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.