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Division of Online & Professional Studies Public Disclosures for ACBSP. The course designer introduced additional lecture material within the weekly. https://www.cbuonline.edu

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Division of Online & Professional Studies Public Disclosures for ACBSP

Division of Online & Professional Studies Public Disclosures for ACBSP. The course designer introduced additional lecture material within the weekly. https://www.cbuonline.edu

Keywords: Professional Studies,Online education

Division of Online and Professional Studies 
Public Disclosures for ACBSP 

 
 
Contents 
Standard 4: Bachelor of Arts in Business Administration ........................................................................................................................................ 2 
Standard 4: Bachelor of Science in Accounting ....................................................................................................................................................... 4 
Standard 4: Bachelor of Science in Marketing ......................................................................................................................................................... 6 
Standard 4: Master of Business Administration: Specialization in General Management ...................................................................................... 8 
Standard 4: Master of Business Administration: Specialization in Accounting ..................................................................................................... 10 
Standard 4: Master of Science in Accounting ........................................................................................................................................................ 12 
Standard 6: Organizational Performance Results, Table 6.1 ................................................................................................................................. 14 
 

Bachelor of Arts in Business Administration

Standard #4 Measurement and Analysis of Student Learning and Performance

Use this table to supply data for Criterion 4.2. (Figure 4.2 in self-study)

Performance Indicator Definition

1. Student Learning Results A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance,
third-party examination, faculty-designed examination, professional performance, licensure examination). Add these to the description of the measurement instrument in column two:
Direct - Assessing student performance by examining samples of student work
Indirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information.
Formative – An assessment conducted during the student’s education.
Summative – An assessment conducted at the end of the student’s education.
Internal – An assessment instrument that was developed within the business unit.
External – An assessment instrument that was developed outside the business unit.
Comparative – Compare results between classes, between online and on ground classes, Between professors, between programs, between campuses, or compare to external results such as results from the U.S.
Department of Education Research and Statistics, or results from a vendor providing comparable data.

Performance Measure What is your measurement Current Results Analysis of Results Insert Graphs or Tables of Resulting Trends
instrument or process? Analysis of Results Action Taken or (3-5 data points preferred)

Improvement made

Measurable goal Do not use grades. What are your current What did you learn What did you improve or

results? from the results? what is your next step?

What is your goal? (Indicate type of instrument)

direct, formative, internal,

comparative

Performance Measure: SLO 4 - Students will Measurement Instrument: Final What is your goal? 75% of Positive outcome Although no action is required

be able to apply communication theory and Paper in BUS 349 assessed using a students will score 3 or 4 out of 4 indicates effective at this time, a further look to Application of the Appropriate Communication 
ensure calibration in the use of Theory
strategy to business leadership and standardized rubric. on a 4 point scale. instruction. the rubric can be considered

management. Type of Instrument: Direct, Current Results: Goal met. An

Measurable Goal: Students will apply Formative, Internal average of 100% of students due to the consistent 100% 120
outcome.
communication theory applicable to new, scored 3 or 4 out of 4 on a 4

expanding and maturing businesses in BUS 349 points scale. Continue to monitor each time 100

What is your goal? 75% of students will score course is taught. 80
If action is indicated in the
70% or more (3 or 4 out of 4 on a 4 point scale).

future, the course developer, 60
department chair, and

assistant dean of curriculum 40

development will review the 20
course and make appropriate

adjustments. 0

2015 SP 2015 SU 2015 FA 2016 SP 2016 SU Average

Performance Measure: SLO 6 - Students will Measurement Instrument: What is your goal? 75% of Positive outcome While the goal was met, the
outcome dipped in Summer
be able to integrate business concepts related to International Forces Paper in BUS 334 students will score 3 or 4 out of 4 indicates effective 2015. The course designer
introduced additional lecture
international business. assessed using a standardized rubric. on a 4 point scale. overall instruction. material within the weekly Impact of International Forces
instruction to provide more
Measurable Goal: Students will describe Type of Instrument: Direct, Current Results: Goal met. An Lecture material varied opportunities to explore and 102
analyze the content so 100
economics issues related to an international Formative, Internal average of 96% of students by instructor. Students students could relate it to the 98
major paper. 96
market in BUS 334 scored 3 or 4 out of 4 on a 4 would benefit from Continue to monitor each time 94
course is taught. 92
What is your goal? 75% of students will score points scale. identical lecture If action is indicated in the 90
future, the course developer, 88
70% or more (3 or 4 out of 4 on a 4 point scale). materials across department chair, and 86
assistant dean of curriculum 84
sections to ensure development will review the 82
course and make appropriate
universal access to adjustments. 2014 FA

important and

foundational material.

2015 SP 2015 SU 2016 SP 2016 SU Average

Bachelor of Arts in Business Administration

Performance Measure What is your measurement Current Results Analysis of Results Insert Graphs or Tables of Resulting Trends
instrument or process? Analysis of Results Action Taken or (3-5 data points preferred)

Improvement made

Measurable goal Do not use grades. What are your current What did you learn What did you improve or

results? from the results? what is your next step?

What is your goal? (Indicate type of instrument)

direct, formative, internal,

comparative

Performance Measure: SLO 7 - Students will Measurement Instrument: Case What is your goal? 75% of Positive outcome When the course is

be able to apply business concepts related to Analysis Write-up in BUS 343 students will score 3 or 4 out of 4 indicates effective redeveloped, quizzes will be

human resource management. assessed using a standardized rubric. on a 4 point scale. overall instruction. incorporated periodically Apply Human Resources Concepts

Measurable Goal: Students will apply the Type of Instrument: Direct, Current Results: Goal met. An Changed rubric to be throughout the course to 90

principles and practices involved in supervising Formative, Internal average of 85.5% of students specific to the encourage and ensure

employees and administering personnel scored 3 or 4 out of 4 on a 4 application of two HR students are reading the 88

programs in BUS 343 points scale. concepts and one textbook and supplemental 86

What is your goal? 75% of students will score biblical concept. material. Having the underlying

70% or more (3 or 4 out of 4 on a 4 point scale). Students did not include knowledge and understanding 84

all of the required of the concepts introduced and 82

concepts or did not discussed in the course

provide a thorough material is vital for students to 80

analysis of their be able to apply those 78

applicability to the case concepts in their case analysis.

which reduced their Continue to monitor each time 76
SU 2015
scores. This may be as course is taught. FA 2015 SP 2016 SU 2016 Average

a result of students not

reading the required

course material.

Performance Measure: SLO 10 - Students will Measurement Instrument: Case What is your goal? 75% of Positive outcome The course was redeveloped

be able to analyze business concepts related to Analysis Write-up in BUS 463 students will score 3 or 4 out of 4 indicates effective for Summer 2016. New

business and organizational management along assessed using a standardized rubric. on a 4 point scale. overall instruction. standard lectures were Analysis of Business and Organizational 
Management Concepts
with associated integration of Biblical Principles. Type of Instrument: Direct, Current Results: Goals met. Until Summer 2016, the included so all students have

Measurable Goal: Students will integrate Formative, Internal Statement of Core Problems. An course had 4 to 5 the same learning experience

biblical, management, and decision-making average of 95.7% of students deliverables each week. for important or significant 150 2014 FA
2015 SP
principles in BUS 463 scored 3 or 4 out of 4 on a 4 Given the high level of topics. In the previous build, 100 2015 SU
2015 FA
What is your goal? 75% of students will score points scale. student performance, students had 4 to 5 50 2016 SP

70% or more (3 or 4 out of 4 on a 4 point scale). Implementation of Best Solution. fewer but more deliverables a week. The new

An average of 93.3% of students substantial, robust, and build combined smaller weekly 0

scored 3 or 4 out of 4 on a 4 relevant assignments assignments into fewer but Statement of Core Implementation of Best Justification for Solution

points scale. are more appropriate more substantial, robust, and Problem Solution

Justification for Solution. An for effective learning. relevant assignments.

average of 92.1% of students Continue to monitor each time

scored 3 or 4 out of 4 on a 4 course is taught.

points scale.

Bachelor of Science in Accounting

Standard #4 Measurement and Analysis of Student Learning and Performance

Use this table to supply data for Criterion 4.2. (Figure 4.2 in self-study)

Performance Indicator Definition

1. Student Learning Results A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance, third-party examination, faculty-designed examination, professional
performance, licensure examination). Add these to the description of the measurement instrument in column two:
Direct - Assessing student performance by examining samples of student work
Indirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information.
Formative – An assessment conducted during the student’s education.
Summative – An assessment conducted at the end of the student’s education.
Internal – An assessment instrument that was developed within the business unit.
External – An assessment instrument that was developed outside the business unit.
Comparative – Compare results between classes, between online and on ground classes, Between professors, between programs, between campuses, or compare to external results such as results from the U.S. Department of Education Research and Statistics, or results from a vendor
providing comparable data.

Performance Measure What is your measurement Current Results Analysis of Results Action Taken or Improvement made Insert Graphs or Tables of Resulting Trends
instrument or process? Analysis of Results (3-5 data points preferred)

Measurable goal Do not use grades. What are your current results? What did you learn from the results? What did you improve or what is your
next step?

What is your goal? (Indicate type of instrument)

direct, formative, internal,

comparative

Performance Measure: SLO 2 - Students will Measurement Instrument: Final What is your goal? 75% of students This course was revised for Fall 2015. The changes that were made for Fall 2015 were
will score 3 or 4 out of 4 on a 4 point
be able to exercise the use of business Exam in BUS 218 assessed using a scale. Assignments were changed to be more revised for further clarification. Mastery of Economic Concepts and Theories
Current Results: Goal met. An
concepts related to micro and standardized rubric. average of 86% of students scored 3 related to current economic events and more Faculty will continue to express to students the 120
or 4 out of 4 on a 4 points scale.
macroeconomics. Type of Instrument: Direct, relevant to current business practices. The importance of completing the Critical

Measurable Goal: Students will apply the Formative, Internal change was considerably different and the Assignment not only for assessment purposes

economic theories and techniques to real world students had difficulty understanding the but also to significantly improve their grade in 100

decisions that manager’s face in BUS 218 requirements to successfully apply the the course.

What is your goal? 75% of students will score concepts they learned to the Critical Continue to monitor each time course is taught. 80

70% or more (3 or 4 out of 4 on a 4 point Assignment. Additional weekly lecture If action is indicated in the future, the course

scale). materials were added to help prepare developer, department chair, and assistant dean 60

students. Also, the Critical Assignment of curriculum development will review the 40

instructions and expectations were clarified for course and make appropriate adjustments.

the Spring 2016. Students performed 20

considerably better. The low score in Summer

2016 is due to numerous students not 0
2014 FA
completing the Critical Assignment. The zero 2015 SP 2015 FA 2016 SP 2016 SU Average

score for these five students skewed the data

down.

Performance Measure: SLO 3 - Students will Measurement Instrument: Practical What is your goal? 75% of students Positive outcome indicates effective overall While the goals were met, the outcomes dipped
be able to apply business concepts related to
accounting. Exercise Modules in ACC 310 will score 3 or 4 out of 4 on a 4 point instruction. The course was rebuilt for the in Summer 2016 for Item 2. and Item 5. The Apply Business Concepts Related to Accounting ‐ ACC 310
Measurable Goal: Students will translate
business transactions into accounting entries assessed using a standardized rubric. scale. Summer 2016 session to include a new course designer redesigned the course for 120
and financial statements in ACC 310
What is your goal? 75% of students will score Type of Instrument: Direct, Current Results: textbook, lecture materials, homework system, Summer 2016 and introduced a new textbook,
70% or more (3 or 4 out of 4 on a 4 point
scale). Formative, Internal Goal met on items 1 - 9. and assignments. The students benefited lecture materials, homework systems, and

1. Journal Entries. An average of from the new format and material as five of assignments. Since all of these are new, it is

86.2% of students scored 3 or 4 out of the seven dimensions showed improved difficult to compare the preceding semesters to

4 on a 4 points scale. scores over the Spring 2016 scores. Item 2. Summer 2016. The professor will introduce 100

2. Financial Statements and Ratio Financial Statements and Ratio Analysis supplemental lecture materials for those topics

Analysis. An average of 96.1% of scored lower than the Spring due to the and reevaluate the problems included in the

students scored 3 or 4 out of 4 on a 4 approach taken by the authors of the new homework assignments and assessment

points scale. textbook. The approach is much more instruments to ensure they are at the 80

3. Financial Statements, Revenue detailed and provided insight into the U.S. appropriate level of difficulty. 2014 FA
60 2015 SP
Recognition, Expense Incurrence. An standards (U.S. GAAP) as well as the Continue to monitor each time course is taught.
2015 SU
average of 91.5% of students scored 3 international standards (IFRS). The lectures If action is indicated in the future, the course 2015 FA
2016 SP
or 4 out of 4 on a 4 points scale. were based on more on the U.S. standards so developer, department chair, and assistant dean 40 2016 SU
Average
4. Revenue Recognition. An average students had fewer opportunities for learning of curriculum development will review the
20
of 82.2% of students scored 3 or 4 out the international standards before working course and make appropriate adjustments.

of 4 on a 4 points scale. through them on the assessment. 5. A/R,

5. A/R, Allowances, N/R. An average Allowances, N/R - Similar challenges

of 87.3% of students scored 3 or 4 out occurred. The lecture material was more

of 4 on a 4 points scale. focused on U.S. requirements and specific

6. Inventory. An average of 91.7% of methodologies whereas the assignments were

students scored 3 or 4 out of 4 on a 4 broader and covered material that was in the

points scale. book but not in the lecture materials.

7. Long-Lived Assets. An average of

76.3% of students scored 3 or 4 out of

4 on a 4 points scale.

0

1 ‐ Journal 2 ‐ Fin stmts, 3 ‐ Fin stmts, 4 ‐ Revenue 5 ‐ A/R, 6 ‐ Inventory 7 ‐ Long‐lived

entries ratio analysis rev recognition Allowances, assets ‐

recognition, N/R Calculation &

exp valuation

incurrence

Bachelor of Science in Accounting

Performance Measure What is your measurement Current Results Analysis of Results Action Taken or Improvement made Insert Graphs or Tables of Resulting Trends
instrument or process? Analysis of Results (3-5 data points preferred)

Measurable goal Do not use grades. What are your current results? What did you learn from the results? What did you improve or what is your Apply Business Concepts Related to Accounting ‐ ACC 311
next step?
2014 FA
What is your goal? (Indicate type of instrument) 2015 SP
direct, formative, internal, 2015 SU
comparative 2015 FA
2016 SP
Performance Measure: SLO 3 - Students will Measurement Instrument: Practical What is your goal? 75% of students Positive outcome indicates effective overall While the goals were met, the outcomes dipped 2016 SU
be able to apply business concepts related to Average
accounting. Exercise Modules in ACC 311 will score 3 or 4 out of 4 on a 4 point instruction. The course was rebuilt for the in Summer 2016 for Items 4, 6, and 8, but the
Measurable Goal: Students will translate
business transactions into accounting entries assessed using a standardized rubric. scale. Summer 2016 session to include a new decrease was not significant. The professor will
and financial statements in ACC 311
What is your goal? 75% of students will score Type of Instrument: Direct, Current Results: textbook, lecture materials, homework system, introduce supplemental lecture materials for 120
70% or more (3 or 4 out of 4 on a 4 point 100
scale). Formative, Internal Goal met on items 1 - 9. and assignments. The students benefited those topics. 80
60
1. Investments. An average of 94.3% from the new format and material as six of the Continue to monitor each time course is taught. 40
20
of students scored 3 or 4 out of 4 on a nine dimensions showed improved scores If action is indicated in the future, the course
0
4 points scale. over the Spring 2016 scores. The three items developer, department chair, and assistant dean

2. Debt Journal Entries. An average of where the scores were lower in Summer 2016 of curriculum development will review the

94.2% of students scored 3 or 4 out of (Items 4, 6, and 8), the scores were not course and make appropriate adjustments.

4 on a 4 points scale. significantly lower. Item 9 showed a significant

3. Debt Calculations. An average of improvement over the prior two semesters

91.8% of students scored 3 or 4 out of indicating improved coverage of the material

4 on a 4 points scale. assessed.

4. Leases. An average of 89.0% of

students scored 3 or 4 out of 4 on a 4

points scale.

5. Taxes. An average of 90.0% of

students scored 3 or 4 out of 4 on a 4

points scale.

6. Pensions & Post-retirement

Benefits. An average of 92.5% of

students scored 3 or 4 out of 4 on a 4

points scale.

7. Shareholders' Equity. An average of

92.0% of students scored 3 or 4 out of

4 on a 4 points scale.

8. Earnings per Share. An average of

94.5% of students scored 3 or 4 out of

4 on a 4 points scale.

9. Changes & Error Corrections. An

average of 79.3% of students scored 3

or 4 out of 4 on a 4 points scale.

Performance Measure: SLO 4 - Students will Measurement Instrument: Practical What is your goal? 75% of students Positive outcome indicates effective overall In Fall 2014, the instructor evaluated the
be able to apply business concepts related to instruction. Some students continue to assessment data and determined that additional
business finance. Exercise Module in ACC 251 will score 3 or 4 out of 4 on a 4 point struggle with ratios related to shareholders' instructional material was necessary to provide
Measurable Goal: Students with describe and equity due to the complexity of the equations students with the skills and tools they needed to
explain the principles of financial statement assessed using a standardized rubric. scale. and the requirement to average numerous master analytical procedures (ratio analysis).
analysis in ACC 251 balance sheet line items within the formula. The lecture material was added to the course in
What is your goal? 75% of students will score Type of Instrument: Direct, Current Results: Goal met. An Fall 2014 with positive results. Overall, students Prepare Basic Analytical Calculations
70% or more (3 or 4 out of 4 on a 4 point are able to glean the information necessary from
scale). Formative, Internal average of 94% of students scored 3 the lectures to successfully perform the
assigned calculations and analyses. As some
or 4 out of 4 on a 4 points scale. students continue to struggle with the ratios
related to shareholders' equity, additional lecture
material on those specific calculations may need 97 SP 2015 SU 2015 FA 2015 SP 2016 SU 2016 Average
to be added. 96
Continue to monitor each time course is taught. 95
If action is indicated in the future, the course 94
developer, department chair, and assistant dean 93
of curriculum development will review the 92
course and make appropriate adjustments. 91
90

FA 2014

Performance Measure: SLO 5 - Students will Measurement Instrument: What is your goal? 75% of students Positive outcome indicates effective overall While the goal was met, the outcome dipped in Impact of International Forces
be able to integrate business concepts related International Forces Paper in BUS will score 3 or 4 out of 4 on a 4 point instruction. Lecture material varied by Summer 2015. The course designer introduced
to international business. 334 assessed using a standardized scale. instructor. Students would benefit from additional lecture material within the weekly 105
Measurable Goal: Students will describe rubric. Current Results: Goal met. An identical lecture materials across sections to instruction to provide more opportunities to 100
economics issues related to an international Type of Instrument: Direct, average of 96% of students scored 3 ensure universal access to important and explore and analyze the content so students 95
market in BUS 334 Formative, Internal or 4 out of 4 on a 4 points scale. foundational material. could relate it to the major paper. 90
What is your goal? 75% of students will score Continue to monitor each time course is taught. 85
70% or more (3 or 4 out of 4 on a 4 point If action is indicated in the future, the course 80
scale). developer, department chair, and assistant dean
of curriculum development will review the 2014 FA
course and make appropriate adjustments.

2015 SP 2015 SU 2016 SP 2016 SU Average

Bachelor of Science in Marketing

Standard #4 Measurement and Analysis of Student Learning and Performance

Use this table to supply data for Criterion 4.2. (Figure 4.2 in self-study)

Performance Indicator Definition

1. Student Learning Results A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance, third-party examination, faculty-
Performance Measure designed examination, professional performance, licensure examination). Add these to the description of the measurement instrument in column two:
Direct - Assessing student performance by examining samples of student work
Indirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information.
Formative – An assessment conducted during the student’s education.
Summative – An assessment conducted at the end of the student’s education.
Internal – An assessment instrument that was developed within the business unit.
External – An assessment instrument that was developed outside the business unit.
Comparative – Compare results between classes, between online and on ground classes, Between professors, between programs, between campuses, or compare to external results such as results from the U.S. Department of Education
Research and Statistics, or results from a vendor providing comparable data.

Analysis of Results

What is your measurement Current Results Analysis of Results Action Taken or Improvement made Insert Graphs or Tables of Resulting Trends
instrument or process? (3-5 data points preferred)

Measurable goal Do not use grades. What are your current What did you learn from the results? What did you improve or what is
results? your next step?

What is your goal? (Indicate type of instrument)

direct, formative, internal,

comparative

Performance Measure: SLO 2 - Students Measurement Instrument: Final What is your goal? 75% of This course was revised for Fall 2015. Assignments The changes that were made for Fall 2015
were revised for further clarification.
will be able to exercise the use of Exam in BUS 218 assessed using students will score 3 or 4 were changed to be more related to current economic Faculty will continue to express to students Mastery of Economic Concepts and Theories
the importance of completing the Critical
business concepts related to micro and a standardized rubric. out of 4 on a 4 point scale. events and more relevant to current business practices. Assignment not only for assessment 120
purposes but also to significantly improve
macroeconomics. Type of Instrument: Direct, Current Results: Goal met. The change was considerably different and the students their grade in the course.
Continue to monitor each time course is
Measurable Goal: Students will apply the Formative, Internal An average of 86% of had difficulty understanding the requirements to taught. 100
If action is indicated in the future, the
economic theories and techniques to real students scored 3 or 4 out successfully apply the concepts they learned to the course developer, department chair, and
assistant dean of curriculum development
world decisions that manager’s face in of 4 on a 4 points scale. Critical Assignment. Additional weekly lecture materials will review the course and make 80
appropriate adjustments.
BUS 218 were added to help prepare students. Also, the Critical

What is your goal? 75% of students will Assignment instructions and expectations were clarified 60

score 70% or more (3 or 4 out of 4 on a 4 for the Spring 2016. Students performed considerably

point scale). better. The low score in Summer 2016 is due to 40

numerous students not completing the Critical

Assignment. The zero score for these five student 20

skewed the data down.

0 2015 SP 2015 FA 2016 SP 2016 SU Average
2014 FA

Performance Measure: SLO 5 - Students Measurement Instrument: What is your goal? 75% of Positive outcome indicates effective overall instruction. While the goal was met the outcome

will be able to exercise business concepts Marketing Research Paper in MKT students will score 3 or 4 The professor used different techniques for instructing dipped in Summer 2016. The Student properly identified and conducted 
appropriate research methods 
related to quantitative analysis and 323 assessed using a standardized out of 4 on a 4 point scale. and assisting students with the research methodology course designer analyzed the results and

statistics. rubric. Current Results: Goal met. portion of the project. In Fall 2014, the instructions were determined that the assignment provides 120
100
Measurable Goal: assemble and present Type of Instrument: Direct, An average of 89.0% of available to the students in Blackboard. valuable opportunities for learning and 80
60
statistical data, probability distributions, Formative, Internal students scored 3 or 4 out In Summer 2015, in an attempt to help the students gives the students the tools they need to 40
20
sampling techniques, and statistical of 4 on a 4 points scale. better understand the project, the professor offered much be successful in the workplace. After the
0
analysis in MKT 323 more detailed additional information in weekly approach to the assignment instructions

What is your goal? 75% of students will announcements as well as step-by-step instructional changed, the course designer determined

score 70% or more (3 or 4 out of 4 on a 4 sessions. Upon reflection, the professor realized that that the instructions did not provide the

point scale). instead of providing the students with the tools they necessary level of detail of the

needed to succeed on the assignment, he inadvertently requirements and expectations for the

walked them through many of the assignment assignment. Going forward, the course 2014 FA 2015 SU 2016 SP Average

requirements. designer will change the instructions of the

In Spring 2016, the professor changed his approach assignment to provide more clarity.

back to the information available in the assignment Continue to monitor each time course is

instructions in Blackboard and offered assistance to taught.

students on an as-needed basis. Few students If action is indicated in the future, the

contacted the professor for assistance and support. The course developer, department chair, and

professor concluded that the current instructions do not assistant dean of curriculum development

provide the depth of description or detail on the will review the course and make

requirements and expectations for the assignment. appropriate adjustments.

Bachelor of Science in Marketing

Performance Measure What is your measurement Current Results Analysis of Results Action Taken or Improvement made Insert Graphs or Tables of Resulting Trends
instrument or process? Analysis of Results (3-5 data points preferred)

Measurable goal Do not use grades. What are your current What did you learn from the results? What did you improve or what is
results? your next step?

What is your goal? (Indicate type of instrument)
direct, formative, internal,
comparative

Performance Measure: SLO 7 - Students Measurement Instrument: Case What is your goal? 75% of Positive outcome indicates effective overall instruction. While the goal was met, the outcome

will be able to explain and apply business Study in MKT 458 assessed using students will score 3 or 4 Students were required to perform a Case Study dipped in Spring 2015. The course Application of the appropriate consumer behavior 
designer introduced additional instructions strategies
concepts related to integrated marketing a standardized rubric. out of 4 on a 4 point scale. Analysis. In Summer 2014, significant additional to provide clarity for the requirements and

communications and consumer behavior. Type of Instrument: Direct, Current Results: Goal met. instructions were provided beyond the assignment

Measurable Goal: Students will describe Formative, Internal An average of 95% of instructions. This led to a high level of achievement. In expectations for the assignment. 120

key aspects of the consumer behavior students scored 3 or 4 out Spring 2015, the professor did not provide significant Continue to monitor each time course is 100
model and analyze data to maximize of 4 on a 4 points scale. additional instructions and allowed the students to rely on taught.

marketing strategies in MKT458. the instructions that were available in Blackboard. Upon If action is indicated in the future, the 80
What is your goal? 75% of students will reviewing the Spring 2015 results, the course designer course developer, department chair, and

score 70% or more (3 or 4 out of 4 on a 4 determined that the instructions provided in the course assistant dean of curriculum development 60

point scale). were not detailed enough and lacked clarity. Additional will review the course and make 40
detail and clarification was added to the instructions for appropriate adjustments.

Fall 2015. This resulted in higher student achievement 20
on the assignment.

0 2015 SP 2015 FA Average
2014 SU

Performance Measure: SLO 9 - Students Measurement Instrument: What is your goal? 75% of Positive outcome indicates effective overall instruction. While the goal was met, the outcome

will be able to integrate business concepts International Forces Paper in BUS students will score 3 or 4 Lecture material varied by instructor. Students would dipped in Summer 2015. The course Impact of International Forces

related to international marketing. 334 assessed using a standardized out of 4 on a 4 point scale. benefit from identical lecture materials across sections to designer introduced additional lecture 102
100
Measurable Goal: Students will describe rubric. Current Results: Goal met. ensure universal access to important and foundational material within the weekly instruction to 98
96
economics issues related to an Type of Instrument: Direct, An average of 96% of material. provide more opportunities to explore and 94
92
international market in BUS 334 Formative, Internal students scored 3 or 4 out analyze the content so students could 90
88
What is your goal? 75% of students will of 4 on a 4 points scale. relate it to the major paper. 86
84
score 70% or more (3 or 4 out of 4 on a 4 Continue to monitor each time course is 82

point scale). taught. 2014 FA

If action is indicated in the future, the

course developer, department chair, and

assistant dean of curriculum development

will review the course and make

appropriate adjustments. 2015 SP 2015 SU 2016 SP 2016 SU Average

Master of Business Administration: Specialization in General Management

Standard #4 Measurement and Analysis of Student Learning and Performance

Use this table to supply data for Criterion 4.2. (Figure 4.2 in self-study)

Performance Indicator Definition

1. Student Learning Results A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance,
third-party examination, faculty-designed examination, professional performance, licensure examination). Add these to the description of the measurement instrument in column two:
Direct - Assessing student performance by examining samples of student work
Indirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information.
Formative – An assessment conducted during the student’s education.
Summative – An assessment conducted at the end of the student’s education.
Internal – An assessment instrument that was developed within the business unit.
External – An assessment instrument that was developed outside the business unit.
Comparative – Compare results between classes, between online and on ground classes, Between professors, between programs, between campuses, or compare to external results such as results from the U.S.
Department of Education Research and Statistics, or results from a vendor providing comparable data.

Performance Measure What is your measurement Current Results Analysis of Results Action Taken or Insert Graphs or Tables of Resulting Trends
instrument or process? Analysis of Results Improvement made (3-5 data points preferred)

Measurable goal Do not use grades. What are your current What did you learn from What did you improve or Application and Analysis of Management & 
Leadership Skills
results? the results? what is your next step?
2014 FA
What is your goal? (Indicate type of instrument) 2015 SP
2015 FA
direct, formative, internal, 2016 SP
Average
comparative

Performance Measure: SLO 4 - Students will Measurement Instrument: What is your goal? 75% of Positive overall outcome When the difference in

be able to apply biblical principles and theories Leadership Paper in BUS 515 students will score 3 or 4 out of indicates effective instruction. expectations was discovered,

of leadership to effectively manage individuals assessed using a standardized rubric 4 on a 4 point scale. In Fall 2015, all scores fell the professor was counseled

and groups within the organization framework. Type of Instrument: Direct, Current Results: Goal met. considerably. Upon further and trained on graduate-level

Measurable Goal: Students will describe the Formative, Internal 1. Problem Analysis. An investigation, different faculty expectations for calibration.

importance of relationships among individuals average of 90.8% of students were teaching the course and Continue to monitor each time 120
100
and groups as it applies to the nature, scored 3 or 4 out of 4 on a 4 had differing expectation course is taught. 80
60
structure, and performance of organizational points scale. levels for the students. The If action is indicated in the 40
20
life from a biblical perspective in BUS 515 2. Solution Strategies. An professor who taught in Fall future, the course developer,

What is your goal? 75% of students will score average of 92.8% of students 2015 had significantly more department chair, and

80% or more (3 or 4 out of 4 on a 4 point scored 3 or 4 out of 4 on a 4 rigorous expectations than assistant dean of curriculum

scale). points scale. normally seen in a masters- development will review the
3. Support Analysis. An level course. As a result, that course and make appropriate

average of 89.0% of students professor scored students adjustments.

scored 3 or 4 out of 4 on a 4 lower on the assignment than

points scale. previous professors did.

Upon calibration and training

of the faculty, scores returned

to the expected pattern.

0 Solution Strategies Support of Analysis
Problem Analysis

Performance Measure: SLO 5 - Students will Measurement Instrument: What is your goal? 75% of Positive outcome indicates Although no action is required

be able to apply ethical reasoning and legal Research Paper Pattern #3 in BUS students will score 3 or 4 out of effective instruction. Students at this time, a further look to

principles to guide effective decisions in 525 assessed using a standardized 4 on a 4 point scale. complete similar assignments ensure calibration in the use

business administration and management. rubric Current Results: Goal met. An leading up to this assignment of the rubric can be Analysis of Legal, Ethical and Biblical Issues

Measurable Goal: Students will develop and Type of Instrument: Direct, average of 97.7% of students where they apply ethical considered due to the

articulate ethical reasoning from a biblical Formative, Internal scored 3 or 4 out of 4 on a 4 reasoning in a variety of consistently high outcome. 102
100
perspective and apply this reasoning to points scale. situations and real-world Continue to monitor each time 98
96
problem solving and decision making in BUS scenarios. The professor course is taught. 94
92
525 provides detailed feedback for If action is indicated in the 90

What is your goal? 75% of students will score students to support their future, the course developer,

80% or more (3 or 4 out of 4 on a 4 point discussion and rationale. department chair, and

scale). When the Critical Assignment assistant dean of curriculum

is due, students have development will review the

satisfactorily implemented that course and make appropriate

feedback. adjustments.

88

2014 SP 2015 SP 2016 SP Average

Master of Business Administration: Specialization in General Management

Performance Measure What is your measurement Current Results Analysis of Results Action Taken or Insert Graphs or Tables of Resulting Trends
instrument or process? Improvement made (3-5 data points preferred)

Measurable goal Do not use grades. What are your current What did you learn from What did you improve or

results? the results? what is your next step?

What is your goal? (Indicate type of instrument)
direct, formative, internal,
comparative

Performance Measure: SLO 8 - Students will Measurement Instrument: Company What is your goal? 75% of Positive outcome indicates After Summer 2014, the

be able to prepare financial transactions and Analysis Project in BUS 539 students will score 3 or 4 out of effective overall instruction. professor rewrote the

interpret performance. assessed using a standardized rubric 4 on a 4 point scale. Students are required to instructions to provide

Measurable Goal: Students will analyze Type of Instrument: Direct, Current Results: Goal met. An develop a complex, additional information and to

financial position and performance to assess Formative, Internal average of 75.1% of students comprehensive analysis of a more thoroughly explain the

organizational needs for effective business scored 3 or 4 out of 4 on a 4 company. In Summer 2014, a expectations and

analysis techniques in BUS 539 points scale. significant number of students requirements of the analysis

What is your goal? 75% of students will score struggled to synthesize the portion of the assignment. As

80% or more (3 or 4 out of 4 on a 4 point data related to the elements of a result, scores improved. In

scale). the detailed and the next redevelopments, the

comprehensive analysis of the course builder will provide

company as a whole. Instead, additional instructions and

students either restated the description related to the

data in narrative form without depth and breadth of the

an analysis or they provided a analysis required in the

simple analysis of each assignment. Examples of a

individual item without simple versus a

developing an integrative comprehensive and

analysis of the company's integrative analysis will be

overall financial performance. provided to help all students

After additional instructions gain a more thorough Analyze Company Financial Condition

were included, performance understanding of the

improved. requirements and 90
80
expectations of the analysis. 70
60
Continue to monitor each time 50
40
course is taught. 30
20
If action is indicated in the 10
0
future, the course developer,

department chair, and

assistant dean of curriculum

development will review the

course and make appropriate

adjustments.

2014 SU 2015 SU 2016 SU Average

Master of Business Administration: Specialization in Accounting

Performance Indicator Standard #4 Measurement and Analysis of Student Learning and Performance

1. Student Learning Results Use this table to supply data for Criterion 4.2. (Figure 4.2 in self-study)

Definition

A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance, third-
party examination, faculty-designed examination, professional performance, licensure examination). Add these to the description of the measurement instrument in column two:
Direct - Assessing student performance by examining samples of student work
Indirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information.
Formative – An assessment conducted during the student’s education.
Summative – An assessment conducted at the end of the student’s education.
Internal – An assessment instrument that was developed within the business unit.
External – An assessment instrument that was developed outside the business unit.
Comparative – Compare results between classes, between online and on ground classes, Between professors, between programs, between campuses, or compare to external results such as results from the U.S.
Department of Education Research and Statistics, or results from a vendor providing comparable data.

Performance Measure What is your measurement Current Results Analysis of Results Action Taken or Insert Graphs or Tables of Resulting Trends
instrument or process? Analysis of Results Improvement made (3-5 data points preferred)

Measurable goal Do not use grades. What are your current What did you learn from What did you improve or Demonstrate Effective Writing Skills

results? the results? what is your next step?

What is your goal? (Indicate type of instrument)

direct, formative, internal,

comparative

Performance Measure: SLO 1 - Students will Measurement Instrument: Audit What is your goal? 75% of Positive outcome indicates Although no action is required

be able to effectively present information orally Risk Analysis Paper in ACC 510 students will score 3 or 4 out of effective instruction. Students at this time, a further look to

and in writing. assessed using a standardized rubric 4 on a 4 point scale. complete numerous minor ensure calibration in the use

Measurable Goal: Students will demonstrate Type of Instrument: Direct, Current Results: Goal met. An writing assignments of the rubric can be 120
100
the ability to present written information in an Formative, Internal average of 100% of students throughout the course leading considered due to the
80
organized, clear and concise manner in ACC scored 3 or 4 out of 4 on a 4 up to this assignment. The consistent 100% outcome. 60
40
510 points scale. professor provides detailed Continue to monitor each time 20
0
What is your goal? 75% of students will score feedback for students to course is taught.

80% or more (3 or 4 out of 4 on a 4 point integrate into future writing If action is indicated in the

scale). assignments to improve and future, the course developer,

polish their writing skills. department chair, and

When the Critical Assignment assistant dean of curriculum

is due, students have development will review the

satisfactorily implemented that course and make appropriate

feedback. adjustments.

2014 FA 2015 FA Average

Performance Measure: SLO 5 - Students will Measurement Instrument: What is your goal? 75% of Positive outcome indicates Although no action is required

be able to apply ethical reasoning and legal Research Paper Pattern #3 in BUS students will score 3 or 4 out of effective instruction. Students at this time, a further look to

principles to guide effective decisions in 525 assessed using a standardized 4 on a 4 point scale. complete similar assignments ensure calibration in the use

business administration and management. rubric Current Results: Goal met. An leading up to this assignment of the rubric can be

Measurable Goal: Students will develop and Type of Instrument: Direct, average of 100% of students where they apply ethical considered due to the Analysis of Legal, Ethical and Biblical Issues

articulate ethical reasoning from a biblical Formative, Internal scored 3 or 4 out of 4 on a 4 reasoning in a variety of consistent 100% outcome.

perspective and apply this reasoning to points scale. situations and real-world Continue to monitor each time 120
100
problem solving and decision making in BUS scenarios. The professor course is taught.
80
525 provides detailed feedback for If action is indicated in the 60
40
What is your goal? 75% of students will score students to support their future, the course developer, 20

80% or more (3 or 4 out of 4 on a 4 point discussion and rationale. department chair, and

scale). When the Critical Assignment assistant dean of curriculum

is due, students have development will review the

satisfactorily implemented that course and make appropriate

feedback. adjustments.

0

2015 SP 2016 SP Average

Master of Business Administration: Specialization in Accounting

Performance Measure What is your measurement Current Results Analysis of Results Action Taken or Insert Graphs or Tables of Resulting Trends
instrument or process? Analysis of Results Improvement made (3-5 data points preferred)

Measurable goal Do not use grades. What are your current What did you learn from What did you improve or Analyze Company Financial Condition

results? the results? what is your next step?

What is your goal? (Indicate type of instrument)

direct, formative, internal,

comparative

Performance Measure: SLO 8 - Students will Measurement Instrument: What is your goal? 75% of Positive outcome indicates The professor will provide

be able to prepare financial transactions and Company Analysis Project in BUS students will score 3 or 4 out of effective overall instruction. additional instructions and

interpret performance. 539 assessed using a standardized 4 on a 4 point scale. Students are required to describing the depth and

Measurable Goal: Students will analyze rubric Current Results: Goal met. An develop a complex, breadth of the analysis

financial position and performance to assess Type of Instrument: Direct, average of 83.8% of students comprehensive analysis of a required in the assignment.

organizational needs for effective business Formative, Internal scored 3 or 4 out of 4 on a 4 company. Some students Examples of a simple versus

analysis techniques in BUS 539 points scale. struggle to synthesize the a comprehensive and

What is your goal? 75% of students will score data related to the elements of integrative analysis will be 85
84.5
80% or more (3 or 4 out of 4 on a 4 point the detailed and provided to help all students
84
scale). comprehensive analysis of the gain a more thorough 83.5

company as a whole. Instead, understanding of the 83
82.5
those students either restate requirements and
82
the data in narrative form expectations of the analysis.

without an analysis or they Continue to monitor each time

provide a simple analysis of course is taught.

each individual item without If action is indicated in the

developing an integrative future, the course developer,

analysis of the company's department chair, and

overall financial performance. assistant dean of curriculum

development will review the

course and make appropriate

adjustments. 2015 SU 2016 SU Average

Master of Science in Accounting

Performance Indicator Standard #4 Measurement and Analysis of Student Learning and Performance

1. Student Learning Results Use this table to supply data for Criterion 4.2. (Figure 4.2 in self-study)

Definition

A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance,
third-party examination, faculty-designed examination, professional performance, licensure examination). Add these to the description of the measurement instrument in column two:
Direct - Assessing student performance by examining samples of student work
Indirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information.
Formative – An assessment conducted during the student’s education.
Summative – An assessment conducted at the end of the student’s education.
Internal – An assessment instrument that was developed within the business unit.
External – An assessment instrument that was developed outside the business unit.
Comparative – Compare results between classes, between online and on ground classes, Between professors, between programs, between campuses, or compare to external results such as results from the U.S.
Department of Education Research and Statistics, or results from a vendor providing comparable data.

Performance Measure What is your measurement Current Results Analysis of Results Action Taken or Insert Graphs or Tables of Resulting Trends
instrument or process? Analysis of Results Improvement made (3-5 data points preferred)

Measurable goal Do not use grades. What are your current What did you learn from What did you improve or

results? the results? what is your next step?

What is your goal? (Indicate type of instrument)

direct, formative, internal,

comparative

Performance Measure: SLO 1 - Students will Measurement Instrument: Audit What is your goal? 75% of Positive outcome indicates Although no action is required

be able to effectively present information orally Risk Analysis Paper in ACC 510 students will score 3 or 4 out of effective instruction. Students at this time, a further look to Demonstrate Effective Writing Skills

and in writing. assessed using a standardized rubric 4 on a 4 point scale. complete numerous minor ensure calibration in the use

Measurable Goal: Students will demonstrate Type of Instrument: Direct, Current Results: Goal met. An writing assignments of the rubric can be 120
100
the ability to present written information in an Formative, Internal average of 100% of students throughout the course leading considered due to the
80
organized, clear and concise manner in ACC scored 3 or 4 out of 4 on a 4 up to this assignment. The consistent 100% outcome. 60
40
510 points scale. professor provides detailed Continue to monitor each time 20
0
What is your goal? 75% of students will score feedback for students to course is taught.

80% or more (3 or 4 out of 4 on a 4 point integrate into future writing If action is indicated in the

scale). assignments to improve and future, the course developer,

polish their writing skills. department chair, and

When the Critical Assignment assistant dean of curriculum

is due, students have development will review the

satisfactorily implemented that course and make appropriate

feedback. adjustments.

2014 FA 2015 FA Average

Performance Measure: SLO 6 - Students will Measurement Instrument: Company What is your goal? 75% of Positive outcome indicates The professor will provide

be able to prepare financial transactions and Analysis Project in BUS 539 students will score 3 or 4 out of effective overall instruction. additional instructions and

interpret performance. assessed using a standardized rubric 4 on a 4 point scale. Students are required to describing the depth and Analyze Company Financial Condition

Measurable Goal: Students will analyze Type of Instrument: Direct, Current Results: Goal met. An develop a complex, breadth of the analysis 85
80
financial position and performance to assess Formative, Internal average of 83.8% of students comprehensive analysis of a required in the assignment.

organizational needs for effective business scored 3 or 4 out of 4 on a 4 company. Some students Examples of a simple versus 2015 SU 2016 SU Average

management and long-term sustainability in points scale. struggle to synthesize the a comprehensive and

BUS 539 data related to the elements of integrative analysis will be

What is your goal? 75% of students will score the detailed and provided to help all students

80% or more (3 or 4 out of 4 on a 4 point comprehensive analysis of the gain a more thorough

scale). company as a whole. Instead, understanding of the

those students either restate requirements and

the data in narrative form expectations of the analysis.

without an analysis or they Continue to monitor each time

provide a simple analysis of course is taught.

each individual item without If action is indicated in the

developing an integrative future, the course developer,

analysis of the company's department chair, and

overall financial performance. assistant dean of curriculum

development will review the

course and make appropriate

adjustments.

Master of Science in Accounting

Performance Measure What is your measurement Current Results Analysis of Results Action Taken or Insert Graphs or Tables of Resulting Trends
instrument or process? Analysis of Results Improvement made (3-5 data points preferred)

Measurable goal Do not use grades. What are your current What did you learn from What did you improve or

results? the results? what is your next step?

What is your goal? (Indicate type of instrument)

direct, formative, internal,

comparative

Performance Measure: SLO 7 - Students will Measurement Instrument: Case What is your goal? 75% of Positive outcome indicates Although no action is required

be able to demonstrate knowledge of ethical Study Analysis students will score 3 or 4 out of effective instruction. Students at this time, a further look to Analysis of Legal, Ethical and Biblical Issues

and legal systems as they relate to the Type of Instrument: Direct, 4 on a 4 point scale. complete writing assignments ensure calibration in the use

accounting profession. Formative, Internal, Comparison Current Results: Goal met. An leading up to this assignment of the rubric can be 120
100
Measurable Goal: Students will develop and between courses average of 100% of students where they analyze ethical considered due to the
80
articulate ethical frameworks and moral scored 3 or 4 out of 4 on a 4 frameworks and moral consistent 100% outcome. 60
40
reasoning and apply them to accounting points scale. reasoning in a variety of Continue to monitor each time 20
0
practices and decision-making in ACC 560 situations and real-world course is taught.

What is your goal? 75% of students will score scenarios. The professor If action is indicated in the

80% or more (3 or 4 out of 4 on a 4 point provides detailed feedback for future, the course developer,

scale). students to support their department chair, and

discussion and rationale. assistant dean of curriculum

When the Critical Assignment development will review the

is due, students have course and make appropriate

satisfactorily implemented that adjustments.

feedback. 2015 SP 2016 SP Average

Standard #6 - Organizational Performance Results, Table 6.1

Complete the following table. Provide three or four examples, reporting what you consider to be the most important data. It is not necessary to provide results for every process.

Table 6.1 Standard 6 - Organizational Performance Results

Organizational Organizational effectiveness results examine attainment of organizational goals. Each business unit must have a systematic reporting mechanism for each business program that charts enrollment

Effectiveness Results patterns, student retention, student academic success, and other characteristics reflecting students' performance.
Key indicators may include: graduation rates, enrollment, improvement in safety, hiring equity, increased use of web-based technologies, use of facilities by community organizations, contributions to

the community, or partnerships, retention rates by program, and what you report to governing boards and administrative units.

Performance Measure What is your measurement Current Results Analysis of Results Action Taken or Insert Graphs or Tables of Resulting Trends
Measurable goal instrument or process? Analysis of Results Improvement made (3-5 data points preferred)
What are your current
(Indicate length of cycle) results? What did you learn from What did you improve or

the results? what is your next step?

What is your goal?
Student Statistics

Enrollment                                Enrollment headcount ‐ Fall semester by  OPS Enrollment: Programs continue to increase  Recruiting and enrollment efforts 

Student recruiting and  semester  As programs gain traction in the  over time in all programs.  OPS  are effective.  Continue to build  OPS Enrollment

enrollment is handled through  marketplace and improve in  exceeded the enrollment goal  our reputation and work toward  2500

the Enrollment Services  reputation, enrollment is growing  by 6 in Fall 2014 (Actual: 1,840;  using advertising to target  2000

department.  Enrollment goals  at an organic and manageable rate.  Goal: 1,834) and by 282 in Fall  specific populations. 1500

are available for the fall  Enrollments dips in the summer  2015 (Actual: 2,019; Goal:  1000

semester.  The enrollment goal  sessions are typically due to factors  1,737). 500

for Fall 2014 was 1,834. The  such as: 1) the traditional timing of  0 Actual
FA 14 SP 15 SU 15 FA 15 SP 16 SU 16 Goal
enrollment goal for Fall 2015  Spring graduation, 2) the 

was 1,737. traditional timing of a fall start 

date for academic programs, 3) 

some students choose to take the 

summer off from school for family 

and vacation purposes

Performance Measure What is your measurement Current Results Analysis of Results Action Taken or Insert Graphs or Tables of Resulting Trends
instrument or process? Analysis of Results Improvement made (3-5 data points preferred)

Measurable goal (Indicate length of cycle) What are your current What did you learn from What did you improve or

results? the results? what is your next step?

What is your goal?

Persistence                               Percent of students that begin taking  OPS Persistence:                                  Since it is traditional to begin a  Faculty complete Retention 

Student persistence is directly  courses in one semester and continue  Persistence rates are high and  program in the fall, those  Alerts in the first three weeks in 

managed through the  their enrollment in coursework in the  healthy for the Division.                      results will be analyzed. FA14  each eight week session for all  OPS Persistence Rates

Enrollment Services department.  next semester (for example, Fall 2014 to  to SP15 Persistence was 86%  students who are identified as  90%

As such, there are only division‐ Spring 2015) for All OPS. FA15 to SP16  being at‐risk for failure. These  88%

wide persistence goals.  While  Persistence was 88% for All  alerts are sent to the students'  86%

persistence is tracked by  OPS.  This is an improvement  Academic Advisors for follow‐up  84%

program, the division does not  over time and exceeded the  and intervention.  Faculty also  82%

set program‐specific persistence  goal of 80%.  Faculty and staff  call or email these students for  80%

goals. The persistence goal of  work diligently to ensure  additional follow‐up and  78%

the OPS division was 80%. student success.                            intervention.                                      76%
FA14‐SP15 SP15‐SU15 SU15‐FA15 FA15‐SP16 SP16‐SU16
Persistence dips in the summer  Continue to monitor persistence 

sessions and recoveries in the  and implement additional 

fall may be due to factors such  interventions if persistence falls  Actual
Goal
as: 1) even though our  below an acceptable level. 

programs run year‐round,  Develop additional interventions 

some students choose to take  as appropriate to promote 

the summer off from school for  student success.

family and vacation purposes 

and 2) with the traditional 

timing of a fall start date for 

academic programs, students 

enrolled in summer sessions 

are intrinsically motivated to 

continue in school from

Retention                                         Percent of students that begin taking  Retention rates are high and  Since it is traditional to begin a  Retention rates are important for 

Student retention is directly  courses in one semester and continue in  healthy for all of the business  program in the fall, those  student success.  Faculty submit  OPS Retention Rates

managed through the  their enrollment in coursework to the  programs. results will be analyzed. FA14  Retention Alerts in in the first  74% SP15‐SP16 SU15‐SU16 FA15‐FA16
72%
Enrollment Services department.  same semester of the next academic year  to FA15 Retention was 66% for  three weeks for each course  70%
68%
As such, there are only division‐ (for example Fall 2014 to Fall 2015). All OPS. FA15 to FA16  every session for students  66%
64%
wide retention goals.  While  Persistence was 70% for All  identified as at‐risk for failure.   62%

retention is tracked by program,  OPS.  While these results did  Faculty and Academic Advisors  Actual
Goal
the division does not set  not meet the goals of 70% and  contact and follow up with 

program‐specific retention  72%, respectively, Retention is  students to provide support in an 

goals.  The retention goal for  improving over time.                    effort to help students succeed.  

Fall 2014 to Fall 2015 was 70%.  Faculty and staff work  This personalized experience 

The retention goal for Fall 2015  diligently to ensure student  helps students feel connected to  FA14‐FA15

Performance Measure What is your measurement Current Results Analysis of Results Action Taken or Insert Graphs or Tables of Resulting Trends
instrument or process? Analysis of Results Improvement made (3-5 data points preferred)

Measurable goal (Indicate length of cycle) What are your current What did you learn from What did you improve or
results?
the results? what is your next step?

What is your goal?

Graduation                                       Students who began attending courses in  Graduation rates are congruent  In general, the seems to data  OPS is a relatively young division 

The graduation rate is directly  a particular semester who have gone on  with the Division as a whole and  indicate that graduation rates  (less than 6 years old).  Many of  OPS Graduation Rates

managed through the  to graduate by the end of the Spring  can be viewed in the Graduation  are decreasing over time.  This  the programs are new and will  70% FA13 SP14 FA14 SP15

Enrollment Services department.  2016 semester.   Rate graph. may not indicate a lack of  require time to grow and mature 

The graduation rate goal was  success but may instead be  to appropriately evaluate  60%

50%.  The graduation rates  attributed to continued  graduation rates.                              
enrollment. There may be  Continue to monitor graduation  50%
reported here are for students 

that began coursework in a  some students that are still  rates and implement additional  40%
enrolled in the programs and  interventions if graduation rates 
specifically identified semester  Actual
Goal
(FA13, for example) who have  have not graduated yet.  This is  falls below an acceptable level.   30%

since graduated. supported by the high 
persistence and retention rates 
20%

shown throughout all  10%
programs.

0%

Performance Measure What is your measurement Current Results Analysis of Results Action Taken or Insert Graphs or Tables of Resulting Trends
Measurable goal instrument or process? Analysis of Results Improvement made (3-5 data points preferred)
What are your current
(Indicate length of cycle) results? What did you learn from What did you improve or

The MOU's initiated or renewed  the results? what is your next step?
each year exceeded the set goals.
What is your goal?

MOUs

MOUs are established to partner  Number of MOUs initiated or renewed  The goal has been exceeded  Continue to develop, build, and 

with businesses and  between 2013‐14 and 2015‐16. each year.  Dean of Enrollment  foster relationships with business  MOUs Initiated or Renewed by Year

organizations to provide  and the executive level within  and organizations on a local,  35
30
valuable learning experiences for  academics works hard  regional, and national level. 25
20
their employees. The goal was  continues to seek out new 

to initiate 10 or more MOUs per  partnerships.

year. Actual
Goal
15

10

5

0

2013‐14 2014‐15 2015‐16

The goal for total number of  Total Number of MOUs between 2013‐14  Each year, the total number of  While OPS did not meet the  Continue to develop, build, and  Total MOUs in Place

MOUs was 55 in 2013‐14, 75 in  and 2015‐16. MOU partnerships increases goals for total number of  foster relationships with business 

2014‐2015, and 100 in 2015‐16. MOUs each year, significant  and organizations on a local,  120
100
progress is being made toward  regional, and national level.
80
those goals.  The Dean of  60
40
Enrollment and the executive  20

level within academics meet 

frequently with potential  Actual
Goal
partners to discuss these 

relationships and the potential 

benefits to those organizations 

and their employees over time.

0

2013‐14 2014‐15 2015‐16

Performance Measure What is your measurement Current Results Analysis of Results Action Taken or Insert Graphs or Tables of Resulting Trends
Measurable goal instrument or process? Analysis of Results Improvement made (3-5 data points preferred)
What are your current
(Indicate length of cycle) results? What did you learn from What did you improve or

the results? what is your next step?

What is your goal? MOU‐related enrollment is  Continue to develop, build, and 
growing for OPS. There was a 
The goal for enrollment is to  MOU enrollment each year change in enrollment in 2014‐15  The change in MOU enrollment  foster relationships with business 
grow MOU‐related enrollment  with a significant increase in 2015‐ in 2014‐15 can be attributed to  and organizations on a local, 
by 10% per year. 16.

the completion of a large  regional, and national level.  As  OPS Enrollment Related to MOUs

cohort at the County of  the number of MOUs and MOU‐ 600
500
Riverside.  Subsequent MOUs  related enrollments increase,  400
with various organizations have  growth goals will be reevaluated. 300
200
been signed and are in effect  100

which replaced and grew the  0

enrollment in 2015‐16.  The  Actual
Goal
overall increase in students 

enrolled in programs under 

MOUs each year provides 

evidence that these 

relationships yield positive 

results by offering programs 

that are relevant to employers  2013‐14 2014‐15 2015‐16

and students.


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