ACCOUNTING Problem Solving and Decision Making data 14.15... · Reflection Paper in ACCT 504 (Accounting capstone course). These SLOs were revised from the 2013-12 academic year

ACCOUNTING SLO 1

Performance Measure What is your measurement instrument or process?

Current Results Analysis of Results Action Taken or Improvement made

Insert Graphs or Tables of Resulting Trends (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, comparitive

SLOwaschangedattheendofAY2012-2013.Thereforedatapriortothe13/14academicyearisnotrelevant.

75% of the class will achieve competency of 70% or higher.(Final Exam essay questions and Reflection Papers.)

Final Exam essay questions and Reflection Papers in ACCT 504 (Accounting capstone course). These SLOs were revised from the 2013-12 academic year.Summative; Internal; Direct

Student achieved 91.5% assessment average on the reflection journal and 92.83% assessment average on their presentations. Overall the student achieved a 92.17% average.

The results revealed the students’ ability to use and integrate technology in an accounting environment.

Overall assessment of this objective was positive with a 92.17% average as the results exceed expected outcomes and 100% of the graduates scored at a level of ‘proficient’ or ‘competent’. However, upon further reflection it has been determined that we are going to change our curriculum and new assessments should be put in place to measure the growth in performance of students.

75% of the graduating students will score at or above the mean for Major Field Test for Business Section V (Infomration Systems). Mean for 2010-2013 is 43, 2015 50.1.

Comparative, external, summative assessment administered in final semester

The results continue to show that our students need to improve their understanding of technology in the business environment.

Problem Solving and Decision Making Graduates will demonstrate the use of, and have an understanding of technology in the business environment.

Analysis of Results

73.5

92.17

0102030405060708090

100

AY12/13 AY13/14 AY14/15

Series1

Linear(Series1)

53

4849

45464748495051525354

AY12/13 AY13/14 AY14/15

Series1

Linear(Series1)

Student scores show a significant decrease in the 2013-14 year from the previous year and a slight increase in the 14/15 year.

To address this we added several technology components to the upper level accounting classes so that there is continuous learning and application of technology in all their classes.

ACCOUNTING SLO 2










Final Exam essay questions and Reflection Paper in ACCT 504 (Accounting capstone course). These SLOs were revised from the 2013-12 academic year.

Summative; Internal; Direct

Student achieved 91% assessment average on the reflection journal and 92.17% assessment average on their presentations. Overall the student achieved a 91.58% average.

The results revealed student competency of applying theoretical application in planning, evaluating and controlling an audit function and communicating the objectives of an audit.


75% of the graduating students will score at or above the mean for Major Field Test for Business Section 1 (Accounting). Mean for 2010-2013 is 43.8, 2015 41.5.



Problem Solving and Decision Making Graduates will have an understanding of the business environment as it relates to the accounting profession and an auditor’s responsibility.

Analysis of Results

82.591.58

0102030405060708090100

AY12/13 AY13/14 AY14/15

Series1

Linear(Series1)

37

38

39

40

41

42

43

44

AY12/13 AY13/14 AY14/15

Series1

Linear(Series1)

Student scores are decreasing.

We added ACCT 202 back into the curriculum, which gives the students a better understanding of how accounting is used as a tool in a businesss environment. We are also changing how ACCT 201 and the Auditing and other upper-level classes are being taught.

ACCOUNTING SLO 3










Final Exam essay questions and Reflection Paper in ACCT 504 (Accounting capstone course). These SLOs were revised from the 2013-12 academic year.


Student achieved 91% assessment average on the reflection journal and 92.17% assessment average on their presentations. Overall the student achieved a 91.58% average.

The results revealed student competency of applying theoretical application in planning, evaluating and controlling an audit function and communicating the objectives of an audit.


75% of the graduating students will score at or above the mean for Major Field Test for Business Section 1 (Accounting). Mean for 2010-2013 is 43.8, 2015 41.5.



Problem Solving and Decision Making Graduates will have an understanding of the business environment as it relates to the accounting profession and an auditor’s responsibility.

Analysis of Results

82.591.58

0102030405060708090100

AY12/13 AY13/14 AY14/15

Series1

Linear(Series1)

37

38

39

40

41

42

43

44

AY12/13 AY13/14 AY14/15

Series1

Linear(Series1)

Scores fell significantly from the 2012/13 year. They increased slightly in the 2014/15 year from the year before.

We change the way we are teaching Internal Controls and Auditing. More case studies in ethical situations are being incorporated into the course. We also added back ACCT 202 which will allow the student to see how managers are using this accounting information to make decisions and the ethics involved in that process.

ACCOUNTING SLO 4









75% of the class will score competent or higher. (Score of 73% or higher.) (Final Exam questions and Reflection Paper)

Final Exam essay questions and Reflection Papers in ACCT 504 (Accounting capstone course). These SLOs were revised from the 2013-12 academic year.Summative; Internal; Direct

Student achieved 92% assessment average on research and 92.83% assessment average on their presentations. Overall the student achieved a 92.42% average.

The results revealed the students’ ability in understanding the business environment as it related to the accounting profession.

Overall assessment of this objective was positive with a 92.42% average as the results exceed expected outcomes and 100% of the graduates scored at a level of ‘proficient’ or ‘competent’. However, upon further reflection it has been determined that there are going to be changes to our curriculum and new assessments should be put in place to measure the growth in performance of students.

Critical Thinking Graduates will be able to integrate the various components of accounting knowledge with the audit function and effectively communicating the complex components and objectives of an audit.

Analysis of Results

79.5

92.4

0102030405060708090

100

AY12/13 AY13/14 AY14/15

Series1

Linear(Series1)

ACCOUNTING SLO 5








75% of the class will score competent or higher. (Score of 73% or higher.) (Final Exam questions and Reflection Paper)

Final Exam essay questions and Reflection Papers in ACCT 504 (Accounting capstone course). Summative; Internal; Direct

Student achieved 97.5% assessment average on research and 97.5% assessment average on their presentations. Overall the student achieved a 97.5% average.

The results revealed the students’ understanding of ethical values in real life situations through case study analysis. Through reflection, students showed an understanding of moral and ethical decision-making abilities.

Overall assessment of this objective was positive with a 97.5% average as the results exceed expected outcomes and 100% of the graduates scored at a level of ‘proficient’ or ‘competent’. However, upon further reflection it has been determined that there are going to be changes to our curriculum and new assessments should be put in place to measure the growth in performance of students.

Critical Thinking Graduates will critically evaluate the impact of accounting theory on financial reporting

Analysis of Results

74.3 75.6

97.5

0

20

40

60

80

100

120

AY12/13 AY13/14 AY14/15

Series1

Linear(Series1)

BUSINESS MANAGEMENT AND

LEADERSHIPSLO 1








Case Study AnalysisAverage scores will exceed 85% for the class.

Formative, internal, direct assessment instrument used in BMAL 271

Scores dropped to 84.6 for the average in the class

The results are probably more reflective of the fact that almost every student is now a sophomore vs. the last two years when we had a higher population of upper classman, due to the change in curriculum

Need to re-evaluate results after next fall now that almost every student is at the same point within the progression of the curriculum

MFT (Major Field Test) CATEGORY 3- MANAGEMENT Assessments will exceed or equal 50% correct in each category


Category 3 scores for AY 14/15 dropped slightly to 49.9

Category 3 is trending within the goal of scoring 50 or higher in this area.

We changed the way in which we teach both Calculus and Statistics within the program last year, so we need another year or two of data to see if this continues to increase or not

Problem Solving and Decision Making

Students will be able to identify and analyze business problems and opportunities and formulate recommendations for courses of action. Analysis of Results

88.8 89.8

93.6

84.6

808284868890929496

AY10/11

AY11/12

AY13/14

AY14/15

Series1

Linear(Series1)

56

4852 49.9

0

10

20

30

40

50

60

AY10/11

AY11/12

AY13/14

AY14/15

Series1

Linear(Series1)


LEADERSHIPSLO 2








Marketing PlanAverage class assessment equal to or greater than 80%Oral Presentation Written Paper Electronic Media

Formative, internal, direct assessment instrument used in BMAL 241, Marketing

Average class assessment for oral presentation is 97.8, writen paper 98.1, on Electronic media it is 97.3

Students continue to rise in the area of communication within the program. Even when they take communication courses, they are high among peers

Continue to emphasize the importance of communication within the area of becoming a manager or leader. Continue to include presentations, papers, etc. as a part of the assessment within the curriculum.

Strategic PlanAverage class assessment equal to or greater than 80%Oral Presentation Written Paper Electronic Media

Summative, external, direct, capstone assessment instrument used in BMAL 491, Business Strategy

Average class assessment was 84.9 on oral presentation, 80.6 on paper, & 92.7 on media

Students have continued to grow in the area of use of media and technology. The significant fall in the paper area is due to a group plagiarizing. Otherwise, these have stayed consistent

Continue to emphasize the importance of communication throughout the curriculum

Communication

Students will communicate effectively and professionally in business situations through physical or virtual presence, writing, speaking, listening, and electronic media.

Analysis of Results

88

90

92

94

96

98

100

OralPres Paper Media

SP13

SP14

F14

70

75

80

85

90

95

S12 F12 F13 F14

OralPres

Paper

Media


LEADERSHIPSLO 3








Group ProjectPeer EvaluationAssessments results will exceed or equal 85%

Formative, direct, internal assessment in BMAL 381, International Business

Average class assessment was 86.9 on group projects and 95.0 on evals

Students continue to get better in the arena of working in groups or teams. The peer evaluations continue to grow in satisfaction of working with other team members. Scores are within the trend for the project itself

Continue to emphasize the area of working in teams. Continue to integrate group projects throughout the curriculum

Peer EvaluationAssessments results will exceed or equal 90%

Summative, Indirect, external capstone assessment in BMAL 491, Business Strategy

Average class assessment was 96.7 on peer evaluations

Again, the trend demonstrates that students are becoming more satisfied with working with other peers in groups, including learning how to resolve differences and conflict

Again, continue to emphasize the area of working in teams throughout the curriculum

Collaboration

Lead by using team building skills and facilitating collaborative behaviors in the accomplishment of group goals and objectives by working effectively, respectfully, ethically and professionally with people of diverse ethnic, cultural, gender and other backgrounds and with people with different organizational roles, social affiliations and personalities.

Analysis of Results

808284868890929496

F11 F12 F13 F14

GroupProject

PeerEvalua9on

89.2

92.894.4

96.7

8486889092949698

S12 F12 F13 F14

PeerEvalua*on

PeerEvalua9on


LEADERSHIPSLO 4








Change PlanAssessment results will exceed or equal 85%

Formative, direct, internal assessment in BMAL 361, Organizational Behavior

The average class assessment was 95.6

Students are demonstrating a greater ability to think critically through a given problem, challenge, or issue

Continue to emphasize the importance of critical thinking. Scores continue to rise in this area for students in our program

MFT (Major Field Test) CATEGORY 5- FINANCEAssessments will exceed or equal 50% correct in each category


This area has decreased from highs four years ago. This last year Category 5 was 35.3.

Category 5 is the lowest category on the MFT. Clear improvement can be seen from action taken last year in hiring a new finance professor. Also, improved in Category 6 as well

Must continue to focus our attention on Category 5. Looking at the a change in the curriculum to help students have a clear step within the curriculum to assist in this area

MFT (Major Field Test) CATEGORY 6- MARKETINGAssessments will exceed or equal 50% correct in each category


Similar to category 5, category 6 has decreased from highs 4 years ago. This last academic year category 6 was 3.9.

Category 6 needs improvement. Students must be uflly aware of marketing, and it's impact on business including new business ventures, entreprenurial ventures, and international markets.

Must continue to focus our attention on Category 6. Looking at the a change in the curriculum to help students have a clear step within the curriculum to assist in this area

Critical Thinking

Recognize entrepreneurial opportunities for new business ventures, evaluate potential for business success, and consider implementation issues including financial, legal, operational and administrative procedures involved in starting new business ventures.

Analysis of Results

90.588

95.6

8486889092949698

S11 S12 S14

ChangePlan

ChangePlan

Linear(ChangePlan)

0

10

20

30

40

50

AY10/11

AY11/12

AY12/13

AY13/14

MFTCategory5-Finance

MFTCategory5-Finance

Linear(MFTCategory5-Finance)

0

10

20

30

40

50

60

AY10/11AY11/12AY12/13AY13/14

MFTCategory6Marke7ng

MFTCategory6MarkeFng

Linear(MFTCategory6MarkeFng)


LEADERSHIPSLO 5









Conducting Business Abroad PaperAverage class assessment equal to or greater than 85%

Formative, internal, direct assessment instrument utilized in BMAL 381, International Business

Average class assessment was 90.8 on the international issues paper

The students’ level of global awareness has slightly trended upward. Students’ understanding of global issues is increasing, but needs to continue to grow

Continue to emphasize the importance of global awareness. We our developing MOU with two partnering universities in Germany to provide our students with a potential study abroad experience

MFT (Major Field Test) CATEGORY 7- LEGAL AND SOCIAL ENVIRONMENTAssessments will exceed or equal 50% correct in each category


Category 7 has stayed pretty consistent and has risen slightly from 50 last year to 51.1

We continue to emphasize the importance of the legal environment, the regulatory environment, business relationships, and ethics and social responsibilty througout the curriculum.

We will continue to emphasize the importance of the legal environment, the regulatory environment, business relationships, and ethics and social responsibilty througout the curriculum starting from the first class until the capstone.

MFT (Major Field Test) CATEGORY 9- INTERNATIONAL ISSUES Assessments will exceed or equal 50% correct in each category


Category 9 has also stayed pretty consistent and has risen slightly from 50 last year to 51.1

We have continued to attract more international students to the program, which continues to have a positive effect in the classroom as it relates to global awareness

Again, continue to emphasize global awareness and identify outlets for students to collaborate with the international community both inside and outside of the classroom. We have also added a concentration in International Business in order to accommodate students who have interest in this area.

Global Awareness

Recognize and appropriately respond to ethical, legal and strategic concerns relating to human resource and organizational management in the contexts of global business practice.

Analysis of Results

788082848688909294

F10 F11 F12 F12 F14

Interna'onalAwareness

InternaIonalAwareness

Linear(InternaIonalAwareness)

0

20

40

60

AY10/11AY11/12AY12/13AY13/14

Category7-LegalandSocialEnvironment

Category7-LegalandSocialEnvironment

Linear(Category7-LegalandSocialEnvironment)

35

40

45

50

55

AY10/11AY11/12AY12/13AY13/14

Category9-Interna'onalIssues

Category9-InternaIonalIssues

Linear(Category9-InternaIonalIssues)

Computer Information Systems

SLO 1








Create prototype applications (e.g., programming, network, database and software engineering).Apply systems concepts for understanding and framing problem resolutions.Average class assessment equal to or greater than 80%

Formative, internal, direct assessment instrument used in Comp 510

Individual and group projects.

Average class assessment was 93%.

Met.Students have acquired a solid understanding of information systems problem solving methods. Students have obtained knowledge of systems analysis and design and are able to apply the knowledge in developing information systems. For example, students are able to recognize different phases of software systems development life cycle (SDLC) and utilize corresponding techniques to design and develop the information system in each phase.

No action Required.Continue to keep this SLO for next year and use the same approach to assess the outcome. Continue to place an emphasis within the intro level classes that help students connect the dots concerning phases of SDLC.

Problem Solving and Decision Making

Students will acquire and develop information systems problem solving methodsAnalysis of Results

93

94 94

92.4

92.6

92.8

93

93.2

93.4

93.6

93.8

94

94.2

94.4

AY12/13 AY13/14 AY14/15

Series1

Linear(Series1)


SLO 2








Team ProjectAssessments results will exceed or equal 85%

Formative, direct, internal assessment in COMP 510

• Methods to support government and business decision making.• Being exposed to or made aware of specific CIS applications for collection, storage, transfer of data.• Roles of Knowledge workers.

Average class assessment was 88.

Met.Students begin to gain an appreciation of the vast opportunities made possible by the integration between business and technology. This was the area in need of improvement for CIS students because the understanding of broad business foundations and real world perspectives was often inadequate in traditional CIS curriculum. Students have obtained a better understanding and implementation this semester. We have adopted and implemented some ACBSP related changes in the CIS curriculum, and we will have the first graduates under this new curriculum in two years.

Even though assessment results show that the goal has been met, we will work on improving student’s business foundation to have better outcomes.

Integration/Communication

Integration of CIS and broad business foundations and real world perspectives.Analysis of Results

88

90

92

86

87

88

89

90

91

92

93

AY12/13 AY13/14 AY14/15

Series1

Linear(Series1)


SLO 3








75% of the students will earn a score of 85% or better on the capstone project.

Formative, internal, direct assessment instrument used in COMP 510 (rubric)

User (or instructor) “signs-off” and accepts the product as acceptable in accordance the Requirements Specification.

The average class assessment was 92.

Met.Students are proficient in this area of SDLC. Students have obtained a solid understanding of information systems and can apply problem solving methods to the development of an information system. For instance, students are able to identify major areas for SDLC in developing a new CIS application.changes in the CIS curriculum, and we will have the first graduates under this new curriculum in two years.

No action Required.Continue to put an emphasis on case studies within CIS courses and incorporate case studies into concentration courses. This SLO should be retained.Action: Incorporate case study analysis into CIS core courses as well as CIS concentration courses

Leadership

Upon completion of the program, graduates will manage a CIS Project Analysis of Results

92

90

92

89

89.5

90

90.5

91

91.5

92

92.5

AY12/13 AY13/14 AY14/15

Series1

Linear(Series1)


SLO 4








75% of the students will earn a score of 85% or better on the CIS management project.

Formative, internal, direct assessment instrument utilized in COMP 510Design and Staff a project organization.Prepare, launch and manage a Project Plan with Schedule.Demonstrate:• Interpersonal Skills (Team Building, Conflict management)• Communication Skills (use of technology, effective meeting management, concise and preciseinformation exchange).

Average class assessment was 87.

Met. 80% of students have demonstrated a solid understanding of information technology concepts, yet they need to improve their knowledge of project management.

No action is required.Continue to emphasize project management in Systems Analysis and design class as well as Internship studies.Keep project management a part of the internship classes.

Global Awareness

Recognize and appropriately respond to ethical, legal and strategic concerns relating to human resource and organizational management in the contexts of global business practice.Analysis of Results

87

90

92

84

85

86

87

88

89

90

91

92

93

AY12/13 AY13/14 AY14/15

Series1

Linear(Series1)

MBASLO1








Students are expected to achieve 85 % or higher on the effectiveness of the plan presented.

Formative, internal, direct assessment instrument used in MBA 799

The average student score was 90.91 %.

The results demonstrate strong competency and awareness of the role of strategic thinking for facilitating change in organizations.

Need to re-evaluate the MBA curriculum for opportunities to embed assessments in select courses for a more complete and dynamic evaluation of how well students are performing.

Students are expected to score an 86 or higher in the content analysis, strategic leadership and negotiation skills analysis, global and cultural negotiations differences, and problem-solving techniques

Formative,internal,directassessmentinstrumentusedinMBA740

Theaveragestudentscorewas89.91%

Theresultsdemonstratestrongcompetencywithregardtoallfactors(contentanalysis,strategicleadershipandnegotiationskillsanalysis,globalandculturalnegotiationsdifferences,andproblem-solvingtechniques

TheMBAfacultywillcontinuetolookatthetrendingdataforthisassessment.Fromlastacademicyeartothisacadmicyear,thescoresdropped.Wecannotpinpointthedirectreasonwhythescoreshavedroppedbutwecancontinuetomonitor.Inthemeantime,thefacultywillreviewtherubrictobesurethecontentarevalid.

Strategic Thinking/Decision Making Students will demonstrate strategic thinking and leadership skills to facilitate organizational change.

Analysis of Results

91.62%

86.20%

97.44%

80.00%82.00%84.00%86.00%88.00%90.00%92.00%94.00%96.00%98.00%100.00%

AY12/13AY13/14AY14/15

Series1

Linear(Series1)

94.19% 94.11%89.91%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

AY12/13

AY13/14

AY14/15

Series1

Linear(Series1)

MBASLO2








Students are expected to achieve 85 % or higher on the forecasting component of the plan.


The average student score was 90.51 %.

The results demonstrate strong competency in the use of data analysis and tools to aid in effective decision making.

Need to re-evaluate the MBA curriculum for opportunities to embed assessments in select courses for a more complete and dynamic evaluation of how well students are performing.

Problem Solving/Decision Making Our students will conduct interdisciplinary research and apply appropriate analytical and decision-making skills to identify, structure, and solve business problems. They will effectively document results at a managerial level. (MBA-2) Analysis of Results

0.895

0.9

0.905

0.91

0.915

0.92

0.925

�AY12/13 AY13/14 �AY14/15

Series1

Linear(Series1)

MBASLO3








Students will score at least 240 or higher on the ETS Major Field Test


The average student scores were 238, but the sample of students who took the test was only two.

The results are slightly below the expected outcome. However, too few students took the test so it is not a strong enough measure of how well students actually perform.

Need to increase the number of students taking the test or eliminate this as an assessment tool. Moreover, also need to evaluate the MBA curriculum for alignment with the core knowledge presented in the ETS.

Synthesis and Integration of Business KnowledgeOur students will integrate and apply core business knowledge in accounting, finance, economics, marketing, quantitative decision making, leadership, and organizational behavior. (MBA-3)

Analysis of Results

232.7

237.9 238

228

230

232

234

236

238

240

AY12/13 AY13/14 AY14/15

Series1

Linear(Series1)

MBASLO4








Students are expected to achieve 85 % or higher on the forecasting component of the plan.


The average student score was 90.15

The results demonstrate strong competency and awareness of environmental scanning and forecasting to assess change industry dynamics.

Need to re-evaluate the curriculum for opportunities to embed assessments in select courses for a more complete and dynamic evaluation of how well students are performing.

MFT(MajorFieldTest)

CATEGORY5-STRATEGIC

INTEGRATIONAssessmentswill

exceedorequal50%correctin

eachcategory


The14/15averagescorefor

categoy54

Theresultsdemonstrate

astrongincreasein

strategicintegration

from2011-2015.

TheMBAfacultywillcontinueto

facilitatestrategicthinking

throughouttheircurriculumin

ordertobetterprepare

graduatesforthecomplex

businessworld.Curriculum

mappingisessentialto

determinewherestrategic

thinkingisembeddedwithinthe

programofstudy.

Environmental Scanning and ForecastingOur students will be able to analyze and evaluate complex business issues on the global, political, economic, legal, cultural, and regulatory context of business including the ability to forecast changes that will affect business in the future using quantitative and qualitative business techniques. (MBA-4) Analysis of Results

0.9162

0.923

0.9091

0.9

0.905

0.91

0.915

0.92

0.925

�AY12/13 AY13/14�AY14/15

Series1

Linear

(Series1)

0

10

20

30

40

50

60

AY11/12

AY12/13

AY13/14

AY14/15

Series1

Linear

(Series1)

Sport ManagementSLO1








Case study involving supervision, facility design, product liabiilty, security, ect...75% of the class will achieve competency of 80% or higher.

Group Work and Presentation in SMGT 402 (Sport Management capstone course). Group research included case studies involving facility design, product liability, and security. Summative; Internal; Direct

Student achieved 93.14% assessment average on research and 91.43% assessment average on their presentations. Overall the student achieved a 92.29% average.

The results revealed collaboration and the students’ ability to transfer knowledge into real life situations through case study analysis. Additionally the assessment revealed the student ability to professionally present their analysis among their peers and professor.

Overall assessment of this objective was positive with a 92% average as the results exceed expected outcomes and 100% of the graduates scored at a level of ‘proficient’ or ‘competent’

Problem Solving/Decision Making Graduates will demonstrate an understanding of the sport equipment and sport facility design consideration, including safety and security issues.

Analysis of Results

88.30%

90.17%

92.29%

86.00%

87.00%

88.00%

89.00%

90.00%

91.00%

92.00%

93.00%

AY12/13 AY13/14 AY14/15

Series1

Linear(Series1)









85% of the class will achieve competency of 85% or higher.

There are specific question within exam 2 within SMGT 402 (Sport Management capstone course). True/False question numbers 14, 15, 24, 26, 30, 32, & 35; Multiple Choice question numbers 2,3,6,8, & 11; and an essay discussion question.


The class average was 87.5% however only 60% of the students in the course achieved competency of 85% or higher. Scores revealed two students that scored 84.3% while the remaining students were all above 85%.

The results revealed student competency of applying theoretical application in planning, managing and controlling sports program through multiple choice, true/false, and essay responses within an exam.

Overall assessment of this objective was positive as the results exceed the 85% class average however only 60% of the students scored at a level of ‘proficient’ or ‘competent.’ If two student would have increased their scores by .07% then the class would have achieved 100% of competency 85% or higher so this is not concerning but will be monitored moving forward.

Critical Thinking Graduates will able to plan, manage and control a sports program.

Analysis of Results

85.00%

86.00%

87.00%

88.00%

89.00%

90.00%

91.00%

92.00%

93.00%

AY12/13 AY13/14 AY14/15

Series1

Linear(Series1)









85% of the class will achieve competency of 85% or higher.

Thought an interactive project in within SMGT 402 (Sport Management capstone course) each student will develop a detailed schedule for numerous teams within in a multi-use facility.


The class average was 83.2% which failed to reach the goal of 85% expected competency. Additionally, only 40% of the students reached the competency which was short of the goal of 85%.

The results revealed that students were proficient in applying critical thinking skills in scheduling events for a multi-use facility, however the class average failed to meet the expected competency goals.

The number did not meet expectations but they results are not alarming as the class average was only 1.8% off from meeting the expected goal. One consideration is the class enrollment include just 5 students thus creating major skews in data. This is the second year the SLO did not meet expectations, therefore an analysis of improved teaching methods and potential goal adjustments will be considered. .

Critical Thinking Students demonstrate the ability to schedule events for a multi-use facility.

Analysis of Results

88.67%

82.83% 83.20%

78.00%

80.00%

82.00%

84.00%

86.00%

88.00%

90.00%

AY12/13 AY13/14 AY14/15

Series1

Linear(Series1)

Documents

ACCOUNTING Problem Solving and Decision Making data 14.15... · Reflection Paper in ACCT 504 (Accounting capstone course). These SLOs were revised from the 2013-12 academic year