student learning assessment report (slar) · 2020. 9. 5. · apply principles of law applicable to...

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Student Learning Assessment Report (SLAR)

“How are students learning?”

Instructions: This template is a running document of each annual Academic Program Assessment Report due to the department chairs and Provost the last Friday in October. The final report in the document should be the official report of the year of the full Program Review. All reports below use the same report template. If the report is the Program Review year, please indicate it next to “Program Review Year” and also submit the Academic Program Review (APR).

Department: Business Program Coordinator: Sandi Ray

Academic Program Evaluated: Accounting Program Review Year: 2022-2023

Year 1 Academic Year: 2018-2019


Year 3 Academic Year: Year 4 Academic Year:

Faculty members involved in this assessment process: (List all faculty members who participated: program coordinator, reviewers, committee members, etc.)

Eveline Lewis Sandi Ray Becky Rhoades

Sandi Ray Becky Rhoades Eveline Lewis

Number of students in sample: (If known, supply the number of students in each class/year who were used in the assessment report.)

Sophomores: 12 Juniors: 14 Seniors: 11

Sophomores:13 Juniors:6 Seniors: 15

Freshmen: Sophomores: Juniors: Seniors: Graduate:


Instrument(s) used in assessment: (List the

Exam (application problems) in ACCT 331 and ACCT 332;

Exam (application problems) in ACCT 331,

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exams, standardized tests, portfolios, etc. that were used in the assessment process.)

Smithville Chapter 4 case study assignment in ACCT 443; Tax prep - 1040 form and related schedules in ACCT 444

ACCT 332, ACCT 336, and ACCT 439; Applicable exam questions in ACCT 442; Case 9 in ACCT 233; Smithville Chapter 4 case study assignment in ACCT 443.

Additional Data: (List any additional information/data that informed this report.)

Peregrine Outbound Assessment Peregrine Outbound Assessment

Methodology: (Explain the method of data collection and the data analysis process.)

Canvas data collection from summative courses

Canvas data collection from summative courses

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Data: (Provide the graphs, charts, etc. that were used to show PLO data results. Do not include the raw data.)

See Table 1 Below

Results of Assessment: (What evidence exists that the program helps students achieve learning outcomes? What changes have been made since the last APR to ensure that outcomes are achieved and what changes will be made to the program following this APR? What have you learned from assessing the changes?)

Sample size was small, will need to improve the program by recruiting students.

Sample size was small, will need to improve the program by recruiting students.

Strengths: (From the findings, list the areas of

Courses have been taught well.

Courses have been taught well.

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strengths that currently exist in the academic program.)

Areas in need of improvement: (From the findings, list the areas of weakness(s) that currently exist in the academic program.)

The courses have been taught well, yet the data collected may not have been representative of the classes. Program learning outcomes need to be modified.

The courses have been taught well, yet the data collected may not have been representative of the classes. Program learning outcomes need to be modified.

Plans for improvement: (Provide the improvement plan, when it will be implemented, and person who will administer the improvement plan.) *If an A.A. degree is part of this program, describe how the changes to this program affect the A.A. degree, if any.

Modifying program learning outcomes to reflect CPA exam prep. Modifying Program Mapping (Outcome Assessment) to reflect the improved PLOs

Program learning outcomes is being modified to reflect CPA exam prep. New program mapping with the new PLOs will be applied in this coming year

Improvements made: (List completed improvement plans and dates of actual implementation.) *If an A.A. degree is part of this program, describe how the changes to this program affect the A.A. degree, if any.

Program Learning Outcomes are being modified and will be implemented this coming year.

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Table 1. Accounting Program Learning Outcome Assessment Data

Performance Measure Success Criteria FA-19 SP-20

Create and customize the financial records for a new company.

85% of the students will complete ACCT 233 Case 9 (new case 12) with 80% minimum accuracy.

65% n/a

Process business transactions and prepare an accurate Balance Sheet, Income Statement, and Statement of Cash Flows

85% of students will complete ACCT 233 Case 10 (new Case 14) with 90% minimum accuracy

94% n/a

n/a

Prepare a budget and audit trail 85% of students will complete ACCT 233 Case 12 (new chap 15 Project) with 90% minimum accuracy.

53% n/a

FA-19

Prepare accurate adjusting entries. 80% of students will complete related ACCT 331 Test #1 application problem 75% minimum accuracy.

100% n/a

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Identify the correct section of the balance sheet and/or income statement to which a set account or transaction is included.

80% of students will complete related ACCT 331 Test 1 application problems with 75% minimum accuracy.

100% n/a

Accurately calculate depreciation using a variety of methods.

80% of students will calculate related ACCT 331 Test 3 application problem with 75% minimum accuracy.

64% n/a

Prepare journal entries to account for the acquisition and sale of treasury stock, accurately adjusting appropriate accounts.

80% of students will complete related ACCT 332 Test 1 application problem with 80% minimum accuracy.

FA-19 SP-20

n/a 100%

Prepare appropriate journal entries for the purchase and sale of debt securities.


n/a 100%

Students will accurately calculate gross profit under both the percentage of completion and completed contract methods.


n/a 75%

Use cost-volume-profit analysis to calculate All students will complete FA-19 SP-20

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break-even point, desired sales, effect of cost changes, and pricing goals.

Exam I and solve correctly 75% of the at least five questions related to cost-volume-profit analysis.

25%

Prepare journal entries for formation of partnership

80% of students will respond correctly to the related question on Exam I

100%

Students will be provided a variety of situations and be able to identify an appropriate audit procedure to apply based on the situation and assertion being addressed.

Success criteria: 80% of students will apply the correct audit procedure 75% of the time. (midterm and final)

SP-20

100%

Analyze transaction data, enter and post journal entries, and print both pre- and post-closing trial balances for the General Fund and pre-closing trial balance for the Governmental Activities at the Government-wide level.

75% of students will score 100% on the final submission of Smithville Chapter 4 case study assignment.

FA-19 SP-20

88% n/a

Performance measure: Students will use transaction data provided to analyze, enter and post journal entries to a computerized simulation and print both pre- and post-closing trial balances for the Capital Projects fund and pre-closing trial balance for the Governmental Activities at the Government-wide level.

Success criteria: 75% of students will score 100% on their final submission of pre- and post-closing trial balances for the Capital Projects Fund and pre-closing trial balance at the Government-wide level. (Smithville Chapter 5).

75% n/a

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Performance measure: Students will be allowed to use limited help (one sheet of paper with their own notes) to analyze information provided and prepare a basic federal individual tax return (1040 form and related schedules).

Success criteria: 75% of students will prepare a basic individual tax return (1040 form and related schedules) with 75% accuracy.

FA-19

N/A - OFF YEAR, NOT TAUGHT

n/a

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Business Education



Department: Business Program Coordinator:

Academic Program Evaluated: Business Education Program Review Year: 2020-2021

Year 1 Academic Year: Year 2 Academic Year: Year 3 Academic Year: Year 4 Academic Year: Faculty members involved in this assessment process: (List all faculty members who participated: program coordinator, reviewers, committee members, etc.)

Eveline Lewis Stacey Dunavant (for data) Jerry Owens (for data) Becky Rhoades (for data) Melinda Jamison(for data)


3 Students in the program Freshmen: Sophomores: Juniors: Seniors: Graduate:



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Instrument(s) used in assessment: (List the exams, standardized tests, portfolios, etc. that were used in the assessment process.)

Accounting Cycle Project Economics final exam Marketing Essay Project Excel Final Project Vocational business curriculum Program Plan (project)


MoGEA: Missouri General Education Assessment


Canvas data collection from summative courses (Linking outcome rubric with artifact from each course), each student is assessed individually.


See Table 1 Below


Student who attempted the MoGEA last year passed it.

Strengths: (From the findings, list the areas of strengths that currently exist

The program provided great preparation for

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in the academic program.) students graduating to serve in area schools. Student who graduated during this time frame (as well as many others beforehand) are employed.


1. Lack of buy-in from the business faculty; the program was thought as part of the education department. 2. program needs to have more students


1. Work closer with the Education Department to understand the unique requirement, success criteria, etcetera. 2. Work with the university recruitment to better promote/market the program.


The department chairs (Business and Education Departments) work well together so this program may have an opportunity to move forward.

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Table 1.

FA-19 SP-20

48% 50%

94% 86%

79% 95%

100%

93%

100%7. Explain and demonstrate

curriculum development and

Demonstrate knowledge of

vocational business curriculum

Vocational business

curriculum Program

80% achieve a 80% or

higher

6. Apply principles of law

applicable to business and to

the individual including legal

background, contracts, agency,

negotiable instruments,

suretyship, sale of personal

Identify principles of law applicable

to legal contracts, negotiable

instruments, sale of property, and

torts.

Comprehensive final

exam questions 1-35

90% students will be able

to score at least 70%

71% 91%

5. Apply principles of

marketing, including structure

and functions with emphasis on

the managerial viewpoint

(MRKT 239)

Ability to explore various career

options in marketing and understand

what each entails and what interests

and strengths apply to each career

option.

Project: Essay based on

“Types of Marketing

Careers”

80% of the students

completing the assignment

will satisfy 70% of the

assignment requirements

per grading rubric.

4. Utilize Excel and data base Ability to organize, analyze and solve Case Study 85% of students will get

3. Perform the basic principles

of accounting as they relate to

partnerships and corporations

including the analysis and

Students will complete and

accounting cycle covering chapters 1-

3.

Accounting Cycle

Project

80% of students will earn

at least a B on the project.

2. Recognize the contingency

view of management theory

and practice with emphasis on

skills used by managers to get

the job done (planning,

organizing, directing, and

Analyze operational control in

organization

Special project:

interviewing a

manager to assess

operational control

75% of students achieve

correct answer in assessing

the operational control.

49% 69%competitive firm maximizing profits 20, 24, 60, 61

or minimizing losses

Analyze graph and calculate purely Final Exam Questions85% of students will be

able to answer three of the

four questions correctly.

Know the parts of the money supply Exam 3 questions 5, 6, 85% of students will be

89%

1. Recognize economic

problems of finance, labor,

employment, international

trade, social problems, price

and wage structure, prosperity

and depressions, inflation and

deflation, and the role of

government in the economic

field and identify household,

Define economics, its fundamental

problem and opportunity cost.

Exam 1 questions 5, 11,

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85% of students will be

able to answer two out of

three of the questions

correctly.

Program Outcomes Competency Performance Measure Success Criteria

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MoGEA Attempted Passed Failed

Business 1 1 0

Percentge (%) 100% 0%

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Computer Information System



Department: Business Program Coordinator: Jeremy Harris

Academic Program Evaluated: 2019-2020 Program Review Year: 2021-2022





Eveline Lewis Jeremy Harris

Eveline Lewis Jeremy Harris


Moved the program from the NAS department in the spring 2019. The program currently has 7 students.

CIS Majors = 3 Total students sampled (including Business and CPSC majors taking the classes = 55)



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When developed, instruments will include projects, portfolio, and exams.

Instruments assessed: Projects, Final Projects, and Final Exams


Peregrine Outbound Assessment will be used for additional data.


When implemented, the data will be collected through linking program outcome to the Course Commons

Data was collected through linking program outcome to Learning Management System (Canvas) Rubrics


Assessment plan must be developed.

See below


No data collected yet. Assessment results show that a majority of students met the outcome goals.

Strengths: (From the findings, list the areas of strengths that currently exist in the academic program.)

There is a market need for the program.

Market need for program is very strong.

Areas in need of improvement: (From the

Curriculum map is to be written; program learning

Curriculum map is to be rewritten; new program

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findings, list the areas of weakness(s) that currently exist in the academic program.)

outcomes are to be developed.

learning outcomes are to be developed. Need stronger marketing of the program, faculty reinforcement with content specific adjuncts, adoption of the BBA CIS major change proposal into specific learning tracks.


Write curriculum map Develop program learning outcomes

Rewrite of curriculum map and develop new program learning outcomes


Current PLO’s were migrated and assessed from previous home of the CIS degree (DNAS). Current courses have been adjusted and assessed to accommodate the move.

CIS Program Outcomes FA-19 SP-20

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1. Algorithm Development and Implementation: Students will develop an optimal algorithm to solve a problem. CIS 142

87% Every Spring Course

2. Computer Architecture and Systems Hardware: Students will identify and explain concepts and characteristics of conceptual machines. CPSC 225

3. Systems Software: Students will identify and explain software comprising a computer system. CIS 311 100%

Every Other Year Spring Course

4. Communication Skills: Students will demonstrate effective technical communication orally and written CIS 375

75% Fall Only Course

5. Business Systems and Methodologies: Students will demonstrate knowledge and understanding of competitive business environments. ACCT/CIS/MGMT 314

94% Spring Course

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Finance “How are students learning?”


Department: Business Program Coordinator: Dale Manke

Academic Program Evaluated: Finance Program Review Year: 2019-2020

Year 1 Academic Year: 2018-2019 Year 2 Academic Year: 2019-2020 Faculty members involved in this assessment process: (List all faculty members who participated: program coordinator, reviewers, committee members, etc.)

Eveline Lewis Dale Manke Derek Schmidly

Eveline Lewis Dale Manke Derek Schmidly

Number of students in

Sophomores: 8 Juniors: 30

Freshmen: 7 Sophomores: 12

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sample: (If known, supply the number of students in each class/year who were used in the assessment report.)

Seniors: 31

Juniors: 7 Seniors: 15 Graduate:2020 & 2021


Investment Project in FIN 299 Exam questions in FIN 351 Multinational Firm Country Analysis in FIN 452 Investment Analysis Project in FIN 457

Investment project in FIN 299 Enterprise Risk Management FIN 351 Advanced Financial Management FIN 463


Peregrine Outbound Assessment Peregrine Outbound Assessment




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Data is presented in table A below.


From the data collected, it looks like learning outcomes for this program have been achieved.

From the data collected, it looks like all except one learning outcomes for this program have been achieved. However, program learning outcomes and assessment artifacts need to be improved. See Table B below for proposed outcomes and assessments.

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This program has a strong hands-on experiential learning component. Students used the funding provided by alumni to participate in the actual investment and portfolio trading.

Experiential learning continues with participating in actual decision-making on how real dollars are invested. Students present analysis of numerous corporations and then they vote about where to invest.


A couple of courses were similar (even used the same textbook). Students learned similar concepts in both courses. The program learning outcomes are too detailed; these need to be modified.

Implementing the assessment of the new program learning outcomes.


Review the needs to modify or restructure the two similar courses FIN 457 and FIN 458. Modifying Program Mapping (Outcome Assessment) to reflect the improved PLOs

Tying class objectives to the new program learning outcomes. Looking at each course and how each outcome is achieved. Program Mapping.

Improvements made: (List

completed improvement plans and dates of actual implementation.) *If an A.A. degree is part of this program, describe how the changes to this

Improvement plans are ongoing Continuous improvement ongoing. Changes for the Program Learning Outcomes have been completed, new program mapping is being done – to be completed in the AY 2020-2021.

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program affect the A.A. degree, if any.

Table A. Program Learning Outcome Assessment Data

FINANCE

Program Outcomes Competency Performance Measure Success Criteria FA-18 SP-19 FA-19 SP-20

1. Recognize the characteristics of real estate as they affect the market and explain the procedures and problems in financing real estate and the techniques of valuation (FIN 351).

Show understanding on Home Affordability Analysis.

Final Exam question 82

90% of the students will be able to score at least 8 of the 10

points.

86%

Course is

taught every other year

2. Recognize and apply the general principles and types of insurance such as life insurance, casualty insurance, fire insurance, Social Security, and workmen's compensation to business enterprises (FIN 442).

Show understanding on Needs Approach Life Insurance

Special Project

70% students will be able to answer this question correctly

100%

3. Recognize how the key concepts of business finance may be adapted in the context of a multi-national firm (FIN 452).

Comprehensive application of all phases of investment analysis

Special Project- Country Analysis

90% of the students will be able to score

at least 90 of 100 points.

93%

100%

4. Recognize and utilize investment principles, investment media, security markets, and the importance of analyzing industries and their macro-environments (FIN 457/458).

Comprehensive application of all phases of investment analysis.

Special Project- Invest Analysis

90% of all students will be able to score at least 90 of 100 points.

86%

92%

5. Apply investment concepts to actual analysis of investment opportunities and investment decision process through participation in the management of an endowed fund (FIN 299/499).

Students successfully write a report and make a presentation to the group on a specific company, market sector, or asset class

Special Project: Investment Project

80% students receive 80% or higher on the paper and presentation

100% 94% 100% 100%

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6. Develop and apply advanced analytical skills used in financial decision making (FIN 463).

Comprehensive application of Cost of Capital and Capital Budgeting.

Case Study

90% of all students will be able to score at least 40 of 50 points.

Course taught every other year

79%

Table B. Example of Proposed New Outcomes and Assessments:

Risk and Return

Apply the knowledge of Risk/Return Management to all levels of business FIN 442 Insurance Enterprise Risk Management

Corporate Finance Demonstrate a working knowledge of decision-making as it relates to Corporate Finance FIN 463 Advanced Finance - Individual Case

Students are given a written case that they analyze with capital budgeting techniques.

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Business Management



Department: Business and Economics Program Coordinator: Dr. Sandy Cassell

Academic Program Evaluated: BBA MGMT Program Review Year: 2019-2020





Eveline Lewis Sandy Cassell Elizabeth Fletcher Dale Manke Randy Will

Eveline Lewis Sandy Cassell Elizabeth Fletcher Dale Manke Randy Will

Number of students in sample: (If known, supply the number of students in each

Juniors: 77 Seniors: 22

Juniors/Seniors: 94

Freshmen: Sophomores: Juniors: Seniors:


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class/year who were used in the assessment report.)

Graduate: Graduate:


Conflict Management Project in MGMT 349 Final exam in MGMT 343 Final exam in MGMT 341 Grade in MGMT 440 Grade in MGMT 446 Grade in MGMT 343 Zippy Manufacturing project in MGMT 434

Final exam in MGMT 341 Grade in MGMT 343 Projects C & D in MGMT 349 Interview Plan and Training & Development presentation in MGMT 434


Peregrine Outbound Assessment

N/A




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See Table H below

Results of Assessment: (What evidence exists that the program helps students achieve learning outcomes? What changes have been made since the last APR to ensure that outcomes are achieved and what changes will be made to the program following this APR? What have you learned

Majority of outcomes have been achieved. Spring 2019 performance for MGMT 341 is exceptionally low.

Majority of outcomes have been achieved. Spring 2020 performance for MGMT 341 is exceptionally low.

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from assessing the changes?)


The number of students participating in the assessment is large, giving more reliable data than other business programs. The data shows that students have achieved good outcomes.

Faculty are now collecting and reporting data. A high percentage of students are achieving intended course outcomes.


Some courses have not used appropriate artifacts (using course grade as measurement). Further discussion with faculty revealed that the program learning outcomes are not spelled out appropriately. Some faculty failed to collect data.

Improved knowledge of how to establish PLOs revealed that the MGMT PLOs need to be revisited and revised.

Plans for improvement: (Provide the improvement plan, when it will be implemented, and person who will administer the improvement plan.) *If an A.A. degree is part of this program, describe how the changes to this program affect the A.A. degree, if

See Table A below See Table C below See Table E below See Table G below

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any.


See Table B below See Table D below See Table F below

Table A – 2018/2019

Planned Improvements Timeline Responsible Person Require all faculty to establish at least 1 point of measurement in each course to track student PLO attainment

Spring 2019 Eveline Lewis

Require all faculty to submit measurement data for each student in the courses they teach

Spring 2019 and ongoing Eveline Lewis

Consider relevance and accuracy of current MGMT PLOs Spring 2019 and Fall 2019 Sandy Cassell Table B – 2018/2019

Improvements Implementation Date Made faculty aware of the need for consistent tracking and reporting of PLO data. Faculty Meeting October 2018

In a hands-on lab session, trained all business department faculty on how to establish at least 1 point of measurement for each of their classes and the process of reporting PLO data through Canvas.

April 2019

Discovered current PLOs needed to be adjusted and rewritten. SP 2019 Table C – 2019/2020

Planned Improvements Timeline Responsible Person

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Increase MGMT program coordinator’s knowledge regarding best practices and process for establishing relevant PLOs.

FA2019-SP2020 Sandy Cassell

Rewrite MGMT program PLOs FA2019-SP2020 Sandy Cassell Modify course mapping according to the new PLOs Fall 2019 Sandy Cassell

Table D – 2019/2020

Improvements Implementation Date Updated MGMT Program Learning Outcomes 9/21/2019 Mapped all Management major courses (both required and elective MGMT courses) to the updated PLOs. 9/21/2019 MGMT program coordinator attended ACBSP 2020 Conference sessions on establishing and measuring PLOs.

June 2020

Table E – 2020/2021

Planned Improvements Timeline Responsible Person Research modality for delivering F2F MGMT courses synchronously to students who may experience COVID or health related quarantine during academic year.

Summer 2020 Sandy Cassell

Gather industry data, info from recent alumni, and info from the department’s Business Advisory Board to determine the main skills undergrad students need to possess upon graduation.

2020-2021 Sandy Cassell

Continue to build MGMT program coordinator’s knowledge and understanding of proper PLOs and course mapping.


Compare the information gathered from alumni, industry and program advisory board to stated PLOs and what is being taught in the MGMT program. Consider changes to existing PLOs.


Table F – 2020/2021

Improvements Implementation Date Multiple MGMT classes piloted a HyFlex modality utilizing Google Meet and Canvas for students unable to attend F2F classes due to health related social distancing and/or quarantine.

Fall 2020

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Table G – 2020/2021

Planned Improvements Timeline Responsible Person Determine whether new MGMT courses need to be added or current MGMT courses should be phased out.

FA2021 - SP2022 Sandy Cassell

Determine whether topics (and CLOs) need to be added/deleted from existing MGMT classes.

FA2021 - SP2022 Sandy Cassell

Table H

Program Outcomes Competency Performance Measure FA-17 SP-18 FA-18 SP-19 FA-19 SP-20

1. Identify and apply appropriate quantitative techniques using mathematical models that assist in the decision-making function of management including probability and statistical decision; linear programming such as inventory control, PERT, and the critical path method; the matrix theory and the game theory; and Markov Processes and the queuing theory (MGMT 341).

Comprehensive application in forecasting

Final Exam questions 3 thru 8

84% 88% 88% 56% 95% 67%

2. Recognize principles and practices currently used by business in the management of personnel including those related to labor sources, selection and placement of personnel, workers' environment, compensation, training, promotion, health and safety, benefit plans, and relations between management and employees (MGMT 343).

Understanding of critical human resource concepts

Four unit tests 80%

Offered FA

semester only

88%

Offered FA

semester only

88%

Offered FA

semester only

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3. Develop knowledge and management skills related to individual and group relations in organizations, including self-awareness and motivation, communication styles, empowerment, leadership and team skills, and ethical relationships (MGMT 349).

Student demonstrates ability to identify social

styles of others in a close relationship and how the

people are effective or ineffective in adapting to the social styles of each

other.

Percent of maximum points earned on Special Project C.

89% No data

collection No data

collection 97% 85% 90%

Student demonstrates ability use interviews to

collect information and to organize and analyze that

information to identify sources of motivation and

related behaviors.

Percent of maximum points earned on Special Project D.

88% No data

collection No data

collection 100% 85% 90%

4. Develop knowledge and effective techniques for selecting employees, evaluating employee performance, and developing employees (MGMT 434)

Students will be prepared to do training regarding employee development

Special Project: constructing and presentation of

training module of people development

Offered SP

semester only

No data collection

Offered SP

semester only

83%

Offered SP

semester only

83%

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Marketing


Department: Business

Academic Program Evaluated: Marketing Program Review Year: 2020-2021



Year 3 Academic Year:



Eveline Lewis Elizabeth Fletcher Becky Rhoades

Eveline Lewis Elizabeth Fletcher Becky Rhoades Julie Horner (Adjunct)

Number of students in sample: (If known,

Sophomores: 14 Juniors: 90 Seniors: 53

Total 63 students Freshmen: Sophomores: Juniors:

Freshmen: Sophomores: Juniors:

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supply the number of students in each class/year who were used in the assessment report.)

Seniors: Graduate:

Seniors: Graduate:


Project presentation for MRKT 332 Promotion project report for MRKT 341 Sales project presentation for MRKT 342 Marketing audit project report for MRKT 446

Project presentation for MRKT 332 Promotion project report for MRKT 341 Sales project presentation for MRKT 342 Marketing audit project report for MRKT 446


Peregrine outbound assessment Student survey





Students seem to perform good outcomes in this program except for the quantitative Marketing analytics

The data shows that all outcomes seem to be achieved.

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Please see Table A for Results of Assessment. Highlight of student survey: 1. Google Ads, taught some at Evangel but not enough. 2. Google Analytics, big part of digital marketing needed to be emphasized. 3. Moz or SEMrush. Critical to SEO and online paid advertisements.


The number of students participating in the assessment is large, giving reliable. The data shows that students have achieved good outcomes in conceptual and marketing practices.

The program continues to attract students and current data show that students achieved outcomes.


Students’ performance in quantitative data analytics needs improvement. The program learning outcomes are too detailed and need to be modified.

Lead Marketing faculty retired at the end of the Academic Year. The program needs a lead faculty.

Plans for improvement:

Provide more courses in data analytics

Look for a faculty who will embrace SEO,

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(Provide the improvement plan, when it will be implemented, and person who will administer the improvement plan.) *If an A.A. degree is part of this program, describe how the changes to this program affect the A.A. degree, if any.

Making changes on the program learning outcomes and how they are measured

Modify program mapping according to the new program learning outcomes

Analytics, etc. in marketing. Continue to modify program outcomes and program mapping.


Four courses in data analytics have been designed.

Four courses in data analytics have been designed, approved by Academic Council, and offered in 2019-2020. First group of students have received data analytics certificate.

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Table A. Results of Assessment

Program Outcomes Competency Performance Measure Success Criteria FA-18 SP-19 FA-19 SP-20

1. Explain the influence of cultural, social, and psychological factors on consumer behavior (MRKT 332).

Students will be able to explain how internal factors affect consumer behavior

20 minutes Oral Presentation on a certain internal factor and its impact on consumer behavior

80% Students will receive at least 90% on the rubric completed by classmates (30% weight) and professor (70% weight)

100% 100% 93%

Course is now taught every

fall

2. Recognize the marketing subsystem used to inform and persuade both present and potential customers and apply techniques to manage the promotional mix of the company (MRKT 341).

Articulate alternative strategies that will

influence and facilitate consumer information/

decision processing.

Integrated Marketing Communication Project

80% of the students will score 80% or better on designated

assignments. 82%

95%

Course is

taught every

fall

3. Explain and apply techniques for the systematic search for and study of facts relevant to problem solving in marketing management (MRKT 441).

Know the steps of the research and implement the guidelines needed in gathering representative statistics.

Research Project 80% of the students will score 80% or better on designated measurements.

67% 100%

Course is taught every fall

4. Develop knowledge and skills regarding the effective planning, decision-making, and evaluating of the total marketing program of various types of organizations (MRKT 446).

Being able to develop an integrated marketing and

communications plan.

Project: Application of Marketing “Tools” in support of an actual

business

80% of the students will score 80% or better on designated

assignments.

94%

Course is

taught every spring

100%

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Nonprofit Business and Social Enterprise



Department: Business Program Coordinator: Eveline Lewis

Academic Program Evaluated: Nonprofit Business and Social Enterprise Program Review Year: 2021






Eveline Lewis Adjunct faculty (Trent Sims, Julie Horner)

Eveline Lewis Adjunct faculty (Heather Zoromski, Alia Stowers, Kevin Callahan)

Number of students in sample: (If known, supply the number of students in each class/year who were used

Sophomores: 10 Juniors: 17 Seniors:7

32 Students Freshmen: Sophomores: Juniors: Seniors:


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in the assessment report.) Graduate: Graduate: Instrument(s) used in assessment: (List the exams, standardized tests, portfolios, etc. that were used in the assessment process.)

Financial Report Analysis Project in NBUS 233 Grant Writing Project in NBUS 238 Social Enterprise Business Plan in NBUS 323

Financial Report Analysis Project in NBUS 233 Grant Writing Project in NBUS 238 Social Enterprise Business Plan in NBUS 323 Project in NBUS 333 Project in NBUS 353


Peregrine Outbound Testing





Please see Table 1 below.

Results of Assessment: (What

Most outcomes are achieved; there are some missing data.

Most outcomes (except 1) are

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evidence exists that the program helps students achieve learning outcomes? What changes have been made since the last APR to ensure that outcomes are achieved and what changes will be made to the program following this APR? What have you learned from assessing the changes?)

achieved. Missing data from last year have been collected.


This is the newest program in the business department; it has gained a sustainable size. Most learning outcomes are assessed.

The program continues to attract students to come to Evangel.


Courses taught by adjunct have not been assessed systematically. The program learning outcomes are not spelled out appropriately.

Assessment for one class in particular yields unsatisfactory result. Students’ complaints have also been received regarding this class. In another class taught by adjunct, the chair had to do the assessment based on the artifact stated in the outcome assessment. Courses taught by adjuncts who are occupied elsewhere.

Plans for improvement: (Provide the improvement plan, when it will be implemented, and person who will administer the improvement plan.)

All adjunct must be required to assess the outcomes Making changes on the program learning outcomes and how they are measured Modify program mapping according to the new program learning outcomes

Finding adjuncts who are more involved with assessments and with student engagement. Program learning

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*If an A.A. degree is part of this program, describe how the changes to this program affect the A.A. degree, if any.

outcomes need to be revisited. Program mapping will need to be redone.


All classes in this program have provided assessment data (even though some data had to be gathered by program coordinator/dept. chair)

Table 1. Nonprofit Business and Social Enterprise Program Outcome Assessment Data

Competency Performance Measure Success Criteria FA-17 SP-18 FA-18 SP-19 FA-19 SP-20

Students will have the ability to apply for a nonprofit 501(c)(3) status

Special Project: Completion of IRS Form 1023 Application for Recognition of Tax-Exemption under Internal Revenue Code Section 501(c)(3)

80 percent students will achieve at least 80 % on the assignment

62%

Students will have the ability to write grants

Written grants with all components present

80 percent students will achieve at least 80% on the assignment

89%

90%

100%

Students will analyze fiscal condition of nonprofits, using the

Case Study: Financial condition of a nonprofit organization

85% students will achieve 85% on the assignment

82%

80%

83%

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ratio analysis and the three financial statements.

Students are engaged in strategizing volunteer activities based on the understanding of volunteer demographics

Special Project: volunteering and assessing volunteer characteristics

85% students will achieve 85% on the assignment

100%

Course is now taught every other spring

100%

Students will have the ability to design an integrated marketing plan for a nonprofit organization

Special Project: Designing an integrated marketing plan

85 % students will achieve 85% on the assignment

100%

Course is now taught every other spring

Students will write a business plan for social enterprise endeavor

Special project: Business plan with all components present

80 percent students will achieve at least 90 percent score on the completed business plan

75%

91%

100%

student learning assessment report (slar) · 2020. 9. 5. · apply principles of law applicable to...

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