Fayetteville Technical Community College Detailed Assessment Report 2015-2016 Accounting As of: 8/01/2016 10:58 AM EST Mission / Purpose The accounting curriculum is designed to provide students with the knowledge and skills necessary for employment in the accounting profession. Student Learning Outcomes/Objectives, with Any Associations and Related Measures, Targets, Reporting Findings, and Action Plans SLO 1: Communication Students will communicate effectively using the conventions of American Standard English in professional and academic environments. Relevant Associations: General Education/Core Curriculum Associations 1 Communicate effectively using the conventions of American Standard English in professional and academic environments. InstitutionalGoals Associations 2 Establish a culture of quality customer service. 4 Focus on workforce preparedness to support economic development. StrategicObjectives Associations FTCC 10 Improve assessment plans with documented evidence of outcomes. Related Measures M 1: Communication Communication - For programs using the BUS 115 Assessment for the academic year 2014_2015 the target was not met and an action plan was written. The information below is the new assessment for 2015_2016 which meets the criteria provided in the action plan last year. What? Students will adhere to the conventions of American Standard English in professional and academic environments so that they will be able to communicate professionally with customers, co-workers, and employers. Why? Student must be able to communicate effectively with customers, co-workers, and employers. By following the conventions of American Standard English, students will display professional communication skills. What and How? Students in BUS 115 will be assigned a writing assignment during the first two weeks of class in which they will discuss a legal experience either they, a family member, or a friend have had with a civil legal case. Instructors will grade these assignments based on the rubric created for the final assessment assignment. Since it is common for students enrolled in BUS 115 to either have had no exposure to or to be currently enrolled in their college English course, students scoring less than 70% will be referred to the FTCC Student Learning Center for assistance with their course writing assignments. During the last two weeks of the semester all BUS 115 students will be assessed with a follow-up assignment which will be graded using the assessment rubric. Who and When? BUS 115 instructors will review the final writing assignments and evaluate the results using a rubric. Data will be collected in the fall and spring semesters of 2015-2016. Source of Evidence: Written assignment(s), usually scored by a rubric Connected Documents Communication Assessment Assignment BUS 115 2015-16 Communication Assessment Rubric BUS 115 2015-16 Target: 75% of the students will score above 70% as determined by the assessment rubric. Reporting Finding (2015-2016) - Target: Met 2015-2016 BUS 115: 353 students out of 444 or 80% completed the assessment. Of the 353 students completing the Communication Assessment, 92% of students scored Average or Above Average demonstrating professional communication skills. Connected Document 2015_2016 BUS 115 Communication Assessment Data Reporting Finding (2014-2015) - Target: Not Met Of the 299 students assessed, 76% scored Average or Above Average on the assignment. Connected Document
Transcript
Fayetteville Technical Community College
Detailed Assessment Report2015-2016 Accounting
As of: 8/01/2016 10:58 AM EST
Mission / PurposeThe accounting curriculum is designed to provide students with the knowledge and skills necessary for employment in theaccounting profession.
Student Learning Outcomes/Objectives, with Any Associations and Related Measures, Targets,Reporting Findings, and Action Plans
SLO 1: Communication Students will communicate effectively using the conventions of American Standard English in professional and academicenvironments.
1 Communicate effectively using the conventions of American Standard English in professional and academicenvironments.
InstitutionalGoals Associations2 Establish a culture of quality customer service.4 Focus on workforce preparedness to support economic development.
StrategicObjectives AssociationsFTCC
10 Improve assessment plans with documented evidence of outcomes.
Related Measures
M 1: CommunicationCommunication - For programs using the BUS 115 Assessment for the academic year 2014_2015 the target wasnot met and an action plan was written. The information below is the new assessment for 2015_2016 which meetsthe criteria provided in the action plan last year.
What? Students will adhere to the conventions of American Standard English in professional and academicenvironments so that they will be able to communicate professionally with customers, co-workers, and employers.
Why? Student must be able to communicate effectively with customers, co-workers, and employers. By followingthe conventions of American Standard English, students will display professional communication skills.
What and How? Students in BUS 115 will be assigned a writing assignment during the first two weeks of class inwhich they will discuss a legal experience either they, a family member, or a friend have had with a civil legal case. Instructors will grade these assignments based on the rubric created for the final assessment assignment. Since itis common for students enrolled in BUS 115 to either have had no exposure to or to be currently enrolled in theircollege English course, students scoring less than 70% will be referred to the FTCC Student Learning Center forassistance with their course writing assignments. During the last two weeks of the semester all BUS 115 studentswill be assessed with a follow-up assignment which will be graded using the assessment rubric.
Who and When? BUS 115 instructors will review the final writing assignments and evaluate the results using arubric. Data will be collected in the fall and spring semesters of 2015-2016.
Source of Evidence: Written assignment(s), usually scored by a rubricConnected Documents
Communication Assessment Assignment BUS 115 2015-16Communication Assessment Rubric BUS 115 2015-16
Target: 75% of the students will score above 70% as determined by the assessment rubric.
Reporting Finding (2015-2016) - Target: Met2015-2016 BUS 115: 353 students out of 444 or 80% completed the assessment. Of the 353 studentscompleting the Communication Assessment, 92% of students scored Average or Above Averagedemonstrating professional communication skills.
Connected Document2015_2016 BUS 115 Communication Assessment Data
Reporting Finding (2014-2015) - Target: Not MetOf the 299 students assessed, 76% scored Average or Above Average on the assignment. Connected Document
SLO 2: Bank Reconciliation Preparation Internal control and control of cash in particular are critical in business. A bank reconciliation is designed to adjust bankstatement balances and book balances to reconcile differences between the two. If the two balances do not match and amistake has not been made, then irregularities such as theft are indicated.
2 Use critical thinking to analyze problems and make logical decisions.4 Demonstrate quantitative competencies.
InstitutionalGoals Associations3 Ensure fiscal responsibility, accountability and financial stability.
StrategicObjectives AssociationsFTCC
10 Improve assessment plans with documented evidence of outcomes.
Related Measures
M 2: Bank Reconciliation PreparationPrepare bank reconciliation.
Demonstrate quantitative competencies.
Demonstrate critical thinking.
Why? Students must be able to prepare a bank reconciliation using the proper steps to determine the correctcash balance for the business. Businesses that do not actively manage their cash balances and do not knowexactly how much cash they have are likely to fail. The preparation of a bank reconciliation requires the use ofquantitative methods and critical thinking to determine the correct adjustments to be made to bank statementand book cash balances. Those skills are also needed to determine what journal entries are needed as a resultof the reconciliation and finally what cash balance should be reported on the company's balance sheet.
What and How? Students in ACC 120 will complete a problem that requires them to prepare a bank reconciliation,journalize any necessary entries and determine the correct cash balance to report on the company's balancesheet. The problem will be completed through CengageNOW, an online homework management system providedby the textbook publisher.
Who and When? ACC 120 instructors will administer the bank reconciliation problem that will be graded using arubric. Data will be collected in the Fall and Spring semesters, 2015-2016.
Source of Evidence: Academic direct measure of learning - otherConnected Documents
ACC 120 Bank Reconciliation Assessment Assignment 2015-16ACC 120 Bank Reconciliation Assessment Assignment Rubric 2015-16
Target: 75% or more of the students being assessed will score 70% or higher on the assessment as determined by theassessment rubric.
Reporting Finding (2015-2016) - Target: MetACC 120: 226 students out of 272 or 92% completed the assessment exercise. 87% of students assessedscored 70% or higher on the Quantitative portion of the assessment demonstrating success in applyingquantitative skills.
87% of students assessed scored 70% or higher on the Critical Thinking portion of the assessmentdemonstrating success in applying critical thinking skills.
SLO 3: Spreadsheet Mastery Accounting students must be able to demonstrate computer literacy and learn to master Excel since electronicspreadsheets are used throughout the profession.
2 Establish a culture of quality customer service.3 Ensure fiscal responsibility, accountability and financial stability.4 Focus on workforce preparedness to support economic development.
StrategicObjectives AssociationsFTCC
10 Improve assessment plans with documented evidence of outcomes.
Related Measures
M 3: Spreadsheet MasteryDemonstrate computer literacy and mastery of spreadsheets.
Why? Students must be able to use spreadsheet software to facilitate decision making in accounting.
What and How? Students in ACC 151 will create a workbook in Microsoft Excel that details the financialcomponents of each product line for a manufacturing firm, then analyze a number of scenarios that involve cuttingexpenses and/or raising prices. Students must then determine the most profitable mix of products using the mostcost-effective means of production.
Who and When? ACC 151 instructors will administer the project that will be graded using a rubric. Data will becollected in the Fall semester, 2015.
Source of Evidence: Project, either individual or groupConnected Documents
Target: 75% or more of the students being assessed will score 70% or higher on the assessment as determined by theassessment rubric.
Reporting Finding (2015-2016) - Target: MetACC 151: 11 students out of 11 or 100% completed the project. Of the students assessed, 100% scored 70%or higher on the assessment demonstrating computer literacy skills and mastery of spreadsheets. The projectwas completed using Microsoft Excel, a spreadsheet computer application.Connected Document
ACC 151 2015_2016 Computer Literacy Assessment Data
SLO 4: Global Tax Issues Discussion Board Accounting students must know how to handle tax issues arising from US citizens working abroad.
3 Demonstrate socialization skills that support cultural awareness and a global perspective.InstitutionalGoals Associations
3 Ensure fiscal responsibility, accountability and financial stability.4 Focus on workforce preparedness to support economic development.
StrategicObjectives AssociationsFTCC
10 Improve assessment plans with documented evidence of outcomes.
Related Measures
M 4: Global Tax Issues Discussion BoardDemonstrate socialization skills that support cultural awareness and a global perspective
Why? Accounting students must be able to understand the tax implications of working abroad while remaining a UScitizen.
What and How? Students in ACC 129 will participate in a discussion board assignment that requires them tochoose a foreign country and then research tax practices and requirements for that country as well as the US forUS citizens living and working in that country. The discussion board will be completed through Blackboard.
Who and When? ACC 129 instructors will administer the discussion board that will be graded using a rubric. Datawill be collected in the Fall and Spring semesters, 2015-2016.
Source of Evidence: Academic direct measure of learning - otherConnected Documents
ACC 129 2015-16 Global Tax Issues Assessment AssignmentACC 129 2015-16 Global Tax Practices Assessment Rubric
Target: Target: 75% or more of the students being assessed will score 70% or higher on the assessment asdetermined by the assessment rubric.
Reporting Finding (2015-2016) - Target: MetACC 129: 38 students out of 38 or 100% completed the discussion board. Of the students assessed, 97%scored 70% or higher on the assessment demonstrating socialization skills that support cultural awarenessand a global perspective.
Connected DocumentACC 129 2015_2016 Global Tax Issues Assessment Data
Details of Action Plans for This Cycle (by Established cycle, then alpha)Preparing EXCEL Worksheets
For the fall 2009 semester, I will coordinate with the supervisor of the Open Lab to set aside a block of computerswhich will allow this part of the test to be conducted.Established in Cycle: 2008-2009
Implementation Status: FinishedPriority: HighImplementation Description: This date will allow me to have covered sufficient material to reasonably expect thestudents to be able to accomplish the task of preparing a set of financial statements using EXCEL.Projected Completion Date: 09/2009Responsible Person/Group: Ron O'BrienAdditional Resources: 10-15 dedicated computers in the Open Lab of the ATC building on or about October 8,2009.
Possibly Revamping ACC 120Consider developing a method of "recycling" students within the same class.
Perhaps everybody starts out in one large class in the CUH Auditorium and then gets broken out into smaller groupsbased on test scores.
Teaching to a standard vs teaching to the "clock."
Established in Cycle: 2009-2010Implementation Status: FinishedPriority: LowImplementation Description: To be determined.Projected Completion Date: 12/2010Responsible Person/Group: Ron O'BrienAdditional Resources: To be determined. The budget amount is also to be determined; however, the box belowdoes not allow any letters, only numbers.
Acc 131 Action PlanNext year, students will be "drilled" more on the subject matter. Students will be given shorter quizzes on the key partsof this test. After completing these quizzes, students will be given a comprehensive exam on the subject matter.Established in Cycle: 2010-2011Implementation Status: FinishedPriority: HighImplementation Description: Students will be given shorter quizzes on smaller parts of the information.Projected Completion Date: 06/2012Responsible Person/Group: Dennis SheridanAdditional Resources: None. All testing materials are available from the course set provided by the publisher.
Acc 269 Action PlanNext year, students will be "drilled" more on the subject matter. Students will be given shorter quizzes on the key partsof this test. After completing these quizzes, students will be given a comprehensive exam on the subject matter.Established in Cycle: 2010-2011Implementation Status: FinishedPriority: HighImplementation Description: Short quizzes will be developed to test the student's "stage of learning" as the courseprogresses.Projected Completion Date: 06/2012Responsible Person/Group: David Creedon is the instructor responsible for the development and implementation ofthe Auditing course.Additional Resources: None. All materials are available from the publisher's instructor set.
Summary Test of Key PointsA consensus among the accounting instructors was developed concerning the key points that a beginning accountingstudent must know and be able to apply. This test will be incorporated into the beginning accounting classes -specifically Acc 111 Financial Accounting and Acc 120 Principles of Financial Accouting- as a separate, preliminarytest before the first regular test is given.Established in Cycle: 2011-2012Implementation Status: FinishedPriority: HighImplementation Description: This test will be incorporated into the beginning accounting classes - specifically Acc111 Financial Accounting and Acc 120 Principles of Financial Accounting- as a separate, preliminary test before thefirst regular test is given.Projected Completion Date: 05/2012Responsible Person/Group: Ron O'Brien, Chair, Accounting DeptAdditional Resources: None
Collaborative Review of the Accounting AssessmentDue to administrative reorganizations and changes, this assessment report has not been completed in a consistentmanner. Several key factors of the assessment process will be revised and improved and include the followingchanges:
1. Collaborative review of the assessment reports ( objectives, measures, and targets) in the upcoming cycles tofollow by the instructor(s).
2. Weave Document section will be populated with appropriate documentation and linked to the specific areas ofthe assessment report to illustrate the uniform approach to grading assignments in both online and traditionalsections of classes designated for the evaluation.
3. Backup copies of the report and accompanying documents will be shared with program/area supervisor(s) asappropriate to prevent accidental data loss due to absences of key personnel or administrative reassignments.
Established in Cycle: 2013-2014Implementation Status: FinishedPriority: HighProjected Completion Date: 06/2015Responsible Person/Group: Accounting instructors
Collaborative Review of the Assessment process in AccountingDue to administrative reorganizations and changes, this assessment report has not been completed in a consistentmanner. Several key factors of the assessment process will be revised and improved and include the followingchanges:
1. Collaborative review of the assessment reports ( objectives, measures, and targets) in the upcoming cycles tofollow by the instructor(s).
2. Weave Document section will be populated with appropriate documentation and linked to the specific areas ofthe assessment report to illustrate the uniform approach to grading assignments in both online and traditionalsections of classes designated for the evaluation.
3. Backup copies of the report and accompanying documents will be shared with program/area supervisor(s) asappropriate to prevent accidental data loss due to absences of key personnel or administrative reassignments.
Established in Cycle: 2013-2014Implementation Status: FinishedPriority: HighProjected Completion Date: 06/2015Responsible Person/Group: Accounting instructors
2014_2015 BUS 115 Communication Assessment Action PlanAfter reviewing the results and validity of this assessment, its validity has been called into question. We have noticedseveral inconsistencies in our process. While a rubric was used in scoring the assessment, there is a great deal ofsubjectivity in the scoring process itself. Several instructors, using the same rubric, scored their own assignmentsand when results were combined there appeared to be skewing of the results based on instructor were gradedbased on the same rubric, but had little to no variation expected in a regular class setting. Moreover, some sets ofgrades were submitted in aggregate without disclosing actual scores for individual students. Both a set of clearinstructions on how to report assessments to the Assessment Committee and the norming session on use of therubric itself will benefit our assessment in the next cycle. Example, one instructor scored five classes and had noone below average; this did not follow the norm.
The plan is to reassess this competency during the 2015-2016 academic year using the same course, BUS 115Business Law I. The plan is to conduct a pre-assessment and score it either using a much more specific rubric,blind scoring by a single instructor, or a committee scoring all submissions. All students receiving a Below Averagescore will be referred to the FTCC Writing Center in the Student Learning Center. A post-assessment will beconducted at the end of the semester using the same method of scoring as the pre-assessment. The goal will be toachieve a 2% improvement on the post-assessment.
Established in Cycle: 2014-2015Implementation Status: FinishedPriority: HighImplementation Description: This plan will be carried out Fall and Spring Semester of the 2015-2016 academic yearin all 8-week and 16-week BUS 115 Business Law classes.Projected Completion Date: 05/2016Responsible Person/Group: BUS 115 – Business Law I InstructorsAdditional Resources: None
Analysis Questions and Analysis Answers
What were the strengths of your assessment process?
The results of the assessment process indicate that Accounting students are meeting or exceeding performanceexpectations on all five primary competencies, Critical Thinking, Socialization Skills, Quantitative Competencies,Communication Skills and Computer Literacy. In addition, Accounting students exceeded the target for the "BankReconciliation Preparation" exercise, a competency that is specific to the Accounting Program. The majority of thestudents assessed scored 87% or higher in these areas. Computer literacy is a major strength with 100% of thestudents scoring at or above average on the Excel workbook exercise. In an on-going process, program faculty reviewand analyze course assignments to keep them relevant and suitable for measuring student learning success.
What were the weaknesses of your assessment process?
The assessment instruments designed to measure achievement of Communication competencies using BUS-115assignments needed improvement over last year since the target was not met. An action plan was implemented this yearby the business law instructors to improve communication skills as well as the assessment process itself to eliminateinconsistencies in grading. As a result of the improvements made to the assessment process for Communication Skills,92% of the students assessed scored average or above average on the assessment.
What was learned as a result of your assessment process?
The assessment of students' abilities to meet competency goals and objectives confirmed that students are acquiringthe skills they need to function effectively in a global society and in the business world. However, the percentages ofthose students scoring average or above average were somewhat lower for quantitative and critical thinking skills thanfor the other competencies indicating that greater emphasis is needed in those areas.
How will what was learned impact the direction and emphasis of your academic or support unit?
The assessment measures and findings will be used to examine the depth and breadth of program instruction and its
relationship to students' successful accomplishment of program competencies. Improvements made in assessingCommunication Skills will be carried forward to improve the assessment process in future years. To improve quantitativeand critical thinking skills further, greater emphasis will be placed on these areas during the next assessment cycle.Collecting, tabulating and analyzing the data earlier as always will make the process less stressful and more reliable.
Annual Report Section Responses
Program Review (Academic Units) Attached is the most recent academic program review. Connected Document
Accounting Program Review
Advisory Comm. Minutes (Academic Units) All academic programs have associated Advisory Committees that provide community input on program direction andoutcomes. Connected Document
End Of Year Reports (VPs, AVPs, Deans) Strategic Plan (2015-2020) and other related documentsConnected Documents
2016 Grad SurveyStrategic Plan 2015-2020
THIS ASSIGNMENT WILL LOOK FAMILIAR!
Your second writing assignment for this module is to "redo" writing assignment #2 from module one. Your Instructor will be grading the IMPROVEMENT in writing ability. The purpose of this assignment is to reassess your writing ability to determine whether there has been significant improvement. PLEASE GIVE THIS "SECOND ATTEMPT" 100% OF YOUR EFFORT. It is important to determine whether you have the college writing skills needed to be successful at FTCC and in the real world.
Below is the assignment and grading rubric from Module One Writing Assignment #2:
The purpose of this short writing assignment is to determine your preparedness for the college level writing required in Business Law. You will be graded primarily on punctuation, grammar, sentence structure, subject/verb agreement and other components of college level writing. Please take extra care to use college level writing style. PROOFREAD your work before submitting it for a grade. Ask yourself whether your sentences are understandable and double check your spelling and punctuation. It may be a good idea to ask a friend or family member to proof your work.
After grading your assignment, your Instructor may decide that you need additional help to prepare you for upcoming writing assignments. If so, you may be referred to the Student Success Center. If you are referred to the Success Center, it is incumbent upon you to follow up by making an appointment and completing the tasks assigned by the Center advisor assigned to help you.
ASSIGNMENT:
Describe your experiences with the CIVIL justice system. You may describe a situation that you personally experienced or the experience of a friend or family member. Be thorough in your explanation....describe the facts and give your opinions about the speed of the process, the fairness of the process and your opinion about the process as a whole. You must be detailed in your descriptions.
Note that this assignment is about CIVIL law - not criminal. DO NOT describe your experiences or those of a friend or family member involving a crime. This course is not about criminal law. You are being prepared for the study of law related to business operations, not the criminal justice system.
The MINIMUM word requirement for this assignment is 200 words. If you submit more than the minimum your grade will improve. Doing more than the minimum is always rewarded, both in this class and in the work world.
A grading rubric is attached to this assignment to assist you. This rubric explains that you are to use American Standard English for Academic and Professional Settings. Before beginning to write, go to
https://kucampus.kaplan.edu/DocumentStore/Docs11/pdf/WC/Standard_American_English_and_Writing_DM.pdf to review an explanation of American Standard English.
Again, please read this article and review the attached rubric before beginning the assignment. Understanding how you are being graded is an important first step to the successful completion of this assignment.
(0 – 69) Communicates effectively using the conventions of American Standard English in professional and academic environments
Assignment conforms to ASE standards with regard to correct spelling, punctuation, full/complete sentence structure, subject-verb agreement, verb tense and capitalization.
Assignment conforms to ASE standards but contains a few errors with regard to to correct spelling, punctuation, full/complete sentence structure, subject-verb agreement, verb tense and capitalization.
Assignment does not conform to ASE standards or contains many errors with regard to correct spelling, punctuation, full/complete sentence structure, subject-verb agreement, verb tense and capitalization.
FA2015 AND SP2016
ALL SectionsBUS 115 Assessment Summary
1
2
3
4
5
6
7
8
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10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
A B C D E F G H I J K L
Non-completersBelow
Average AverageAbove
Average Total
Totals 91 28 64 261 444
2015_2016 ASSESSMENTBUS115 - BUSINESS LAW I
COMMUNICATION COMPETENCY
Of the 353 students completing the Communication Assessment, 92% of students scored Average or Above Average.
FA2015 AND SP2016
ALL SectionsBUS 115 Assessment Summary
27
28
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30
31
32
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44
45
46
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54
A B C D E F G H I J K L
COMMUNICATION COMPETENCY
STUDENT NO. Non-completersBelow
Average AverageAbove
Averagex x BUS xx5 000x2 x3 x4 x5 x6 x7 x8 x9 xx0 xxx xx2 xx3 xx4 xx5 xx6 xx7 xx8 xx9 x20 x2x x22 x23 x24 x
447 91 28 64 261 Total 444448449450451452453454455456457458459460461462463464465466
COMMUNICATION COMPETENCY
PR 8-3A Bank reconciliation and entries The cash account for Capstone Medical Co. at November 30, 2106, indicated a balance of $89,620. The bank statement indicated a balance of $128,660 on November 30, 2016. Comparing the bank statement and the accompanying canceled checks and memos with the records revealed the following reconciling items:
a. Checks outstanding totaled $32,700. b. A deposit of $18,550, representing receipts of November 30, had been made too
late to appear on the bank statement. c. The bank collected $26,750 on a $25,000 note, including interest of $1,750. d. A check for $1,500 returned with the statement had been incorrectly recorded by
Capstone Medical Co. as $150. The check was for the payment of an obligation to ABC Supply Co. for a purchase on account.
e. A check drawn for $490 had been erroneously charged by the bank as $940. f. Bank service charges for November amounted to $60.
Instructions 1. Prepare a bank reconciliation. 2. Journalize the necessary entries. The accounts have not been closed. 3. If a balance sheet were prepared for Capstone Medical Co. on November 30,
2016, what amount should be reported as cash?
ACC 120 Bank Reconciliation Rubric 2015-2016
Below Average
(< 70%)
Average
(70-84%)
Above Average
(85 – 100%)
Prepare Bank Reconciliation
Statement
(Quantitative and Critical
Thinking Skills)
Weight: 50%
Student has critical errors in reconciling the bank statement to book records. Improper adjustments made to bank and/or book side as well as incorrect dollar amounts resulting in an inaccurate reconciliation.
Student calculates and prepares most of the reconciliation correctly with some error. The basic steps of the reconciliation process are followed.
Student calculates and prepares the reconciliation correctly with little to no errors. Steps are followed correctly. Any errors do not significantly affect the result.
Journalize Necessary
Entries
(Critical Thinking and Journalizing
Skills)
Weight: 25%
Student has critical errors in the recording of the transactions. Debited and/or credited accounts as well as incorrect amounts resulting in an inaccurate journal.
Student correctly records most of the transactions correctly with some error. The basic nature of the transaction is journalized.
Student correctly records transactions with little to no errors. Debits and credits are recorded correctly with little to no error in dollar amounts. Any errors do not materially affect the result.
Determine True Cash Balance for
Balance Sheet
(Critical Thinking
Skills)
Weight: 25%
Student incorrectly identifies the amount that should be reported for the cash balance on the balance sheet.
Student correctly identifies the amount on the reconciliation that should be reported for the cash balance on the balance sheet but this number is incorrect.
Student correctly identifies the amount that should be reported for the cash balance on the balance sheet.
PROJECT DESCRIPTION Walter Silva runs operations at Firestone Clock Company. The company currently owns and operates its own manufacturing facilities that produce three lines of clocks, Desktop Models, Wall Units, and Custom Clocks. Manufacturing and other costs have been rising, and profits are being squeezed. Walter has asked you to create a workbook that details the financial components of each product line, then analyze a number of scenarios that involve cutting expenses and/or raising prices. You are trying to find the most profitable mix of products using the most cost-effective means of production.
GETTING STARTED
• Download the following file from the SAM website:
o NP_Excel2013_T10_P1a_FirstLastName_1.xlsx
• Open the file you just downloaded and save it with the name:
o NP_Excel2013_T10_P1a_FirstLastName_2.xlsx
o Hint: If you do not see the .xlsx file extension in the Save file dialog box, do not type it. Excel will add the file extension for you automatically.
• With the file NP_Excel2013_T10_P1a_FirstLastName_2.xlsx still open, ensure that your first and last name is displayed in cell B6 of the Documentation sheet. If cell B6 does not display your name, delete the file and download a new copy from the SAM website.
• This project requires the use of the Solver add-in. If this add-in is not available in the Analysis group (or if the Analysis group is not available) on the DATA tab, install Solver by following the steps below.
o In Excel, click the FILE tab, and then click the Options button in the left navigation bar.
o Click the Add-Ins option in the left pane of the Excel Options window. o Click on the arrow next to the Manage box, click the Excel Add-Ins option,
and then click the Go button. o In the Add-Ins window, click the check box next to the Solver Add-In option
and then click the OK button. o Follow any remaining prompts to install Solver.
PROJECT STEPS 1. Go to the Desktop Models worksheet. In cell C28, use Goal Seek to perform a
break-even analysis for Desktop Models by calculating the number of units the company needs to sell (represented by the value in cell C27), at the price per
New Perspectives Excel 2013 Tutorial 10: SAM Project 1a
Firestone Clock Company WHAT-IF ANALYSES AND SCENARIOS
New Perspectives Excel 2013| Tutorial 10: SAM Project 1a
unit listed in cell C25, in order to break even, or reach a Gross Profit of $0. (Hint: The number format applied to cell C25 will make a value of $0 display as $ -)
2. Create a one-variable data table to display values for Sales, Expenses, and Profits based on the Number of Clocks sold by completing the following actions:
a. In cell E5, enter a formula to reference cell C5, which is the input cell to be used in the data table.
b. In cell F5, enter a formula that references cell C20, which is the expected total sales for this product.
c. In cell G5, enter a formula that references cell C21, which is the expected total expenses for this product.
d. In cell H5, enter a formula that references cell C22, which is the expected gross profit for this product.
e. Select the range E5:H10 and then complete the one-variable data table, using cell C5 as the Column input cell for your data table.
3. Select range E14:L19. Create a two-variable data table to display values for gross Profit based on Units Sold and Price per Unit (Hint: Use cell C6 as the Row input cell and cell C5 as the Column input cell).
4. Apply a custom format to cell E14 to display the text “Units Sold/Price” in place of the cell value.
5. Go to the Wall Units worksheet. Create a Scatter with Straight Lines chart based on range E4:G14 in the data table Wall-Units – Break-Even Analysis. Modify the chart as described below:
a. Resize and reposition the chart so the upper-left corner is in cell E15 and the lower-right corner is in cell H28.
b. Remove the chart title from the chart.
c. Add Sales and Expenses as the Vertical Axis title and Units Sold as the Horizontal Axis title.
d. For the Vertical Axis, change the Minimum Bounds to 300000 and the Maximum Bounds to 550000. Change the Number format of the Vertical Axis to Currency with 0 decimal places.
e. For the Horizontal Axis, change the Minimum Bounds to 5000 and the Maximum Bounds to 9000.
f. Use the Change Colors option to change the color set for the chart to Color 14 (the 4th entry from the bottom in the gallery of color choices).
6. Open the Scenario Manager and add two scenarios for the data in the Wall Units worksheet based on the data shown in Table 1. The changing cells for both scenarios are the non-adjacent cells C12, and C15. Close the Scenario Manager without showing any of the scenarios.
New Perspectives Excel 2013| Tutorial 10: SAM Project 1a
Table 1: Wall Unit Scenario Values
Values Scenario 1 Scenario 2
Scenario Name Standard Materials Green Materials
Wall_Unit_Variable_Cost (C12) 33.75 42.50
Wall_Unit_Fixed_Cost (C15) 175000 225000
7. Go to Custom Clocks worksheet. Create a Scatter with Straight Lines chart based on range E6:J14 in the data table Custom Clocks – Net Income Analysis. Make the following modifications to the chart:
a. Resize and reposition the chart so the upper-left corner is in cell E15 and the lower-right corner is in cell J28.
b. Remove the chart title from the chart.
c. Reposition the chart legend to the Right of the chart.
d. Add the title Net Income as the Vertical Axis title and Units Sold as the Horizontal Axis title.
e. For the Vertical Axis, change the Minimum Bounds to -150000 and the Maximum Bounds to 250000. Change the Number format of the Vertical Axis to Currency with 0 decimal places.
f. For the Horizontal Axis, change the Minimum Bounds to 3000 and the Maximum Bounds to 7500.
8. In the Scatter with Straight Lines chart created in the previous step, edit the chart series names as described below:
a. For Series 1, set the series name to cell F5 (Hint: The series name should automatically update to =’Custom Clocks’!$F$5).
b. For Series 2, set the series name to cell G5.
c. For Series 3, set the series name to cell H5.
d. For Series 4, set the series name to cell I5.
e. For Series 5, set the series name to cell J5.
9. Firestone Clocks is considering subcontracting the construction of their Custom Clock line to other woodshops in the area. Walter wants to determine if this option will reduce the costs associated with this product line.
Go to the Custom Clock – Suppliers worksheet. Run Solver to minimize the value in cell F11 (Total Cost) by adjusting number of units produced by each woodshop (Hint: Changing cells will be C5:E5) assuming the four (4) manufacturing constraints below:
New Perspectives Excel 2013| Tutorial 10: SAM Project 1a
b. F11 <=560000
c. C5:E5 <=3500
d. C5:E5 should be an Integer
Run Solver, keep the Solver Solution, and then return to the Solver Parameters Dialog box. Save the model to the range B15:B22. Close the Solver Parameters Dialog box.
10. Go to the All Products worksheet. Open the Scenario Manager and create a Scenario Summary report for the resultant cells C18:E18. The Scenario Summary report will summarize the impact of the following three scenarios: Status Quo, Outsource Manufacturing, Raise Prices 5%.
11. Go back to the All Products worksheet. Open the Scenario Manager and create a Scenario PivotTable report for result cells C18:E18. Format the Scenario PivotTable as described below:
a. Remove the Filter field from the PivotTable.
b. Change the number format of the Profit_per_Unit_Sold_Desktop, Profit_per_Unit_Sold_Wall_Units, and Profit_per_Unit_Sold_Custom fields (located in the Values box of the PivotTable Field List) to Currency (with 2 decimal places).
c. In cell A1, enter the value All Products Scenario PivotTable and format the cell with the Title cell style.
12. Go back to the All Products worksheet. Open the Scenario Manager and view the Outsource Manufacturing scenario in the worksheet.
Your workbook should look like the Final Figure on the following page. Note that some of the outcome values have been intentionally blanked out. Save your changes, close the workbook, and exit Excel. Follow the directions on the SAM website to submit your completed project.
New Perspectives Excel 2013| Tutorial 10: SAM Project 1a
Student completed little or no parts of the required assignment. Assignment was not submitted via SAM.
Student completed most of the assignment and submitted it via SAM.
Student completed the assignment with little or no error. Assignment was successfully submitted via SAM.
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A B C D E F G H I J
COMPUTER LITERACY COMPETENCY
Target: 75% or more will score 70% or higher. Target Met
<70 70-84 85-100STUDENT NO.
1 12 13 14 15 16 17 18 19 110 111 1
Totals 1 10
100% of students assessd scored 70% or Higher on the Computer Literacy Assessment.11 students completed the assessment
Global Tax Issues – Foreign Earned Income Tax Credits
Choose a foreign country where you would like to work while remaining a US citizen.
1. What are your tax reporting and tax obligations for that country?
2. What are your tax reporting and tax obligations for the US?
3. Would you receive any tax credits in the US as a result of your foreign-earned income?
4. What conditions must be met to realize foreign-earned income tax credits in the US?
ACC 129 Personal Income Taxes - Global Tax Practices
3 – Above Average
85-100
2 – Average
70-84
1 – Below Average
<70 Demonstrate socialization skills that support cultural awareness and a global perspective concerning tax practices
Demonstrates awareness of tax differences in cultures from a global perspective and reflects proper understanding of how to apply tax practices globally.
Demonstrates awareness of tax differences in cultures from a global perspective, however does not reflect understanding of how to apply tax practices globally.
Neither demonstrates an awareness of tax differences in cultures nor how to apply tax practices globally.
Proponent: Vice President for Academic and Student Services
Available online at: http://www.faytechcc.edu/institutional_effectiveness/handbookmanualplans.aspx
Fayetteville Technical Community College is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associate degrees, diplomas and certificates. Contact the Commission on Colleges at 1866 Southern Lane, Decatur,
Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Fayetteville Technical Community College.
Fayetteville Technical Community College P.O. Box 35236
X-2 Purpose of Review ....................................................................................... 3
X-3 Overview of Program Review Process ...................................................... 3 X-3.1 Program Description, Policies, and Affiliations .................................. 4 X-3.2 Program Curriculum ........................................................................... 7 X-3.3 Faculty ............................................................................................. 14 X-3.4 Resources and Support Services .................................................... 19 X-3.5 Enrollment, Recruitment, and Outcomes Assessment ...................... 21 X-3.6 Constituency Satisfaction ................................................................. 31 X-3.7 Appraisal and Direction for the Future .............................................. 32
The mission of Fayetteville Technical Community College (FTCC) is to serve our community as a learning-centered institution to build a globally competitive workforce supporting economic development. FTCC promotes the growth of the whole person in a caring environment that encourages strong ethical values, personal integrity, and a sense of responsibility to the needs of society.
X-2 Purpose of Review The purpose of program review is to strengthen department programs and increase department efficiencies and effectiveness. The review assesses and critically evaluates a program’s stated outcomes and use of supporting resources to measure if the program is fulfilling its goals and adequately supports the College mission. The process necessitates documenting successful and unsuccessful efforts, identifying future needs, and verifying compliance with accreditation and college standards. The results of the review process will serve as a tool for continuous program improvements and will impact the institutional and program-level planning and budgeting activities. Program review becomes the baseline measurement of where the program is right now, where program managers would like for it to be in the next one to five years and planned achievement targets, qualitative and quantitative measurements, analysis of those measurements to report findings, and projected action plans and dates for reaching those future objectives. Program review is not intended to replace formal assessment activities in the WEAVE Assessment Management System and is intended to provide additional support and quantitative/qualitative evidence to further support the outcomes and findings housed in WEAVE.
X-3 Overview of Program Review Process
1. The Program Review Process (PRP) begins with a Program Self-Study. The Department Chair organizes a team to conduct the Self-Study. The team must include the Department Chair (or Program Coordinator), all full time faculty members regularly teaching program courses and at least one part-time faculty member that has taught in the program for two or more semesters. All required historical statistical and numerical data will be provided by the Human Resources, Workforce Development, and Institutional Effectiveness (HR/WFD/IE) Office.
2. Teams shall use the current electronic version of the Program Review Self-Study template (Fill-in form P-1). Supplemental information and supporting documentation is highly encouraged to adequately support the program review findings.
FTCC Form P-1 4 Revised 01/02/2014
3. A full Self-Study shall be submitted to the Chief Academic Officer (CAO) every three (3) years with annual updates submitted by March 15 of the academic year during the subsequent two years. Timely submission and quality of analysis will be addressed as part of the Department Chair/Program Coordinator’s annual performance appraisal.
4. Upon submission of the full 3-year program review, the departmental Program Review Team will meet to prepare a presentation of their self-assessment findings and recommendations to the CAO, AVP for Curriculum Programs, and the appropriate Academic Program Dean. The presentation must include the Self-Study Team’s recommendations for continuous improvement and required program support to implement those improvements. These recommendations shall be considered during future budgets and personnel decisions. Department Chairs/Program Coordinators shall submit necessary budget decision packages (see fill-in forms E-5, E-6, E-28, E-15, F-2, I-11, and O-1).
5. The remainder of this publication reflects items that must be included in the program review and mirror the contents of the program review fill-in form (P-1).
X-3.1 Program Description, Policies, and Affiliations (Self-Study Team’s assessment) A. Provide a description of the program.
The Accounting curriculum is designed to provide students with the knowledge and the skills necessary for employment and growth in the accounting profession. Using the “language of business,” accountants assemble and analyze, process, and communicate essential information about financial operations. In addition to course work in accounting principles, theories, and practice, students will study business law, finance, management, and economics. Related skills are developed through the study of communications, computer applications, financial analysis, critical thinking skills, and ethics. Graduates should qualify for entry-level accounting positions in many types of organizations including accounting firms, small businesses, manufacturing firms, banks, hospitals, school systems, and governmental agencies. With work experience and additional education, an individual may advance in the accounting profession.
In addition to the degree program, Accounting offers a variety of specialized certificates such as Accounting Foundation, Cost/Managerial Accounting, Payroll, Tax Preparation, Computerized Accounting and Small Business/Entrepreneur.
Classes are available in the classroom, online, web assisted and hybrid formats to meet the needs of students with varied learning styles.
FTCC Form P-1 5 Revised 01/02/2014
B. Discuss how the program supports the College in fulfilling its mission. List your program’s mission, targeted future goals and objectives and how those goals/objectives are linked to the College’s Institutional Goals and Strategies located in the FTCC Strategic Plan.
The Accounting Program provides students with the knowledge and the skills necessary for employment and growth in the accounting profession. FTCC MISSION STATEMENT: Serve our community as a learning-centered institution to build a globally competitive workforce supporting economic development
1. Respond to student and community needs through measurable goals. Accounting Goals: Increase degree enrollment by 3% and increase graduation rates by 25% by 2018. Increase gainful employment in the student’s chosen career path. Continue to achieve 90% or better on satisfaction surveys. Method: Continue to recruit whenever possible; support students via personal evaluation and advising; engage with possible employers; pursue Work-Based Learning opportunities; maintain faculty professional development; seek recommendations from the Advisory Committee.
2. Establish a culture of quality customer service. Accounting Goals: Same as above. Method: Support students via personal evaluation and academic advising; ensure that faculty members are available to assist students when needed.
3. Ensure fiscal responsibility, accountability and financial stability. Accounting Goals: Same as above. Method: Submit and/or communicate program personnel and equipment needs.
4. Focus on workforce preparedness to support economic development. Accounting Goals: Strengthen and improve job placement. Work closely with the Accounting Advisory Committee to meet employer needs. Pursue Work-Based Learning opportunities. Method: Continue to network with potential employers, advisory committee members, and Work-Based Learning staff to locate job opportunities; promote participation at job fairs; reach out to veterans and their organizations; continue to review and revise curriculum and course offerings.
C. Beyond general College admission policies, list any special requirements pertaining to program admission (i.e. passing a background check, GPA requirement, etc.).
None.
FTCC Form P-1 6 Revised 01/02/2014
D. List articulation or other such agreements that the program currently has with
other community colleges or four-year institutions. Briefly describe the details of
such agreements, including when the agreements were last reviewed, updated
and approved by the partnering colleges.
Effective date Auto Renew/Term Date Review Date
Articulation Agreements:
Accounting Franklin University Mar-03 YES 19-Mar-13
Accounting UNC-Greensboro Apr-14 YES
Instructional Service Agreement (FTCC host college): Accounting Bladen CC Dec-05 YES 19-Mar-13 Memorandum of Understanding: Accounting DoD Ft. Bragg 27-Mar-12 27-Mar-17 17-Jan-13 The Business Management Division Program Coordinators met with their counterparts from Fayetteville State University two times during 2013. FSU has agreed to accept all of the courses in the Accounting Program; however, many of the accounting courses will count only as electives. During the personal advising meetings, faculty members (advisors) encourage students to check with the colleges they are transferring to for acceptance of transfer credits.
E. List specific linkages or partnerships the program has with local businesses, community or civic organizations, K-12 schools, etc. Briefly describe the nature of such partnerships. Include relevant contact information for partnering businesses, organizations, etc.
Beginning in Fall 2014, the Accounting Program began offering an Accounting Foundations Certificate (C25100H1) through the FTCC College High School Connections Program. This exposure to the high school students will hopefully spark interest in the accounting field and the Accounting Program at FTCC. The Department Chair supervised Co-op Accounting students and made work site visits to various local businesses. Accounting instructors are members of/and or leaders in the following community, professional or civic organizations: American Institute of Certified Public Accountants (AICPA); North Carolina Association of Certified Public Accountants (NCACPA); Institute of Management Accountants (IMA); National Association of Tax Preparers; National Realtors Association; NC Association of Realtors; Business Succession Network Forum; American Mensa; NC Community Colleges Faculty Association. This strong community involvement has helped to promote the Accounting Program and the College at large.
FTCC Form P-1 7 Revised 01/02/2014
X-3.2 Program Curriculum
(Self-Study Team’s assessment)
A. List the program’s approved plan of study. Provide the suggested sequence of course numbers, titles, and credits.
FAYETTEVILLE TECHNICAL COMMUNITY COLLEGE
ACCOUNTING (A25100)
Effective: Fall 2014
Revised: 01/08/14
Length: 5 Semesters
Prerequisite: Placement Test Equivalent
Award: Associate in Applied Science
FALL SEMESTER 1
Prefix No.
Title
Class Lab Clinical Credit
ACC120 Prin of Financial Accounting 3 2 0 4
CIS110 Introduction to Computers 2 2 0 3
or
CIS111 Basic PC Literacy 1 2 0 2
ENG111 Expository Writing 3 0 0 3
Math Elective 2 2 0 3
----- ----- ----- -----
Totals 9 6 0 12
SPRING SEMESTER 1
Prefix No.
Title
Class Lab Clinical Credit
ACC121 Prin of Managerial Accounting 3 2 0 4
ACC129 Individual Income Taxes 2 2 0 3
ACC149 Intro to Acc Spreadsheets 1 2 0 2
BUS115 Business Law I 3 0 0 3
ECO252 Prin of Macroeconomics 3 0 0 3
----- ----- ----- -----
Totals 12 6 0 15
SUMMER SEMESTER 1
Prefix No.
Title
Class Lab Clinical Credit
Hum/Fine Arts Elective 3 0 0 3
Soc/Behav Science Elective 3 0 0 3
----- ----- ----- -----
Totals 6 0 0 6
FALL SEMESTER 2
Prefix No.
Title
Class Lab Clinical Credit
ACC130 Business Income Taxes 2 2 0 3
ACC150 Accounting Software Appl 1 2 0 2
ACC151 Acct Spreadsheet Appl 1 2 0 2
ACC220 Intermediate Accounting I 3 2 0 4
ACC225 Cost Accounting 3 0 0 3
----- ----- ----- -----
FTCC Form P-1 8 Revised 01/02/2014
Totals 10 8 0 14
SPRING SEMESTER 2
Prefix No.
Title
Class Lab Clinical Credit
ACC140 Payroll Accounting 1 2 0 2
ACC221 Intermediate Accounting II 3 2 0 4
ACC226 Adv Managerial Accounting 3 0 0 3
Communications/English Elective 3 0 0 3
Major Elective 6 0 0 6
----- ----- ----- -----
Totals 16 4 0 18
TOTAL REQUIRED CREDITS.... 65
Work Based Learning Option: Qualified students may elect to take up to three (3) credit hours of Work Based Learning in lieu
of
a Major elective provided they acquire approval from the Co-op/Work Based Learning Coordinator and the Department
Chairperson.
*Note: Students may not take an introductory foreign language to fulfill the Humanities/Fine Arts requirement.
PROGRAM FACT SHEET
ACCOUNTING A25100
The Accounting curriculum is designed to provide students with the knowledge and the skills necessary for employment and
growth in the accounting profession. Using the “language of business,” accountants assemble and analyze, process, and
communicate essential information about financial operations.
In addition to course work in accounting principles, theories, and practice, students will
study business law, finance, management, and economics. Related skills are developed
through the study of communications, computer applications, financial analysis, critical
thinking skills, and ethics.
Graduates should qualify for entry-level accounting positions in many types of organizations including accounting firms, small
businesses, manufacturing firms, banks, hospitals, school systems, and governmental agencies. With work experience and
additional education, an individual may advance in the accounting profession.
Awards
Associate Degree: Accounting (A25100) Length of Program: 5 Semesters
Prerequisite: High School Diploma, 2
units of Algebra, Placement Test
Equivalent
Diploma: Not Applicable Length of Program:
Prerequisite:
Certificate: Payroll Accounting Certificate (C25100C1) Length of Program: 3 Semesters
Prerequisite: Placement Test Equivalent
Certificate: Tax Preparer Certificate (C25100C2) Length of Program: 2 Semesters
Prerequisite: Placement Test Equivalent
Certificate: Computerized Accounting Certificate (C25100C3) Length of Program: 3 Semesters
Prerequisite: Placement Test Equivalent
Certificate: Small Business/Entrepreneur Certificate (C25100C4) Length of Program: 3 Semesters
Prerequisite: Placement Test Equivalent
FTCC Form P-1 9 Revised 01/02/2014
Certificate: Cost/Managerial Accounting Certificate (C25100C5) Length of Program: 4 Semesters
Prerequisite: Placement Test Equivalent
Certificate: Accounting Foundations Certificate (C25100H1) Length of Program: 2 Semesters
Prerequisite: Placement Test Equivalent
Work Based Learning Requirements/Opportunities: For Work Based Learning education requirements/opportunities please
see the appropriate Program Sequencing sheet.
License or Certification Information: None Required
Application Deadlines: The program is designed for a student to enter during the fall semester. A student may enter at other
times with approval of the Department Chairperson.
Scholarship/Title IV Financial Aid/VA Services: Scholarships/Title IV Financial Aid/Veteran's assistance may be available
for associate degrees. Certificates and diplomas that fall under this program/area of study may or may not be eligible for
Scholarship/Title IV Financial Aid/VA Services. Please contact the Financial Aid Office, Student Center, Room 126; Telephone
(910) 678-8242. Veterans Services, Student Center, Room 119, (910) 678-8395.
Child Care Financial Assistance Information: See Child Care Associate, Student Center, Room 142; Telephone: (910) 678-8486
B. State the specific student learning outcomes and graduation competencies of the program. Describe them in measurable terms including discussion of the department approved metrics/rubrics used to assess those competencies. Include references to the program’s general education outcomes and career-related skills. For example, link program outcomes to the approved FTCC General Education Competencies located on the College’s Human Resources, Workforce Development and Institutional Effectiveness website.
These Accounting competencies will be under review beginning with the 2014-2015 Assessment Process alongside the coordination with the FTCC Core Competencies. Measurable objectives will be established within identified courses, targets will be stated, and then outcomes determined using department approved rubrics and metrics.
1. Analyze & Record Business Transactions 2. Accomplish Period End Procedures 3. Prepare Financial Statements 4. Maintain Payroll Records 5. Prepare Payroll Reports 6. Property Value & Record Assets 7. Property Value & Record Liabilities 8. Property Value & Records Owners Equity Transactions 9. Property Value & Record Revenue & Expenses 10. Understand Concepts of Present & Future Value 11. Understand Methods of Accumulating and Controlling Cost 12. Have a Basic Knowledge of the Federal Tax Code
FTCC Core Competencies (Accounting competencies #) : 1) Communicate effectively using the conventions of American Standard English in professional and academic environments. (2,3) 2) Use critical thinking to analyze problems and make logical decisions. (1 through 12) 3) Demonstrate socialization skills that support cultural awareness and a global perspective. 4) Demonstrate quantitative competencies. (1 through 12) 5) Demonstrate computer literacy. (1 through 12)
C. How does the curriculum ensure that it is and/or remains relevant to students in the 21st century and the expected challenges and opportunities they will face upon graduation?
Oversight of the Accounting Program is maintained by the new (Sep 2014) Department Chair and accounting faculty. Textbooks, instructor supplements, and publisher online homework platforms are continually reviewed for update and replacement. Because computer literacy is a FTCC core competency, Accounting faculty constantly stresses the use of technology. The Accounting Advisory Committee provides insight and recommendations to the Department Chair to ensure the curriculum remains relevant.
D. Describe the methods (formal and/or informal) used to ensure continued program currency. How the faculty is involved in the process to maintain program currency? How is the program advisory committee involved? How have outside consultants been used?
Full-time Faculty members at FTCC are required to complete 30 hours of professional development (PD) annually. All of the full-time accounting instructors have exceeded this requirement. PD forms (P-14) are attached. No Advisory Committee meetings were held during the 2013-2014 academic year due to the prolonged absence of the Department Chair. A meeting is planned during the Fall 2014 semester. No outside consultants have been used in the recent past.
FTCC Form P-1 11 Revised 01/02/2014
E. What changes have been made to the curriculum program of study during the past three years? Why were these changes made? Did the changes result in anticipated outcomes originally driving the change?
The Accounting Program of study was reduced several times; first from 70 credit hours to 68 credit hours; and then to its current 65 credit hours. These reductions in credit hours were directed by the Systems Office. These cuts have not sacrificed the currency or quality of the program. The changes have shortened the time from school to employment furthering student success. Not only were credit hours changed but the entire curriculum was overhauled in the fall of 2013 to meet the needs of students in the 21st Century. The curriculum had never before been redesigned to this extent since its inception over 40 years ago. Needless to say, the curriculum had become stale and had lost its relevancy. Instead of focusing on those students seeking CPA certification, the curriculum now focusses on preparing students for the workforce. Karen Elsom researched comparable accounting curriculums at all fifty-two colleges in the NC Community College System to include certificate programs, diploma programs as well as degree programs. After reviewing all programs, she worked to design a new accounting curriculum containing the best and most relevant courses. The new curriculum is streamlined, focusing on course work to get accounting jobs after degree completion. Elective courses were narrowed to encourage specific subject matter that is relevant to the accounting degree. The Accounting Department discussed various choices and sequencing. Since certificates had never before been offered, five certificates and a high school certificate were added as a part of the new accounting program update. These certificates focus on payroll, tax preparation, managerial/cost accounting, small business/entrepreneur and computerized accounting. Since the new curriculum just became effective in fall 2014, there has not been sufficient time to evaluate anticipated outcomes.
F. What curriculum changes are currently being considered? Why?
Since the new curriculum just became effective in fall 2014, no curriculum changes are being considered at present. However, the new curriculum and its associated certificates will be closely monitored and evaluated over the next 2 years to determine if further changes are warranted.
FTCC Form P-1 12 Revised 01/02/2014
G. List members of the program’s advisory committee (if one exists). Include names, titles, and backgrounds, how long members have served, and any criteria used by the program leadership to select members.
Last name First name Position Employer INITIAL DATE
Bundy J. Michael Finance Officer Cumberland County
Schools
Coats Arlene Chief Financial Officer North Carolina Indian
Housing Authority 2009
Hall William Former Accounting Dept
Chair Hall Construction
Company 2012
Loving Sylvester Accountant PWC 2007
Padrick J. Ronald Accountant Tippett, Padrick, Bryan &
Merritt, CPAs 2009
Saleeby Jeff Controller Systel Office Equipment 2006
Utley W. Lee Accountant Utley & Knowles, CPAs 2001
Whalley Monika K. Staff Accountant John Ayers, CPA 1999
Members of the community currently employed or actively involved in the accounting profession are asked to join the Advisory Committee.
H. How often does the advisory committee meet? Describe how active the committee is as issues are discussed related to the program. Identify how meetings are conducted and how recommendations are put forward for consideration of approval. Attach a copy of the last advisory committee meeting minutes as supporting documentation.
The Advisory Committee meets three times annually. Typically, two face-to-face meetings and one virtual meeting are held. No meetings were held during the 2013-2014 academic year due to the prolonged absence of the Department Chair. A meeting is planned during the Fall 2014 semester. A suggestion has been made that one advisory committee be created for all business program areas, but no decision has been made to date. The minutes from the last Advisory Committee meeting held on Nov 15, 2012, are attached.
FTCC Form P-1 13 Revised 01/02/2014
I. What specific issues or concerns have been addressed by the advisory committee during the past three years? Describe any activities the department has used over the last 3 years suggested by the committee related to keeping the curriculum current. Relate how effective the committee is at communicating its concerns and how the advisory committee’s effectiveness might be improved.
The last meeting was held in November of 2012. The committee expressed concerns about the quality of online courses. Since then, online accounting courses are now richer in content to encourage student engagement and retention. Also there was discussion concerning retention and prerequisites. Over the last several years, the Accounting Department has placed a great deal of emphasis on retention and ensuring that students take the proper math and English prerequisites before beginning accounting courses. To improve the committee’s effectiveness, an attempt will be made to solicit new members. Meetings will be help in accordance with FTCC policy and the entire Accounting Department will be included in the process. The Accounting Advisory Committee is a valuable tool that can be better utilized to ensure that the Program remains current and relevant to the needs of the community.
FTCC Form P-1 14 Revised 01/02/2014
X-3.3 Faculty
(Self-Study Team’s assessment)
A. For the past three (3) academic years, provide the total number of sections,
by course number, run by the program and the percentage of those that were taught by full-time faculty members.
Accounting Core Courses Offered by Semester (Fall 2010-Fall 2013)
ACC-269 **** 1 **** **** 1 **** **** 1 **** **** *Core Course only offered during Fall and Spring terms. **Core Course not offered. ***Core Course only offered during the Fall term. ****Core Course only offered during the Spring term. *****Core Course only offered during Spring and Summer semesters.
******Core Course no longer offered.
FTCC Form P-1 15 Revised 01/02/2014
In addition to the four full time Accounting Department faculty members, the Department relies heavily on two instructors in the Business Administration Department. These two faculty members on average teach a half load each in the Accounting Department. Therefore, it is clear that the Accounting Department needs one additional dedicated full time faculty member. Going forward, this becomes more critical since the new accounting curriculum with its new certificate programs contain more accounting specific course than in the previous curriculum. One adjunct instructor is being used in the fall 2014 semester.
B. Define the criteria used to determine faculty qualification to teach in the program. List any degree requirements, as well as relevant certification, licensure, and experience used to evaluate candidates during the hiring process.
Full-time faculty are required to have a MBA or Master’s Degree in the field of business or accounting as well as 18 graduate level credit hours in accounting. Experience teaching accounting courses and/or work experience in the field as well as online teaching experience is preferred. There are no certification or licensure requirements; however, two instructors in the Department have CPA licensure. In addition, all faculty in the department have completed or are in the process of completing the Excellence In Teaching certification and Certified Online Instructors training, full and part time.
FTCC Form P-1 16 Revised 01/02/2014
C. Are all faculty (full-time and part-time) appropriately credentialed and qualified to teach in the program? Please explain and provide a list of faculty (including their rank, length of service, highest degree, areas of specialization, and relevant experience).
All full-time and adjunct FTCC faculty members are appropriately credentialed and qualified to teach within the Accounting Program.
NAME RANK LENGTH OF
SERVICE YEARS
DEGREE / AREAS OF
SPECIALIZATION
RELEVANT EXPERIENCE
Karen Elsom Dept Chair FT Faculty
27 MBA FTCC 27 yrs. FT; US Army Mgmt/Budget analyst 8 yrs.
Ron O’Brien FT Faculty 20 MBA-Intermediate Accounting, CPA
FTCC 20 yrs. FT; 7 yrs. pt
Barbara Hill-Jones
FT Faculty 23 MBA-Cost Accounting
FTCC 23 yrs. FT; FSU 13 yrs.
David Creedon FT Faculty 10 Masters-Accounting CPA, CMA
FTCC 10 yrs. FT; Controller 10 yrs.
James Moisley*
PT Faculty 23 MBA FTCC 9 yrs. FT; 14 yrs. PT
Dennis Sheridan*
PT Faculty 15 MBA-Payroll, Tax FTCC 15 yrs. FT; US Army (Retired) Comptroller 3 yrs.
*These instructors are assigned to Business Administration but teach on average, half-loads in Accounting. In Aug 2014, one fully qualified adjunct was hired to teach 1 course in second 8-week fall term.
FTCC Form P-1 17 Revised 01/02/2014
D. Are all faculty, including adjuncts, evaluated on a periodic basis? If so, what is the schedule for the process? Is the program up-to-date on the completion of faculty evaluation? Why or why not? What have been the general findings of the evaluations?
All Accounting faculty members are evaluated on an annual basis. The evaluation process occurs during the spring semester (April). The Accounting Program is up-to-date with the faculty evaluation process. All full-time faculty are evaluated annually (Employee Performance Appraisals) and Faculty Teaching Observations are done in face-to-face classes as well as fully online classes by the Department Chair. Based on the most recent evaluations, the best opportunity for Accounting faculty is the improvement of course websites to meet online standards which is an ongoing process. Feedback and coaching are a continuous process. To raise standards and to maintain rapport, honest conversations are a necessity and must be regularly conducted. When strengths are identified, faculty members receive praise. When weaknesses are recognized, they are addressed and a plan for improvement is suggested. Adjuncts are evaluated by their supervisor annually by Faculty Teaching Observation both in face-to-face and online courses. Students also evaluate their classes.
E. Describe full-time faculty participation in professional development opportunities. Explain how professional development contributes to the overall effectiveness of the program. Provide a list of faculty and their professional development experiences for the past three (3) years.
Full-time faculty at FTCC are required to complete 30 hours of professional development (PD) annually. All Instructors have far exceeded the required 30 hours each year. Faculty expand their general and specific job knowledge through academic courses, WBL students and their employers, committee meetings, webinars, training sessions, and workshops. The past three years of professional development for each faculty member are attached in the Appendix. (The PD form for Barbara Hill-Jones for 2012-2013 was not recoverable and is not included.)
FTCC Form P-1 18 Revised 01/02/2014
F. Describe full-time faculty research initiatives, conference or other presentations, and publishing ventures. Explain how faculty research projects contribute to the overall effectiveness of the program. Provide a list of faculty, their research projects, and presentations/publications.
No conference presentations, research initiatives, or publishing ventures have been undertaken during this review period. The Department Chair is planning a presentation for the next NCCCS Conference in 2016 and a professional development presentation on the Program Review process at FTCC in 2015.
FTCC Form P-1 19 Revised 01/02/2014
X-3.4 Resources and Support Services (Self-Study Team’s assessment)
A. Does the program use labs, unique classroom spaces such as clinical sites, or specialized equipment or supplies? If so, please provide details.
Classes are now taught in Cumberland Hall (CUH) and occasionally in the Advanced Technology Center (ATC). The Cumberland Hall accounting classrooms are equipped with tables, a single computer and a ceiling-mounted projector. In future semester scheduling, the Department Chair is going to request that more classes be taught in the GCB and ATC because of the enhanced technology. Most accounting courses have a publisher web-based homework management system that instructors use in the flipped classroom teaching format.
B. Are the spaces and supplies mentioned above adequate in meeting the needs of the program and its students? Indicate the strengths and limitations of the resources provided. Please include recommendations for how their provision could be improved.
Using the GCB and ATC classrooms in the future semesters will encourage students to enhance their computer literacy and skill sets as well as allow for the use of flipped classroom techniques in teaching.
C. Does the program receive support services from the Library, Information
Technology, Student Development, or any other offices or departments? Please
list the service providers and their contributions to the program. Be sure to
include other academic departments that contribute to the success of the
program.
The Accounting Program receives excellent support from:
Registration & Records (assists with student issues with transcripts, program updates, etc.)
Library - The Accounting Department has made textbook donations to the library to update supportive material. The Department Chair makes annual visits to the library to ensure that materials are current and to recommend disposal of obsolete materials.
MIS (technology support) - MIS has ensured that QuickBooks is loaded on computers in the open lab for accounting student use.
Veterans Services (student support)
Learning Center (student support) – 2 dedicated accounting Learning Center employees provide assistance to accounting students virtually any time the center is open.
FTCC Form P-1 20 Revised 01/02/2014
D. Are the support services mentioned above adequate in meeting the needs of the program and its students? Indicate the strengths and limitations of the services provided. Please include recommendations for how services could be improved.
The support services mentioned above provide adequate support for the program Continued coordination with support activities will assist in the maintenance of program currency and relevancy.
E. Does the program anticipate needing any non-routine budget allocations
during the next three years? If so, please provide details. For example, will more
faculty be required based on enrollment projections or will inadequate or
outdated equipment or classroom space need to be replaced or improved?
In addition to the four full time Accounting Department faculty members, the Department relies heavily on two instructors in the Business Administration Department. These two faculty members on average teach a half load each in the Accounting Department. Therefore, it can be seen that the Accounting Department needs one additional, dedicated full time faculty member. In addition, the Accounting Department is a service department in that all Business Administration students are required to take a course in Financial Accounting as well as Funeral Services students. As those departments grow, it will result in increased demand for accounting courses. Going forward, the need for an additional faculty member becomes even more critical since the new accounting curriculum with its new certificate programs contain more accounting specific courses than in the previous curriculum. Furthermore, additional computer lab classroom space will be needed since most accounting courses employ publisher developed online learning management systems requiring computers. As more and more instructors begin to utilize the flipped classroom approach to teaching, more lab space will be required going forward. In future semester scheduling, the GCB and ATC will be requested due to the enhanced technology.
F. Please describe your relationship with the FTCC Grants Department. Please describe all activities your department has engaged in to receive grants during the past three (3) years.
No grants were received during the past three years.
FTCC Form P-1 21 Revised 01/02/2014
X-3.5 Enrollment, Recruitment, and Outcomes Assessment
A. Analyze the number of FTE generated by courses in the program for the past three (3) academic years. What are the specific causes for upward and downward trend lines?
FTCC Form P-1 22 Revised 01/02/2014
The Accounting degree overall annual FTE remained stable from 2010-2011 to 2011-2012, but grew by 14% from 2011-2012 to 2012-2013. Fall degree enrollment likewise has steadily increased until Fall 2013 which showed a 9% decrease. In addition, the Accounting Department is a service department in that all Business Administration students are required to take a course in Financial Accounting as well as Funeral Services students. As those departments grow, it will result in increased demand for accounting courses. Continued growth at the 3% target rate is expected for the program. Many high-skill occupational categories are projected to see rapid job growth over the next ten years, including business & financial operations occupations (18% growth). Moreover, the addition of five new certificates will serve as a portal for Business Administration who may choose to switch to an Accounting degree or pursue a second degree in Accounting. Furthermore, the addition of a new high school certificate in accounting will help spark interest on the part of high school students potentially leading to enrollment in the degree program. Emphasis on certificate enrollment will be increased during student introduction, advising and in accounting classes coupled with increased marketing concerning the advantages of the certificates. The Department Chair will also be preparing an article for the Up and Coming, to be published in the spring of 2015 highlighting the new certificates. Source: Economic Overview & Program Gap Analysis prepared by EMSI, June 2014
FTCC Form P-1 23 Revised 01/02/2014
B. Identify the program’s primary competitors. Beyond general College-wide advertising, what concrete marketing strategies have been used by the Department to promote the program and attract students that might otherwise enroll elsewhere? What exceptional program characteristics could be leveraged to distinguish the program from competing programs (e.g., faculty credentials, unique course offerings, work-based or other innovative learning opportunities, and so on)? In what ways does the program faculty work with the admissions staff to recruit students for the program?
The primary competitors would be other Community Colleges with accounting programs and four-year universities with Accounting Programs (Fayetteville State, Methodist University, Campbell University, and UNC-Pembroke). FTCC does have a cost advantage as well as the program being offered online. FTCC’s Accounting Program is differentiated from its competitors by being affordable, flexible and accessible with main campus, Ft. Bragg, hybrid and online courses. Also our courses are designed to take the student from the classroom straight to the workplace. Furthermore, the local universities do not offer the specialized certificates that have been recently added to the curriculum. The Accounting Program has been active with WBL, Work-based Learning Program (formerly called Cooperative Education) for several years. The program allows six hours of WBL which is more than most other programs. WBL not only benefits the students but also allows the Department Chair to draw attention to the program and network with potential employers for accounting students and promote the Accounting Program and the College through worksite visits throughout the community. The Accounting Department has also participated in several College Open House events to bring added exposure to the Department and attract student interest. The Department Chair plans to meet regularly with the admissions staff to provide information needed to place students in the Accounting Program.
FTCC Form P-1 24 Revised 01/02/2014
C. Provide the number of students who graduated with a major or minor from the program in the past three years.
Accounting continues to strive to achieve the 25% graduation rate by 2018. Improved retention is a pathway to a higher graduation rate. Accounting will stress certificate completion with the recent addition of six certificates as well as degree completion. Besides serving as a resume booster, certificates demonstrate to potential employers that the individual has the initiative to follow through and complete a program of study. Furthermore, certificate completion can be a motivator for the student in degree program completion.
FTCC Form P-1 25 Revised 01/02/2014
D. Does the program have a retention plan? If so, please describe retention efforts. List all instructors with their retention rates for the past 3 Semesters. What efforts are made to address faculty members with a retention rate that is less than the program’s overall retention rate and the overall FTCC retention rate? What efforts are made to capitalize on the successes of those instructors with a retention rate higher than the Program retention rate?
Accounting Core Course Retention by Instructor (Fall 2010-Fall 2013)
Sheridan, Dennis M. 63% 53% 60% 67% 72% 72% 71% 63% 82% 77% *Did Not Teach Core Course **Please note that some instructors may teach in multiple curricular divisions.
FTCC Form P-1 26 Revised 01/02/2014
Yes, all instructors in the Accounting Program are highly focused on retention. Faculty members are encouraged to use the S-22 Student Retention Form when they reach out to students who may be having difficulties. Furthermore, faculty members are also encouraged to use the Blackboard Retention Center to document and track retention efforts Overall, the retention rates in Accounting are satisfactory and above the College average. The Department Chair will be working with those instructors whose retention rates fall below the department average to explore teaching techniques to reach all types of learners. Also workshops will be conducted by the Chair and textbook representatives to train accounting instructors in new technologies offered by the publishers. Dennis Sheridan and James Moisley are assigned to the Business Administration Department but teach half loads in the Accounting Department. The Department Chair is working with the Business Division Chair to address below average cross-departmental retention rates
E. Does the program lead to certification or licensure exams? If so, please list
the exams. What were the pass rates of graduates for the past three years?
No; however, a few students continue with their education and earn Bachelor’s Degrees in accounting and eventually become Certified Public Accountants. The vast majority seek local employment upon graduation from FTCC.
F. If the program prepares students for the labor force, provide an overview of the relevant local, state and national job market. Include potential careers and whether job growth is expected in those areas. Address how program outcomes relate to the skills employers seek in those areas.
The FTCC/FAY/FBG local area is ripe with opportunities in finance and accounting. Many high-skill occupational categories are projected to see rapid job growth over the next ten years, including business & financial operations occupations (18% growth). Detailed employment projections show a growth rate in jobs for accountants and auditors of 6% over the next five years.
Economic development strategy reports indicate an industry target of high value business and financial services that best matches the Cumberland County and Fayetteville’s competitive advantages. This industry segment includes financial transactions, processing, reserve and clearing house activities, payroll services and third-party administration of insurance and pension funds. Source: Economic Overview & Program Gap Analysis prepared by EMSI, June 2014
FTCC Form P-1 27 Revised 01/02/2014
G. What is the process for assessing student outcomes and competencies (e.g., student portfolios, written or verbal comprehensive exams, senior or master’s theses, review by faculty panel, or capstone projects)? Attach any relevant assessment templates.
Accounting graduates are required to earn above a “D” or better in all courses required for program credit. Students must earn a program GPA of 2.00 and a college overall GPA of 2.00 or better to graduate. Currently, the best way to assess overall student success in the Accounting Program of study is through the College’s assessment program and graduation rates. Beginning with the 2014-2015 assessment period, the Accounting Program will assess the college core competencies and at least one of the Accounting Program’s technical competencies. These technical competencies will be reviewed for continued relevance and either improved or removed.
FTCC Form P-1 28 Revised 01/02/2014
H. Detail the last formal assessment plan completed by the program. Summarize
the results. With the goal of improving student learning outcomes, what changes
to the program are/were suggested after analysis of the data outcomes, findings
and action planning related to the assessment? How are these improvements
being implemented? Please indicate how much progress has been made and
what needs further attention.
Tip: Some potential changes are different program admission requirements, incorporating internships or work-based learning experiences, varying instructional methods, enhancing student assessment strategies, integrating technology, better coordinating faculty efforts, and seeking external program accreditation.
1. Critical Thinking Target Students will utilize critical thinking to analyze a comprehensive accounting problem and make logical decisions to solve and present the solution. Why: Students must be able to use critical thinking skills to make logical decisions and analyze financial data to successfully record and prepare subsequent financial statements. How: The problem will be graded based on completeness and accuracy. The grade component for each portion will be: 25% for journaling and posting, 25% for worksheet, 25% for financial statements and 25% for post-closing. When: Comprehensive Problem 1 will be required fall semester Who: The Department Chair and instructors teaching the course will collect and record all results. Reported Findings: Target Met ACC 120: 85% of the students were able to successfully complete the assigned project using critical thinking skills to solve quantitative problems using homework software.
2. Quantitative Competencies Why: To demonstrate competency in analyzing and preparing financial statements and reports from financial data. How: Students must journalize, post to the ledgers, prepare an unadjusted trial balance, prepare an end of period spreadsheet (worksheet) journalize and post adjusting entries, prepare an adjusted trial balance, prepare financial statements, journalize and post-closing entries, and prepare a post-closing trial balance for an accounting cycle for a company. The problem will be graded based on completeness and accuracy. The grade component for each portion will be: 25% for journalizing and posting, 25% for worksheet, 25% for financial statements and 25% for post-closing. When: Problems will be submitted during fall semester. Who: The Department Chair and instructors teaching the course will collect the submissions and record the results. Reported Findings: Target Met ACC 120: 85% of the students were able to successfully complete the assignment using quantitative skills.
3. Computer Literacy Students will demonstrate computer literacy.
FTCC Form P-1 29 Revised 01/02/2014
Why: Computer literacy is necessary as all data for Comprehensive Problem 1 must be entered into an electronic spreadsheet. How: The problem will be graded based on completeness and accuracy. The grade component for each portion will be: 25% for journalizing and posting, 25% for worksheet, 25% for financial statements and 25% for post-closing. When: Problems will be submitted during fall semester. Who: The Department Chair and instructors teaching the course will collect the submissions and record the results. Reported Findings: Target Met ACC 120: 94% of the students successfully completed and submitted their assignment using online homework software.
4. Communicate Effectively What: Students in ACC 221 Intermediate Accounting II (required for all accounting majors) will analyze global accounting situation, draw conclusions, and communicate those conclusions to other students and the instructor. Why: Students must be able to communicate effectively with customers, employers, and co-workers. How: Students will communicate effectively using the conventions of American Standard English in professional and academic environments. The assignment will be graded based on content (50%) grammar & punctuation (25%), and opinion (25%). When: Papers will be submitted Fall semester. Who: The Department Chair and instructor teaching the course will collect the submissions and record the results. Reported Findings: Partially Met 80% of students in ACC 221 (12/15) received a grade of 85% or higher on the project which was to take a position for or against IFRS (International Financial Reporting Standards.) This target has been partially met. Due to misalignment of the assessment process and the grading approach, the supporting documentation (the rubric) for this objective cannot be supplied to illustrate the achievement of the learning objectives. Assessment results indicate completion only. This objective has been analyzed as comprehensively as possible and in upcoming cycles, a number of improvements will occur as specified in the action plan.
5. Global Perspective Students will demonstrate socialization skills that support cultural awareness and a global perspective. What? Students in ACC 221 Intermediate Accounting II (required for all accounting majors) will analyze a global accounting situation, draw conclusions, and communicate those conclusions to other students and the instructor. Why? Students must be aware of differing cultures and have a global perspective to be successful in business. When: Papers will be submitted fall semester. How: The written assignment will be graded based on contents (50%), grammar & punctuation ( 25%) and opinion (25%). Who: The Program coordinator and instructor teaching the course will collect the submissions and record the results. Reported Findings: Partially Met
FTCC Form P-1 30 Revised 01/02/2014
80% of students in ACC 221 (12/15) received a grade of 85% or higher on the project which was to take a position for or against IFRS (International Financial Reporting Standards.) This target has been partially met. Due to misalignment of the assessment process and the grading approach, the supporting documentation ( the rubric) for this objective cannot be supplied to illustrate the achievement of the learning objectives. Assessment results indicate completion only. This objective has been analyzed as comprehensively as possible and in upcoming cycles, a number of improvements will occur as specified in the action plan. Assessment Analysis Questions What were the strengths of your assessment process?
This assessment indicates that accounting students are proficient in critical thinking, quantitative literacy and computer literacy skills Future assessments will be designed to ensure that these competencies are still being met.
What were the weaknesses of your assessment process? Weaknesses identified include global awareness, effective communication and the assessment process itself. More global discussions need to be incorporated in our courses. The importance of effective communication must also be stressed. Finally, there was difficulty in the assessment process itself this past year. Data was incorrectly gathered in some cases, and participation in the assessment process was not 100%. What was learned as a result of your assessment process?
The assessment process is vital in determining if program competencies are being met. More global discussions need to be incorporated in the accounting courses. Global issues should be discussed as a regular part of the class rather than only emphasized for assessment. Students need more assistance with communication. In the future, assessment must be a collaborative effort with everyone in the department participating.
How will what was learned impact the direction and emphasis of your academic or support unit? The results of the assessment process will be used to guide the content emphasized in the program. The assessments will assist the faculty in determining students' comprehension and help to identify weak areas. The assessments for 2014-2015 have already been changed along with courses assessed to better gauge learning outcomes. The necessity of incorporating global awareness and communication exercises into the courses has been communicated to the accounting faculty.
FTCC Form P-1 31 Revised 01/02/2014
X-3.6 Constituency Satisfaction
(Self-Study Team’s assessment)
A. What inquiries have been taken in the past three (3) years to determine the level of satisfaction from current students, alumnae, employers, and other relevant groups? Describe the data collected by the program and how it relates to issues such as learning outcomes, employability, and preparation for life after college.
The Alumni Graduate Survey is attached for years 2009-2013 for the Program. The Job Placement Report for 2009-2013 is also attached as well as the self-assessment of confidence levels for the five Core Competencies (listed earlier in this report) for the years 2011-2013.
B. What were the results of these inquiries based upon the faculty review and analysis of the reported data? Please attach any relevant reports, survey analysis instruments, etc. How has the program responded to suggestions for improvement or findings of dissatisfaction? (Note: The Director of Institutional Effectiveness will provide available trend charts related to job placement rates, employer surveys, graduate surveys, current student surveys and related at the time the program review is released).
The Alumni Graduate Survey for the program for the Average Satisfaction Rates was as follows: 2011-99%, 2012-94%, & 2013-93%. The average fell in 2012 and 2013 due to decreases in quality of One Stop Shop, Counseling Services, and Career Services. Quality of Instruction in Program area and Overall quality of the academic program were as follows: 2011 -100%; 2012 - 92%; and 2013 -100% for both questions. All graduates responded 100% satisfaction with their self-assessment of the five Core Competencies in the Program. The Employer Survey showed 100% satisfaction with the Accounting Program for 2010 and 2011, the last two years that responses were obtained. Based on the analysis of the data collected, students and employers are satisfied with the Accounting Program.
FTCC Form P-1 32 Revised 01/02/2014
X-3.7 Appraisal and Direction for the Future A. What are the projected enrollments for this program for the next three years?
Based on the Program and College goal to increase enrollment by 3% over the course of three years: starting at 135 students enrolled in the program in Fall 2013, enrollment is projected to reach 139 in Fall 2014; 143 in Fall 2015; and 148 in Fall 2015. In addition, the American Southern Region will witness an 11% increase in the number of high school graduates leading toward the 2021 academic year. Based on these growth projections, FTCC can anticipate higher enrollments in the Accounting Program over the next three years. Source: FTCC 2014-2015 Planning Assumptions and Trends (see attachment).
B. Are there opportunities to expand this program (e.g., increase enrollments, add new concentrations, offer distance-learning courses, or increase assistance to graduates of the program with job placement support during program attendance and after graduation)? Please explain. What resources would be required to expand the program successfully?
At this point in time, adding new courses or expanding online opportunities is unwarranted since the program was just revamped. As we progress through the first iteration of the new program, strengths and weaknesses will be identified and the program will be tweaked accordingly. The Accounting Department needs one additional full time faculty member to expand successfully. The new curriculum requires more accounting courses than the previous curriculum and five certificates have been added along with a high school certificate. It is imperative that we have full time dedicated faculty to successfully implement this new curriculum and related certificates instead of relying on instructor availability from another department. In addition, expansion of WBL participation will be emphasized by Accounting faculty in conjunction with the WBL staff.
FTCC Form P-1 33 Revised 01/02/2014
C. As you reflect on this program review, how would you describe the current
health and vitality of the program? What are its strengths? What are some
untapped opportunities? Are you optimistic about its future? Why?
The current health and vitality of Accounting is excellent with a population of 136. At FTCC, there is a large enrollment in BA along with Accounting. In the FAY/FBG area, real-world training and opportunities for graduates abound. The Accounting faculty is highly optimistic concerning the program’s future, particularly since major changes/improvements have been made to the curriculum and six certificates have been added making the program more robust and relevant with multiple pathways to student success. Strengths
Highly credentialed and experienced faculty
New curriculum designed to meet the needs of students in the 21st Century
Technology incorporated into most accounting courses
Six new certificates providing more pathways for success
New department chair with energized perspective and vision of what the department can become
Satisfied constituencies – students and employers
Opportunities
Employment growth projected for finance and accounting area at 18%
Leverage new curriculum and new certificates to grow the program and motivate current students to complete
Revitalize advisory committee
Economic recovery will lead to more local accounting jobs
Leverage technology- all accounting courses have publisher-based learning management system platforms that can be incorporated into courses
D. As you reflect on the assessment of student learning outcomes, measures of constituency satisfaction, deliberations of faculty or advisory committees, or any other indicators of program efficiency and effectiveness, what areas require the most immediate attention? What are the program’s existing weaknesses and possible threats? Please explain.
FTCC Form P-1 34 Revised 01/02/2014
Going forward, graduation rates must be improved to reach the 25% target by 2018. Secondly, the Advisory Committee must be rejuvenated. Weaknesses
Graduation rate does not match retention rate
Personnel shortage
Inadequate Lab space to implement flipped classroom
Inactive advisory committee
Anti-technology mindset of some faculty as well as reluctance to adopt new teaching techniques to meet different learning styles of our students
Assessment process needs to be re-vamped
Threats
Growth of online accounting programs through competing institutions
Current DoD plan for drawdown of active duty forces will lead to corresponding decline in civilian positions for budget and accounting
Transient nature of local population tied to the military contributes to low graduation rates and less than desirable retention rates
E. What specific initiatives are planned as a result of this program review? How will the program take advantage of the strengths and opportunities and also and redress weaknesses and threats?
1) Achieve the target enrollment growth of 3%. 2) Achieve the target graduation percentage of 25% by 2018. 3) Continue to focus on student retention and success. 4) Improve assessment plans with documented evidence of outcomes. 5) Monitor progress of the new curriculum and its associated certificate programs and tweak when necessary. 6) Energize the Accounting Program Advisory Committee and more fully utilize the committee as a planning resource. 7) Implement a more robust WBL initiative. 8) Continue to develop and support full and part time faculty by providing training opportunities especially in technology
FTCC Form P-1 35 Revised 01/02/2014
F. What is the anticipated timetable for completing these initiatives? Who will be involved? Who will take the leadership role during these initiatives?
The anticipated time table for completing these initiatives is over the next three academic calendar years, 2014-2017. The Department Chair will take the leadership role in completing these initiatives with Accounting Program faculty members. Accounting Department Chair Accounting faculty BA Division Chair (advisory) BA Dean (advisory)
G. Please provide any long term major resource planning.
As mentioned previously, the Accounting Department needs one additional full time faculty member to expand successfully. The new curriculum requires more accounting courses than the previous curriculum and five certificates have been added along with a high school certificate. It is imperative that we have adequate full time dedicated faculty to successfully implement this new curriculum and related certificates instead of relying on sporadic instructor availability from adjuncts or another department.
FTCC Form P-1 36 Revised 01/02/2014
H. Conclusions.
While there are challenges to overcome, the newly overhauled Accounting Program is poised to prepare students for successful careers in the growing accounting profession by providing a learning-centered and engaging environment. We promote the personal and professional development of each of our students by offering and encouraging participation in engagement opportunities and by using interactive teaching methods that develop critical thinking and decision-making abilities. Using these skills, along with knowledge of current accounting theories and practices, general business skills, and understanding of global business issues, our graduates will be prepared to make an immediate contribution to their employers and communities.
1
X-4 Appendices
List of Attachments The following supplemental materials are submitted with this review document.
(1) FTCC Accounting Degree Program Comparison Chart Alumni Graduate Survey
(2) FTCC Job Placement Rates for the Accounting Degree Program
(3) FTCC Accounting Degree Program Comparison Chart Employer Survey
(4) FTCC Core Competencies Question Survey
(5) FTCC 2014-2015 Planning Assumptions and Trends Report
(6) Accounting Advisory Committee Meeting Minutes
(7) Accounting Faculty Professional Development Reports
1. Please mark the response that most closely reflects your overall opinion of FTCC graduates employed by your organization
using the scale below: Very Satisfied – Satisfied – Dissatisfied – Very Dissatisfied – N/A
a) Specific job-related knowledge 100% 100% 100% * *
b) Specific job-related skills 66.7% 100% 100% * *
c) Oral communication skills 66.7% 100% 100% * *
d) Written communication skills 100% 100% 100% * *
e) Problem solving skills 66.7% 100% 100% * *
f) Organization and planning 66.7% 100% 100% * *
g) Quality of work 66.7% 100% 100% * *
h) Overall job preparation 100% 100% 100% * *
i) Socialization skills *** 100% 100% * *
j) Quantitative skills *** 100% 100% * *
k) Computer skills *** 100% 100% * *
2. Based on your experience with
hiring FTCC graduates or students,
would you consider hiring more?
100% 100% 100% * *
Average Satisfaction Rates
733.5/9
=
81.5%
1200/12
=
100%
1200/12
=
100%
* *
6
Accounting Degree Core Competencies Questions
* There were no respondents.
QUESTIONS 2009
0
Respondents
2010
0
Respondents
2011
11
Respondents
2012
12
Respondents
2013
6
Respondents
4a. I feel confident in my ability to
communicate effectively in
speaking, writing, reading and
listening.
* * 100% 100% 100%
4b. I feel confident in my ability to
think critically when analyzing
problems and making decisions.
* * 100% 100% 100%
4c. My cultural awareness and
socialization skills have prepared
me for the changing global
environment of the 21st century.
* * 100% 100% 100%
4d. I feel confident in my ability to
use and process quantitative
information.
* * 100% 100% 100%
4e. I consider myself to be
computer literate. * * 100% 100% 100%
7
FAYETTEVILLE TECHNICAL COMMUNITY COLLEGE
2014-2015 PLANNING ASSUMPTIONS AND TRENDS
I. ECONOMIC TRENDS AND PLANNING ASSUMPTIONS
Table 1: Regional Private Workforce and Industry Projections
(Cumberland, Harnett, Hoke, Moore, Robeson, and Sampson Counties)
Occupation Description 2013 Jobs
2018 Jobs
Change 2013 State LQ
2018 State LQ
Median Hrly
Education, Training, and Library 19,748 21,487 1,739 1.34 1.35 $18.50 Healthcare Practitioners and Technical 16,869 18,532 1,663 1.17 1.16 $32.51 Office and Administrative Support 34,351 35,707 1,356 0.93 0.93 $14.13 Food Preparation and Serving Related 25,310 26,483 1,173 1.12 1.11 $9.20 Healthcare Support 12,373 13,303 930 1.41 1.38 $11.13 Sales and Related 24,302 25,171 869 0.93 0.92 $11.99 Building and Grounds Cleaning and Maint 8,479 9,269 790 1.11 1.11 $10.08 Business and Financial Operations 8,260 8,972 712 0.77 0.77 $29.06 Personal Care and Service 5,944 6,488 544 1.03 1.02 $10.05 Construction and Extraction 7,803 8,327 524 0.98 1.01 $15.92 Management 7,804 8,161 357 0.74 0.74 $39.65 Community and Social Service 3,764 4,098 334 1.26 1.24 $19.62 Installation, Maintenance, and Repair 11,551 11,885 334 1.17 1.17 $18.45 Computer and Mathematical 2,813 3,112 299 0.44 0.44 $30.40 Protective Service 6,107 6,342 235 1.01 1.00 $16.88 Arts, Design, Entertainment, Sports, Media 2,132 2,366 234 0.85 0.88 $27.97 Life, Physical, and Social Science 1,286 1,415 129 0.62 0.62 $30.40 Legal 1,004 1,069 65 0.68 0.67 $29.08 Architecture and Engineering 1,834 1,873 39 0.54 0.52 $32.25 Farming, Fishing, and Forestry 3,045 2,978 (67) 2.21 2.29 $11.30 Transportation and Material Moving 16,739 16,669 (70) 0.99 0.98 $13.10 Production 16,784 16,240 (544) 0.88 0.91 $14.24 Total 238,304 249,948 11,644 $16.96
Source: QCEW Employees – EMSI 2013.4 Class of Worker *LQ=Location Quotient: concentration in Cumberland County compared to all other NC counties; 1 = average.
Analysis Summary
Regional workforce and occupation projections 2013-2018
Enrollment & Financial Aid o Nationwide enrollment expected to increase for another 1-2 years, then even
out o Pell funding will follow this pattern but other federal aid programs may
continue to decrease Personal Finances
o Americans are faring financially worse than a decade ago Higher Education Workforce
o Retirement boom concerns and nationwide HR adjustments with performance issues and professional development are expected to continue
8
Economic development strategy reports indicate four industry targets that best match the Cumberland County and Fayetteville’s competitive advantages.
Table 2: Fayetteville and Cumberland County Optimal Industry Targets
DOD Critical Contract Support
High Value Business & Financial Services
Innovative Manufacturing
Electrical Equipment Mfg
Specialized Chemical & Plastics Mfg.
Subsector Targets Data processing,
hosting, and related services
Administrative management and general management consulting services
Specialized scientific and technical consulting services
Expert professional, scientific, and technical services
Corporate, subsidiary, and regional managing offices
Office administrative services
Computer systems design services
Financial transactions, processing, reserve, and clearinghouse activities
Third-party administration of insurance and pension funds
Payroll services
Testing laboratories
Process, physical distribution, and logistics consulting services
Commercial, industrial, and institutional electric lighting fixture mfg
Specialized lighting equipment mfg
Other major household appliance manufacturing
Relay and industrial control manufacturing
Other communication and energy wire manufacturing
Plastics material and resin manufacturing
Pharmaceutical preparation mfg
In-vitro diagnostic substance mfg
Biological product mfg
Adhesive mfg
Plastics packaging film and sheet mfg
Urethane and other foam product mfg
Plastics bottle mfg
Source: “A Blueprint for Success: A Holistic Economic Development Strategy for Fayetteville and Cumberland County, NC,” Garner Economics, LLC, May 2012
EMS, Healthcare, and Public Safety Sectors Projections o It is anticipated there will be a larger role within the healthcare industry for EMS
credentialed persons. (United States Bureau of Labor Statistics, 2012).
o Fields that prepare workers for government jobs (i.e. police, deputy sheriffs, etc.) are influenced by economic instability, which may affect students’ opportunities for employment after graduation. Developing FTCC’s Career Services can assist graduates with employment placement to the degree possible. (Sander, L. “Economy Affects Students” Chronicle of Higher Education, Nov 2012).
9
o Hospital staffing changes may affect FTCC Health Technologies students in finding
adequate clinical assignments in time for their graduation. Hospitals across the state are decreasing staff and eliminating positions due to funding decreases resulting from sequestration, lowered Medicaid reimbursement rates, and overall Medicare Program cuts. Cape Fear Valley Health System cut 118 jobs in 2013, including 18 active workers and eliminating 99 open positions. (Cape Fear Valley Health System cuts 118 jobs, The Fayetteville Observer, 9/28/2013). Womack Army Medical Center will eliminate up to 621 Medical Support positions by 2015 (Womack Army Medical Center to reduce its civilian workforce” The Fayetteville Observer, 10/30/2013).
Funeral Services Sector Projections o Cremation continues to increase each year across the US. FTCC’s Funeral Services
program will need to adapt to meet changing educational needs of our students and industry. (National Funeral Directors Association, 2013 Public Policy Position)
o The addition of the alkaline hydrolysis method to cremation could replace current
cremation procedures in the next 10-15 years) and trends in these projected changes will need to be monitored for program of instruction adjustments, as needed. (National Funeral Directors Association, 2013 Public Policy Position)
Trades Sector Projections o A slight up-swing in home sales and new construction will create more jobs in the
industry. The College must monitor home sales and construction trends throughout the planning assumption period to make necessary adjustments to meet training needs. (The Fayetteville Observer, April 2013).
Production Sector Projections o Bosh Global Services, producer of unmanned drones, will increase operations in
Fayetteville, creating 32 jobs with average salaries of $85,000/year. (The Fayetteville Observer, November 14, 2013)
o Local companies continue to be concerned about finding replacements that have the math background and other skills required to operate modern, sophisticated equipment. The College will need to emphasize STEM-related training to meet this changing employment need. (The Fayetteville Observer, June 2013).
o Manufacturing remains a top contributor to NC’s gross domestic product while producing 84% of our State’s exports. Last year, NC manufacturing output was $88.35 billion,
making us the 4th most productive manufacturing State in the U.S. Ninety-three percent of advanced manufacturers reported a skills gap in potential employees, especially in science, technology, engineering, and math (STEM) hindering their ability to hire. (News
& Observer, November 2013)
Distribution Sector Projections
Maidenform’s distribution facility in Fayetteville will close by fall 2014, eliminating 285 jobs. (“Maidenform to close Cumberland County operation; 285 jobs ending, The Fayetteville Observer 10/18/2013)
Communications Sector Projections o A new call center operated by Sykes Enterprises will open in late 2013. Sykes
anticipates hiring 500 employees in the near future. (“500 jobs coming to Fayetteville when new call center is completed,” The Fayetteville Observer 9/26/2013)
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Enrollment and Financial Aid Trends and Analysis
3-Year Financial Aid Review: Declining amounts of aid in 2012-13 were due to an administrative decision to reduce the maximum award given to students.
Table 3: Three-Year Financial Aid Awards
2010-2011 FTCC Financial Aid Awards
Number of Students (duplicate) receiving
In State Tuition Rate
Out of State Tuition Rate
Amount of Aid
14,450 $2,128 $8,272 $55,882,472
2011-2012 FTCC Financial Aid Awards
Number of Students (duplicate) receiving
In State Tuition Rate
Out of State Tuition Rate
Amount of Aid
11,349 $2,208 $8,352 $58,833,323
2012-2013 FTCC Financial Aid Awards
Number of Students (duplicate) receiving
In State Tuition Rate
Out of State Tuition Rate
Amount of Aid
22,602 $2,288 $8,432 $50,561,818
It appears that occupational extension and short-term workforce development programs will become increasingly important due to 1) the local unemployment rate continues to hover between 9% and 10%, 2) the recent decline in job opportunities within labor-intensive industries, and3) an aging workforce that needs to stay on the job longer than previously expected. (The Progressive Pulse, July 2013)
A growing number of students already have degrees and are coming back to community colleges for specific job skills that will help them change their career or advance in their current career. (Petersons Undergraduate Survey of Colleges and Universities 2011-2013)
Federal sequestration has restricted the amount of tuition/financial assistance available for military spouses and FTCC must be prepared to assist this unique student population. (Source: ArmyTimes October 2013)
State funding for community colleges is shifting emphasis toward provision of technical and health programs (expensive courses to provide) and efforts to reward completion rates. FTCC must monitor resources required in technical, vocational, and health programs as well as efforts to increase completion rates. (“Gov. McCrory says community colleges are key to state’s economic recovery” News & Observer, 8/16/2013)
Between 2011 and 2021, U.S. undergraduate enrollment is expected to increase to 20.3 million students - a slower rate of increase (12%) than during the early 2000s. In the same period, part-time undergraduate enrollment is projected to increase by 15%, which is faster
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than full-time undergraduate enrollment increase projections of 11%. FTCC will need to be prepared to serve more part-time and full-time students. (National Center for Education Statistics, May 2013)
The American South will witness an 11% increase in the number of high school graduates between the 2008-09 academic year to the 2021-22 academic year. Continued partnership with public K-12 institutions is necessary to prepare for this increased student population. (NCES Projections of Education Statistics to 2021, January 2013)
Work-Based Learning (formerly Co-op) will now be offered in the AA, AGE, and Associate of Fine Arts programs, potentially increasing enrollment and administrative costs associated with these programs. (NCCCS Curriculum Procedures Reference Manual, Section 20, Work-Based Learning, Changes approved July 2013)
Pell grant programs will be funded at the same levels in 2013-2014 as the 2012-2013 fiscal
year, with just slight increases in 2015. However, the College may see funding challenges for Pell programs starting in 2016. (New America Foundation, Federal Education Budget Project Aug 23, 2013)
Personal Finances Trends and Analysis
North Carolina ranked 37th of all 50 states and District of Columbia in per-capita personal income at $34,604, which is 87% of the national average. (NEA Rankings and Estimates 2013)
In Cumberland County, 17,287 children are eligible for child care subsidies because their parents earn too little to afford the fees. However, fewer than one in four eligible children receives a subsidy for child care. This may affect a number of FTCC student-parents and enrollment at the FTCC Children’s Center. (Institute for Women’s Policy Research, Briefing Paper, January 2013).
More Americans are faring worse financially than they were a decade ago, resulting in a need for increased financial and support services to enroll in and complete a degree. The challenges our students are facing are demonstrated by the following:
o 77% of Americans live paycheck to paycheck at least part of the time o 1 out of 5 Americans is now on food stamps o 1 in 2 American children are expected to be on food stamps before they turn 18 o 28% of Americans don’t have any emergency savings o More than half of Americans have less than $25,000 saved for retirement
(Katy Hall, “Middle Class Jobs, Income Quickly Disappearing,” Huffingtonpost.com, June 6, 2013)
Higher Education Personnel Trends and Analysis
To ensure students get a 21st Century Education, evaluators and researchers at the Pacific Policy Research Center suggest:
o developing teacher professional development programs and workshops that focus specifically on 21st century skills instruction,
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o integrating 21st century skills training into teacher preparation and certification programs,
o developing on-line professional learning communities to provide support for teachers,
o investing in information communication technology (ICT) and provide professional
development opportunities for both ICT staff and teachers,
o developing professional development opportunities for the faculty of colleges of
education that address 21st century skills, and
o integrating 21st century skills into both student and teacher standards. (“21st Century
Skills for Students and Teachers,” Pacific Policy Research Center, 2010)
Data recently reported in the 2013 Survey of Colleges and University Human Resources Officers from Inside Higher Ed is relevant to FTCC’s HR planning and current operations.
o HR chief administrators in at 2-year colleges indicated they were paying more attention
in 2011-2012 to the following measures: Evaluating long-term employees with declining job performance Implementing performance evaluation measures Succession planning for senior officials Promoting wellness programs Building employee engagement
o 65% of chief HR officers say their institutions have placed limits on adjunct faculty hours
to avoid having to meet federal requirements for employer-provided health insurance under the Affordable Care Act.
o 38% of chief HR officers say their institution should offer health care benefits for adjunct
faculty members.
o 24% of chief HR officers strongly agree that their institution fairly compensates adjunct
faculty.
o 62% say their institution is paying more attention to implementing performance
evaluation measures than they have in recent years.
o 5% of chief HR officers strongly agree their institution effectively uses the data and
information it has on employee performance and satisfaction to make strategic planning and policy decisions.
o 80% of chief HR officers say firearms should be banned from all college campuses
o 91% of chief HR officers say firearms are not permitted on their campus
o 88% of chief HR officers say their institution has a nondiscrimination policy regarding
sexual orientation. (2013 Survey of Colleges and University Human Resources Officers from Inside Higher Education)
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II. POLITICAL TRENDS AND PLANNING ASSUMPTIONS
Military Trends and Analysis
The Army will inactivate 12 Brigade Combat Teams by the end of FY 2017. These include two at Baumholder and Grafenwoehr, Germany which will complete their inactivation in Fiscal Year 2013. The remaining 10 will come at each of the following ten U.S. installations between now and the end of Fiscal Year 2017: Fort Bliss, TX; Fort Bragg, NC; Fort Campbell, KY; Fort Carson, CO; Fort Drum, NY; Fort Hood, TX; Fort Knox, KY; Fort Riley, KS; Fort Stewart, GA, and Joint Base Lewis-McChord, WA. The College may need to expand its online course offerings to allow military students to complete their FTCC degrees. (“Brigade Combat teams cut at 10 posts will help other BCTs grow,” C. Todd Lopez, June 25, 2013 http://www.army.mil)
Department of Defense spending will continue at current sequestration levels until January 2014 and could be negatively impacted when the current Continuing Resolution expires in January 2014. FTCC will need to continually monitor DOD spending levels. (Defense Industry Daily, Oct. 17, 2013)
FTCC was highly ranked for serving military students in 2013 o #2, “2014 Best for Vets: Career and Technical Colleges” in Military Times EDGE
Magazine. Ranking was based on college culture, student support, academic policies, academic quality, and financial aid
o Military Friendly School by GI Jobs Magazine. The designation is given to the top 20% of schools nationwide that deliver the best experience for military students
Federal and State Funding Trend Analysis
Continuing budget cuts at the federal and state levels could negatively affect Workforce Development Center funding, potentially reducing available services. Additionally, it is unclear how recent changes introduced by Senate Bill 73 (NC Session Law 2013-330) will affect services provided at the 23 Workforce Development Boards across the State of NC. FTCC will need to closely monitor services after contractors assume the responsibility for service delivery at the Fayetteville NCWorks Office. (Senate Bill 73, Session Law 2013-330 and Colorado Center on Law & Policy-December 2012 Issue).
Defunding of social services that provide infrastructure support to education (e.g. free lunch programs, WIC, after school programs, financial aid, child care assistance, etc.) will likely have a negative effect on the students desiring to return and complete their degrees or work credentials. (“Vouchers gain ground, public education loses in final budget,” NC Policy Watch, 7/25/2013)
State funding has been cut for free course enrollment for senior citizens in NC, which could negatively affect Continuing Education enrollment. (News & Observer, 8/16/2013)
Analysis Summary
Anticipated military reductions and current FTCC military/college rankings
Federal & State Funding adjustments will likely have an impact on the
number of students the College will be able to support
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The NC 2013-2014 state budget cuts funding for 2,400 Pre-K slots across the state may affect enrollment at the FTCC Children’s Center because of students-parents’ ability to pay for child-care while enrolled in college. (“Two-year budget will hamper state’s full recovery from Great Recession” NC Policy Watch 8/12/2013)
The North Carolina Legislature endorsed a bill creating new kinds of high school diplomas and course plans that emphasizes vocational or career paths that do not require a 4-year college degree. The endorsement advises the State Board of Education to issue diplomas beginning in the 2014-15 school year that carry new seals endorsing graduates as "career ready," ''college ready" or both. The career-ready (not college-ready) residents may decide to continue their education resulting in increased demand for developmental studies and/or basic skills courses. (“McCrory gets victory on diplomas, tech education” WNCN ).
III. TECHNOLOGICAL TRENDS AND PLANNING ASSUMPTIONS
Community College Classroom Technology Trend Analysis
According to the New Media Consortium (NMC) Horizon Project Sector Analysis 2013-2018, the following are the most important technologies for community colleges to consider over the next five years.
Figure 1: Community College Technologies and Time to Adoption
Analysis Summary
Community College Classroom Technology o 5-Year Technology projections for community colleges o Identified technology challenges for community colleges
Students and Technology o Students are not as technology savvy as we expect o Email might not be the best way to communicate with students
One Year Out
•Bring Your Own Device •Flipped Classrooms
•Online learning
•Social media/networking
•Cloud Computing Mobile Apps
•Collaborative Environments
2-3 Years Out
•Badges •Games and Gamification
•Learning Analytics
•Next-Generation LMS
•Augmented Reality
•MOOCs
•Personal Learning Environments
4-5 Years Out
•The Internet of Things •Natural User Interfaces
•Virtual Assistants
•Virtual and Remote Labs
•Collective Intelligence
•Wearable Technologies
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The NMC’s top-ranked challenges expected to be faced at Community, Technical, and Junior Colleges 2013-2018 include the following.
o Faculty training still does not acknowledge the fact that digital media literacy continues
its rise in importance as a key skill in every discipline and profession
o The emergence of new scholarly forms of authoring, publishing, and researching are expected to outpace sufficient and scalable modes of assessment
o Too often it is the educator’s own processes and practices that limit broader uptake of
new technologies
o Trying to prepare the ever increasing number of students who enter college that are
placing in developmental courses is expected to be an ongoing challenge
o Critical campus infrastructures are under-resourced
o The demand for personalized learning is not adequately supported by current technology
or practices
o Economic pressures and new models of education are bringing unprecedented
competition to the traditional models of education
College and Career Readiness courses are increasingly becoming automated in response to demand and state regulations, including testing for the GED. However, instructors and students may not have the training to navigate new software or course designs and students are not given Wi-Fi access. FTCC may wish to consider expanding Wi-Fi access to all students. (Changes Set for GED Testing Include Higher Cost,” The Fayetteville Observer 9/26/2013)
The following demonstrates increasing demand for technology-assisted Curriculum and
Continuing Education courses at FTCC:
Table 4: Four-Year Analysis of Technology Assisted Courses at FTCC
* A course where the primary delivery is on-line with a requirement that students also meet in traditional face-to-face sessions as determined appropriate by the College.
**A course where the primary delivery is via traditional face-to-face with a requirement that students have Internet access as a supplemental part of the course.
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Students and Technology
Students believe that manipulation of Facebook, Twitter, Instagram, and other forms of social media make them technological savvy. They are, in fact, not savvy with a majority of technologies or email. FTCC Students must be reminded to check email daily since many of our younger students rely on texting more than email for their daily communications. (Rubin, Courtney, “Technology and the College Generation, New York Times 9/27/2013)
Social media will play an increased role in education, and some social media effects will be positive while others may be negative. FTCC must monitor social media use and instruct faculty, staff and students on how this tool can be used wisely to assist in timely communications. (“Pros and Cons of Social Media in the Classroom”, campustechnology.com, accessed 10/30/13)
IV. SOCIETAL TRENDS AND PLANNING ASSUMPTIONS
Cumberland County statistical data reflects high concentrations, as compared to all other counties, of residents who identify as Hawaiian or Pacific Islander and Hispanic (two or more races). The demographic groups that are projected to have the most growth are the Black, Non-Hispanic group, followed by the White, Hispanic Group.
Table 5: Cumberland County Resident Ethnicity Projections 2013-2018
Cumberland County Resident Demographic 2012
Population 2018
Population Change
2012 State LQ*
2018 State LQ*
Black, Non-Hispanic 116,006 121,596 5,590 1.66 1.65 White, Hispanic 24,007 27,975 3,968 0.99 0.98 Two or More Races, Non-Hispanic 11,364 13,324 1,960 2.06 1.98 White, Non-Hispanic 154,556 156,091 1,535 0.73 0.72 Black, Hispanic 5,396 6,441 1,045 2.32 2.19 Asian, Non-Hispanic 7,684 8,618 934 1.00 0.96 Two or More Races, Hispanic 2,454 3,160 706 2.45 2.45 American Indian or Alaskan Native, Hispanic 1,043 1,407 364 0.73 0.78 Asian, Hispanic 389 483 94 1.58 1.57 American Indian or Alaskan Native 4,707 4,795 88 1.26 1.23 Native Hawaiian or Pacific Islander 1,039 1,123 84 5.15 4.75 Native Hawaiian or Pacific Islander, Hispanic 270 331 61 1.52 1.50 Total 328,915 345,343 16,428 Source: QCEW Employees - EMSI 2013.4 Class of Worker *LQ: Location Quotient = concentration in Cumberland County compared to all other NC counties; 1 = average
Analysis Summary
Cumberland County demographic projections 2013-2018 may impact FTCC operations
NC public schools ranking and performance may impact operations
NC public schools will be increasingly digitized and individualized in near future
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Cumberland County Population age projections show the most growth in the next five years will be those ages 65-69, followed by 20-24, and 30-34, in ranked order. FTCC should design recruitment/marketing efforts to match these changes in potential student groups.
Table 6: Cumberland County Resident Age Projections 2013-2018
Demographic 2012
Population 2018
Population Change
2012 State LQ*
2018 State LQ*
65 to 69 years 10,897 14,983 4,086 0.73 0.78 20 to 24 years 31,034 34,666 3,632 1.34 1.45 30 to 34 years 23,967 27,385 3,418 1.11 1.22 35 to 39 years 19,507 22,343 2,836 0.92 1.04 60 to 64 years 15,363 17,652 2,289 0.78 0.83 70 to 74 years 7,974 10,209 2,235 0.75 0.72 Under 5 years 27,145 29,107 1,962 1.29 1.27 55 to 59 years 17,975 19,720 1,745 0.85 0.86 5 to 9 years 23,803 25,304 1,501 1.10 1.20 85 years and over 3,178 3,922 744 0.61 0.70 10 to 14 years 22,581 23,320 739 1.02 1.03 75 to 79 years 6,145 6,748 603 0.78 0.73 80 to 84 years 4,135 4,615 480 0.72 0.77 50 to 54 years 20,550 20,047 (503) 0.89 0.87 15 to 19 years 24,195 23,520 (675) 1.09 0.99 40 to 44 years 19,492 17,334 (2,158) 0.86 0.84 45 to 49 years 20,736 18,436 (2,300) 0.89 0.83 25 to 29 years 30,238 26,032 (4,206) 1.41 1.16 Total 328,915 345,343 16,428 Source: QCEW Employees - EMSI 2013.4 Class of Worker *LQ: Location Quotient = concentration in Cumberland County compared to all other NC counties; 1 = average
North Carolina Public Schools
Based on the following 2013 state rankings of NC public school students, FTCC may expect to see an increased demand for developmental and/or basic skills courses over the next few years. (February 2013, State Superintendent of Public Instruction)
36th in SAT scores
22nd in ACT scores
21st in percentage of seniors who took at least 1 Advanced Placement exam
12th in 4th grade math, according to National Assessment of Educational Progress
24th in 4th grade reading, according to NAEP
22nd in 8th grade math, according to NAEP
34th in 8th grade reading, according to NAEP
Among the bottom 10 states in per-pupil funding
46st in teacher pay (2011-12)
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Students who graduate from NC public schools over the next five years will be accustomed to learning in an increasingly digitized and personalized environment, according to the NC 2013 Remodeling Plan for Public Education (February 2013, State Superintendent of Public Instruction).
Implement national and computer-adaptive assessments of student learning
Implement cloud computing
Provide 1:1 digital device for every student, including Bring Your Own Device programs
Implement new evaluation system, online learning, and use of analytics by teachers
and principles
Institute online and “flipped” personalized education for all students.
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Accounting Advisory Committee Meeting Minutes 1-1:45 PM, November 15, 2012
Business Administration Dean’s Conference Room Cumberland Hall, Fayetteville Technical Community College
Fayetteville, NC 28303-0236
1. Attendance.
A. The following committee members were in attendance: Ray Britt, CPA, CFO, PWC, Fayetteville, NC
Mike Bundy, CPA, Controller, Cumberland County Schools, Fayetteville, NC Carole McCall, Accountant, Systeloa, Fayetteville, NC Ron Padrick, CPA, Tippett, Padrick, Bryan, Raynor & Merritt, CPAs Jeff Saleeby, CPA, CFO, Systeloa, Fayetteville, NC Monica Whaley, Accountant for John F. Ayres, CPA B. the following committee members were not present at the meeting:
W.T. Hall, President of Hall Construction Company Sylvester Loving, Accountant, PWC, Fayetteville, NC
Lee Utley, CPA, Utley & Knowles, CPA,PA 2. Meeting Agenda
A. Ron O’Brien welcomed all in attendance, introduced everyone and thanked them for participating in the meeting.
B. A catered box lunch from Jason’s Deli was served. Belinda Ivey was recognized for her diligent work in getting the lunch set up and delivered.
C. An analysis of the current Accounting Education Plan ( Enclosure 2) took place. It was decided that no changes to the current curriculum classes would be made.
1. It was noted that several additional classes will be offered as these classes are developed via the online mode. Course descriptions are shown as Enclosure 3.
2. A discussion ensued about developing certificates in Accounting as a
means of increasing enrollment in our accounting classes. Concern was expressed about both the students and the public-at-large confusing an accounting certificate with the title Certified Public Accountant.
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3. The need for pre-requisites was discussed in conjunction with the high failure/ drop-out rate for Acc 111 and Acc 120. It was noted that the pre-requisites are in place on paper, but there seems to have been a considerable number of “over-rides” based upon the current drop-out status of these sections.
4. In the past there have been problems with students taking Acc 226
before taking Acc 225. The same book is used; however, at the turnover point, some students ended up having to buy the new book for only one semester. This problem has been corrected because Acc 226 now has Acc 225 as a pre-requisite; this pre-requisite shows in the current edition of the college catalog as well as on the FTCC website.
5. Textbooks. There were no concerns/ complaints about the current
textbooks being used or the level of service being received from the publishers in regards to receiving faculty desk copies of texts.
6. Night classes: The night classes seem to be having more success in
terms of the number of students likely to successfully complete the class. A discussion ensued about the probable reasons for this observation; however, no conclusions were reached.
7. A discussion of conducting a CPA Review Course on the FTCC campus
was held. The consensus was that there would not be enough interest in setting up such a program.
8. There was a discussion concerning the “quality” of internet classes in
general and particularly Acc 111 and Acc 120.
3. There were no other items presented for discussion/ concern. Ron O’Brien again thanked everyone for their participation in the meeting.
4. No copies of the Advisory Committee Survey have been returned to date.
Ron O’Brien, MBA,CPA Chair, Accounting Department Fayetteville Technical Community College Fayetteville, NC 28303-0236 Tele: 910-678-8512 Fax: 910-678-8445
Members present: Ray Britt, Lisa Sessoms, Bert Golden, Chip Lucas, Corey Pachniak, Danny Highsmith, Janet Gibson, Josephus Thompson, Mary Bullington, Michele Taylor, Sarah Hallock, Sharon Seaford (F), Walter Boyle (F), Karen Elsom (F), Linda Sanders (F), Danielle Meier (S) Legend: (A= Administration, F = Faculty, S = Staff)
Members absent: Anna Smith, Loleta Wilkerson, Linda Yard, Jeff Saleeby Legend: (A= Administration, F = Faculty, S = Staff)
OLD BUSINESS: Planning and reorganization of Advisory Committee to include General Business, Operations Management, Marketing and Human Resources which formed this Business Administration Advisory Committee.
NEW BUSINESS: Guest speaker Lyn Rice, Counselor Coordinator for the JOBS Center spoke about the online Job Board, assisting WBL students with their resumes, and how the Work Study program works.
Guest speaker Karen Atkinson explained the Work Based Learning process and how companies can give their information to the WBL database for referrals.
Advisory Committee functions were explained as well at FTCC’s mission, purpose and goals as part of the packet that was given to each member.
Sharon Seaford extended an invitation to all members to attend the FTCC graduation on May 13, 2016.
The Banking and Finance as well as the Public Administration programs will no longer be offered – the students in progress will be able to finish their program.
Business Administration tracks have been renumbered: Business Administration (A25120G), Marketing (A2512M and will no longer include Retailing), Human Resources (A25120H) and Operations Management (A25120O).
Lisa Sessoms was elected Chair of the Accounting Advisory Committee and Ray Britt was elected Vice Chair.
FTCC Form M-9 Revised 02/20/2013
Accounting (A25100) Breakout Session Karen Elsom discussed curriculum changes implemented in the fall semester of 2014 as well as sequence changes made for the fall semester of 2015 and 2016; the addition of ACC 180 as an elective to the program which will be designed to allow students to be eligible to test for the cerified bookkeeper designation; and graduation numbers for 2016 versus 2015. Members were asked to answer the following questions: 1. What current topics do you consider imperative for business students to study? Responses: Communication skills including written and verbal; professional appearance and conduct; critical thinking; and decision-making ability. 2. What do you consider to be potential future business issues? Responses: Tax preparation has become a commodity resulting in shopping for the best price; trend toward one stop shop for a variety of financial management services including consulting, wealth management, and strategic business planning along with basic accounting functions. 3. What business positions are you aware of that would be appropriate for our graduates? Responses: Entry level staff to work in payroll and bookkeeping for small businesses services. 4. What suggestions do you have for students to acquire the skills, beyond course work, that they need? Responses: In addition to the opics covered in question #1, students should be proficient in Quickbooks and the Reuters Thompson suite of software. 5. What recommendations do you have for courses that should be included in our curriculum and/or additional certificates that should be developed? Responses: In addition to the certified bookkeeper preparation course, a preparation course for the certified payroll specialist designation. Actions/Activities/Assignments before next meeting: Notification will be sent to the office of Institutional Effectiveness for FTCC Advisory Committees with member’s emails in attendance for Advisory Committee evaluation. Member data information will be inputted to master database Present members agreed to serve upcoming year A letter will be sent from Dr. Keen in the August-September time frame for serving
FTCC Form M-9 Revised 02/20/2013
the upcoming year 2016-2017 The Accounting Advisory working committee meeting was announced to be scheduled for November. All committee members present agreed to serve the upcoming 2016-2017 year. Next Meeting: October/November 2016 time frame Adjournment: May 6, 2016 at 12:20 p.m. Minutes Prepared by: Danielle Meier / Karen Elsom Minutes Approved by: Karen Elsom Minutes submitted to Office of HR & IEA for Web Page Posting: June 9, 2016
