2012-2014 Program Assessment Program: Associate in Applied Science General Business Division: Business Technology Dean: Connie Jolly Department Head: Randall Morgan Coordinator: Daryl Milligan Enrollment: 775 (Fall 2012), (Fall 2013) Graduates: 32 (2012) (2013) The General Business Program offers career paths in international business, e-commerce, small business/entrepreneurship, customer service, and marketing. The General Business program is designed to provide not only with a working knowledge in each of these areas but also to take this knowledge and apply it in a demonstrable way through interpretation, analysis and problem solving. The program is designed to help appraise specific situations, evaluate alternatives, make decisions and judge the ultimate results of their decisions. The program offers the opportunity to design, develop and communicate both written and orally projects that are relative to their career path. Assessment Summary Key Findings September 2013 Plan for Improvement September 2013 Implementation September 2014 1. All course assessments exceed the expected level of program performance. 2. MGT 120 does not give viable performance results and is redundant to the MKT 260 capstone course. 1. Remove MGT 120 from the Curriculum Assessment Plan 2. Review the MKT 260 Capstone course for improved assessments which would include embedded questions in the Final Exam. 3. Continue to work on online and 1. MGT 120 has been removed from the Curriculum Assessment Plan 2. MKT 260 Capstone course has imbedded questions in the final exam. This has been successfully tested and implemented with three classes in Spring 2014. 3. The outcomes in the MGT 270 course represent the most comprehensive method of determining critical thinking and communication skills. traditional classes to assure formats are equal in content. 4. Work on converting online and traditional classrooms to the 3. Specifically in BUS 101 and MGT 270 we have developed three course designs for Traditional Compressed, Online Compressed, and Mixed Although the number of graduates increased the percentage of graduating has compressed format. Improve success rates with the goal of Mode Compressed schedules. These designs are being presented to all 1
declined. increasing number of graduating in the program and the percentage of graduating instructors as a framework for consistent instruction and content while allowing for significant academic freedom in the classroom and online. 4. All online and traditional courses have been structured to fit the constraints of TTC s compressed schedule. 5. Success rates improved by 4.4% and exceed TTC Standards. Graduation Rates increased by 28.1% 2
STUDENT LEARNING OUTCOMES FOR PROGRAM REVIEW Program: General Business Division: Business Technology Year: 2012-2014 A. Student Learning What should the graduates of your program be able to do? Demonstrate critical thinking and communication skills Interpret research project topics with a focus on application to the individual s career path B. Where are Assessed Where do you see evidence that the student can do these things? All Paths MGT 270 Managerial Communications All Paths MGT 270 Managerial Communications C. Methods for Assessment How does your program evaluate student/graduate skills/abilities? Individual research project and Formal presentations Research Project D. Expected Level of Program Performance What is the expected level of student performance for the program? will achieve a 71 on completed individual research project and formal presentation. will achieve a 71 on the Research Project E. Data Collection How and when will you collect the data needed to evaluate the performance of the program? Individual research project evaluations will be collected during the Spring 2013 term. Research Project evaluations will be conducted during the Spring 2013 term. F. Results G. Plan For Improvement What are the results of the evaluation? Traditional- 75% Online Full- Compressed Online- 100% Traditional- 75% Online Full- Compressed Online- 100% How will you use this information to improve the program Critical Thinking and Research Paper Structure Rubrics have been created, approved, and successfully implemented in the course. Further development of advanced Case Studies for discussion in classroom and on discussion boards will be incorporated in all delivery formats. Specific research projects will continue to evolve into more complex reports as are challenged to link textbook concepts to their chosen career paths. Specifically, the Critical Thinking Rubric challenges to anticipate future implications of technology and culture into their reports. 3
Program: General Business Division: Business Technology Year: 2012-2014 A. Student Learning What should the graduates of your program be able to do? Identify personal styles of communication, change, and education in society Develop a Marketing Plan which will include creating marketing strategies, evaluating the strategies and managing the plan. Develop a Small Business plan B. Where are Assessed Where do you see evidence that the student can do these things? All Paths MGT 270 Managerial Communications Marketing Career Path Small Business/Entrepreneurship Career Path MKT 260 Marketing Management Small Business/entrepreneurship (career path) MGT 120 Small Business Management C. Methods for Assessment How does your program evaluate student/graduate skills/abilities? Oral/ group debates Resume and Interview Marketing Plan Small Business Plan D. Expected Level of Program Performance What is the expected level of student performance for the program? will achieve a grade of 71 on the resume/interview and oral debates will achieve a score of 71 on their Marketing Plan will achieve a 71 on the Small Business Plan. E. Data Collection How and when will you collect the data needed to evaluate the performance of the program? Assessments will be administered during class periods and in discussion posts during the Spring 2013 term. Students Marketing Plan will be evaluated in the Spring 2013 term. Students Small Business Plans will be evaluated in the Fall 2012 and Spring 2013 term. F. Results G. Plan For Improvement What are the results of the evaluation? Traditional- 75% Online Full- Compressed Online- 100% 100% of Traditional 100% 89% of Traditional 83% Online 100% How will you use this information to improve the program The Myers-Briggs Type Indicator will be presented as a learning activity with significant classroom or discussion board assignments The program shows successful outcomes for. This is the first year it has been a capstone course and the prerequisite requirements indicate that the outcomes have improved substantially. Since this course is used in other divisions, we cannot require necessary prerequisites for this to be a viable test of student learning outcomes. It will be removed from the CAPS. 4
Program: General Business Division: Business Technology Year: 2012-2014 A. Student Learning What should the graduates of your program be able to do? Students will demonstrate the importance of customer service satisfaction in business B. Where are Assessed Where do you see evidence that the student can do these things? Marketing and Customer Service career paths MKT 130 Customer services Principles C. Methods for Assessment How does your program evaluate student/graduate skills/abilities? Research Paper D. Expected Level of Program Performance What is the expected level of student performance for the program? will achieve a final grade of 71 or greater on their Research Paper E. Data Collection How and when will you collect the data needed to evaluate the performance of the program? Students Research Papers will be evaluated in the Spring 2013 term. F. Results G. Plan For Improvement What are the results of the evaluation? How will you use this information to improve the program Students exceeded expected level of program performance. Although a rubric was used for assessment the assessment will be further refined to correlate with the general education rubrics. 5
PROGRAM VITAL STATISTICS 900 800 700 600 500 400 300 200 100 0 40 35 30 25 20 15 10 5 0 501 515 Indicator Trend Analysis Action Plans Fall Term Enrollment 670 2009 2010 2011 2012 2013 36 35 Graduates 775 2009 2010 2011 2012 2013 31 32 820 39 As of September 23, 2013: The enrollment mean is 656.2 and standard deviation 145.9. Trend analysis indicates an increasing linear trend in enrollment with a reported p-value of 0.005. As of September 23, 2013: The graduate mean is 34.6 and standard deviation 3.2. Trend analysis indicates no definitive trend in the number of graduates. 6
Indicator Trend Analysis Action Plans Graduate Job Placement/College Transfer Rate As of September 23, 2013: Overall job placement/ college transfer rate is 89% or 142 of 159. 100% 80% 70% 60% 50% 40% 30% 20% 10% 0% 93% 92% 87% 91% 84% 2009 2010 2011 2012 2013 7