Accreditation Council for Business Schools and Programs Associate Degree Commission Accredited Institutions Quality Assurance (QA) Report Baton Rouge

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1 Accreditation Council for Business Schools and Programs Associate Degree Commission Accredited Institutions Quality Assurance (QA) Report Baton Rouge Community College February 15, 2017

2 I - Institutional Information To complete this section, first click on the Edit/Checkout button. Then copy and paste the headings into the Institutional Response box below and enter your information. O 4. List all accredited programs (as they appear in your catalog). Note: Listing new programs here does not confer accreditation. New degree programs, majors or emphases must be in effect for at least two years and have graduates and follow the guidance in the process book before accreditation will be granted. O 5. List all programs that are in your business unit that are not accredited by ACBSP and how you distinguish accurately to the public between programs that have achieved accredited status and those that have not. O 6. List all campuses where a student can earn a business degree from your institution. O 7 Person completing report: Name: Phone: address: ACBSP Champion name: ACBSP Co-Champion name: Status: Ready For Review Due Date: Not Set QA Report Assigned To Angela Bruns

3 Institution Response 4. List all accredited programs (as they appear in your catalog). Associate of Applied Science (AAS) in Business Technology, including concentrations in Entrepreneurship and Management Associate of Science (AS) in Business 5. List all programs that are in your business unit that are not accredited by ACBSP and how you distinguish accurately to the public between programs that have achieved accredited status and those that have not. Business (Associate of Arts/Louisiana Transfer Degree). This degree is not and was never listed as accredited by ACBSP on either the BRCC website or in the catalog. The BRCC Website and catalog clearly state that the only accredited business degrees are as follows: Associate of Applied Science (AAS) in Business Technology, Associate of Science (AS) in Business. 6. List all campuses where a student can earn a business degree from your institution. Baton Rouge Community College - Mid-City Campus 201 Community College Drive Baton Rouge, LA Person completing report: Name: Angela Bruns (formerly Angela Pursley) Phone: address: brunsa@mybrcc.edu ACBSP Champion name: Todd Dozier, Dean of Business, Social Science and History ACBSP Co-Champion name: Angela Bruns Chair, Business Department Sources There are no sources.

4 II - Status Report on Conditions and Notes O 8. Conditions or Notes to be addressed: You do not need to address Opportunity for Improvement (OFI). Please explain and provide the necessary documentation/evidence for addressing each condition or note since your last report. Are you requesting the Board of Commissioners to remove notes or conditions (if the justification for removal is lengthy consider attaching an appendix to QA report): Remove Note: Remove Condition: Do not remove note or condition. Explain the progress made in removing the note or condition: Status: Ready For Review Due Date: Not Set QA Report Assigned To Angela Bruns Institution Response Condition on Overview Item 09: The link provided ACBSP regarding how the institution provides performance information to the public does not work. Remove Condition: The link for BRCC Institutional Research has been updated as follows: Institutional Research Sources There are no sources.

5 III - Public Information Item III in the QA report applies to Criterion 6.11 in the Standards and Criteria book. Accredited business programs must routinely provide reliable information to the public on their performance, including student achievement. A direct link to aggregate business student results should be placed on your business page website. The following items must be available to the public for accreditation. Student Learning Outcome Assessment Results: Such as what you report in standard #4, ETS, MFT, accounting assessment, management assessment, critical thinking, communication, etc. A link to Table 2 found in the evidence file must be placed on your website. Program Results for Business Students: Such as graduation rates, retention rates, job placement, etc. How do you make the results public? A link to Table 7 found in the evidence file must be placed on your website. Ensure the link goes directly to business students' results such as the example on the ACBSP website located under associate degree accreditation. Status: Ready For Review Due Date: Not Set QA Report Assigned To Angela Bruns Institution Response Every semester the Business Department reviews student performance by administering learning outcome course assessments. The results are used to assess program outcomes for the AAS and AS degrees. The analysis of the results are found in the ACBSP QA report, which is available to the public via a link on BRCC s website ACBSP QA Report on BRCC website. In addition, course or program outcomes are made available to our Business Advisory Board members at their request. Information on student performance such as data on enrollment, retention, and completion can be found on the BRCC Institution Research and Effectiveness website BRCC Institutional Research.The data for student learning outcome assessment is located in Table 2 of the BRCC Business Dept Website. The BRCC Department of Public Relations highlights student accomplishments as well as departmental successes, such as ACBSP accreditation. Information on college wide student performance can be gathered at the Louisiana Board of Regents website (Louisiana Board of Regents), the IPEDS website (IPEDS), or College Navigator (College Navigator).Baton Rouge Community College provides a link to its ACBSP QA report on its website (ACBSP QA Report on BRCC website). The data for Program results for business students is located in Table 7 of the BRCC Business Dept Website. Sources There are no sources.

6 1 - Standard 1 Leadership Organization a. List any organizational or administrative personnel changes within the business unit since your last report. b. List all new sites where students can earn an accredited business degree (international campus, off-campus on-campus, online) that have been added since your last report. Status: Not Started Due Date: Not Set QA Report Assigned To Todd Dozier Institution Response a. List any organizational or administrative personnel changes within the business unite since your last report. Baton Rouge Community College's merger with Capital Area Technical College was approved by SACSCOC on January 19, At the end of the spring 2015 semester Chancellor Andrea Miller announced she would be leaving the college to accept a position at another academic institution. Dr. Dennis Michaelis was appointed Interim Chancellor during the summer of Dr. Michaelis served in this position at the college until fall During the academic year Dr. Larissa Littleton-Steib was hired as the new Chancellor. Dr. Littleton-Steib's appointment was effective January 2, In August 2015 Meghan Rojas was replaced by Mrs. Ann Marie Nicholas-Green as the Administrative Coordinator for the Division of Business, Social Sciences & History. Full time faculty member and AS Business Program Manager Ms. Andrea Pitre left the college. Dr. Janet Daniel has taken over the role of Program Manager for the AS in Business. The Business Department is currently going through the process of hiring a full time Business instructor to fill Ms. Pitre's faculty position. b. List all new sites where students can earn an accredited business degree (international campus, off-campus on-campus, online) that have been added since your last report. No new sites were added since the last report. Sources There are no sources.

7 2 - Standard 2 Strategic Planning You do not have to respond to Standard #2 Strategic Planning if you do not have any notes or conditions in this standards. Status: Not Started Due Date: Not Set QA Report Assigned To Not Assigned Institution Response Not applicable Sources There are no sources.

8 3 - Standard 3 Student and Stakeholder Focus Complete the table for Standard 3 - Student- and Stakeholder-Focused Results, found under the Evidence File tab above. Provide three or four examples of assessment data, reporting what you consider to be the most important data. It is not necessary to provide results for every process in your QA report. Status: Not Started Due Date: Not Set QA Report Assigned To Not Assigned Institution Response The Baton Rouge Community College Business Department conducts a student satisfaction survey to determine how the Department and the College are meeting these stakeholders' needs. The Business Department utilizes the resources from its Business Advisory Board to ensure a connection with the local business community and to keep curricula relevant and current. Additionally, the Business Department partners with the BRCC Career Center to ensure students take advantage of Career Center events to improve students' employability skills and connect students with potential employers. For a sample of reported Employment Data for our AAS degree students, please see attached document. EmploymentDataAY14-15AAS For a sample of a recent survey to our Business Advisory Board, please see attached document. Business Advisory Board Survey Results_Supporting analysis is found in the attached Table File for Standard 3.Standard 3 - Table 1 Sources Business Advisory Board Survey Results_ EmploymentDataAY14-15AAS Standard 3 Table 1

9 4 - Standard 4 Measurement and Analysis of Student Learning and Performance a. Program Outcomes. List outcomes by accredited programs. Program outcomes should be used as part of a student learning assessment plan and be measureable. AAS AS AS Accounting, etc. b. Performance Results.Complete Table 2 for Standard 4 Student Learning Results found under the Evidence File above. 1. Provide a minimum of three examples of assessment data, reporting what you consider to be the most important data. It is not necessary to provide results for every process. 2. You must have at least one example of results for each accredited program. Status: In Process Due Date: Not Set QA Report Assigned To Not Assigned

10 Institution Response a. Program Outcomes AAS in Business Technology (Entrepreneurship Concentration) 1. Be able to apply accounting terms and concepts to make business decisions. 2. Be able to apply economic theory in business decisions. 3. Be able to use financial tools in making business decisions 4. Be able to identify legal considerations in a business. 5. Be able to use oral and written communication skills appropriate to targeted audiences. 6. Demonstrate tenets of professionalism including professional image, teamwork, and customer relations 7. Be able to produce and present an original, detailed business plan AAS in Business Technology (Management Concentration) 1. Be able to apply accounting terms and concepts to make business decisions. 2. Be able to apply economic theory in business decisions. 3. Be able to use financial tools in making business decisions 4. Be able to identify legal considerations in a business. 5. Be able to use oral and written communication skills appropriate to targeted audiences. 6. Demonstrate tenets of professionalism including professional image, teamwork, and customer relations 7. Use the functions of management to address a standardized management situation in keeping with organizational goals. AS in Business 1. Be able to apply accounting terms and concepts to make business decisions. 2. Be able to apply economic theory in business decisions. 3. Organize, analyze, and make information useful by employing mathematic principles. 4. Be able to use oral and written communication skills appropriate to targeted audiences. b. Performance Results Please see Table Files for Standard 4 attached below. Sources Standard 4 Table 2

11 5 - Standard 5 Faculty and Staff Focus a. Faculty and Staff Focus Complete Table 3a Standard 5 - Faculty- and Staff-Focused Results found under the Evidence File above. Provide three or four examples of assessment data, reporting what you consider to be the most important data. It is not necessary to provide results for every process. b. Faculty Qualifications Complete Table 3b. Standard 5 - New Full-Time and Part-Time Faculty Qualifications found under the Evidence File above. This table is for new full-time and part-time faculty members since your last self-study or QA report. Do not include faculty members previously reported, in accordance with Criterion 5.2 in the Standards and Criteria. Status: In Process Due Date: Not Set QA Report Assigned To Angela Bruns Institution Response Baton Rouge Community College along with the Business Department provides a positive, productive, learning-centered work environment for Business faculty and staff. The faculty evaluation narrative, including service to the College, and professional development (through the department of Innovative Learning and Academic Support ), provides a strong foundation to develop faculty and staff into excellent teachers and leaders. Additional resources are available on the BRCC Teaching + Learning Blog. Please see supporting analysis in Table 3a Standard 5. b. Faculty Qualifications Please see supporting data in Table 3b Standard 5. Sources Standard 5 Table 3a Standard 5 Table 3b

12 6 - Standard 6 Educational and Business Process Management a. Curriculum 1. List any existing accredited degree programs/curricula that have been substantially revised since your last report and attach an updated Table 6 Curriculum Summary found under the Evidence File tab above. 2. List any degree programs that have changed names whether or not there are curriculum changes. This information will be used to update your list of accredited programs on the ACBSP website. 3. List any new degree programs that have been developed since your last report and attach a Table 6 Curriculum Summary found under the Evidence File tab above. Note: If you have a new degree at a level currently accredited by ACBSP, then report information on: student enrollment, program objectives, instructional resources, facilities and equipment, admissions requirements, graduation statistics, core professional components (CPCs), and the outcomes assessment process to ACBSP. If the new degree is at a higher level than what is currently accredited, the school must complete a selfstudy to add the degree. 4. List any accredited programs that have been terminated since your last report. Note: If you do not have any new or revised programs, you do not need to complete Table 6 Curriculum Summary. 5. Provide three or four examples of organizational performance results, reporting what you consider to be the most important data, using Table 7 - Standard 6 - Organizational Performance Results, found under the Evidence File tab above. It is not necessary to provide results for every process. Status: In Process Due Date: Not Set QA Report Assigned To Not Assigned

13 Institution Response a. Curriculum 1. No existing accredited degree programs/curricula have been substantially revised since the last report. 2. No degree programs have changed names since the last report. 3. No new degree programs have been developed since the last report. 4. No accredited programs have been terminated since the last report. 5. In order to monitor organizational performance, the business department considers the following as indicators of organizational effectiveness: program enrollment, online offerings, graduation rates, and retention rates. Please see supporting analysis in Table Files for Standard 6 attached below.standard 6 - Table 7 Sources Standard 6 Table 7

14 Business Advisory Board Survey Results I feel that the Associate of Applied Science Business degree program at BRCC is adequately preparing students for the workforce. Answer Choices Responses Yes No Total 5 I have participated in Board discussions concerning what should be done to impact curriculum and retention at Baton Rouge Community College. Answer Choices Responses Yes No Total 5 I have participated in at least one of the following activities/events sponsored by the Business Department at Baton Rouge Community College: (Choose one or more) Answer Choices Responses Mock Interviews Business Networking Event Presentation to Business Students Guest Lecturer/Speaker Student Mentor Collaborating/Partnering to Host an Event Total Respondents: 4

15 Employment Data Graduation Term PROGRAM_DESC Employer Fall 14 AAS Business Technology Hamilton Relay/Marriott Hotel Fall 14 AAS Business Technology Latter and Blum Fall 14 AAS Business Technology Premier Credit Fall 14 AAS Business Technology Permanence Contractor Fall 14 AAS Business Technology Fuze Salon Fall 14 AAS Business Technology Affirmative Insurance Company Fall 14 AAS Business Technology Aztecas Fall 14 AAS Business Technology Capitol Cyclery Fall 14 AAS Business Technology Calvin's Bocage Market Fall 14 AAS Business Technology Darren James Real Estate Expert, LLC Fall 14 AAS Business Technology Spring 15 AAS Business Technology H & E Equipment Spring 15 AAS Business Technology Worldwide Cleaning Spring 15 AAS Business Technology Self Employed Spring 15 AAS Business Technology United States Army Spring 15 AAS Business Technology Reliable Production Services Spring 15 AAS Business Technology Spring 15 AAS Business Technology Circle K

16 TABLE 1: Student and Stakeholder Focused Results (Standard 3) - Student, stakeholder, and market focused results examine how well your business unit satisfies students and stakeholders key needs and expectations. - Performance measures may include: satisfaction and dissatisfaction of current and past students and key stakeholders, perceived value, loyalty, persistence, or other aspects of relationship building, end of course surveys, alumni surveys, Internship feedback, etc. Performance Measures may include: satisfaction and dissatisfaction of current and past students and key stakeholders, perceived value, loyalty, persistence, or other aspects of relationship building, end of course surveys, alumni surveys, internship feedback, etc. - Measurement instrument or processes may include end of course surveys, alumni surveys, Internship feedback, etc. - Each academic unit must demonstrate linkages to business practitioners and organizations, which are current and significant, including an advisory board. - Periodic surveys should be made of graduates, transfer institutions, and/or employers of graduates to obtain data on the success of business programs in preparing students to compete successfully for entry-level positions. - If for any given performance measure your goal is being exceeded repeatedly, consider either increasing the goal or changing the performance measure so that action can be taken to improve the program. - For all data reported, show sample size (n = 75). Analysis of Results Performance Measure: What is your performance measure? (The goal should be measurable.) (indicate length of cycle) Current Results: What are your current results? Analysis of Results: What did you learn from your results? Action Taken or Improvement Made: What did you improve or what is your next step? Provide a graph or table of resulting trends (3-5 data points preferred) At least 75% of current business students will respond either Strongly Agree or Agree to satisfaction in the areas of instruction in business courses, content in business courses, instruction in general education courses, and content in general education courses during the reporting period (Fall 10-Fall 16). Survey of currently enrolled business students administered during Fall 2016 by the Office of Institutional Research. This is the fourth time the survey has been administered (Fall 2010; Fall 2012; Fall 2014; Fall 2016). The performance standard was met in all areas. Current business students were generally very satisfied with their general education and business course instruction and content, with at least 75% of Business students responding "Strongly Agree" or "Agree" to satisfaction in those areas. Business students are extremely satisfied with instruction and content in Business courses, with 78% and 84% respectively responding "Strongly Agree" or "Agree" to satisfaction in those areas. 81 % and 8 of students surveyed responded "Strongly Agree" or "Agree" to satisfaction in general education instruction and content. This percentage is the same as it was in the Fall For the Fall 2016 survey, n=112. For the previous years, n was not available. The results for satisfaction in Business course instruction in Fall 2016 was down from Fall 2014 due to the departure in midsemester of an experienced teacher who was replaced by adjuncts at midterm. This semester, the faculty will not change in midsemester, and we expect satisfaction results to return to that of previous years. Since most of the courses taught in the Business Department are not general education courses, the ability of the Department to have an impact on student satisfaction in those areas is limited. However, the students are well-satisfied with the general education courses Students Who Answered "Strongly Agree/Agree" to Satisfaction in the Following Areas Instruction in Gen Ed Courses Content in Gen Ed Courses Instruction in Business Courses Content in Business Courses Fall 2010 Fall 2012 Fall 2014 Fall 2016

17 Analysis of Results Performance Measure: What is your performance measure? (The goal should be measurable.) AS Transfer Institution Satisfaction Measure: At least 5 of our AS in Business students who transfer to 4- year colleges in Louisiana will either graduate or still be successfully enrolled after 1 year. (indicate length of cycle) Data report acquired by BRCC's Office of Institutional Research from the Louisiana Board of Regents tracks the performance of AS in Business students who transferred to four-year colleges in Louisiana. Current Results: What are your current results? Analysis of Results: What did you learn from your results? This goal is being met. BRCC's The transfer data do show AS in Business students who that the majority of our transfer to 4-year colleges in students are performing Louisiana are succeeding. successfully (maintaining Over 75% of our students enrollment or graduating) who transferred to LSU or at the 4-year colleges in SELU during the past 3 years have either graduated or are Louisiana. still enrolled successfully. The performance of students who transferred to other schools in the UL system has been steadily improving over the past three years. The smallest group is students who transfer to SU, and their success rate, while not as high as the other groups,still meets the goal. Action Taken or Improvement Made: What did you improve or what is your next step? The Business Department faculty need to continue working with the 4-year schools to ensure that the content of our transfer courses aligns with that of the 4- year colleges to improve student success rates. We will continue to monitor our transfer student performance at 4-year schools. Provide a graph or table of resulting trends (3-5 data points preferred) Percent of Transfer Students Graduated or Still Enrolled LSU SELU Other UL SU-BR

18 Analysis of Results Performance Measure: What is your performance measure? (The goal should be measurable.) (indicate length of cycle) Current Results: What are your current results? Analysis of Results: What did you learn from your results? Action Taken or Improvement Made: What did you improve or what is your next step? Provide a graph or table of resulting trends (3-5 data points preferred) All BRCC graduates' overall satisfaction level (on a 5 point likert scale from Very Dissatisfied to Very Satisfied) on average will be at least 'Satisfied' (4) for all areas evaluated (Course work, Instructors, Instruction, Convenience of courses, Availability of courses, BRCC experience, Campus technology, Advising) during the reporting period (AY ). Graduating Student Satisfaction and Employment Survey administered by BRCC's Office of Planning, Assessment and Accountability for the Academic Year (95% response rate). The performance standard was met for six of the eight areas and with two being extremely close (Campus technology and Advising at 3.99 and 3.97 respectively). 495 students out of 524 total graduates completed the survey for the academic year Given the extremely high response rate and the reported results, it is clear that nearly all BRCC graduates in were essentially satisfied with their overall BRCC experience. As this data is only from one academic year, it is not possible to determine if this is part of any pattern or trend. There has been significant turnover in recent years in the college's Institutional Research division, which oversees such a survey. As we're unable to provide data for multiple academic years, the Business Department will be meeting with those responsible in Institutional Research to understand the college's plans going forward in gathering data from all our graduates. At the same time, the business department will determine if it is best that the department itself administer its own survey to just our business graduates. In addition, the business department will meet with the director of the college's Career Center to explore ways to effectively survey our business graduates regarding employment, to obtain data on the success of our business programs in preparing our students for the workforce. AY BRCC Graduate Survey BRCC Graduate Survey Advising Campus Technology BRCC Experience Availability of Courses Convenience of Courses Instruction Instructors Course Work

19 Performance Indicator 1. Student Learning Results TABLE 2: Student Learning Results (Standard 4) Use this table to supply data for Criterion 4.2. Definition A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance, third-party examination, faculty-designed examination, professional performance, licensure examination). Add these to the description of the measurement instrument in column two: Direct - Assessing student performance by examining samples of student work Indirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information. Formative An assessment conducted during the student s education. Summative An assessment conducted at the end of the student s education. Internal An assessment instrument that was developed within the business unit. External An assessment instrument that was developed outside the business unit. Comparative Compare results between classes, between online and on ground classes, Between professors, between programs, between campuses, or compare to external results such as results from the U.S. Department of Education Research and Statistics, or results from a vendor providing comparable data. - If for any given performance measure your goal is being exceeded repeatedly, consider either increasing the goal or changing the performance measure so that action can be taken to improve the program. Performance Measure Analysis of Results Current Results Analysis of Results Action Taken or Improvement made 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? Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) (Indicate type of instrument) direct, formative, internal, comparative Program: Associate of Applied Science in Business Technology (Program Outcomes 1-6 listed below are used in both the Entrepreneurship Concentration and the Management Concentration. Each concentration has one additional outcome specific to it, 7E for Entrepreneurship and 7M for Management. Course(s): Vary by Outcome Program Outcomes Measurable Goals: 7 of students will express competence in each assessment. Competence is defined as a score of 7 or better on each individual assessment.

20 Performance Measure Current Results Analysis of Results Action Taken or Improvement made 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? Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) (Indicate type of instrument) direct, formative, internal, comparative AAS PROGRAM OUTCOME 1: At least 7 of students assessed in ACCT 203 each semester during the reporting period (AY and AY 15-16) will be able to demonstrate the ability to apply accounting terms and concepts to make business decisions. ACCT 203 Summative, Internal At the end of each semester, faculty teaching the course will administer a Learning Outcomes Assessment. Semesters included are: Fall 2014, Spring 2015, Fall 2015, Spring ACCT 203 During the last QA report, this outcome as measured in ACCT 203 was successfully met each semester, with students performing at greater than 7 on average. During the current reporting period (AY and AY 15-16), the data indicates that in Fall 14 and Fall 15, our threshold of 7 successfully meeting this outcome was not met, although it was somewhat close, 65% and 69% respectively. ACCT 203 Although the outcome has been successfully met during Spring 15 and Spring 16, the department recognizes that accounting faculty needs to work towards more enhanced student learning. ACCT 203 During the AY 15-16, the accounting faculty reassessed the Learning Outcomes for this course. A more refined set of Learning Outcomes was submitted to the Faculty Senate Curriculum Committee to improve consistency in instruction and student comprehension. In addition, with intended improves student performance, the accounting faculty worked with BRCC's Academic Learning Center to have accounting tutors readily available and in close proximity following certain class times Average Student Learning Outcome Achievement for ACCT % 71% 69% 76% Fall 14 n=37 Spring 15 n=50 Fall 15 n=58 Spring 16 n=50

21 Performance Measure Current Results Analysis of Results Action Taken or Improvement made 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? Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) (Indicate type of instrument) direct, formative, internal, comparative AAS PROGRAM OUTCOME 2: At least 7 of students assessed in ECON 201, 202, & 203 each semester during the reporting period (AY and AY 15-16) will be able to demonstrate the application of economic theory in business decisions. ECON 201 ECON 202 ECON 203 Summative, Internal At the end of each semester, faculty teaching the course will administer a Learning Outcomes Assessment. Semesters included are: Fall 2014, Spring 2015, Fall 2015, Spring ECON 201 ECON 202 ECON 203 ECON 201 ECON 202 ECON 203 During the last QA report, this As in the past, students outcome was successfully met have done extremely each semester, with students well in successfully performing at greater than 7 on meeting outcomes in all average in each of the three three of the key classes used for assessment. economics courses. During the current reporting period (AY and AY 15-16), this outcome was again successfully met each semester. ECON 201 ECON 202 ECON 203 Economics faculty will continue to provide excellent instruction. Faculty will also continue to participate in professional development opportunities as available. Economics faculty are able to receive exceptional resources free from the Federal Reserve s education branch. Also, the Business Department will continue to seek out and maintain a qualified pool of adjuncts for economics courses Average Student Learning Outcome Achievement for ECON % 75% 82% 7 Fall 14 n=113 Spring 15 n=270 Fall 15 n=158 Spring 16 n=158 Average Student Learning Outcome Achievement for ECON % 75% 75% 85% Fall 14 n=109 Spring 15 n=114 Fall 15 n=108 Spring 16 n=121 Average Student Learning Outcome Mastery for ECON % 71% Fall 14 n=87 Spring 15 n=91 Fall 15 n=109 Spring 16 n=143

22 Performance Measure Current Results Analysis of Results Action Taken or Improvement made 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? Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) (Indicate type of instrument) direct, formative, internal, comparative AAS PROGRAM OUTCOME 3: At least 7 of students assessed in FINA 150 each semester during the reporting period (AY14-15 and AY15-16) will be able demonstrate the use financial tools in making business decisions. FINA 150 Summative, Internal At the end of each semester, faculty teaching the course will administer a Learning Outcomes Assessment. Semesters included are: Fall 2014, Spring 2015, Fall 2015, Spring During the last QA report, this During the last QA report outcome was successfully met there were only two each semester reported, with semesters assessed, students performing at greater whereas this report than 7 on average. During the includes all courses current reporting period (AY taught during the AY 14- and AY 15-16), this outcome was 15 and AY This is successfully met in Fall 14, Spring due to an improvement 15 and Spring 16, but not in Fall 15 in our data collection, (65%). providing a more robust data set. Leadership will continue to help ensure that the outcome as assessed in FINA 150 is consistently reported. The Department will continue to monitor closely student achievement of this learning outcome Average Student Learning Outcome Mastery for FINA % 7 73% 65% Fall 14 n=52 Spring 15 n=34 Fall 15 n=40 Spring 16 n=36 AAS PROGRAM OUTCOME 4: At least 7 of students assessed in BUSN 220 each semester during the reporting period (AY14-15 and AY 15-16) will be able to demonstrate the ability to identify legal considerations applicable in a business. BUSN 220 Summative, Internal At the end of each semester, faculty teaching the course will administer a Learning Outcomes Assessment. Semesters included are: Fall 2014, Spring 2015, Fall 2015, Spring During the last QA report, this outcome was successfully met each semester reported, with students performing at greater than 7 on average. During the current reporting period (AY and AY 15-16), this outcome was successfully met in Spring 15, Fall 15, and Spring 16, but not in Fall 14 (68%). There was no sample size (n) reported for Fall 14. With the outcome being successfully met during Spring 15, Fall 15 and Spring 16, and been met by 68% in Fall 14, the department recognizes more focus needs to be placed by faculty on enhancing student learning. The Business Department will continue to monitor closely student achievement of this learning outcome in order to recognize early a downward trend Average Student Learning Outcome Mastery for BUSN % 8 83% 7 Fall 14 Spring 15 n=63 Fall 15 n=41 Spring 16 n=43

23 Performance Measure 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? (Indicate type of instrument) direct, formative, internal, comparative AAS PROGRAM OUTCOME 5: At least 7 of students assessed in BUSN 240 in each semester during the reporting period (AY and AY 15-16) will be able to demonstrate the use of oral and written business communication skills appropriate to targeted audiences. BUSN 240 Oral Presentation Assignment - Formative, Internal, Learning Outcome Assessment (assignment using departmentally-designed rubric) administered during the semester. Written Business Letter Assignment - Summative, Internal, Learning Outcome Assessment (assignment using departmentally-designed rubric) administered at the end of each semester. Semesters included are: Fall 2014, Spring 15, Fall 15, Spring 16. Students mastered this outcome for each semester in the reporting period. As in the past, students have done very well in successfully meeting outcomes as measured in two assignments in BUSN 240. Although the success of our students is evident, given the importance of these skills as students enter or try to advance in the workforce, these assessments should be closely examined each semester should a downward trend emerge. Faculty teaching the course continue to make adjustments to ensure continued success in obtaining oral and written business communication skills necessary for today s workforce % 9 85% 8 75% 87% 88% Student Learning Outcome Mastery of Oral and Written Business Communication 85% 98% 97% 9 89% 10 Fall 14 n=82 Spring 15 n=52 Fall 15 n=81 Spring 16 n=64 Average Student Learning Outcome Mastery for BUSN 240 Business Letter Assignment Average Student Learning Outcome Mastery for BUSN 240 Oral Presentation Assignment AAS PROGRAM OUTCOME 6: At least 7 of students assessed in BUSN 240 in each semester during the reporting period (AY and AY 15-16) will be able to demonstrate the tenets of professionalism including professional image, teamwork, and customer relations. BUSN 240 BUSN 130 Professional Image 1) Resume & Cover Letter Assignment - Summative, Internal, Learning Outcome Assessment (assignment using departmentally-designed rubric) administered at the end of the semester. 2) Mock Interview Assignment - Summative, Internal, Learning Outcome Assessment (assignment using departmentally-designed rubric) taking place at the end of the semester. Students mastered this outcome for each semester in the reporting period. As in the past, students have done very well in successfully meeting outcomes as measured in two assignments in BUSN 240. Although the success of our students is evident, given the importance of these skills as students enter or try to advance in the workforce, these assessments should be closely examined each semester should a downward trend emerge. Faculty will continue to reinforce these important concepts. Business Advisory Board members consistently stress the importance of these skills % 9 85% 8 91% 89% Student Learning Outcome Mastery of Professional Image 93% 92% 95% 95% 88% 89% Fall 14 n=91 Spring 15 n=65 Fall 15 n=80 Spring 16 n=65 Average Student Learning Outcome Mastery for BUSN 240 Resume/Cover Letter Assignment Average Student Learning Outcome Mastery for BUSN 240 Mock Interview Assignment BUSN 240: Semesters included are: Fall 2014, Spring 2015, Fall 2015, Spring 2016.

24 Performance Measure Current Results Analysis of Results Action Taken or Improvement made 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? Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) (Indicate type of instrument) direct, formative, internal, comparative Teamwork Group Project Report and Peer Assessment Assignment - Formative Outcome Assessment (assignment using departmentallydesigned rubric) taking place during the semester. BUSN Semesters included are: Fall 2014, Spring 2015, Fall 2015, Spring Students mastered this outcome for each semester in the reporting period. Business students generally do well with group projects. Since BUSN 240 is usually taken near the end of the program, students are serious in their studies and recognize the importance of being able to work with others to achieve a goal. Faculty teaching this assignment, along with Business Department, will make sure that the assignment or assignments measuring teamwork reflect as accurately as possible real world situations Average Student Learning Outcome Mastery of Teamwork 93% 93% 94% 87% Fall 14 n=89 Spring 15 n=60 Fall 15 n=87 Spring 16 n=64 Customer Relations - Group Project Report and Peer Assessment Assignment - Formative Outcome Assessment (assignment using departmentallydesigned rubric) taking place during the semester. BUSN Semesters included are: Fall 2014, Spring 15, Fall 15, Spring 16. Students mastered this outcome for each semester in the reporting period. There was no sample size (n) reported for Fall 15. Business students generally do well with customer relations as the concepts are touched upon in almost every business course. This may be due to most students having had some work experience in customer relations which allows them to relate concepts with real world situations. During the last QA report there were only two semesters assessed, whereas this report includes all courses taught during the AY and AY This is due to an improvement in our data collection, providing a more robust data set. Leadership will continue to help ensure that the outcome as assessed in BUSN 130 is consistently reported. The Department will continue to monitor closely student achievement Average Student Learning Outcome Mastery of Customer Relations 84% 86% 92% 87% Fall 14 n=38 Spring 15 n=47 Fall 15 Spring 16 n=7

25 Performance Measure Current Results Analysis of Results Action Taken or Improvement made 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? Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) (Indicate type of instrument) direct, formative, internal, comparative AAS PROGRAM OUTCOME 7E: At least 7 of students assessed in MANG 222 during the reporting period (AY and AY 15-16) will demonstrate the ability to produce and present an original, detailed business plan. MANG 222 Summative, Internal, Learning Outcomes Assessment administered at the end the semester. Assessment (business plan creation and presentation assignments using departmentally-designed rubrics) taking place at the end of the semester. MANG Semesters included are Fall 14 and Fall 15. The two concentrations (Management and Entrepreneurship) were introduced in Fall 12. Fall 2014 was the first time the course was offered as the first group of students in the entrepreneurship concentration were ready to take the course. This course is only being taught once per academic year, thus there are only two data points. Students mastered both parts of the outcome in Fall 14, the creation of the business plan as well as the presentation of it. However, in Fall 15, students only mastered the creation of the business plan, but did not reach our threshold of 7 (59%) with the presentation of the business plan. Students were successful Faculty teaching MANG 122 and in the creation of the 222 will continue to use both business plan due in part courses to develop skills to the intense enabling students to present preparation in both orally and in writing their MANG 122 (Introduction business concept. Specifically, to Entrepreneurship) and faculty should focus on MANG 222 leading up to improving student performance the creation of the plan. with regard to the presentation It is expected that by the of the business plan, which is end of the semester critical for any entrepreneur. students would be Also, faculty will continue to extremely comfortable focus on the business presenting their idea development process since the concepts had throughout both courses so that been developed by the end of MANG 222, throughout both MANG students are able to create and 122 and 222. This was present their idea. only demonstrated in Fall Average Student Learning Outcome Mastery of Creating/Presenting Business Plan 10 84% 86% 59% Fall 14 n=7 Fall 15 n=11 Average Student Learning Outcome Mastery for Creation of Business Plan Average Student Learning Outcome Mastery for Presentation of Business Plan

26 Performance Measure Current Results Analysis of Results Action Taken or Improvement made 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? Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) (Indicate type of instrument) direct, formative, internal, comparative AAS PROGRAM OUTCOME 7M: At least 7 of students assessed in MANG 201 each semester during the reporting period (AY and AY 15-16) will be able to demonstrate the use of the functions of management to address a standardized management situation in keeping with organizational goals. MANG 201 Summative, Internal At the end of each semester, faculty teaching the course will administer a Learning Outcomes Assessment. MANG Semesters included are: Fall 2014, Spring 15, Fall 15, Spring 16. Of the four semesters during the reporting period, this outcome as measured in MANG 201 has only been met successfully in Spring, 2016 (84%), however, Spring 15 almost met our threshold of 7 (68%). Although this reporting period has shown improvement in two semesters, the Department recognizes that there are continuing challenges that could be due to both the way in which this outcome is assessed and how the course material is delivered with regard to addressing the course's Learning Objectives. During the last QA report there were only three semesters assessed, whereas this report includes all courses taught during the AY and AY This is due to an improvement in our data collection, providing a more robust data set. Leadership will continue to help ensure that the outcome as assessed in MANG 201 is consistently reported. It is worth noting that the textbook used in this course was changed in Fall 15 to a more direct, streamlined version, possibly attributing in part to the improved results in Spring 16. The Business Department will continue to monitor closely student achievement in this course, as well as review and amend the assessment tool if deemed necessary Average Student Learning Outcome Mastery for MANG % 58% 84% Fall 14 n=54 Spring 15 n=43 Fall 15 n=37 Spring 16 n=19

27 Performance Measure Current Results Analysis of Results Action Taken or Improvement made 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? Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) (Indicate type of instrument) direct, formative, internal, comparative Program: Associate of Science in Business Course(s): Vary by Outcome Program Outcomes Measurable Goals: 7 of students will express competence in each assessment. Competence is defined as a score of 7 or better on each individual assessment. AS PROGRAM OUTCOME 1: At least 7 of students assessed in ACCT 203 each semester during the reporting period (AY and AY 15-16) will be able to demonstrate the ability to apply accounting terms and concepts to make business decisions. ACCT 203 Summative, Internal, Learning Outcomes Assessment administered at the end of each semester. Semesters included are: Fall 2012, Spring 2013, Fall 2013, Spring ACCT 203 During the last QA report, this outcome as measured in ACCT 203 was successfully met each semester, with students performing at greater than 7 on average. During the current reporting period (AY and AY 15-16), the data indicates that in Fall 14 and Fall 15, our threshold of 7 successfully meeting this outcome was not met, although it was somewhat close, 65% and 69% respectively. ACCT 203 Although the outcome has been successfully met during Spring 15 and Spring 16, the department recognizes that accounting faculty needs to work towards more enhanced student learning. ACCT 203 During the AY 15-16, the accounting faculty reassessed the Learning Outcomes for this course. A more refined set of Learning Outcomes was submitted to the Faculty Senate Curriculum Committee to improve consistency in instruction and student comprehension. In addition, with intended improves student performance, the accounting faculty worked with BRCC's Academic Learning Center to have accounting tutors readily available and in close proximity following certain class times Average Student Learning Outcome Achievement for ACCT % 71% 69% 76% Fall 14 n=37 Spring 15 n=50 Fall 15 n=58 Spring 16 n=50

28 Performance Measure Current Results Analysis of Results Action Taken or Improvement made 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? Insert Graphs or Tables of Resulting Trends (3-5 data points preferred) (Indicate type of instrument) direct, formative, internal, comparative AS PROGRAM OUTCOME 2: At least 7 of students assessed in ECON 201, 202, & 203 each semester during the reporting period (AY and AY 15-16) will be able to demonstrate the application of economic theory in business decisions. ECON 201 ECON 202 Summative, Internal, Learning Outcomes Assessment administered at the end of each semester. Semesters included are: Fall 2012, Spring 2013, Fall 2013, Spring ECON 201 ECON 202 This outcome has been successfully met each semester, with students performing at greater than 7 on average in both classes used for assessment. ECON 201 ECON 202 As in the past, students have done extremely well in successfully meeting outcomes in all three of the key economics courses. ECON 201 ECON 202 Economics faculty will continue to provide excellent instruction. Faculty will also continue to participate in professional development opportunities as available. Economics faculty are able to receive exceptional resources free from the Federal Reserve s education branch. Also, the Business Department will continue to seek out and maintain a qualified pool of adjuncts for economics courses Average Student Learning Outcome Achievement for ECON % 75% 82% 7 Fall 14 n=113 Spring 15 n=270 Fall 15 n=158 Spring 16 n=158 Average Student Learning Outcome Achievement for ECON % 75% 75% 85% Fall 14 n=109 Spring 15 n=114 Fall 15 n=108 Spring 16 n=121