Business Management Program 2019-2020 – JSCC Monitoring Report SACSCOC

Student Level Outcomes

Intended Outcomes	Means of Assessment	Criteria for Success	Summary & Analysis of Assessment Evidence	Use of Results
SLO 1: Demonstrate an understanding of the operation of American businesses as a dynamic process in a global setting.	Evaluation 1: BUS 146: Understand what is meant by a progressive income tax structure. BUS 263: Demonstrate an understanding of the basics of employment and employment discrimination laws. BUS 285: Develop a working knowledge of the terminology of marketing to prepare students for the advanced study in the field of marketing. MST 111: Identify the four basic purposes of meetings, differentiate between the leader-controlled approach and the group-centered approach used in meetings and describe the actions that a supervisor can take before, during and after the meeting to make it effective.	Eval 1: 70% of students will choose the correct concept or terminology when answering the embedded exam questions. 70% of students will choose the correct concept or terminology when answering the embedded exam questions. 70% of students will choose the correct concept or terminology when answering the embedded exam questions. 70% of students will complete an essay and/or research paper naming the four basic purposes of meetings, identifying the purpose requiring the most skill, differentiating between the leader-controlled approach and the group-centered approach and describing the actions that a supervisor can take before, during and after a meeting to make it effective.	Summary: 35 of the 46 students (76%) attempting the assessment achieved success. 74 of the 96 students (77%) attempting the assessment achieved success. 39 of the 43 students (91%) attempting the assessment achieved success. 30 of the 31 students (97%) attempting the assessment achieved success.	The benchmarks for all course outcomes were met. Observations/Changes based on previous cycle (18-19): The greatest percentage change based on SLO data was in BUS 146 – Personal Finance. Instructors for BUS 146 moved from an investing viewpoint of instruction to a planning viewpoint of instruction. During the reporting period there was a change of emphasis for increasing understanding in investing in stocks, bonds, and mutual funds to financial decision making to minimize the impact of the progressive tax structure on one’s quality of life. BUS 146 is now a practical course designed to help students understand the impact of financial decisions in their own lives. BUS 146 - Personal Finance Observations/Changes based on current cycle (19-20): Faculty will continue to monitor student success and make any necessary adjustments to improve student learning. BUS 146 faculty will monitor the success rate of student learning since the change in instructional viewpoint. Faculty altered the project given in BUS 146 to better align with the viewpoint of instruction. The prior project involved a simulated purchase of stocks, bonds and mutual funds. The current project works to increase financial literacy by helping students make better decisions about the use of credit, whether to buy or rent, purchase insurance, etc. Financial Literacy Problems
SLO 2: Demonstrate an understanding of management and supervision within an American business.	Evaluation 2: BUS 285: Develop an understanding of marketing communication, media strategy and message strategy. MST 111: Define management and describe in detail the five functions of management.	Eval 2: 70% of students will answer a discussion questions identifying and describing the four bases of segmenting consumer markets. 70% of students will complete an essay and/or research paper identifying and explaining the five functions every manager must perform.	Summary: 37 of the 43 students (86%) attempting the assessment achieved success. 29 of the 31 students (94%) attempting the assessment achieves success.	The prescribed program learning outcome was attained. Observations/Changes based on previous cycle (18-19): BUS 285 is a foundation course designed to prepare students for the advanced study of marketing. Faculty decided more embedded questions would enhance student learning success. The means of assessment was expanded to include an embedded question from each chapter. See below for an example of embedded questions: BUS 285 Example Questions Observations/Changes based on current cycle (19-20): The focus of the course shifted from an emphasis in terminology for advanced study of marketing to a focus on how marketing affects quality of life during a pandemic. BUS 285 - Principles of Marketing
SLO 3: Demonstrate an understanding of accounting and finance within an American business.	Evaluation 3: BUS 146: Prepare a personal financial plan. BUS 146: Understand what is meant by a progressive income tax structure. BUS 241: Complete the accounting cycle through closing entries. BUS 241: Prepare an Income Statement, Statement of Owner’s Equity and Balance Sheet.	Eval 3: 70% of students will successfully complete the worksheet that involves recording income and cash outflows to determine net cash flow. 70% of students will choose the correct concept or terminology when answering the embedded exam questions. 70% of students will successfully complete journal entries to complete the accounting cycle through closing entries. 70% of students will successfully complete an exercise or problem requiring the completion of the Income Statement, Statement of Owner’s Equity and Balance Sheet.	Summary: 37 of the 48 students (77%) attempting the assessment achieved success. 35 of the 46 students (76%) attempting the assessment achieved success. 232 of the 266 students (87%) attempting the assessment achieved success. 222 of the 261 students (85%) attempting the assessment achieved success.	Observations/Changes based on previous cycle (18-19): The greatest percentage change based on SLO data was in BUS 146 – Personal Finance. Instructors for BUS 146 moved from an investing viewpoint of instruction to a planning viewpoint of instruction. During the reporting period there was a change of emphasis for increasing understanding in investing in stocks, bonds, and mutual funds to financial decision making to minimize the impact of the progressive tax structure on one’s quality of life. BUS 146 is now a practical course designed to help students understand the impact of financial decisions in their own lives. BUS 146 - Personal Finance Observations/Changes based on current cycle (19-20): Traditional classroom courses were forced online in Spring 2020 due to the pandemic. BUS 241 instructors made short, detailed videos for traditional classroom courses to view since face-to-face instruction was lost. An example of a video can be found here. BUS 241 faculty will use videos in all sections of the course and ZOOM meetings will continue for online sections of the course.