Assessment: Course Four Column · regular online and in-class testing. (12/14/2015) ... comprehensive project requiring the ... Comprehensive Problem

El Camino: Course SLOs (BUS) - Business Management and Marketing

FALL 2016Assessment: Course Four Column

ECC: BUS 11:Accounting for Small Business

Course SLOs Assessment MethodDescription Results Actions

SLO #1 Terminology - Defineaccounting terminology and explainthe importance of accountinginformation.

Inactive Date:

Course SLO Assessment Cycle: 2016-17 (Fall 2016)

Course SLO Status: Active

Input Date: 01/29/2014

Comments:: % of Success for this SLO:Faculty Assessment Leader: D. PahlFaculty Contributing to Assessment:

Action: Continue the developmentof understanding of keyterminology through criticalthinking assessments includingquizzes, homework, and oralpresentation. (11/21/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard MetA pool of 42 students achieved an overall average of 85% onthis assessment. 79% of the student pool scored at 75% orbetter. In addition, students were expected to useappropriate terminology in classroom conversation as a wayof reinforcing the use of the language of Accounting.(11/15/2016)

% of Success for this SLO:Faculty Assessment Leader: D. PahlFaculty Contributing to Assessment:

Action: Continue the developmentof understanding of keyterminology through criticalthinking assessments includingquizzes, homework, and oralpresentation (02/21/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetA pool of 54 students achieved an overall average of 84% onthis assessment. In addition, students were expected to useappropriate terminology in classroom conversation as a wayof reinforcing the use of the language of Accounting.(12/14/2015)

Action: Broaden the level ofunderstanding of key terminologythrough critical thinking

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Met

Exam/Test/Quiz - Sample questionstest questions and sampleassessment definition problem:

A credit may result ina. an increase in a liabilityaccount.b. an increase in a revenueaccount.c. a decrease in an assetaccount.d. an increase in the Capitalaccount.*e. all of these.

A debit may signify a decrease in a(n)a. liability account.b. asset account.c. revenue account.*d. liability and a revenueaccount.e. asset and a revenueaccount.

A debit may result in

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assessments (02/21/2015)Action Category: TeachingStrategies

A pool of 30 students achieved an overall average of 82% onthis assessment. In addition, students were expected to useappropriate terminology in classroom conversation as a wayof reinforcing the use of the language of Accounting.(12/01/2014)

a. an increase in an expenseaccount.b. an increase in an assetaccount.c. a decrease in a liabilityaccount.d. a decrease in a revenueaccount.*e. all of these.

Match the terms below with thecorrect definitions.a. Trial balanceb. Normal balancec. Trial balance errord. Transpositione. Creditf. Trial balance account orderg. Footingh. Debiti. Compound entry

1. Plus side of any Taccount

2. Totaling eachside of a T account

3. Listing of theending balances of all ledgeraccounts that proves the equality oftotal debits and credits

4. A recording errorinvolving the switching around of thedigits of a number

5. The left side of aT account



Standard and Target for Success: Itis expected that 70% of students willscore 70% or above in this SLO

Additional Information:

6. Inequality of thetotal debits and credits in the trialbalance

7. A, L, OE, R, E

8. The right-handside of a T account

9. Transaction thathas two or more debits and/orcredits

SLO #2 Process - Process accountinginformation, including records relatedto banking and payroll.

Inactive Date:

Course SLO Assessment Cycle: 2016-17 (Spring 2017)



Comments::% of Success for this SLO:Faculty Assessment Leader: D. PahlFaculty Contributing to Assessment:

Action: Additional creativethinking tasks for understanding.(05/10/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetOverall student achievement on this assessment was at79%. This SLO was assessed in stages over the course of thesemester. The samples note above are elements taken fromregular online and in-class testing. (12/14/2015)

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard MetTwo sections on campus and one on line section of Bus 1 Awere the subject of SLO assessment in Spring 2015 (Bus 1Awas assessed with SLO # ! Instead of SLO # 2). A total of 57students attempted assignment. Percentage of studentsscoring A, B, C ,D and F were 49 %. 30 %, 12 % , 5 % and 4 %.(04/29/2015)

Exam/Test/Quiz - Samples

A book of original entry is known asaa. ledger account.b. general ledger.c. trial balance.*d. journal.e. T account.

An accountant wanting to know thebalance of a particular accountwould refer to the*a. ledger.b. chart of accounts.c. book of original entry.d. source document.e. journal.



% of Success for this SLO:Faculty Assessment Leader: Robert Joiner and ManzoorAhmadFaculty Contributing to Assessment: Robert Joiner andMnazoor Ahmad


Action: Additional creativethinking tasks for understanding(05/10/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetOverall student achievement on this assessment was at76%. This SLO was assessed in stages over the course of thesemester. The samples note above are elements taken fromregular online and inclass testing. (12/01/2014)

The process of subtotaling both sidesof an account and recording theamount on that side is known as*a. footing.b. taking a trial balance.c. posting.d. balancing the accounts.e. journalizing.The first step in the posting processis recording thea. journal page number in theledger account.b. ledger account number inthe journal.*c. date in the ledger account.d. explanation in the journal.e. debit account and amount.

Which of the following errors,considered individually, would causethe trial balance totals to beunequal?a. Cash received from acustomer on account was posted asa credit of $220 to Cash and a debitof $220 to Accounts Receivable.*b. A payment of $76 forsupplies was posted as a debit of $67to Supplies Expense and a credit of$76 to Cash.c. A payment of $391 to acreditor was posted as a debit of$931 to Accounts Payable and acredit of $931 to Cash.d. A receipt of $252 from acustomer was posted as a debit of$225 to Cash and a credit of $225 toAccounts Receivable.e. A payment of $83 to paythe telephone bill (received last



week) was posted as a debit of $38to Accounts Payable and a credit of$38 to cash.

Which of the following errors willprobably be located when preparinga trial balance?a. Posting the debit of ajournal entry as a credit and thecredit as a debit*b. Failure to record an entireentry in the journalc. Failure to post an entireentry in the ledgerd. Failure to post part of anentrye. Posting the correctamount to the incorrect creditaccount

The proof that the debits and creditsin the ledger are equal is called the*a. trial balance.b. journal.c. statement of owner'sequity.d. income statement.e. balance sheet.

Match the terms below with thecorrect definitions.a. Chart of accountsb. Journalizingc. General ledger accountd. General ledgere. Journalf. Source documentsg. Postingh. Account numberi. General journal



Standard and Target for Success: Itis expected that student will score at70% or above on this SLO

j. Cost principle

1. Number assignedto an account

2. Process ofrecording transactions in a journal

3. Process oftransferring accounts and amountsfrom journal to ledger

4. Recording assetsat actual cost

5. Official list of allledger accounts

6. A bookcontaining all the accounts of anenterprise

7. Book of originalentry

8. Business paperssupporting transactions

9. Complete recordof transactions recorded in eachindividual account

10. Journal that hasone column for debit amounts andone column for credit amounts




Standard and Target for Success: Itis expected that 75% of students willscore 70% or above on theassessment.


Action: Continue to utilize theonline interactive homework to“prove” the learning experience.(09/03/2018)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2016-17(Spring 2017)Standard Met? : Standard Met27 students completed the assignment with an overall classaverage score of 85%. 21 students (78%) earned a score of75% or above. The course materials included an online-interactive problem set component. The students whocompleted this online homework were more confident ofthe process and performed better on in-class assessments.(10/02/2017)Additional Information:

Homework Problems - Studentscompleted an end of termcomprehensive project requiring theprocessing of source documentsthrough a full cycle of activities.

SLO #3 Prepare - Complete all stepsof the accounting cycle and preparefinancial statements.

Inactive Date:




Comments::


Action: As with SLOs 1 & 2,Continue presenting creativethinking assignments to enhancelearning (04/20/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetOverall student achievement on this assessment was at80%. A pool of 44 students completed this comprehensiveassessment. The assignment required processingtransactions, journalizing in a General Journal, posting in aGeneral Ledger, and proving the work with a trial balance.This effort was followed by processing end-of-periodadjustments, preparing financial statements, and closing.(12/14/2015)

Action: As with SLOs 1 & 2,Continue presenting creativethinking assignments to enhancelearning (04/20/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetOverall student achievement on this assessment was at75.5%. A pool of 30 students completed this comprehensiveassessment. The assignment required processingtransactions, journalizing in a General Journal, posting in aGeneral Ledger, and proving the work with a trial balance.This effort was followed by processing end-of-periodadjustments, preparing financial statements, and closing.(12/01/2015)

Exam/Test/Quiz - ComprehensiveProblemGiven a series of transactions,complete the following:1. Record transactions inappropriate t-accounts (identifyingdebit/credit and +/- sides of eachaccount) and label with transactionletters.2. Foot and balance all accounts.3. Prepare trial balance and recordon the worksheet4. At the end of the month thefollowing adjustment s wereidentified:1. Supplies remaining $1472. Unpaid Wages $643. Depreciation of CrimeFighting Equipment $97 Record the adjustments on theworksheet and prepare an adjustedtrial balance5. Complete the worksheet.6. Prepare financial statements7. Close the accounts for the end



Standard and Target for Success: Itis expected that student will score at70% or above on this SLO



of the period, prepare a post-closetrial balance, closing journal entries,and an end of year balance sheet.


ECC: BUS 15:Business Mathematics


SLO #1 Word Problems intoEquations - Interpret and convertword problems into equations, solvemathematical equations, andproduce/interpret results innumerical or graphical form.

Inactive Date:




Comments::

Standard and Target for Success: Itis expected that 50% or more ofstudents who finish will achieve a Bor better grade.

% of Success for this SLO:Faculty Assessment Leader: M. SomdeCerffFaculty Contributing to Assessment: D. McGovern

Action: Update course materialsto provide more targeted practicefor the exams (05/15/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Met58% of the students scored 80% or higher on thequiz/exam. This result exceeds the target of 50% anddemonstrates students are effectively learning the concept.Note: The sample size was small. 58% represent 7 out of 12students. (12/08/2014)


Exam/Test/Quiz - Throughout thesemester, assessments are assignedto gauge progress. The assessmentsare in the form of exams requiringstudents to solve variousmathematical problems.

Standard and Target for Success: Inthis unit, I would expect that 80% ofthe students will score 80% or aboveon this SLO.

% of Success for this SLO:Faculty Assessment Leader: D. McGovernFaculty Contributing to Assessment:

Action: Create live chat sessionsfor students to ask questions(02/01/2017)

Follow-Up: As a result of theseactions, I would expect that in theSpring semester of 2017, the testscores would be higher for morestudents and that perhaps fewerstudents would drop the course.(02/01/2017)

Action Category: TeachingStrategies

Action: Add more supplementalinformation to the coursematerials (02/01/2017)

Follow-Up: As a result of theseactions, I would expect that in theSpring semester of 2017, the testscores would be higher for morestudents and that perhaps fewer


Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard MetOn the homework portion, the average was 86%. On theexam, the average score for 22 students was 84%. Four outof the 22 students who took the exam scored below 80%.That is 18%, so within our target of 20% or less.(11/23/2016)


Multiple Assessments - SLO #1 isassessed by homework assignments,which are open book, and an examwhich is timed. The exam coversvarious mathematical problems,requires results and includes thesolving of word problems.



students would drop the course.(02/01/2017)

SLO #2 Algebraic Formulas - Utilizetables and algebraic formulas toperform calculations necessary todetermine business, financial, andcontractual obligations.

Inactive Date:




Comments::

Standard and Target for Success: Itis expected that 50% or more ofstudents who finish will achieve a Bor better grade.


Action: Ensure homework andpractice exercises are accuratelypreparing students for the exams.(05/15/2015)Action Category: TeachingStrategies




SLO #3 Procedures and Reports -Explain basic accounting proceduresand prepare accounting reports andbasic financial statements.

Inactive Date:




Comments::Standard and Target for Success: Itis expected that 50% or more ofstudents who finish will achieve a Bor better grade.


Action: Ensure homework andpractice exercises are accuratelypreparing students for the exams.(05/15/2015)Action Category: TeachingStrategies




SLO #4 Business Statistics - Calculateand interpret statistical data andapply them to business decisionmaking processes.

Action: Ensure homework andpractice exercises are accuratelypreparing students for the exams.(05/15/2015)

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard Met75% of the students scored 80% or higher on the

Exam/Test/Quiz - Throughout thesemester, assessments are assignedto gauge progress. The assessmentsare in the form of exams requiring



Inactive Date:




Comments::Standard and Target for Success: Itis expected that 50% or more ofstudents who finish will achieve a Bor better grade.



quiz/exam. This result exceeds the target of 50% anddemonstrates students are effectively learning the concept.Note: The sample size was small. 75% represent 6 out of 8students. (12/08/2014)


students to solve variousmathematical problems.

Standard and Target for Success: Iexpect 90% of students to get 100%on the homework and 80% ofstudents to earn a score of 75% orbetter on the exam given that coversthis SLO.

% of Success for this SLO:Faculty Assessment Leader: D. McGovernFaculty Contributing to Assessment:

Action: Change the assessment toinclude more direct application ofthe knowledge to businesssituations. (05/01/2016)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetAs can be seen from the attached results, of the 14 studentswho attempted the homework, the average score was14.85 of 15, or 99%. 13 of 14 students (92%) achieved a100% on the homework assignment.The average score for the exam was 82%. 73% of studentsearned a score of 75% or better. 1student earned a score of74%. If that student had scored just one percentage higher,we would be at 80%.

My analysis of these results is that students areabsorbing the material as we expect and are able to applythe knowledge to the business decision making process.(12/17/2015)


Multiple Assessments - Assessmentfor this SLO includes homeworkproblems and an exam. Both includeword and activity problems.


ECC: BUS 20:Business Management


SLO #1 Managerial Functions -Explain key managerial functionsincluding: planning, organizing,leading and controlling.

Inactive Date:




Comments::

Standard and Target for Success:Demonstrate the comprehension ofvarious business managementtopics, principles, and practices,through examination of businessproblems. Areas included: personnelmanagement, project management,and resources management. It isexpected that 80% of the studentswill score 70% or above on theassessment for this SLO.

% of Success for this SLO:Faculty Assessment Leader: M. SomdeCerffFaculty Contributing to Assessment: Xavier F. Miranda, A.Lovell

Action: Instructors shouldcontinue to find innovativemethods to engage and stimulatestudent learning. For example,students could be grouped intoteams the first week of the termto work on assignments.(05/15/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetBased on two sections of Business 20, 82% of the studentsscored 70% or higher on the quiz/exam that evaluated theirunderstanding of managerial functions. This result exceedsthe target of 80%. (02/01/2015)


Exam/Test/Quiz - The assessmentwas completed based on examresults which covered the topicsmentioned above.

% of Success for this SLO:Faculty Assessment Leader: J. MufichFaculty Contributing to Assessment:

Action: Management/Marketingfaculty need to re-evaluateassessment to ensure studentsunderstand the basic foundationallevel of the four managementfunctions. (12/16/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard MetExam #1: Results: 81% answered correctly (43/53)

A total of 53 students from the Fall 2016 courses of BUS 20participated in and completed the assessment of SLO #1with 43 students answering correctly at a 81% average.70% reflects acceptable achievement level. This datasuggests that students were able to comprehend thematerial and understand the four functions of Management(Planning, Organizing, Leading, and Controlling). Studentsuccess is based on the fact that faculty is teaching to thecourse outline and the proper course objectives are beingstressed. No adjustments to the SLO are necessary at thistime. We will continue and monitor this assessment in thefuture to ensure outcomes continue to be challengingstudents. (12/16/2016)

Exam/Test/Quiz - Exams – Fiveexams (4 exams plus a final). Thebest way to prepare/study for theexams is to complete the homework.Make-up exams are only forstudents with verified medicalexcuses.

Each exam will consist of 50Questions (10 True/False; 40Multiple Choice). Additionally, eachtest will include 5 short answer essayquestions for bonus/extra creditworth 1 points each. The exams willmeasure each student’s knowledge,comprehension, application, andanalysis.

Question on Exam #1:1. Describe the fourmanagement functions.



Standard and Target for Success: Itis expected that 70% of students willscore 70% or above on this SLOAdditional Information:

ANS:Planning means defining goals forfuture organizational performanceand deciding on the task and use ofresources needed to attain them.Organizing involves assigning tasks,group tasks into departments,delegating authority, and allocatingresources across the organization.Leading is the use of influence tomotivate employees to attainorganizational goals. Controllingmeans monitoring employees'activities, determining whether theorganization is on track towardgoals, and making corrections asnecessary.

SLO #2 Strategic Planning - Apply thestrategic planning process to abusiness scenario and recommend anaction plan.

Inactive Date:




Comments::

Standard and Target for Success: Itis expected that 80% of the studentswill score 70% or above on theassessment for this SLO.

Action: Management/Marketingfaculty need to re-evaluateassessment to ensure studentsunderstand the basic concepts ofstrategic planning and itapplication in anorganizational/business setting.(12/16/2018)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2016-17(Spring 2017)Standard Met? : Standard MetSECTION 3160

Exam #5: Results: 96% answered correctly (26/27)

A total of 27 students from the Spring course of BUS 203160 participated in and completed the assessment of SLO#2 with 26 students answering correctly at a 96% average.70% reflects acceptable achievement level. This datasuggests that students were able to comprehend thematerial and understand the strategic planning process andapply it to a business scenario and recommend an actionplan. Student success is based on the fact that faculty isteaching to the course outline and the proper courseobjectives are being stressed. No adjustments to the SLOare necessary at this time. We will continue and monitor





% of Success for this SLO:Faculty Assessment Leader: J. MufichFaculty Contributing to Assessment:

this assessment in the future to ensure outcomes continueto be challenging students.

SECTION 3163

A total of 17 students from the Spring course of BUS 203163 participated in and completed the assessment of SLO#2 with 15 students answering correctly at an 88% average.70% reflects acceptable achievement level. This datasuggests that students were able to comprehend thematerial and understand the strategic planning process andapply it to a business scenario and recommend an actionplan. Student success is based on the fact that faculty isteaching to the course outline and the proper courseobjectives are being stressed. No adjustments to the SLOare necessary at this time. We will continue and monitorthis assessment in the future to ensure outcomes continueto be challenging students. (06/07/2017)

% of Success for this SLO:Faculty Assessment Leader: M. SomdeCerffFaculty Contributing to Assessment: X. Miranda, L. Alford

Action: Instructors shouldcontinue to find innovativemethods to engage and stimulatestudent learning. For example,students could be grouped intoteams the first week of the termto work on assignments.(05/15/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetBased on two sections of Business 20, 92% of the studentsscored 70% or higher on the quiz/exam that evaluated theirunderstanding of strategic planning. This result exceeds thetarget of 80%. (02/01/2015)

Exam/Test/Quiz - Exams – Fiveexams (4 exams plus a final). Thebest way to prepare/study for theexams is to complete the homework.Make-up exams are only forstudents with verified medicalexcuses.



Each exam will consist of 50Questions (10 True/False; 40Multiple Choice). Additionally, eachtest will include 5 short answer essayquestions for bonus/extra creditworth 1 points each. The exams willmeasure each student’s knowledge,comprehension, application, andanalysis.

SLO #2: Strategic Planning: Apply thestrategic planning process to abusiness scenario and recommendan action planQuestion on Exam #5:

4. Compare thefour levels of goals and plans.Perform a SWOT Analysis on ECC andrecommend a course of action.ANS:The highest level is the missionstatement, which defines theorganization's basic business scopeand operations and specifies itsreasons for existence. The secondlevel is the level of strategic goalsand plans. Those pertain to theorganization as a whole and specifywhere the organization wants to bein the future. The third level is thetactical level, with a focus onoutcomes that major divisions anddepartments must achieve in orderfor the organization to reach itsoverall goals. The fourth and lowestlevel is the operational level,involving specific measurable resultsfor departments, work groups, andindividuals.SWOT Analysis results will vary.



Standard and Target for Success: “Itis expected that 70% of students willscore 70% or above on this SLOAdditional Information:

SLO #3 Integrated Planning - Analyzeand express how all aspects of anorganization (marketing, accounting,operations, human resources etc.)interrelate to support the goals of thelarge organization.

Inactive Date:




Comments::

Standard and Target for Success:80% of students will score above75% on the “Project” assessment

% of Success for this SLO:Faculty Assessment Leader: Joshua TroeshFaculty Contributing to Assessment:

Action: Analyze the assessmenttool and possibly improve the rigorof the assessment tool to ensurestudents have met the outcome.(09/01/2015)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met26 students completed the assessment19 students scored 90% or above on the assessment4 students scored 76% to 90% on the assessment3 students scored 75% or below on the assessment

Overall it is not surprising that students scored high on theassessment, as students had a period of 14 weeks tocomplete the assessments. The high rate of achievementshows a need to adjust the assessment to improve rigor. (09/02/2014)Additional Information: Projects

have a higher threshold for successas students have more time tocomplete the assessment and canseek faculty advice and supportwhile completing the assessment.

Project - Students identified aFortune 500 business andresearched articles and case studiesabout the company. Studentsanalyzed how the company usedconcepts from the book to achievetheir corporate goals through themarketing, accounting, operations,and human resources functions.

Standard and Target for Success: Itis expected that 80% of the studentswill score 70% or above on theassessment for this SLO. % of Success for this SLO:

Faculty Assessment Leader: M. SomdeCerffFaculty Contributing to Assessment: X. Miranda, L. Alford

Action: Instructors shouldcontinue to find innovativemethods to engage and stimulatestudent learning. For example,students could be grouped intoteams the first week of the termto work on assignments.(05/15/2015)Action Category: TeachingStrategiesAction: Consider replacing thetextbook to ensure examples arecurrent. – COMPLETED(01/01/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetBased on two sections of Business 20, 86% of the studentsscored 70% or higher on the quiz/exam that evaluated theirunderstanding of integrated planning. This result exceedsthe target of 80%. (02/01/2015)




ECC: BUS 21:Human Resources Management


SLO #1 Human Resource Process -Students will explain key humanresources concepts including: humanresource strategy development andplanning, as well as recruitment andselection practices.

Inactive Date:




Comments::

Standard and Target for Success: Itis expected that 80% of the studentswill score 70% or better on theassignment.

% of Success for this SLO:Faculty Assessment Leader: M. SomdeCerffFaculty Contributing to Assessment:

Action: Review the assessmenttool (written assignment) toensure assessment resultsaccurately reflect student progressand success is notunderestimated. Reviseassessment tool if needed. (02/01/2015)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2013-14(Spring 2014)Standard Met? : Standard Met86% of the students scored 70% or better on theassignment that included explaining key human resourcesterms such as strategy, planning, recruitment, andselection. The result would have been slightly better if allstudents completed the assignment.

The successful results could be attributed to providing thestudents with an example and discussing the aspects thatmade the work an "A" paper. (09/11/2014)


Essay/Written Assignment - Awritten assignment was given toevaluate students' understanding ofbasic human resources terms andconcepts.

SLO #2 Laws and PersonnelManagement - Students will analyzeand explain the laws pertaining tohuman resources management suchas: Affirmative Action, EqualEmployment Opportunity, sexualharassment, and hostile workenvironment.

Inactive Date:




Comments::

Standard and Target for Success: Itis expected that 80% of the studentswill score 70% or better on theassignment/exam.


Action: Consider adjusting thestandard and/or assessmentmethod to be more rigorous(01/01/2017)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetOf the 33 students in the course, 85% (28 students) scored70% or better. This is significantly above the expected rateof 80% and demonstrates students’ understanding ofhuman resource law. (12/23/2015)


Multiple Assessments - Writtenhomework was assigned and examswere administered to evaluatestudents' understanding of humanresource laws.

Standard and Target for Success: Itis expected that 80% of the studentswill score 70% or better on the quiz.

% of Success for this SLO:Faculty Assessment Leader: M. Som de CerffFaculty Contributing to Assessment:

Action: A case study could beadded and discussed in-class. Thisshould help to reinforce HR lawsand further engage students.(08/25/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard Met21 of 25 students earned 70% or higher on the quiz which is84% of the students. (02/28/2017)


Exam/Test/Quiz - A quiz was givento evaluate students' understandingof laws related to human resourcemanagement.

SLO #3 Labor Management - Action: Consider adjusting theSemester and Year Assessment Conducted: 2015-16 (FallMultiple Assessments - Written



Students will demonstrate a clearunderstanding of the methods usedto respond in situations of an over-supply and under-supply of labor.

Inactive Date:




Comments::

Standard and Target for Success: Itis expected that 80% of the studentswill score 70% or better on theassignment/exam.


standard and/or assessmentmethod to be more rigorous(01/01/2017)Action Category: SLO/PLOAssessment Process

2015)Standard Met? : Standard MetOf the 33 students in the course, 90% (30 students) scored70% or better. This is significantly above the expected rateof 80% and demonstrates students’ understanding ofover/under-supply of labor. (12/23/2015)


homework was assigned and examswere administered to evaluatestudents' understanding ofover/under-supply of labor.

Standard and Target for Success: Itis expected that 80% of the studentswill score 70% or better on the quiz. % of Success for this SLO:

Faculty Assessment Leader: M. Som de CerffFaculty Contributing to Assessment:

Action: A class activity willaccompany the lecture on thetopic of labor supply. Aninteractive, in-class exercise willenhance students’ understandingof this topic. (08/25/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard Met20 of 25 students earned 70% or higher on the quiz which is80% of the students. (02/28/2017)


Exam/Test/Quiz - A quiz was givento evaluate students' understandingof labor supply.


ECC: BUS 22:Human Relations in Organizations


SLO #1 Interacting Variables -Evaluate interacting variables thatoccur in human behavior, such asmotivation, perception, frustration,psychological conflicts, attitude, andvalues.

Inactive Date:




Comments::

Standard and Target for Success:75% of students will score a 70% orabove on the Project

% of Success for this SLO:Faculty Assessment Leader: J. TroeshFaculty Contributing to Assessment: X Miranda, P Nagpal,N Carbonaro

Action: Develop a standardindividual assessment tool foreach of the three SLOs.(09/01/2015)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2014-15 (Fall2014)Standard Met? : Standard MetAcross 3 sections, 90% of students scored above 70%.

The assessment showed that students met the SLOs at avery high rate. This success rate suggests a need to improvethe rigor of the assessment. Before that can be done,however, a standardized assessment will need to be createdto provide an equivalent baseline across all sections. (02/04/2015)


Project - Students developed anintegrated advertising campaign fora business of their choosing, whichintegrated all concepts from thecourse into a single plan.

SLO #2 Compare Psychological andSociological Theories - Compare andcontrast the theories of popularbehavioral scientists, such asAbraham Maslow, Eric Burne,Frederich Herzberg, Victor Vroom,Douglas McGregor, B.F. Skinner,David McClelland, and W. EdwardsDeming as they apply to organizationsand the workplace.

Inactive Date:




Comments::

Standard and Target for Success: Itis expected that 70% of the studentswill score 70% or above on theassessment for this SLO.

% of Success for this SLO:Faculty Assessment Leader: X. MirandaFaculty Contributing to Assessment:

Action: Assess the SLOs earlier inthe semester as soon as thematerial is covered (04/25/2016)Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2015-16 (Fall2015)Standard Met? : Standard MetSLO # Total # of Students # Students WhoScored > 70% # Students WhoScored < 70% % Scores 70% orHigher2 61 45 16 74%

SLO 2 Based on the observed data, an aggregate total of74% of the students demonstrated either “Satisfactory” orAbove Satisfactory” level mastery of human relations inorganizations principles at the end of the course. Studentsare able to identify the theories of popular behavioralscientists, such as Abraham Maslow, Eric Burne, FrederichHerzberg, Victor Vroom, Douglas McGregor, B.F. Skinner,David McClelland, and W. Edwards Deming as they apply toorganizations and the workplace. (12/20/2015)





SLO #3 Diversity, Culture, and Ethics- Explain how culture, ethics, anddiversity impact behavioral theoryand identify strategies for effectiveinterpersonal relationships withinmulti-cultural organizations.

Inactive Date:




Comments::Standard and Target for Success: Itis expected that 75% of students willscore a 70% or above on theassignment.

% of Success for this SLO:Faculty Assessment Leader: J. Escalante TroeshFaculty Contributing to Assessment:

Action: Identify a standardizedassessment tool. Possibly the caseused for Fall 2016. (09/01/2018)

Follow-Up: Based on the previousassessment, the assessment toolwas changed from a groupassessment to an individualassessment to better assessstudents. The result was alowering of the individual successrate, but students still met thestandard. (03/03/2017)

Action Category: SLO/PLOAssessment Process

Semester and Year Assessment Conducted: 2016-17 (Fall2016)Standard Met? : Standard MetAcross 3 sections, 88% of students scored above 70%. TheSLO assesses students’ understanding and application ofdiversity and inclusion in complex multi-culturalorganizations. Success rates are lower than last assessmentcycle, likely due to the change in the assessmentinstrument. Currently faculty still use differing assessmentinstruments. A single assessment seems to be possible forthis course based upon utilization of a common case fromthe book. (02/23/2017)


Essay/Written Assignment -Students reviewed a case study ofMcDonald’s diversity and inclusionprograms and associatedcontroversies. Students thencritically assessed the program’seffectiveness and suggestedstrategies to improve inclusion anddiversity and deal with theassociated controversies.


Documents

Assessment: Course Four Column · regular online and in-class testing. (12/14/2015) ... comprehensive project requiring the ... Comprehensive Problem