Accounting Maintenance Report 111113

5th

Year

Acc

ount

ing

Mai

nten

ance

Rep

ort

Prep

ared

for t

he A

ACSB

Pee

r Rev

iew T

eam

Visi

t

5th Y

ear

Acc

ount

ing

Mai

nten

ance

Rep

ort

Dr. W. Rhea IngramDean

Dr. Judith KamnikarDepartment Head

School of BusinessAuburn University at Montgomery

P.O. Box 244023Montgomery, AL 36124

334-244-3478

Prep

ared

for t

he A

ACSB

Pee

r Rev

iew T

eam

Visi

t

i | P a g e A A C S B A c c o u n t i n g M a i n t e n a n c e R e p o r t

EXECUTIVE SUMMARY

The Department of Accounting received AACSB initial accounting accreditation on April 29, 2012. Uniquely, the Department of Accounting, School of Business, Auburn University at Montgomery (AUM), was the first school in the state of Alabama to earn AACSB accounting accreditation for a program offering only an undergraduate concentration. The department is dedicated to maintaining its AACSB International accounting accreditation as evidence of its commitment to quality education and continuous improvement. Background Auburn University at Montgomery (AUM) was established as a metropolitan campus of Auburn University in the capitol city of Montgomery, Alabama by an act of the Alabama Legislature in 1967 and opened its doors to students in 1969. Since this date, the accounting program has been an integral part of the University’s curricular offerings as a unit within the School of Business. The School of Business offers a Bachelor of Science in Business Administration degree (BSBA) with specializations in 8 areas, including Accounting, plus multiple graduate offerings. The Alabama Commission on Higher Education has approved all business degree programs. The School received its initial AACSB accreditation in 1988, with reaffirmations in 1994, 2004, 2009 and is currently applying for reaffirmation in 2013. At the time of application for accounting accreditation, the administrative unit was the Department of Accounting and Finance. Upon receiving initial accreditation, the Dean with support of faculty and university administration reorganized the department structure. The finance program was moved to the Department of Economics (currently the Department of Economics and Finance) where it had originally been established. The Department of Accounting became a unit within the School of Business as of January 1, 2012. The Department of Accounting would have had its first five-‐year maintenance review in 2017, yet, the accounting faculty elected to apply for the fifth year maintenance of accreditation during the 2013 year to articulate with the accreditation cycle of the School of Business. The department has a long tradition of delivering a superior education to its students. The mission of the department, therefore, includes a commitment to providing high quality accounting education to its students, as well as to making intellectual contributions that can be applied to the business environment and classroom instruction. The department strives to produce a mix of scholarly works focused on contributions to practice, learning and pedagogical research, as well as some discipline-‐based research. In addition, the faculty provides strong support of student organizations that facilitate students' introduction to the accounting profession. The department is committed to maintaining strong ties with the business community, especially the accounting profession, and to providing responsible service to its various stakeholders. As a result of the department’s quality education focus, it enjoys an excellent regional reputation. The accounting professional community not only supports the program with donations of time and funds but also through the employment of its graduates for internships, part-‐time and full-‐time positions. Graduates of the AUM accounting program are employed by international, regional and local CPA firms, government agencies, industry, and nonprofit organizations. Further, its faculty members are committed to teaching excellence and have won state-‐wide teaching-‐related awards. The faculty members manage to do this while meeting the School’s research requirements and participating in service to various stakeholders. The department’s reputation assists in attracting

ii | P a g e A A C S B A c c o u n t i n g M a i n t e n a n c e R e p o r t

students who are academically strong and compete successfully for employment, internships and success on the CPA examination. The students participate in the department’s two student organizations’ activities, ones that are geared to their professional development. Alumni of the department are valuable assets to the continuous improvement process. Many hold partnership/principle status in public practice firms, CFO positions in government and business, as well as senior management positions in industry and nonprofit organizations. These alumni have provided significant support both financially and as members of our Accounting Advisory Board. This Board provides valuable input to the department’s strategic plan, curriculum development, student development, fund-‐raising, and promotion. The alumni contacts also result in invitations to the faculty to participate in seminars and continuing professional education sessions that are essential to the department’s mission and accreditation. Degree Program The Department of Accounting offers a Bachelor of Science in Business Administration degree (BSBA) with a specialization in accounting. The program is delivered primarily on campus and by 7 full-‐time faculty members (all tenured or tenure-‐track) and one or two part-‐time adjuncts, as needed. The Bachelor’s degree requires 24 hours of accounting in addition to the 6 hours of accounting principles taken as part of the requirements of the business core for all business majors. During the five year review period, academic years 2008-‐2009 through 2012-‐2013, there were 177 BSBAs with an accounting specialization awarded, representing 18.8% of all BSBA degrees awarded during that time. The average fall enrollment in undergraduate accounting courses for the review period was 214, which represents 18% of all undergraduate School of Business enrollments for that census period. Strategic Management Planning Process The department’s strategic planning process includes the faculty and department head drafting a plan which incorporates the University’s and the school’s strategic plans. Then, feedback is received from the dean, the school’s leadership team, the Accounting Advisory Board members and officers of the two student organizations. Their input is taken into consideration with appropriate modifications made by the accounting faculty for the final strategic plan. Financial Strategies The accounting department head has administrative and budgetary responsibility for all matters concerning the department. The head manages the various resources (money, other assets and people) that are allocated to the department by the University and the Dean. The funding is provided by the state, student tuition, accounting firms, alumni and friends of the department. Annual allocations, distributed by the University through the Dean’s office, are primarily to pay for the department’s operating expenses and travel-‐related expenditures. The department also has generated scholarship funds provided by friends and alumni, subject to rules of the University’s foundation office, which provide scholarship awards to juniors and seniors. In addition, the department has access to funds generated from two CPE programs jointly sponsored with the Alabama Society of CPAs (ASCPA) and the Association of Government Accountants – Montgomery Chapter (AGA). These funds have been used to promote department academic programs and faculty development, research, and travel.

iii | P a g e A A C S B A c c o u n t i n g M a i n t e n a n c e R e p o r t

Assurance of Learning The Department of Accounting had three learning goals during the census period for initial accounting accreditation. The AACSB peer review team made the following recommendation for continuous improvement: “While AUMs assurance of learning program is adequate, the department should

continue to develop the program by considering whether more learning goals and learning objectives would be helpful in guiding curricular development…..the department continue to evaluate whether other learning goals could be useful, whether those learning goals could be supported by additional or revised learning objectives, and whether the analysis of measures could be improved….”

The department has revisited its assurance of learning program with the result of (1) modifying the learning goals and objectives; (2) improving assessment measurements; and (3) restructuring the entire process. Participants Many of the policies and procedures related to the department’s faculty management are provided by the University’s Faculty Handbook and School of Business Policies. The standards for Academic Qualification (AQ) and Professional Qualification (PQ) for accreditation purposes are part of the School Policies. During the reporting year (fall 2012 – spring 2013), the full-‐time accounting faculty was 100% participating faculty with the department head being PQ and the other faculty all AQ. In the period following initial accounting accreditation, 7 adjuncts (6 PQ and 1 AQ) taught a total of 15 courses over six academic semesters/terms which resulted in an average 85.71% qualification ratio. For Fall 2012, the sufficiency ratio for the Department of Accounting is 93.9%.

| Page AACSB Business Maintenance Report iv

TABLE OF CONTENTS SITUATIONAL ANALYSIS 1 University Background and Governance 1 Environmental and Internal Analysis 1 PROGRESS UPDATE ON CONCERNS FROM PREVIOUS REVIEW 7 STRATEGIC MANAGEMENT 9 Department of Accounting Mission 9 Department Vision 10 Departmental Goals 10 Mission Focused 10 Strategic Planning Process 12 Selected Accomplishment (2008-‐2013) 13 Financial Strategies 14 Next Five Years 16 PARTICIPANTS 18 Students 18 Faculty 22 ASSURANCE OF LEARNING 26 Curricula Developments 27 Learning Goals 27 Assessment Results 30 Learning Goals and Curricula Impact 35

| Page AACSB Business Maintenance Report v

APPENDICES

Appendix A: Government Financial Management Program 37 Appendix B: Accounting Advisory Board

38

Appendix C: Undergraduate Enrollment Data Appendix D: Accounting Department Strategic Plan, 2007-‐2012

39

42 Appendix E: Faculty Participation 51 Appendix F: Financial Data 54 Appendix G: Internship Form 55 Appendix H: Student Curriculum Sheet 57 Appendix I: Student Advising Guidelines for Accounting Majors 58 Appendix J: EBI Survey Results – Advising 2011-‐2012 61 Appendix K: Delta Epsilon Kappa: Accounting Honor Society 63

Appendix L: Assurance of Learning 64 Appendix M: Exhibit AOL.J 71 Appendix N: Miscellaneous 73

| Page AACSB Business Maintenance Report vi

LIST OF FIGURES & TABLES

Tables: AUM Accounting Graduates – Current Employment 4 Percentage of Students Enrolled Full-‐Time and Part-‐Time 10 Percentage of Enrollments by Course Level and by Day and Night Offerings 11 Department of Accounting Instructional Budgets 14 Accounting Program Non-‐University Generated and Unrestricted Funds 15 Accounting Scholarship Donors 16 AUM and Accounting Program Enrollment and Graduates 18 Accounting Completers 18 ACT Scores of Graduates Receiving Undergraduate Degrees 19 Firms/Businesses Providing Internships 20 School of Business EBI Survey

23

Five-‐Year Summary of Developmental Activity Supporting PQ 24 Accounting Certifications Held by the Accounting Faculty 25 Selected Service/Leadership Activities of the AUM Accounting Faculty 25 Department of Accounting Learning Goals 29 Goal 1 Assurance of Learning 31 Goal 2 Assurance of Learning 32 Goal 3 Assurance of Learning 33 Goal 4 Assurance of Learning 34

1 | P a g e A A C S B A c c o u n t i n g M a i n t e n a n c e R e p o r t

SITUATIONAL ANALYSIS

The Accounting Program in the School of Business, Auburn University at Montgomery, was granted AACSB accounting accreditation April 29, 2012. The accounting faculty unanimously elected to submit a fifth-‐year Accounting Accreditation Maintenance Review in 2013, articulating with the School of Business accreditation reporting cycle. This Accounting Accreditation Maintenance Report provides information for a five-‐year period (i.e., 2008-‐2009 through 2012-‐2013); however, the information presented in this report focuses on the two years following the initial accreditation report. University Background and Governance Established in 1967 as the metropolitan campus of Auburn University in Montgomery Alabama by an act of the Alabama Legislature in 1967, AUM was accredited by the Southern Association of Colleges and Schools as an operationally separate institution in 1973 and is scheduled for its next SACS review in 2014. The School of Business degree programs have been approved by the Alabama Commission on Higher Education and accredited by AACSB since 1988. The School of Business is scheduled for reaffirmation in 2014. Additional information about the University Background and Governance is available in the School of Business Fifth Year Maintenance Report, pages 1-‐2. The accounting program is a vital part of the School of Business and is administratively housed in the Department of Accounting. Resources from the university and various external sources provide the department with continued viability. The process for AACSB accounting accreditation started with the Application for Accounting Eligibility/Pre-‐candidacy for AUM on February 5, 2003. On May 23, 2006 the Accounting Accreditation Plan was submitted to AACSB. On October 2-‐4, 2011 an AACSB team visited campus for an evaluation. The team made a positive recommendation to the Accounting Accreditation Committee and initial accounting accreditation was granted April 29, 2012. Environmental and Internal Analysis A key success factor for the Department of Accounting is its excellent relationship with alumni and accounting professionals in private practice, corporate, and governmental accounting. The accounting faculty is committed to this relationship because of the professionalism it brings to the accounting curriculum and the opportunities for the accounting students. With feedback from these stakeholders, the Accounting Accreditation Maintenance Report provides information to highlight the strengths, challenges, and opportunities that drive its strategic planning process.

Strengths

High Standards A major strength is the AACSB International Accounting Accreditation. AUM was the first public school in Alabama to receive accounting accreditation of an undergraduate only program. This distinction allows AUM to provide a program based on the high quality standards set by the AACSB not only in accounting but as part of the only AACSB-‐accredited business school in the highly competitive academic market in Montgomery. The accounting program meets students’ needs in a variety of ways to obtain the necessary education requirements to compete for entry-‐level accounting positions. Although the education


requirements to take the Uniform CPA Examination as an Alabama candidate are higher than the minimum requirements for the BSBA Accounting Specialization, these additional requirements can be satisfied through the AUM’s MBA program or by completing additional undergraduate courses. Quality Curriculum Driven by the department’s mission statement, the accounting curriculum “provides high quality accounting education to our students with opportunities for them to develop the skills necessary to participate effectively in a competitive global environment”. It is a comprehensive and rigorous curriculum that has aided in the success of our graduates. The undergraduate curriculum is comprehensive in nature consisting of 24 semester hours of accounting including two accounting electives. The courses are offered on a systematic basis so that the students may attend the program during the day, in the evening, or both. The students have access to a full array of classroom technology and related software programs to aid in the learning process. The department has developed an on-‐line governmental financial management (GFM) program and offers the GFM courses online or hybrid format (See Appendix A: Governmental Financial Management Program). The department’s faculty has made strides in upgrading its course learning goals and objectives allowing assessment of student outcomes. The upgrade has taken place for the lower division accounting courses included in the business undergraduate core as well as the upper division accounting core courses and electives. The upper division accounting courses address the department learning goals and objectives including technical knowledge, use of technology, and professional ethics and internal control (See Assurance of Learning section). Productive and Engaged Faculty All full-‐time accounting faculty members are academically qualified using standards developed by the School of Business. Each member of the accounting faculty develops and publishes quality peer-‐reviewed research in journals that can be used to enhance classroom performance. In addition, the Department of Accounting has:

• faculty members that are nationally known for their research and business interactions, especially in the area of governmental accounting;

• all 7 faculty members are licensed CPAs with some having additional certifications, • a faculty with professional and business interaction on a regular basis evidenced by

attendance at professional meetings, conferences, or consultant activities; • a stable core of faculty with all but the newest member tenured; • a strong reputation that enhances faculty recruitment to replace those who leave, which is

due primarily to retirement; and, • professionally qualified adjunct instructors with regard to education, work experience and

certifications. Even though AUM has a research requirement like other similar schools, faculty members see their teaching responsibilities and serving the students as their first priority.


Successful and Generous Alumni Students within the department are an additional strength. They represent a diverse population and enrich the classroom experience for both student and faculty. The students have attained the high academic standards to complete the accounting program and are prepared to enter the profession. According to input from employers, AUM accounting graduates are among the best in their firms and companies. In addition, students graduating from the accounting program have been successful in completing graduate accounting programs at both the masters and doctoral levels. AUM accounting graduates have also graduated with advanced degrees from many universities including but not limited to Auburn University at Montgomery, Auburn University, the University of Alabama, Georgia State University, Troy State University, Case Western Reserve University, the University of Denver, and Yale University. Students graduating from the accounting program have been successful in navigating a career in accounting, government, and business and have moved into top managerial positions, such as partners at CPA firms or controllerships in business and government. The table on page 4 lists selected AUM accounting graduates’ current positions and firm/organization. Strong Partnerships The Department of Accounting has an excellent regional reputation. The alumni identified on page 4, plus more, are generous, not only with their donations of time and funds, but also with their praise for the program. Employers, including international, regional, and local CPA firms, government agencies, and corporations, consistently return to campus to recruit AUM accounting majors for internships, part-‐time, and full-‐time employment. These alumnae and their employers have supported the accounting program with student scholarships (22 scholarships over the past five years), student internships (21 over the past five years), and interaction with students at several academic and/or professional sponsored programs. The department’s faculty members have stayed connected to the practitioners, as well as to other professors, by delivering continuing professional education (Drs. Deal, Kamnikar, Marudas, and Turpen) and participating in various organizations such as the Alabama Society for CPAs, the Government Finance Officers Association of Alabama, the Association of Government Accountants – Montgomery Chapter, the Institute for Management Accountants, and the American Accounting Association and their committees’ work. For example, Dr. Keren Deal participates at the national level with the Association of Government Accountants in the following roles: Vice Chair of the editorial board for the Journal of Government Financial Management, a national AGA publication; member of the Professional Ethics Board; Regional Vice-‐President Elect of the Gulf Region. Dr. Kamnikar has served on national committees of the AICPA, GFOA, and AGA. Dr. Kamnikar has served as President of the state GFOAA and Secretary of the Board for ASCPA; Drs. Deal and Kamnikar have served as President of the AGA – Montgomery Chapters; and Dr. Heier has served as President of the IMA – Montgomery Chapter. Dr. Leach has worked with the IMA to direct IMA scholarships to the AUM students. All of those contacts have promoted the department throughout the region and nationally.


Another advantage of the department is its Accounting Advisory Board (See Appendix B: Accounting Advisory Board). The department head in conjunction with the dean’s strategic planning process expanded and formalized the Accounting Advisory Board to include 24 voting members and 2 ex-‐officio members. The 24 voting member board represents public practice firms (46%), government agencies, state and federal, (33%), and business organizations (21%). The School of Business Dean and the Accounting Department Head are ex-‐officio members of the Accounting Advisory Board. AUM accounting alumni comprise 79% of the voting members of the Accounting Advisory Board. The advisory board provides the necessary stakeholder input throughout the strategic planning process including student learning outcomes, the accounting curriculum, the strategic plan, and the professional accounting issues that will impact the program.

AUM Accounting Graduates – Current Employment Name Position Organization

Bonee Barrow Bailey, CPA Partner

Aldridge, Borden and Company

James Blake, CPA Partner Scott Grier, CPA Partner Jeremy Morehead, CPA Partner Rhonda Sibley, CPA Partner Jason Westbrook, CPA Partner Mathew D. Binns, COA

Bern Butler Capilouto and Massey, CPAs

Helen F. Cleondis, CPA Partner Jerry W. Grant, COA Partner Robert Andy Jones, CPA Partner Clifford E. Massey, CPA Partner Susan M. Patterson, CPA Partner Phyllis Ingram, CPA Partner

Carr, Riggs and Ingram, CPAs David Norris, CPA Partner James Walker, CPA Partner Joe Gary, CPA Partner Diamond, Carmichael, Gary,

Patterson and Duke, PA. Kath Carter, CPA Partner Ernst andYoung Mitch Stroud Manager of Cost Accounting Hyundai Motor Manufacturing AL Dennis Fain, CPA Partner

Jackson Thornton and Company

Rusty Golden, CPA Partner Annamarie Jones, CPA Partner Martin Lee, CPA Partner Patti Perdue, CPA Partner Lyvonnia Poppell, CPA Partner Daniel Thompson, CPA Partner Rena Mears, CPA Partner, Retired KPMG Will Brown, CPA Assistant Division Controller Rheem Manufacturing AL Janice Hamm, CPA Deputy State Comptroller State -‐ AL, Dept. Of Finance Laneita Littleton, CPA Chief Budget Officer State -‐ AL, Dept. of Mental Health Jeffrey M. Wright Chief Accountant State -‐ AL, Dept. of Public Health Fran Copeland, CPA, CGFM Chief Financial Officer State -‐ AL, Dept. of Public Safety Bill Flowers, CGFM, CGFO Chief Financial Officer State -‐ AL, Dept. of Transportation Clynton Hart, Jr., CPA Partner

Warren Averett LLC Daniel Newman, CPA Partner John W. Parrish, CPA Partner Adam Stephenson, CPA Partner


Challenges Increased Competition Montgomery and the River Region is a competitive academic market with three local universities (two public and one private) both offering undergraduate and graduate degrees in accounting. The main campuses of Troy University, Tuskegee University and Auburn University are within a 40-‐mile radius, which is near enough to attract students wanting a traditional campus experience. In addition, there are several proprietary colleges and universities that have entered the Montgomery market over the last five years. Two-‐year schools have become additional major competitors for entering freshmen that has reduced the numbers of sophomore students taking introductory accounting courses. Challenging Staffing Issues The Department of Accounting has been fortunate in hiring new faculty with appropriate qualifications. However, while the department is currently fully staffed by qualified individuals, three faculty members, 42.8% of the accounting faculty (See School of Business Maintenance Report, p. 6), are eligible for retirement. The lack of qualified accounting faculty will be the challenge in replacing the expertise to maintain the quality of the program. In addition, providing adequate funding for continuing faculty development, research efforts and compensation may hamper the department’s ability to retain quality faculty. Decreased funding from the State of Alabama has made funding research and travel difficult. This decreased funding also makes it difficult to maintain competitive salaries, thereby making recruiting and retaining outstanding faculty more of a challenge. While grant availability exists, the AUM business faculty, in general, has limited access to research grants. However, there has been a strong bond among the accounting faculty and a commitment to the purpose of the accounting program provided in an urban environment that initially attracted the faculty and explains the low turnover. Opportunities External Funding To a significant extent, the department relies on resources provided by the University and School for its operations. For example, faculty and staff salaries and benefits are funded through the University budget. Likewise, all the department’s facilities, utilities, support staff, and general operating cost are funded through the University budget. In the 2013 fiscal year, the Accounting Department’s Operations & Maintenance budget totaled approximately $1.13 million. To supplement the budget, the department maintains certain externally generated funds that provide financial support for faculty travel and other activities if needed. The annual contributions from external activities are approximately $13,500 and average balance throughout the year is approximately $40,000. Stakeholder Involvement The department continues to engage the Accounting Advisory Board and other accounting professionals by having them make formal presentations at accounting club meetings and classes, presentations at the annual induction ceremony for Delta Epsilon Kappa (DEK) accounting honor society, providing internship opportunities for students, and networking events for students on campus and/or in the Montgomery professional accounting community. Because AUM has a long


tradition of providing an excellent accounting education to students with a diverse background, many alumni stakeholders from public practice firms, private companies, and government have been involved in the accounting program at AUM for many years. Finally, employer and alumni stakeholders have been generous with their contributions to the accounting program, especially in the area of accounting scholarships. The program’s stakeholders either provide or support several scholarships for accounting majors and several professional accounting organizations provide annual scholarship opportunities to AUM accounting majors. Enrollment Growth As previously mentioned, the Department of Accounting resides in a competitive academic market with three local universities (two public and one private) offering undergraduate degrees in accounting. The largest competitor is Troy University, which has both undergraduate and graduate accounting programs in two locations: (1) Troy, Alabama (50 miles from AUM) and downtown Montgomery (8 miles from AUM). In addition, Alabama State University has a Master’s in Accounting degree and Huntingdon College, a private institution, offers a 150-‐hour undergraduate degree in Accounting. However, the AUM accounting program attracts the working student, both traditional and non-‐traditional, by offering accounting courses day, night, hybrid, and online. Course planning guides are designed for students who want to take day courses only or evening courses only both of which can be supplemented by hybrid and/or online courses. The department has a history of providing a high quality education for “working” students and should attract students in the future. The accounting specialization in the BSBA degree contributes significantly to the overall University enrollment (See Appendix C: Undergraduate Enrollment Data). For the academic year 2009 – 2013 the accounting program generated 4.74% of the total university enrollment at the undergraduate level. This ranked the accounting program 8 out of the 27 academic units that offer undergraduate courses. The academic units were Liberal Arts, Biology, Secondary Teacher Education, and Elementary Education. Degree Programs Included in the Review This review addresses the Bachelor of Science in Business Administration degree (BSBA) with a specialization in Accounting. The degree does not meet the “accounting concentration” as defined by the Alabama State Board of Public Accountancy. In order to better serve its students, the department does offer graduate level courses in accounting. AUM accounting students can fulfill the State Board’s 150-‐hour education requirement by taking extra accounting classes at either the undergraduate level or enroll in the MBA program that allows three elective courses which can be accounting graduate level courses.


PROGRESS UPDATE ON CONCERNS FROM PREVIOUS REVIEW The peer review team report from the initial accreditation visit had only one recommendation to address prior to the next visit:

“Auburn University at Montgomery should closely monitor the following items and incorporate them in your ongoing strategic planning initiatives: While AUMs assurance of learning program is adequate, the Department should continue to develop the program by considering whether more learning goals and learning objectives would be helpful in guiding curricular development. The assurance of learning program is currently based on three learning goals (technical knowledge, effective use of technology, and ability to recognize and analyze ethical issues). These three goals are supported by seven specific learning objectives which are evaluated by measures that occur in three classes. Loop-‐closing examples exist for each learning goal. However, since assurance of learning should always be a continuous improvement process, the PRT recommends that the Department continue to evaluate whether other learning goals could be useful, whether those learning goals could be supported by additional or revised learning objectives, and whether the analysis of measures could be improved.”

In 2006, the department created learning goals and objectives for the accounting curriculum with assessment performed in 2007-‐2008. This process has continued since that time (See Assurance of Learning section). The following is a summary of assessment progress made since the initial accreditation report. The department has revisited its assurance of learning program with the results of: (1) modifying the learning goals and objectives; (2) improving assessment measurements; and (3) restructuring the entire process. Originally, Goal 1 read as follows.

Goal 1: Our students can identify and measure relevant data and report results in formats that meet the needs of the report users and adhere to legal and professional standards.

After reviewing the team’s recommendation, the faculty collaborated and developed three learning objectives for Goal 1 to read as follows. Objective 1a: Students will perform steps in the accounting cycle including the

analysis of data for the preparation of adjusting entries and preparation of general purpose financial statements.

Objective 1b: Students will identify and calculate product costs.

Objective 1c: Students will prepare appropriate tax documents for individuals.

After review, the faculty decided to keep original Goal 2.

Goal 2: Students can effectively use technology in an accounting environment and the related objectives.


Originally, Goal 3 read as follows:

Goal 3: Our students can recognize and analyze ethical issues that occur in the accounting environment.

After reviewing the team’s recommendation, the faculty collaborated and developed two learning objectives to read as follows.

Objective 3a: Students will understand the codes of conduct and ethical guidelines for professional accountants.

Objective 3b. Students can recognize and analyze ethical issues that occur in the accounting environment.

After reviewing the team’s recommendation, the faculty collaborated to create an additional goal to read as follows.

Goal 4: Students will identify internal control weaknesses, their impact and recommend mitigation for weakness.

The Department of Accounting is committed to the assurance of learning process for the established learning goals within the separate accounting program. The accounting program not only has established learning goals for the program but also for each course. These learning goals are listed on the course syllabus and instructors assess the goals in various ways at different points in the semester (See Assurance of Learning section).


STRATEGIC MANAGEMENT

The Department of Accounting strategic planning process aligns with the Auburn University System, AUM, and the School of Business strategic planning processes (See Appendix D: Accounting Department Strategic Plan, 2007-‐2012). The department and school are mission-‐driven and reflect the three primary responsibilities stated in the University’s mission: teaching, research and service (See School of Business Maintenance Report, pages 13-‐18). The mission of the department supports those of the University and School by emphasizing a high quality, student-‐centered accounting specialization degree. In addition, the department faculty produces quality research and is involved in the professional accounting community as well as the larger Montgomery business community. This faculty-‐stakeholder relationship complements the University’s mission to be “an integral part of the surrounding community, state, and region” (AUM Strategic Plan, 2007-‐2012). Department of Accounting Mission The Department of Accounting has a mission to support diverse constituencies, while directly supporting the mission of both the School and the University. A primary element of the department’s mission is to provide a high quality accounting curriculum and sound instruction in the classroom providing its primary stakeholders (i.e. the students) with the knowledge, skills and ability to be successful in the ever-‐changing accounting profession. The Department of Accounting mission statement reads:

In support of the missions of Auburn University Montgomery and the School of Business, the BSBA-‐Accounting Specialization is intended to provide students with knowledge and skills necessary for entry-‐level positions and advancement in accounting. The program provides an in-‐depth study in the basic areas of accounting and serves a market consisting of full-‐time, part-‐time, and evening students from Montgomery and the Central Alabama region.

The department’s objectives are:

• To provide students with the: o Necessary educational background for entry into and advancement in the accounting

profession, o Skills necessary for success in the accounting profession and o Educational background necessary for entry into a graduate program; and

• To provide intellectual contributions through a mix of discipline-‐based contributions to

practice and pedagogy that can be applied in the business and government environments and in classroom instruction.

Although the education requirements to take the Uniform CPA Examination as an Alabama candidate are higher than the minimum requirements for our BSBA-‐Accounting Specialization, these additional requirements to sit for the CPA exam can be satisfied through the Auburn University Montgomery MBA program or by completing additional undergraduate courses. Our quality is reflected in the success of our students, alumni, and faculty, and in the enhancement of the personal and professional lives of community residents through faculty service and research.


Department Vision

The accounting faculty envision the department being a national and international model for accounting education and a partner of choice for educational and professional opportunities with public practice firms, government, business organizations, and non-‐profit entities including professional accounting organizations.

Department Goals

Goal 1: Serve a diverse student body with student-‐centered and accessible programs. Goal 2: Provide a curriculum in the accounting discipline that is current in its content and

develops relevant skills as well as certification opportunities. Goal 3: Attract, maintain, and retain a diverse, highly qualified faculty. Goal 4: Provide continuing learning opportunities for our stakeholders. Goal 5: Provide opportunities for stakeholders to participate in strategic planning and

assessment of the accounting program. Mission Focused The department has a published mission statement that directs the department’s commitment to be responsive and adequately serve “a market consisting of full-‐time, part-‐time, and evening students from Montgomery and the Central Alabama region.” In addition, the Accounting Program provides a quality education for those who wish to retrain and further their employment prospects. Historically, students enrolled in AUM accounting courses are nontraditional (ages 24 or older), working (90+%) either part-‐time or full-‐time, post baccalaureates who are changing or enhancing career paths, and individuals completing the educational requirements to sit for the CPA examination as an Alabama candidate. As such, the department attempts to schedule classes to serve this diverse group of students. Knowing that our students wish to carry a full-‐time course load, the department schedules classes to support the students’ academic goals and also provides information through its Student Advising Guidelines to assist students in planning their course schedule as a day or night student. The distribution of enrollments by full-‐time and part-‐time is decided on the number of hours carried (See Table below). Most “full-‐time” students are also working students. These students typically schedule their courses in blocked time slots to allow them to be employed within the region while they are finishing school. Some students prefer to take classes during the day and work in the evening while other students work during the day and take classes during the evening.

Percentage of Students Enrolled Full-‐Time* and Part-‐Time Fall 2008 through Fall 2012

Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012

Full -‐ Time 62 66 63 65 60 Part -‐ Time 38 34 37 35 40

100 100 100 100 100

*Full-‐Time = 12 or more semester hours Source: AUM Office of Institutional Effectiveness


The table below indicates that demand for the undergraduate courses is slightly higher for evening and online courses than for day courses. Most graduate courses are cross-‐listed courses that can be used as electives by students in either the undergraduate accounting program or the MBA program or the post baccalaureate students taking accounting courses. The demand for these courses is primarily evening or online. Therefore, the Department attempts to serve its diverse student body by providing courses on a scheduled basis and at times that will facilitate their academic completion. Students enrolled in accounting courses during the census period at AUM were classified as freshmen (5.3%), sophomores (18.9%), juniors (21.8%), seniors (19.8%), and post baccalaureates (34.2%). With approximately 1/3 of enrollments in accounting courses being filled by individuals who wish to change their career path or enhance their career path which can include continuing their education to qualify to sit for the CPA exam, the AUM Accounting Program AUM has been and continues to serve its stakeholders and the broader River Region community.

The department’s mission statement includes the objective, “intellectual contributions will be a mix of contributions to practice, pedagogy and discipline-‐based research that can be applied in the business and government environments and in classroom instruction.” The faculty of the department is expected to remain current in their area of expertise by publishing research and attending

Percentage of Enrollments By Course Level and by Day and Night Offerings

Fall Semesters 2008 through 2013

Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012

Undergraduate Accounting Enrollments Day 47% 47% 49% 43% 45% Night 53% 53% 52% 40% 43% Online 0% 0% 0% 17% 12%

100% 100% 100% 100% 100%

Graduate Accounting Enrollments Day 17% 0% 2% 0% 0% Night 83% 100% 79% 50% 95% Online 0% 0% 0% 50% 5%

100% 100% 81% 100% 100%

Total Accounting Enrollments Day 42% 40% 42% 32% 35% Night 59% 60% 58% 42% 54% Online 0% 0% 0% 26% 11%

100% 100% 100% 100% 100%

Source: AUM Office of Institutional Effectiveness & AUM Argos Database


educational programs in conjunction with their teaching responsibilities. The intellectual contributions published by the accounting faculty are primarily projects that advance the knowledge and effective business practices in accounting and are used in the classroom to demonstrate the importance of maintaining competence (continuous improvement) in a very dynamic discipline. The research conducted by the department’s faculty is predominately contributions to practice research (85%) that relates directly to effective professional practice (See Appendix E: Faculty Participation; specifically AACSB Table 2-‐1: A Five Year Summary of Intellectual Contributions).

Because the accounting faculty interacts significantly with the professional community, the focus of their research is current issues and emerging trends in the accounting profession. As such, the intellectual contributions of the faculty are linked closely with the accounting profession with publications in practitioner periodicals such as The Journal of Accountancy, The Journal of Government Financial Management, The Internal Auditor, The Practical Accountant, The Journal of Public Budgeting, Accounting and Financial Management, Financial Accountability and Management, and Journal of Management Accounting. The accounting faculty conducts joint authorship with other accounting and business faculty and business professionals. The School of Business and the Department of Accounting have written guidelines that specify expectations of faculty with regard to intellectual contributions (See School of Business Maintenance Report, pages 27-‐28).

Strategic Planning Process

The School of Business engages in a systematic planning process that is intricately linked to the University’s process (See the School of Business Maintenance Report, pages 15-‐16). Accounting faculties serve on University and School Strategic Planning Committees and Task Forces which provides information to the department for use in its strategic planning process.

The development and review of the department’s mission statement is part of the periodic strategic planning process for the University, School, and Department. This process occurs every five years. Stakeholders at every level (university, school, department, students, community leaders, etc.) are included in the process to provide input to the mission. The strategic plan includes goals, objectives, and action plans. As noted above, the School has a five-‐year strategic plan supported by departmental strategic goals and objectives, including those for the Department of Accounting. Following the spring semester of each year, strategic goals are identified for the University and the School. The department identifies goals and related objectives that are linked to goals of the University and School. These goals and objectives are discussed among the faculty members and the School Leadership Council, which includes the School dean, associate deans, and department heads. At the end of the following year, an assessment is performed of the goals and objectives established for that year. Assessments of the department’s strategic goals for the census period are also provided in Appendix D. Additionally, certain high priority continuous improvement goals have been identified. These goals are as follows:

• Continue to provide students with opportunities for professional interaction in the form of internship opportunities, networking events, and attending professional educational events;

• Continue to conduct assessment of the accounting program learning goals incorporating in action plans for areas identified as less than 70 percent achievement of learning goals;


• Evaluate the responses of both accounting alumni and employers of accounting graduates from the School of Business survey to determine satisfaction with the AUM accounting program;

• Continue to expand the Accounting Advisory Board to include representatives from the government and managerial areas and continue to hold formal meetings to obtain input on mission, curriculum, quality of graduates, and other important areas; and

• Continue to provide faculty opportunities to interact professionally in the Montgomery business, government, and nonprofit accounting community as well as at the state, regional, national and international level.

Selected Accomplishments (2008-‐2013)

• The Department of Accounting continued to focus on student development with one-‐to-‐one advising by faculty; assisting the students to participate in several events for professional networking with practitioners, and providing student academic course planning guides for both day and night students. Continuous assessment review has resulted in significant improvements to the department learning goals as well as course learning goals and objectives for each accounting core course and electives.

• The department provided experiential learning experience for the student to acculturate them to the real world. AUM accounting students regularly participate in the IRS Vita Program. “In 2013, twenty-‐one trained students from AUM provided critical services at a free tax preparation site that prepared returns for approximately 670 families, which helped them to secure almost $1.5 million in tax refunds and saving them $201,000 in commercial tax preparation fees.”1 In addition, governmental accounting students participated in the AGA national case competitions in fall 2011 and 2012.

• The nationally recognized Governmental Financial Management Accounting Program provided students and career accountants guided education in preparation for the Certified Government Financial Manager (CGFM) examinations and provided continuing profession education required to maintain certification. The Becker CPA Review offered as an accounting elective to MBA students beginning 2011.

• Faculty involvement in international efforts included teaching in Malaysia in 2009, Vietnam in 2010, and China in 2012 as well as traveling with the AUM team in 2008 and 2013 to discuss faculty and student exchanges in China.

• The department successfully hired qualified faculty including Dr. Teresa Lang in fall 2011 to teach tax and accounting information systems; Dr. Richard Turpen in the summer 2012 to teach financial accounting and auditing, and Dr. Dan Hollingsworth in July 2012 as department head.

• The department continued to partner annually with the ASCPA and AGA-‐Montgomery Chapter to provide continuing professional education opportunities for our stakeholders. As a result of the efforts, the department funded faculty research travel, meeting attendance, and professional memberships through the period.

1 Stephan Black ([email protected]) email to AUM Chancellor John Veres.


• The Accounting Advisory Board was increased to 24 voting members representing public practice firms, government, and business organizations. The Advisory Board has provided guidance which was incorporated into the Department’s Mission and Goal statements for the next review period, 2013-‐2018.

Financial Strategies Although the University has experienced a decline in enrollment which has resulted in less state funding and increased tuition, there has been an increase in University funding for the academic units (see School of Business Maintenance Report, page 6). Data for the School and Department of Accounting Instructional and Support Budgets, including both department-‐level compensation and operating and maintenance budgets is reported in Appendix F. Budget Summary Detail The instructional budget for the Accounting Program only (excluding the Finance Program) includes two items that changed significantly (See Table, p. 14). First, one retirement and one resignation decreased the compensation budget for 2010-‐11. Subsequently, new hires in 2012

!

Department)of)Accounting)Instructional)Budgets)FY)2008/09)–)2012/13)

)!! 08/09% 09/10% 10/11% 11/12% 12/13%

Faculty%9%month%salaries%and%administrative%salaries% $1,250,314! $1,221,956! $979,592! $1,237,540! $1,111,836!%Accounting%%Summer%School%Compensation% $93,022! $122,463! $97,571! $83,054! $113,512!%Total%Accounting%O&M% $6,515! $7,172! $18,201! $16,696! $15,340!Total%Department%of%Accounting%Operating%Budget% $1,349,851! $1,351,591! $1,095,364! $1,337,290! $1,240,688!

!!%%%of%change% na! 0.13%! 218.96%! 22.08%! 27.22%!

%School%of%Business%Operating%Budget% $23,197,262! $23,633,514! $26,652,177! $25,363,126! $26,221,148!%Accounting%%as%a%%%of%School%of%Business%Budget% 5.80%! 5.71%! 4.11%! 5.27%! 4.73%!Source:)))AUM)Budget)Books)


increased compensation costs in 2011-‐12. Summer school compensation is listed separately and is managed in the Office of the Provost (formerly Vice-‐Chancellor for Academic Affairs). Second, O&M budgets were increased in 2010-‐11 and 2011-‐12 to cover costs related to AACSB initial accounting accreditation. In 2012-‐13, the O&M budget was increased to include faculty travel funds which were previously held in the Dean’s budget. The department’s operating budget has averaged 5.12% of School of Business operating budgets over the five year census period. There is a strong commitment from central administration and the School of Business dean to support the programs offered in the department. The Accounting Program was part of the Department of Accounting and Finance at the time of initial accounting accreditation in 2011-‐12. As of January 1, 2012, the finance program was moved to the Economics Department as were the appropriate share of the operating budget. (See Appendix F for detailed information regarding the Department’s operating budget with and without the finance program). Private Support The Department of Accounting also has autonomous funds that are generated through CPA review courses and CPE seminars and programs that it offers as joint ventures with the Alabama Society of CPAs and the Association of Government Accountants – Montgomery Chapter. The table below highlights the funds that the department has generated outside of university sources. Such funds are used to help defray the cost of academic travel, pay dues for professional organizations in which the faculty belong, and help with student activities. The Becker CPA Review Program no longer makes a financial contribution to the Department of Accounting. Enrollment in the live course on the AUM campus included mostly non AUM students and some AUM MBA students. That enrollment pool has been declining to the point where Becker decided it could no longer make a financial contribution to the AUM Department of Accounting. However, the department, with University permission, agreed to let the Becker Review Course meet in its classroom for which Becker would grant 1 full scholarship and 3 half scholarships to AUM students enrolling in the Becker CPA Review course. The Accounting Faculty Scholarship Committee selects the student recipients of the Becker Scholarships. In addition to these funds, the Department of Accounting has several scholarship funds that are used to assist students. The accounting scholarship donors provide financial awards to students on a competition basis each year. The amount awarded from each scholarship varies but students usually receive between $1,000 and $2,000 per year. Some scholarship funds are large enough to grant scholarships to multiple students.

Accounting Program Non-‐University Generated and Unrestricted Funds (2008 – 2013) 2008-‐09 2009-‐10 2010-‐11 2011-‐12 2012-‐13 5 Year Total

FAAC $11,320 $8,284 $9,211 $10,472 $12,144 $51,431 AGA -‐ $1,289 $5,889 $4,910 $4,144 $16,232

Becker CPA Review $2,146 $149 $3,811 $3,805 $765 $10,676 Donated Funds $2,910 $4,140 $1,785 $285 $825 $9,945

Total $16,376 $13,862 $20,696 $19,472 $17,878 $88,284


Next Five Years

2012 was the planning year for the 2013-‐2018 Auburn University at Montgomery Strategic Plan. Strategic planning activities were conducted at the University and School levels. Accounting faculty served on University and School strategic planning committees. The Department of Accounting was in a period of administrative transition in 2012 and no formal departmental strategic planning occurred. The accounting faculty did, however, start the strategic planning process in summer 2013. The department faculty and student officers, Accounting Club and Delta Epsilon Kappa, will attend the Accounting Advisory Board meeting to discuss the strategic plan for 2013-‐2018. A copy of the 2013-‐2018 Department of Accounting Strategic Plan is available for review in the department office, upon request.

The Department of Accounting as part of the School of Business prepares an annual financial plan that includes projected budgetary needs and sources of funding for operations to accomplish adopted strategic plans. These budgetary funds are not expected to increase dramatically in the next few years. However, the funds are sufficient to maintain the current level of high-‐quality education delivered to AUM accounting students.

To achieve the desired level of excellence the School and Department aspire to have in the future will require external fundraising. The University Office of Advancement is aware and supportive of departmental fundraising to acquire excellence funds needed to advance the accounting program to a level comparable to its aspirant programs. Longer term goals include raising funds for numerous endowed scholarships to use in recruiting and retaining the best and brightest students to the AUM accounting program. In addition, fundraising is needed for endowed professorships and chairs in the department to recognize current faculty and attract new faculty to move the department closer to its aspirant accounting programs.

Accounting Scholarship Donors

Aldridge Borden and Company Annual Scholarship

Bern, Butler, Capilouto and Massey PC Scholarship in Accounting David L. Sayers Endowed Scholarship

Jackson, Thornton and Company, PC Scholarship Mary R. Golden Endowed Scholarship

Wilson, Price, Barranco, Blankenship and Billingsley, PC Scholarship Warren-‐Averett, LLC

Alabama Society of CPAs – Educational Foundation Alabama Society of CPAs – Montgomery Chapter

Association of Government Accountants -‐ Montgomery Chapter Alabama Government Finance Officers Association – Patrick W. Kelly Scholarship

Institute of Management Accountants – Montgomery Chapter Institute of Internal Auditors – Montgomery Chapter


The department has established no new degree programs since the last AACSB visit. However, the Department of Accounting has developed a minor in accounting that is open to both business and nonbusiness majors. This minor consists of 12 semester hours. The prerequisite for entering the accounting minor program is the successful (grades of B or higher) completion of the following courses:

• ACCT 2010 Introduction to Financial Accounting 3 SH PR Math 1120 • ACCT 2020 Introduction to Managerial Accounting 3 SH PR ACCT 2010

The accounting minor consists of one required course and 3 elective courses: Required Accounting Course

• ACCT 3110 Intermediate Accounting I 3 SH PR ACCT 2010 & 2020

Elective Accounting Courses -‐ select 3

• ACCT 3120 Intermediate Accounting II 3 SH PR ACCT 3110 • ACCT 3200 Accounting Information Systems 3 SH PR ACCT 2010, 2020, &

INFO 2070 • ACCT 3210 Managerial Cost Accounting 3 SH PR ACCT 2010 & 2020 • ACCT 3310 Income Tax Accounting 3 SH PR ACCT 2010 & 2020 • ACCT 4510 Government and Nonprofit

Accounting and Financial Reporting 3 SH PR ACCT 3110

Students pursuing a Minor in Accounting must earn grades of C or higher in all upper division accounting courses taken. Students who receive a D or F in an upper division accounting course have one opportunity to repeat that course. Two D or F grades will result in the student being removed from the Accounting Minor Program. In collaboration with its stakeholders, the Department of Accounting is exploring the need for a master’s degree in accounting. This work includes the development of the master’s degree mission, vision, and program learning goals. Stakeholders will meet November 14 to provide input to the Department’s Strategic Plan for 2013 – 2018 and to the master’s degree proposal. Stakeholders have expressed their desire that the Department offer the advanced degree as it would enable them to recruit professional accountants more easily. As previously reported (see page 10), the high percentage of post baccalaureate students enrolled in accounting courses indicates a significant number of students could be better served through an AUM Master’s Degree in Accounting.


PARTICIPANTS

Students Enrollment Trends The accounting program has an averaged approximately 214 majors each year during the five year census period. Generally this group of students accounts for a “critical mass” of business majors. The table below reports the FTE position relative to the School (average of 19.0%) and to the University (average of 4.58%) during a time of declining enrollments. The fall 2012 census data had the greatest decline (-‐ 8%) in University enrollment during the census period. The Accounting Program continues to rank in the top 25% of degree granting programs at AUM. The range of average % of program graduates to total AUM program graduates for the census period was 4.74%(lowest) to 8.6% (highest) (See Appendix C: Undergraduate Enrollment Data, for more detailed enrollment data).

AUM and Accounting Program Enrollment and Graduates AUM

Total FTE Accounting Program FTE

Accounting FTE % of School FTE

Accounting FTE % of AUM FTE

Accounting Graduates per Academic Year

Accounting Graduates

% of School

% of AUM

Fall 2012 3683 177 17.3 4.2 33 21.4 5.9 Fall 2011 3984 205 19.1 4.7 23 14.4 4.2 Fall 2010 4218 229 20.4 4.8 47 23.4 7.3 Fall 2009 4096 221 19.0 4.7 29 13.5 4.4 Fall 2008 3860 236 19.7 4.5 46 21.5 7.1 Source: Five Year Enrollment by CPIC and Completions, AUM Office of Institutional Effectiveness Diversity AUM recognizes a responsibility to serve a diverse student body with a variety of educational needs. The university welcomes applications from all interested students, resulting in slight changes throughout school (See School of Business Maintenance Report, page 14). The Accounting majors at AUM are representative of the diverse AUM student body (See Table below). For the

Accounting)Completers)1)Undergraduates)Summary)1)All)Terms)Summer)2008)1)Spring)2013)

!! !!!!!!!Female! !!!!!!!!Male! !!!!Total!

!#! %! #! %! #! %!

American!Indian!! !

1! 1.3! 1! 0.6!Asian! 6! 5.8! 3! 4! 9! 5.1!Black!or!African!American! 23! 22.5! 7! 9.2! 30! 16.9!Hispanic/Latino! 1! 1.0! 1! 1.3! 2! 1.1!Native!Hawaiian!!Pacific!Island! 2! 2.0! 1! 1.3! 3! 1.6!Other! 1! 1! 2! 2.6! 3! 1.7!Unspecified! 2! 2!

! !2! 1.1!

White! 67! 65.7! 61! 80.3! 128! 71.9!

!102!

!76!

!178!

!Source:)AUM)Office)of)Institutional)Effectiveness)!


census period, the gender distribution for accounting majors earning their undergraduate degree was 57% female and 43% male. The predominate ethnic groups from high to low are White 71.9%, Black or African American 16.9%, Asian 5.1%, and all others combined 4.5%. Admissions Criteria Students admitted to the School of Business – Accounting Specialization must meet the University admission requirements (See School of Business Maintenance Report, page 20). In addition, all accounting must follow School of Business requirements for all business students which require grades of C or higher in all lower division business core classes: ACCT 2010 Principles of Financial Accounting and ACCT 2020 Principles of Managerial Accounting. Accounting majors have historically scored higher averages on the ACT than overall business students receiving undergraduate degrees (See Table below).

The accounting faculty, after reviewing assessment data of accounting majors, changed the grade requirement for all accounting majors in the lower division courses, ACCT 2010 and ACCT 2020, from a grade of C to a grade of B. The change was made to assure that students are prepared for the rigor of the upper-‐level accounting courses. The School of Business Curriculum Committee approved the change in April 2013 becoming effective January 1, 2014. In addition to requiring a grade of C or higher in all upper division accounting courses, the Accounting Faculty established a policy requiring students to maintain their academic accounting standard throughout the program. Any accounting major who receives two D or F grades in their upper division accounting courses will be dismissed from the accounting program (See Policy below) (AUM Undergraduate Catalog 2012 – 2013 pp. 79). Grade Requirements for Upper Division Accounting Specialization Courses Students enrolled in the B.S.B.A. degree program with a major in accounting must achieve a minimum grade of C in all upper division accounting courses. Students who receive a D or F in an upper division accounting course at AUM have one opportunity to repeat that course and the course must be repeated at AUM. Students who receive a D or F in any two upper division accounting courses at AUM will be dis-‐enrolled from the program and will not be eligible for readmission. Students who have failed (D or F) one course will meet with the Head of the Department of Accounting prior to enrollment in any upper division accounting course. The student must submit a written plan for improving future performance for approval by the Head of the Department of Accounting before permission can be granted to enroll in any upper division accounting courses at AUM.

Source: AUM Undergraduate Catalog

ACT Scores of Graduates Receiving Undergraduate Degrees 2008-‐09 2009-‐10* 2010-‐11 2011-‐12 2012-‐13

Accounting 21.5 n/a 22.6 21.9 19.9 School of Business 20.6 n/a 20.7 21.0 20.9 Source: AUM Office of Institutional Research *data issue for year (will have appropriate data at team visit)


Internship Opportunities Internships also allow students an opportunity to gain practical experience and assess an employer and/or industry to determine future opportunities. In addition, such opportunities give employers time to observe the students’ knowledge, skills and abilities in advance of a permanent job offer. In the past two years, the school in general and the accounting program specifically have redesigned and upgraded the school’s internship program. Internships for course credit can be either paid or unpaid experience and represent a business elective. The School of Business has a formal internship approval process that includes basic requirements such as a minimum GPA, a required presentation of the work completed, and an evaluation of the student’s learning experiences (See Appendix G: Internship Process). A variety of firms and government agencies have provided accounting internships during the past five years (2008-‐2013). Those organizations are identified in the following table.

Career and Placement Services The Department of Accounting is continuing its practice of managing announcements within the department while collaborating with the school. Direct requests from employers occur frequently in the department for potential full-‐time positions with experience as well as the occasional part-‐time positions. The administrative associate within the department emails appropriate students and/or graduates regarding opportunities as directed by the department head. The administrative associate also maintains a book of job listings, which is located in the departmental suite and is available to students during office hours. For nearly 20 years, the department has participated in the Alabama Society of Certified Public Accountants (ASCPA) Accounting Interview Day held each fall semester. The program, initially

Firms/Businesses+Providing+Internships!2008+82013!

Capital'City'Club'Montgomery'County'Revenue'Commissioner'Aldridge'Borden'Wilson'Price'Mark'Jennings,'CPA'Carr,'Riggs'and'Ingram'Hodges'Business'Services'Goodwyn,'Mills'and'Cawood,'Inc.'Hausted'Patient'Handling'Systems,'LLC'Alabama'Retail'Association'Source:+AUM+Accounting+Department++Records+

!


developed by AUM accounting Professor Dr. Judith Kamnikar, was designed to give students from smaller accounting programs the opportunity to interview with larger firms. In the beginning, students selected to participate in this event were required to view videos about interview skills, dress and comportment. More recently, the ASCPA, along with the Department of Accounting, hosts an Interview Skills Workshop. Another student-‐focused event sponsored by the department is Meet-‐the-‐Firms. Started by Dr. Keren Deal, the on-‐campus “Meet the Firms” event originally helped our students compete with students from other campuses for internships at larger CPA firms. The first “Meet the Firms” was held on September 26, 2006 involving recruiters from five public accounting firms, six areas of Alabama state government, and one bank. In fall 2012 the event was opened to the entire School of Business and included a broad selection of employers interested in hiring students in all business majors. An additional example of a student-‐employer networking event was held on April 18, 2013 on the tenth floor of the Library following the induction ceremony of Delta Epsilon Kappa honor society. Students interacted with firm representatives for an hour long session in a professional setting. Students also accompany faculty members throughout the year to professional accounting organizations’ meetings: Alabama Society of Certified Public Accountants – Montgomery Chapter; Association of Government Accountants – Montgomery Chapter; Institute of Internal Auditors – Montgomery Chapter; Institute of Management Accountants – Montgomery Chapter. These luncheon meetings provide a networking opportunity for the students. Advising Services Advising support for students in the accounting program include the services of the School of Business Information and Advising Office, as well as, Department of Accounting faculty advice and assistance. The Business Information and Advising Office maintains the individual student files to facilitate the advising of students in curriculum matters, course scheduling, registration, and monitoring a student’s progress towards graduation using a curriculum sheet (See Appendix H: Curricular Sheet). A further advising avenue for students is with the accounting department head, who maintains an open-‐door policy to discuss academic and career matters with students. Though the majority of assistance relates to matters such as the grade policy, scheduling conflicts, and future curriculum offerings, the department head’s primary advising activities occur in two areas. First, the department heads advises many students with regard to course requirements and schedules for sitting for the Uniform CPA exam. The second area involves either returning students with liberal arts or sciences degrees or MBA students that cannot secure a satisfactory job. Primarily, the department head discusses curriculum requirements for a returning student that wants to change fields, and then the department head discusses career opportunities in the accounting profession to make the future student aware of the work required to be successful. The Department has developed curriculum planning sheets for both day and night students, course availability schedules, and an articulation document for the AUM Accounting Program and the education requirements to sit for the CPA Exam as an Alabama Candidate (See Appendix I: Student Advising Guidelines for Accounting Majors). Accounting faculty members are involved with advising and student interaction on regular basis. Like the school’s entire full-‐time faculty, accounting faculty is required to have a minimum of eight office hours each week. Because of the day and night teaching schedules, faculty members are


available to both groups of students. Although the majority of interaction taking place relates to classroom matters, students often come to talk about career opportunities or ask the instructor for a letter of reference. Students have the opportunity to provide feedback on faculty availability using the course evaluation forms (CEFs) that are administered on either the last or second to last day of classes in a semester. The EBI survey administered annually enhances the analysis of student advising effectiveness by showing independently that the accounting students feel that the faculty are both accessible and fair (See Appendix J: EBI Survey Results). Student Development and Organizations The department supports two student organizations. The Accounting Club, which is open to any student who has an interest in the field of accounting, provides opportunities for students to keep current on jobs and curriculum changes and to interact with firms through on-‐campus speakers or sponsored field trips. Through its monthly meetings the club hosts organizations such as the Alabama Society of Certified Public Accountants (ASCPA), Institute of Management Accountants (IMA), Association of Government Accountants (AGA), and others in an effort to help students learn about careers and opportunities. Delta Epsilon Kappa (DEK) is an Accounting Honor Society for students that have shown high academic achievement in the accounting program. Each spring semester, approximately 10 students who meet the following criteria are invited to join DEK (See Appendix K: Accounting Honor Society).

• Overall minimum GPA of 2.75 • Junior, Senior or Graduate status • Must have completed Intermediate Accounting I with a minimum grade of “B”;

completed at least five accounting courses in total, at least two taken at AUM Student Satisfaction Overall, student satisfaction with their experience at AUM and its accounting program has increased as evidenced by the EBI Survey (See Table, p. 23). In the 2011-‐2012 survey periods, the AUM accounting program was rated higher than the AUM School of Business, the Select Six Institutions, the Carnegie Class Institutions, and the total for All Institutions except for Learning Outcomes – Uses and Management of Technology. The department continues to address this issue. Faculty An overview of faculty management policies, including recruitment, hiring, mentoring, evaluation, reward systems, and other items is provided in the School of Business Maintenance Report (pages 25-‐29). The Department of Accounting adheres to the same policies as other departments in the School. There have been three changes in the faculty since the last AACSB visit in 2011. Dr. Fred Jacobs resigned in February 2012 due to health issues. Dr. Jacobs had previously retired from Georgia State University. Dr. Richard A. Turpen was hired after a national search and joined the faculty May 16, 2012. After a second national search, Dr. Dan Hollingsworth was hired as department head effective July 1, 2012. For personal reasons, Dr. Hollingsworth resigned as of June 30, 2013 and is currently Department Head, University of Tennessee – Chattanooga.


School of Business EBI Survey

Factor AUM – Accounting Survey Results 2007-‐08 2009-‐10 2011-‐12

1 Required Courses: Quality of Faculty and Instruction 4.64 4.25 5.05

2 Required Courses: Faculty Responsiveness Grades and Student Effort 5.50 5.03 6.31

3 Major Courses: Quality of Faculty and Instruction 4.93 4.60 5.85

4 Major Courses: Faculty Responsiveness Grades and Student Effort 5.54 4.97 6.41 5 Breadth of Curriculum 5.46 4.80 5.89

6 Size of Enrollments for Required and Major Courses 5.93 5.40 6.33

7 Student Organizations and Extracurricular Activity 4.45 4.50 5.89

8 Facilities and Computing Resources 5.27 4.35 5.81 9 Characteristics of Fellow Classmates 5.05 5.10 5.70

10 Placement and Career Services 3.79 3.75 5.47

11 Advisor 5.41 4.78 6.11

12 Learning Outcomes – Effective Communications and Team Work 5.00 5.37 5.59 13 Learning Outcomes – Uses and Management of Technology 4.46 4.55 5.00

14 Learning Outcomes – Management and Leadership Skills 4.73 4.75 6.11

15 Learning Outcomes – Critical Thinking and Problem Solving 5.25 5.35 6.22 16 Overall Program Effectiveness 5.19 4.53 6.19

Administratively, there have been some changes within the department during the census period. Dr. Keren Deal was named Associate Dean for the Undergraduate Program effective January 1, 2012. Dr. Judith Kamnikar, a former Department Head, assumed the role of interim department head. She also assumed the interim Department Head position on July 1, 2013 with the departure of Dr. Hollingsworth. Faculty Work Load Class assignments and teaching loads are set by the department head based on enrollment projections and consultation with the faculty. The typical teaching schedule for a tenure track and tenured accounting faculty member is 18 semester hours per academic year. Faculty who have administrative responsibilities are given release time from teaching. The teaching load for accounting faculty members is governed by the University faculty workload policy as stated in the AUM Faculty Handbook and reiterated in the School of Business Faculty Handbook. When needed, qualified adjunct faculty members are hired to teach classes. There are no adjunct faculty members employed during the 2013-‐14 academic year. Only two adjuncts, teaching two courses, were employed since the initial Accounting Accreditation. Academic assignments other than research are made as equitable as possible among the faculty. All of the members of the accounting faculty are engaged in the development, design, and maintenance of the department’s undergraduate curriculum. They have been meeting twice monthly to improve the assurance of learning process in the accounting program and to explore initiatives that will better serve the School, University, and the professional accounting community in the region. The Accounting Faculty contributes to university governance and initiatives, School governance and initiatives, and professional service activities. In addition, the faculties have served on numerous committees and task forces for the Department, the School, the University, and many professional accounting organizations at the local, state, and national levels. All of these activities help to support the mission and goals of the department.


Faculty Qualifications The AUM Faculty Handbook and the School of Business Faculty Handbook guide the faculty as they balance their workload between teaching, research, and service. 100% of full-‐time Accounting Faculty are both participating and academically qualified. Their intellectual contributions and other qualifying factors are provided in the School of Business Maintenance Report. The intellectual contributions from the Accounting Faculty during the census period were:

64 peer reviewed journal articles 3 book chapters 40 peer reviewed proceedings 41 peer reviewed presentations 7 faculty research seminar presentations 20 other intellectual contributions 175 Total IC contributions

The five-‐year summary of development activities supporting AQ or PQ status was interpreted and reported (See Table below). Professional Qualifications are defined by the school faculty and are interpreted by the Accounting faculty as Professional Development to maintain an active CPA license, as well as the number of clients in consulting activities and/or speaking at professional accounting programs. In addition, Other Professional Activities submitted by the Accounting Faculty that were classified as activities supporting PQ include; (1) member of a Board of Directors, (2) number of certifications held, (3) member of an editorial board, and (4) a business owner. Being in an urban environment has provided a natural laboratory in which faculty interact with the professional accounting community. This interaction maintains the two partnerships, one with the ASCPA and the other with the AGA – Montgomery Chapter, resulting in the continuing CPE conferences offered each year. The Financial Accounting and Auditing Conference provide an annual update from FASB and AICPA and/or PCAOB which qualifies for 8 hours of CPE. The AGA conference provides the updates from GASB and GAO as well as other current issues which also qualify for 8 hours of CPE. The faculties attend other conferences, academic and accounting practitioner types, to maintain their CPA licenses and to enhance their teaching responsibilities.

!Five&Year!Summary!of!Development!Activities!Supporting!PQ!

Faculty! IC! Prof.!Exp.!

Professional!Development! Other!Professional!Activities!

Total!Active!CPA!

#!Cons.!Clients!

CPE/!Training!Speeches!

Bd!of!Dir.!

#!!Certifications!

Editorial!Boards!

Business!Owner!

Deal! 35! 0! yes! 5! 23! 2! 2! 1! 0! 68!Heier! 19! 0! yes! 1! 0! 0! 1! 0! 0! 21!Hollingsworth! 1! 0! yes! 0! 0! 0! 1! 0! 0! 2!Jacobs! 16! 0! yes! 0! 0! 0! 0! 0! 0! 16!Kamnikar! 29! 0! yes! 4! 9! 1! 3! 0! 0! 46!Lang! 22! 0! yes! 0! 0! 0! 2! 0! 0! 24!Leach! 18! 0! yes! 0! 0! 0! 2! 2! 1! 23!Marudas! 15! 0! yes! 4! 4! 0! 2! 0! 0! 25!Turpen! 11! 0! yes! 16! 63! 1! 4! 0! 0! 95!Source:!Faculty!Annual!Reports!

!


The University, School and Department help support the professional development activities of the faculty. The table below identifies the certifications held by the Accounting Faculty. 100% of Accounting Faculty have active CPA licenses in the respective states and are in compliance with the CPE requirements. In addition to meeting these requirements, the faculty takes advantage of other training made available by the University, the School, and other Professional Accounting Organizations.

The department is also proud of the service/leadership activity of the Accounting Faculty (See Table below). In addition to leadership roles, the Accounting Faculty has served on many committees and task forces for the Department, the School, the University, and the accounting professional organizations.

Accounting)Certifications)Held)by)the)Accounting)Faculty!Faculty! CPA! Licensing!State! Active! Other!Certifications!

Keren%Deal% Yes% Alabama% Yes% CGFM%Jan%Heier% Yes% Mississippi% Yes% %Judith%Kamnikar% Yes% Alabama% Yes% CGFM,%CGFO%Teresa%Lang% Yes% Florida% Yes% CISA%Maria%Leach% Yes% Mississippi% Yes% CMA%Nicholas%Marudas% Yes% New%York% Yes% CIA%Richard%Turpen% Yes% Alabama% Yes% CFE,%CISA,%CITP%Source:))Faculty)Annual)Reports%

!

! Selected'Service/Leadership'Activities'of'the'AUM'Accounting'Faculty'Accounting)Faculty) Selected)Service)/)Leadership)Activities)

Dr.$Keren$Deal$Co,Director,$ GFM$ Program;$ Chair,$ AACSB$ Initial$ Accounting$Accreditation$ Process;$ Secretary,$ GFOAA;$ President,$ AGA,$Montgomery$Chapter;$Vice,President,$AGA.$

Dr.$Jan$Heier$Chair,$AUM$Tenure$and$Promotion$Committee;$Chair,$AUM$Program$Review$Committee;$Chair,$School$Scholarship$Committee;$Treasurer,$Renanscence$Inc.$(a$NFP)$

Dr.$Judith$Kamnikar$Co,Director,$ GFM$ Program;$ Faculty$ Advisor,$ Delta$ Kappa$ Epsilon;$Chair,$ School$ Faculty$Development$ Committee;$ Treasurer,$ Alabama$Technology$Foundation$(a$NFP).$

Dr.$Teresa$Lang$ Accounting$AOL$Coordinator$Dr.$Maria$Leach$ Faculty$Advisor,$Accounting$Club$

Dr.$Nicholas$Marudas$ Faculty$ Advisor,$ Accounting$ Club;$ Chair,$ School$ Curriculum$Committee.$

Dr.$Richard$Turpen$ Faculty$ Advisor,$ Accounting$ Club;$ Audit$ Committee$ –$ Presbyterian$Church$(U.S.A.)$$(a$NFP)$

Source:''Faculty'Annual'Reports'


ASSURANCE OF LEARNING The Department of Accounting, in support of the School of Business mission, strives “to provide students with knowledge and skills necessary for entry-‐level positions and advancement in the accounting profession” by providing a comprehensive and rigorous curriculum and experiential learning from the faculty, its business/government partners and its alumni. To fulfill this mission, all stakeholders of the Department of Accounting are committed to an ongoing process of assuring student learning and continuous improvement. The department administers its Assessment of Learning process in the same format as the School of Business linking five major steps: Inputs, Development, Execution, Evaluation, and Action (see page 34 in School of Business Maintenance Report). The assessment process for the department is administered internally within the department with regular input from all seven faculty. The Assurance of Learning process also involves the department’s business and government partners and alumnae who are involved in the assessment process, input in the goals and objectives as well as the discussion of the assessment results at Accounting Advisory Board meetings. During the 2011 initial accreditation visit, the team’s only concern centered on the assurance of learning process giving valuable advice both during and after the visit on how to improve and mature the process within the program. As stated previously, the PRT recommended “the department continue to evaluate whether other learning goals could be useful, whether those learning goals could be supported by additional or revised learning objectives, and whether the analysis of measures could be improved.” The accounting faculty have worked diligently over the past two years to address the team’s concerns in order to assure continued improvement within the Department’s assessment process as well as become more knowledgeable about best practices of assurance of learning in other accounting programs. For example, five of the seven faculty have attended some level of AACSB training seminars and conferences during the 2011 and 2012 years. The following pages of this report detail information regarding Cycle 1 (pre-‐team visit) and Cycle 2 (post-‐team visit) to demonstrate the revisions and improvements made in the assessment process since 2011 within the department. The faculty has also revised the program core curriculum, discussed in detail below, in response to the introduction, reinforcement, and assessment of each of the learning objectives. Assessment of department learning goals is now conducted in all six required accounting core courses:

• ACCT 3110 Intermediate Accounting I, • ACCT 3120 Intermediate Accounting II, • ACCT 3200 Accounting Information Systems, • ACCT 3210 Managerial Cost Accounting, • ACCT 3310 Income Tax Accounting, and • ACCT 4410 Auditing Financial Statements.

Finally, the department faculty decided in 2012 that the revised assessment process would be conducted every semester for all four learning goals through 2014. After that period, a schedule of assessment will be implemented to ensure that all learning goals are assessed, reviewed, and actions for continuous improvement taken in a 2-‐year cycle period. The department also decided to task one faculty member as the Accounting AOL Coordinator who acts as the repository of assessment data results for the department. Individual faculty report the results to the AOL


Coordinator who tabulates the results which are reported to the department head and the faculty members. The results are analyzed and discussed in department meetings held, on average, once a month. Faculty decisions and recommended actions are identified and implemented accordingly.

Curricula Developments

Curricula changes were considered necessary due to the mapping of the learning goals and objectives within the accounting program. The following curricula changes occurred after the initial accreditation in 2012:

1. The ACCT 4200 Accounting Information Systems (AIS) course was changed to ACCT 3200. This change was driven by three factors. First, the faculty determined it would serve the accounting majors to have a better understanding of the related internal control issues as discipline-‐specific reinforcement within the junior year. Internal controls are introduced in ACCT 2010 – a business core course for all business majors. Second, the accounting information systems background supports the reinforcement of technology and the importance of technology in the accounting environment. Third, the AIS course was selected by the faculty to be the WAC (writing across the curriculum) course to fulfill the University learning goal. Faculty approved changing the ACCT 4200 to a junior level course, ACCT 3200 to be effective fall 2012.

2. The ACCT 3200 Accounting Information Systems course was made a pre-‐requisite to ACCT 4410 Auditing Financial Statements. Stakeholder input regarding the basic skills for an entry-‐level auditor recommended the topics related to internal controls and auditing in an electronic environment needed to be reinforced and assessed in the basic auditing course. Faculty approved making the ACCT 3200 a prerequisite to ACCT 4410 to be effective fall 2013.

3. The Faculty passed a program prerequisite, spring of 2012, that requires accounting majors to earn a grade of B or higher in the two accounting principles classes (ACCT 2010 and ACCT 2020). This change was the result of faculty discussion and analysis of grades earned in ACCT 2010 and 2020 as compared to the success rate (grade of C or higher) in ACCT Intermediate Accounting I. This prerequisite becomes effective January 1, 2014.

4. Prior to 2011 the accounting curriculum allowed students to select one of four optional paths: Public Accounting, Corporate Accounting, Accounting with Information Systems and Accounting with Finance. The path options were eliminated in 2010 because small numbers of students in some of the options resulted in infrequent offerings of courses. In addition, the older “path” curriculum allowed students to leave the accounting major without taking courses such as Intermediate Accounting II (ACCT 3120).

Learning Goals The School’s learning goals are incorporated into the department’s learning goals, which are then incorporated into the accounting course learning goals.


Lower Division Accounting Courses The learning goals for the lower division business core, including ACCT 2010 and ACCT 2020, are included in the School of Business Maintenance report, page 35. The faculty met to review the assessment data for ACCT 2010 Principles of Financial Accounting and for ACCT 2020 in summer 2013. Based on that review, the Accounting Faculty created more focused learning objectives for each course, agreeing on new homework problem assignments as well as embedded problems in the unit exams. The embedded multiple choice assessment questions within the departmental comprehensive final examinations of these courses will continue to be used for the upper division School of Business Quantitative Assessment and for the Knowledge Assessment respectively.

Course Learning Objectives Course Learning Objectives Course Learning Objectives Course Learning Objectives Course Learning Goals Course Learning Goals Course Learning Goals Course Learning Goals

ACCT 3110 ACCT 3200 ACCT 3210 ACCT 3310

Course Learning Objectives Course Learning Goals

ACCT 4410


ACCT 4000 ELECTIVES


ACCT 2020


ACCT 3120


ACCT 2010

1 2 3 4 Identify, measure, and report

relevant data and results according to GAAP

Effectively use technology in an accounting environment.

Recognize and analyze ethical issues that occur in the accounting

environment.

Understand the integrated control framework and its application to the

accounting and business environment.

a) Accounting cycle

b) Codes of conduct

c) Product costing

d) Tax documents

Department of Accounting Learning Goals

1 2 3 4 5 6 7

Be effective communicators.

Have quantitative skills for decision

making

Work effectively in teams. Be ethically aware. Be critical thinkers. Understand the

global context of business.

Be competent in core knowledge

areas.

School of Business Learning Goals

Accounting Core Classes Business Core Classes


Upper Division Accounting Courses The learning goals for the accounting program, all upper division courses, were established in spring 2007 after substantial analysis and discussion by the faculty. As mentioned previously, the faculty revisited the goals after receiving comments from the Initial Accounting Accreditation Team and expanded the learning goals and developed learning objectives for the Accounting Program. Those changes are summarized in the tables on the following pages.

Department of Accounting Learning Goals For Initial Accreditation Report, Spring

2011 For 5th Year Maintenance Report, Fall 2013

Learning Goal 1: Our students can identify and measure relevant data and report results in formats that meet the needs of the report users and adhere to legal and professional standards. Objective: Our students can calculate product cost; perform steps in the accounting cycle including the analysis of data for the preparation of adjusting entries; and prepare general purpose financial statements.

Objective 1a: Students will identify and calculate product costs.

Objective 1b: Students will perform steps in the accounting cycle including the analysis of data for the preparation of adjusting entries and preparation of general purpose financial statements.

Objective 1c: Students will prepare appropriate tax documents for individuals.

Learning Goal 2: Our students can effectively use technology in an accounting environment. Objective a: Our Students will be able to

create a database and tables using financial information provided.

Objective b: Our students will be able to create a relationship report.

Objective c: Our students will be able to design a query to create a financial report.

Objective d: Our students will be able to generate financial reports which meet professional reporting conventions.

Objective e: Our students will be able to generate a financial report that meets technical presentation guidelines.


Learning Goal 3: Our students can recognize and analyze ethical issues that occur in the accounting environment. Objective 3a1: Students will be familiar with

the public interest responsibilities of the accounting profession.

Objective 3a2: Students will be familiar with the objectivity and independence standards of the accounting profession.

Objective 3a3: Students will be familiar with the responsibility and due care standards of the accounting profession.

Objective 3b. Students can recognize and analyze ethical issues that occur in the accounting environment.

Learning Goal 4: Students will identify internal control weaknesses, their impact and recommend mitigation for weakness. Objective a: Our students can identify internal

control weaknesses.

Objective b: Our students can identify the impact of internal control weaknesses on the organization.

Objective c: Our students can recommend action(s) to mitigate the internal control weakness.

Assessment Results The four learning goals and fifteen learning objectives encompass the skills and knowledge needed for successful entry into the accounting profession. They are designed to measure accounting knowledge specific to financial and cost reporting, preparation of tax documents for individuals, identification of internal controls and mitigation methods, technology skills, and professional ethics. The program systematically assesses learning goal achievement and implements changes to the program based on results of the assessments, and gauges improvements in subsequent assessments. Program improvements have included changes in course content to place greater emphasis on particular topics; implementation of course pedagogy and methodology to facilitate learning; refinement of projects to emphasize critical skills and/or knowledge; integration of videos to reinforce course concepts; and adjustments in prerequisites to better coordinate learning sequences. Additionally, continuous improvements in assessment procedures and processes have been made to clarify and/or refine rubrics, assessment methodologies, and rating processes. The following tables highlight the assessment results from 2008 – 2013 and provide a comparative overview of assessment results before (i.e., Cycle I) and after Initial Accounting Accreditation (i.e., Cycle 2). (Appendix L: Assurance of Learning; more detail on results can be found.) Cycle 1


includes academic years 2008-‐09, 2009-‐10, and 2010-‐11, which are part of the 5th Year Accounting Maintenance Report but were also part of the census period for the Initial Accounting Accreditation Report – the old goals. Cycle 2 includes academic years 2011-‐12 and 2012-‐13, which are part of the 5th Year Accounting Maintenance Report – the current goals.

Goal 1: Our students can identify and measure relevant data and report results in formats that meet the needs of the report users and adhere to legal and professional standards.

CYCLE 1 – Fall 2008 through Fall 2011 CYCLE 2 – Spring 2012 -‐ present

OBJECTIVES METHOD OF ASSESSMENT

ASSESSMENT RESULTS OBJECTIVES METHOD OF

ASSESSMENT ASSESSMENT RESULTS

Our students can calculate product costs; perform steps in the accounting cycle including the analysis of data for the preparation of adjusting entries, and prepare general purpose financial statements

Individual case study linking learning goals from ACCT 3110 Intermediate Accounting I and ACCT 3210 Managerial Cost Accounting

Fall 2010 = 75% of students scored 70% or higher on the assessment. Fall 2011 = 92% of the students scored 70% or higher on the assessment.

a. Our students can calculate product costs.

New case study covering product costing was developed; assessed in ACCT 3210 Managerial Cost Accounting.

Fall 2012 = 81% of students scored 70% or higher on the assessment.

b. Our students can perform steps in the accounting cycle including the analysis of data for the preparation of adjusting journal entries (AJEs) and the preparation of general purpose financial statements (FSs).

New simulation assessment developed covering financial statements adjusting entries and closing entries. Assessed in ACCT 3110 Intermediate I.

Fall 2012 = 73% of the students scored 70% or higher on the assessment.

c. Our students will prepare appropriate tax documents for individuals

New assessment developed covering individual tax return preparation. Assessed in ACCT 3310 Income Tax Accounting.


The Goal is to have at least 70% of the students at 70% or above.


Learning Goal 1, originally designed to measure the learning activity from two core accounting courses, ACCT 3110 Intermediate Accounting I and ACCT 3210 Managerial Cost Accounting, was implemented in fall 2007. After receiving input from the Initial Accounting Accreditation Team, the faculty decided to assess the Learning Goal 1 Objectives in ACCT 3110 Intermediate I, ACCT 3210 Managerial Cost Accounting and ACCT 3310 Income Tax Accounting. The respective faculty members teaching those courses collaborated and developed the assessment rubrics.

Goal 2: Our students effectively use technology in an accounting environment.





a. Our students will be able to create a database and tables using financial information provided.

Individual Case Study linking

learning goals from ACCT 3200

Accounting Information Systems. Outside

grader was used to assess reliability.

Fall 2010 = 77% of students

scored 70% or higher on the assessment.

a. Our students will be able to create a database and tables using financial information provided.

Individual Case Study linking

learning goals from ACCT 3200

Accounting Information Systems. Outside

grader was used to assess reliability.


b. Our students will be able to create a relationship report.

b. Our students will be able to create a relationship report.


c. Our students will be able to design a query to create a financial report.

c. Our students will be able to design a query to create a financial report.


d. Our students will be able to generate a financial report which meets generally accepted accounting principles formatting guidelines.

d. Our students will be able to generate a financial report which meets generally accepted accounting principles format guidelines.


e. Our students will be able to generate a financial report which meets technical presentation guidelines.

e. Our students will be able to generate a financial report that meets technical presentation guidelines.




After continuous review and discussion, the Accounting Faculty decided to continue the use of Learning Goal 2 which is assessed in the ACCT 3200 Accounting Information Systems course. The third learning goal was designed to assess whether our students can recognize and analyze ethical issues that occur in the accounting environment. The goal was initially assessed in ACCT 4410 Auditing Financial Statements. The auditing course was selected because coverage pertaining to the AICPA’s Code of Profession Conduct was already in the course curriculum, making it easier to embed the assessment measures into the multiple choice final examination. The results, however, Goal 3: Our students can recognize and analyze ethical issues that occur in the accounting environment.





Our students can analyze ethical situations using AICPA Ethics Code

Multiple choice questions

embedded in the final exam of ACCT 4410 Auditing Financial Statements.

Fall 2010 = 58.9% of students scored 70% or higher on the assessment. Fall 2011 = 85% of the students scored 70% or higher on the assessment.

3a1. Our students will be familiar with the public interest responsibilities of the accounting profession Multiple

choice questions

embedded in the final exam of ACCT 4410 Auditing Financial Statements.

Fall 2012 =29% of the students scored 70% or higher on the assessment.

3a2. Our students will be familiar with the objectivity and independence standards of the accounting profession.


3a3. Our students will be familiar with the responsibility and due care standards of the accounting profession.


3b. Our students recognize ethical situations that occur in the accounting environment using professional codes of conduct of AICPA, IMA, IIA

Short ethics case studies in assessing ethical situation in accounting as it relates to the accounting profession. Completed in ACCT 3120 Intermediate Accounting II.




indicated a weakness in the study of ethics in relation to the AICPA Code of Professional Conduct. In response, the faculty determined that additional steps needed to be taken to ensure that students can recognize and analyze ethical issues. Thus the accounting faculty voted on February 15, 2011 to implement an ethics based accounting problem in ACCT 3120 Intermediate Accounting II. ACCT 3120 Intermediate Accounting II includes the ethic codes of the AICPA, IMA, and IIA in the curriculum of the course. Short cases are assigned which requires the student to read the respective ethics codes and respond accordingly with references made to the code indicated in the respective assignment. Learning Goal 4 was established by the faculty after receiving feedback from the team members in the initial Accounting accreditation in 2011. There has only been one assessment administered since that time. This assessment is conducted in ACCT 4410 Auditing Financial Statements. In addition to the direct assessments, the EBI Surveys provide an indirect assessment of the Accounting Program. The EBI Survey is also an indirect measure of other School and Department learning goals. The Survey results in Appendix J represent responses from accounting majors and

Goal 4: Our students can identify internal control weaknesses, their impact, and make recommendations to mitigate weaknesses.





a. Our students can identify internal control weaknesses.

A new assessment covering internal controls over the purchasing cycle to be administered in ACCT 4410, Auditing Financial Statements. This cycle is introduced and discussed in ACCT 3200, Accounting Information Systems, which became a prerequisite for ACCT 4410 in Fall 2012.

Fall 2013 = 58 % of students scored 70% or higher on the assessment.

b. Our students can identify the impact of internal control weaknesses on the organization.

Fall 2013 = of students scored 70% or higher on the assessment.

c. Our students can recommend action(s) to mitigate the internal control weakness.

Fall 2013 = of students scored 70% or higher on the assessment.



indicate that the learning outcomes have been increasing over the last three surveys. The most current responses, 2011-‐2012, indicate the accounting program exceeded the results for those of the School, the Select Six, the Carnegie Class, and All Institution in:

• Learning Outcome – Effective Communications and Team Work, • Learning Outcomes – Critical thinking and Problem Solving, and • Learning Outcomes – Management and Leadership Skills.

Although the results for Learning Outcomes – Uses and Management of Technology improved for the Accounting Program, they are still below all other comparisons. The faculty continues to monitor this Accounting Learning Goal. Learning Goals and Curricula Impact The School and Accounting Program learning goals are focused on providing the students a set of skills that will enable them to perform sophisticated accounting work and to prepare them for graduate education. In doing so, the goals target specific areas of knowledge that students must obtain to succeed. Appendix M includes Exhibit AOL.J Program Learning Objectives identified for accounting undergraduate courses and Exhibit AOL.K Business Standard 15 Learning Objective identified for accounting undergraduate courses lists those areas of knowledge and highlights the class or classes that have an emphasis in those areas. The evidence shows that AUM accounting students acquire skills and knowledge in a wide area of accounting subjects and learning activities.

The Department articulates with the School of Business assessment cycle (See School of Business Maintenance Report, page 33). This review is in addition to changes in curriculum that are recommended annually or cyclically in response to assessment results and continuous improvement plans connected with the department strategic plan and assessment process. The learning goals have resulted in a very strong curriculum for the AUM accounting program. The Accounting Faculty are committed to the assurance of learning process to enable it to maintain a robust and current accounting curriculum for its students.


APPENDICES

Appendix A: Government Financial Management Program

Appendix B: Accounting Advisory Board

Appendix C: Undergraduate Enrollment Data

Appendix D: Accounting Department Strategic Plan, 2008-‐2013

Appendix E: Faculty Participation

Appendix F: Financial Data

Appendix G: Internship Form

Appendix H: Student Curriculum Sheet

Appendix I: Student Advising Guidelines for Accounting Majors

Appendix J: EBI Survey Data

Appendix K: Accounting Honor Society

Appendix L: Assurance of Learning

Appendix M: Exhibit AOL.J and AOL.K

Appendix N: Miscellaneous


Appendix A: Government Financial Management Program


Appendix B: Accounting Advisory Board

Voting Board Member Title Company Cristy Andrews Senior Manager Warren Averett Charles W. Clark Chief Financial Officer Alabama Department of Revenue Haley D. Cobb Senior Associate Price Waterhouse Coopers Frances Copeland*** Chief Financial Officer Alabama Department of Public Safety Bill Flowers Chief Financial Officer Alabama Department of Public Safety Joe Gary Partner Diamond Carmichael Gary Patterson and Duke Rusty J. Golden Partner Jackson Thornton Jerry W. Grant Partner Bern Butler Capilouto and Massey P.C. Clynton D. Hart** Partner Warren Averett Phyllis Ingram Partner Carr Riggs and Ingram Annamarie Jones* Principal Jackson Thornton Ronald L. Jones Chief Examiner Alabama Department of Examiners of Public

Accounts Laneita M. Littleton Chief Budget Officer Alabama Department of Mental Health Teri Magdon Chief Financial Officer VT Miltope Randall Mayes Alfa Insurance Jeremiah Moreland Principal Aldridge Borden Sheila Munday Assistant Controller Caddell Construction Larry J. Sherbett Assistant Vice President

Finance Jackson Hospital

Rhonda Sibley Partner Aldridge Borden Mitchell Stroud Manager of Cost Accounting Hyundai Motor Manufacturing AL Robert L. Vogel Partner Vogel and Associates, P.C. Thomas L. White State Comptroller Alabama Department of Finance Sarah L. Williams Financial Estate Analyst Office of the U.S. Bankruptcy Administrator Jeffrey M. Wright Chief Accountant and

Director Alabama Department of Public Health

Non-‐Voting Board Members

Rhea Ingram Dean AUM School of Business Judith Kamnikar Interim Department Head AUM Department of Accounting *Chair **Vice Chair ***Secretary


Appendix C: Undergraduate Enrollment Data

Source: Office of Institutional Effectiveness

!

Academic(Year( 2008.09( 2009.10( 2010.11( 2011.12( 2012.13( Totals( Five(Year((%(

Total(Accounting(Majors( 221# 216# 229# 205# 177# 1048# #Total(Accounting(Graduates( 46# 29# 47# 23# 33# 178# 5.8#Total(Business(Graduates( 214# 215# 201# 160# 154# 944# 30.8#Total(AUM(Graduates((Undergraduates(only)(

651# 659# 643# 547# 559# 3059# 100#

(Acct(Grad(as(%(of(Total(Majors( 20.81%# 13.43%# 20.52%# 11.2%# 18.1%# # 16.9%#Acct(Grad(as(a(%(of(Business(Graduates(

21.50%# 13.49%# 23.38%# 14.4%# 20.8%# # 18.8%#

Acct(Grad(as(a(%(of(AUM(Graduates(

7.07%# 4.40%# 7.31%# 4.2%# 5.9%# # 5.8%#

(%(change(in(Accounting(Majors(

.6.79%# .2.31%# .5.68%# .10.4%# .13.5%# N/A# N/A#

%(change(in(Accounting(Graduates(

.2.17%# .58.62%# 38.30%# .51.1%# 39.1%# N/A# N/A#

%(change(in(Business(Graduates(

.7.94%# 0.47%# .6.97%# .20.4%# .3.8%# N/A# N/A#

%(change(in(AUM(Graduates( .4.15%# 1.21%# .2.49%# .14.9%# 2.2%# N/A# N/A#


!

Selected'Program'Major'Undergraduate'Enrollments'and'Percentage'of'AUM'Total'Undergraduate'Enrollments'For'Fall'Semesters'2008'through'2012'

!Fall$2008$ Fall$2009$ Fall$2010$ Fall$2011$ Fall$2012$

$!

#$ %$ #$ %$ #$ %$ #$ %$ #$ %$ 5$Year$$$$$Ave.$%$AUM! 4,460! 100%! 4,686! 100.0%! 4,821! 100.0%! 4,403! 100.0%! 4,224! 100.0%!

!Liberal!Arts! 444! 10%! 421! 9%! 436! 9%! 371! 8.4%! 277! 6.6%! 8.6%!

Biology! 381! 8.5%! 375! 8%! 344! 7.1%! 326! 7.4%! 394! 9.3%! 8.06%!

Elementary!Education! 355! 8%! 334! 7.1%! 307! 6.4%! 271! 6.2%! 229! 5.4%! 6.62%!

Secondary!Education! 309! 6.9%! 343! 7.3%! 381! 7.9%! 312! 7.1%! 272! 6.4%! 7.12%!

Accounting! 236! 5.3%! 221! 4.7%! 229! 4.8%! 205! 4.7%! 177! 4.2%! 4.74%!

Information!Systems! 197! 4.4%! 222! 4.7%! 212! 4.4%! 226! 5.1%! 255! 6%! 4.92%!

Criminal!Justice! na! na! na! na! 252! 5.2%! 235! 5.3%! 196! 4.6%! 5.03%!Physical!Sciences! na! na! na! na! 292! 6.1%! 260! 5.9%! 187! 4.4%! 5.46%!Source:'AUM'Office'of'Institutional'Effectiveness'

Accounting)Completers)1)Undergraduates)Summary)1)All)Terms)Summer)2008)1)Spring)2013)

!! Female! Male! Total!

!#! %! #! %! #! %!

American)Indian))

0%) 1) 1.3%) 1) 0.6%)Asian) 6) 5.8%) 3) 4%) 9) 5.1%)Black)or)African)American) 23) 22.5%) 7) 9.2%) 30) 16.9%)Hispanic/Latino) 1) 1.0%) 1) 1.3%) 2) 1.1%)Native)Hawaiian))Pacific)Island) 2) 2.0%) 1) 1.3%) 3) 1.6%)Other) 1) 1%) 2) 2.6%) 3) 1.7%)Unspecified) 2) 2%)

)0%) 2) 1.1%)

White) 67) 65.7%) 61) 80.3%) 128) 71.9%)

)102)

)76)

)178)

)Source:)AUM)Office)of)Institutional)Effectiveness)!


Accounting)Program)Rank)Order)Position)(from)highest))to)AUM)Total)Enrollments)For)Fall)Semester)2008)through)2012)

! Fall$2008$ Fall$2009$ Fall$2010$ Fall$2011$ Fall$2012$

Rank$ Program$ #$$ Program$

#$%$

change$Program$

#$%$

change$Program$

#$%$

change$Program$

#$%$

change$

1! Liberal!Arts! 444$ Liberal!Arts! 421$85.2%$ Liberal!Arts! 436$

+3.6%$ Liberal!Arts!371$8

14.9%$Biology! 394$

+20.8%$

2! Biology! 381$ Biology! 375$81.6%$

Secondary!Education!

381$+11.1%$ Biology! 326$

85.2%$ Liberal!Arts! 277$825.3%$

3! Elementary!!Education! 355$ Secondary!

Education!343$

+11.0%$ Biology! 344$88.3%$


312$8

18.1%$


272$812.8%$

4! Secondary!Education! 309$ Elementary!!

Education!334$85.9%$

Elementary!!Education!

307$88.1%$

Elementary!!Education!

271$8

11.7%$

Information!Systems!

255$+12.8%$

5! Accounting! 236$ Accounting! 221$86.3%$

Physical!Science! 292$ Physical!

Science!260$8

10.9%$

Elementary!Education!

229$815.5%$

6! Information!Systems! 197$ Information!

Systems!221$+7.1%$

Criminal!Justice! 252$ Criminal!

Justice!235$86.7%$

Criminal!Justice!

196$816.6%$

7! ! ! ! ! Accounting! 229$+3.6%$

Information!Systems!

226$+6.6%$

Physical!Science!

187$828.0%$

8! ! ! ! !Information!Systems!

212$84.1%$ Accounting! 205$

81.3%$ Accounting! 177$813.6%$

Source:)AUM)Office)of)Institutional)Effectiveness)!

ACCOUNTING ENROLLMENTS AT AUM AND COMPETITOR SCHOOLS For Fall Semesters 2008 through 2012

AACSB Aspirant Schools * AACSB Schools Non AACSB Competitors

Schools AUM Auburn University

University of Alabama

University of Alabama -‐ Birmingham

Jacksonville State

University

University of

Montevallo

Alabama State

University

Troy** University

Year # % Change # %

Change # % Change # %



Change

2008 235 na 375 na 601 na 308 na 51 na 89 na 197 na 732 na 2009 221 -‐5.9 410 +9.3 740 +23.1 529 +71.8 93 +82.4 82 -‐7.9 229 +16.2 784 +7.1 2010 230 -‐4.1 374 -‐8.8 841 +12.0 556 +5.5 95 +2.1 66 -‐19.5 77 -‐66.4 727 -‐7.3 2011 206 -‐10.4 354 -‐5.3 911 +8.3 526 -‐5.4 95 0.0 79 +19.8 63 -‐18.2 604 -‐16.9 2012 177 -‐14.1 389 +9.9 na

na

na

na

na

na

Notes: * AACSB schools that offer advanced accounting degrees

na -‐= not available/published by Alabama Commission of Higher Education or the University website.

** Troy University consolidates all reports for one university, no separate data by branch or location. Source: Alabama Commission of Higher Education


Appendix D: Accounting Department Strategic Plan 2007-‐2012

STRATEGIC MANAGEMENT PLAN 2007-‐2012

Accounting Department Vision

The Auburn University Montgomery Accounting Program envisions becoming a national and international model for accounting education and a partner of choice for educational and professional opportunities with business, government, non-‐profit and professional organizations.

Accounting Department Mission Statement

In support of the missions of Auburn University Montgomery and the School of Business, the Bachelor of Science in Business Administration-‐Accounting Specialization is intended to provide students with knowledge and skills necessary for entry-‐level positions and advancement in accounting. The program provides an in-‐depth study in the basic areas of accounting and serves a market consisting of full-‐time, part-‐time, and evening students from Montgomery and the Central Alabama region.

The Program will provide:

- Students with the:

o Necessary educational background for entry into and advancement in the accounting profession.

o Skills necessary for success in the accounting profession.

o Educational background necessary for entry into a graduate program.

- Intellectual contributions through a mix of discipline-‐based contributions to practice and pedagogy that can be applied in the business and government environments and in classroom instruction.

Although the education requirements to take the Uniform CPA Examination as an Alabama candidate are higher than the minimum requirements for our B.S.B.A.-‐Accounting Specialization, these additional requirements can be satisfied through the Auburn University Montgomery M.B.A. program or by completing additional undergraduate courses.

Our quality is reflected in the success of our students, alumni, and the faculty and in the enhancement of the personal and professional lives of community residents through faculty service and research.


Strategic Goals, Objectives, and Action Plans Goal 1: Serve a diverse student body with student-‐centered and accessible programs 1A. Serve a diverse student body.

Ø Develop and implement retention strategy for freshmen who have declared accounting as major of intent

Ø Develop and implement recruiting strategy for transfer and 2nd degree students Ø Develop and implement recruiting strategy for international students Ø Sponsor events and club activities that assist with recruiting and networking within

accounting profession Ø Sponsor student attendance at professional organization monthly meetings, attending

professional conferences, and visiting accounting and financial firms Ø Develop dual enrollment course opportunities with area high schools in core accounting

courses 1B. Increase accessibility without sacrificing mission.

• Develop an online government financial management program with advice from local and national government chief financial officer group

• Develop a Master’s of Tax program with advice from local and national professionals • Balance class schedules to offer maximum flexibility for students • Survey students to assess satisfaction with course scheduling • Support student exchange programs with international partners

1C. Offer students opportunities that allow for outside classroom learning experiences from professionals

Ø Offer an annual Meet the Firms event for students to meet with area recruiters and professional organizations in a formal setting

Ø Invite guest lecturers from accounting profession to speak to students in classroom environment Ø Develop and implement internship opportunities for students at local, regional and national

level Ø Support student attendance at professional organizational and education events locally Ø Support annual student fieldtrips to visit financial firms in major financial centers within United

States


Goal 2: Provide a curriculum in the accounting discipline that is current in its content and develops relevant skills as well as certification opportunities 2A. Develop effective practices within curriculum to support students’ learning experience.

• Promote faculty-‐student engagement through classroom projects, joint research, and club activities

• Maintain currency in accounting curriculum by ensuring current coverage of current FASB, GASB, IFRS and other relevant professional topics and standards in coursework

• Offer students discipline specific software to prepare for entering into workforce upon graduation

• Conduct assessment of Accounting Program learning goals • Conduct employer and alumni surveys to assess preparation for profession upon graduation

2B. Develop new programs to meet demands of profession

• Develop an online government financial management program with advice from local and national government chief financial officer group

• Develop a Master’s of Tax program with advice from local and national professionals • Develop international partnerships with other universities

2C. Offer students opportunities to prepare for certification in profession within curriculum

• Develop and implement a government financial management program that articulates with the Certified Government Financial Manager examination

• Offer students who have completed undergraduate accounting curriculum and 20 semester hours in upper-‐level accounting courses opportunity to take Becker Certified Public Accountant Review for credit on campus

Goal 3: Attract, maintain, and retain a diverse, highly qualified faculty. 3A. Recruit and retain a faculty whose career goals are consistent with the mission of the School and Department.

• Recruit faculty according to criteria that reflect emphasis in teaching, research, and service • Implement faculty mentoring policy for new faculty members • Offer new faculty limited preps for first year of service


3B. Enhance academic and professional competency of the faculty • Increase focus on peer reviewed publications • Monitor and maintain academic/professional qualifications of faculty • Fund travel to professional and academic conferences when budget permits • Fund faculty dues and participation in professional organizations • Increase support for international conferences/travel for faculty • Support faculty development activities in teaching • Encourage faculty seek professional certification in teaching areas and expertise • Assist business and government in solutions to accounting issues and/or enhancement of

accounting practices Goal 4: Provide continuing learning opportunities for our stakeholders

• Plan and present a successful Financial Accounting and Auditing Conference (FAAC) annually • Plan and present a successful Professional Development Conference (PDC) for the Association of

Government Accountants – Montgomery Chapter Goal 5: Provide opportunities for stakeholders to participate in strategic planning and assessment of Program

• Meet with Advisory Board annually to receive feedback and guidance on Program initiatives • Expand the Advisory Board to expand representation in industry and governmental sectors • Survey alumni and employers every two years to receive feedback and guidance on Program

initiatives


Assessments of Department’s Strategic Goals, 2008-2013

Strategic Goals, Objectives, and Action Plans – 2008 - 2013 Goal or Objectives Action Anticipated

Outcome Cost Current

Outcome Goal 1: Serve a diverse student body with student-centered and accessible programs 1A. Serve a diverse student body.

1. Develop and implement retention and success strategy for freshmen who have declared accounting as major of intent

Involve entering freshman in the

accounting program through participation in activities such as

the Accounting Club

Increase retention rates freshman declaring an

accounting major

Minimal

Future Program

2. Develop and implement retention and success strategy for underserved minorities who have declared accounting as major of intent

Develop a program directed at

underserved minorities such as

ACAP

Increase graduation rates for underserved

minorities Minimal Future Program

3. Develop and implement recruiting strategy for transfer and 2nd degree students

Work with AUM Recruiting office for

target recruiting

Increase 2nd degree students in Accounting

Unknown Cost of Advertising

and Publicity

On –going efforts with individual

advising

4. Develop and implement recruiting strategy for international students

Work with AUM International to

specifically recruit international students

and develop a curriculum

to better serve international

accounting majors

Increase international accounting majors

Unknown Cost of Advertising

and Publicity

On –going efforts with individual

departmental advising

5. Sponsor events and club activities that assist with recruiting and networking within accounting profession

Continue with Meet-the-Firms Events

Students will meet future employers Minimal

Meet the Firms events are scheduled

for Fall semester

6. Sponsor student attendance at professional organization monthly meetings, attending professional conferences, and visiting accounting and financial firms

Invite students to professional meeting regularly attended by

AUM faculty.

Students will meet future employers $2,000 Students are regularly

invited

7. Develop dual enrollment course opportunities with area high schools in core accounting courses

In conjunction with the University’s Dual Enrollment Office, plan, schedule and assign faculty to teach principle level courses in area high schools

Increase student interest in the

accounting profession and interest in

attending AUM after graduation and

become accounting

Cost of faculty overloads or salary for a new professionally qualified instructor

Program to be implemented


1B. Increase accessibility without sacrificing mission.

1. Survey students to assess satisfaction with course scheduling

This is done in conjunction with the School of Business EBI survey efforts

The student’s higher satisfaction with

scheduling registration Minimal EBI Survey planned

for 2011 - 2012

2. Develop an online government financial management program with advice from local and national government chief financial officer group

Refine the program to address the need for accounting programs

that do not have faculty to teach governmental

accounting

Expand the number of trained and certified accountants to help with accountability and transparency in

government

--- Originally funded by a federal grant -- Anticipating a revenue steam in the future

Original went on line in Fall 2010.

Evaluation and refinement in process

3. Develop a master’s program with advice from local and national professionals

Explore the possibility of

developing a Master’s of Professional Accountancy

Expand academic opportunities for

students in an important area of the accounting profession

No net cost Future Program

4. Balance class schedules to offer maximum flexibility for students

Refine future accounting class

schedules to meet the needs of day and night accounting

majors

The student’s higher satisfaction with

scheduling registration Minimal

A three semester anticipated day and night schedule for

accounting course is published annually

5. Support student exchange programs with international partners

This is done in conduction with the other departments in

the School of Business

Give the students higher awareness of

global issues

Cost Unknown --- Student costs --- Funds from AUM SGA --- Funds from the University Budget

There were two exchanges so far

2009 to Korea and 2010 to Mexico

1C. Offer students opportunities that allow for outside classroom learning experiences from professionals 1. Offer an annual Meet the Firms event for students to meet with area recruiters and professional organizations in a formal setting

See 1A.5 Above

2. Invite guest lecturers from accounting profession to speak to students in classroom environment or as a university-wide event

Encourage the faculty to Invite Speakers

relevant to their class

Increase student interest in the

accounting profession Minimal

On-going AUM Alumnus Ms.

Cath Carter from Deloitte Touche

spoke to the Accounting Majors in

February 2011

3. Refine and implement internship opportunities for students at local, regional and national level

Seek out local accounting internships

and encourage students to apply

Students will meet future employers Minimal

There are several internships each

semester

4. Support student attendance at professional organizational and education events locally

See 1A.6 above

5. Support annual student field trips to visit financial firms in major financial centers within United States

Encourage students to participate in field trips.

Broaden the student’s view of the accounting profession outside of

the region

Minimal The Accounting Club

periodically makes field trips


Goal 2: Provide a curriculum in the accounting discipline that is current in its content and develops relevant skills as well as certification 2A. Develop effective practices within curriculum to support students’ learning experience. 1. Promote faculty-student engagement through classroom projects, joint research, and club activities

Develop and promote plans for faculty and students engagement

Students will learn more from closely

working with a professor

Minimal Future Program

2. Maintain currency in accounting curriculum by ensuring current coverage of current FASB, GASB, IFRS and other relevant professional topics and standards in coursework

Encourage faculty to receive updated

training in their field

Faculty remain current in their field

Cost Moderate The department

provides some funds CPE through

sponsored conferences

Most of the certified faculty keep up with

their Continuing Professional Education

requirements

3. Continually assess accounting program learning goals

Assess the stated accounting learning

goals

To track efficacy of the accounting learning goals

Minimal Ongoing

4. Conduct employer and alumni surveys to assess preparation for profession upon graduation

Done in conjunction with the 2013 5th YR

report.

Identify strengths and weaknesses of

students graduating from the program

Minimal Survey completed by School of Business

2B. Develop new programs to meet demands of profession 1. Refine a master’s program with advice from local and national professionals

See 1B.3 above

2. Develop international partnerships with other universities

In conjunction of ongoing efforts from

the University Faculty Exchanges Unknown

Hosted a Korean faculty exchange in 2008. Hosted a faculty exchange to Mexico in 2010. Anticipated faculty exchange for China in 2011. Accounting faculty visited China in Summer 2012 and Spring 2013.

2C. Offer students opportunities to prepare for certification in profession within curriculum 1. Refine the government financial management program that articulates with the Certified Government Financial Manager examination

See 1B.2 above

2. Offer students who have completed undergraduate accounting curriculum and 20 semester hours in upper-level accounting courses opportunity to take Becker Certified Public Accountant Review for credit on campus

Contract with Becker CPA review

and obtain permission from the University

curriculum committee for a

new course

Give students better opportunities to pass the uniform

CPA exam

None

The program and class started in

summer/fall 2011 and continue to be

refined.


Goal 3: Attract, maintain, and retain a diverse, highly qualified faculty. 3A. Recruit and retain a faculty whose career goals are consistent with the mission of the School and Department. 1. Recruit faculty according to criteria that reflect emphasis in teaching, research, and service

Get permission from AUM administration to recruit new faculty

when needed

Successful faculty searches

About $1,000 per search

Hired Dr. Richard Turpen in 2012 to teach financial

Hired Dr. Teresa Lang in 2011 to teach tax

2. Implement faculty mentoring policy for new faculty members

Encourage and assign seasoned faculty to

mentor rolls

Successful outcome on future tenure and promotion events

Minimal All new faculty are assigned a mentor

3. Offer new faculty limited preps for first year of service

Get University approval for program

Allows a successful transition from

doctoral program and gives opportunity to expand publications

portfolio

Possible cost of adjuncts New Program

3B. Enhance academic and professional competency of the faculty

1. Increase focus on peer reviewed publications

Develop a “release time” program for

research purposes and support for grant

writing

Allows the faculty member to expand

publication portfolio

Possible cost of adjuncts

The University has a sabbatical leave process

release time is would be a new program”

2. Monitor and maintain academic/professional qualifications of faculty

Require ongoing up-dating of the digital measures database

Enhance faculty credentials Minimal On-going efforts

3. Fund travel to professional and academic conferences when budget permits

Budget for faculty participation and

encourage the faculty to attend professional meetings or submit a

paper to academic meetings

Raise the stature of the faculty

Academic --- $30,000 From University

Budget

In the past few years, the department and school has

been able to fund most meeting attendance

4. Fund faculty dues and participation in professional organizations

Encourage faculty to get involved in

professional organizations

Raise the stature of the faculty and give

business interaction

Local Meetings and dues --- $2,000

From Program raised funds

The department has funds for these

5. Increase support for international conferences/travel for faculty

Budget for faculty participation and

encourage participation in

professional meetings or submit a paper to academic meetings

Raise the stature of the faculty


Budget


been able to fund one or two international trips

6. Support faculty development activities in teaching

Find opportunities for faculty classroom

training

Allows the faculty to become better teachers Unknown

The University has the Faculty Development

Institute to train faculty in classroom technology

7. Encourage faculty seek professional certification in teaching areas and expertise

To have Department’s entire faculty

certified.

Allows to students to see the importance of certification in their field over and above

the their degree

Minimal All current faculty have CPA certificates.

8. Assist business and government in solutions to accounting issues and/or enhancement of accounting practices

To make faculty available for both paid

and pro bono

Raise the stature of the faculty within the

community Minimal

Faculty already immersed in governmental and audit

consulting


9. Continue to provide faculty opportunities to interact professionally in the Montgomery business community as well as national business and academia communities

Pay fees for faculty to attend professional

and academic meetings

Raise the stature of the faculty and give

business interaction

Local Meeting --- $2,000

From Program raised funds


Budget


been able to fund most meeting attendance

Goal 4: Provide continuing learning opportunities for our stakeholders

1. Plan and present a successful Financial Accounting and Auditing Conference (FAAC) annually

Plan for FAAC Conference

Raise the stature of the program with

stakeholders by providing CPE in the

area of accounting and auditing.

Revenue of about $4,500

Continuing the 21st FAAC meeting in

fall 2013

2. Plan and present a successful Professional Development Conference (PDC) for the Association of Government Accountants – Montgomery Chapter

Plan for AGA-PDC Conference

Raise the stature of the program with

stakeholders by providing CPE in the

area governmental accounting.

Revenue of about $4,500

Continuing the 6th PDC meeting in fall

2013.

Goal 5: Provide opportunities for stakeholders to participate in strategic planning and assessment of Program 1. Meet with Advisory Board annually to receive feedback and guidance on Department initiatives

Plan an annual meeting of the

Accounting Advisory Board

Get (stakeholders) more involved in the

future plans of the Program

Approximately $1,000 The Advisory Board had its 2013 meeting in September

2. Expand the Advisory Board to expand representation in industry and governmental sectors

Identify candidates to expand the board

outside of the public accounting

Get more stakeholders involved in the plans

of Program Minimal

Continual review of good candidates for the Advisory

Board


Appendix E: Faculty Participation

1. Peer reviewed journal articles (learning and pedagogical research, contributions to practice, and/or discipline-based scholarship) 2. Research Monographs (teaching/pedagogical, practice/applied and/or discipline-based research) 3. Books (textbooks, professional/practice/trade, and/or scholarly) 4. Chapters in books (textbooks, professional/practice/trade, and/or scholarly) 5. Peer reviewed proceedings from teaching/pedagogical meetings, professional/practice meetings, and/or scholarly meetings 6. Peer reviewed paper presentations at teaching/pedagogical meetings, professional/practical meetings, and/or academic meetings 7. Faculty Research Seminar (teaching/pedagogical, practice oriented, and/or discipline-based research seminar) 8. Non-peer reviewed journals (learning and pedagogical, contributions to practice, and/or discipline-based scholarship). School must

provide substantive support for quality 9. Others (peer reviewed cases with instructional materials, instructional software, publicly available material describing the design and

implementation of new curricula or courses, technical reports related to funded projects, publicly available research working papers, etc. please specify)

10. Summary of ICs should reflect total number of ICs in each category (learning and pedagogical research, contributions to practice, and/or discipline-based scholarship

Table 2-1: Five-Year Summary of Intellectual Contributions

August 1, 2008 – July 31, 2013

Portfolio of Intellectual Contributions

Summary of Types of ICs10

Name2 Peer

Rev

iew

ed J

ourn

als 1

Res

earc

h M

onog

raph

s 2

Boo

ks 3

Cha

pter

s 4

Peer

Rev

iew

ed P

roce

edin

gs

5 Peer

Rev

iew

ed P

aper

Pr

esen

tatio

ns 6

Facu

lty R

esea

rch

Sem

inar

7

Non

-Pee

r R

evie

wed

Jo

urna

ls 8

Oth

ers 9

Lea

rnin

g &

Ped

agog

ical

R

esea

rch

Con

trib

utio

ns to

Pr

actic

e

Dis

cipl

ine-

Bas

ed

Res

earc

h

Accounting Department: Deal, Keren H. 7 13 5 1 9 1 34 0 Heier, Jan 6 1 1 8 3 1 18 0 Hollingsworth, Dan 1 0 1 0 Jacobs, Fred* 11 2 5 3 0 21 0 Kamnikar, Judith A. 9 13 3 1 4 0 30 0 Lang, Teresa K. 12 2 2 5 1 4 16 2 Leach, Maria A. Lopez 6 6 6 6 12 0 Marudas, Nicholas 5 2 7 1 0 15 0 Phillips, Jennifer D. 0 0 0 0 Turpen, Richard A. 7 1 2 4 4 10 0 TOTALS FOR ACCOUNTING 64 0 0 3 40 41 7 0 20 16 157 2 *"Fred"Jacobs"retired"February"2012."


AACSB Table 2.2 Five-Year Summary of Journal Titles

AccountingAbacus:(A(Journal(of(Accounting(Finance(and(Business(Studies 1Academy(of(Business(Discipline(Journal 1Academy(of(Educational(Leadership 1Academy(of(Healthcare(Management 1Accounting(and(the(Public(Interest 1Accounting(Business(and(Financial(History 1Accounting(Historians(Journal 4Accounting(History 1Advances(in(Accounting 1Advances(in(Management(Accounting 1American(Journal(of(Business(Education 1Chartered(Accountants(Journal,(The/New(Zealand(Institute 2Contemporary(Accounting(Research 1Cooperative(Accountant 1Financial(Accountability(and(Management 2International(Journal(of(Business(and(Public(Administration 2International(Journal(of(Business,(Accounting(and(Finance 2International(Journal(of(Nonprofit(and(Voluntary(Sector(Marketing 2International(Journal(of(Public(Information(Systems 1Journal(of(Accountancy 3Journal(of(Applied(Business(Research 1Journal(of(Business(an(Economics(Perspective 2Journal(of(Business(and(Leadership 2Journal(of(Business(Strategies 1Journal(of(Business,(Industry(and(Economics 4Journal(of(Finance(and(Accountancy 2Journal(of(Government(Financial(Management 6Journal(of(Information(Technology(and(Information(Management 1Journal(of(International(Business(and(Cultural(Studies 1Journal(of(Management(Accounting(Research 1Journal(of(Management(and(Marketing(Research 4Journal(of(Public(Budgeting,(Accounting(and(Financial(Management 2Management(Research(News 1Nonprofit(World 1Oil,(Gas(and(Energy(Quarterly 1Small(Business(Institute(Journal 1The(CPA(Journal 1Today's(CPA 2)))Total)Accounting 64


General Footnotes: 1 The percentage of time devoted to the mission for adjunct members is figured on the basis that according to the university policy full time instructors and lecturers teach a 4 course per semester load (8 per academic year) and are required to take an active part in university/school/department service. The standard adopted by the school and departments in evaluating instructors and lecturers require that they devote 80% of their time to teaching and 20% of their time to service. Thus each course represents 10% of their time (80% divided by 8). 2 Faculty members teaching at both the undergraduate and graduate level can maintain Academic Qualifications (AQ) by producing two peer reviewed journal articles in the most recent five years, in addition to two other significant professional activities plus a portfolio of other contributions. Examples of significant professional activities include other refereed contributions (conference proceedings/ presentations/panels), major editorial responsibilities, funded grants, publication of textbook, invited articles, specialized professional certifications, and other significant activities that substantiate the value of the faculty member’s academic expertise. A Professionally Qualified (PQ) faculty member at the time of hire will hold at least a master's degree, preferably in the field of their teaching responsibility, and have professional experience in their field of teaching responsibility. The required duration of professional experience depends on the level of teaching responsibility. The following details this distinction: Advanced courses (undergraduate and graduate) -‐ at least 5 years of high-‐level employment experience and Lower level courses -‐ up to 5 years experience. To maintain currency of Professional Qualifications, faculty members must participate in continuous, substantial development activities that demonstrate the maintenance of contributions to and currency in teaching field consistent with teaching responsibility. Examples of continuous, substantial development activities include: working in professional or managerial positions with significant job responsibilities relative to teaching assignment; engaging in a high level experience in professional consulting with evidence of multiple major clients; serving on boards of profit or non-‐profit organizations/businesses; participating at a high level in specialized training; obtaining a specialized professional certification recognized in the field of expertise and teaching; delivering invited speeches on a consistent basis on topics unique to faculty member's specialization; authoring popular press books that achieve national or international recognitions; authoring reports that are utilized by state or local policymakers in their programmatic decisions; owning or operating a profitable business with substantial annual revenues; establishing a program within the school with an on-‐going business partner; and producing intellectual contributions that contribute to effective business practices. A key consideration in the determination of maintaining Professional Qualifications is the sustainability of the activity. 3 The total number of intellectual contributions over the past five-‐year period. 4 The total number of high-‐level full-‐time employment positions held over the last five-‐year period. 5 The total number of major clients involved in consulting activities over the last five-‐year period. 6 The total number of professional development activities over the past five-‐year period to include specialty training, speeches, reports written, programs developed with corporation within the respective discipline, does not include university required training for academic purposes. 7 The total number of other professional development activities to include board of directors, professional certifications, major editorial responsibilities and business ownerships.

TABLE 10–1: Summary of Faculty Qualifications, Development Activities, and Professional Responsibilities

Accounting:

Deal, Keren H. Ph.D., 2007

August 2000

100 YES 35 0 5 23 5 UG/GR, RES, SER and ADM

Heier, Jan DBA, 1986

September 1985

100 YES 19 0 1 0 1 UG/GR, RES and SER

Hollingsworth, Dan

Ph.D., 1988

August 2012

100 YES 1 0 0 0 0 UG, RES, SER and ADM

Jacobs, Fred* Ph.D., 1973

August 2007


Kamnikar, Judith A.

Ph.D., 1982

January 1985

100 YES 30 0 4 9 4 UG/GR, RES, SER and ADM

Lang, Teresa K. Ph.D., 2004

August 2011


Leach, Maria A. Lopez

DBA, 2002

August 2004


Marudas, Nicolas Ph.D., 2001

August 2002


Phillips, Dawn MBA, 2003

January 2008

10 YES 0 1 0 0 1 UG only

Turpen, Richard A.

PhD., 1987

May 2012 100 YES 14 0 16 63 5 UG/GR, RES and

Nam

e

Hig

hest

Deg

ree

Ear

ned

and

Yea

r

Dat

e of

Fir

st

App

oint

men

t to

the

Scho

ol

Perc

ent o

f Tim

e D

edic

ated

to th

e Sc

hool

’s M

issi

on1

Aca

dem

ical

ly

Qua

lifie

d

Prof

essi

onal

ly

Qua

lifie

d

Oth

er

Five-Year Summary of Development Activities Supporting AQ or PQ Status2

Nor

mal

Pro

fess

iona

l R

espo

nsib

ilitie

s

Inte

llect

ual

Con

trib

utio

ns3

Prof

essi

onal

E

xper

ienc

e4

Con

sulti

ng5

Prof

essi

onal

D

evel

opm

ent6

Oth

er

Prof

essi

onal

A

ctiv

ities


Appendix F: Financial Data

Department of Accounting Instructional Budgets, FY 2008/09 – 2012/13

08/09 09/10 10/11 11/12 12/13

Accounting and Finance Department Compensation $ 1,754,474 $ 1,756,286 $ 1,528,408 $ 1,769,467 $ 1,111,836 Less Finance Faculty Compensation $ 504,160 $ 534,330 $ 548,816 $ 531,927 Accounting Department Compensation (includes faculty 9 month salaries and administrative salaries) $ 1,250,314 $ 1,221,956 $ 979,592 $1,237,540 $ 1,111,836 Add Accounting Summer School Compensation 93,022 122,463 97,571 83,054 113,512 Total Accounting Compensation $ 1,343,336 $ 1,344,419 $ 1,077,163 $1,320,594 $ 1,225,348

% of change na 0.08% -‐19.88% 22.60% -‐7.21%

Accounting & Finance O&M $ 10,238 $ 11,269 $ 28,600 $ 26,237 $ 15,340

Less Finance Share of O&M 3,723 4,097 10,399 9,541 Total Accounting O&M $ 6,515 $ 7,172 $ 18,201 $ 16,696 $ 15,340

% of change na 10.08% 153.78% -‐8.27% -‐8.12%

Total Department of Accounting Operating Budget $ 1,349,851 $ 1,351,591 $ 1,095,364 $ 1,337,290 $ 1,240,688

% of change na 0.13% -‐18.96% 22.08% -‐7.22%

School of Business Operating Budget $ 23,197,262 $ 23,633,514 $ 26,652,177 $ 25,363,126 $ 26,221,148

Accounting % of School Budget 5.80% 5.71% 4.11% 5.27% 4.73% Note: Allocation of O&M based on number of finance faculty in the accounting and finance department, 4/11 = .3636. Source: Auburn University Finance Budget Reports

Comparative Instructional Budget Information (2008-‐2013)

AUM Academic Units (Instruction and academic support)

School of Business Operating Budget

Department of

Accounting Operating Budget

FY 2008-‐2009 $23,197,262 $6,658,824 $1,349,851 FY 2009-‐2010 $23,633,514 $7,458,824 $1,351,591 FY 2010-‐2011 $26,652,177 $7,188,827 $1,095,364 FY 2011-‐2012 $25,363,126 $7,065,879 $1,337,290 FY 2012-‐2013 $26,221,148 $6,820,091 $1,240,688 5-‐Year % Change 13% 2.40% -‐8.09% Source: AUM Budget Books


Appendix G: Internship Form

Internship Program/ Internship Learning Agreement

This agreement must be completed and approved by all signatories before registration can be complete. The Student (Intern) agrees to:

1. Prepare a personal resume prior to contacting the employer. 2. Work a minimum of 135 hours for three hours of college credit (9 hours per week for 15 weeks during fall or spring semesters, 16

hours per week for eight weeks during summer semester, or the equivalent thereof). 3. Act in a professional manner, maintain confidentialities, be open to constructive criticism through the internship, and comply with

the rules, policies and regulations of the employer. 4. Maintain a daily journal (for each day worked) of internship activities and personal reflections (analysis of experiences) which may

be reviewed by the student’s supervisors. 5. Understand that the internship credit will apply to as a General elective, unless internship coordinator and sponsoring faculty agree

that the internship is a discipline-‐specific in which it can be counted in Program Elective. 6. Complete a Written and Oral Project by the designated due dates.

__________________________________________ __________________________________________ ___________________ Student’s Signature Student’s Name—Please Print Date The Employer (Internship Sponsor) agrees to:

1. Provide the Intern with a complete, accurate description of the duties and responsibilities associated with the internship prior to employment.

2. Provide the student with a direct supervisor. 3. Allow the student access to the particular experiences outlined in the job description. 4. Work with the student to create a Project Proposal and a completed Internship Project by the designated due dates. 5. Meet with the Sponsoring Faculty once during the semester at the place of employment. 6. Supply an evaluation of the student’s performance at the end of the internship. 7. Inform the Internship Program Coordinator of the student’s failure to make him/ herself available to offered experiences or failure

to respect the policies of the sponsoring employer at any time in an effort to correct the situation and allow the student to complete the internship experience.

8. Respect the policies and procedures of Auburn Montgomery School of Business so that no conflict arises concerning established practices and procedures.

__________________________________________ _________________________________________ _____________________ Supervisor’s Signature Supervisor’s Name—Please Print Date Auburn Montgomery School of Business (represented by the Internship Program Coordinator and /or Sponsoring Faculty Member) agrees to:

1. Provide the student with three hours of credit for a successfully completed (minimum of 135 hours) internship. 2. Determine the correct placement of the elective. 3. Administer the requirements of the credits and determine the final grade. 4. Be available to the sponsoring employer should procedural problems arise during the course of the student’s internship and to assist

the employer with correcting situations which might prevent the successful completion of the internship experience. 5. Respect the policies and procedures of the sponsoring employer and ensure that no conflict arises concerning established practices

and procedures and supervision. ______________________________________ _____________________________________ ____________________ Sponsoring Faculty’s Signature Sponsoring Faculty Name—Please Print Date ______________________________________ _____________________________________ ____________________ Internship Program Coordinator’s Signature Internship Program Coordinator—Please Print Date 1


Internship Program School of Business

Statement of Objectives

All parties agree that the following learning objectives can be and will be achieved over the term of the internship. LEARNING OBJECTIVE #1:

LEARNING OBJECTIVE #2: LEARNING OBJECTIVE #3: If additional objectives are needed, please outline them below or attach an additional page. As signed below, such parties agree that the objectives stated herein are reasonable and each party will do their part in achieving the stated objectives to the best of their abilities. ____________________________________ __________________________________ _________________ Student’s Signature Student’s Name—Please Print Date ____________________________________ __________________________________ _________________ Supervisor’s Signature Supervisor’s Name—Please Print Date ____________________________________ __________________________________ _________________ Sponsoring Faculty’s Signature Sponsoring Faculty’s Name—Please Print Date ____________________________________ __________________________________ _________________ Internship Program Coordinator’s Signature Internship Program Coordinator’s—Please Print Date 2


Appendix H: Student Curriculum Sheet

AUM School of Business Curriculum

Date: ____________________________

Accounting Option

Semester: ________________________

Name:

Alternate Pin: _____________________

Student # :

Alternate Pin: _____________________

Required - 1st Semester Hrs Trans Grade UNIV 1000 Course1

State Core Hrs Trans Grade

Hrs Trans Grade

ENGL 1010 English Comp I

Non-Busn Elective (list available in Advising) 3 hours

ENGL 1020 English Comp II


Lit Sequence (ENGL 2530/2540, 2570/2580, or 2600/2610)


Lit Sequence (ENGL 2530/2540, 2570/2580, or 2600/2610)

Upper Business Core

Fine Arts Elective (MUSI 2110, VISU 1000, or THEA 2040)

ENGL 3060 Busn/Professional Writing1

COMM 1010 Intro Human Comm 3000/4000 Busn Elective1

SCIENCE/LAB (see below for approved sciences)

*ECON 3050 Issues-Global Trade

1

SCIENCE/LAB (see below for approved sciences) FINA 3610 Financial Mngt I1

Developmental MATH MNGT 3100 Mngt of Organizations1

MATH 1120 or 1150 or 1510 *MNGT 3460 Organizational Behavior1

HISTORY (1010, 1020, 1060, 1070, 2010, or 2020)

MKTG 3310 Principles of Marketing1

SOCIAL SCIENCE (ANTH 2110, PSYC 2110 or SOCI 2000) **QMTD 3600 Operations Mngt1

Lower Business Core

**MNGT 4800 Strategic Mngt1

BUSN 1000 Cornerstone of Busn1

Major Courses ACCT 2010 Financial Acct1 ACCT 3110 Intermediate Acct I 1

ACCT 2020 Managerial Acct1 ACCT 3120 Intermediate Acct II 1

ECON 2010 Microeconomics1 ACCT 3210 Managerial Cost Acct 1

ECON 2020 Macroeconomics1 ACCT 3310 Income Tax Acct 1

INFO 2050 Computer Applications1 ACCT 3200 Acct Information Systms 1

INFO 2070 Intro to MIS1 ACCT 4410 Auditing Financial Stmts 1

MNGT 2410 Legal Envnmt of Busn1 Approved Elective 1/2 ECST 2740 Business Stats I1 Approved Elective 1/2 ECST 2750 Business Stats II1 Comments:

GPA: __________ AUM GPA: ___________

Core GPA: ______ Grd Chk: _________ WI: ______

*ECON 3050 and/or MNGT 3460 may be taken concurrently w/ENGL 3060 - but not before **QMTD 3600 and MNGT 4800 may be taken concurrently/All other business core classes must be taken before MNGT 4800 —AUM Science courses w/lab include: BIOL 1010/1011, BIOL 1020/1021,CHEM 1100/1101, CHEM 1200/1201, PSCI

1100/1101, PSCI 1400/1401, PSCI 1500/1501 —MNGT 4800 (Strategic Mgt.) must be completed at AUM

1 Grades below C are not acceptable for graduation 2 Accounting Electives: ACCT 4130, ACCT 4320, ACCT 4420, ACCT 4510, ACCT 4520

3 Can include 4000 level accounting elective

Student Signature:________________________________ Date: _______________ Advisor:_________


Appendix I: Student Advising Guidelines for Accounting Majors


Auburn University Montgomery

CPA Exam and BSBA Worksheet

This worksheet is intended to be helpful for students at AUM in planning the accounting courses needed to qualify to sit for the CPA Exam in Alabama and/or to select accounting courses in the BSBA Accounting Specialization program. Students should examine all of the requirements to sit for the CPA Exam shown on the Alabama State Board of Public Accountancy (www.asbpa.alabama.gov/) and the requirements (√) for the BSBA degree specified in the Undergraduate Catalog.

ACCOUNTING COURSES TAUGHT AT AUM BSBA

(√ Required for Accounting Major)

FINANCIAL ACCOUNTING-‐ 9 semester hours required for CPA exam in Alabama

ACCT 3110 Intermediate Accounting I √

ACCT 3120 Intermediate Accounting II √

ACCT 4130/6130X Advanced Financial Accounting ACCT/MBA Elective

ACCT 6180 Financial Accounting Integrated Business Concepts MBA Elective

ACCT 6950 Seminar in Accounting Theory MBA Elective

AUDITING-‐ 6 semester hours required for CPA exam in Alabama

ACCT 4410 Auditing Financial Statements √

ACCT 4420/6420X Seminar in Auditing ACCT/MBA Elective

ACCT 4520/6520X Government Auditing and internal Control ACCT/MBA Elective

TAXATION-‐ 6 semester hours required for CPA exam in Alabama

ACCT 3310 Income Tax Accounting √

ACCT 4320/6320X Advanced Income Tax Accounting ACCT/MBA Elective

MANAGERIAL ACCOUNTING-‐ 3 semester hours required for CPA exam in Alabama



Appendix J: EBI Survey Results – Advising 2011 – 2012

Table&P.6&Student&Satisfaction&with&Undergraduate&Advising!! Accounting)

Business)Mean)AUM)

)Business)Mean)Select)6)Mean)

General)Advising) 6.11! 5.89! 5.39!Question) AUM))

Business)Mean) Select)6)Mean)

Q48)Advisor)availability) 6.09! 5.47!Q49)Advisor’s)knowledge)of)requirements) 5.91! 5.48!Q50)Advisor’s)helpfulness)of)recommendations) 5.85! 5.43!Q51)Advisor’s)interest)in)students’)progress) 5.70! 5.18!Source:&2011?12&EBI&Undergraduate&Exit&Survey!

!

Table AOL.4 Communication and Critical Thinking Education Benchmark (EBI) Survey

Factor 12 Learning Outcomes -‐ Effective Communications and Team Work

AUM Select Six Carnegie Class All Institutions

Survey 2011 -‐ 2012 5.59 5.32 5.36 5.40

Survey 2009 -‐ 2010 5.37

5.18

5.22

5.30

Survey 2007 -‐ 2008 5.00

5.29

5.23

5.23

EBIT QUESTIONS Survey 2011 -‐ 2012 Survey 2009 -‐ 2010

AUM Accounting Select Six AUM Accounting Select Six To what extent did AUM Enhance your

Presentation Skills 5.20

5.32

Writing Skills 5.50

5.06

Ability to Work in teams 5.40

5.18

Source: Institutional Effectiveness


Education Benchmark (EBI) Survey

Factor 5

Breadth of Curriculum AUM Select Six Carnegie Class All Institutions

Survey 2011 -‐ 2012 5.89 5.32 5.30 5.34 Survey 2009 -‐ 2010 4.80 5.11 5.25 5.29 Survey 2007 -‐ 2008 5.46 5.33 5.26 5.23

Factor 5 Breadth of Curriculum

EBIT QUESTIONS Survey 2011 -‐ 2012 Survey 2009 -‐ 2010 AUM Select Six AUM Select Six

Satisfaction with

Instructors Presenting Ethical Issues 6.35 5.65 5.75 5.54

Instructors Presenting Global Perspective 5.98 5.45 5.48 5.49

Instructors Presenting Social Responsibility 6.07 5.49 5.43 5.40

Instructors Presenting Technology Issues 5.89 5.46 5.39 5.22

Instructors Presenting Practical Experience 5.54 5.04 4.96 4.88

Interaction with Practitioners 5.41 4.82 4.30 4.60

Source: Institutional Effectiveness


Appendix K: Delta Epsilon Kappa: Accounting Honors Society

Delta Epsilon Kappa 1993 -‐ Present

Timothy Adams Jeanine Faulkner Rachael Kelley Regina M. Rigby Jan Bigham Joseph Robison Curtis Adams III Clarissa Fergueson Lauren Kezer Jacqulyn Robison Arthur Harwood Penny Smith

Cariss Adams-‐Fondren Ashley Fielding Thanh Khuu Murray Rogers Binglin Li Sarah Truelove Kelly Marie Adaway Adam Finesilver Marianne Kilpatrick H.Michelle Rolling Andrew Martin Sylvester Williamson

Christina Anderson Linda Fodrea Shir Kochi Francine Romanchuck Wenbin Nie Erin Wilson Christy Andrews Edie Folmar Cam Kuhn Amy Rowlen Robert Phillips Robert Martin Debbie Ansley Michelle Foshee Mui K. Lau Angela Russell David Quick Douglas Patrick Steven Bailey Kristy M. Franklin David Layton Kyle Ryan Katherine C. Reed Cassie Plunkett Johanna Baker Mandy Freeman Cynthia Lee Timothy Sanders Joseph Whitehead Krystin Schuffert

Jefferson L. Ballard Brooke Freeman Jiemin Li Elizabeth J. Schultz Jie Cai Karen Stanley Ashley Bankston Susan P. Gambrell Tammy R Lowery Aimee Scott Demetri L. Davis Cornelia Tuck Keith Barnhart Sheneal Gibbs Nancy Mac Monica Seamon Clayton Harmon LaKandice Williams Amanda Beasley Sherita Gibbs Laura MacPherson Lisa O. Sheeran Laura M. Lohrasbi Mary Benson Gail Gille Joshua Mann Mary Shepherd Desiree Wilhoite Robert Berry Rusty Golden Angela Marlowe James E. Sherlock, Jr. Jonathan Avant Matthew Binns Janice Gosnell Randall Mayes Jennifer Sherman Jeremiah Brewer Kelly Blair Sheila J. Grantham Terri Ivey Jennifer A. Smith Anita Strong Ron Boger Rena Haire Audra L. McCord Shaun Sori Matthew Tidwell Timea Boros Pamela Hall Pamela McCoy Hicham A. Sori Joe David Thrasher

Carmen N Bowdoin Tracy Haney Kathereen McLelland Briggette Stewart Erin Hughes Kellie Brewer Cherry Hanks Althea L McMillan Joi D. Tatum Matthew James Jennifer Brown April Hare Stephanie McWhorter Daniel Thompson Christopher Ray Frank K. Bruce III Wayne M. Harkins Kathy Meacham Mindy Thompson Lisa Crane Evelyn Buch Miles Hathcock Carol Missildine Melissa Thurber Tian Jiang

Scott E. Burbank Toni Haynes Theresa Molden Heather I. Till Chen Zijuan Randall Calloway Christopher Haynes Kellie Montgomery Diana Timoteo John Morris Kimberly A. Payne Cheryl Hazelwood Teresa Morrow Rosamond Todd Tabitha Gafford James Causey Alison Head Martha Mracek Amber H. Veazey Dustin Daehn

Jennifer Champion Karen Heaton Matthew Nolte Jerry Wade Jasmine Evans Beijuan Chen Steven Hicks Heather Oates William James Walker IV Liu Zhou Allison Cloutier Keren Hill Carina Olsson Karen Walkle Abbie Redden Rachael Cochran Susan W. Hinies Kathy Owens Lori Ward Harvey Farrior Bonnee Coker Randy Holman Deborah Pappas Tracy Ward Laurie Bledsoe Terry Cox John R. Holman, Jr. Melissa Rae Parker Emily Watson Sarah Chaput

LaKyshia Cross Rebecca Hudson Catherine M. Parrish Jessica Weathers Monique Cosby Shanda Davis Tina Huggins Barbara G Parsons Robert J Weaver Keith Do Tavanyia Davis Christie B. Hunt Kimberly A. Payne Penny F. Williams Victoria Glover

Mary Lynn Diermayer Albert Ivey Hans Pettit Timothy Williams Ryne Hodge Melodye H. Drinkard Bradley Jackson Jennifer Phillips Lanita Williams Nat Huelsing Teresa Dungan Shalene Jacobson Amanda Pierce James Wilson Crystal Jones Kristy Dunn Taylor Jernigan Sarah H. Randall Crystal Wilson Samantha McCracken Sandra Eddins Crystal Jones Julia Reed Lisa Wise Carlton Melton Heather Edwards Annamarie Jones Kristen Reiersen Staci Woodfin Bryon Pickens Vertina Edwards Mark Kahl Sarah Reynolds Staci Yannielli Elizabeth Robison


Appendix L – Assurance of Learning

ASSURANCE OF LEARNING – ACCOUNTING PROGRAM

(UNDERGRAD

UATE)

GOAL 1. OUR STUDENTS CAN

IDENTIFY AND MEASURE RELEVANT DATA AN

D REPORT RESULTS IN FORM

ATS TH

AT MEET TH

E NEEDS OF

THE REPORT USERS AND

ADHERE TO

LEGAL AND PRO

FESSIONAL STAND

ARDS.

CYCLE 1 – Fall 2008 through Fall 2011

*TRANSITION

PERIOD

Objectives

Method of Assessm

ent

Assessment Results

Data Collected

(Aug 2009 – Dec 2010)

Recommendations Made

(Jan 2011 – May 2011)

Assessment Results

Data Collected

(Aug 2011 -‐ Dec 2011)

Recommendations

Made

(Jan 2012 – May 2012)

Our students can calculate

product costs; perform

steps in the accounting

cycle including the

analysis of data for the

preparation of adjusting

entries; and prepare

general purpose financial

statem

ents.

The faculty developed a case

study linking learning goals from

ACCT

3110,

Intermediate

Accounting I, and ACCT 3210,

Managerial Cost Accounting. The

students were assessed on their

knowledge of fifteen different

cost and

financial accounting

events leading to preparation of

a balance

sheet and

income

statem

ent.

N = 48

Exem

plary = 46%

Acceptable = 29%

Unacceptable = 25%

The faculty developed an

Excel

problem

to

demonstrate the

GAAP

reconciliation

from

internal cost reporting to

external

financial

reporting.

N = 12

Exem

plary = 50%

Acceptable = 42%

Unacceptable = 8%

In

response

to

the

improved

results,

the

faculty

decided

to

continue using the Excel

problem

to

reinforce

understanding

of

the

GAAP

reconciliation

process.

Exem

plary 90% or greater, Acceptable 70%-‐89%

, Unacceptable 70% or below.

Department goal is to have at least 70%

of the students at 70%

or above.

*Transition Period covers the fall semester 2011 (AACSB Initial Accounting Accreditation Team visit) through spring 2012 (closing the loop for implem

entation in fall 2012).



(UNDERGRAD

UATE)


IDENTIFY AND MEASURE RELEVANT DATA AN

D REPORT RESULTS IN FORM

ATS TH

AT MEET TH

E NEEDS OF

THE REPORT USERS AND

ADHERE TO

LEGAL AND PRO

FESSIONAL STAND

ARDS.

CYCLE 2 – Jan 2012 -‐ Present

Objectives

Method of Assessm

ent

Assessment Results

Data Collected

(Jan 2012 – Dec 2012)


(Jan 2013 -‐ Dec 2013)

a. Our students can calculate product

costs.

In Spring 2012, the faculty developed a new

assessment

covering

product

costing,

identification of direct costs, indirect costs, and

unit costs, and calculation of cost of goods sold.

This assessment was administered in ACCT

3210, Managerial Cost Accounting.

N = 27

Exem

plary = 44%

Acceptable = 37%

Unacceptable = 19%

With 81%

of students scoring 70%

or above, the faculty

decided to continue using the assessment of the students’

understanding of cost concepts.

b. Our students can perform steps in

the accounting cycle including the

analysis of data for the preparation

of adjusting journal entries (AJEs)

and

the preparation

of general

purpose financial statem

ents (FSs).

In Spring 2012 the faculty developed a new

assessment covering adjusting

and

closing

entries and preparation of financial statements.

This assessment was administered in ACCT

3110, Intermediate Accounting I.

N = 22

Exem

plary = 5%

Acceptable = 68%

Unacceptable = 27%

The faculty decided to expand the use of in-‐class exercises

requiring

preparation

of

AJEs

under

alternative

assumptions/facts. The faculty also recommended

the

creation of a lab designated for ACCT 3110 students. In Fall

2013 Intermediate Accounting

I, ETC

(Extending the

Classroom), a collaboration of the University Learning

Center and the Department of Accounting, began providing

3 regular tutoring sessions per week for students in ACCT

3110.

c. Our

students

will

prepare

appropriate

tax

documents for

individuals.

In Spring 2012, the faculty developed a new

assessment

covering individual tax

return

preparation. This assessment was adm

inistered

in ACCT 3310, Incom

e Tax Accounting.

N = 22

Exem

plary = 14%

Acceptable = 46%

Unacceptable = 40%

The faculty decided to designate one class period for student

preparation of a tax return in teams and for expanded

discussion and instruction in key areas of taxation.

Exem





or above.



(UNDERGRAD

UATE)


EFFECTIVELY USE TECHNOLOGY IN AN ACCOUNTING ENVIRO

NMENT.


Objectives

Method of Assessm

ent

Assessment Results

Data Collected

(Aug 2009 – Dec 2010)


(Jan 2011 – May 2011)

Assessment Results

Data Collected

(Jan 2011 – Dec 2011)

N = 35


(Jan 2012 –Dec 2012)

a. Our students w

ill be

able

to

create

a database and

tables

using

financial

information provided.

An individual Microsoft Access

Project was adm

inistered in

ACCT 3200 (previously ACCT

4200),

Accounting

Information System

s, at the

beginning of the semester. The

project assesses the student's

ability to develop a reporting

system

from financial data so

that it

can

be efficiently

queried and used for financial

reporting

and

decision

making.

N = 68

Exem

plary = 25%

Acceptable = 52%

Unacceptable = 23%

The faculty reviewed the School

technology

prerequisites

in

INFO

2050,

Computer

Applications in Business, and

determined that online YouTube

tutorial videos should be made

available to students who need

help

understanding

the

Microsoft Access project. Links

to these videos were posted in

Blackboard in Fall 2011.

Exem

plary = 97%

Acceptable = 0%

Unacceptable = 3%

The faculty decided to continue

using the Microsoft Access project

supported by the YouTube tutorial

videos that were implem

ented in

Fall 2011. In addition, the faculty

decided to designate one class

period to the

discussion of

PowerPoint

presentations

on

Microsoft

Access obtained from

the

Information

System

s Department

and

posted

on

Blackboard. The faculty agreed

that expanded instruction

be

provided in class on both the

design of a query for creating a

financial report and the actual

generation of a financial report.

b. Our students w

ill be

able

to

create

a relationship report.

Exem

plary = 97%

Acceptable = 0%

Unacceptable = 3%

c. Our students w

ill be

able to design a query

to create a financial

report.

Exem

plary = 80%

Acceptable = 0%

Unacceptable = 20%

d. Our students w

ill be

able

to

generate

financial reports w

hich

meet

professional

reporting conventions.

Exem

plary = 66%

Acceptable = 20%

Unacceptable = 14%

e. Our students w

ill be

able to generate a

financial report which

meets

technical

presentation

guidelines.

Exem

plary = 63%

Acceptable = 20%

Unacceptable = 17%

Exem





or above.


ASSURANCE OF LEAR

NING – ACCOUNTING PROGR

AM (UNDERGRAD

UATE)


EFFECTIVELY USE TECHNOLOGY IN AN ACCOUNTING ENVIRO

NMENT.

CYCLE 2 – Jan 2012 – Present

Objectives

Method of Assessm

ent

Assessment Results

Data Collected

(Jan 2012 – Dec 2012)

N=35


(Jan 2013 – Dec 2013)

a. Our students will be able

to create a database and

tables

using

financial

information provided.

The individual Microsoft

Access Project

was again administered in ACCT 3200

(previously

ACCT 4200),

Accounting

Information Systems, at the beginning of

the semester.

The project assesses the

student's ability to develop a reporting

system from

financial data so that it can be

efficiently queried and used for financial

reporting and decision making.

Exem

plary = 97%

Acceptable = 0%

Unacceptable = 3%

In response to the improved results for Objective

2c (and with successful results still occurring for

Objectives 2a and 2b), the faculty decided to

continue using both the YouTube tutorial videos

and the Access PowerPoint presentations. In

response to the Objective 2d results, the faculty

agreed that ACCT 3200 instructors should add an

additional session on formatting to dem

onstrate

the technology and

the

use of appropriate

accounting conventions in these reports. This

second session was added in the Fall 2013

semester.

b. Our students will be able

to create a relationship

report.

Exem

plary = 91%

Acceptable = 9%

Unacceptable = 0%

c. Our students will be able

to design a query to create

a financial report.

Exem

plary = 94%

Acceptable = 6%

Unacceptable = 0%

d. Our students will be able

to

generate

financial

reports

which

meet

professional

reporting

conventions.

Exem

plary = 46%

Acceptable = 28%

Unacceptable = 26%

e. Our students will be able

to generate a

financial

report

which

meets

technical

presentation

guidelines.

Exem

plary = 31%

Acceptable = 38%

Unacceptable = 31%

Exem





or above.



(UNDERGRAD

UATE)


RECOGNIZE AN

D ANALYZE ETHICAL ISSUES THAT OCCUR IN THE ACCOUNTING ENVIRO

NMENT.


Objectives

Method of Assessm

ent

Assessment Results

Data Collected

(Aug. 2009 -‐ Dec. 2010)

N = 74


(Jan 2011 – May 2011)

Assessment Results

Data Collected

(Jan 2011 -‐ Dec 2011)

N = 41


(Jan 2012 – May 2012)

a. Our students will

be familiar with

the public interest

responsibilities of

the

accounting

profession.

The faculty selected multiple

choice

questions

and

embedded them in the final

exam

of

ACCT

4410,

Auditing

Financial

Statem

ents. The questions

were

chosen to measure

student understanding

of

the

AICPA

Code

of

Professional Conduct and

the

application

of

its

requirem

ents.

Exem

plary = 37%

Acceptable = 0%

Unacceptable = 63%

In

response

to

the

assessment

outcom

es, the

faculty decided to create an

ethics assignment in ACCT

3120,

Intermediate

Accounting II, and to make

that course a prerequisite to

ACCT

4410,

Auditing

Financial

Statem

ents.

Approved by faculty vote on

February 25,

2011,

this

change in prerequisite w

as

effected in Banner,

the

student registration system

, in Spring 2012.

Exem

plary = 54%

Acceptable = 0%

Unacceptable = 46%

Although

some

improvem

ent

was

indicated in the assessment results for

Objectives 1 and 3, the faculty decided

that more

in-‐class discussion was

necessary to reinforce the importance of

the ethical components related to these

objectives. In response to continued

weakness observed in the assessment

results for

Objective

2, the

faculty

decided that more in-‐class discussion of

Sarbanes-‐Oxley

independence

requirem

ents was warranted. Further,

the faculty decided to implement the

ACCT 3120 ethics assessment in Spring

2012 and

to add

and

ethics-‐related

learning goal.

b. Our students will

be familiar with

the

objectivity

and independence

standards of the

accounting

profession.

Exem

plary = 37%

Acceptable = 42%

Unacceptable = 21%

Exem

plary = 37%

Acceptable = 34%

Unacceptable = 29%

c. Our students will

be familiar with

the responsibility

and

due

care

standards of the

accounting

profession.

Exem

plary = 45%

Acceptable = 0%

Unacceptable = 55%

Exem

plary = 61%

Acceptable = 0%

Unacceptable = 39%

Exem





or above.



(UNDERGRAD

UATE)


RECOGNIZE AN

D ANALYZE ETHICAL ISSUES THAT OCCUR IN THE ACCOUNTING ENVIRO

NMENT.

CYCLE 2 – Jan 2012 -‐ Present

Objectives

Method of Assessm

ent

Assessment Results

Data Collected

(Jan 2012 – Dec 2012)

N = 12


(Jan 2013 – Dec 2013)

3a1.

Our

students will be

familiar with the public

interest responsibilities of

the accounting profession.

The previously selected multiple choice questions were

again em

bedded in the final exam

of ACCT 4410,

Auditing Financial Statem

ents. The questions were

chosen to measure student understanding of the AICPA

Code of Professional Conduct and the application of its

requirem

ents.

Exem

plary = 33%

Acceptable = 17%

Unacceptable = 50%

In response to these results, the faculty agreed that a

review of the multiple choice questions was warranted to

determine whether all questions are consistent w

ith recent

revisions that have been m

ade to the AICPA Code of

Professional Conduct and to modify questions where

appropriate. ACCT 4410 instructors agreed to continue

emphasizing ethics-‐related requirements by reference to

specific points in the textbook and by incorporating

exam

ples during class coverage of independence designed

to illustrate nuances of the Code. Instructors also agreed to

expand the use of exercises focusing on significant

provisions of the Code and to assign these as in-‐class small-‐

group tasks w

ith class discussion afterward.

3a2.

Our

students will be

familiar

with

the

objectivity

and

independence standards

of

the

accounting

profession.

Exem

plary = 17%

Acceptable = 42%

Unacceptable = 41%

3a3.

Our

students will be

familiar

with

the

responsibility

and

due

care standards

of the

accounting profession.

Exem

plary = 25%

Acceptable = 17%

Unacceptable = 58%

3b. Our students can recognize

and analyze ethical issues

that

occur

in

the

accounting environm

ent.

The faculty developed a series of short case studies for

evaluation under the ethics codes of the AICPA, IMA, and

IIA and adm

inistered the assessment in ACCT 3120,

Intermediate Accounting II. (These were developed in

response to weak

performance on the

ethics

assessments in ACCT 4410.)

N = 27

Exem

plary = 26%

Acceptable = 26%

Unacceptable = 48%

The faculty decided to continue reinforcing key features of

selected professional codes and recognition of ethical

dilemmas during class discussions.

Exem





or above.



(UNDERGRAD

UATE)


IDENTIFY INTERN

AL CONTROL WEAKNESSES, THEIR IMPACT AND

MAK

E RECOMMENDATIONS TO

MITIGATE WEAKNESSES.

CYCLE 2 – Jan 2012 – Present

Objectives

Method of Assessm

ent

Assessment Results

Data Collected

(Jan 2012 – Dec 2012)

N = 8


(Jan 2013 – Dec 2013)

a. Our

students can

identify

internal

control weaknesses.

In Spring 2012, the faculty developed

a new

assessment covering internal controls over the

purchasing cycle to be adm

inistered in ACCT 4410,

Auditing

Financial

Statem

ents. This cycle

is

introduced and discussed in ACCT 3200, Accounting

Information Systems, which becam

e a prerequisite

for ACCT 4410 in Fall 2012.

Exem

plary = 50%

Acceptable = 0%

Unacceptable = 50%

The faculty reviewed the results and recom

mended

that ACCT 4410 instructors spend more tim

e reviewing the internal control procedures for the

purchasing cycle and assign a textbook case on the

purchasing cycle to reinforce key concepts. This

change was im

plem

ented Fall 2013.

b. Our

students can

identify the impact of

internal

control

weaknesses

on the

organization.

Exem

plary = 30%

Acceptable = 0%

Unacceptable = 70%

c. Our

students can

recommend action(s)

to

mitigate

the

internal

control

weakness.

Exem

plary = 50%

Acceptable = 0%

Unacceptable = 50%

Exem





or above.


Appendix M -‐ Exhibit AOL.J

Development Measurement Analysis Validation Communication

3110 Intermediate Accounting I X X X X X X X

3120 Intermediate Accounting II

X X X X X X

3210 Managerial Cost Accounting

X X X X X X X

3310 Income Tax Accounting X X X X X

4200 Accounting Systems and Internal Control

X X X X X X

4410 Auditing Financial Statements

X X X X X X X

4130 Advanced Financial Accounting

X X X X X X

4230 Advanced Managerial Accounting

X X X X X X

4320 Advanced Income Tax Accounting

X X X X X X

4420 Seminar in Auditing X X X X X

4510Government & Nonprofit

Accounting, Financial Reporting & Budgeting

X X X X X X X

4520 Government Auditing and Internal Control

X X X X X X X X

4530Governmental

Environment & Public Accountability

X X X X X

Course #

Exhibit AOL.J: Business Standard 16 Program Learning Objective identified for undergraduate course.

Course where material is presented

Accounting Knowledge

TechnologyInternal ControlEthics

Learning Goals - Department of Accounting


Appendix M continued -‐ Exhibit AOL.K

Communication Quantitative Skills

Team Work Critical Thinking

Global Awareness

Ethically Aware

3110 Intermediate Accounting I X written X X X X

3120 Intermediate Accounting II

X written X X X X

3210 Managerial Cost Accounting

X X X

3310 Income Tax Accounting X written X X X

4200 Accounting Systems and Internal Control

X written & oral X X

4410 Auditing Financial Statements

X X X

4130 Advanced Financial Accounting

X written X X X X

4230 Advanced Managerial Accounting

X written & oral X X X

4320 Advanced Income Tax Accounting

X written X X X

4420 Seminar in Auditing X written X X X

4510Government & Nonprofit

Accounting, Financial Reporting & Budgeting

X written X X

4520 Government Auditing and Internal Control

X written X X X X

4530 Governmental & Public Accountability

X written X X X

Exhibit AOL.K: Standard 16 Learning Objectives identified for undergraduate courses

Course where material is presented

Learning Goal - School of Business

Course #


Appendix N -‐ Miscellaneous

-‐-‐-‐-‐-‐Original Message-‐-‐-‐-‐-‐ From: Black, Stephen [mailto:[email protected]] Sent: Monday, May 06, 2013 1:19 PM To: John G. Veres III Cc: Teresa Lang; [email protected] Subject: 2013 SaveFirst tax season update Dear Chancellor Veres, I wanted to update you on our recent SaveFirst tax season. We are very excited about the results this year and could not have achieved them without the support of AUM. Teresa Lang has been invaluable in recruiting students to participate, coordinating service-‐learning opportunities for her students, and helping to set up the training sessions. During the 2013 tax season, 8 AUM students worked at a free tax preparation site in Montgomery that prepared 911 tax returns for working families—helping them to secure $2 million in tax refunds and saving them over $280,000 in commercial tax preparation fees. This represents a 39% increase in the number of families served in Montgomery compared to last year’s results. AUM students collaborated with over 400 additional students from fifteen other campuses across the state to assist low-‐income, working families. In total, SaveFirst students assisted more than 6,200 families who claimed $11.7 million in refunds and saved approximately $1.9 million in commercial preparation fees—a 21% increase in families served compared to the last tax season. Thank you, again, for all of your support. We look forward to a continued partnership with AUM next year. Sincerely, Stephen Black

Date post:	16-Feb-2022
Category:	Documents
Upload:	others
View:	2 times
Download:	0 times

Accounting Maintenance Report 111113

Documents