Quality Assurance (QA) Report Rev C · decisions. Information Systems Academically Prepared CIS 270...

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Association of Collegiate Business Schools and Prog rams (ACBSP)

Quality Assurance (QA) Report Rev C

Institution Name: California Baptist University Date October 13, 2011 Address: 8432 Magnolia Ave, Riverside, CA 92504 Year Accredited/Reaffirmed: 2005/ This Report Covers Years: 2008-2010 List All Accredited Programs (as they appear in your catalog): Bachelor of Science Business Administration Bachelor of Arts Business Administration Bachelor of Science Accounting Bachelor of Science Marketing Master of Business Administration List all campuses that a student can earn a business degree from your institution: Main Campus – Riverside, CA Person completing report Name: Dr. Natalie C. Winter Phone: (951) 343-4462 E-mail address: [email protected] ACBSP Champion name: Dr. Andrew Herrity ACBSP Co-Champion name: Dr. Natalie C. Winter

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Items to be Addressed A. Faculty Qualifications

1. Complete the following tables for new full-time and part-time faculty members only since last Report (Table VI):

B. Curriculum

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

attach a Table VII – CPC Coverage for each program. • None

2. List any new degree programs that have been developed and attach a Table VII – CPC Coverage for each new program

since your last report. • None, however, information on our Accounting and Ma rketing programs have been provided because it

was recently discovered that this was not previousl y submitted to ACBSP. 3. List any accredited programs that have been terminated since your last report.

• None

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

• In August 2010, a new Director of the Center for Real Estate Development was added to our team. Dr. Jacobs is

overseeing a new Construction Management major (a non-ACBSP accredited program.)

2. List all new sites where students can earn an accredited business degree (international campus, off-campus or on campus, on-line) that have been added since your last report?

• Online and Professional Studies – Bachelor of Arts in Business Administration (same program as was

previously offered on-ground only.) This program ha s been granted final approval by WASC. (Please see Appendix C.)

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D. Conditions/Notes/Opportunity for Improvement (OF I) to be Addressed Please explain and provide the necessary documentation/evidence for addressing each condition/note/OFI since your last report.

Are you requesting the Board of Commissioners to remove notes or conditions (attach appendix to QA report to justify the removal): Yes Remove Note: Remove Condition: Condition 4.3 Selection and Use of Information Resu lts (See Appendix A) (Also, please note that Credential Portfolios have been sent to Credential Committee in regards to Note on Standard 5.2)

E. Program Outcomes List program outcomes for each accredited program. Some of the program outcomes will be used as part of a student learning outcome assessment plan.

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Bachelor of Science in Business Administration The 4 outcomes California Baptist University desires for students who graduate from its degree program are to be Academically Prepared, Biblically-Rooted, Equipped to Serve, and Globally-Minded. The School of Business works to achieve these outcomes (or USOs) by preparing students who are able to:

Outcome ACBSP USO Measurement Critical

Assignments

Academically Prepared

1

Translate business transactions into accounting entries and financial statements. Accounting Academically Prepared

ACC 250/251/MFT

ACC 250 - Exam #2

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Apply major economic principles that affect individual economic agents in making real-world business decisions. Economics Academically Prepared BUS 217/218/MFT

BUS 217/BUS 218 - Blackboard Discussion Board

4 Use critical thinking skills to analyze business decisions. None Academically Prepared BUS 303

BUS 303 - Comprehensive Problem

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Apply spreadsheet, word processing and presentation software to business decisions. Information Systems Academically Prepared CIS 270

Midterm & Final Exam

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Analyze, compare and interpret financial data for effective decision making. Finance Academically-Prepared BUS 303/MFT

BUS 303 - Finance Project

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Analyze the elements of marketing including how they affect an organization’s decisions. Marketing Academically-Prepared MKT 333/MFT

MKT 333 - Marketing Plan

8 Identify and apply the emerging trends and issues in business law. Law Academically-Prepared BUS 358/MFT

BUS 358 - Current Legal Issue Paper

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Utilize quantitative methods to describe, analyze, and interpret business data in making business decisions. Statistics/Management Academically-Prepared BUS 315/440/MFT

BUS 315 - Case Study, BUS 440 - Comprehensive Project

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Identify the various mechanisms of organizational behavior and discuss the degree to which they generate successful organizational outcomes Management Academically–Prepared BUS 463/MFT Case Study

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Synthesize knowledge from various business disciplines to develop a comprehensive strategic review for a company. Policy/Comp Academically-Prepared BUS 485 Capstone Project

Biblically Rooted

2 Apply ethical Biblical principles to business decision making. Ethics Biblically Rooted BUS 237 Presentation

Equipped to Serve

13 Apply academic knowledge to the workplace. None Equipped to Serve Graduate Surveys

14 Describe how their strengths contribute to an organization. None Equipped to Serve Graduate Surveys

15 Provide a rationale for decision-making using ethical schools of thoughts. Ethics Equipped to Serve BUS 237 Presentation

Globally Minded

5 Identify the fundamental factors of international business. Global

Globally-Minded; Academically Prepared BUS 334 BUS 334 - Exam

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Bachelor of Science in Accounting

The 4 Outcomes that California Baptist University desires for students who graduate from its degree programs are to be Academically Prepared, Biblically-Rooted, Equipped to Serve, and Globally-Minded. The School of Business works to achieve these outcomes by preparing students who are able to:

Student Learning Outcome (SLO) ACBSP USO Measurem ent Critical

Assignments


1 Translate business transactions into accounting entries and financial statements. Accounting Academically Prepared

ACC 250/251/MFT

ACC 250 - Exam #2

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Apply major economic principles that affect individual economic agents in making real-world business decisions. Economics Academically Prepared

BUS 217/218/MFT




12 Apply spreadsheet, word processing and presentation software to business problems

Information Systems Academically Prepared CIS 270


6 Analyze, compare and interpret financial data for effective decision making. Finance Academically-Prepared BUS 303/MFT


7 Analyze the elements of marketing including how they affect an organization’s decisions. Marketing Academically-Prepared MKT 333/MFT




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Utilize quantitative methods to describe, analyze, and interpret business data in making business decisions. Statistics Academically-Prepared

BUS 315/440/MFT


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Identify the various mechanisms of organizational behavior and discuss the degree to which they generate successful organizational outcomes. Management Academically–Prepared BUS 463/MFT Case Study

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Analyze cost concepts, methods, and techniques to support management decision processes. Accounting Academically-Prepared ACC 320 Test #2

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Translate government and non-profit business transactions into accounting entries and financial statements. Accounting Academically-Prepared ACC 330 Test (Midterm)

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Formulate consolidated financial statements through the development of accounting entries resulting from transactions supporting business combinations. Accounting Academically-Prepared ACC 410

Comprehensive Problem

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Demonstrate hands-on ability to process accounting transactions in a real-time computerized environment. Accounting Academically-Prepared ACC 420 Quickbooks Project

20 Demonstrate proper tax treatment for individual federal income taxation situations. Accounting Academically-Prepared ACC 430 Exam #2

21 Perform audit procedures based on fundamental principles. Accounting Academically-Prepared ACC 470 Audit project

Biblically Rooted

2 Evaluate the impact of applying biblical concepts in a business environment Ethics Biblically Rooted BUS 237 Presentation

Equipped to Serve

13 Apply academic knowledge to the workplace. None Equipped to Serve

Graduate Surveys

14 Describe how their strengths contribute to an organization. None Equipped to Serve

Graduate Surveys

15 Provide a rationale for decision-making using ethical schools of thoughts Ethics Equipped to Serve BUS 237 Presentation

Globally Minded

5 Identify the fundamental factors of international business. Global Globally-Minded BUS 334 BUS 334 - Exam

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Bachelor of Science in Marketing The 4 outcomes that California Baptist University desires for students who graduate from its degree programs are to be Academically Prepared, Biblically-Rooted, Equipped to Serve, and Globally-Minded. The School of Business works to achieve these outcomes (or USOs) by preparing students who are able to:

Student Learning Outcome (SLO) ACBSP USO Measurem ent Critical

Assignments


1 Translate business transactions into accounting entries and financial statements. Accounting Academically Prepared ACC 250/251/MFT

ACC 250 - Exam #2

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Apply major economic principles that affect individual economic agents in making real-world business decisions. Economics Academically Prepared BUS 217/218/MFT




12 Apply spreadsheet, word processing and presentation software to business problems. Information Systems Academically Prepared CIS 270


6 Analyze, compare and interpret financial data for effective decision making. Finance Academically-Prepared BUS 303/MFT


7 Analyze the elements of marketing including how they affect an organization’s decisions. Marketing Academically-Prepared MKT 333/MFT




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Utilize quantitative methods to describe, analyze, and interpret business data in making business decisions. Statistics/Management Academically-Prepared BUS 315/440/MFT


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Identify the various mechanisms of organizational behavior and discuss the degree to which they generate successful organizational outcomes Management Academically–Prepared BUS 463/MFT Case Study

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16 Solve a managerial problem using primary qualitative and quantitative research. Marketing Academically Prepared MKT 323

MKT 323 - Research Project

17 Utilize various advertising, media and promotional tools to communicate an organization’s message. Marketing Academically Prepared MKT 353

MKT 353 - IMC Plan

18 Describe how consumers make purchasing decisions. Marketing Academically Prepared MKT 458

MKT 458 - Case Study

Biblically Rooted

2 Apply ethical Biblical principles to business decision making. Ethics Biblically Rooted BUS 237 Presentation

Equipped to Serve

3 Apply academic knowledge to the workplace. None Equipped to Serve Graduate Surveys

4 Describe how their strengths contribute to an organization. None Equipped to Serve Graduate Surveys

15 Provide a rationale for decision-making using ethical schools of thoughts Ethics Equipped to Serve BUS 237 Presentation

Globally Minded

5 Identify the fundamental factors of international business. Global

Globally-Minded; Academically Prepared BUS 334 BUS 334 - Exam

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Bachelor of Arts in Business Administration

Program Purpose

The Bachelor of Arts in Business Administration prepares students with the skills, knowledge and confidence to develop professionally and personally. A widely recognized and respected degree within and beyond the region’s business community, CBU’s B.A. in Business Administration competitively positions individuals to advance in their existing careers, transition to new ones, and reach their professional goals. Student Learning Outcomes (SLO)

Goal 1: Help students to effectively present information orally and in writing and demonstrate proficiency in the use of information technology. Objective 1.1: Students demonstrate the ability to present written information in an organized, clear and concise manner. Objective 1.2: Students use acceptable paragraph and sentence structure, with minimal grammar, punctuation, and

spelling errors, and demonstrate appropriate word choice, tone, and format. Objective 1.3: Students demonstrate acceptable presentation skills (e.g., demonstrates confidence and poise through body

language, eye contact, vocal tone).

Objective 1.4: Students present information in an organized and logical manner. Objective 1.5: Students demonstrate acceptable use of visual aids (e.g., PowerPoint).

Objective 1.6: Students use a word processing program such as MS Word to design professional quality documents (reports, memos, etc.), including the ability to import and appropriately integrate tables and graphics.

Objective 1.7: Students use a spreadsheet program such as MS Excel to manipulate and analyze data, including basic operations on cells and cell ranges, formulas and functions, filters, sorts, and develop graphs and charts.

Objective 1.8: Students use a presentation program such as MS PowerPoint to present information in an appropriate and sophisticated manner, including design templates, color and animation schemes, custom animation, and importation of charts, tables, and graphics.

Objective 1.9: Students use the Internet to conduct effective and efficient information search using public library web sites and Internet search engines such as Google.

Objective 1.10: Students use electronic communications such as MS Outlook to send, receive, and organize information in a manner that increases both individual and group productivity.

Goal 2: Help students exercise the use of business concepts related to micro and macroeconomics.

Objective 2.1: Students utilize terminology and apply basic concepts of economics to solve related issues in the business field.

Objective 2.2: Students analyze concepts such as cost, demand, profit, and competition. Objective 2.3: Students apply the economic theories and techniques to real world decisions that managers face. Goal 3: Help students to apply business concepts related to financial accounting..

Objective 3.1: Students describe and explain accounting principles relating to non-current assets and liabilities.

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Objective 3.2: Students describe and apply accounting aspects of the operations of sole proprietorships, partnerships and corporations.

Goal 4: Help students to apply business concepts related to e-Commerce.

Objective 4.1: Students articulate the theories on managing business in the electronic information age. Objective 4.2: Students present problems and solutions applicable to new, expanding and maturing businesses. Objective 4.3: Students explain and analyze Internet and Web commerce including security issues, purchasing and support

activities and electronic data exchanges.

Objective 4.4: Students demonstrate an understanding of the ethical implications of information technology applications. Goal 5: Help students to apply business concepts related to business finance.

Objective 5.1: Students describe and explain the principles of financial management, financial analysis and control and capital investment decisions.

Objective 5.2: Students describe and explain the principles of raising funds and cost of capital, sources of long-term funds and cash management.

Goal 6: Help students to integrate business concepts related to international business.

Objective 6.1: Students explain the influence of culture on international trade and business. Objective 6.2: Students describe economics issues related to an international market. Objective 6.3: Students describe marketing and communication issues of multinational corporations. Goal 7: Help students to apply business concepts related to human resource management.

Objective 7.1: Students apply the principles and practices involved in supervising employees and administering personnel programs.

Objective 7.2: Students describe and explain human resource planning, recruitment, selection, training and development, and compensation and benefits.

Goal 8: Help students to integrate business concepts related to law. Objective 8.1: Students describe and explain law of sales, contracts, negotiable instruments, and agencies and partnerships. Objective 8.2: Students describe and explain corporate, insurance, and real and personal property laws.

Goal 9: Help students to exercise business concepts related to quantitative analysis and statistics.

Objective 9.1: Students assemble and present statistical data, probability distributions, sampling techniques, and statistical analysis.

Objective 9.2: Students describe and explain quantitative methods utilized in business decision-making. Objective 9.3: Students apply decision analysis, linear programming, forecasting techniques, statistical process control, and

inventory models to a practical problem. Goal 10: Help students to analyze business concepts related to business and organizational management along with associated integration of Biblical Principles.

Objective 10.1: Students describe and explain key biblical principles of business and administration. Objective 10.2: Students integrate biblical, management, and decision-making principles.

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Objective 10.3: Students describe and explain management theories and concepts of leadership, planning, and decision making.

Objective 10.4: Students describe and explain issues of diversity, ethics, productivity, skill development and human resource management.

Objective 10.5: Students integrate biblical principles with leadership. Goal 11: Help students to explain and apply business concepts related to policy and strategy.

Objective 11.1: Students apply case analysis to general management and decision making issues. Objective 11.2: Students explain setting objectives, controlling organization-wide policies, setting standards for measuring

performance, evaluating and formulating policy, and fulfilling leadership responsibilities. Goal 12: Help students to integrate business concepts related to marketing. Objective 12.1: Students explain marketing functions and channels of distribution for both retail and industrial businesses. Objective 12.2: Students explain selling, advertising, distribution and marketing management for both retail and industrial

businesses.

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Master in Business Administration The 4 outcomes California Baptist University desires for students who graduate from its degree program are to be Academically Prepared, Biblically-Rooted, Equipped to Serve, and Globally-Minded. The School of Business works to achieve these outcomes (or USOs) by preparing students who are able to: Outcome ACBSP USO Measurement Critical Assignment s


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Demonstrate knowledge and skill required of the successful entrepreneur in a start-up enterprise or innovation-oriented unit of an existing organization. Management Academically Prepared BUS 505 Business Plan

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Demonstrate the use of information and information systems as management tools for making operational decisions that help an organization gain strategic advantage.

Information Systems Academically Prepared BUS 512 Presentation

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Demonstrate skills necessary to effectively communicate, motivate and empower organizational stakeholders and articulate theories of leadership. Management Academically Prepared BUS 515 Briefing Paper & Presentation

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Demonstrate knowledge of ethical systems as they inform business ethics, leadership effectiveness and organizational decision-making. Ethics Academically Prepared BUS 520 Presentation

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Demonstrate awareness of legal issues and role of regulatory policy that inform and/or expose an organization to legal challenges including governance and litigation concerns. Law Academically-Prepared BUS 525 Presentation

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Demonstrate knowledge and skill for successfully managing the marketing mix by meeting customers’ needs. Marketing Academically-Prepared BUS 530 Presentation

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Recognize and interpret indicators of future economic activity and the possible impact of that projected economic activity on an organization. Economics Academically-Prepared BUS 535 Presentation

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Identify and make recommendations regarding an organization’s strategies, financial performance and operational successes and challenges based upon a successful analysis of that organization’s financial reports. Finance Academically-Prepared BUS 541 Presentation

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Solve critical business problems and make informed data-driven decisions using the techniques of quantitative business analysis. Quantitative Academically–Prepared BUS 542 Presentation

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Demonstrate knowledge and skill in integrating the disciplines of strategic management, information systems, managerial ethics, marketing management, economic analysis, quantitative business modeling, and financial statement analysis while operating a computerized business as a member of a management team. Policy/Strategy Academically-Prepared BUS 598 Presentation

Biblically Rooted

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Compare and contrast the result of a Biblical approach to an ethical dilemma with the results of alternative approaches informed by ethical theories that are not explicitly Biblical. Ethics Biblically Rooted BUS 520 Paper

Equipped to Serve

11 Describe how their strengths contribute to an organization. Marketing Equipped to Serve BUS 592

Written Plan (592C), Survey Response

12 Apply academic knowledge in the workplace. Nonw Equipped to Serve Alumni Survey

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Globally Minded

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Demonstrate the knowledge and skill required for enhancing an organization’s decision-making and performance by analyzing and evaluating the cultural, political, and economic challenges resulting from that organization operating multi-nationally in the global economy. Global

Globally-Minded; Academically Prepared BUS 545 Presentation

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F. Performance Results The following tables list the five performance indi cators and the definitions of the outcomes (not all inclusive, just examples). Tables 1 -5 must be use d to report your performance results.

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

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

A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance, third-party examination, faculty-designed examination, professional performance, licensure examination). Add these to the description of the measurement instrument in column two: Formative – An assessment conducted during the student’s education. Summative – An assessment conducted at the end of the student’s education. Internal – An assessment instrument that was developed within the business unit. External – An assessment instrument that was developed outside the business unit. Comparative – Compare results between classes, between online and on ground classes, Between professors, between programs, between campuses, or compare to external results such as results from the U.S. Department of Education Research and Statistics, or results from a vendor providing comparable data.

Analysis of Results Performance

Measure (Competency)

Description of

Measurement Instrument to include Formative, summative,

internal, external, or

comparative.

Areas of Success

Analysis and Action Taken

Results of Action Taken

(occurs in the

following year)

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

five years)

75% or better in Exemplary and Proficient on measured PSO

Internal rubric, formative assessment, Comparative between classes and semesters/years/PSO’s

Received score of 83% in Spring ’08

Trained more faculty for ’07-’08 & achieved greater participation, raised standards to exclude “Adequate”

Revised assessment process to provide more actionable results.

See charts below:

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from goal in –‘09-‘10

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NEW: Graduating seniors will have an average score of 65% or better on the MFT

Exam, External, summative, comparative

Met goal in “Management” – Spring 2010, but test was not given to all graduating seniors.

Increased faculty communication, implement test for all graduating seniors (rather than those who elect to take the test.)

Looked at specific areas where there were “gaps” between actual and desired scores. Tasked professors with addressing.

Student Assessment of Course Performance

Internal survey, formative, comparative

Majority of students responded positively to these questions.

Collect data and evaluate inclusion for future semesters.

Evaluate ongoing inclusion in light of new assessment process.

Student assessment of:

1) How well they achieved the course objectives:

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2) The development of critical thinking skills:

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3) How well confidence was built for using course concepts in profession:

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4) How well they were prepared to integrate biblical principles:

New: Achieve an average score of 75% on the Bachelor of Science Business Administration outcomes

Internal rubrics, formative assessment

Results will be available after Fall 2011 semester.

Results will be reviewed bi-annually with faculty. Faculty will track changes made to curriculum and instructional approaches in order to improve results where appropriate.

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New: Achieve an average score of 75% on the Bachelor of Science of Accounting outcomes




New: Achieve an average score of 75% on the Bachelor of Marketing outcomes




New: Achieve an average score of 75% on the Bachelor of Science of Marketing outcomes




New: Achieve an average score of 85% on the Master of Business Administration outcomes




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New: Achieve an average score of 85% on the Master of Business Administration - Accounting outcomes




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New: Achieve an average score of 3 on each rubric dimension for the Bachelor of Arts in Business Administration outcomes

Formative internal assessment instrument, Capstone


The Associate Academic Dean and Instructional Designer, as well as the appropriate course lead will review results and make adjustments as necessary. Results will be reported annually as part of the University’s assessment process.

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Table II Student and Stakeholder-Focused Results 2. Student - and Stakeholder -Focused Results

Student- and stakeholder-focused results examine how well your organization satisfies students and stakeholders key needs and expectations. Key indicators may include: satisfaction and dissatisfaction of current and past students and key stakeholders, perceived value, loyalty, persistence, or other aspects of relationship building, end of course surveys, alumni surveys, Internship feedback, etc. Each academic unit must demonstrate linkages to business practitioners and organizations, which are current and significant, including an advisory board. Periodic surveys should be made of graduates, transfer institutions, and/or employers of graduates to obtain data on the success of business programs in preparing students to compete successfully for entry-level positions. .



Description of

Measurement Instrument

Areas of Success

Analysis and

Action Taken

Results of Action Taken (occurs in the following year)

Insert Graph s or Tables of Resulting Trends for 3-5 Years

(please graph all available data up to five years)

Student Class Evaluations – Average score of 85% or better on key components of class evaluations (Organizational standard)

Internal survey, formative, comparative

Achieved standard in each of the semesters

Continue to monitor and track.

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New: School of Business graduates will be able to apply academic knowledge to the workplace.

Annual alumni survey

NA NA Draft survey and send out to sample of alumni every two years.

NA

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Table III Budgetary, Financial, and Market Results 3. Budgetary, Financial, and M arket Performance Results

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



Description of

Measurement

Instrument

Areas of Success

Analysis and

Action Taken

Results of Action Taken

(occurs in the

following year)

Insert Graph s or Table s of Resulting Trends for 3 -5 Years (please graph all available data up to five y ears)

Undergraduate business majors will exceed 400

Number of declared business majors (annual census)

Undergraduate business majors exceeded 400 in Spring 2007.

Continue to monitor number of business majors to ensure continued growth.

Created new promotional flyer to maintain/increase growth of enrollment.

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Graduate business majors will exceed 100

Number of declared graduate business majors (annual census)

Number of graduate business majors exceeded 100 in Fall 2008.

Number of graduate business majors since declined, conceivably as a result of the economic recession. Instituting marketing plan to grow recruitment funnel.

NA

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Student to Faculty Ratio will be 35 to 11.

Calculated Faculty to Student Ratio

Faculty to student ratio has remained under 1 to 35 in the reported years.

Continue to monitor growth and recruit & hire faculty as needed.

Have continued to achieve ratio goal

1 Due to the availability of historical data, the number of students enrolled was use to calculate the Student to Faculty Ratio, rather than the traditional FTE student enrollment figure.

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Average Class Size will be 35 or less

Calculated Average Class Size

Average class size has remained under 35.

Continue to monitor trends and maintain class availability to keep avg. class size under 35.

NA

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Table IV Faculty- and Staff-Focused Results 4. Faculty and Staff Focused Results

Faculty and staff-focused results examine how well the organization creates and maintains a positive, productive, learning-centered work environment for business faculty and staff. Key indicators may include: professional development, scholarly activities, community service, administrative duties, business and industry interaction, number of advisees, number of committees, number of theses supervised, satisfaction or dissatisfaction of faculty and staff, positive, productive, and learning-centered environment, safety, absenteeism, turnover, or complaints.



Description of

Measurement Instrument

Areas of Success

Analysis and

Action Taken

Results of Action

Taken (occurs in the

following year)

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

Please see graphs below:

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Faculty Qualifications – Credit hours taught be Doctorally qualified faculty will exceed 40% for undergraduate classes

Credit hours taught by Doctorally qualified faculty

Increased hours taught by Doctorally qualified faculty in 2009

Hired new full-time Doctorally qualified faculty member for –‘10-‘11

Met goal in 2010-2011.

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Faculty Qualifications – Credit hours taught be Doctorally qualified faculty will exceed 70% for graduate classes

Credit hours taught by Doctorally qualified faculty

Increased hours taught by Doctorally qualified faculty in 2009

Hired new full-time Doctorally qualified faculty member for –‘10-‘11

Continued to be under goal. Need to increase number of doctorally qualified faculty teaching in graduate program.

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New: Scholarly Activity: 85% of full-time faculty will engage in scholarly activity

Faculty Reported Scholarly Activity

Percentage of faculty that engaged in scholarly activity rose from 2008 to 2009. Much of the scholarly activity was in the course of a doctoral program.

Continue to monitor. Look for increased participation in published manuscripts.

NA

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Table V Organizational Performance Results 5. Organizational Effectiveness Results Organizational effectiveness results examine attainment of organizational goals. Each

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



Description of Measurement

Instrument

Areas of Success Analysis and Action Taken

Results of Action Taken (occurs in

the following year)

Insert Graph s or Tales of Resulting Trends for 3-5 Years (please graph all available

data up to five years)) To Be Developed: Achieve Student Retention Rate of 75% for students who declare business as their first major.

Enrollment data, formative, comparative

2010 - 74.6% Retention tracking was recently implemented. Will monitor and report trends as more data becomes available.

NA 2010 – 74.6%

To Be Developed : Graduation rate: track & analyze graduation rate trends in order to establish goal.

Enrollment data, summative, internal

Director of Retention has developed tracking mechanism to monitor student graduation rates by major. As tracking was recently implemented for freshmen (2009), graduation rates will not be available for several years.

NA NA

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Appendix A

Selection & Use of Information Results In 2006-2007 a new assessment process was implemented.

• 5 PSOs (Program Student Outcomes) were created to align with the 5 USOs (University Student Outcomes).

1. Student will show they KNOW mainly by describing & explaining content in disciplines. (The disciplines were: Accounting, Financial Management, Economics, Quantitative Analysis, Business Law, Management, Marketing, Business Communication, Information Management.)

2. Student will show they THINK mainly by analyzing and synthesizing content in disciplines) 3. Student will show they APPLY mainly by real-world doing of content in disciplines) 4. Student will show they RESPECT mainly by explaining, applying, analyzing, and synthesizing content in

disciplines in terms of multiple worldviews) 5. Student will show they INTEGRATE FAITH mainly by explaining, applying, analyzing, and synthesizing

content in disciplines in terms of a Biblically-informed ethic)

• Each year the University focused on 1 outcome; the corresponding PSO was to be evaluated in the departments. • For the School of Business, each year it was determined what course contributed to that particular PSO.

o A common rubric was used which identified assignment components that impacted the degree to which that PSO was achieved.

• A critical assignment was selected in each of the designated courses, and professors evaluated achievement of that PSO. • Faculty of the School of Business agreed that a successful rating would be 75% or better in the Exemplary and Proficient

levels of competency for each PSO. • Each year the School of Business employed the Shewhart statistical process cycle of Plan, Do, Check, Act to not only

evaluate the assessment process, but to identify areas of improvement and to make changes based on the assessment results. • Please see page 3 for a list of the PSO’s/USO’s.

Results In 2008-2009, one PSO was evaluated. • The PSO was:

o PSO #3 - Student will show they APPLY mainly by real-world doing of content in disciplines

• The results were: o Fall 2008 - 79.33% of students in the Adequate and above, with 2.98% Inadequate and 17.68% Non Applicable. o Spring 2009 - 90% Adequate and above, with 2.62% Inadequate and 7.35% Non Applicable.

In 2009-2010, two PSO’s were evaluated in order to align the School of Business’ assessment program with the Universities. • The two PSO’s were

o PSO #1 - Student will show they KNOW mainly by describing & explaining content in disciplines. o PSO #2 - Student will show they THINK mainly by analyzing and synthesizing content in disciplines.

• The results were: o Fall 2009

� PSO #1 – 78.6% proficient or above � PSO #2 – 72.3% proficient or above

o Spring 2010 � PSO #2 – 83.4 % (PSO #1 was not evaluated in Spring 2010 based on what courses were offered during that

semester)

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Response The following changes have been made:

• 83% made curriculum and syllabi changes because of results from rubric data or student feedback;

• 67% added critical assignments to directly measure PSOs;

• 33% used existing assignments as critical assignments, making minor adjustments to those assignments.

• Other changes identified included: o Trying different teaching or learning modalities, o Adding writing assignments, o Transitioning to online homework management systems to provide immediate feedback to students, o Adding concepts to curriculum as a result of determining some had been missing based on rubric or student

feedback, o Adding more in-depth homework or classroom discussion as a result of course material missing.

• Additionally, because more data was needed in 2009-2010 and 2010-2011 students were asked to engage in the assessment process by completing additional questions on their course evaluations.

o Fall 09 results were 88% of the students believed they performed at the Proficient or Exemplary level.

Evaluation After completing our five-year cycle and evaluating the results, we identified the need for a more actionable assessment process that could more readily identify areas of strength and areas in need of improvement. At the same time, the University is revisiting the comprehensive assessment process and is moving away from Program Student Outcomes (PSOs) to Student Learning Outcomes (SLOs) with the same focus in mind. Finally as Shavelson (2010) discusses in Measuring College Learning Responsibly, we have seen the need to use external assessments as a means of triangulating our internal assessment measures (faculty assessment using critical assignment, and student assessment via class evaluations.) Therefore we have:

• Developed a set of specific student learning outcomes for each of our business degrees (Accounting, Business Administration, and Marketing).

o Each SLO identifies a specific result that students should achieve.

• Identified the course(s) that will assess each outcome and the critical assignment that will be used to conduct the assessment.

• Identified what ACBSP CPC, if any, that each outcome aligns with to ensure that we are measuring all critical components.

• Identified the information that needs to be collected post-graduation and have begun developing a graduate survey to gather that information.

• Employed the Major Field Study Test as a means of comparing our internal assessment to an external one. Feedback Loop In order for assessment to be meaningful, there must be the opportunity for faculty to respond to the assessment results. Therefore, we will employ the following process:

• Results of the internal assessment and Major Field Test scores will be conducted bi-annually at a Faculty Workshop. o The average score achieved on each critical assignment will be calculated and tracked over time.

• The Major Field Test scores report will not only look at the raw score, but using the detailing reporting options will look at: o Which subdomains are areas of improvement o How our students performed in comparison to a selected group of universities.

• Faculty will document changes made to curriculum and/or instructional methods in response to these reports.

• Results of assessment in future semesters will be compared to previous semester to indicate the impact of the curriculum and/or instructional methodology changes.

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Appendix B Selection & Use of Information Results – BA-BA Program

Due to the modality differences in delivery the online BA-BA program, additional steps have been taken to assess student learning. Below is a report on the planned assessment process for this program. Plan For Assessing The Program At Various Stages

For every OPS course, assessment will drive instruction. Every course has a critical assignment and the final task for each instructor is to aggregate the data regarding student performance on the particular assignment. Each dimension of the critical assignment is connected to both a course level objective and a program level objective or Student Learning Outcome (SLO). This baseline data is used to ensure that course level objectives are being met. Similarly, because each dimension is connected to an SLO, this process also ensures that program level objectives are being met. If the data shows otherwise, adjustments will be made with instructors and course leads to address discrepancies.

The design of Student Learning Outcomes (SLO's) represent the most significance elements of what students are expected to know or do once they have completed the academic program. Assessment efforts examine whether students are able to transfer learning into new situations as well as to ensure they have acquired specific skills. The SLO's are also linked to the University Student Outcomes (USO), which describe expectations of all students at the university. Specific SLO's are linked to particular assignments and activities within each course as well. This provides a vertical alignment at three different levels; university, program and course.

As part of the Annual Assessment Process, the assessment coordinator will incorporate an evaluation of how well SLOs are being addressed in an Annual Assessment Report. An annual component of the program’s assessment report includes a instructor-evaluation of the student outcomes evaluation process using the WASC Framework for Evaluation of Educational Effectiveness rubric. The Assessment Committee receives presentation of Annual Assessments Reports from Deans and Program Directors during the October Assessment Colloquium. The first BA-BA report will be due in Fall 2012. Results of these reports will be available on the assessment website, which will contain exemplars of effective evaluation tools, data tables, and compiled data.

University Assessment Plan

The BA-BA will follow the University Assessment Plan established for existing programs at CBU. Detailed program reviews are conducted every five years, and both long-range and short-range goals are included in the Comprehensive University Plan (CUP). Program review is the tool with which we determine the need for new programs; enhance the quality of existing programs, clarify the purpose of the programs, determine appropriate assessment methods for measuring the degree to which those purposes were achieved, identify strengths and weaknesses of the program based on assessments and evaluations, and revise and develop departmental goals and objectives. In addition to measuring successful completion of SLO's, educational effectiveness is measured by other indicators such as student satisfaction with online services and course evaluations.

Evaluation Of The Educational Effectiveness Of Distance Learning Programs

Teaching effectiveness is evaluated regularly at several levels by various constituencies. Feedback is solicited from students at the end of every class by means of a CBU Course Evaluation. The Dean of Assessment distributes this form electronically. The mechanism for distributing course evaluations in an online program is already well established. Program directors, department chairs and Dean's are required to evaluate faculty each year on their performance in the areas of teaching, scholarship, and service to the institution of the community. Faculty also evaluate themselves by reporting on their academic and service activities with a complete a Faculty Self Review in January each year. Finally, faculty are always welcome and encouraged to solicit evaluations of their teaching whether it be an online or traditional classroom format. Faculty often find these experiences to be among the most helpful. Teaching effectiveness is assured throughout a faculty member's career at CBU by means of the Post Tenure Review process.

The plan for evaluating student success starts before the student begins coursework. OPS uses a web-based tool, SmarterMeasure, that assesses a learner's likelihood for succeeding in an online and/or technology rich learning program. SmarterMeasure Learning Readiness Indicator (SM) indicates the degree to which an individual student possesses attributes, skills and knowledge that contribute to success including:

• Self-motivation

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• Time-management skills

• Self-discipline

• On-screen Reading Rate and Recall

• Persistence

• Availability of time

• Ability to use a laptop, printer, software, and the Internet

• Typing speed and accuracy

SM also provides an immediate score and diagnostic interpretation of results to the student and their appropriate program, which includes six major assessment components that measure:

• On-screen Reading Rate and Recall

• Technical competency

• Individual attributes

• Life factors

• Preferred learning styles

• Typing speed and accuracy

Student progress through the program is tracked in both the theoretical, reflective and application components of the program. If a significant number of competencies and proficiencies are deemed to be inadequate, the student may be required to repeat coursework or build upon experiences. Student outcomes are linked to critical assignments. These assignments have been determined by faculty to have a direct relationship to competence in program and university objectives. Students must complete critical assignments with a high level of competence in order to progress through the program. Critical assignments are assessed using specified measures. Students who do not perform to a minimal standard will be required to repeat the assignment or the class. In this way, student competence is ensured.

Designing the assessment of student performance to align with critical assignments and proficiencies will allow the Program Director to track strengths and weaknesses as the student progresses through the program.

Summary Of A Recent Program Or Curricular Review

The University Assessment plan requires an initial report as well as a final report each school calendar year. The School of Business participates in this process. The Business 2010-11 Undergraduate ASO Initial Report shows a review of last year’s assessment and the plan for the current year. The Business 2008-09 Undergraduate ASO Final Report shows the assessment data, the results and the analysis of the data.

Student's Ability To Succeed In Distance Education Programs

As mentioned earlier, students’ ability to succeed in any distance education program is assessed using the web-based tool SM, which assesses a learner's likelihood for succeeding in an online and/or technology rich learning environment.

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Teacher Effectiveness and Distance Education

The above section describes the student's role of evaluating teacher effectiveness. Instructors are also required to engage in peer review, which is done via distance with the use of Exemplary Course Program Assessment tool in Blackboard. This tool allows a peer to evaluate the course and give feedback for improvement. If, through the above mentioned assessment process, an instructor’s data show discrepancies in student achievement, then the course lead will evaluate the course using the Blackboard tool as well.

Plan for Evaluating Educational Effectiveness

The process for assessing the BA-BA degree will consist of four distinct instruments. (1) The instructor of each course will complete a course evaluation that has been created using the 2011 Blackboard Exemplary Course Rubric as a guideline. (2) A critical assignment is established for each course with an accompanying rubric that links course and program objectives to specific expectations of the assignment. The instructor of each course will report the data from the critical assignment to the assessment coordinator. (3) The students in the BA-BA program will take a Major Fields Test as part of their capstone course. The results will be sent to the assessment coordinator. (4) The students will complete a course evaluation at the end of each course. The results will be given to the assessment coordinator.

With all four data sources the assessment coordinator will analyze the results and make suggestions for improvement on a formative and summative cycle. CBU has a process for reporting assessment information to the institution as well as a proposed cycle for internal review.

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Appendix C

WASC Approval

----Original Message----- From: Jamie Wilkins [mailto:[email protected]] Sent: Wed 17-Aug-11 3:50 PM To: Dawn Ellen Jacobs; Dirk Davis Cc: Ronald Ellis; [email protected]; [email protected] Subject: WASC Subchange Review - Commission Approval: CBU - BBA and BA in Childhood Studies (Please print and retain for your records) Dear ALO: This email serves as official notice that the following proposals have been granted final approval by the WASC Accrediting Commission for Senior Colleges and Universities: CALIFORNIA BAPTIST UNIVERSITY BACHELOR OF ARTS IN BUSINESS ADMINISTRATION (DISTANCE EDUCATION PROGRAM) BACHELOR IN EARLY CHILDHOOD STUDIES (DISTANCE EDUCATION PROGRAM) DATE OF COMMISSION APPROVALS: AUGUST 17, 2011 Please print and retain this email for your records. You may also record your date and approval of Commission Approvals on your Substantive Change Action Reports, which were previously sent with notification of Interim Approvals. Attached is the Program Implementation Form. Please fill it out (one for each program) and return to the WASC office within 30 days of the program start date. Please note that the submission of these forms is required to confirm the existence of the programs and will trigger inclusion of the programs on the Off-Campus/Distance Education area of the WASC website for purposes of financial aid eligibility verification by the U.S. Department of Education. If you have any questions, please contact your WASC Staff Liaison: Diane Harvey [email protected] Kind Regards, Jamie Wilkins Accreditation Resources Coordinator Western Association of Schools and Colleges Senior College Commission

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