association of collegiate business schools and …association of collegiate business schools and...

Association of Collegiate Business Schools and Programs (ACBSP)

Associate Degree Commission Accredited Institutions Quality Assurance (QA) Report (Rev H – December 2009)

Institution Name: Dyersburg State Community College Date: March 1, 2010 Address: 1510 Lake Road, Dyersburg, TN 38024 Year Accredited/Reaffirmed: 2005 (Scheduled 2015) This Report Covers Years: 2007-2009 List All Accredited Programs (as they appear in your catalog): Associate of Science University Parallel – Business Associate of Applied Science Business Related Technology – with concentrations in:

1. Accounting 2. Administrative Office Support 3. Business Administration 4. Management

List all campuses that a student can earn a business degree from your institution: Main Campus – Dyersburg, TN Jimmy Naifeh Center – Covington, TN Person completing report Name: Doug Teague Phone: 901 475-3102 E-mail address: [email protected] ACBSP Champion name: Doug Teague ACBSP Co-Champion name: Dr. Mary Ann Sellars

A. Faculty Qualifications

1. Complete the following tables for new full-time and part-time faculty members only since last Report (Table VI): TABLE VI New Full-time and Part-time Faculty Qualifications (Use enclosed table at the end of this document)

B. Curriculum 1. List any existing accredited associate degree programs/curricula that have been substantially revised since your last report

and attach a Table VII – Curriculum Summary for each program. - NONE

2. List any new degree programs that have been developed and attach a Table VII – Curriculum Summary for each new program since your last report. - NONE

3. List any accredited programs that have been terminated since your last report. - NONE

C. Organization 1. List any organizational or administrative personnel changes within the business unit since your last report.

Division Dean Doug Teague’s office has been moved from the main campus to the Jimmy Naifeh Center at Tipton County. He also serves as Center Director.

Rene Stanley has been named Coordinator of Business and Technology and is located at the main campus in Dyersburg. Ms. Stanley handles many of the day-to-day activities and student advising on the main campus. Mr. Teague remains responsible for the business program and continues to supervise and evaluate the business faculty.

2. List all new sites where students can earn an accredited business degree (off-campus or on campus, on-line) that have

been added since your last report? No Change

D. Conditions/Notes/Opportunity for Improvement (OFI) to be Addressed (Either for accreditation or from feedback by commissioners for the Quality Assurance Report) Please explain and provide the necessary documentation/evidence for addressing each condition/note/OFI since your last report.

Should have graphs of results of program outcomes data for each program in student learning section

For all tables, the performance measures should reflect a stated benchmark goal. Results should be reflective of stated goals. (no measurable competencies)

Sections 3, 4, & 5 should be more comprehensive in scope.

Table I should be revised to reflect QA Section I Program Outcomes instead of performance measures.

E. Program Outcomes List program outcomes for each accredited program. ACCOUNTING General Program Outcomes 1. Perform financial accounting functions such as analyzing transactions, the adjusting process and completing the

accounting cycle using proper format and procedure based on GAAP. 2. Perform managerial accounting functions using proper format and procedure. 3. Have a working knowledge of financial statements and reports for service, merchandising and manufacturing companies. 4. Demonstrate basic understanding of taxation for individuals. 5. Perform accounting functions (journal entries, trial balances, posting, etc.) in both manual and a computerized

environment. Currently measured student learning results shown in Table 1 below.

BUSINESS/MANAGEMENT General Program Outcomes 1. Demonstrate a broad understanding of the U.S. business environment. 2. Demonstrate understanding of basic management functions. 3. Demonstrate understanding of marketing principles. 4. Demonstrate understanding of global business.

Currently measured student learning results shown in Table 1 below.

ADMINISTRATIVE OFFICE SYSTEMS General Program Outcomes 1. Demonstrate technical knowledge to perform general office skills proficiency, such as: ability to communicate effectively,

provide customer service, answer phone professionally, word processing, use of internet & email, filing, plan and prioritize tasks, etc.

2. Project ethical work habits and professional behavior in the workplace. 3. Work as an effective team member by applying positive interpersonal interactions and diplomacy. 4. Exhibit a willingness to adapt to change and to understand the concept of lifelong learning. 5. Exhibit the ability to work without immediate supervision.

Currently measured student learning results shown in Table 1 below. F. Performance Results The following tables list the five performance indicators and the definitions of the outcomes (not all inclusive, just examples).

Tables 1 -5 must be used to report your performance results.

Table I Student Learning Results (Required for each accredited program) Performance Indicator Definition

1. Student Learning Results (Required for each accredited program)

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). To help students succeed, community colleges must both assess skills and remediate deficiencies before students take more than 25 percent of the credits in business programs. Add these to the description of the measurement instrument in column two: 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.

Analysis of Results

Performance Measure

(Competency)

Description of Measurement Instrument

to include Formative, summative, internal,

external, or comparative.

Areas of Success

Analysis and Action Taken

Results of Action Taken (occurs in the following year)

Insert Graph of Resulting Trends for 3-5 years (please graph all Available data up to Five years)

50 percentile scores on ETS Major Fields Test in BUS/MGT

Summative External Comparative

New test given for first time. # - Percentile 1 student – 93 percentile 2 students – 80 percentile 3 students – 60 percentile 4 students – 33 percentile 3 students – 13 percentile 1student – 7 percentile 1 student – 0 percentile

Mean Needed Percentile to meet Correct goal ACC 38 40 ECO 39 52 MGT 34 49 MKT 36 48

0102030405060

Mean Percentile Percentile Goal

Percentile Scores on ETS Major Fields Test in Business & Management

ACC

ECO

MGT

MKT

Business faculty are aware of these results. The department is close in ACC but several mean percentile points away in ECO, MGT, and MKT. There are two possibilities.

(1) Student knowledge may be below national avg. (2) Students may not have taken this new assessment seriously.

It is assumed that the students in 13 percentile or lower did not put forth effort.

Achieve a 60 percentile for BUS/MGT on the California Critical Thinking Skills Test in order to better align with the College average

Formative, External, Comparative

Over the past four years the BUS/MGT unit has steadily improved.

Year Percentile 2006 52.0 2007 53.0 2008 54.0 2009 54.1

Faculty are adding critical thinking skills components and requirements to the classes.

60% or higher success retention rate in Prin. of Accounting I. (success is measured by students completing the course with a grade of “C” or better).

Formative Internal

The Business unit has focused on ACC success (final grade A, B, or C) rates by having instructors investigate “best practices” Two full time professors traveled to S. Carolina to meet with a nationally recognized ACC professor recommended by the staff at ACBSP

F 06 – 44.7% F 07 – 60.4% F 08 – 50.0% Instructors are volunteering two hours per week in tutoring labs which give students more time on task.

While we have only made the goal on year, even the 50% in F 2008 is better than the base year of 2006.

Administrative Office Support would like to graduate 10 or more persons/year

Summative Internal

Graduates: 2006 – 9 2007 – 12 2008 – 10 2009 – 10 2010 - 8

Lower enrollment over the past two years has contributed to a decline in graduates in 2010. Substantially increased enrollment this year is likely to result in achieving the goal in upcoming years.

* Definitions here Table II Student and Stakeholder-Focused Results

2. Student- and Stakeholder-Focused Results Student- and stakeholder-focused results examine how well your organization satisfies students and stakeholders key needs and expectations. Key indicators 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. 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. .

Analysis of Results

Performance Measure (Competency)

Description of Measurement Instrument

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year)

Insert Graph of Resulting Trends for 3-5 Years (please graph all available data up to

five years)

Advisory Committees

Annual meeting minutes

Each business program meets with a local advisory board each year. Meetings are attended by faculty, dean, vice president and president.

Advisors provide feedback for needed program changes, local job opportunities for both current students and graduates as well as new prospective students for the program

Numerous curriculum changes and job placements result from these meetings. As a community college serving a rural area these committees become an intergral part of the college.

P-16 Hold annual meeting P-16 is made up of an active group of educators and business leaders focused on getting student from pre-school through a bachelor’s degree program

The council meets twice a year at the main campus. Retention, graduation, and transfer are primary topics of discussion.

Cultivating professional relationships from stakeholders in the program with P16 Council result in increased enrollment and retention.

Table III Budgetary, Financial, and Market Results

3. Budgetary, Financial, and Market Performance Results

Budgetary, financial, and market performance results examine (1) management and use of financial resources and (2) market challenges and opportunities. Adequate financial resources are vital to ensuring an outstanding faculty and teaching environment. The resources budgeted for and allocated to business units should be adequate to fund the necessary technology and training to allow students to develop the requisite competencies for business environments. Key indicators may include: expenditures per business student, business program expenditures as a percentage of budget, annual business unit budget increases or decreases, enrollment increase or decrease of business students, transfer in or out of business students, student credit hour production, or comparative data.

Analysis of Results


Description of Measurement

Instrument

Areas of Success

Analysis and Action Taken

Results of Action Taken (occurs in the

following year)

Insert Graph of Resulting Trends for 3-5 Years (please graph all available data up to five years)

Maintain budget in accordance with the number of students enrolled in the program each year.

Approved budget The budget was maintained. The fluctuation in funds matches the fluctuation in enrollment.

All academic needs have been met by the college each semester.

Business enrollment has been down the past two years. Increased enrollment this year has been offset by increased tuition/fees.

Table IV Faculty- and Staff-Focused Results

4. Faculty and Staff Focused Results Faculty and staff-focused results examine how well the organization creates and maintains a positive, productive, learning-centered work environment for business faculty and staff. Key indicators may include: satisfaction or dissatisfaction of faculty and staff, positive, productive, and learning-centered environment, safety, absenteeism turnover, or complaints.

Analysis of Results

Performance Measure

(Competency)


Instrument

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following

year)

Insert Graph of Resulting Trends for 3-5 Years

(please graph all available data up to five years)

Complaints

Number of complaints filed by business faculty.

No complaints have been filed by business faculty.

College administrators are careful to provide

Administrators (dean, vice president, and president) will continue to encourage faculty to express concerns so that they may be handled in a prompt and courteous manner.

open door opportunities for faculty to discuss matters of concern.

Turnover

Number of full time business faculty each academic year.

The business unit has experienced some decline in full-time faculty over the past three years.

07-08, 5 08-09, 4 09-10, 2.5

State supported colleges in Tennessee are experiencing a decline in state revenue. The college has been able to identify qualified adjuncts to meet every instructional need that cannot be met by full-time faculty.

Table V Organizational Performance Results

5. Organizational Effectiveness Results Organizational effectiveness results examine attainment of organizational goals. Each business unit must have a systematic reporting mechanism for each business program that charts enrollment patterns, student retention, student academic success, and other characteristics reflecting students' performance. Key indicators may include: improvement in safety, hiring equity, increased use of web-based technologies, use of facilities by community organizations, contributions to the community, or partnerships, graduation and retention rates by program, and what you report to governing boards and administrative units.

Analysis of Results



Instrument

Areas of Success Analysis and Action Taken Results of Action Taken (occurs in the following year)

Insert Graph of Resulting Trends for 3-5 Years (please graph all available data up to

five years))

Increase majors in each business program by 5% or more for the fall 2009 term.

Fall Enrollment Figures

Each business unit (and the entire college) had a substantial increase in enrollment in fall 2009

Acct Tech up 23.3% Adm. Office Support up 74.2% Bus Adm up 30.0% Mgt up 78.6%

Program enrollment has increased for spring 2010 term.

Increase number of tax preparations by 20% per year.

Tax forms electronically submitted to IRS

Due to the popularity of the program the college has exceeded expectation.

For 2006, 2007, and 2008, the two volunteer income tax assistance (VITA) sites hosted by

Dyersburg State Community College have been a tremendous success and enabled 456 area residents to receive a combined total of $547,355 in tax refunds.

Add one or more additional sections of dual enrollment business classes each year.

Sections offered and made each academic year.

Exceeded expectation

2008-09 - 1 2009-10 - 5

TABLE VI NEW FULL-TIME AND PART-TIME FACULTY QUALIFICATIONS

NAME (List alphabetically by Last Name)

MAJOR TEACHING FIELD

COURSES TAUGHT (List the Courses Taught During the Reporting Period, Do Not Duplicate Listing)

LIST ALL EARNED DEGREES (State Degree as Documented on Transcript, Must Include Major Field)

DOCUMENT OTHER PROFESSIONAL CERTIFICATION CRITIERA

18 Graduate Cr. Hrs in Field

Two Years Work Experience

Teaching Excellence

Publications

Professional Certifications

ACBSP QUALIFICATION

1. Master 2. Doctorate 3. Professional 4. Exception

Austin, Carol Ann

Business BUS 201 – Bus Law FIN 101- Personal Finance

BS in Business Adm. – UT Knoxville JD – Vanderbilt Univ Law School

18 Graduate credit Hrs in field.

Doctorate

Coffman, Ron Business ACC 101 – Prin. of Accounting I ACC211- Income Tax BUS 110 – Intro to Business

BS in Bus Adm & Acct – Southern Oregon Univ. MBA – Regis Univ

18 Graduate Credit Hrs. in field

Master

Frakes, Jamie Business ECO 202 - Microeconomics

B.A. in Political Science/Pre Law with minor in Business - Arkansas State University M.S. in Public Administration, emphasis in

Two years work experience Teaching Excellence Professional certifications.

Exception

Human Resource Mgt. - Southeast Missouri State Univ Ed.D. in Higher & Adult Education with emphasis in Public Policy and Research - The University of Memphis

Frazier, Julie BUS BUS 201 – Business Law FIN 101 – Personal Finance ACC 101 – Prin of Accounting I ACC 102 – Prin of Accounting II BUS 110 – Intro to Business MGT 101- Intro to Management MGT 102 – Human Relations

BBA in Bus & Acct. – University of Tennessee – Martin MBA – University of Tennessee – Martin Certified Public Accountant

18 Graduate Credit hours in field

Master

Hall, Toni Economics ECO 201 – Macroeconomics ECO 202 – Microeconomics FIN 101 – Personal Finance

BA in Political Science – Middle TN State Univ M.A. – Economics, Middle TN State University

18 graduate hours in teaching field

Master

Hendrix, Judy Adm. Office Support

AOS 108 – Word AOS 110 – Power Point AOS 209 – Advanced Word AOS 250 –

A.S. Adm. Office Support – Dyersburg State Community College

Two years work exp. Teaching excellence

Exception

Desktop Publishing

Lavieri, Ed Computer Information Technology

AOS 108 - Word BS in Liberal Studies – Univ of the State of New York M.S. in Mgt. Info. Systems – Bowie State Univ MS in Operations Mgt – Univ of Arkansas

18 graduate credit hours in field

Masters

Johnson, Cynthia

Business BUS – 201 Business Law

BS in Org Leadership in Allied Hth – Union Univ. MBA – Bethel Univ.


Masters

Hudson, Brandon

Business BUS – 110 Intro to Business

BS in Management and Bus Adm – Middle TN State Univ MBE in Business Education – Middle TN State Univ


Masters

McGuire, Shirley

Business MGT – 213 Small Bus Mgt

AS in Bus Data Proc – Dyersburg State Comm Coll BS in Mgt with minor in Computer Science – Univ. of TN Martin MBA – Univ. of TN, Martin


Masters

McGrail, John Business BUS 110 – Intro to Business

BA in History – Seton Hall Univ. MBA in Acct and Finance – Virginia


Masters

Commonwealth University Certified Public Acct. (Virginia) Pending for TN

Pillow, Greg Accounting ACC – 101 Prin. of Accounting I ACC – 102 Prin. of Accounting II

BS in Bus Adm with major in Acct. – Univ of TN, Martin MBA – Univ. of TN Certified Management Accountant


Masters

Smith, Billy O. Business BUS – 110 Intro to Business

BA in Political Science – Univ of Memphis MBA in Finance – University of Memphis


Masters

Name of Major/Program: Accounting Career

Total Number of Hours for Degree: 63-64*

List courses appropriate for each area:

A) Professional Component:

Credits

Financial Accounting I Areas of Study 4

Microeconomics D. 3

Principles of Management I. 3

Principles of Marketing F. 3

Math Electives C. 3

Area total credit hours 16

25.4% of total program hours

B) General Education:

Credits

College Composition A. 3

Writing in the Workplace A. 3

Natural Science Elective* F. 3

Social Science Elective H. 3

Spreadsheets I G. 1

Spreadsheets II G. 1

Computer Elective G. 1

Business Law I E. 3

Macroeconomics E. 3



C) Business Major:

Credits

Financial Accounting II 4

Managerial Accounting 4

Accounting Software Applications 3

Intermediate Accounting I 3

Federal Income Taxes 3

Business Law II 3

Introduction to Business 3

Business Elective 3



Total Program Hours 63

*Natural Science Elective may be either a 3 or 4 credit elective.

Course Title

TABLE VII

CURRICULUM SUMMARY

Course Title Areas of Study

Course Title Educational Goal Area

Legend for Table VII

“EXHIBIT L” PROFESSIONAL COMPONENT Standard III – Curriculum

Standard: At least 25 percent of the business curriculum must consist of a professional component including four of the following areas of study:

a. Accounting b. Computer information applications

c. Quantitative methods of analysis d. Principles of economics

e. Business in society - the international environment, legal/political environment, and ethical business behavior f. Marketing

g. Entrepreneurship/free enterprise h. Finance

i. Management

“EXHIBIT M” GENERAL EDUCATIONREQUIREMENT Standard III – Curriculum

Standard: Excellence in business education requires a foundation in general education. For accreditation, therefore, general education must include no fewer than 25 percent of the credits required for the associate degree and must consist of courses which contribute to the following educational goals:

a. Written, interpretive, and oral facility with the English language. b. An historical perspective. c. An understanding of the role of the humanities in human experience.

d. A personal ethical foundation. e. An understanding of social institutions and the obligations of citizenship.

f. Knowledge of science and its applications. g. An understanding of contemporary technology.

h. An understanding of the principles as well as the investigative strategies of the social sciences.

i. An appreciation of the fine and performing arts. j. A global perspective.

association of collegiate business schools and …association of collegiate business schools and...

Documents