international public and private firms. With these revisions, we were better able to prepare our students for the CPA exam and careers in accounting. We will monitor the progress of our students to determine if these changes were successful. The review of FGCU catalogs 2007-2011 and the course offerings on Gulfline support the assertions listed above. 3c. During 2011-12 the streamlined the MS program curriculum structure based on AAJ and SAI inputs, the analyses of certification exam contents, and inputs received from attending conferences. The new structure is effective as of fall 2012. 3a. These changes were instituted in fall 2009. The assessment results indicate that students level of meeting or exceeding assessment levels improved. 3b. The assessment results of the two global LOs have improved significantly. 3c. n/a
23 4. Assessing research skills in the MS program. 4. Students in ACG 6135 Accounting Theory write a paper on a current topic. The instructor provides guidance concerning the format and style requirements and an initial list of 10 references. At predetermined dates, students submit the paper outline, initial draft, and final draft. The instructor suggests revisions at each date. After the final drafts are graded, the instructor selects one for publication in a refereed journal. The success rate of this assessment approach has been outstanding, with publications resulting during the past five years, as follows: Big GAAP, Little GAAP: Will the debate ever end? International Business & Economics Research Journal (May 2012, volume 11, number 5), forthcoming. Co-authors: Wright, G. B., Fernandez, D., Burns, J., Hawkins, R., Hornsby, C., and Patel, S. Fair Value Accounting: Current Status and A Proposal for Convergence. International Business & Economics Research Journal (April 2011, 10:4). Authors: C. Baluch, R. Cohen, H. Soto, P. Tucker, A. Volkan, and G. Wright. Consolidation Theories and Push-Down Accounting: Achieving Global Convergence. Journal of Finance and Accountancy (July 2010, vol. 3). Co-authors: C. Baluch, D. Burgess, R. Cohen, E. Kushi, P. Tucker, and A. Volkan SFAS 141(R): Global Convergence and Massive Changes in M&A Accounting. Journal of Business and Economics Research (April 2009, vol. 7, number 4). Co-authors: C. Andrews, J. Brown, J. Riley, C. Todd, and A. Volkan. 4. The assessment method and its results are an unqualified success. 6B: Summary of current strengths of the program (6C-8.015 (4)(a)6, FAC): TABLE 13: PROGRAM STRENGTHS Category Strength Curriculum 1. The program provides quality curriculum. 2. Seamless transfer from BS program. Faculty 1. Faculty members maintain an active publication agenda. 2. Faculty members are active in academic & professional presentations & workshops. 3. Faculty members are actively involved in professional & academic organizations. 4. Faculty members are actively involved in departmental, LCOB, & FGCU service. Students Resources 1. The program provides quality graduates to employers & for enrollment in doctoral programs. 1. We have support to offer competitive salaries to new recruits.
24 6C: Summary of current weaknesses of the program (6C-8.015 (4)(a)7, FAC): TABLE 14: PROGRAM WEAKNESSES Category Weakness Curriculum None. Faculty 1. The small number of members in the department does not allow for flexibility in scheduling. This is a normal occurrence in small programs. 2. The skill set of current team does not allow for adequate backup in the event of absences in Blaw & AIS. Students 1. Some students have too much on their plate. Resources 1. Lack of funding for professional development & service. 6D: Summary of current opportunities for the program TABLE 15: PROGRAM OPPORTUNITIES Category Opportunity Curriculum 1. No AACSB accredited programs within a 100-mile radius. Faculty 1. Attractive to new Ph. D. graduates who do not value tenure as much as the prior generation did. Students Resources 1. The accounting job market enhances the attractiveness of the major to prospective students. 2. The small size of the program attracts high quality majors. 1. Fund raising for research & service support not funded by the State. FGCU is situated in one of the wealthiest regions of our country. 6E: Summary of current threats for the program TABLE16: PROGRAM THREATS Category Threat Curriculum None. Faculty 1. Lack of internal funding for: raises, hiring at the associate professor/professor level, & teaching additional summer courses where high student demand exists. Students 1. Decrease in enrollments as teens stay away from majors cast in a negative light by their leaders & role models. Resources 1. Lack of funds to support professional development & service. 6F: Summary of current recommendations and/or proposed action plans (including monitoring & follow-up) resulting from self-study/review of the program (6C-8.015 (4)(a)8, FAC) Category Curriculum Faculty Students Resources Overall TABLE 17: SUMMARY LIST OF RECOMMENDATIONS Recommendations Continuously revise the ACG MS curriculum, course contents, & course delivery based on course & program LOAs & external input. Maintain 100% AQ balance & positions appropriate for a AACSB accredited high quality ACG MS program. Continuously assess student learning & maintain external networks to maximize internships & placement after graduation. Keep the college & university abreast of funding needs for positions, professional development, research support, & service. Seek separate ACG MS program AACSB accreditation
TABLE 18: ACTION PLAN Category Action Timeline Responsible Parties Curriculum Faculty Students Resources Overall 1. Review external input 2. Assess the MS program LOs 3. Review course LO assessments 1. Maintain AQ positions 2. Hire new commensurate with growth 1. Maintain external networks 2. Assess student learning 1. Advise college & university leadership on funding needs to accomplish the above. 2. Initiate short- term & long-term fund raising. 1. Aim for separate AACSB accreditation for the ACG MS program Quarter Semester Semester Semester Annually Continuous Continuous Continuous Chair & Chair & Chair & Chair Chair Chair & Chair & Chair Continuous Chair, Dean, Foundation, 2013-2018 ACG Faculty & FGCU Leadership
Learning Objectives LLO1-Communicate effectively at a professional level. LLO2-Demonstrate effective mentoring skills. CLO1-Conduct research pertinent to accounting issues & problems. CLO2-Evaluate & revise accounting processes. GLO1-Analyze the implications of global accounting standards. GLO2-Analyze the ethical implications of accounting & tax transactions. SLO1-Develop strategies to achieve a desired accounting objective. APPENDIX II: ACCOUNTING MS PROGRAM ASSESSMENT PLAN (LCGS) Administered December 2011 & April 2012 Measurement Fall 2011 Spring Summer Instrument Developed Metric Developed Admin Method 2012 2012 By By Date Rubric and/or TAX 6045 TAX 6205 Writing assignment(s) ACG & TAX Rubric ACG & TAX Dec. & MC questions April Rubric and/or MC questions Rubric and/or MC questions Rubric and/or MC questions Rubric and/or MC questions Rubric and/or MC questions Rubric and/or MC questions TAX 6045 TAX 6205 Student critiques of writing assignment(s) ACG 6135 ACG 6257 Writing assignment in each course ACG 6135 ACG 6257 ACG 6205 Consolidation problem assignments ACG 6135 ACG 6257 Writing Assignment TAX 6045 TAX 6205 TAX 6525 Case(s) ACG 6135 ACG 6257 Writing assignment in each course ACG & TAX ACG & TAX ACG & TAX ACG & TAX ACG & TAX ACG & TAX Rubric Rubric Rubric Rubric Rubric Rubric ACG & TAX ACG & TAX y ACG & TAX ACG & TAX ACG & TAX ACG & TAX Meets 80% of students perform 80% or better on each LO: Exceeds - 90% of students perform 80% or better on each LO Below 70% of students perform 80% or better on each LO: Fails Less than 70% of students perform 80% or better on each LO Dec. & April Dec. & April Summer April Summer Dec. & April Scored By ACG & TAX ACG & TAX ACG & TAX ACG & TAX ACG & TAX ACG & TAX ACG & TAX