Business A.S. Degree: Accounting - Modesto Junior College · Business A.S. Degree: Accounting ... answer individual income ... During the fall 2013 semester, all of our BUSAD courses

Business

A.S. Degree: Accounting

Legend: X = Relevant but not assessed. %

= assessed.

COURSE ID CLO#: Students successfully

completing this course will be

able to:

1. Demonstrate a firm understanding

and working knowledge of basic

accounting terminology and the

process by which transactions relate

to the accounting cycle.

2. Prepare and analyze

basic financial

statements.

3. Be prepared to obtain

employment in an entry‐

level position in the

accounting field.

BUSAD 201

1. Analyze and record

accounting transactions and

complete a full accounting cycle.84% 84% 84%

BUSAD 201

2. Analyze financial

information to evaluate the

financial health of a business.X X X

BUSAD 201

3. Identify and assess

ethical issues related to financial

accounting and reporting.X X X

BUSAD 202

1. Compare and contrast

financial and managerial

accounting and evaluate the role

of the management accountant.

97% 97%

BUSAD 202

2. Demonstrate logical

and relevant business decisions

through the utilization of various

forms of accounting analysis.

X X X

BUSAD 202

3. Analyze and interpret

ethical issues in the management

and accounting environment,

identify key issues, and formulate

strategies to address them.

X

CMPSC 201

1. Construct one

example of each of the three

most frequently used

applications: word processing,

database management, and

spreadsheet, and print the output

from each.

X X

CMPSC 201

2. Articulate the

nomenclature of computers,

computer activities, and types of

computer users.

CMPSC 201

3. Analyze the need for

the computer's speed, economy,

efficiency, and power.

PLOs:

Upon satisfactory completion of the course requirements for the Accounting Associate of

Science Degree the student will be able to:

A.S. Accounting2013‐2014

Page 1 of 5

Business



= assessed.



able to:







basic financial

statements.




accounting field.

PLOs:



CMPSC 201

4. Analyze computer

problems with respect to the

components of problem‐solving

procedures.

CMPSC 201

5. Evaluate and

articulate uses of a graphical user

interface‐based operating system.

BUSAD 203

1. Apply knowledge to

generate a computerized

accounting system using a variety

of current accounting software

programs.

100% 100% 100%

BUSAD 203

2. Understand and

establish aspects of the

accounting cycle to include

accounts receivable, accounts

payable, job costing and payroll

utilizing a variety of current

accounting software programs.

X X

BUSAD 203

3. Evaluate, compare

and contrast available features in

a variety of current accounting

software programs.

80% 80% 80%

BUSAD 218

1. Identify and

distinguish criminal from (non‐

criminal) civil law, federal from

state and local law.

92%

BUSAD 218

2. Recognize legal

problems that may arise from

entering into contracts or being

involved in civil tort actions and

to recognize the relevant legal

terminology.

92%

BUSAD 218

3. "Brief" (summarize,

outline) legal cases and analyze

judge's decisions in federal and

state court cases.

92%

BUSAD 218

4. Recognize US

Constitutional issues in court

decisions.92%


Page 2 of 5

Business



= assessed.



able to:







basic financial

statements.




accounting field.

PLOs:



BUSAD 218

5. Distinguish the

functions of different courts at

different levels, those of the

lowest level courts at the federal

and state level, the role of the

appeals courts, and the role of

the one high court in each

system.

92%

BUSAD 200

1. Construct complex

spreadsheet formulas and

functions to build effective

accounting spreadsheets from

start to finish.

91% 91%

BUSAD 200

2. Format spreadsheets

to enhance visualization,

readability and presentation

including charts and graphs.

97% 97%

BUSAD 200

3. Design user‐friendly

spreadsheet templates to collect

and communicate accurate and

useful accounting information.

X X X

BUSAD 319

1. Analyze, and evaluate

payroll principles as defined by

current law as it relates to the

payment of wages and salaries.

100% 100%

BUSAD 319

2. Analyze and solve

problems associated with the

calculation and reporting of

payroll.

100% 100%

BUSAD 319

3. Accurately apply

accounting principles to

computerized and manual payroll

systems.

100% 100% 100%

BUSAD 204

1. Explain the nature of

cost accounting and accounting

for product costs This course has been inactivated; never assessed

BUSAD 204

2. Apply cost accounting

principles to manufacturing and

service enterprises within today's

business environment. Examples

of such systems include both job‐

order costing and process costing.

This course has been inactivated; never assessed


Page 3 of 5

Business



= assessed.



able to:







basic financial

statements.




accounting field.

PLOs:



BUSAD 204

3. Demonstrate

transactions involving direct

materials, direct labor and factory

overhead. This course has been inactivated; never assessed

BUSAD 336

1. Distinguish between

income tax accounting and

financial accounting and identify

their interrelationship.

94% 94%

BUSAD 336

2. Identify reliable

income tax resources and

conduct research in order to

answer individual income tax

questions.

91%

BUSAD 336

3. Demonstrate

knowledge and insight in the area

of federal and state (California)

taxation law in order to prepare

an income tax return for a wage

earner who itemizes his/her

deductions.

97%

CMPSC 202

1. Analyze how to set up

a business computer system for

transaction processing,

management information

systems, and shared data

resources.

X X X

CMPSC 202

2. Analyze different

business computer systems and

apply the correct systems to a

given business situation.

X

CMPSC 202

3. Evaluate different

database models and their

advantages/disadvantages. X

CMPSC 202

4. Articulate advanced

spreadsheet and database design

for business decision‐making. X

CMPSC 202

Evaluate the characteristics of

information at different

managerial levelsX

BUSAD 274

1. Analyze the

fundamental principles of a

quality or successful organization. 80%

BUSAD 274

2. Describe the goals of

human resource management.90%


Page 4 of 5

Business



= assessed.



able to:







basic financial

statements.




accounting field.

PLOs:



BUSAD 274

3. Analyze procedures

and develop improved methods

of personnel structures.

BUSAD 377

1. Evaluate the impact of

human relations problems on the

employee, manager,

organization, and client

population with 80 percent

accuracy as measured by analysis

of business case studies.

100%

BUSAD 377

2. Discuss current

employment trends and career

forecasts with 80 percent

accuracy as measured by

completion of research

assignments.

88%

BUSAD 377

3. Identify and discuss

human relations concepts and

terminology with 80 percent

accuracy as measured by

objective and essay exams.

83%

BUSAD 245

1. Analyze, formulate

and interpret situations through

projects applying the principles

and concepts of marketing and

consumer behavior.

81%

BUSAD 2452. Create a simple

marketing plan.81%

BUSAD 245

3. Demonstrate the

application of ethics in marketing.

BUSAD 240

1. Identify and define the

4 principal managerial tasks95%

BUSAD 240

2. Identify the qualities

and personal characteristics of an

effective manager.92%

BUSAD 240

3. Identify the ethical

implications of management

decisions upon relevant

stakeholders.

93%

BUSAD 100 MISSING CLOS IN SYSTEM! This course has been inactivated; never assessed

PLO Averages 94% 92% 92%


Page 5 of 5

A.S. DEGREE: ACCOUNTING Program Learning Outcomes Assessment Spring 2013

1

Executive Summary

(After completing the questions on the next few pages, please replace this area with a written executive

summary of the questions that follow, including your data analysis, findings, action plan, and

improvements you have already made. This will be the top sheet of your report. This summary should be

at least a paragraph, and can definitely be longer if desired.)

From spring 2010 through fall 2012, the Business Department assessed 22 BUSAD, 3 Real Estate and 3

Supervisory Training courses. The 5 courses which were not assessed were not during the assessment

window. All BUSAD courses which are part of the AS Degree in Accounting were assessed.

After examining all CLO assessment materials, matching CLOs to PLOs, and plotting the CLO percentages

on the spreadsheet grid, certain trends became evident. It is apparent that the required courses in the

AS Degree in Accounting assess PLO #1, #2 and #3 while the electives assess only #3.

While assessment results are already high, the Business Department faculty believe we can improve

results by coordinating teaching pedagogy between our myriad adjunct accounting teachers.

In addition, in meetings with our Business advisory group, we have discussed proposed changes to the

AS Degree in Accounting. Proposed changes include removing outdated courses and instead offering a

choice of three of four one‐unit application courses which would be job applicable—such as word

processing, spreadsheet, Windows and database management. We are also proposing to specifically list

which courses can be used as electives (proposed new AS included later in PLO Assessment).

During the fall 2013 semester, all of our BUSAD courses are up for curriculum review. Four of our six

required courses and five of nine elective courses have undergone major revisions this past academic

year due to C‐Id and Transfer Model Curriculum requirements. As we review these courses for

curriculum, the data gathered in the PLO assessment document will be reviewed and implemented

where appropriate.

Given the diversity of the Business Administration curriculum and the lack of full time staffing,

accomplishing these goals in a timely manner is very challenging.


2

Faculty Included in the Preparation and Sharing of this Report:

(please replace this area with the names of all faculty that helped to prepare and provide input on this

report. This includes faculty who were parts of draft discussions and conversations. Ideally, it is all

faculty representing the core disciplines making up the degree or certificate.)

Linda Kropp, Nancy Sill, Jim McGarry


3

Please provide a brief and cogent narrative in response to each of the following questions.

1) Are the course learning outcomes (CLOs) on your spreadsheet accurate (as of right now), and do

they represent the overall purpose(s) of the course(s)? Please explain why or why not.

The CLOs listed on the spreadsheet are accurate for the assessment cycle that was just completed.

These CLOs have evolved during the assessment cycle (spring 2009‐fall 2012) and most are now written

to assess the desired outcomes.

The remaining problems that need to be addressed in the upcoming curriculum review cycle are listed

below:

BUSAD 100: This course has recently been inactivated and should not appear on the spreadsheet grid. BUSAD 204: This course has recently been inactivated and should not appear on the spreadsheet grid. The wording of the CLOs for BUSAD 377 should be updated to read:

1. Evaluate the impact of human relations problems on the employee, manager, organization, and client population.

2. Discuss current employment trends and career forecasts. 3. Identify and discuss human relations concepts and terminology.

This change will be made because the old CLOs were written with additional parameters which are not

required at the Community College level. For example CLO #1 currently reads: 1. Evaluate the impact of

human relations problems on the employee, manager, organization, and client population with 80

percent accuracy as measured by analysis of business case studies.

The wording of the CLOs for BUSAD 240 should be updated to read:

1. Identify and briefly define the three major types of managerial skills that managers need to

succeed.

2. Explain the four principal managerial tasks. For each, give a realistic business example of how a

manager performs this task.

3. Compare the relationship between ethics and the law and its impact on relevant stakeholders in

the management decision process.

This change has already been submitted, but CurricuNet still displays the old CLOs which all begin with the word “Identify.” The proposed new CLOs assess a higher level of understanding.


4

2) Are the program learning outcomes (PLOs) on your spreadsheet accurate (as of right now), and do

they represent the overall purpose(s) of the program? Please explain why or why not.

The PLOs are accurate and reflect the overall purpose of the program. The one possible addition will be

a PLO concerning ethics and is currently found in most of our Programs and Certificates. This PLO would

read: Demonstrate the ability to recognize and analyze ethical issues as they apply to the business

environment.

We have annual meetings with our Business Advisory Group made up of members of our local business

community. During these meetings, we discuss, among other things, what they are looking for from our

students when they graduate from MJC. Any changes to the PLOs will reflect the needs of associate

degree entry‐level accounting hires as discussed at our Business Advisory Group meetings.


5

3) How well do the course learning outcomes (CLOs) fulfill, support and align with the program learning

outcomes (PLOs)? Additionally, just in terms of the structure, do you think the assessment data from

the CLOs can tell a qualitative and quantitative story about the PLOs? Please explain, and take some

time to think through and write about what kinds of PLO analysis your CLO assessments will foster.

After examining all CLO assessment materials, matching CLOs to PLOs, and plotting the CLO percentages

on the spreadsheet grid, certain trends appeared. It became apparent that the (required) accounting

skills courses were most likely to meet two or usually three of the PLOs—the first two dealing with

specific accounting knowledge and the third with preparation for obtaining employment. Conversely,

the elective courses meet the third PLO of preparing the student to obtain employment (assuming a

breadth of skills and knowledge related to accounting would contribute to employability).

As far as quantitative analysis, this is difficult to do with our current data. Some courses reflect only one

CLO assessment because we assessed many of our courses in this program during the first year of

assessments when only one SLO was required for assessment. In the next assessment cycle, we will

have more data from our assessments because each CLO will be addressed. At that time, we will be able

to tell a more precise quantitative story about our PLOs.


6

4) You’ve mapped your CLOs to PLOs. You’ve also been provided CLO assessment data in your packet.

Now, take some time to reflect on, consider and analyze the data you have. This is not an easy

section to complete, and the purpose of this pilot is to generate thoughtful reflection on—and

assessment of—PLOs in relationship to our CLO assessment data.

Please look at every CLO data sheet included. Then, analyze, engage and write as much as you can,

addressing the following question: what does your CLO data tell you about each of your PLOs? Be

detailed, descriptive and analytical.

As you consider this question…

o Discuss what kinds of trends you see in the data provided, and provide a qualitative

assessment of each PLO.

o Try to fill in the CLO data from each sheet on your spreadsheet, and attempt to come up

with an aggregate percentage for your PLOs. Is it possible to give a PLO quantitative

assessment based on all of the courses listed? Or, can you give a PLO quantitative

assessment based only on your discipline/department courses?

o Please be thorough and provide as much reflection and analysis as possible. The more

analysis, the better. Feel free to write beyond this page.

We were unable to arrive at an overall average based on all courses as the data was unavailable to us

from the two courses offered from outside of our area. However, we used the available data from our

own assessments—some courses having data for only one CLO if it was assessed early in the assessment

period.

PLO #1 and #2 were assessed through the CLOs of the required courses in this program which are the

accounting skills courses. This makes sense as these two PLOs guage mastery of accounting

terminology, the basic accounting cycle, and financial statements. These PLOs #1 and #2 averaged 94%

and 92% respectively. While these are respectable scores, there is still room for improvement.

We are suffering from a disproportionate number of adjunct instructors teaching our accounting courses

since we have had two unreplaced retirements in our department. While the college average is 49% our

department average is 73%. At a department meeting, Linda Kropp, Nancy Sill and Jim McGarry decided

to again hold our annual adjunct orientation meeting to touch bases with our adjunct instructors,

making sure that everyone is covering the appropriate content, using agreed upon pedagogy and

administering a summative department wide accounting cycle Assessment in their course. We believe

that while encouraging academic freedom, this ensures that our students are receiving the material they

need to succeed in sequential coursework and in the work environment.

PLO #3 averaged 92%. The courses reflected in this average are both required and elective courses. As

we strive to improve CLOs throughout the BUSAD Department, this average should increase as well.


7

5) Action Plan. Based on the assessments and analysis you have provided in questions 1‐4, please

consider what changes or improvements you would like to make, which might include updating your

CLO or PLO statements, modifying course outlines, rethinking instruction efforts, using different

assessment instruments, etc. Based on the analysis you have provided in questions 1‐4, provide an

action plan for improvement that draws on your assessment results and efforts.

Based on departmental dialogue and analysis, the following action plan is proposed:

The wording of the CLOs for BUSAD 377 should be updated to read:

1. Evaluate the impact of human relations problems on the employee, manager, organization, and client population.

2. Discuss current employment trends and career forecasts.

3. Identify and discuss human relations concepts and terminology.

Hold another adjunct orientation meeting to touch bases with our adjunct instructors. Ascertain

that everyone is covering the appropriate content, using agreed upon pedagogy and

administering a summative department wide accounting cycle Assessment in their course. We

believe that while encouraging academic freedom, this ensures that our students are receiving

the material they require to succeed in sequential coursework and in the work environment.

Based on departmental meetings throughout fall/spring 2012‐13, departmental faculty are

recommending the following changes:

o discontinuance of the AA Degree in Accounting o changes to the AS Degree in Accounting resulting in the following:


8

DegreeorCertificate:A.S.inAccounting

CoursePrefix

SemesterTaken

CourseName

Units

RequiredCourses

Busad201 FinancialAccounting 4Busad202 ManagerialAccounting 4Busad200 SpreadsheetSkillsforFinancialAccounting 2Busad203 ComputerAccounting 3Busad319 PayrollAccounting 3Busad336 IncomeTaxAccounting 3 ElectiveCourses:Choosetwocourses(minimumof6units)

Busad218 BusinessLaw 4Busad274Busad377

HumanResourcesManagementOrHumanRelationsinBusiness

3

Busad248Busad240

IntroductiontoBusinessORPrinciplesofManagement

3

Busad230 PersonalFinance 3Busad300 MachineCalculation 2Busad310 BookkeepingI 3Busad50 MathComputations 3CMPSC201OFADM356OFADM353OFADM359OFADM361

GeneralComputerLiteracy‐Orthreeofthefourcoursesnotedbelow:IntroductiontoWordProcessingIntroductiontoComputers&WindowsIntroductiontoSpreadsheetSoftwareIntroductiontoDatabases

31111

TotalUnitsfor25


9

6) The college should be making improvements based on student learning outcomes assessment, and

we need to continue to document and share the improvements and progress you have already

made. This is extremely important.

o Did you make any changes in your CLO or PLO statements during the last 4‐year cycle that

ended in 2012, or any changes this year? Please explain what you accomplished.

o Did you make any improvements in the areas of teaching and instruction processes, your

courses, or your program? Please explain and provide details about your efforts!

During the 2011‐2012 academic year while on sabbatical, a faculty member in the department took

a course on Authentic Assessment. A small portion was on SLOs. Through collaborative work, the

department has a greater understanding of the writing of CLOs and their impact. With this

experience, it made rewriting/updating many of our CLOs more effective in preparation for the new

upcoming round of assessments.

The following is an example of changes we made as a result of CLO assessment results:

Business Administration 310 ‐ Bookkeeping I: In spring 2009 faculty assessed the following course

learning outcome: Determine and apply generally accepted accounting principles relating to

bookkeeping. The results revealed a 57 percent success rate.

As a result of faculty retirements, all Bookkeeping sections are now taught by adjunct faculty. In

response to the low success rates, full‐time faculty in the department organized a meeting with all

adjunct instructors to analyze the assessment results and to create a collaborative improvement

plan. In the meeting faculty shared common struggles with teaching bookkeeping as well as best

practices in how to ensure student learning.

Through faculty collaboration, strategies were identified to increase both student performance and

success. The meeting concluded with the following recommendations: 1) Faculty would

consistently assign more comprehensive problems to assist students in grasping the accounting

cycle in its entirety. 2) It was agreed that the comprehensive practice set would be assigned earlier

in the term to determine if completion rates would increase. 3) Faculty agreed to build more

formative assessment opportunities of the accounting cycle into their courses in order to provide

timely feedback of student mastery. 4) Faculty agreed to create opportunities for further

collaboration. 5) It was also agreed that faculty would re‐assess the bookkeeping I classes ahead of

schedule to determine the effectiveness of foregoing changes. The accounting cycle was re‐

assessed in Fall 2011; success rates improved from 57% to 82%. Faculty are currently collaborating

to develop a customized practice set to reinforce the accounting cycle and hope to pilot it in Spring

2013.


10

7) Please reflect on the process of learning outcomes assessment in your division and at Modesto

Junior College. What do you think would make it more meaningful? How could it be improved?

What would help you?

A few of the things that come to mind include:

Provide consistent institutional support.

Provide access to consistent CLO assessment data to everyone in the department through

CurricuNet or adopt a software which will serve our reporting needs.

Have a college website that is accessible to all to provide reporting standards, training

resources as well as insights and best practices that are used at MJC and other colleges.

This process has been more difficult than it should have been given the lack of institutional

guidance, training, and reporting expectations.

MJC‐GE:B CLO's to GELO's/ILO's: BUSAD

COURSE ID CLO#: Students

successfully completing

this course will be able

to:

Descibing the method of

inquiry used by the social

and behaviroal sciences.

Describing how societies and social

subgroups have operated in various

times and cultures.

Analyzing the ways that individuals act

and have acted in response to their

societies.

BUSAD 240

1. Identify and

define the 4 principal

managerial tasks

BUSAD 240 2. Identify the

qualities and personal

characteristics of an

effective manager.92% 92%

BUSAD 240

3. Identify the

ethical implications of

management decisions

upon relevant

stakeholders.93% 93% 93%

GELO

AVERAGES93% 93% 93%

ILOs/GELOs: (MJC‐GE B)

Upon completion of an associate's degree at MJC, the student will be able to demonstrate proficiency in the

Social and Behavioral Science by:

MJC‐GE_B 2013‐2014 Page 1 of 1

BUSAD: GE Area B, GE Area D, and GE Area E (Social/Behavioral Science, Language and Rationality, Health Education) General Education Learning Outcomes Assessment Spring 2013

Executive Summary

(After completing the questions on the next few pages, please replace this area with a written executive

summary of the questions that follow, including your data analysis, findings, action plan, and

improvements you have already made. This will be the top sheet of your report. This summary should be

at least a paragraph, and can definitely be longer if desired.)

The Business Administration Department has courses approved in GE Areas B, D, and E, which illustrate

the breadth and scope of our program. It should be noted that our course which meets the MJC GE:E

requirement was updated in order to conform to general education requirements at both the MJC and

CSU levels during the 2012‐13 academic year.

The Business Administration CLOs strongly align with the GELOs which they assess. Our analysis of the

correlation between our CLOs and the MJC GELOs indicate that the majority of our students successfully

completed their CLOs (and, by extension the aligned GELOs) within a range of 71% to 98%. While we are

pleased with these results, we continue to seek ways to help our student to succeed at even higher

levels.

Our analysis disclosed a high degree of CLO to GELO alignment which provides evidence that our courses

provide an equitable representation of the GE Areas B, D and E.

Faculty Included in the Preparation and Sharing of this Report:

(please replace this area with the names of all faculty that helped to prepare and provide input on this

report. This includes faculty who were parts of draft discussions and conversations. Ideally, it is all

faculty representing the core disciplines making up the degree or certificate.)

Linda Kropp, Nancy Sill and Jim McGarry



Please provide a brief and cogent narrative in response to each of the following questions.

1) Are the course learning outcomes (CLOs) on your spreadsheet accurate (as of right now), and do

they represent the overall purpose(s) of the course(s)? Please explain why or why not.

The CLOs for BUSAD 240 which correlates to MJC‐GE:B are accurate as of the assessment date and

represents the overall purpose of the course. These CLOs have been discussed within the Business

Administration area and will be refined during the curriculum review cycle in the 2013‐14 academic year

to facilitate even more objective evaluation.

The CLOs for BUSAD 210 which correlates to MJC‐GE:D are accurate and they represent the overall

purpose of the course.

The CLOs for BUSAD 230 which correlates to MJC‐GE:E are accurate and they represent the overall

purpose of the course. BUSAD 230 was updated in order to conform to general education requirements

at both the MJC and CSU levels during the 2012‐13 academic year; CLOs were updated at that time. The

one CLO which was assessed during the assessment period was not substantially changed during the

curriculum review/update process.


2) Are the general education learning outcomes (GELOs) on your spreadsheet accurate (as of right

now), and do they represent the overall purpose(s) of the program? Please explain why or why not.

The various GELOs on the spreadsheet are accurate and they represent the overall purposes of these

specific Business Administration courses. The GELOs, which are listed in the MJC Catalog, represent the

expected student learning outcomes for the MJC‐GE areas. Business Administration has courses

approved in Area B, D, and E, which helps to illustrate the breadth and scope of our program.


3) How well do the course learning outcomes (CLOs) fulfill, support and align with the general

education learning outcomes (GELOs)? Additionally, just in terms of the structure, do you think the

assessment data from the CLOs can tell a qualitative and quantitative story about the GELOs? Please

explain, and take some time to think through and write about what kinds of GELO analysis your CLO

assessments will foster.

After examining all CLO assessment materials, matching CLOs to GELOs, and plotting the CLO

percentages on the spreadsheet grid, it became apparent that the BUSAD course CLOs strongly align

with the MJC GELOs which they assess.

As far as quantitative analysis, this is difficult to do with our current data. Some courses reflect only one

CLO assessment because we assessed many of our courses in our program during the first year of

assessments when only one SLO was required for assessment. In the next assessment cycle, we will

have more data from our assessments because each CLO will be addressed. At that time, we will be able

to tell a more precise quantitative story about our GELOs. From the data we have, we can determine

that there was a high alignment of CLOs to GELOs and that student CLO success rates were high. Both

areas B and E average well over 90% while area D averages 71%.

One of the distinctive aspects of the Business Administration program is the presence in three general

education areas included in the minimum requirements for an A.A. or A.S. degree at MJC.

MJC‐GE Area B – Social and Behavioral Sciences – BUSAD 240 – Principles of Management is included in

this area because students are able to describe principles, value systems and ethics employed in the

business environment.

MJC‐GE Area D – Language and Rationality – BUSAD 210 – Business Communications is included in this

area because students are able to demonstrate their effective use of communication, their critical

thinking skills, and their information competency.

To provide further analysis of a specific CLO to GELO alignment the following is an example from BUSAD

210. BUSAD 210 CLO#3 states, “Research, organize, and develop an informative or investigative report

that reaches conclusions or makes recommendations.” This highly supports and aligns with Area D

GELOs #1, 2 and 3, as a student who is able to successfully complete this outcome will show his/her

proficiency in demonstrating an awareness of the interactive nature of communication involving

effective listening, reading, writing, and speaking (GELO #1); demonstrating critical thinking in the

analysis and production of communication (GELO#2); and, demonstrating the ability to find, evaluate,

and use information in a variety of formats (GELO #3).

MJC‐GE Area E – Health Education – BUSAD 230 – Personal Finance is included in this area because

students are able to self‐analyze and make plans for lifelong learning as well as evaluate the impact of

daily decisions as they relate to their personal finances and the integration of the physiological and

psychological human being. It should be noted that our course which meets the MJC GE:E requirement


was updated in order to conform to general education requirements at both the MJC and CSU levels

during the 2012‐13 academic year. During the past assessment cycle, only one CLO was assessed. This

CLO was substantially unchanged during the curriculum review/update process. While our GELO

averages were an admirable 98% for MJC‐GE:E, we believe the data will be more qualitative during the

upcoming assessment cycle as we are able to gather data on all CLOs in the BUSAD 230 course.


4) You’ve mapped your CLOs to GELOs. You’ve also been provided CLO assessment data in your packet.

Now, take some time to reflect on, consider and analyze the data you have. This is not an easy

section to complete, and the purpose of this pilot is to generate thoughtful reflection on—and

assessment of—GELOs in relationship to our CLO assessment data.

Please look at every CLO data sheet included. Then, analyze, engage and write as much as you can,

addressing the following question: what does your CLO data tell you about each of your GELOs? Be

detailed, descriptive and analytical.

As you consider this question…

o Discuss what kinds of trends you see in the data provided, and provide a qualitative

assessment of each GELO.

o Try to fill in the CLO data from each sheet on your spreadsheet, and attempt to come up

with an aggregate percentage for your GELOs. Can you give a GELO quantitative assessment

based only on your discipline/department courses?

o Please be thorough and provide as much reflection and analysis as possible. The more

analysis, the better. Feel free to write beyond this page.

In Area B, 2 of 3 CLOs were assessed and the GELO averages were all 93%. We believe this is an

accurate representation of our student’s data as the CLO which was not assessed was not considered

relevant to the GELO. The high student success rates along with the high degree of CLO to GELO

alignment provide evidence that BUSAD 240 is a reasonable representation of the Area

B:Social/Behavioral Science general education requirement.

For Area D, success rates for all three GELOs averaged 71%. While all of the CLOs align with most of the

GELOs, only one of the outcomes has been assessed. We believe the success rate will improve when all

CLOs are assessed during the upcoming two‐year cycle. The high degree of CLO to GELO alignment

provides evidence that BUSAD 210 is a reasonable representation of the Area D:Social/Language and

Rationality general education requirement.

For Area E, only one of the outcomes has been assessed and the other two have been significantly

updated for future assessments. Success rates were extrapolated for all three GELOs which averaged

98%. All of the CLOs align with each of the GELOs and this CLO to GELO alignment provides evidence

that BUSAD 230 is an excellent representation of the Area E:Health Education general education

requirement.


5) Action Plan. Based on the assessments and analysis you have provided in questions 1‐4, please

consider what changes or improvements you would like to make, which might include updating your

CLO or GELO statements, modifying course outlines, rethinking instruction efforts, using different

assessment instruments, etc. Based on the analysis you have provided in questions 1‐4, provide an

action plan for improvement that draws on your assessment results and efforts.

Curriculum Actions – In 2013‐14 academic year, Business Administration courses will be updated in the

curriculum review cycle. Based on the assessment and analysis, the Business Administration faculty

determined that some CLOs should be modified. In addition, different assessment tools will be

reviewed to attempt to create standardized tools among the department.

The GELO statements were created at the college level and therefore the Business Administration

faculty will not be updating or modifying them.


6) The college should be making improvements based on student learning outcomes assessment, and

we need to continue to document and share the improvements and progress you have already

made. This is extremely important.

o Did you make any changes in your CLO statements during the last 4‐year cycle that ended in

2012, or any changes this year? Please explain what you accomplished.

o Did you make any improvements in the areas of teaching and instruction processes, your

courses, or your program? Please explain and provide details about your efforts!

During this assessment cycle, BUSAD 240 which meets MJC‐GE:B requirement came under periodic

curriculum review. During this review process, course descriptions, outlines and CLOs were updated to

more accurately reflect the contents of the courses and, at the same time, to align with the general

education descriptors. BUSAD 240 is CSU transferable as well as MJC GE compliant.

During this assessment cycle, BUSAD 210 which meets MJC‐GE:D requirement came under periodic

curriculum review and also underwent C‐iD review. During these review processes, course descriptions,

outlines and CLOs were updated to more accurately reflect the contents of the course and, at the same

time, to align with the general education descriptors and the C‐iD course descriptors. BUSAD 210 has

now passed the C‐iD certification. BUSAD 210 is also CSU transferable as well as MJC GE compliant.

During this assessment cycle, BUSAD 230 which meets MJC‐GE:E requirement came under periodic

curriculum review. During this review process, course descriptions, outlines and CLOs were updated to

more accurately reflect the contents of the courses and, at the same time, to align with the general

education descriptors. BUSAD 230 is awaiting CSU GE certification, and is CSU transferable as well as

MJC GE compliant.


7) Please reflect on the process of learning outcomes assessment in your division and at Modesto

Junior College. What do you think would make it more meaningful? How could it be improved?

What would help you?

A few of the things that come to mind include:

DO NOT have departments change their CLOs until AFTER they write up their analysis!

Having made changes, we have fought an endless battle of comparing apples to oranges.

We have had to made our best effort of finding the “best match” between current CLOs on

the spreadsheet and those which were assessed.

Provide consistent institutional support.

Provide access to consistent CLO assessment data to everyone in the department through

CurricuNet or adopt a software which will serve our reporting needs.

Have a college website that is accessible to all to provide reporting standards, training

resources as well as insights and best practices that are used at MJC and other colleges.

This process has been more difficult than it should have been given the lack of institutional

guidance, training, and reporting expectations.

Documents

Business A.S. Degree: Accounting - Modesto Junior College · Business A.S. Degree: Accounting ... answer individual income ... During the fall 2013 semester, all of our BUSAD courses