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Program Outcomes Assessment
Program AAS General Business Degree
Department Business & Industry
College/School KPC
Academic Years AY2010
Program Contact Ray Zagorski (ifrz@uaa.alaska.edu - Kenai River Campus); Stephen Gillon (ifsjg@uaa.alaska.edu - Kachemak Bay Campus)
Assessment Coordinator Debbie Sonberg (ifdgs@uaa.alaska.edu)
TABLE 1
PROGRAM MISSION AND CONTEXT
Green sheet tabs are current year report data.
Red sheet tabs are prior year or miscellaneous in-house data.
Program Mission
The mission of the General Business program is to provide excellent educational opportunities in general business to position our
students to succeed via employment, attainment of an Associates of Applied Sciences degree, or in building a Bachelors degree
base; we serve our students (both returning adults and traditionally-aged learners) by providing a range of business courses, service
learning and internship opportunities.
Program Context and General Comments
This report is based on KPC's AAS General Business AY10 Assessment Plan
Outcomes were changed between AY08 & AY09. This year's report is based on the newest outcomes.
Trends will be reflected for two years, but older data is still included for appropriate comparisons.
Since outcomes changed last year, there were no recommendation brought forward other than those mentioned by the reviewing
committee. As much of those as possible have been included in the new assessment plan and report.
Plan rewritten Fall 09 and updated in Spring 2010 to reflect the new data collection cover sheet process. The General Business
program is offered at both the Kenai River Campus and the Kachemak Bay Campus.
Location of Published Outcomes
Right now, KPC keeps all of its outcomes in one site at the top of the academics degree programs page. Starting in Spring of 2010
with the redesign of the KPC Web site, each program's outcomes will be on individual program's Web pages.
Submitted July 15, 2010 b2987697-92f9-41df-aee7-1ad7aa593893.xlsx Mission & Context
Program Outcomes Assessment
Program AAS General Business Degree
Department Business & Industry
College/School KPC
Academic Years AY2010
Program Contact Ray Zagorski (ifrz@uaa.alaska.edu - Kenai River Campus); Stephen Gillon (ifsjg@uaa.alaska.edu - Kachemak Bay Campus)
Assessment Coordinator Debbie Sonberg (ifdgs@uaa.alaska.edu)
TABLE 2
PROGRAM OUTCOMES ASSESSMENT RESULTS
Current
Measures 5 Year Trend Data
Year
ACCT A101 & A102 --
Concepts in Business
reports for data from
CIOS A260A Service
previous outcomes
Weighted Average
CIS A110 Computer
MS Excel & Access
Learning Reflection
See past years'
Statement of Cash
CIOS A260A Final
automatically)
BA 260 Marketing
Midterm Exam #3
Oral Presentation
Business Service
(Calculates
BA A151 Intro to
BA A151 Intro to
2008-2009
Sample size for
Sample size for
Sample size for
Sample size for
Sample size for
Sample size for
Sample size for
Sample size for
Sample size for
BA A166 Small
Business Plan
Management
CIOS A260A
Final Report
Business
Business
Business
measure
measure
measure
measure
measure
measure
measure
measure
measure
Portfolio
Exams
Paper
Flow
Plan
Upon completion of the program, students Grade B B C+ B B+ B
will be able to demonstrate proficiency in the
1 Value 3.28 16 3.28 43 2.50 15 3.20 15 3.50 3.25
application of financial and managerial theory
and practice. Weight 0.50 1.00 1.00 1.00
Upon completion of this program, students Grade C+ B B- B+
will be able to describe the fundamental
2 Value 2.50 15 3.28 6 2.89 3.47
concepts of marketing elements and
marketing strategy. Weight 1.00 1.00
Grade B C+ A- B B+ B+ B+ B+ B+
Upon the completion of the program,
3 students will be able to communicate Value 3.28 16 2.50 15 3.88 8 3.28 6 3.55 20 3.62 15 3.42 16 3.62 3.47
effectively in oral (3A) and written (3B) form.
Weight 0.50 1.00 1.00 1.00 1.00 1.00 1.00
Blank and shaded = Does not measure this published outcome.
Weights: 0.5 = Measure gives anecdotal or indirect indication of published outcome, or has a limited sample size.
1 = Measure provides direct, reliable information on the published outcome.
Submitted July 15, 2010 b2987697-92f9-41df-aee7-1ad7aa593893.xlsx Outc Results AY10
Program Outcomes Assessment Discussion
Program AAS General Business Degree
Department Business & Industry
College/School KPC
Academic Years AY2010
Program Contact Ray Zagorski (ifrz@uaa.alaska.edu - Kenai River Campus); Stephen Gillon (ifsjg@uaa.alaska.edu - Kachemak Bay Campus)
Assessment Coordinator Debbie Sonberg (ifdgs@uaa.alaska.edu)
TABLE 3
ANALYSIS OF OUTCOME ASSESSMENT RESULTS
Note: Alternatively, an electronic word-processing document compatible with MS Word may be substituted for this table.
Outcome Result Explanation of the Results
Outcomes and results automatically fill in from the previous tab.
CIS A110 Computer Concepts in Business: Excel and Access exam scores are included in this assessment outcome. CIS A110 is a degree requirement and covers both Excel
and Access spreadsheets/database, concepts as well as other software applications, with a focus on solving business problems. The CIS A110 course supports several
programs and the scores presented are an aggregate for the class, not separated by program. The average score for all students in CIS A110 on Excel and Access (4) exams
was 85%, with a low of 38% and a high of 104% (extra credit for exemplary work and extras). The lowest scores were from students for whom shift work or other
circumstances prevented them from attending class regularly. It is unknown as to whether any of the low scores actually represent business students, some of the
Upon completion of the exemplary scores were from business students.
program, students will be
able to demonstrate ACCT A101 & A102 Principles of Accounting I & II: Both courses presented statements of cash flows for the assessment data (Fall 2009 & Spring 2010). ACCT A101 showed
1 proficiency in the application
B
16 successful and 4 unsuccessful assessments, ACCT A102 showed 12 successful and 1 unsuccessful assessment, with 75% being a successful score. No further grade
of financial and managerial breakdowns were provided.
theory and practice.
BA A151 Intro to Business: Used Midterm Exam #3 for assessment. Eight students were assessed with seven successful (70% or above) and one unsuccessful (at 69%). The
average score was 80% with a high of 95% and a low of 69%.
BA A166 Small Business Management: Assessment project was a Business Plan showing 11 successful and 4 unsuccessful assessments. Grade breakdowns were not
provided for this course.
Upon completion of this
program, students will be BA A166 Small Business Management: The Busines plan project was used to assess Outcome #2 (marketing principles), with the same results as outcome 1 above.
able to describe the
2 fundamental concepts of
B+
BA A260 Marketing: A Marketing Plan was used for this assessment. Class count was seven: six were assessed; four were successful with 25 out of 25 points, and two were
marketing elements and unsuccessful with 13 points and 10 points. The class average of the six assessed was 82%
marketing strategy.
CIS A110: Excel and Access exam scores are included in this assessment outcome. CIS A110 is a degree requirement and covers both Excel and Access
spreadsheets/database, concepts as well as other software applications, with a focus on solving business problems. The CIS A110 course supports several programs and the
scores presented are an aggregate for the class, not separated by program. The average score for all students in CIS A110 on Excel and Access (4) exams was 85%, with a
low of 38% and a high of 104% (extra credit for exemplary work and extras). The lowest scores were from students for whom shift work or other circumstances prevented
them from attending class regularly. It is unknown as to whether any of the low scores actually represent business students, some of the exemplary scores were from
business students.
BA A166 Small Business Managment: Used the same assessment data as listed in Outcome #1 above, focusing on oral and written communication skills.
Upon the completion of the
BA A151 Intro to Business: Used three oral presentation assignments totalling 100 points. Eight students were assessed and all eight were successful. The high score was
program, students will be
100% and the low score was 83% with a class average of 96.88%.
3 able to communicate B+
effectively in oral (3A) and
CIOS A260A Business Communicatons -- Students performed several major projects that demonstrated their skills in business communication, from simple emails, memos,
written (3B) form.
and letters, to complex community projects, reflection papers, a final paper that was to be a "business service" idea that they could take into the future with them, and a
culminating PDF portfolio of best work throughout the semester. All of these projects required extensive interaction with classmates and community members -- it was a
very interactive class. Students even participated in deciding which documents should be included in a PDF portfolio, ideas for asthetic presentation, and what components
should be included in a service learning reflection paper. Students shared their work for other students to comment, edit, etc. Several reflection papers were shared with
the Caring for the Kenai service learning coordinators and used in CFK's year-end evaluation process. The class far exceeded my expectations as an instructor, as well as the
expectations of our community partner. Low or missing grades were primarily due to students who had other life priorities and could not complete all of the assignments.
Two very active/interactive students took incompletes in order to be able to finish some final projects with the quality work they are capable of presenting. Although the
actual collected assessment data is not included in these reports, I highly recommend reading the service learning reflection papers. They can be requested by email to
ifdgs@kpc.alaska.edu. Some mid-semester comments are included below.
Comments from students in CIOS A260A regarding their service learning experience (part way through the project)
It was a good experience to come across new ideas. There was some real creativity in some of the projects and some practical discoveries. There is an organic pesticide that can be used on spruce bark beetles and a
liquid filled with microbes that eat oil that can be put into your boat’s bilge water to remove oil.
------------------------------------------------------------------
I did enjoy reading some of the semi-finalist papers. I got to read one, in particular, that was very well written, the idea was well thought out, and the research was very extensive. I actually found myself getting
excited about the idea they were proposing, wind turbines in Ninilchik. I myself am interested in alternative sources of energy, so I was happy to see that some young people out there are considering the possibility
of and need for this sort of technology. I must say, I had a hard time limiting my comments to only a couple of sentences. I wish my schedule last week would have provided me with more time to read and comment
on papers. I wonder if there is anything else they (CFK) need help with, photography, design work? I would like to help more. Thanks for this opportunity, Debbie.
------------------------------------------------------------------
I have really enjoyed writing the CFK feedback/comments. It has been fun and very interesting. I think everyone enjoyed doing it and will probably have stories for you on Thursday. I was surprised how many entries
there were on the same subject. There were several that I really liked. One, however, was a young lady that wanted to put together a web site for kids to learn about the environment by playing games and what
they can do about it. teach them about recycling. I thought that this was very original and encouraged her to try this and maybe even run a contest or something.
------------------------------------------------------------------
There was quite a variation in the quality of the entries.
I wondered how old a couple of the entrants were.
At the other end of the spectrum, I could not understand why the best entry I read did not win. This entry was wonderfully written, with a great opening. The project had already been completed including a printed
booklet, a flyer and an electronic version on the borough's website.
Several student's impressed me with their writing skills.
I had a few good chuckles and had to resist the impulse to criticize when the students were lazy.
------------------------------------------------------------------
We have a full class on March 24, and everybody was working hard.
Merrill Sikorski stopped to see how we are doing. Some students had a couple questions for him.
I had a lot of papers on how to keep Kenai River clean, be safe on the road (Moose), and how to protect people from Bears but not kill them.
I think It is a great experience for me to learn more about Kenai Peninsula and what is going on in life generally.
------------------------------------------------------------------
I enjoyed this project more than I expected. I was a little nervous about the whole idea of it but it was actually enjoyable. I had few entries that I learned from and encouraged them to put more into it for next year.
The readings went well and when I left yesterday there were only a few left.
Submitted July 15, 2010 b2987697-92f9-41df-aee7-1ad7aa593893.xlsx Outc Analysis AY10
Program Improvement Recommendations Based on Assessment
Program AAS General Business Degree
Department Business & Industry
College/School KPC
Academic Years AY2010
Program Contact Ray Zagorski (ifrz@uaa.alaska.edu - Kenai River Campus); Stephen Gillon (ifsjg@uaa.alaska.edu - Kachemak Bay Campus)
Assessment Coordinator Debbie Sonberg (ifdgs@uaa.alaska.edu)
TABLE 4
PROGRAM IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT RESULTS: CURRENT YEAR
Recommendation Outcome(s) Rationale for the Recommendation Resource Implications Action Taken in AY10
The program is running smoothly, and there are no specific recommendations at this time.
For all KPC distance classes,
each enrolled student receives
Program faculty teaching distance courses noted the importance of instructional
a letter with specific
design assistance they had received and the occasional difficulties with Blackboard
instructions and guidance,
technology. They also reflected on the high attrition rate in some distance courses
often including a note from the
but they did not come up with a recommendation.
faculty member. This began
Spring 2010.
The Assistant Director for Academic Affairs plans to meet with all program faculty in the fall
of 2010 to review the various programs' outcomes analyses and may revise the analyses or
recommendations at that time.
See sheet tab labeled "Recs 08-09"
Outcomes were reevaluated and courses to meet those outcomes were updated in the
column labeled "Actions Taken in AY10"
AY10 assessment plan . (See last appendix in plan)
for more details.
Several BUS/ACCT/CIS courses were updated in AY 2010
TABLE 5
ASSESSMENT PROCESS IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT RESULTS: CURRENT YEAR
Recommendation Outcome(s) Rationale for the Recommendation Resource Implications
See sheet tab labeled "Recs 08-09"
The process of data collection with cover sheets was also added to the AY10 assessment
ALL column labeled "Actions Taken in AY10"
plan. (see "Assessment Process Introduction" in the assessment plan.
for more details.
Discuss with program faculty how to handle nonsubmissions and withdrawals, in terms of
outcome results grades. They could be included in the overall averages and results or they
Need to understand role and effect of
could just be comments on the analysis sheet. Consistency within the department would be all
the 'absent'
helpful for interpreting and comparing sections and years.
See S09 ENGL A212 (Christian) Technical Writing Letter of App & Resume as an example.
Please review "Actions Taken in AY10" on the sheet tab for previous year recommendations for progress that may have
been made to those recommendations.
Submitted July 15, 2010 b2987697-92f9-41df-aee7-1ad7aa593893.xlsx Recs AY10
Values by Tool Year Average
Grade Table Grade Table
0 F A 4
0.3 F+ A- 3.7
0.7 D- B 3
1 D B- 2.7
1.3 D+ B+ 3.3
1.7 C- C 2
2 C C- 1.7
2.3 C+ C+ 2.3
2.7 B- D 1
3 B D- 0.7
3.3 B+ D+ 1.3
3.7 A- F 0
4 A F+ 0.3
NG NG
Submitted Month/Day/Year b2987697-92f9-41df-aee7-1ad7aa593893.xlsx Grade Table
Program Outcomes Assessment
Program AAS General Business Degree
Department Business & Industry
College/School KPC
Academic Years 2008/2009
Program Contact Ray Zagorski (ifrz@uaa.alaska.edu - Kenai River Campus); Stephen Gillon (ifsjg@uaa.alaska.edu - Kachemak Bay Campus)
Assessment Coordinator Debbie Sonberg (ifdgs@uaa.alaska.edu)
TABLE 2
PROGRAM OUTCOMES ASSESSMENT RESULTS
Current
Measures 5 Year Trend Data
Year
Financial Accounting I
Reviews, Case Brief,
S09 BA A151 Intro to
overall course grade
overall course grade
overall course grade
Computer Concepts
Computer Concepts
S09 BA/JUST A241
Access HO#4 Final
F08 BA A166 Small
Weighted Average
MS Excel #2 Final
Grade included in
Grade included in
Grade included in
S09 CIOS A150A
Fundamentals of
F08 ACCT A101
assignments on
Prep of Balance
Business Law I
Sample size for
Sample size for
Sample size for
Sample size for
Sample size for
Sample size for
Sample size for
Sample size for
selected topics
Quizzes, Case
Weekly writing
Business Plan
Business Plan
S09 CIS A110
S09 CIS A110
automatically)
S09 BA A231
Management
Final Project
Supervision
in Business
in Business
(Calculates
2003/2004
2004/2005
2005/2006
2006/2007
2007/2008
Business
Business
measure
measure
measure
measure
measure
measure
measure
measure
Exams
Sheet
PPT
ProgramObjectives/Outcome
Upon completion of the program, students Grade B B+ B NG B+ B B
will be able to demonstrate proficiency in the
1 Value 3.06 14 3.48 16 3.00 8 15 3.47 12 3.00 15 3.25
application of financial and managerial theory
and practice. Weight 1.00 1.00 1.00 1.00 1.00 0.50
Published
Upon completion of this program, students Grade B+ B+
will be able to describe the fundamental
2 12
s
Value 3.47 3.47
concepts of marketing elements and
marketing strategy. Weight 1.00
Grade B+ A- B B+
Upon the completion of the program,
3 students will be able to communicate Value 3.47 12 3.92 14 3.16 10 3.47
effectively in oral (3A) and written (3B) form.
Weight 1.00 1.00 0.50
Blank and shaded = Does not measure this published outcome.
Weights: 0.5 = Measure gives anecdotal or indirect indication of published outcome, or has a limited sample size.
1 = Measure provides direct, reliable information on the published outcome.
Submitted July 31, 2009 b2987697-92f9-41df-aee7-1ad7aa593893.xlsx Outc Results 08-09
Program Outcomes Assessment Discussion
Program AAS General Business Degree
Department Business & Industry
College/School KPC
Academic Years 2008/2009
Program Contact Ray Zagorski (ifrz@uaa.alaska.edu - Kenai River Campus); Stephen Gillon (ifsjg@uaa.alaska.edu - Kachemak Bay Campus)
Assessment Coordinator Debbie Sonberg (ifdgs@uaa.alaska.edu)
TABLE 3
ANALYSIS OF OUTCOME ASSESSMENT RESULTS
Note: Alternatively, an electronic word-processing document compatible with MS Word may be substituted for this table.
Outcome Result Explanation of the Results
Outcomes and results automatically fill in from the previous tab.
Upon completion of the
program, students will be
Many projects were combined into one assessment sheet. It is difficult to make recommendations or analyses on specific parts of a course when this is
1 able to demonstrate B
done. Next year work on separating projects to their own cover sheets and include more specific comments.
proficiency in the
application of financial and
managerial theory this
Upon completion ofand
program, students will be Many projects were combined into one assessment sheet. It is difficult to make recommendations or analyses on specific parts of a course when this is
2 able to describe the B+ done. Next year work on separating projects to their own cover sheets and include more specific comments. Plan more projects for evaluating specific
fundamental concepts of outcomes and list them individually (not as a group).
marketing elements and
marketing strategy.
Upon the completion of the
program, students will be Many projects were combined into one assessment sheet. It is difficult to make recommendations or analyses on specific parts of a course when this is
3 able to communicate B+ done. Next year work on separating projects to their own cover sheets and include more specific comments. Plan more projects for evaluating specific
effectively in oral (3A) and outcomes and list them individually (not as a group).
written (3B) form.
Submitted July 31, 2009 b2987697-92f9-41df-aee7-1ad7aa593893.xlsx Outc Analysis 08-09
Program Improvement Recommendations Based on Assessment
Program AAS General Business Degree
Department Business & Industry
College/School KPC
Academic Years 2008/2009
Program Contact Ray Zagorski (ifrz@uaa.alaska.edu - Kenai River Campus); Stephen Gillon (ifsjg@uaa.alaska.edu - Kachemak Bay Campus)
Assessment Coordinator Debbie Sonberg (ifdgs@uaa.alaska.edu)
TABLE 4
PROGRAM IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT RESULTS: CURRENT YEAR
Rationale for the
Recommendation Outcome(s) Resource Implications Actions taken in AY 10
Recommendation
BA A151 was taught online for the first time this semester.
1,2,3 (not supplied by faculty member)
It will be redesigned before delivery in the fall of 09
All instructors chose specific
activities for assessment
purposes and matched those
activities to specific
Choose specific activities to assess separately from overall course grades. 1,2,3 outcomes. More grade detail
and analysis is needed in
most cases, but this was a
great step in the right
direction.
TABLE 5
ASSESSMENT PROCESS IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT RESULTS: CURRENT YEAR
Rationale for the
Recommendation Outcome(s) Resource Implications Actions taken in AY 10
Recommendation
Steps were taken to provide
If many projects were combined into one assessment sheet. It is difficult to make recommendations or separate cover sheets when
analyses on specific parts of a course when this is done. Next year work on separating projects to their the same project was used for
own cover sheets and include more specific comments. Plan more projects for evaluating specific more than one outcome, but
outcomes and list them individually (not as a group). not all instructors provided
specific grade detail for
analysis.
The outcomes were simplified
into three main outcomes.
The entire plan was rewritten
and the process is much
The previous plan was too complex. The new plan was written in Fall 08 to provide more direct simpler. More work needs to
assessment measures and improve analysis. be done in implementing to
process to provide better
analysis, but great effort was
made in the overall plan and
process.
Submitted July 31, 2009 b2987697-92f9-41df-aee7-1ad7aa593893.xlsx Recs 08-09
All instructors chose specific
activities for assessment
purposes and matched those
activities to specific
Need to make sure measures are not only summarized into overall course grades. outcomes. More grade detail
and analysis is needed in
most cases, but this was a
great step in the right
direction.
Submitted July 31, 2009 b2987697-92f9-41df-aee7-1ad7aa593893.xlsx Recs 08-09
Program Outcomes Assessment
Program AAS General Business Degree
Department Business & Industry
College/School KPC
Academic Years 2007/2008
Program Contact Ray Zagorski (ifrz@uaa.alaska.edu - Kenai River Campus); Stephen Gillon (ifsjg@uaa.alaska.edu - Kachemak Bay Campus)
Assessment Coordinator Debbie Sonberg (ifdgs@uaa.alaska.edu)
Outcomes Indicators (see analysis sheet for sample sizes) Curren 5 Year Trend Data
TABLE 1B t Year
(new program - 1st cycle)
ACCT 222 Computerized
CIOS A260A Bus Comm
Service Learning Project
Marketing Presentations
Weighted Average
Final Business Service
CIOS A260A Business
PROGRAM
Concepts in Business
(indirect assessment)
(in place of BA 260)
CIS 110 - Computer
(direct assessment)
(direct assessment)
(direct assessment)
Projects 9.1 & 10.1
2006-2007
OUTCOMES
Communications
Report (not SL)
ASSESSMENT
Grade Data
Accounting
BA A343
RESULTS
Grade Table
Grade B B+ B+ B A 4 0 F
describe and utilize the major components of
1 Value 3.00 3.44 3.29 3.07 A- 3.7 0.2 F+
the accounting information system
Weight 0.50 1.00 B 3 0.7 D-
Grade B+ B+ B+ B B- 2.7 0.9 D
identify and analyze internal control problems
2 and make recommendations for safeguarding Value 3.30 3.44 3.39 3.00 B+ 3.3 1.2 D+
the assets of a business…
Weight 0.50 1.00 C 2 1.6 C-
apply the fundamentals of absorption costing Grade B+ B+ B C- 1.7 1.9 C
and cost behavior...; contribution
3 margin/breakeven analysis, budgeting and Value 3.30 3.30 3.00 C+ 2.3 2.2 C+
http://www.kpc.alaska.edu/pdf/Outcomes%20Lists%20AY06%20_2_.pdf
variance analysis and relevant cost/revenues for
decisions. Weight 0.50 D 1 2.6 B-
Grade B+ B+ A- D- 0.7 2.9 B
apply economic theory to decision-making and
the analysis of a variety of private and public
4 Value 3.30 3.30 3.77 D+ 1.3 3.2 B+
policy concerns using basic economic concepts
and analytical tools
Weight 0.50 F 0 3.6 A-
Grade B A B+ B+ B+ B+ B+ B+ F+ 0.3 3.9 A
collect, summarize, disburse, and use various
Program Outcomes
5 forms of information to aid in the running of a Value 3.00 4.00 3.44 3.50 3.50 3.50 3.53 3.25 NG NG
business
Weight 0.50 1.00 1.00 1.00 1.00 1.00
Grade B A A- B
use marketing fundamentals from product
6 development, pricing strategies, promotional Value 3.00 4.00 3.67 3.00
strategies, and distribution strategies
Weight 0.50 1.00
identify and apply elements of contract, tort, Grade B+ A A- B+ D- 0.7 2.9 B
agency, property law, partnerships,
7 corporations, UCC sales and secured Value 3.30 4.00 3.77 3.25 D+ 1.3 3.2 B+
transactions, banking and professional liability
law Weight 0.50 1.00 F 0 3.6 A-
Grade B+ B+ B+ B+ B+ B+ B+ F+ 0.3 3.9 A
use word processing, spreadsheet, database,
presentation graphics, and the internet browser
8 Value 3.30 3.44 3.50 3.50 3.50 3.46 3.27 NG NG
software to solve complex business issues and
report and display these solutions
Weight 0.50 1.00 1.00 1.00 1.00
Grade C+ B+ B+ B+ B+ B+
communicate effectively and function on multi-
9 Value 2.30 3.50 3.50 3.50 3.33 3.25
disciplinary teams
Weight 0.50 1.00 1.00 1.00
Grade B+ A B+ B+ B+ B+ B+ A-
identify, formulate, and solve business
10 Value 3.30 4.00 3.44 3.50 3.50 3.50 3.56 3.80
problems
Weight 0.50 1.00 1.00 1.00 1.00 1.00
B+ B+
3.46 3.26
Blank and shaded = Tool does not measure this published outcome or tool not used this cycle.
Weights: 0.5 = Tool gives anecdotal indication of published outcome.
1 = Tool is a good measure of the published outcome
C:\Docstoc\Working\pdf\b2987697-92f9-41df-aee7-1ad7aa593893.xlsx
Program Outcomes Assessment Discussion
Program AAS General Business Degree
Department Business & Industry
College/School KPC
Academic Year 2007/2008
Assessment Coordinator Ray Zagorski (ifrz@uaa.alaska.edu - Kenai River Campus); Stephen Gillon (ifsjg@uaa.alaska.edu - Kachemak Bay Campus)
TABLE 2B
ANALYSIS OF OUTCOME ASSESSMENT RESULTS
Outcome Result Explanation of the Results
More analysis will be provided when the collected data has been submitted to the assessment
coordinator and added to this report (fall of 2008).
ACCT 101: 26 students total. GPA for Kenai River Campus was 2.5 in the fall and 1.7 (3.2 not counting the 5 F's) in the spring.
Kachemak Bay Campus had a 3.6 in the spring. This could be due to KRC not having a full-time accounting professor this year--
he retired and KRC has had two failed searches to fill that position. More consistent results and perhaps better coordination
between instructors are expected once a full-time accounting professor is hired.
ACCT 222 - Computerized Accounting: This is an elective course, but one that most students in this area consider essential to
describe and utilize the major
small business success. This course was originally assigned to the full-time accounting professor. Once he retired, rather than
################# components of the accounting B+
cancelling the course, it was taken over as a hybrid self-study course by a CIOS professor who has extensive computerized
information system
accounting experience in order for three graduating General Business students to complete their planned, relevant course work.
These three students earned an average of 98% on their first comprehensive project, but dropped to 73% on their last
comprehensive project. The students were given the opportunity to correct and resubmit their work, but two of the three chose
to keep the semester grade they had already earned rather than spend additonal time on this last project. One student earned
an "A" for the course, and the other two earned "B's."
ACCT 101: 26 students total. GPA for Kenai River Campus was 2.5 in the fall and 1.7 (3.2 not counting the 5 F's) in the spring.
Kachemak Bay Campus had a 3.6 in the spring. This could be due to KRC not having a full-time accounting professor this year--
he retired and KRC has had two failed searches to fill that position. More consistent results and perhaps better coordination
between instructors are expected once a full-time accounting professor is hired.
identify and analyze internal control ACCT 222 - Computerized Accounting: This is an elective course, but one that most students in this area consider essential to
problems and make small business success. This course was originally assigned to the full-time accounting professor. Once he retired, rather than
################# B+
recommendations for safeguarding cancelling the course, it was taken over as a hybrid self-study course by a CIOS professor who has extensive computerized
the assets of a business… accounting experience in order for three graduating General Business students to complete their planned, relevant course work.
These three students earned an average of 98% on their first comprehensive project, but dropped to 73% on their last
comprehensive project. The students were given the opportunity to correct and resubmit their work, but two of the three chose
to keep the semester grade they had already earned rather than spend additonal time on this last project. One student earned
an "A" for the course, and the other two earned "B's.
apply the fundamentals of absorption
costing and cost behavior...;
contribution margin/breakeven
################# B+ This result is solely based on grade data at this time.
analysis, budgeting and variance
analysis and relevant cost/revenues
for decisions.
apply economic theory to decision-
making and the analysis of a variety
################# of private and public policy concerns B+ This result is solely based on grade data at this time.
using basic economic concepts and
analytical tools
ACCT 222 - Computerized Accounting: This is an elective course, but one that most students in this area consider essential to small
business success. This course was originally assigned to the full-time accounting professor. Once he retired, rather than cancelling the
course, it was taken over as a hybrid self-study course by a CIOS professor who has extensive computerized accounting experience in
order for three graduating General Business students to complete their planned, relevant course work. These three students earned an
average of 98% on their first comprehensive project, but dropped to 73% on their last comprehensive project. The students were given the
opportunity to correct and resubmit their work, but two of the three chose to keep the semester grade they had already earned rather than
spend additonal time on this last project. One student earned an "A" for the course, and the other two earned "B's.
BA 343 Marketing: Students submitted excellent marketing projects. Most of the marketing projects result in real business experiences
and are considered confidential by the students who submit them. A sampling is available from the professor upon request.
CIOS A260A Business Communications: Business Service Project. The students prepared a written and oral report on a business
"service" idea that they could take into life/work with them after this class and after graduation. One student took an incomplete due to
collect, summarize, disburse, and use
health issues. Another student with health issues chose to complete the coursework, but plagiarized the final report. Project ideas
################# various forms of information to aid in B+
included "The Alaska Senior Appreciation (ASAP) Program" (providing assistance to senior citizens in housekeeping, yard work, and
the running of a business maintenance); "Rainbows Beginning Detoxification Center"; "Local Childcare Assistance for Nova Gold"; "Get Hooked on Jumpstart at
KPC" (assistance program for senior high school students of Kenai Alternative High School to attend Kenai Peninsula College); "Teen
Scene" (teen center activities for Soldotna); "Willie Boat fundraiser to Soldotna Little League"; all of these are projects that students can
continue to work on in the future -- most fully intend to do so.
CIS A110 - Computer Concepts in Business: Although this course is a requirement for this degree, the degree is new and many students
have not taken the course yet. During the spring semester, only one general business student and one accounting student enrolled in this
course. One earned an A, the other a B. All other students in this course were in other degree programs (such as computer electronics,
industrial process instrumentation, and process technology). The general business student received an A on every assignment and every
exam. She had the benefit of having worked in a business [a job she got as a result of an internship a couple of years ago] and was able
to directly apply what she was learning to what she was doing at her job. She used a Macintosh at work, but was able to convert concepts
from our PC/Windows environment to similar programs on the Mac. A conceptual learning experince we hope for in all our courses.
BA 343 Marketing: Students submitted excellent marketing projects. Most of the marketing projects result in real business
experiences and are considered confidential by the students who submit them. A sampling is available from the professor upon
request.
CIOS A260A Business Communications: Business Service Project. The students prepared a written and oral report on a
use marketing fundamentals from
business "service" idea that they could take into life/work with them after this class and after graduation. One student took an
product development, pricing
################# A- incomplete due to health issues. Another student with health issues chose to complete the coursework, but plagiarized the final
strategies, promotional strategies,
report. Project ideas included "The Alaska Senior Appreciation (ASAP) Program" (providing assistance to senior citizens in
and distribution strategies
housekeeping, yard work, and maintenance); "Rainbows Beginning Detoxification Center"; "Local Childcare Assistance for Nova
Gold"; "Get Hooked on Jumpstart at KPC" (assistance program for senior high school students of Kenai Alternative High
School to attend Kenai Peninsula College); "Teen Scene" (teen center activities for Soldotna); "Willie Boat fundraiser to
Soldotna Little League"; all of these are projects that students can continue to work on in the future -- most fully intend to do so.
BA 343 Marketing: Students submitted excellent marketing projects. Most of the marketing projects result in real business
experiences and are considered confidential by the students who submit them. A sampling is available from the professor upon
request.
identify and apply elements of CIOS A260A Business Communications: Business Service Project. The students prepared a written and oral report on a
contract, tort, agency, property law, business "service" idea that they could take into life/work with them after this class and after graduation. One student took an
################# partnerships, corporations, UCC A- incomplete due to health issues. Another student with health issues chose to complete the coursework, but plagiarized the final
sales and secured transactions, report. Project ideas included "The Alaska Senior Appreciation (ASAP) Program" (providing assistance to senior citizens in
banking and professional liability law housekeeping, yard work, and maintenance); "Rainbows Beginning Detoxification Center"; "Local Childcare Assistance for Nova
Gold"; "Get Hooked on Jumpstart at KPC" (assistance program for senior high school students of Kenai Alternative High
School to attend Kenai Peninsula College); "Teen Scene" (teen center activities for Soldotna); "Willie Boat fundraiser to
Soldotna Little League"; all of these are projects that students can continue to work on in the future -- most fully intend to do so.
ACCT 222 - Computerized Accounting: This is an elective course, but one that most students in this area consider essential to
small business success. This course was originally assigned to the full-time accounting professor. Once he retired, rather than
cancelling the course, it was taken over as a hybrid self-study course by a CIOS professor who has extensive computerized
accounting experience in order for three graduating General Business students to complete their planned, relevant course work.
These three students earned an average of 98% on their first comprehensive project, but dropped to 73% on their last
comprehensive project. The students were given the opportunity to correct and resubmit their work, but two of the three chose
use word processing, spreadsheet,
to keep the semester grade they had already earned rather than spend additonal time on this last project. One student earned
database, presentation graphics, and
an "A" for the course, and the other two earned "B's.
################# the internet browser software to solve B+
CIS A110 - Computer Concepts in Business: Although this course is a requirement for this degree, the degree is new and many
complex business issues and report
students have not taken the course yet. During the spring semester, only one general business student and one accounting
and display these solutions
student enrolled in this course. One earned an A, the other a B. All other students in this course were in other degree
programs (such as computer electronics, industrial process instrumentation, and process technology). The general business
student received an A on every assignment and every exam. She had the benefit of having worked in a business [a job she got
as a result of an internship a couple of years ago] and was able to directly apply what she was learning to what she was doing at
her job. She used a Macintosh at work, but was able to convert concepts from our PC/Windows environment to similar
programs on the Mac. A conceptual learning experince we hope for in all our courses.
communicate effectively and function CIS A110 - Computer Concepts in Business: Although this course is a requirement for this degree, the degree is new and many
################# B+
students have not taken the course yet. During the spring semester, only one general business student and one accounting
on multi-disciplinary teams
student enrolled in this course. One earned an A, the other a B. All other students in this course were in other degree
ACCT 222 - Computerized Accounting: This is an elective course, but one that most students in this area consider essential to small
business success. This course was originally assigned to the full-time accounting professor. Once he retired, rather than cancelling the
course, it was taken over as a hybrid self-study course by a CIOS professor who has extensive computerized accounting experience in
order for three graduating General Business students to complete their planned, relevant course work. These three students earned an
average of 98% on their first comprehensive project, but dropped to 73% on their last comprehensive project. The students were given the
opportunity to correct and resubmit their work, but two of the three chose to keep the semester grade they had already earned rather than
spend additonal time on this last project. One student earned an "A" for the course, and the other two earned "B's.
BA 343 Marketing: Students submitted excellent marketing projects. Most of the marketing projects result in real business experiences
and are considered confidential by the students who submit them. A sampling is available from the professor upon request.
CIOS A260A Business Communications: Business Service Project. The students prepared a written and oral report on a business
"service" idea that they could take into life/work with them after this class and after graduation. One student took an incomplete due to
identify, formulate, and solve health issues. Another student with health issues chose to complete the coursework, but plagiarized the final report. Project ideas
################# B+
business problems included "The Alaska Senior Appreciation (ASAP) Program" (providing assistance to senior citizens in housekeeping, yard work, and
maintenance); "Rainbows Beginning Detoxification Center"; "Local Childcare Assistance for Nova Gold"; "Get Hooked on Jumpstart at
KPC" (assistance program for senior high school students of Kenai Alternative High School to attend Kenai Peninsula College); "Teen
Scene" (teen center activities for Soldotna); "Willie Boat fundraiser to Soldotna Little League"; all of these are projects that students can
continue to work on in the future -- most fully intend to do so.
CIS A110 - Computer Concepts in Business: Although this course is a requirement for this degree, the degree is new and many students
have not taken the course yet. During the spring semester, only one general business student and one accounting student enrolled in this
course. One earned an A, the other a B. All other students in this course were in other degree programs (such as computer electronics,
industrial process instrumentation, and process technology). The general business student received an A on every assignment and every
exam. She had the benefit of having worked in a business [a job she got as a result of an internship a couple of years ago] and was able
to directly apply what she was learning to what she was doing at her job. She used a Macintosh at work, but was able to convert concepts
from our PC/Windows environment to similar programs on the Mac. A conceptual learning experince we hope for in all our courses.
Student reflection on Business Communications (CIOS A260A) service learning project:
Looking back on my experience working with CFK I must say it was memorable. When Mrs. Sonberg first proposed the idea of working with CFK as a
semifinalist sponsor I was less than ecstatic and at the time probably would of preferred book work. To me CFK seemed just like a science fair and I
thought it was rather silly to go and “sponsor” a semifinalist. However my attitude would change.
My attitude was not exactly changed immediately as the class attended the CFK luncheon. My impression from the luncheon was less than positive and
I really was not motivated at all to be involved with CFK. In addition I did not really understand what this had to do with business communications.
Things did not really start to change my mind until we actually began selecting a semifinalist from the A and B piles of projects. I was impressed by the
sheer number of projects that students had turned in, it was amazing. Some of the projects I read were innovative and could turn into real world projects
that could greatly benefit the Kenai Peninsula.
Not only was I impressed with the projects, but the people who where taking time out of their lives to run the contest. The CFK staff was a very sincere
and dedicated group that really wanted youth to make a difference in the community.
After our class had participated in selecting a semifinalist I believe that enthusiasm really began to pick up. I think it really opened all of our eyes to how
much the CFK contest could and was making a difference in the community. The semifinalist selection really proved to me that CFK was a worthy
endeavor.
I am glad that I did participate in the semifinalist selection and aided with our business communications class sponsoring two individuals. It was a great
Student comments on teamwork benefits:
Interactive classes seem to be the most effective for me. I learn so much from the other students. I have been so sheltered I really need the
interaction with the others in the class as well as the teacher and the text book. Without the help of other students this semester I would not have done
as well as I did. I loved the feedback we got from Krista Timlin [KPC Service Learning Coordinator] coming into class and responding to our letter.
Real life assignments seem to work best for me. Being readers for CFK, giving positive feedback to real people, making a difference, really works for
me. People like [student] really help me, because they are so open with what they think and aren’t afraid to share. I liked being able to be a part of the
group interaction , but also applying individually what we were learning at the same time. Being treated special because we are a part of a solution for
[community partner] and [community partner] was nice also. Lunch was nice, it put into action their appreciation of us.
I really enjoyed this service learning project. I have learned more from this project than another project I have done prior for service learning. This also
helped me learn more about how important that group participation is.
Program Improvement Recommendations Based on Assessment
Program AAS General Business Degree
Department Business & Industry
College/School KPC
Academic Year 2007/2008
Program Contact Ray Zagorski (ifrz@uaa.alaska.edu - Kenai River Campus); Stephen Gillon (ifsjg@uaa.alaska.edu - Kachemak Bay Campus)
Assessment Coordinator Debbie Sonberg (ifdgs@uaa.alaska.edu)
TABLE 3
PROGRAM IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT
Rec. No. Recommendation Outcome(s) Rationale for the Recommendation Resource Implications Action Taken
To be completed in the fall of 2008 after faculty return to their Assessment coordinator brought this up to two faculty
contracts. See AY 07 Program Recs tab for updates on previous members with digital copies of outcomes and a
statement of the inconsistency highlighted in red.
recommendations.
None at this time. Until the program faculty clarify
outcomes, the assessment coordinator does not have
consistent outcomes to work with.
none at this time. Until the program faculty clarify
outcomes, the assessment coordinator does not have
consistent outcomes to work with.
Facutly is already looking into other textbooks, project
formats, etc. Should be easy to incorporate after this
analysis. See embedded Word document in Outcomes
Analysis Sheet for a thorough discussion.
Continue open access to KPC courses
*may incorporate into program review discussion due in AY06
b2987697-92f9-41df-aee7-1ad7aa593893.xlsx
Program Improvement Recommendations Based on Assessment
Program AAS General Business Degree
Department Business & Industry
College/School KPC
Academic Year 2007/2008
Assessment Coordinator Ray Zagorski (ifrz@uaa.alaska.edu - Kenai River Campus); Stephen Gillon (ifsjg@uaa.alaska.edu - Kachemak Bay Campus)
TABLE 3
PROGRAM IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT
Rec. No. Recommendation Outcome(s) Rationale for the Recommendation Resource Implications Action Taken in AY 07 Action Taken in AY 08
Met with a third faculty
member (at Kachemak
There are several lists of outcomes in the assessment plan with
Quality faculty time and focus on assessment materials Bay Campus) and
different numbers of outcomes and different orders of the lists. This
Assessment coordinator brought this up to two faculty hopefully have outcomes
makes it difficult to match outcomes and tools or any other part of
1 Match all outcomes on all tables and lists in the assessment plan. ALL
the assessment process. Some of this may be due to the transition
Assign a dedicated program person to communicate members with digital copies of outcomes and a more clarified and
assessment issues to other program faculty and follow statement of the inconsistency highlighted in red. consistent throughout the
from the Small Business Administration degree to the General
through with contacts. documents. Will check
Business Degree
with other faculty again in
the fall of 2008.
Corrected by Kachemak
Clarify/verify all courses listed in course groupings associated with None at this time. Until the program faculty clarify
Some courses are listed in the course groupings that are not in the Bay BA faculty. Will be
2 each outcome. Consider including only required courses since all ??
required courses list.
same as above outcomes, the assessment coordinator does not have
verified with other faculty
electives cannot be listed.some electives should be listed… consistent outcomes to work with.
in fall of 2008.
Corrected by Kachemak
none at this time. Until the program faculty clarify
Clarify requirements of ACCT 201 or 202 in course groupings Only ACCT 201 is required in this program; however, 202 is often Bay BA faculty. Will be
3 associated with each outcome
??
listed and not 201 in the course groupings
same as above outcomes, the assessment coordinator does not have
verified with other faculty
consistent outcomes to work with.
in fall of 2008.
Accounting faculty retired
Facutly is already looking into other textbooks, project and has not yet been
The Excel practice Payroll Problem was difficult in using and
none -- faculty planning & redesign of project, textbook formats, etc. Should be easy to incorporate after this replaced. This course was
4 Adjust payroll procedures project in ACCT 225. 1, 5, 7, 9 processing the payroll. It consumed more time than the instructor
choice, etc. analysis. See embedded Word document in Outcomes not taught in AY 08. New
had allocated to the practice problem.
Analysis Sheet for a thorough discussion. faculty, when hired, may
have solutions
Course requirements are primarily set by UAA Anchorage campus,
with little voice from extended campuses. Review CCGs for
5 Review program and CCGs for possible need for updating ALL
apporpriateness to KPC community and educational needs. Add
same as above
KPC to campuses and programs requiring these courses
Continue to recognize the community need for business and accounting KPC is committed to meeting community needs, both personal and
6 courses
ALL
industry
none Continue open access to KPC courses Continues
This has continued in
established BA courses
Service learning provides authentic experiences and assessment of
and CIOS 260 (a gen ed
and for students as well as providing a service for the community.
tends to be in course). Students
SL is likely to become an accreditation requirement. Be proactive
Recognize service learning projects in courses and consider adding elective courses faculty time and coordination with SL and assessment continue to give high
7 service learning projects to other business-related courses not listed in
for its immediate learning benefits as well as for future distinction.
coordinators praises for SL projects
Two faculty members have used SL projects in their courses -- one
course groupings and experiences and
continues to do so on a regular basis. Data regarding these
consider them ro be the
activities was not available at the writing of this report.
most relavent learning
experiences.
Although all instructors assign, collect, and evaluate assignments, Quality faculty time and focus on assessment materials
projects, examcs, etc., not enough focus is given to the collection of
Plan project/exam collection data for assessment purposes, especially
9 in the program's core courses.
?? data for program assessment purposes. Most project collection was Assign a dedicated program person to communicate Still needs work.
for elective business courses. Plan project collection for core assessment issues to other program faculty and follow
courses. through with contacts.
*may incorporate into program review discussion due in AY06
b2987697-92f9-41df-aee7-1ad7aa593893.xlsx
Program Improvement Recommendations Based on Assessment
Program AAS General Business Degree
Department Business & Industry
College/School KPC
Academic Year 2007/2008
Assessment Coordinator Ray Zagorski (ifrz@uaa.alaska.edu - Kenai River Campus); Stephen Gillon (ifsjg@uaa.alaska.edu - Kachemak Bay Campus)
TABLE 3
PROGRAM IMPROVEMENT RECOMMENDATIONS BASED ON ASSESSMENT
Rec. No. Recommendation Outcome(s) Rationale for the Recommendation Resource Implications Action Taken
Assessment process will continue with a narrower range
Assessment process is too massive to evaluate all courses every
Continue the assessment cycle and evaluation process in AY06, but focus on one or two due to the sheer massiveness of attempting to assess all
1 ALL semester, and all program outcomes every year. Focus on one or Faculty and assessment coordinator time
outcomes or courses per semester or assessment cycle. courses with all tools and all program outcomes every
two program outccomes each cycle.
cycle.
Assessment coordinator will disucss with faculty the
to be at the
Direct or authentic assessements show actual student learning concepts of irect assessments that are already being
beginning of
2
Select direct or authentic assessments for one or two program outcomes or emphasis areas to better than impression surveys and grada data. Accreditors conducted in courses that could better reflect student
the AY 06 Faculty and assessment coordinator time
incorporate into assessment plan, review, and report process. consider direct or authentic assessements to be real evidence learning of program outcomes. Faculty will choose one
assessement
rather than information program data gathering. or two outcomes and appropriate direct assessements to
cycle
be written into the AY06 assessement plan.
Course requirements are primarily set by UAA Anchorage campus,
SBA faculty coordination at Kenai River Campus and Kachemak Continual process. See "course comments-
3 Continue to review program and CCGs for possible need for updating ALL with little voice from extended campuses. Review CCGs for
Bay Campus recommendations" for list of possible CCG changes
apporpriateness to KPC community and educational needs.
This tool should be conducted approximately every three years.
4 Conduct the second graduate survey for this program (first gathered in 2002) ALL AY05 was the target year -- the survey was created, but not mailed Student services department will assist with this mailing Mailed summer of 05 for 06 data collection
until the summer of 05. Data will be reported in AY06.
KPC is committed to meeting community needs, both personal and
5 Continue to recognize the community need for business and accounting courses ALL none Continue open access to KPC courses
industry
Service learning provides authentic experiences and assessment of
Recognize service learning projects in courses and consider adding service learning projects to and for students as well as providing a service for the community. Faculty time in developing and incorporating SL into specific Coordinate with SL resources at KPC to further develop
6 chosen later
other business-related courses SL is likely to become an accreditation requirement. Be proactive courses. SL concepts into courses -- ongoing project…
for its immediate learning benefits as well as for future distinction.
With the population of KPC's traditional students increasing, a SBA faculty, dept chair, and admin time to discuss the possibilites
Continue discussion and consideration of adopting a general business transfer degree similar Ongoing discussion within the departments at KPC
7 ALL greater need is arising for transferrability of the Small Business and ramifications of adding (or switching to) a new business
to the one at the Kodiak campus* campuses
Administration degree while still meeting individual local needs. program.
Clearly separate certificate outcomes from degree outcomes. If a new general business Will be incorporated into discussions regarding
8 ALL? Required by Academic Affairs Faculty and assessment coordinator time
program is adopted, the SBM certificate needs to be redefined.* development of new program
Also see course-specific comments and
recommendations in this report
*may incorporate into program review discussion due in AY06
apply economic theory to decision-making and the analysis of a variety of private and public policy concerns using basic economic concepts and analytical tools
collect, summarize, disburse, and use various forms of information to aid in the running of a business
identify and apply elements of contract, tort, agency, property law, partnerships, corporations, UCC sales and secured transactions, banking and professional liability law
b2987697-92f9-41df-aee7-1ad7aa593893.xlsx
Program Outcomes Assessment Discussion
Program AAS General Business Degree
Department Business & Industry
College/School KPC
Academic Year 2007/2008
Assessment Coordinator Ray Zagorski (ifrz@uaa.alaska.edu - Kenai River Campus); Stephen Gillon (ifsjg@uaa.alaska.edu - Kachemak Bay Campus)
Marketing Courses many
elective or BA & CIOS
ACCT A101 ACCT A102 ACCT A202 ACCT A222 BA A151 BA A166 BA A241 BA 260 BA 343 ECON A201 CIS A110 Electives Average
not scored
Fall 07 Grade Data 2.45 3.7 3.8 3.45 3.07 3.5 A- 3.7 0 F+
Spring 08 Grade Data 3.3 3.8 3.1 1.8 3.8 3.2
Fall Count 26 15 6 30 14 21
Spring Count 19 12 17 3 23 6
Average grade 2.45 3.70 3.80 3.39 3.41 3.10 1.80 3.80 3.43
describe and utilize the major
1 components of the accounting
information system 2.45 3.39 3.41 3.08 B A 4 0 F
identify and analyze internal control B 3 0.7 D-
problems and make C- 1.7 1.9 C
2 recommendations for safeguarding
B+ C+ 2.3 2.2 C+
the assets of a business… 2.45 3.7 3.8 3.39 3.41 3.35
apply the fundamentals of
D 1 2.6 B-
3 absorption costing and cost D- 0.7 2.9 B
behavior...; contribution
margin/breakeven analysis, 2.45 3.7 3.8 3.39 3.41 3.35 B+ D+ 1.3 3.2 B+
apply economic theory to decision- F 0 3.6 A-
4 making and the analysis of a F+ 0.3 3.9 A
variety of private and public policy 3.39 3.41 3.43 3.41 B+ NG
collect, summarize, disburse, and
5 use various forms of information to
aid in the running of a business 2.45 3.7 3.8 3.1 1.8 3.8 3.43 3.15 B
use marketing fundamentals from
product development, pricing
6 strategies, promotional strategies,
and distribution strategies
2.45 3.39 3.41 3.1 1.8 3.8 2.99 B
identify and apply elements of
contract, tort, agency, property law,
partnerships, corporations, UCC
7 sales and secured transactions,
banking and professional liability
law 3.7 3.8 3.39 3.41 3.1 1.8 3.8 3.43 3.30 B+
use word processing, spreadsheet,
8 database, presentation graphics,
and the internet browser software 3.7 3.8 3.39 3.41 3.43 3.55 B+
communicate effectively and
9 function on multi-disciplinary teams
2.45 2.45 C+
identify, formulate, and solve
10 business problems
2.45 3.7 3.8 3.39 3.41 3.1 1.8 3.8 3.43 3.21 B+
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