comprehensive program evaluation accounting & bookkeeping yr prgm eval 2012 acctng … ·...

Des Moines Area Community College

Comprehensive Program Evaluation

Accounting & Bookkeeping Accounting Cert I

Accounting Cert II

For the Years

2007 - 2011

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GENERAL INFORMATION Part I

Program Names: Accounting and Bookkeeping, Diploma

Campuses: Boone and Urban

Accounting Certificate I, Certificate

Accounting Certificate II, Certificate

Campuses: Ankeny, Boone, Carroll, Urban

Program District Chair: Cynthia McCall Program Chair: Patricia Holmes Academic Dean/Provost: Raymond Gocken, Ankeny/Laura Douglas, Urban IOWA CAREER AND TECHNICAL PROGRAM COMPLIANCE

This Program Evaluation is intended to provide support for career and technical program compliance with 281– IAC 46.7(4) as listed below:

Compatible with educational reform efforts. Capable of responding to technological change and innovation. Meet the educational needs of the students and employment community including students with disabilities, both

male and female students, from diverse racial and ethnic groups. The competencies in the program are mastered by students enrolled. The curriculum is articulated and integrated with other educational offerings required of all students. The program permits students with secondary career and technical education backgrounds to pursue other

educational interests in a postsecondary setting, if desired. The program removes barriers for both traditional and nontraditional students to access educational and

employment opportunities. In addition Program Evaluation is intended to provide support in meeting the additional expectations of the Department of Education Program Review Process noted in the Program Approval Guidelines for Iowa Community Colleges issued 11.01.2010:

The costs of the program are proportionate to educational benefits received. Program standards and curricula address new and emerging technologies. Program standards and curricula address job seeking/job/keeping and other employment skills including self-

employment, and entrepreneurship skills, entrepreneurial and labor market needs. Program standards and curricula address strengthening of basic academic skills.

This Program Evaluation is intended to provide support for career and technical program compliance with 281– IAC 46.7(4) as listed below:

Compatible with educational reform efforts. Capable of responding to technological change and innovation. Meet the educational needs of the students and employment community including students with disabilities, both

male and female students, from diverse racial and ethnic groups. The competencies in the program are mastered by students enrolled. The curriculum is articulated and integrated with other educational offerings required of all students. The program permits students with secondary career and technical education backgrounds to pursue other

educational interests in a postsecondary setting, if desired. The program removes barriers for both traditional and nontraditional students to access educational and

employment opportunities. In addition Program Evaluation is intended to provide support in meeting the additional expectations of the Department of Education Program Review Process noted in the Program Approval Guidelines for Iowa Community Colleges issued 11.01.2010:

The costs of the program are proportionate to educational benefits received. Program standards and curricula address new and emerging technologies. Program standards and curricula address job seeking/job/keeping and other employment skills including self-

employment, and entrepreneurship skills, entrepreneurial and labor market needs. Program standards and curricula address strengthening of basic academic skills.

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PROGRAM OVERVIEW A brief program history and overview: In 1966 the Iowa Legislature funded the concept of two-year post-secondary education. The state was divided into districts and the central Iowa counties were known as Area XI. Area XI Community College opened its doors in February 1967 in a renovated grocery store in West Des Moines with a total enrollment of 27 students in four vocational programs. Additional locations were added as follows: 1968 – The Ankeny Campus began operations. 1969 – The Boone Junior College, founded in 1927, joined Area XI. 1972 – The Des Moines Campus began operations. 1979 – The Carroll Campus opened its doors. 1993 – The Newton Polytechnic Campus is formed. 2001 – The DMACC West Campus begins classes. Accounting classes are offered at each of the campuses. A total of three degrees, one diploma, and four certificates are offered in accounting to meet the needs of both the students and employers in our community. The first Accounting and Bookkeeping programs started in the grocery store in 1967 under the direction of Ben Shlaes, CPA. Program Mission: Identify needs of the business and information technology community. Provide quality, accessible education for our business and information technology community. Promote opportunities for lifelong learning. Currently the Accounting & Bookkeeping (diploma) program is offered at Boone and Urban. Its overall goal is to prepare students for entry-level accounting positions and to build foundation skills for lifelong learning and advancement in the accounting profession. Program Description as per Catalog: The Accounting & Bookkeeping program prepares you for a career in accounting. Many career opportunities exist for you upon completion of the Accounting & Bookkeeping program. You will identify analyze, summarize, communicate and record business transactions. You will take specialized courses in accounting, including payroll, financial and managerial computers and accounting procedures, equipping you with marketable skills for any business environment. You will receive not only conceptual training but actual “hands-on” training that will provide you with a professional work environment where many of the skills and procedures studied in the classroom are practiced under the combined guidance of a teacher and a cooperating employer. You will find employment opportunities in the profit and nonprofit, private and governmental sectors.

The Accounting Certificate I is designed to provide students seeking job opportunities at the

entry level accounting/clerical position. It is a one semester program. If the student decides they

want to continue in a diploma or degree they can easily make the transfer. It is offered at Ankeny,

Please provide a brief history and/or overview of the program: Catalog program description, when it started; Campus or campuses it is offered on; How the demands or needs of the community have influenced its evolution; What milestones have been achieved; etc.

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Boone, Carroll, and Urban campuses

Program Description per Catalog:

The Accounting Certificate I prepare students for an entry-level position in the field of accounting. Upon completion, the successful candidate will be able to distinguish, analyze, summarize, communicate, and record business transactions. Employment opportunities are currently found in commercial businesses, government offices, public accounting firms, and similar enterprises.

The Accounting Certificate II is designed to provide additional training beyond the Accounting Certificate I for job advancement opportunities. As with the Accounting Certificate I, the student can easily transfer to other programs. It is offered at Ankeny, Boone, Carroll, and Urban campuses. Program Description per Catalog:

The Accounting Certificate II prepares the student for an entry-level position in the field of accounting and bookkeeping. Upon completion the successful candidate will be able to distinguish, analyze, summarize, communicate, and record business transactions. Employment opportunities are currently found in commercial businesses, government offices, and public accounting firms. Networking The accounting programs encourage students to become engaged with their community in a variety of ways. This presents an opportunity to apply the knowledge they experience in the classroom. Some of those experiences include:

1. Student conferences 2. Student competition at the local, state, and national levels. 3. Employer networking events at the annual Accounting Career Day 4. Internships in Accounting and Bookkeeping 5. Fund raising events for a nonprofit organization 6. Job Fair 7. Seminars on job readiness 8. Post-graduate surveys 9. Volunteer tax program offered on Ankeny, Boone, and Urban campuses.

The Advisory Committee is a key ingredient used to provide direction in meeting the needs of workforce demands. All proposals offered by the faculty are approved by the Advisory Committee. The Accounting program is in constant contact with professionals/employers in the community to give direction for improvements to ready the students for the workforce. Overall Goals and Objectives of the Accounting Programs

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1. Provide quality accounting education in preparation for a professional career. 2. Provide opportunities for each student to experience success, become responsible learners,

and meet accounting course and program competencies. 3. Encourage professional conduct and introduce the concept of lifelong learning.

4. Recognize the dignity, integrity, and uniqueness of each student

5. Provide a safe and supportive learning environment for all students.

6. Demonstrate appropriate workplace courtesies and professional behavior.

7. Foster and develop a conceptual framework to promote ethical behavior.

8. Develop a professional sense of community service.

9. Communicate with current employers through internships and surveys as to the

competencies required for success.

10. Maintain a strong participatory advisory committee comprised of members from business and industry and educators from other colleges to advise the college on the direction our programs should pursue.

11. Incorporate information gathered through surveys from employers and graduates as to

the current needs of the business in the accounting field.

12. Match the accounting competencies with the DMACC General Competencies including: a. Understanding and demonstrating effective communication. b. Understanding and demonstrating logical and critical thinking. c. Developing an understanding of fundamental scientific principles and their

applications. d. Developing an understanding of fundamental mathematical principles and their

application.

13. Maintain faculty’s high level of quality by encouraging attendance at training sessions, seminars, conferences and continuing education courses.

14. Assess and update competencies and course content on a continuous basis based on

surveys, employers input, internships, and student feedback.

15. Nurture a learner-centered environment.

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INDICATORS OF EFFECTIVENESS Part II

A. PROGRAM/COURSE ASSESSMENT: 1. For assessment of student learning at the course level, what formal assessment tools and plans are in place? What courses have been assessed over the past five years? What data have been collected? What improvements were implemented based on the data? (Provide copies of Annual Course Assessment Summaries.) ACC131- Principles of Accounting I and ACC132-Principles of Accounting II are assessed with a post-test. The assessment tools were developed by the accounting faculty and are reviewed annually to identify areas that need improvement. Each question is mapped to the course competencies, program competencies, and general education competencies. The assessment is done in the fall, spring, and summer for all ACC131 and ACC132. Each class results and the average results of all assessments are analyzed. The Annual Course Assessment Summary for ACC131 and ACC132 for the five years is attached. The faculty continually tracks the assessment summary results and adjusts the approach for delivery of the content being measured. The implementation process used to assess ACC124-Accounting Professionalism is a student portfolio. A student prepares a portfolio throughout the term and the professor assesses each item in the portfolio which includes a resume, a generic application letter, a thank-you letter, a job research project, and a self-assessment project. This is done each semester the course is offered. The implementation process used to assess ACC261-Income Tax Accounting is a portfolio of sample income tax returns prepared throughout the term. The professor assesses each tax form as it is prepared, corrects, and grades it. The assessment is completed for all sections of ACC261-Income Tax Accounting. ACC850-Tax Assistance Institute is assessed both internally and externally. Internally, the students show competency by passing an online exam given by the IRS to participate in VITA (Volunteer Income Tax Assistance) program. The students in all cases meet the criteria of the IRS for basic tax preparation. The students prepare tax returns for older, handicapped, and low-

AQIP Category Seven, MEASURING EFFECTIVENESS, focuses collects, using data, information, and knowledge to manage and drive performance improvement. Assessment at the program level focuses on how effectively students have acquired the skills and abilities to successfully enter employment after graduation. Providing the right courses, right mix of courses and right sequence of courses is critical to quality programming and student learning. In addition programs of study have to look at the program goals, courses offered, course sequencing and indirect evidence as well as professional standards. These are some of the resources that should be used for analysis and instructional programming enhancement: Course level assessment Program level assessment Surveys: Student, Graduate,

Employer, Advisory Board National & State Certification

Data Five Year Program Assessment Institutional Research:

course/term retention, fall-spring persistence and GPA

Responses to the questions should encompass the assessment process; how it is implemented; what data are collected; how they are used; what questions are raised; and what improvements in teaching/learning processes are or have happened as a result. The implementation of systematic assessment leads towards professional collaboration; enhance an environment for experimental practices and programs; and focused discussion of student development and curriculum revision.

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income taxpayers. The course is offered during the tax season in the spring semester. ACC311 Computer Accounting is assessed by using two software packages widely used in

small businesses—QuickBooks and Peachtree. A student must complete two unique simulation company packages applying the knowledge learned throughout the semester to both QuickBooks and Peachtree. It is offered every semester.

ACC361 Accounting Spreadsheets is assessed via a portfolio. The portfolio is a blend of

assignments and project demonstrating skills needed to master Excel. This course incorporates all of the courses previous taken by the students including budgeting, financial analysis, job costing, process costing and other related areas.

2. What external assessments do you use to measure student occupational knowledge, and

assure industry currency and professional development of your students? (Internships, licensure exams, practicums, etc. What types of data are collected?)

ACC850-Tax Assistance Institute is assessed based on proper completion of the return. The professor evaluates and files it with the IRS. At this point the tax return is either accepted by the IRS or sent back to the professor for revision. The data collected is the filed tax returns. ACC-932-Accounting Internship is assessed by internship employers. It evaluates the student’s readiness for an accounting position. Skills evaluated are technical, communication, interpersonal-teamwork, professional, and work ethics. This internship is a critical tool to identifying strengths and improvements the student needs to make. It provides direction the program should take to improve the offerings in the classroom and is a true capstone course. The seminar associated with this course ACC-946 allows open discussion and suggestions of best practices. The internship assessments indicate that the department is adequately preparing the student for employment upon completion of their program. 3. How have the assessment activities conducted over the past five years (both the external

assessments and the course level assessments) been used to improve the program? The information from internship employers, employers, Advisory Committee, and graduate students, plus research is needed to prepare our students for successful career. Here are some of the items implemented to strengthen the student’s skills.

Job seeking skills have always been a significant component of ACC124-Accounting Professionalism. Based on reviews from potential employers, training for job-seeking skills training has been expanded. Annually the Accounting program hosts an Accounting Career Day bringing in experts in the field of job-seeking to insure the student’s readiness for the job market.

In most of the accounting courses competencies related to communication skills including writing skills, verbal presentations, and research have expanded. An example is ACC132- Principles of Accounting II, each student must research, submit a written report including

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statistical analysis, and present to the class information on a publicly held company. This incorporates technical skills, communication skills, and analytical skills. Employers in the past indicated there were two skills that needed improvement-- communication and spreadsheet skills.

Excel spreadsheets are critical in the accounting field. Based on surveys of the past and current internship employers the program expanded many of the accounting classes to include additional assignments to build Excel skills. As an example the skills achieved in ACC361-Accounting Spreadsheets and CSC110 are incorporated in courses such as ACC191-Financial Analysis.

Prior to this report, a student had to earn at least a “C” in every class to graduate from their accounting program. Currently the program is in the process of building a tracking process to make sure after each semester the student’s progress is reviewed by an advisor/faculty member. The student is then advised as to what accounting program and classes they should take in the following semester. The goal is to identify a student who needs help near the beginning of their education process and assist them in finding the proper path. The outcome from this action has been seen in greater graduation and retention within the program.

In the student’s first accounting class, ACC131 Principles of Accounting I, the student is given an assessment after two weeks. The assessment determines if the student has an understanding of the accounting equation and debit/credit theory. If the student scores under 80%, the student is counseled as to the opportunity to take a remedial class to better prepare for ACC131—Principles of Accounting I. The remedial class begins on the third week of the semester. This allows the student access to a course to replace ACC131 without losing full-time status and the opportunity to move forward in the program. In the future we feel it will play a significant role in improving retention and success in our program.

Tutoring is available on a walk-in bases Monday through Friday to help the student as needed.

4. Are the program competencies and curriculum aligned with the following?: (as relevant to your program) new & emerging technologies current industry standards

Program Competencies Iowa Code – Must be revalidated every 3 years Iowa Code 258.4(8) Establish a minimum set of competencies and core curriculum for approval of a vocational program sequence that addresses the following: new and emerging technologies; job-seeking, job-keeping, and other employment skills, including self-employment and entrepreneurial skills that reflect current industry standards, leadership skills, entrepreneurial, and labor-market needs; and the strengthening of basic academic skills. Iowa Code 281.46.7(1,2) … Revalidation for minimum competencies will be completed and authorized for the state board at least every three years, commencing with the 1992-93 school year. While the direct assessment of courses is a critical component it is only one factor. In addition, assessing the program develops key inquiry-based resources to track, synthesize, and implement program modifications that are based on sound inquiry and research. One of the first steps in initiating a program assessment is to look at the program competencies. Map the courses in your program to the appropriate program competencies. Complete the template for visualization. Expand as needed.

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job seeking, job keeping, & other employment skills leadership skills entrepreneurial skills labor-market needs strengthening basic academic skills

The program competencies list program course acronyms and reflect the above bulleted items. They adequately encompass the program curriculum both as required courses and as elective courses.

5. Were the program competencies reviewed, and updated as needed within the last 3 years? Yes, the competencies are reviewed yearly and are updated to meet the current and long term trends. The program competencies are evaluated and approved yearly by the faculty and the Advisory Committee.

6. List the prerequisites for entry into your program. Program Entry Requirements for Accounting & Bookkeeping are: 1. Complete an application for admission. 2. Satisfy the assessment requirement. 3. Attend any required information/registration session. 4. ADM 105 Intro to Keyboarding at DMACC or equivalent is strongly recommended. Accounting Certificates I and II do not have prerequisites.

7. What are the graduation requirements for successful completion of your program? To earn an Accounting and Bookkeeping diploma, a student must complete the requirements for the degree and maintain a 2.0 grade point average.

8. Provide the term-term course sequence model for completion of the program. Program Term-Term Breakout ACCOUNTING & BOOKKEEPING DPL Term 1 Term 3

ACC131 ACC124 BUS112 CSC110 1 OPTION 1 COURSE 1 OPTION 2 COURSE

ACC946 ACC932 1 OPTION 4 COURSE

Term 2 ACC132 ACC193 ACC311 ACC361 ACC161

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Program Term-Term Breakout –ACCT CERT I

Program Term-Term Breakout - ACCT CERT II

Term 1 Term 1 BUS112 CSC110 ADM138 1 OPTION 1 COURSE 1 OPTION 2 COURSE 1 OPTION 3 COURSE

ACC261 ACC161 1 OPTION 1 COURSE 1 OPTION 2 COURSE 1 OPTION 3 COURSE

9. How do you monitor program competencies and student learning at the program level? Course competencies are matched to the program competencies and all competencies are monitored by continuous assessment and review. Throughout the academic year, district wide program course assessments are completed and approved by the Advisory Committee.

10. Which specific DMACC General Education Competencies does the program emphasize for student acquisition of lifelong learning skills?

DMACC Gen Ed Competency: Applicable: DMACC Gen Ed Competency:

Applicable:

1. Understanding & demonstrating effective communication. x

4. Developing an understanding of fundamental mathematical principles & their application.

x

2. Understanding & demonstrating logical & critical thinking. x

5. Developing an understanding of human society & cross-cultural variation & perspective.

x

3. Developing & understanding of fundamental scientific principles& their application. x

6. Developing knowledge of & appreciation for the human condition as expressed in works of human imagination & thought.

x

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Program: Accounting & Bookkeeping- ACCOUNTTNG CERT 1 & 2

Program Course Acronyms Updated 2012

Program Competencies (List program competencies below, the program courses across and place an "X" in the column under the corresponding course acronym that applies to the program competency.)

AC

C131

AC

C124

BU

S112 C

SC110

MG

T145 P

SY111

ENC

120 EC

N130

ENG

105 A

DM

157 A

CC

132 A

CC

193 A

CC

311 A

CC

361 A

CC

161 A

CC

946 A

CC

932 EN

G106

ENG

108 C

OM

703 A

DM

138 A

CC

111 SP

C101

SPC

126 SD

V153

AC

C261

BC

A164

BC

A212

BC

A213

AC

C251

AC

C193

AC

C191

Demonstrate the basic workplace skills of listening, writing, communicating, problem-solving, interpersonal relationships and leadership.

x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x

Demonstrate double-entry accounting.

x x x x x x x x x x x

Compile financial reports.

x X x x x x x x x x x x x x

Generate computerized financial and managerial reports.

x x x x x x x x x x x x x

Demonstrate the personal qualities needed to succeed as a bookkeeper.

x x x x x x x x x x x x x x x x x

Develop individual career values.

x x x x x x x x x x

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Explore opportunities in the bookkeeping profession.


Assess the changing business environment.

x x x x x x x x x x x x x x x x x x x x x

Produce personnel and payroll records in conformance with current legal requirements.

x x x x x x

Solve problems on a calculator.


Demonstrate basic spreadsheet techniques.


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B. ASSURANCES 1. Are all program specific career/technical course competencies reviewed annually, updated

as needed and published in the course competency web page? Yes, they are reviewed, updated, and approved by the Advisory Committee yearly.

2. Are all program specific career/technical course descriptions reviewed annually, updated as needed, and published in the catalog? Yes

3. Is the catalog description reviewed annually? Yes

4. Are all program specific career/technical course syllabi reviewed annually? The program is not currently reviewing individual course syllabi. All faculty agree to cover the competencies agreed to by the faculty and Advisory Committee. The syllabi are reviewed by the Dean and available upon request by the district and program chair.

5. Is the program curriculum current and meeting business & industry standards? The program is continuously gathering data from internship employers, Advisory Committee, job postings and requests.

6. Are current course competencies & syllabi for program courses on file in the Dean’s office? Yes, all course competencies & syllabi for program course are on file in the Dean’s office.

7. Are course competencies & course syllabus for each course provided to students at the beginning of each course?

Yes, all faculty are required to include this information on the syllabus.

8. Is the length of each program award appropriate and in compliance with the DMACC and Dept. of Ed requirements as listed below?

AA degree

o 64 credits o Able to be completed in 2 calendar years (4 regular terms & 2 summer terms) o Meets DMACC general education requirements

AS-CO degree o 66 to 70 credits (including program pre-requisite credit courses, not remedial) o Able to be completed in 2 calendar years (4 regular terms & 2 summer terms)

By indicating a “yes” for each of the following items you are assuring that you complete these reviews on an annual basis. For each “no” response explain and provide a plan for change.

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o Meets DMACC general education requirements o Articulation agreements on file with 3 baccalaureate degree programs (list Colleges below)

1. 2. 3.

AAS degree o 60 to 86 credits (including program pre-requisite credit courses, not remedial) o 50% of program courses are career/technical Meets DMACC general education requirements

Diplomas o 30 to 48 credits (including program pre-requisite credit courses, not remedial) o Able to be completed in 1 calendar year (52 weeks maximum) o Meets DMACC general education requirements

Yes we meet these requirements. Certificates

o 48 credits max (including program pre-requisite credit courses, not remedial) o Able to be completed in 1 calendar year (52 weeks maximum) o Includes only career/technical courses

Yes, our department of institutional effectiveness constantly verifies and validates this.

C. STUDENT INFORMATION AND DEMOGRAPHICS

DEMOGRAPHIC DISTRIBUTIONS Number of Students by Race and Year and Student Type

Accounting & Bookkeeping Total Students Percent of Total

2007 2008 2009 2010 2007 2008 2009 2010

Career Advantage Unknown 1 . . . 100.00 . . .

SUBOTAL 1 . . . 100.00 . . .

Regular Student Am Indian . 1 3 2 . 1.20 2.68 1.28

Asian 4 7 6 10 5.71 8.43 5.36 6.41

Black 6 6 9 15 8.57 7.23 8.04 9.62

Hispanic 2 . . . 2.86 . . .

Unknown 6 3 6 15 8.57 3.61 5.36 9.62

White 52 66 88 112 74.29 79.52 78.57 71.79

unknown . . . 2 . . . 1.28

SUBOTAL 70 83 112 156 100.00 100.00 100.00 100.00

TOTAL 71 83 112 156 100.00 100.00 100.00 100.00

Accounting Certificate I Total Students Percent of Total

2007 2008 2009 2010 2007 2008 2009 2010

Career Advantage White . 1 . . . 100.00 . .

SUBOTAL . 1 . . . 100.00 . .

AQIP Category Three, UNDERSTANDING STUDENTS’ AND OTHER STAKEHOLDERS’ NEEDS, focuses on understanding student and other stakeholder needs.

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Accounting Certificate I Total Students Percent of Total

2007 2008 2009 2010 2007 2008 2009 2010

Regular Student Asian 3 2 2 2 8.57 5.26 4.00 4.65

Black 1 4 8 16 2.86 10.53 16.00 37.21

Hispanic 1 2 1 2 2.86 5.26 2.00 4.65

Unknown 2 . 6 2 5.71 . 12.00 4.65

White 28 30 33 21 80.00 78.95 66.00 48.84

SUBOTAL 35 38 50 43 100.00 100.00 100.00 100.00

TOTAL 35 39 50 43 100.00 100.00 100.00 100.00

Accounting Certificate II Total Students Percent of Total

2007 2008 2009 2010 2007 2008 2009 2010

Regular Student White 3 1 1 2 100.00 100.00 100.00 100.00

SUBOTAL 3 1 1 2 100.00 100.00 100.00 100.00

TOTAL 3 1 1 2 100.00 100.00 100.00 100.00

Number of Students by Gender and Year and Student Type

Accounting & Bookkeeping Total Students Percent of Students

2007 2008 2009 2010 2007 2008 2009 2010

Career Advantage Female 1 . . . 100.00 . . .

SUBTOTAL 1 . . . 100.00 . . .

Regular Student Female 46 59 84 116 65.71 71.08 75.00 74.36

Male 24 24 28 40 34.29 28.92 25.00 25.64

SUBTOTAL 70 83 112 156 100.00 100.00 100.00 100.00

TOTAL 71 83 112 156 100.00 100.00 100.00 100.00

Accounting Certificate I Total Students Percent of Students

2007 2008 2009 2010 2007 2008 2009 2010

Career Advantage Female . 1 . . . 100.00 . .

SUBTOTAL . 1 . . . 100.00 . .


Male 8 10 12 13 22.86 26.32 24.00 30.23

SUBTOTAL 35 38 50 43 100.00 100.00 100.00 100.00

TOTAL 35 39 50 43 100.00 100.00 100.00 100.00

Accounting Certificate II Total Students Percent of Students

2007 2008 2009 2010 2007 2008 2009 2010


Male 1 . . . 33.33 . . .

SUBTOTAL 3 1 1 2 100.00 100.00 100.00 100.00

TOTAL 3 1 1 2 100.00 100.00 100.00 100.00

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Number of Students by Age Group and Year and Student Type

Accounting & Bookkeeping Total Students Percent of Students

2007 2008 2009 2010 2007 2008 2009 2010

Career Advantage <= 22 years old 1 . . . 100.00 . . .

SUBTOTAL 1 . . . 100.00 . . .

Regular Student <= 22 years old 35 31 42 62 50.00 37.35 37.50 39.74

>22 and <=30 years old 18 26 30 41 25.71 31.33 26.79 26.28

>30 and <=40 years old 10 13 25 28 14.29 15.66 22.32 17.95

>40 and <=50 years old 6 10 11 18 8.57 12.05 9.82 11.54

>50 years old 1 3 4 7 1.43 3.61 3.57 4.49

SUBTOTAL 70 83 112 156 100.00 100.00 100.00 100.00

TOTAL 71 83 112 156 100.00 100.00 100.00 100.00


2007 2008 2009 2010 2007 2008 2009 2010

Career Advantage <= 22 years old . 1 . . . 100.00 . .

SUBTOTAL . 1 . . . 100.00 . .

Regular Student <= 22 years old 5 9 10 13 14.29 23.68 20.00 30.23

>22 and <=30 years old 11 12 16 12 31.43 31.58 32.00 27.91

>30 and <=40 years old 10 9 11 6 28.57 23.68 22.00 13.95

>40 and <=50 years old 2 4 8 9 5.71 10.53 16.00 20.93

>50 years old 7 4 5 3 20.00 10.53 10.00 6.98

SUBTOTAL 35 38 50 43 100.00 100.00 100.00 100.00

TOTAL 35 39 50 43 100.00 100.00 100.00 100.00


2007 2008 2009 2010 2007 2008 2009 2010

Regular Student <= 22 years old 1 . . . 33.33 . . .

>30 and <=40 years old 1 . . 1 33.33 . . 50.00

>50 years old 1 1 1 1 33.33 100.00 100.00 50.00

SUBTOTAL 3 1 1 2 100.00 100.00 100.00 100.00

TOTAL 3 1 1 2 100.00 100.00 100.00 100.00

Number of Students by Full-Time or Part-Time Status and Student Type Accounting & Bookkeeping

Total Students Percent of Students

2007 2008 2009 2010 2007 2008 2009 2010

Career Advantage Part time 1 . . . 100.00 . . .

SUBTOTAL 1 . . . 100.00 . . .

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Total Students Percent of Students

2007 2008 2009 2010 2007 2008 2009 2010

Regular Student Full time 21 14 23 41 30.00 16.87 20.54 26.28

Part time 49 69 89 115 70.00 83.13 79.46 73.72

SUBTOTAL 70 83 112 156 100.00 100.00 100.00 100.00

TOTAL 71 83 112 156 100.00 100.00 100.00 100.00


2007 2008 2009 2010 2007 2008 2009 2010

Career Advantage Part time . 1 . . . 100.00 . .

SUBTOTAL . 1 . . . 100.00 . .

Regular Student Full time 3 5 5 5 8.57 13.16 10.00 11.63

Part time 32 33 45 38 91.43 86.84 90.00 88.37

SUBTOTAL 35 38 50 43 100.00 100.00 100.00 100.00

TOTAL 35 39 50 43 100.00 100.00 100.00 100.00


2007 2008 2009 2010 2007 2008 2009 2010

Regular Student Full time . . 1 . . . 100.00 .

Part time 3 1 . 2 100.00 100.00 . 100.00

SUBTOTAL 3 1 1 2 100.00 100.00 100.00 100.00

TOTAL 3 1 1 2 100.00 100.00 100.00 100.00

1. Are the numbers of students starting appropriate for the program?

Based on the statistical data the enrollment for the Accounting and Bookkeeping program in 2010 is 220% greater than 2007. Both full time and part time increased over 200%. The faculty feels comfortable with the growth rate. Based on the statistical data the enrollment for the Accounting Certificate I increased 122% while the enrollment for Accounting Certificate II has decreased. More research needs to be forthcoming to determine the reason for the reduction in Accounting Certificate II.

2. Is there a waiting list? How long? Is this a new trend or has it been ongoing? There is no waiting list. The accounting faculty work hard to accommodate trends through staffing.

3. Have enrollment patterns changed over the past five years? Why? The results of the data showed females increased by 252% and males by 167% from 2007 to 2010. Even though the females increased at a faster pace, it is representative of the work force in Accounting and Bookkeeping.

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Regarding age group in the program, the age brackets of <=22, >22 and <=30, >30 and <30 and <=40 are close in the percentage of students in each group with <=22 slightly higher for Accounting and Bookkeeping. Students during this time found it necessary to retrain due to the job opportunity shift. While in the Accounting and Bookkeeping the <=22 age group was slightly higher, the Accounting Certificate I student appeared to be older. Again, during this time the job opportunities in the field shifted.

Regarding Accounting Certificate I gender, two-thirds of the students were females which is representative of the work force.

4. Does enrollment reflect balanced diversity in gender, age and ethnicity? Over a five-year period the diversity of race remained constant in the Accounting and Bookkeeping Program. In 2010, the percentage of whites in the program were 72% while in the Accounting Certificate I, the percentage was 49%. The Accounting Certificate II was too few to value. Gender and age were discussed earlier.

5. What efforts are being made to promote diversity in the program?

Currently the Accounting programs are meeting with the Advisory Committee to identify the proper placement for a diversity course within our program. The initial findings would be to include it in Accounting Professionalism class. This class is taught in the first semester of the Accounting and Bookkeeping program. The placement in the Accounting Certificate I and II has not been addressed. Another initiative is the communication and visits to high schools both rural and urban to encourage more diverse enrollment. All high schools throughout the district are invited to the Accounting Career Day to experience opportunities in the accounting field. DMACC and the Accounting programs work closely with high schools offering dual credit for ACC111-Introduction to Accounting. Visitations are made to all high schools offering this program. A seminar designated to accounting in the classroom is being developed for all accounting instructors teaching in the high school. The Accounting programs through Business Academy offer sections of ACC131- Principles of Accounting on the Ankeny Campus. Enrollment is limited to current high school students. Presentations and individual meetings are offered to high school instructors to provide information regarding skills needed for success in the accounting field.

- 20 -

Accounting faculty are available to meet with student during campus visits and orientation.

6. Is the program capable of meeting the needs of all students including students with disabilities, both male and female students, and from diverse racial and ethnic groups?

The Accounting programs easily meet the needs of both male and female students. Courses are offered day, evening, and are available online and can accommodate a variety of work schedules and family responsibilities. DMACC and the program offer interpreters for those ethnic students that may not have English as their first language and provide a variety of teaching methods to aid in understanding. DMACC has a strong academic achievement center to assist in the process. Translators for the deaf are available in the classroom as needed. Many of the publishers are offering a program that reads the text to the visually impaired student. Special tables are present where required to accommodate wheel chair access.

Student Survey Results Accounting Student Survey

Last Modified: 04/30/2013

Filter By: Report Subgroup 1. Current Year (YYYY)

Text Response

2013

2013

2013

Statistic Value

Total Responses 21

2. What program/program area are you currently enrolled in?

# Answer Response %

1 Accounting Programs 27 100%

- 21 -

3. Which of the following plan to obtain upon completion of your program studies?

# Answer Response %

1 AA Degree 7 27%

2 AS Degree 6 23%

3 AAS Degree 5 19%

4 Diploma 6 23%

5 Certificate 4 15%

Statistic Value

Min Value 1

Max Value 5

Total Responses 26

4. What best describes your current educational goal at DMACC? (Students may select more than one answer)

# Answer Response %

1 Prepare for a job (obtain employment)

7 26%

2 Make a career change 11 41%

3 Upgrade my skills 7 26%

4 Take courses for career exploration

0 0%

5 Obtain or maintain certification

2 7%

6 Personal interest or self improvement

1 4%

7 Transfer to a four-

year college or university

9 33%

8 Other -Please Specify 0 0%

Statistic Value

Min Value 1

Max Value 7

Total Responses 27

5. What is your current student classification?

# Answer Response %

1 Full-Time (8 or more credits)

17 63%

2 Part-Time (7 or fewer credits)

10 37%

Total 27 100%

- 22 -

6. How did you find out about the program you are enrolled in?

# Answer Response %

1 Iowa State Fair 0 0%

2 TV Commercial 1 4%

3 High School Counselor 1 4%

4 Newspaper 2 8%

5 Other - Please Specify 8 31%

6 Recruitment Personnel 1 4%

7 DMACC Tabloid 0 0%

8 College Catalog 8 31%

9 Relative/Friend 8 31%

Other - Please Specify

college counselor

walk-in, advisor

internet

Iowa Workforce

Unemployment office

DMACC Website

Always wanted to attend college

Online

7. Reason for enrolling at DMACC (Select all that apply):

# Answer Response %

1 Convenience 16 59%

2 Affordability 20 74%

3 Availability of a specific program

12 44%


5 Recommended by parent, friend, etc.

5 19%

6 DMACC reputation 6 22%

7 Recruited 0 0%


on-line classes

Statistic Value

Min Value 1

Max Value 6

Total Responses 27

- 23 -

8. How many credits have you completed at DMACC?

# Answer Response %

1 None 1 4%

2 0-16 Credits 4 15%

3 17-32 Credits 5 19%

4 33-45 Credits 5 19%

5 46-64 Credits 7 27%

6 65+ Credits 4 15%

Total 26 100%

9. During your enrollment are you taking classes:

# Answer Response %

1 Days Only 6 22%

2 Evenings Only 5 19%

3 Weekends Only 0 0%

4 Days and Evenings 12 44%

5 Evenings and Weekends

4 15%

6 On-line 17 63%

Statistic Value

Min Value 1

Max Value 6

Total Responses 27

10. Where are you taking the majority of your classes?

# Answer Response %

1 Ankeny Campus 7 27%

2 Boone Campus 5 19%

3 Carroll Campus 0 0%

4 Other - Please Specify

1 4%

5 Newton Campus 0 0%

6 Urban Campus 13 50%

7 West Campus 0 0%

Total 26 100%


all have been on line so far

- 24 -

11. Overall, how does the instruction you are receiving compare with your expectations?

# Answer Response %

1 Excellent 15 56%

2 Good 9 33%

3 Average 2 7%

4 Poor 0 0%

5 Very Poor 1 4%

6 Don't Know/No Opinion

0 0%

Total 27 100%

Statistic Value

Min Value 1

Max Value 5

Mean 1.63

Variance 0.86

Standard Deviation 0.93

Total Responses 27

12. Rate the facilities on the following characteristics:

# Question 1-Excellent 2-Good 3-Average 4-Poor 5-Very Poor

6-Don't Know/No

Total Responses

Mean

1

Availability when

students need to use

them

10 13 2 0 0 1 26 1.85

2 Adequacy 11 10 2 0 1 1 25 1.92

3 Maintenance 11 8 4 0 0 1 24 1.88

Statistic Availability when students need to use them

Adequacy Maintenance

Min Value 1 1 1

Max Value 6 6 6

Mean 1.85 1.92 1.88

Variance 1.10 1.58 1.33

Standard Deviation 1.05 1.26 1.15

Total Responses 26 25 24

13. Rate the equipment on the following characteristics:


6-Don't Know/No

Total Responses

Mean

1

Availability when


them

10 9 5 0 0 2 26 2.12

2 Adequacy 15 5 4 0 0 2 26 1.88

3 Maintenance 13 8 3 0 0 2 26 1.92

- 25 -

14. Rate the student support services:


6-Don't Know/No

Total Responses

Mean

1 Tutoring Services 5 3 2 2 1 13 26 4.15

2 Library Services 8 8 3 0 0 7 26 2.88

3

Guidance and

Counseling Services

6 7 4 1 1 7 26 3.19

4 Academic

Achievement Center

6 6 5 0 0 9 26 3.35

5 Computer Lab/Services 12 9 2 0 0 3 26 2.08

15. Would you recommend the program to others?

# Answer Response %

1 Definitely Yes 21 78%

2 Probably 5 19%

3 Uncertain 0 0%

4 Probably Not 1 4%

5 Definitely Not 0 0%

Total 27 100%

16. Please select the time(s) you would prefer to attend class:

# Answer Response %

1 6:00am - 8:00am 1 4%

2 8:00am - 11:00am 6 24%


3 12%

4 11:00am - 1:00pm 7 28%

5 1:00pm - 3:00pm 5 20%

6 3:00pm - 6:00pm 5 20%

7 6:00pm - 9:00pm 10 40%


on line is best for me my schedule constantly changes

on-line

weekends and online

- 26 -

Statistic Value

Min Value 1

Max Value 7

Total Responses 25

17. How many hours do you work per week while a student at DMACC?

# Answer Response %

1 None 6 22%

2 1-10 hrs/wk 1 4%

3 11-20 hrs/wk 1 4%

4 21-30 hrs/wk 5 19%

5 31-40 hrs/wk 5 19%

6 40+ hrs/wk 9 33%

Total 27 100%

18. What high school did you last attend?

School Name City State

Woodstock high school Woodstock Ga

Dagahaley secondary Garissa Kenya

Lincoln High Des Moines Iowa

Boone High School Boone Iowa

Guthrie Center High Guthrie Center IA

Northeast Hamilton Blairsburg Iowa

North Des Moines Iowa

Lincoln Des Moines IA

Nandua High School Onley VA

SE Polk Runnells IA

South Hamilton Jewell Iowa

Valley High School West Des Moines Iowa

Winterset Community Schools Winterset Iowa

Muscatine High School Muscatine IA

Keystone High School LaGrange Ohio

Senior chief Koinage high school Kiambu Kenya(Africa)

West Waterloo Waterloo Iowa

D M Tech Des Moines Iowa

Lincoln High School Des Moines IA

Easg High School Des Moines Iowa

Homeschooled Vallejo California

Challis High School Challis ID

Lincoln Des Moines IA

Knoxville High School Knoxville IA

Northwest High School Wichita KS

West Burlington Arnold High School West Burlington Iowa

- 27 -

Statistic Value

Total Responses 26

19. After receiving your high school diploma/GED, did you attend any other educational institution before attending DMACC?

# Answer Response %

1 Yes 18 67%

2 No 9 33%

Total 27 100%

20. If you answered yes to question 17, please indicate the type of school(s) you attended:

# Answer Response %

1 Technical/Business College

1 6%

2 Two Year College 10 56%

3 Four Year College/University

7 39%

Total 18 100%

21. Did you graduate from that institution?

# Answer Response %

1 Yes 7 37%

2 No 12 63%

Total 19 100%

- 28 -

22. What do you like most about the program you are enrolled in?

Text Response

I am good in numbers and solving problems and accounting is more of that type then writing.

I have always been fascinated by Accounting since I took a Accounting class in high school

Between the different campus's I could usually find the class(es) I needed to finish my degree.

I like the fact that the professors I've had are knowledgeable in their specialty and caring about the success of their students.

na

The learning experience

My teachers, to name a few: Margery Ranch, Reading II; Stephanie Young, Writing II; Donald Thacher, Business Math; Kristine Friestad, Prin Acct I; Tasha Mullihan, Intro Com Bus App; Lisa Lockard, Intro to Acct; Gregory Dodds, Computer Accounting; and Brenda Westvold, Income Tax Accounting.

All these teachers have helped me so much.

The instructors are very helpful as I transfered here from another community college in Ohio

the information and ability to feel confident with Accounting software

In class time with a good instructor that knows their subject and how to teach.

The fact that i have been able to take most of the classes online. All instructors have been helpful

The way that the material is presented and the availability of the instructors if any questions arise. It is a very challenging course, but that is what keeps me focused and wanting to learn more.

Instructors are clear, helpful, personable, and have a sense of humor.

Variety of classes and availability of on-line classes, wish all the classes were on-line. Don't have as much time to devote to going to classes. Much easier to take everything on-line.

The Instructors were great.

nothing

The professors I had were very nice and great teachers.

Statistic Value

Total Responses 17

- 29 -

23. What do you like least about the program you are enrolled in?

Text Response

It does not have competitive tutors like other classes and it is homework is cumbersome

When taking online classes it takes a bit of time to get a question answered. Nothing bad regarding the instructors they are very prompt when requesting help or clarification about homework.

The classes are not offered in Boone in the evenings. I have had to travel to Urban and Ankeny campus to find the classes to finish my degree that would work around my work schedule. Some days I am at 2 campus's in same day and having to allow travel time between classes has made it

difficult to make a schedule that would work around my work schedule.

The course articulation agreement with Drake University and other four year colleges. Not enough classes transfer for the accounting degree at a four year institution.

Some of the higher level Accounting courses are only available at an inconvenient time [7-9 p.m. or 7-10 p.m.], but I've managed to deal with it through the understanding that those courses are lesser in demand, and I'm not on a 9-5 job yet.

na

The instructors are great.

I would recommend that the Business Tax class (ACC 268) be taught in class than online. I know I would do better if I was being taught in person. I have been using the AAC to help me with this class.

Having to travel to take upper level accounting classes which do not seem to be offered in Boone

the instructor's comments via online responding to my questions to her

Some of the instructors don't seem to know how to teach. They talk down to the students and have their favorites. A couple of the courses where repeating the same subject matter and thus made you wonder why they both were required.

The last classes I have to take I have to do at a campus

I dislike having to take tests over more than two chapters at a time, but I know that, that is the way this course and many others are taught.

Some classes are offered only one semester in Boone during the year.

The heaters in the classrooms were turned down really low in the winter time. It was really cold at times.

The career internship class being required when I already have 15 years’ experience in the field. Accounting spreadsheets class online was taught totally different than the class one. Online Instructor was not helpful at all.

taking classes that do not pertain to accounting. Waste of my time and money.

no comment

7. Provide a brief analysis of the Student Satisfaction Survey. What insight have you derived from the results? The Student Satisfaction Survey was administered to students at various points in their

program. Therefore, the student participating in the survey could be at the beginning, middle, or end of his/her respective program. Participation in the survey was voluntary. It was administered by sending emails to students with a link to the survey who are enrolled in one of our Accounting programs. Some of the highlights of the survey are as follows:

Educational Goals: 26% Prepare for job (obtain employment) 41% Make a career change 26% Upgrade skills 33% Transfer to a four-year college or university

Current student classification 63% Full Time

- 30 -

37% Part Time

Reason for enrolling at DMACC (Select all that apply) 59% Convenience 74% Affordability 44% Availability of specific program 22% DMACC reputation

Time preferences to attend classes 24% 8:00AM–11AM 28% 11:00AM-1PM 20% 1:00-3:00PM 20% 3:00-6:00PM 40% 6:00-9:00PM Not listed as a choice, but indicated was online classes.

Recommendation of the program to others 78% Definitely Yes 19% Probably

Number of hours worked while at DMACC 30% work between 0 and 20 hours 36.7% work between 21 and 40 hours 33.3% work 40+ hours

Facilities and equipment ratings 88% rated the facilities as excellent or good 77% rated the equipment as excellent or good

69% of the students are from Iowa 31% were from other states and countries Students provided feedback concerning their likes and dislikes about the program. Students like the relationship between the student and the faculty. Some of the comments include: “Instructors are clear, helpful, personable, and have a sense of humor” “The Instructors were great.” “In class time with a good instructor that knows their subject and how to teach.” The dislikes include: Travel time to a location to take a class. “The course articulation agreement with Drake University and other four year colleges. “Not enough classes transfer for the accounting degree at a four year institution.” The results of the survey provided data to apply to our program as validation of our current activities as well as suggestions for future changes. Students appear to be pleased with the teaching faculty and the Accounting programs. There appears a need

- 31 -

to work on scheduling to meet the student needs. Educational goals of our students vary from preparing for a job to transferring to a four-year college or university. It is vitally important to bring the course material to the students in a manner that matches the expectations of a variety of potential employers and educators.

Number of Graduates by Year and Award Type

Major and Degree Type Academic Year

2007 2008 2009 2010 2011

Accounting & Bookkeeping DIPL 4 6 9 8 5

TOTAL 4 6 9 8 5


2007 2008 2009 2010 2011

Accounting Cert I CSP 7 12 14 17 18

. .

TOTAL 7 13 14 17 18


2007 2008 2009 2010 2011

Accounting Cert II CSP 3 6 8 3 8

TOTAL 3 6 8 3 8

8. Do you project any expansion or decrease in graduation rates during the next five years? The country is coming out of an economic crisis from 2008 – 2010 resulting in more opportunities in the workforce. During the slump many lost their jobs in manufacturing and related areas. Student enrollment increased for retraining of skills in business. As job opportunities increase in 2011, the graduation rate for students decreased as they return to the work-force prior to graduation. On the other hand, it is more of an employers’ market requiring highly trained employees with documented skills. This could cause the graduation rates to improve.

9. What challenges do you face in retaining students to graduation/completion? Challenges include:

As the job market improves so does early exit from the program Economic hardship forces students to put their education on hold Students are only seeking the minimum amount of education to obtain employment Accounting is challenging for students and they move into another program

- 32 -

10. Are there specific program courses available to part-time students looking for licensure, improvement of skills, to obtain or maintain certification, or career exploration? (list the courses) Many inquiries from potential students who have a degree in an unrelated/related field and want to obtain enough credits for a licensure such as a CPA or CMA are requested. These are the course they may take to achieve their goal. ACC131 and ACC132 are preliminary ACC311 Computer Accounting BUS185 Business Law I ACC231 Intermediate Accounting I ACC222 Cost Accounting ACC261 Income Tax Accounting ACC272 Accounting Information Systems ACC161 Payroll Accounting ACC191 Financial Analysis ACC251 Gov’t & Nonprofit Accounting ACC268 Business Tax ACC361 Accounting Spreadsheets

In addition licensure opportunity is available at the completion of the Accounting Payroll program.

Graduate Survey Results

Graduate Survey


1. Year of Graduation

Text Response

2013

2010

2010

2010

2011

2011

2010

2012

Statistic Value

Total Responses 8

- 33 -

2. Mark all awards obtained upon completion of your Accounting degree.

# Answer Response %

1 Accounting Cert I 7 64%

2 Accounting Cert II 5 45%

3 Accounting and Bookkeeping

2 18%

4 Accounting Specialist 3 27%

5 Accounting Information Systems

0 0%

6 Accounting Paraprofessional

5 45%

7 Payroll Certification 2 18%

8 Income Tax Preparation

1 9%

3. What was your goal when you enrolled in this program?

# Answer Response %

1 Prepare for a job (obtain employment)

6 55%

2 Make a career change 3 27%

3 Upgrade my skills 7 64%

4 Take courses for career exploration

1 9%

5 Obtain or maintain certification

2 18%

6 Personal interest or self improvement

3 27%

7 Transfer to a four-

year college or university

4 36%


Other -Please Specify

CPA exam

4. Did you achieve your goal?

# Answer Response %

1 Yes 8 73%

2 No - Why not? 3 27%

Total 11 100%

No - Why not?

Still desire to obtain bachelor's

I still need an internship.

$$$ for CPA prep classes

- 34 -

5. What is your current employment status?

# Answer Response %

1 Employed full time 8 73%

2 Employed part time 1 9%

3 Temporarily employed 1 9%

4 Unemployed, seeking employment

1 9%

5 Not in the labor force (not employed & not seeking employment)

0 0%

Total 11 100%

6. If employed please provide the following information:

Company Name Address City/State/Zip Job Title Supervisor Start Date Full time or Part time

Palmer Group 3737 Woodland Ave West Des Moines Temp Employee Temporarily

Employed

Bethany Manor Story City Accounting Assistant 08/01/2010 Full Time

Iowa Dept of Transportation 800 Lincoln Way Ames/Iowa/50010 Accounting Tech

2 Cheryl Williams April 1994 Full time

Jacobson Companies 3811 Dixon St Des Moines, IA

50313 Staff Accountant Shannon Connor 03/18/2013 Full-Time

Enterprise Rent-A-Car Urbandale, IA Service Agent Tara D July 2012 Part time

Governor's Office Of Drug Control

Policy 215 E. 7th Street Des Moines, IA

50319 Administrative

Assistant 2 Dale Woolery 10/12/2012 full time

Noble Ford 2406 N Jefferson Way

Indianola, IA 50125

Accounting Assistant Terri Beedle 01/07/13 Full Time

Forfeiture Support Associates Lisle, IL Paralegal III 05/15/2006 Full time

Vermeer Corporation PO Box 200 Pella, IA 50219 Financial Assistant Norma Kuiper 06/27/2011 Full time

City of Des Moines

Wastewater Reclamation

Authority

3000 Vandalia Road Des Moines, Iowa

Accounting & Inventory

Coordinator Bill Miller 06/25/2012 Full time

Statistic Value

Total Responses 10

7. May we contact your current employer for the purposes of DMACC program evaluation?

# Answer Response %

1 Yes 5 45%

2 No 6 55%

Total 11 100%

- 35 -

8. Were you employed at this job while attending DMACC?

# Answer Response %

1 Yes 6 55%

2 No 5 45%

Total 11 100%

9. Hours worked per week while a student at DMACC:

# Answer Response %

1 5-10 hrs/wk 0 0%

2 26-30 hrs/wk 1 13%

3 11-15 hrs/wk 0 0%

4 31-35 hrs/wk 0 0%

5 16-30 hrs/wk 0 0%

6 36-40 hrs/wk 4 50%

7 21-25 hrs/wk 1 13%

8 40+ hrs/wk 2 25%

Total 8 100%

10. Were you promoted or advanced based on course work completed at DMACC?

# Answer Response %

1 Yes 3 27%

2 No 8 73%

Total 11 100%

11. Is your current employment related to the education you obtained at DMACC?

# Answer Response %

1 Yes 7 64%

2 No 4 36%

Total 11 100%

- 36 -

12. What is your current salary range?

# Answer Response %

1

less than or = $7.25/hr or (less

than or = $15,080 annually)

2 18%

2 $7.26 to $7.65/hr or ($15,100 to $15,912

annually)

0 0%

3 $7.66 to $10.65/hr

or ($15,933 to $22,152 annually)

1 9%

4 $10.66 to $13.65/hr

or ($22,173 to $28,392 annually)

1 9%

5 $13.66 to $16.65/hr

or ($28,413 to $34,632 annually)

0 0%

6 $16.66 to $19.65/hr

or ($34,653 to $40,872 annually)

3 27%

7 $19.66 or greater or ($40,893 or greater

annually)

4 36%

Total 11 100%

13. How did you find out about the program you completed at DMACC?

# Answer Response %

1 Iowa State Fair 0 0%

2 TV Commercial 0 0%

3 High School Counselor

1 9%

4 Newspaper 0 0%


6 Recruitment Personnel

0 0%

7 DMACC Tabloid 1 9%

8 College Catalog 7 64%

9 Relative or Friend 3 27%


Veteran Affairs Vocational Rehabilitation Program

Barb Moses

- 37 -

14. Reason for enrolling at DMACC (select all that apply):

# Answer Response %

1 Convenience 7 64%

2 Affordability 7 64%

3 Availability of a specific program

5 45%


5 Recommended by Parent, Friend, Etc.

3 27%

6 DMACC reputation 7 64%

7 Recruited 0 0%


Received AS there

15. Were you enrolled full time or part time at DMACC?

# Answer Response %

1 Full time 7 64%

2 Part time 6 55%

16. During your enrollment did you take classes:

# Answer Response %

1 Days Only 2 20%

2 Evenings Only 2 20%

3 Weekends Only 0 0%

4 Days and Evenings 4 40%

5 Evenings and Weekends

0 0%


Total 10 100%


Online

Day, Evenings & Weekends

- 38 -

17. Where did you take the majority of your classes?

# Answer Response %

1 Ankeny Campus 1 9%

2 Boone Campus 2 18%

3 Carroll Campus 0 0%


1 9%

5 Newton Campus 0 0%

6 Urban Campus 7 64%

7 West Campus 0 0%

Total 11 100%


Online

18. Did you take any on-line accounting courses at DMACC?

# Answer Response %

1 No 2 18%

2

Yes - If so, what course/s did you take

and how did it compare to

traditional classroom learning?

9 82%

Total 11 100%

Yes - If so , what course/s did you take and how did it compare to traditional classroom learning?

Payroll certification review

don't remember which course

Do not remember specific courses.

English, Environmental Science, Intro To Film, Finite Math, etc. It was faster paced but let you get more of a feel for what you're learning when you are teaching yourself more.

Financial Analysis and Acct. Professionalism- web-blend

I am not sure of the course title but after taking the online course I realized I did not like online classes. I received little help with this class and I thought the traditional classroom was much more helpful.

Several courses. I like those as opposed to traditional classroom because I don't have to wait for ESL or slacking students. Such a waste of time for me when I've done my work but others hold up the class

Principles of Accounting II and Accounting Spreadsheets - I preferred classroom learning

19. If you transferred to another four-year college or university, could DMACC have done anything more to prepare you for the transition?

Text Response

No suggestions, I was well prepared for the 4 year college that I attended.

Offered more courses that transferred to other four-year institutions.

Did not transfer.

n/a

- 39 -

20. Would you recommend the program you completed to others?

# Answer Response %

1 Definitely Yes 9 82%

2 Probably 2 18%

3 Uncertain 0 0%

4 Probably Not 0 0%

5 Definitely Not 0 0%

21. How did the instruction you received in your program compare with your expectations?

# Answer Response %

1 Outstanding 6 55%

2 Above Expectations 2 18%

3 Met Expectations 3 27%

4 Below Expectations 0 0%

5 Unsatisfactory 0 0%

Total 11 100%

22. Rate the Facilities on the following characteristics:

# Question Excellent Good Average Poor Very Poor Don't Know/No Opinion

Total Responses

Mean

1

Availability when


them

7 3 1 0 0 0 11 1.45

2 Adequacy 7 3 1 0 0 0 11 1.45

3 Maintenance 7 2 2 0 0 0 11 1.55

23. Rate the Equipment on the following characteristics:


Total Responses

Mean

1

Availability when


them

6 3 1 0 0 1 11 1.91

2 Adequacy 6 3 1 0 0 1 11 1.91

3 Maintenance 6 2 2 0 0 1 11 2.00

- 40 -

24. Rate the Student Support Services on the following characteristics:


Total Responses

Mean

1 Tutoring Services 5 0 0 0 0 6 11 3.73

2 Library Services 5 2 0 0 0 4 11 3.00

3

Guidance and

Counseling Services

6 1 1 1 0 2 11 2.45

4 Academic

Achievement Center

7 0 1 0 0 3 11 2.55

5 Computer Lab/Services 6 1 1 0 0 3 11 2.64

25. Rate the Program as a whole:


Total Responses

Mean

1 Preparation to

work in the field

7 3 1 0 0 0 11 1.45

2

Availability of related work

experiences in lab, clinical, practicum or

coop/internship

6 1 1 2 0 1 11 2.27

3

Preparation to transfer to a

four-year college

7 0 1 0 0 3 11 2.55

4

effectiveness of the

instruction received

8 2 1 0 0 0 11 1.36

- 41 -

26. What did you like most about the program?

Text Response

That I could most of it online.

My ability to focus purely on my accounting education. The availability of having one on one with my professors and the smaller classes made me especially happy in comparison to larger universities.

Some of the instructors were excellent at engaging students’ interests to learn the required material. Using real life scenarios have been the most useful in my career.

Urban Campus Accounting instructors know how to teach you what you have to know. Like-able and easy-going.

I was able to get one on one tutoring from the teachers. I was able to make friends. I enjoyed the atmosphere most of all.

I like the classroom instructors!

I thought most of the instructors were very knowledgeable and willing to assist students to the best of their ability.

being able to get the classes I needed, when I needed them. The individual attention I received on the Ankeny campus kept me focused.

I was very impressed with the instructors and the way that I was challenged to learn both in the classroom and on my own. I was originally only going to get the Accounting Certificates I and II but I enjoyed the experience so much, I went on to get my Associates Degree.

The instructors had real world knowledge and experience. All the instructors I had were willing to take time and give additional help/advice when needed.

Statistic Value

Total Responses 10

27. What did you like least about the program?

Text Response

One instructor in particular had the wrong mindset to teach the material. No matter how hard students tried in the class the best grade was not that high. This gave the program the least appealing aspect. It is difficult to want to continue when there is nothing that can be done to be better and

successful.

The elective humanities requirement

Nothing

I think it would be very beneficial to DMACC students if DMACC came up with a program for adult learners like Grand View University has now. The night classes at Grand View University last approximately 8 weeks and there are two semesters for DMACC's one semester. That means night students have the opportunity of taking six semesters during the year instead of the traditional 3. I feel like adult learners would have more

opportunity if DMACC chose to go this direction.

I had a few teachers that I truly wondered how they ever got the job. They were unorganized, and allowed the class to stray from topic.

I enjoyed the program, but being from Newton, i would have liked more of the accounting courses to be available at the Newton campus, not just the gen ed courses.

- 42 -

28. Optional Personal Information: (This information will only be used for the $50 Gift Certificate drawing.)

Name Address Address 2 City State Zip Code Email address

Alena Soto 2810 Sheridan Ave Des Moines Iowa 50310 [email protected]

Brandon DuBois 816 West N Ave. Nevada IA 50201 [email protected]

Kelly Bunting 1203 21st St Boone Iowa 50036 [email protected]

KISHMA MANGRA

3237 MAHASKA AVE DES MOINES IOWA 50317 [email protected]

Sierra Woods (Williams) 403 3rd St NW Mitchellville Iowa 50169 [email protected]

Adam Barnett 3336 Jefferson Circle Ames Iowa 50010 [email protected]

Cinnamon Weinman

5121 Magnolia Drive Pleasant Hill IA 50327 [email protected]

Amanda Fenton 2 John St Indianola IA 50125 [email protected]

Peggy Braga 517 N 6th Ave E Newton Iowa 50208 [email protected]

Matthew R. Durand 909 52nd Street West Des

Moines Iowa 50265 [email protected]

11. Provide a brief analysis of the Graduate Satisfaction Survey. What insight have you derived from the survey results? The Graduate Satisfaction Survey revealed that the majority of our students’ goals were to

“Prepare for a job” (55%) and “Upgrade my skills” (64%). (This question allowed more than one reply.) Thirty-six percent planned to transfer to a four-year college or university. When asked if they achieved their goal 73% stated YES.

Other relative data includes:

Current employment status 73% are employed full time 9% employed part time

Employment while attending DMACC 50% were employed 36-40 hours per week 25% were employed over 40 hours per week 13% were employed 26-30 hours per week

Is your current employment related to the education at DMACC 64% YES 36% NO

Reason for enrolling at DMACC (This question allowed more than one reply.) 64% stated DMACC, reputation 64% stated Convenience and Affordability

Rate the facilities and equipment 91% rated the availability and adequacy of the facilities as excellent or good

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81% rated the maintenance of facilities as excellent or good 81% rated the availability and adequacy of the equipment as excellent or good 73% rated the maintenance of the equipment as excellent or good

Rate the student support services All students who used the tutoring services rated it excellent 78% stated guidance and counseling services as excellent or good 75% stated computer lab/services were excellent or good

When asked to rate the program as a whole 91% rated preparation to work in the field, preparation to transfer to a four-year college, and effectiveness of the instruction received as excellent or good. Availability of related work experiences in lab, clinical, practicum or coop/internship was rated only slightly less. The time frame of the respondents was during an economic down turn. When asked about what they most liked about the program, it was the instruction they received. Specific terms used to describe the faculty were: engaging, likeable, knowledgeable, challenging, and experience they brought to the classroom. Fifty-five percent rated the instruction as outstanding, 18% as above expectations and 27% as met expectations. No one rated their experience as below expectation or unsatisfactory. Items they would like to see improvement on were: they would like to see more eight-week classes similar to Grand View University adult classes and more accounting class offerings at Newton.

D. PROGRAM VIABILITY

Number of Credits by Year and Term and Student Types Status

AQIP Category Seven, MEASURING EFFECTIVENESS, focuses collects, using data, information, and knowledge to manage and drive performance improvement.

- 44 -

Accounting & Bookkeeping Credits

Regular Student 2007 200701 288

200702 338

200703 106

2008 200801 351

200802 299

200803 96

2009 200901 338

200902 371

200903 181

2010 201001 670

201002 671

201003 234

Accounting Certificate I Credits

Career Advantage 2008 200802 3


200702 61

200703 24

2008 200801 64

200802 82

200803 44

2009 200901 103

200902 68

200903 64

2010 201001 127

201002 82

201003 46

Accounting Certificate II Credits


200702 7

2009 200902 6

2010 201001 3

Average Compass Test Scores by Test and Year and Student Type

- 45 -

Accounting & Bookkeeping year Variable N Mean

Career Advantage 2007 English Math Reading

000

.

.

.

Regular Student 2007 English Math Reading

393843

66.0052.5578.88

2008 English Math Reading

514951

62.1849.2976.53


686868

55.4147.1877.22


9610299

55.0850.6678.11

Accounting Certificate I year Variable N Mean

Career Advantage 2008 English Math Reading

000

.

.

.


161515

44.8142.3368.73


151415

45.9352.7168.20


222120

40.0045.0073.65


252323

41.4043.2271.00

Accounting Certificate II year Variable N Mean


101

82.00.

91.00


000

.

.

.


000

.

.

.


000

.

.

.

9. Are the average COMPASS scores for students appropriate for your program? (If not, please explain) For the Accounting and Bookkeeping, Accounting Certificate I and II, students need strong skills in basic math, written and verbal communication, organizational, compute, and be detailed oriented according to “The Skills Needed for an Accounting Clerk Position”. According to the Compass scores, students have adequate Reading skills, but need

- 46 -

stronger English and Math skills. These needed skills are addressed in the first semester of our programs.

Grade Distributions by Course and Year

Accounting & Bookkeeping

Course and Year

Grades Given Percent Grades Given

Total Students As Bs Cs Ds Fs Other Ws As Bs Cs Ds Fs Other Ws

ACC 124 2007 Regular Student 10 . . . . 2 7 1 . . . . 20.00 70.00 10.00

2008 Regular Student 17 . . . . 1 11 5 . . . . 5.88 64.71 29.41

2009 Regular Student 10 . . . . . 10 . . . . . . 100.00 .

2010 Regular Student 14 . . . . . 12 2 . . . . . 85.71 14.29

ACC 131 2007 Regular Student 35 12 8 5 1 5 . 4 34.29 22.86 14.29 2.86 14.29 . 11.43

2008 Regular Student 23 6 4 7 . 1 . 5 26.09 17.39 30.43 . 4.35 . 21.74

2009 Regular Student 41 12 11 7 2 6 . 3 29.27 26.83 17.07 4.88 14.63 . 7.32

2010 Regular Student 64 22 17 9 3 6 . 7 34.38 26.56 14.06 4.69 9.38 . 10.94

ACC 132 2007 Regular Student 18 7 4 5 1 . 1 . 38.89 22.22 27.78 5.56 . 5.56 .

2008 Regular Student 20 7 3 1 2 1 1 5 35.00 15.00 5.00 10.00 5.00 5.00 25.00

2009 Regular Student 14 1 5 2 1 3 . 2 7.14 35.71 14.29 7.14 21.43 . 14.29

2010 Regular Student 52 14 16 10 1 5 . 6 26.92 30.77 19.23 1.92 9.62 . 11.54

ACC 161 2007 Regular Student 13 . 9 1 . 1 . 2 . 69.23 7.69 . 7.69 . 15.38

2008 Regular Student 15 5 2 4 1 . . 3 33.33 13.33 26.67 6.67 . . 20.00

2009 Regular Student 16 7 3 3 . 1 . 2 43.75 18.75 18.75 . 6.25 . 12.50

2010 Regular Student 28 15 6 4 . 1 . 2 53.57 21.43 14.29 . 3.57 . 7.14

ACC 191 2007 Regular Student 15 6 4 3 . 1 1 . 40.00 26.67 20.00 . 6.67 6.67 .

2008 Regular Student 15 2 6 3 1 1 1 1 13.33 40.00 20.00 6.67 6.67 6.67 6.67

2009 Regular Student 11 3 1 3 . 1 1 2 27.27 9.09 27.27 . 9.09 9.09 18.18

2010 Regular Student 7 3 . 2 . 2 . . 42.86 . 28.57 . 28.57 . .

- 47 -


Course and Year



ACC 193 2009 Regular Student 3 3 . . . . . . 100.00 . . . . . .

2010 Regular Student 17 8 5 3 . . . 1 47.06 29.41 17.65 . . . 5.88

ACC 311 2007 Regular Student 13 6 3 3 1 . . . 46.15 23.08 23.08 7.69 . . .

2008 Regular Student 13 9 1 1 . 1 . 1 69.23 7.69 7.69 . 7.69 . 7.69

2009 Regular Student 15 6 5 2 . 2 . . 40.00 33.33 13.33 . 13.33 . .

2010 Regular Student 30 9 13 4 . 4 . . 30.00 43.33 13.33 . 13.33 . .

ACC 361 2007 Regular Student 10 7 . 1 . 1 . 1 70.00 . 10.00 . 10.00 . 10.00

2008 Regular Student 15 9 3 . . 2 1 . 60.00 20.00 . . 13.33 6.67 .

2009 Regular Student 9 4 3 . 1 . . 1 44.44 33.33 . 11.11 . . 11.11

2010 Regular Student 22 16 2 1 . 2 . 1 72.73 9.09 4.55 . 9.09 . 4.55

ACC 932 2007 Regular Student 4 . . . . . 3 1 . . . . . 75.00 25.00

2008 Regular Student 4 . . . . . 4 . . . . . . 100.00 .

2009 Regular Student 4 . . . . . 4 . . . . . . 100.00 .

2010 Regular Student 7 . . . . . 7 . . . . . . 100.00 .

ACC 946 2007 Regular Student 4 1 . 1 . . 1 1 25.00 . 25.00 . . 25.00 25.00

2008 Regular Student 4 4 . . . . . . 100.00 . . . . . .

2009 Regular Student 4 4 . . . . . . 100.00 . . . . . .

2010 Regular Student 7 6 1 . . . . . 85.71 14.29 . . . . .

ADM 157 2007 Regular Student 9 . 3 1 3 1 . 1 . 33.33 11.11 33.33 11.11 . 11.11

2008 Regular Student 5 2 . 1 . 1 . 1 40.00 . 20.00 . 20.00 . 20.00

2009 Regular Student 11 2 4 1 . 2 . 2 18.18 36.36 9.09 . 18.18 . 18.18

2010 Regular Student 14 6 2 2 1 2 . 1 42.86 14.29 14.29 7.14 14.29 . 7.14

BUS 112 2007 Regular Student 20 5 5 2 3 4 . 1 25.00 25.00 10.00 15.00 20.00 . 5.00

2008 Regular Student 24 8 5 1 3 2 . 5 33.33 20.83 4.17 12.50 8.33 . 20.83

2009 Regular Student 27 9 4 3 4 5 . 2 33.33 14.81 11.11 14.81 18.52 . 7.41

2010 Regular Student 36 10 9 8 2 5 . 2 27.78 25.00 22.22 5.56 13.89 . 5.56

- 48 -


Course and Year



COM 703 2007 Regular Student 1 1 . . . . . . 100.00 . . . . . .

2008 Regular Student 5 4 . 1 . . . . 80.00 . 20.00 . . . .

2009 Regular Student 6 4 . 1 . . . 1 66.67 . 16.67 . . . 16.67

2010 Regular Student 9 6 2 . . 1 . . 66.67 22.22 . . 11.11 . .

CSC 110 2007 Regular Student 29 15 3 . . 8 . 3 51.72 10.34 . . 27.59 . 10.34

2008 Regular Student 27 6 8 2 1 4 . 6 22.22 29.63 7.41 3.70 14.81 . 22.22

2009 Regular Student 38 13 4 3 5 9 1 3 34.21 10.53 7.89 13.16 23.68 2.63 7.89

2010 Regular Student 53 25 6 5 1 7 . 9 47.17 11.32 9.43 1.89 13.21 . 16.98

ECN 120 2007 Regular Student 8 . 4 2 . 1 . 1 . 50.00 25.00 . 12.50 . 12.50

2008 Regular Student 8 2 3 2 . . . 1 25.00 37.50 25.00 . . . 12.50

2009 Regular Student 6 1 1 2 1 . . 1 16.67 16.67 33.33 16.67 . . 16.67

2010 Regular Student 24 5 8 5 1 1 . 4 20.83 33.33 20.83 4.17 4.17 . 16.67

ECN 130 2007 Regular Student 4 . 2 . . 1 . 1 . 50.00 . . 25.00 . 25.00

2008 Regular Student 9 . 2 . 1 1 . 5 . 22.22 . 11.11 11.11 . 55.56

2009 Regular Student 7 . 3 . . 1 . 3 . 42.86 . . 14.29 . 42.86

2010 Regular Student 16 5 3 1 2 2 . 3 31.25 18.75 6.25 12.50 12.50 . 18.75

ENG 105 2007 Regular Student 13 4 4 2 . 3 . . 30.77 30.77 15.38 . 23.08 . .

2008 Regular Student 9 3 3 1 . 1 . 1 33.33 33.33 11.11 . 11.11 . 11.11

2009 Regular Student 15 3 4 2 1 . . 5 20.00 26.67 13.33 6.67 . . 33.33

2010 Regular Student 33 9 8 4 1 5 . 6 27.27 24.24 12.12 3.03 15.15 . 18.18

ENG 106 2007 Regular Student 3 . 1 1 . 1 . . . 33.33 33.33 . 33.33 . .

2008 Regular Student 7 2 1 1 . 1 . 2 28.57 14.29 14.29 . 14.29 . 28.57

2009 Regular Student 8 2 4 2 . . . . 25.00 50.00 25.00 . . . .

2010 Regular Student 18 4 5 3 1 1 . 4 22.22 27.78 16.67 5.56 5.56 . 22.22

ENG 108 2007 Regular Student 1 . 1 . . . . . . 100.00 . . . . .

2010 Regular Student 1 . . . . 1 . . . . . . 100.00 . .

- 49 -


Course and Year



MGT 145 2007 Regular Student 10 5 . 4 . 1 . . 50.00 . 40.00 . 10.00 . .

2008 Regular Student 7 2 3 . . . . 2 28.57 42.86 . . . . 28.57

2009 Regular Student 16 7 2 2 1 3 . 1 43.75 12.50 12.50 6.25 18.75 . 6.25

2010 Regular Student 17 6 2 1 . 4 . 4 35.29 11.76 5.88 . 23.53 . 23.53

PSY 111 2007 Regular Student 9 2 . 1 . 3 . 3 22.22 . 11.11 . 33.33 . 33.33

2008 Regular Student 10 2 4 2 . 2 . . 20.00 40.00 20.00 . 20.00 . .

2009 Regular Student 20 6 4 . 1 7 . 2 30.00 20.00 . 5.00 35.00 . 10.00

2010 Regular Student 22 4 5 . 2 8 . 3 18.18 22.73 . 9.09 36.36 . 13.64

Accounting Certificate I

Course and Year



ACC 111

2008 Regular Student 1 1 . . . . . . 100.00 . . . . . .

2009 Regular Student 5 2 2 . . 1 . . 40.00 40.00 . . 20.00 . .

2010 Regular Student 6 . 1 1 1 1 . 2 . 16.67 16.67 16.67 16.67 . 33.33

ACC 124

2007 Regular Student 1 . . . . . 1 . . . . . . 100.00 .

2009 Regular Student 1 . . . . . 1 . . . . . . 100.00 .

2010 Regular Student 4 . . . . 1 3 . . . . . 25.00 75.00 .

ACC 131

2007 Regular Student 18 8 2 6 . . . 2 44.44 11.11 33.33 . . . 11.11

2008 Regular Student 14 5 3 4 . . . 2 35.71 21.43 28.57 . . . 14.29

2009 Regular Student 11 6 1 1 . 2 . 1 54.55 9.09 9.09 . 18.18 . 9.09

2010 Regular Student 13 3 1 2 . 2 . 5 23.08 7.69 15.38 . 15.38 . 38.46

ADM 138

2007 Regular Student 6 1 2 1 . 2 . . 16.67 33.33 16.67 . 33.33 . .

2008 Regular Student 3 1 1 1 . . . . 33.33 33.33 33.33 . . . .

2009 Regular Student 10 4 2 1 1 . . 2 40.00 20.00 10.00 10.00 . . 20.00

2010 Regular Student 9 2 1 1 1 3 . 1 22.22 11.11 11.11 11.11 33.33 . 11.11

ADM 157

2007 Regular Student 1 . 1 . . . . . . 100.00 . . . . .

2008 Regular Student 2 1 . . . . . 1 50.00 . . . . . 50.00

2009 Regular Student 3 1 1 . . 1 . . 33.33 33.33 . . 33.33 . .

2010 Regular Student 3 1 1 1 . . . . 33.33 33.33 33.33 . . . .

BCA 212

2008 Regular Student 2 1 . . . . . 1 50.00 . . . . . 50.00

2009 Regular Student 1 . . 1 . . . . . . 100.00 . . . .

2010 Regular Student 3 2 . . 1 . . . 66.67 . . 33.33 . . .

- 50 -

Accounting Certificate I

Course and Year



BUS 112

2007 Regular Student 9 1 5 2 . 1 . . 11.11 55.56 22.22 . 11.11 . .

2008 Regular Student 8 3 4 . . . . 1 37.50 50.00 . . . . 12.50

2009 Regular Student 14 3 4 . 2 3 . 2 21.43 28.57 . 14.29 21.43 . 14.29

2010 Regular Student 13 4 2 2 1 4 . . 30.77 15.38 15.38 7.69 30.77 . .

COM 703

2008 Regular Student 1 1 . . . . . . 100.00 . . . . . .

2010 Regular Student 1 . . . 1 . . . . . . 100.00 . . .

CSC 110

2007 Regular Student 10 5 1 . 1 2 . 1 50.00 10.00 . 10.00 20.00 . 10.00

2008 Regular Student 16 7 3 . 1 . . 5 43.75 18.75 . 6.25 . . 31.25

2009 Regular Student 13 4 3 1 1 4 . . 30.77 23.08 7.69 7.69 30.77 . .

2010 Regular Student 15 5 4 2 1 2 . 1 33.33 26.67 13.33 6.67 13.33 . 6.67

ENG 105

2007 Regular Student 3 . 1 . . 1 . 1 . 33.33 . . 33.33 . 33.33

2008 Regular Student 7 2 1 . . 1 1 2 28.57 14.29 . . 14.29 14.29 28.57

2009 Regular Student 6 1 1 1 2 1 . . 16.67 16.67 16.67 33.33 16.67 . .

2010 Regular Student 8 1 1 . . 5 . 1 12.50 12.50 . . 62.50 . 12.50

MGT 145

2007 Regular Student 1 1 . . . . . . 100.00 . . . . . .

2008 Regular Student 3 1 2 . . . . . 33.33 66.67 . . . . .

2009 Regular Student 4 2 . 1 . 1 . . 50.00 . 25.00 . 25.00 . .

2010 Regular Student 2 . 1 1 . . . . . 50.00 50.00 . . . .

SDV 153

2007 Regular Student 6 3 2 1 . . . . 50.00 33.33 16.67 . . . .

2008 Regular Student 1 . . 1 . . . . . . 100.00 . . . .

2009 Regular Student 4 2 1 . . . . 1 50.00 25.00 . . . . 25.00

2010 Regular Student 4 1 2 1 . . . . 25.00 50.00 25.00 . . . .

SPC 101

2007 Regular Student 2 . . . . 1 . 1 . . . . 50.00 . 50.00

2008 Career Advantage 1 1 . . . . . . 100.00 . . . . . .

Regular Student 1 . 1 . . . . . . 100.00 . . . . .

2009 Regular Student 4 1 1 . . 2 . . 25.00 25.00 . . 50.00 . .

SPC 126

2010 Regular Student 1 . . . 1 . . . . . . 100.00 . . .

Accounting Certificate II Course and Year


Total Students As Cs Ds Fs As Cs Ds Fs

ACC 131 2007 Regular Student 1 . 1 . . . 100.00 . .

ACC 132 2007 Regular Student 1 . . . 1 . . . 100.00

ACC 161 2007 Regular Student 1 . . 1 . . . 100.00 .

2009 Regular Student 1 . . . 1 . . . 100.00

2010 Regular Student 1 1 . . . 100.00 . . .

ACC 191 2007 Regular Student 1 1 . . . 100.00 . . .

ACC 251 2007 Regular Student 1 1 . . . 100.00 . . .

- 51 -

Accounting Certificate II Course and Year


Total Students As Cs Ds Fs As Cs Ds Fs

ACC 361 2009 Regular Student 1 . . . 1 . . . 100.00

BCA 212 2007 Regular Student 1 . 1 . . . 100.00 . .

10. Are students required to complete any external certification or licensure exams for industry employment? No they are not required to complete any external certification. Certifications are available but not required.

11. Provide certification/licensure data for the previous five years if it is applicable to the program. What trends are provided in the data? (Attach documents in Appendix if appropriate.)

E. EMPLOYMENT OUTLOOK/ANALYSIS Graduate Placement

Accounting & Bookkeeping - DPL Year Grads Employed

Related Employed Unrelated

Further Education

Job Seeking

NA for Work

Unknown Working in IA

2010-11

5 - 1 3 1 - - 1

2009-10

7 - - 4 1 - 2 -

2008-09

12 4 2 2 3 - 1 6

2007-08

3 1 - 1 1 - - 1

2006-07

3 - - 2 - - 1 -

Accounting Certificate I Year Grads Employed

Related Employed Unrelated

Further Education

Job Seeking

NA for Work


2010-11

15 2 1 7 5 - - 3

2009-10

14 5 1 5 2 - 1 5

2008-09

14 4 1 3 3 - 3 5

2007-08

12 3 1 4 2 1 1 4

2006-07

7 1 1 3 - - 2 1

Accounting Certificate II

- 52 -

Year Grads Employed Related

Employed Unrelated

Further Education

Job Seeking

NA for Work


2010-11

7 - 1 3 3 - - 1

2009-10

4 1 - 2 1 - - 1

2008-09

7 3 1 - 1 - 2 4

2007-08

6 2 - 2 - - 2 2

2006-07

1 - - - - - 1 -

1. How have placement rates changed or have they?

In 2007 when employment rates were higher fewer students graduated, during the economic crises rate of graduation increase. In 2010-11 rates of graduation were lower.

2. What is the employment outlook for program graduates? (Potential sources available for your analysis) http://www.occsupplydemand.org/OSD_Main.aspx?ST=IA ; http://www.bls.gov/oco/ Though the U.S. labor market was negatively impacted by the housing and financial crises

that sparked a global recession, it is staging a comeback in the past two years. The nation’s labor economy has added jobs since the onset of 2012. According to Edwin Koc, the director of strategic and foundation research at the National Association of Colleges and Employers, accountants can expect one of the best career prospects this year. Overall employers would increase their hiring of recent college graduates by 10.5 percent in 2011.1

According to the Bureau of Labor Statistics2 over the next ten year (2010 to 2020) the

increase for accountant clerks and accountants,budget analysts, and tax examiners, range from 7% to 16% depending on the position. See chart. Occupational Title Employment 2010 Projected

Employment 2020 Change in Numbers Change in Percent

Tax Examiner 74,500 80,000 5,500 7% Budget Analysts 62,100 67,600 6,500 10% Accountants & Auditors

1,216,900 1,407,600 190,7000 16%

Bookkeepng, Accounting, and Auditing Clerks

1,898,300 2,157,300 259,000 14%

While at the state level, Iowa Workforce states the project for Business and Financial

growth is 2%.3

1 Stephen James, “Demand for Accountants Grow, 2012 2 Bureau of Statistics, Occupational Handbook, 2013 3Iowa Workforce 2010-2020, October 2012, Iowa Occupational Group Projection

- 53 -

3. Are there other similar programs offered in the state? How do they compare? (List

programs and locations.) This chart is a listing of all of the other community colleges in the state offering accounting programs, the specific programs offered, and comparison to DMACC accounting offering.

College Similar Program Comparison

Northwest Iowa Community College

Clerical Accounting (Diploma) Pre‐Professional Accounting (AAS)

Clerical Accounting is similar to DMACC Acctg. & Bookkeeping, but without the internship. The Pre‐Professional Accounting is a similar to Accounting Specialist without the internship.

North Iowa Area Community College

Accounting Certificate, Accounting (Diploma) Accounting Degree (AAS)

Accounting Certificate I is similar. Accounting with Computer is similar to Acctg. & Bookkeeping, but without an internship. Accounting Degree does not cover Intermediate or Cost Accounting.

Northeast Iowa Community College

Accounting Clerk (Diploma) Accounting Specialist (AAS)

The Accounting Clerk is similar to Accounting and Bookkeeping and Accounting Specialist is similar to DMACC A/S. Not offered at NICC is AIS, A/P.

Iowa Central Community College Accounting Assistance (Diploma) Accounting Transfer (AA) Accounting Associate (AS)

Accounting Assistance is similar

to A & B, but without an internship. The Accounting Associates is similar to A/S, it does have an internship. We do not offer Accounting Transfer AA.

Iowa Valley Community College Accounting Practitioner

(Diploma) Accounting (AS) Art/Accounting (AA)

Accounting Practitioner is similar to Accounting and Bookkeeping.

Accounting (AS) is similar to Accounting Paraprofessional. We do not offer an AA in Accounting.

Hawkeye Community College Accounting Technician

(Diploma) Accounting (AAS)

Accounting Technician is similar to Accounting and Bookkeeping. The AAS in Accounting is similar

to Accounting Specialist, but

- 54 -

without the internship. Eastern Iowa Community College Accounting Technician

(Diploma) Accounting Management (AAS)

Accounting Technician similar

to Accounting and Bookkeeping, without the internship. The Accounting Management is similar to Accounting Specialist without the internship.

Kirkwood Community College Technical Accounting Certificate

Accounting (AAS) Tech Acctg. Cert is similar to Accounting Certificate I

Accounting is similar to Accounting Specialist.

Western Iowa Tech Community College

Accounting (Diploma) Accounting Specialist (AAS)

Accounting is similar to Accounting and Bookkeeping and Accounting Specialist is

similar DMACC’s Accounting Specialist.

Iowa Western Community College

Accounting Technician

(Diploma) Accounting Para‐Accounting (AAS)

Accounting Technician is similar to Accounting and Bookkeeping. Accounting Para‐Accounting is

similar to Accounting Specialist.

Indian Hills Community College Accounting Assistant (Diploma) Accounting (AA)

Accounting Assistant is similar to Accounting and Bookkeeping

and AA in Accounting is not offered at DMACC

Southeastern Community College

Accounting (AAS) Accounting is similar to

Accounting Specialist. SECC has many labs built into the program of study.

4. Does the program use national skill standards as a resource? (Identify standards used) The Accounting faculty uses the American Payroll Association, The Iowa Board of

Accountancy, and the Iowa Society of Certified Public Accountants, the Internal Revenue service, the Iowa Managerial Accountants, and the National Association of Bookkeepers for resources for national skills standard.

In addition, the Iowa Department of Education and the Division of Community Colleges

belong to a consortium to provide Model Standards and Benchmarks for Business and

- 55 -

Administration Standards.4 These standards and benchmarks identify competencies for career pathway which we consult and follow.

5. What has been done in the last five years to keep the program curriculum relevant to current employment needs? (What has been done to ensure that students will be competitive in the industry?) The Advisory Committee meets on a regular basis. Program content and competencies are reviewed on an annual basis. Surveys are extensively used to keep the programs relevant. Surveys include Graduate Surveys, Employer Surveys, Exit Surveys, Student Satisfaction Survey, and Advisory Committee Surveys. In addition, successful internships are an excellent indicator that our curriculum is relevant to current employment needs. Annually employers are invited to share their expertise with both students and faculty at the Annual Accounting Career Day. Faculty attends seminars and conference to identify current trends in accounting and the best practices to implement changes in the classroom.

Employer Survey Results

05/16/2013


Text Response

2013

2013

2013

Statistic Value

Total Responses 3

2. What DMACC program are you employing DMACC Students/Graduates from?

# Answer Response %


4 Iowa Department of Education Career & Technical Education Standards and Benchmarks, 2013

- 56 -

3. How were the DMACC graduates referred to you?

# Answer Response %

1 DMACC Placement Service

1 13%

2 Local Employment Service

0 0%

3 Company Recruited 0 0%


5 DMACC Faculty 3 38%

6 Responded to Newspaper Ad

1 13%

7 Student Internship 2 25%


Current Employee

4. Please note the performance of the DMACC graduates on:

# Question Excellent Good Average Poor Not Applicable

Total Responses

Mean

1

Demonstrated speaking, writing and listening

abilities as they apply to the job.

1 6 1 0 0 8 2.00

2

Demonstrated basic knowledge of

mathematical skills as they apply to the job.

3 4 1 0 0 8 1.75

3

Demonstrated basic professional attitude and self confidence as they

apply to the job.

3 3 2 0 0 8 1.88

4 Demonstrated

attendance/dependability as it applies to the job.

5 3 0 0 0 8 1.38

5 Demonstrated quality of work as it applies to the

job. 3 5 0 0 0 8 1.63

6 Overall performance as it applies to the job. 3 4 1 0 0 8 1.75

7 Demonstrated initiative as it applies to the job. 3 4 1 0 0 8 1.75

5. Please specify any skills/competencies that you feel DMACC graduates should have:

Text Response

The willingness to start at the bottom and work hard to improve and grow with any company.

Strong excel skills

- 57 -

6. Overall, do you feel DMACC is successful in educating its students/graduates?

# Answer Response %

1 Yes 8 100%

2 No - Please Comment

0 0%

Total 8 100%

7. Would you use other DMACC students/graduates should your organization need similar employees?

# Answer Response %

1 Yes 8 100%

2 No - Please Comment

0 0%

Total 8 100%

No - Please Comment

6. Provide a brief analysis of the Employer Satisfaction Survey results. What insight have you derived from the survey results? The Employer Satisfaction Survey revealed 100% of the employers responding would use a

DMACC graduate should the organization need similar employees. When asked if DMACC is successful in educating the students/graduates, 100% indicated YES.

When ranking the graduate, 87.5% rated them excellent or good in all areas except

professional attitude and self-confidence which rated 75% excellent or good. When asked how the graduates were referred to you, the answers varied with DMACC

faculty receiving the highest percentage. The insight drawn is students overall are ready for the job market, but there is always room

for improvement in job readiness.

F. STAFF ANALYSIS

1. List all full-time Program faculty members and their professional qualifications.

Name Professional Qualifications Professional Updates 2007-2011 (Several our repeats yearly)

REBECCA BROWN BS in Business Administration, Masters of

Growing into tomorrow Localiza Mix and Match- CPA

AQIP Category Four, VALUING PEOPLE, focuses on to the development of faculty since the efforts of all are required for organizational success.

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Professor of Accounting Carroll Campus

Business Administration, Certified Management Accountant, Fundamental Payroll Certification, Qualified to teach economics

Profit Recovery in Turbulent Economics, Ethics for CPA’s Seminar, ISCPA, Cyber Crime Awareness Conf., IA Society of CPA Conf., Internal Controls for Small Business Accounting, Excel Financial Reporting, Legal Implications of Social Media, How to be a Super Communicator, Basics of HR Law, IBEA Region 12

PATRICIA H. HOLMES Professor of Accounting Chair of Ankeny Campus

BS in Accounting, Masters of Science, Certified Public Accountant

Ethics for CPA’s Seminar, ISCPA, Teachers of Accounting at Two Year Colleges, TACTYC, League of Innovations, Blackboard Training, IA Society of CPA Conference, Federal Tax Update, Leadership Training Seminar, Presented technology training at several conferences, Microsoft Updates, Accounting Career Day, Accounting In-Service Visitations, Website Development, Small Business Seminar

CHERI HERNANDEZ Professor of Accounting Ankeny Campus

BUS, Masters of Business Administration, Anderson School of Management

Bob Wendover Presentation, TaxWise Train the Trainer, Federal Tax Updates, Microsoft Updates Gradebooks Made Easy, Ethics for CPA’s ISCPA Integrity training, Website Development, Teachers of Accounting at Two Year Colleges, TACTYC, Money Smart Week, August Academy

CYNTHIA MCCALL Professor of Accounting, District Chair Urban/Des Moines Campus

BS, Masters of Business Administration, Certified Public Accountant, Juris Doctorate

Real World Business Ethics for CPA’s ISCPA Individual Income Tax ISCPA State of Iowa IMA Family Law Seminar, ISBA General Practice Polk County Bar and Drake Univ. Teamboard Basics, Web Inf Systems Software Training, Back to the Basics Institute of Management Accountants, Iowa Society of CPA’s

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Nation Business Institute, Southwestern Cengage Learning, Western CPE, Bridge the GAP, Nuts & Bolts, ISBA, Collection Law, NBI

MARCIA SANDVOLD Professor of Accounting Ankeny Campus

BS in Math, BS in Accounting, Masters in Business Administration, Certified Public Accountant

Teachers of Accounting at Two Year Colleges, TACTYC Ethics for CPA’s ISCPA, Iowa Business Educators Association (IBEA), Software Training, Serve on Committee, ISCPA, Accounting Career Day, Website Development

BRADLEY SMITH Professor of Accounting Urban/Des Moines Campus

BBA Accounting, Certified Public Accountant

SHEA MEARS Professor of Accounting Urban/Des Moines Campus

BS in Accounting, Masters of Business Administration, Certified Public Accountant

TIM PRINDLE Professor of Accounting Boone Campus

BBA in Accounting, BA, Certified Public Accountant

VITA Preparation & Examination, Google Training, Accounting Career Day, Banner Training, MS Word Training, VITA Site Coordinator Training, Accounting In-Service Visitations, Website Development Training, OER Training, Blackboard Update and In-service, Jing Training, Ethics for CPA’s Seminar, ISCPA

All of the full time faculty participate and lead in a professional role within classroom,

committees, professional organization.

2. Briefly discuss the use of adjunct faculty in the program (number and expertise). Adjunct faculty are used in the department to insure the offerings meet the demand. The

department is fortunate to have access to devoted qualified applicants. Here is the listing.

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Name Courses Taught Background

Blythe, Cindi ACC111 MA, Long‐time educator

Christian, Amy ACC946 BA, Business Technology

Dodds, Greg ACC131, ACC132, ACC311, ACC161 CPA, Principal Financial

Fitzpatrick, Paul ACC231 CPA, Principal Financial

Galabuzi, Dan ACC131, ACC132 CPA, State of Iowa

Harr, Ian ACC131, ACC132, ACC111, ACC231 CPA, Owner Consulting firm

Heslinga, Geoffrey ACC311, ACC161 CPA, Principal Financial

Hoff, Monica ACC268 CPA, IRS

Kahler, Amy ACC131 Check Manager, Des Moines Water Works

Klinker, Kris ACC11, ACC131 BA, Accountant, Long‐time adjunct

Koder, David ACC131 CPA

Koster, Debra ACC131, ACC361 CPA, Principal Financial

Lockhart, Lisa ACC111, ACC131 CPA, DMACC

Patty, Jennifer ACC131, ACC132 BA Accounting + 8 yrs. work experience in accounting

Riggins, Sarah ACC131, ACC132, ACC161, ACC191 CPA, Principal Financial

Smith, John ACC131, ACC132 MA

Smith, John ACC131 CPA, IRS

Townsend, Patricia ACC131, ACC132 CPA, Private Industry Vanderleest, Randall ACC131, ACC132 CPA, Principal Financial

Wernli, Matt ACC131 Operational Risk Consultant

Westvold, Brenda ACC222, ACC261 CPA, Principal Financial

White, Sandra ACC111 MA from Ball State

2. Discuss/list any identified faculty/staff development needs (coursework, licensure,

certifications, conferences, etc.)

Full-time faculty members are encouraged to pursue training and education outside of their normal teaching duties. All faculty members have the opportunity to participate in training that is offered at the college. Full-time faculty members are encouraged to participate on a state level. On a national level, funding to attend conferences is more limited. As the economy improves so has the ability to attend conferences such as Teachers of Accounting at Two-Year Colleges (TACTYC).

3. What additional human resources are required to meet the needs of the program?

Counselors and advisors do the best they can with the number of students they have to serve. Past years found students with domestic problems and financial problems, and emotional needs. Faculty members always assist students with curriculum and course request, resources

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and support groups. However, there is a real need for additional counselors and advisors trained in career education. Secondly, with the improvement in the economy and the adjunct faculty returning to the work force, it is more difficult to find qualified adjunct faculty to teach. The department would encourage the consideration of an additional full-time faculty person in accounting. Lastly, increased staffing for tutoring in our Academic Achievement department is needed.

G. INDUSTRY WORKFORCE CONNECTIVITY PROGRAM ADVISORY COUNCIL/COMMITTEE MEMBERSHIP Extend form if necessary. Gender1 Race2 Other3

1. Name: Mr. Paul Cain, CPA Employer: McGladrey & Pullen, LLP Position: Partner

M

1

2. Name: Dr. Doug Hillman, CMA Employer: Drake University

Position: Professor

M

1

3. Name: Mr. Michael Scheuerman, CPA Employer: Henkel & Associates Position: Partner

M

1

4. Name: Ms. Linda Morris, CPA Employer: Iowa Limestone Co. Position: Vice President of Finance

F

1

5. Name: Mr. Paul Carlson, CPA Employer: Catholic Diocese of Des Moines Position: Accountant

M

1

6. Name: Mr. Bill Raine Employer: Midwest Professional Staffing Position: Operations Manager

M

1

7. Name: Ms. Patricia Renke Employer: Grand View University Position: Professor

F

1

8. Name: Mr. Greg Dodds, CPA Employer: Principal Financial Group Position: Treasury Manager

M

1

9. Name: Mr. Dan Galabuzi, CPA Employer: Wells Fargo Equipment finance Position: Financial Analyst

M

1

10 Name: Ms. Kay Ruggerio Employer: Des Moines Area Community College Position: Payroll Supervisor

F

1

1Gender: M = Male F = Female 2Race: 1=White, Not Hispanic 4=Hispanic

AQIP Category Nine, BUILDING COLLABORATIVE RELATIONSHIPS, focuses on community relationships and collaborations and how they contribute to the organization’s accomplishing its mission.

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2=Black, Not Hispanic 5=American Indian or Alaskan Native 3=Asian or Pacific Islander 6=Does not indi9cate 3Other: L=Member of Organized Labor D=Individual with Disability

1. Does membership reflect diversity and strong community support? (If not please document

plans to address that or validate limitations.)

The membership reflects gender diversity consistent with the proportion of male/female students in the program. The membership is devoid of racial diversity at this point. Due to the resignation of one of our long-time members, the program is working to add more diversity among its committee once again.

2. Is organized labor represented on the Advisory Committee or is it not applicable to this industry? It is not applicable.

3. Does the Advisory Committee meet a minimum of two times per academic year? (Provide minutes for the past 5 years in the Attachments). The Advisory Committee meets formally once per year. Throughout the year the program consults with the committee via email. See attached minutes.

4. Are program competencies, and changes or modifications reviewed by the Advisory Committee and documented in meeting minutes? Yes

5. Does the Advisory Committee review enrollment and graduation rates? They are informed of enrollment trends, but do not review graduation rates. Discussed is the importance of retention action.

Advisory Committee Survey

Advisory Committee Survey



Text Response

2013

2. What DMACC Program Advisory Committee are you currently serving on ?

# Answer Response %


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3. The curriculum provides for the necessary occupational skills.

# Answer Response %

1 Excellent 1 25%

2 Good 2 50%

3 Average 0 0%

4 Poor 1 25%

5 Very Poor 0 0%


0 0%

Total 4 100%

4. The curriculum provides for the necessary academic skills.

# Answer Response %

1 Excellent 1 25%

2 Good 1 25%

3 Average 2 50%

4 Poor 0 0%

5 Very Poor 0 0%


0 0%

Total 4 100%

5. The curriculum is up-to-date with industry standards.

# Answer Response %

1 Excellent 1 25%

2 Good 2 50%

3 Average 1 25%

4 Poor 0 0%

5 Very Poor 0 0%


0 0%

Total 4 100%

6. The program has realistic, defined and achievable goals.

# Answer Response %

1 Excellent 1 25%

2 Good 3 75%

3 Average 0 0%

4 Poor 0 0%

5 Very Poor 0 0%


0 0%

Total 4 100%

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7. The Program is structured to meet the needs of the workplace.

# Answer Response %

1 Excellent 1 25%

2 Good 2 50%

3 Average 0 0%

4 Poor 1 25%

5 Very Poor 0 0%


0 0%

Total 4 100%

8. The advisory committee has the opportunity to discuss curriculum changes.

# Answer Response %

1 Excellent 3 75%

2 Good 0 0%

3 Average 1 25%

4 Poor 0 0%

5 Very Poor 0 0%


0 0%

Total 4 100%

9. The college gives appropriate consideration to advisory committee suggestions.

# Answer Response %

1 Excellent 3 75%

2 Good 1 25%

3 Average 0 0%

4 Poor 0 0%

5 Very Poor 0 0%


0 0%

Total 4 100%

10. The advisory committee members receive agendas prior to meetings.

# Answer Response %

1 Excellent 3 75%

2 Good 0 0%

3 Average 1 25%

4 Poor 0 0%

5 Very Poor 0 0%


0 0%

Total 4 100%

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11. The advisory committee members receive minutes of meetings.

# Answer Response %

1 Excellent 0 0%

2 Good 2 50%

3 Average 0 0%

4 Poor 1 25%

5 Very Poor 0 0%


1 25%

Total 4 100%

12. Advisory committee members are kept up-to-date on program activities.

# Answer Response %

1 Excellent 1 25%

2 Good 0 0%

3 Average 2 50%

4 Poor 1 25%

5 Very Poor 0 0%


0 0%

Total 4 100%

13. Community resources are used effectively to enhance instruction.

# Answer Response %

1 Excellent 1 25%

2 Good 0 0%

3 Average 0 0%

4 Poor 1 25%

5 Very Poor 0 0%


2 50%

Total 4 100%

14. Job opportunities currently exist for students completing the program.

# Answer Response %

1 Excellent 3 75%

2 Good 0 0%

3 Average 1 25%

4 Poor 0 0%

5 Very Poor 0 0%


0 0%

Total 4 100%

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15. Advisory committee meetings are effective in addressing important issues and trends in the industry.

# Answer Response %

1 Excellent 1 25%

2 Good 1 25%

3 Average 1 25%

4 Poor 1 25%

5 Very Poor 0 0%


0 0%

Total 4 100%

16. Additional Comments:

Text Response

This has been an excellent working committee. The faculty sincerely listen to the advisory committee's opinions and suggestions.

6. Provide a brief analysis of the Advisory Committee Survey. The Advisory Committee survey showed 100% of the advisory members responding

believed the programs offered were realistic, defined, and achievable goals. Seventy-five percent rated the programs as structured to meet the needs of the workplace while 25% indicated the programs need improvement.

Areas that could improve on are stronger communication on updates on program activities

and distribution of minutes. They also felt the meetings needed more discussion on trends in the industry. They almost all agreed opportunities for employment in the accounting area are excellent.

The text response received was “This has been an excellent, working committee. The

faculty sincerely listen to the advisory committee’s opinions and suggestions.”

H. FACILITY ANALYSIS

1. Is the equipment current according to the standards of business and industry? All campuses felt the equipment available in the classroom and offices was current. The labs are satisfactory, but need constant updating.

2. Is the equipment sufficient in quantity to meet the needs of department? All campuses felt the quantity meet the needs of the department.

Evaluate the program in regards internal DMACC infrastructure, availability of space, resources, etc. Think about the current and projected facility needs and instructional support. Focus on classroom/equipment resources, day, time usage, class size vs. room size capacity, budget, etc:

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3. Is the supply budget adequate? (Document unmet needs.)

The supply budget is adequate at all campuses.

4. Are the classroom and lab facilities sufficient and conducive to learning? The lab facilities sufficient but need some updating at some campuses.

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I. COMMUNICATIONS/SERVICES ANALYSIS 1. What Student Support Services provided by the college are used by your program students?

Service Yes/No Service Yes/No Counseling Services Yes Student Health Yes Academic Advising Yes Services for Students with Disabilities Yes Academic Achievement Center Yes Vocational Rehabilitation Counseling Yes Tutoring Yes Career & Transfer Resource Center Yes Computer Lab Yes Campus Recreation Programs Yes Library Yes Child Care Yes

2. What additional needs have you identified that would enhance/support students’ learning

experience? Identify and address the students’ weaknesses. A strong communication link needs to be built between the information collected by administration and shared with programs. A new initiative requiring students to have their schedules approved is valuable to tracking their learning. However, not all students especially evening and online can match the time schedule of the advisors on campuses. As the number of part-time/evening and online students’ increases, there is a greater demand for additional advisors devoted to online and evening. In addition, the program has a full range of evening and online offering. Students would benefit from tutoring available through an online chat in the evenings and weekends. 3. How are students informed of college grievance processes and special needs services

available?

College grievance processes are outlined in the Student Handbook and on the DMACC website. Any student who seeks assistance from an advisor or counselor receives assistance in understanding the process and will be referred to the ombudsperson. There is an ombudsperson available on all campuses and online. Students are informed of the Services for Students with Special Needs at the new student orientation sessions and during individual counseling/advising sessions. This is also available in the Student Handbook.

4. List student professional groups are available to program students. Are they equitable and non-discriminatory?

Phi Beta Lambda (PBL) Student Activities Council is available at Ankeny, Boone, and Urban. Its’ goals are:

Promote competent, aggressive business leadership Understand American business enterprise Establish career goals Promote sound financial management

AQIP Category Six, SUPPORTING ORGANIZATIONAL OPERATIONS, addresses the variety of organizational support processes that help to provide an environment in which learning can thrive.

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Develop character and self-confidence Facilitate transition from school to work

Phi Theta Kappa (PTK) is offered on the Boone and Carroll campuses. The purpose of PTK is to recognize and encourage scholarship among two-year college students. To achieve this purpose, Phi Theta Kappa provides opportunity for the development of leadership and service, for an intellectual climate for exchange of ideas and ideals, for lively fellowship for scholars, and for stimulation of interest in continuing academic excellence. Other organizations include: Student Activities Council, African-American Student Alliance, Spanish Club, Sudanese Student Alliance, International Club, Phi Theta Kappa and student newspaper.

5. Optional: List any special accomplishments and activities of students in professional organizations.

ISCPA, Iowa Society Certificated Public Accountant Every year the society takes nomination from colleges for top students in the class. Every year a DMACC has at least one recipient of the award. 2007 Jesse Mc Kelvey

2008 Robert Rumbaugh

2009 Heather J. Koenig

2010 Thi Nguyen

2011 Kathryn Van Liew Reiko Matsuyama

PBL 2007 Boone First Place Winners: Sheila Bergman Financial Analysis and Decision Making Sheila Bergman Payroll Accounting Adam Conzemius Business Decision Making Katy Farlow Accounting Principles Katy Farlow Business Math Vickie Spears Applied Business Knowledge Vickie Spears Business Decision Making Vickie Spears Business Law Second Place Winners: Adam Conzemius Impromptu Speaking George Cyr Who’s Who In Phi Beta Lambda Third Place Winners: Sheila Bergman Accounting Principles Trina Bishop Computer Concepts Adam Conzemius Business Graphics Joni Rentschler Computer Applications Joni Rentschler Job Interview Fourth Place Winner: Trina Bishop Computer Applications Chapter Event: First Place Community Service Project Chapter Winner: Boone PBL Chapter Largest Chapter in Iowa

PBL 2008 Boone First Place Winners: Kathy Kinyon Human Resource Management Vickie Spears Business Decision Making Vickie Spears Information Management Mikki Winebrenner Business Decision Making

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Second Place Winners: Karen Elliott Business Communications Third Place Winners: Karen Elliott Accounting Principles Karen Elliott Business Law Joni Rentschler Computer Applications Joni Rentschler Job Interview Vickie Spears Marketing Analysis and Decision Making Fifth Place Winners: Jennie Haave Computer Applications Kathy Kinyon Statistical Analysis Joni Rentschler Word Processing Mikki Winebrenner Accounting Analysis and Decision Making Outstanding PBL Member: Vickie Spears PBL 2009 Boone First Place Winners: Joni Rentschler Business Communications Mikki Winebrenner Accounting for Professionals Second Place Winners: Joni Rentschler Desktop Publishing Jill Siders Business Graphics Vickie Spears Client Services Kim Stuhldryer Business Graphics Reggie Stuhldryer Desktop Publishing Mikki Winebrenner Payroll Accounting Fourth Place Winners: Vickie Spears Future Business Executive Vickie Spears Marketing Concepts Vickie Spears Marketing Analysis and Decision Making Reggie Stuhldryer Public Speaking Mikki Winebrenner Financial Analysis and Decision Making Fifth Place Winners: Jill Siders Word Processing Fundamentals Reggie Stuhldryer Computer Concepts Largest Local Chapter Membership Award: DMACC Boone Campus – Second Place Elected as PBL State Officers: Joni Rentschler Secretary Reggie Stuhldryer Historian/Reporter Mikki Winebrenner Treasurer PBL 2010 Boone First Place Winners: Felicia Albaugh Word Processing Fundamentals Kathy Kinyon Emerging Business Issues Melanie Peebler Business Graphics Joni Rentschler Emerging Business Issues Joni Rentschler Who’s Who in Iowa PBL Jill Siders Business Graphics Vickie Spears Applied Business Knowledge Mikki Winebrenner Payroll Accounting Second Place Winners: Felicia Albaugh Payroll Accounting Mikki Winebrenner Accounting Analysis and Decision Making Mikki Winebrenner Future Business Executive Third Place Winners: Melanie Peebler Computer Concepts Vickie Spears Information Management Mikki Winebrenner Who’s Who in Iowa PBL Fourth Place Winners: Joni Rentschler Business Law

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Fifth Place Winners: Felicia Albaugh Accounting Principles Melanie Peebler Computer Applications Largest Local Chapter Membership Award: DMACC Boone Campus – First Place

PBL 2011 Boone First Place Winners: Felicia Albaugh Business Math Amanda Hall Desktop Publishing Darla Wise Desktop Publishing Darla Wise Business Communication

Second Place Winners: Andrea Hansen Word Processing Fundamentals Andrea Hansen Desktop Publishing Lisa Ritchie Project Management Charlene Wilson Desktop Publishing Chris Shannon Retail Management Darla Wise Business Math

Fourth Place Winners: Amanda Hall Word Processing Lisa Ritchie Computer Concepts Lisa Ritchie Public Speaking Chris Shannon Sales Presentation

Fifth Place Winners: Charlene Wilson Computer Applications Charlene Wilson Word Processing

Sponsorship Award: DMACC Boone Campus – Second Place PBL 2007 Des Moines Chapter/Urban Event Sponsorship 1st Place Largest Percent Increase Local Chapter Membership 1st Place Largest Local Chapter Membership 3rd Place Outstanding Adviser - Dan Hilgers - 1st Place Patrick Corey 3rd Place Business Decision Making (Team Event) 4th Place Business Law 2nd Place Applied Business Knowledge Haley Ellis 2nd Place Business Communications 2nd Place Business Graphics 3rd Place Business Law Daryl Holton 1st Place Telecommunications 1st Place Information Management Rachel Locke 2nd Place Accounting Principles 3rd Place Business Decision Making (Team Event) 4th Place Business Math Dulci McCue 1st Place Public Speaking 1st Place Job Interview 1st Place Creed Oration Plus – Dulci was elected to the Phi Beta Lambda State Secretary Position Kris Morris 2nd Place Information Management 5th Place Computer Applications 5th Place Word Processing Fundamentals

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Norma Parmer 2nd Place Word Processing 4th Place Accounting Principles Todd Reinders 1st Place Impromptu Speaking 2nd Place Payroll Accounting 2nd Place Accounting Analysis and Decision Making Darin Wells Sr. 1st Place Human Resource Management 2nd Place Hospitality Management PBL 2008 Des Moines Chapter/Urban Chapter Award Event Sponsorship 2nd Place Patrick Corey 1st Place Project Management Haley Ellis 4th Place Information Management Daryl Holton 1st Place Client Service 2nd Place Information Management 2nd Place Computer Concepts Dulci McCue 1st Place Impromptu Speaking 1st Place Desktop Publishing 3rd Place Sales Presentation Plus – Dulci was relected to the Phi Beta Lambda State Secretary Position Norma Parmer 1st Place Accounting Principles 4th Place Accounting Analysis and Decision Making Alena Carter 4th Place Computer Applications 5th Place Accounting Principles Laurie Potter 1st Place Telecommunications 2nd Place Client Service Tabby Leeper 1st Place Desktop Publishing 1st Place Help Desk PBL 2009 Des Moines Chapter/Urban Chapter Awards Event Sponsorship 3rd Place Largest Chapter 3rd Place Largest Percent Increase 3rd Place Dan Hilgers Named “Adviser of the Year” and also recognized for 20 years of service as a Chapter Adviser

Dulic McCue 1st Place Business Graphics (team event) 1st Place Human Resource Management (team event) 1st Place Who’s Who in Iowa PBL 2nd Place Applied Business Knowledge Alena Carter 3rd Place Payroll Accounting Tabatha Leeper 1st Place Cyber Security 5th Place Client Services 5th Place Contemporary Sports Issues Tabatha was also elected as Iowa PBL Vice-President for 2009-2010 Vickie Leach 3rd Place Information Management 3rd Place Word Processing Fundamentals Deddeh Tennih 1st Place International Business 2nd Place Creed Oration 4th Place Business Law Jasmina Mehic 5th Place Management Concepts 5th Place Microeconomics Patrick Corey 2nd Place Management Analysis and Decision Making 4th Place Client Services Seth Sherwood 1st Place Business Math 1st Place Applied Business Knowledge 1st Place Economic Analysis and Decision Making Deanna Hodges 1st Place Human Resource Management (team event) 2nd Place Word Processing Fundamentals

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Joe McKee 1st Place Hospitality Management 1st Place Management Analysis and Decision Making 4th Place Project Management Brodie Wubben 1st Place Small Business Management Plan 2nd Place Sales Presentation 5th Place Project Management Zachary Flick 1st Place Business Graphics (team event) 2nd Place Impromptu Speaking 5th Place Public Speaking Cedric Taylor 1st Place Word Processing 3rd Place Computer Concepts 4th Place Computer Applications Larry Harvey 3rd Place Cyber Security 3rd Place Justice Administration PBL 2010 Des Moines Chapter/Urban Chapter Awards Event Sponsorship 1st Place Largest Chapter 3rd Place

Larry Harvey 2nd Place Justice Administration 3rd Place Business Law 5th Place Cyber Security Deanna Hodges 3rd Place Computer Applications 4th Place Information Management Jack Kritchard 1st Place Sales Presentation 3rd Place Impromptu Speaking 3rd Place Public Speaking Tabatha Leeper 2nd Place Who’s Who 3rd Place Client Services 5th Place Information Management Tabatha was also elected as Iowa PBL President for 2010-2011 James Sexton 2nd Place Applied Business Knowledge Alena Soto 3rd Place Payroll Accounting 4th Place Macroeconomics Kim Stewart 1st Place Computer Applications 5th Place Computer Concepts Cedric Taylor 1st Place Business Math 1st Place Help Desk 1st Place Database Design and Applications Tara Winters 5th Place Business Law 5th Place Word Processing PBL 2011 Des Moines Chapter/Urban Chapter Award Largest Local Chapter 1st Place

Bruce Harland 3rd Place Retail Management Anita Harvey 3rd Place Justice Administration 4th Place International Business 5th Place Information Management Larry Harvey 1st Place Justice Administration 2nd Place Cyber Security Vickie Leach 4th Place Information Management Bill Little 1st Place Management Concepts 2nd Place Human Resource Management 5th Place Business Law Ade Rosya 1st Place Marketing Analysis & Decision Making 5th Place Microeconomics Tammy Rude 2nd Place Job Interview 2nd Place Sales Presentation Faro Ruffino 2nd Place Accounting Principles 3rd Place Microeconomics

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Maggi Sãnchez 3rd Place Hospitality Management 3rd Place Information Management Debbie Wisecup 1st Place Payroll Accounting 2nd Place Business Law

SUMMARY CONCERNS/COMMENTS:

1. What additional data would have been useful to have in conducting this program review?

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FIVE-YEAR STRATEGIC PLANNING Part III

1. Briefly list your program strengths. Strong accounting faculty Subject matter, textbooks, software and objectives are evaluated and reevaluated

annually Learning objectives are current and relevant Flexibility of our offerings to reach out to the demands of the community Strong organizational opportunities for students Growth opportunities for students outside the classroom Faculty work to stay current with the changes in the business environment Faculty participation in recruiting and retention Faculty personal interest in the welfare of each student Up-to-date software and computers Classroom facilities allow variety of teaching approaches Faculty participates in professional organizations Computer skills are current with business trends Expanded offering of online course Increased business community support Strong Advisory Committee to support the program 2+2 programs High school students—career advantage Strong relationship with high school instructors

2. Identify any significant challenges over the past five years that have impacted the program.

Increasing enrollment within the program Improving retention Tracking the students through the educational process Continue to build community with high school in dual credit offerings and general

accounting/business classes Provide a rigorous structured curriculum in business to address work ethic discipline Maintain and expand articulation agreements with four-year institutions that offer

accounting programs

3. What are your overall target objectives for the next five years? Adjust the programs for transferability to a greater number of 4-year programs Research the possibility of offering an AA in accounting Market penetration to increase enrollment Offer additional classes online

AQIP Category Eight, PLANNING CONTINUOUS IMPROVEMENT, focuses on the planning, strategies and action plans employed to help you achieve your vision. As you plan for the next five years think about your goals for the program as well as the necessary short and long term strategies needed to help achieve them.

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Improving tracking of the students throughout their educational program and after graduation

Increase training in Banner to provide data needed to accomplish the goals Continued best business practices through our Advisory committee and other

community action.

4. Define your strategies to achieve those target objectives.

Build a collaborative approach with advisors and counselors to review and identify goals to improve retention

Expand the communication with high schools instructors by offering seminars such as an August Academy session for high school accounting instructors to generate greater awareness in the high school of our programs

Revisit the possibility of adjusting our Accounting Paraprofessional to meet the standard for an AA

Review and consider offering additional online classes for the adult learner Design club activities to bring about a stronger community among the students Assistance of a tutor for evening and online students during the evening and

weekend hours. Continue to grow a strong relationship with business and the Advisory Committee Track students after graduation

5. What resources are needed to reach the objectives?

Tutoring via live chat Reports provided to the department/chair that includes the names of students

who are at risk Training on Banner to generate reports needed to better work with students and

identify their needs. Funds for offering an event to recognize student accomplishments Release time to visit high school class to build a stronger link between DMACC

and the high school Banner information to track graduates after graduation for the programs’

strength and weaknesses

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PORTFOLIO ATTACHMENTS:

Current PIB Current Course Competencies (program specific) Representative Sample of Course Syllabi Assessment Data and Narrative Reports Advisory Committee Meeting Minutes

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-02 Acronym/Number ACC 111 Historical Ref ACCT 301 Title Introduction to Accounting

Credit breakout 3 3 0 0 0 (credit lecture lab practicum work experience) PREREQUISITE(S): COURSE DESCRIPTION: An introductory course in accounting fundamentals and procedures. Includes capturing and analyzing business data and financial statement preparation. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Discuss basic accounting concepts and procedures. 1.1 Describe the functions of accounting. 1.2 Record transactions in the basic accounting equation. 1.3 Expand the basic accounting equation using revenue, expense, and withdrawal transactions. 1.4 Analyze simple accounting transactions as to their effect on the basic accounting equation. 1.5 Prepare simplified financial statements. 1.6 Define basic accounting terms, concepts and principles. 2. Perform basic accounting transactions. 2.1 Develop a chart of accounts. 2.2 Record transactions in T-account utilizing the rules of debit and credit. 2.3 Prepare a simple trial balance. 2.4 Prepare financial statements from a trial balance. 2.5 Identify the normal balance of an account. 3. Record transaction in general journal. 3.1 Analyze transactions. 3.2 Record transactions in general journal format. 3.3 Post journal entries to general ledger. 3.5 Determine the cause of errors in the trial balance. 3.6 Correct the errors found in the accounts. 4. Complete the accounting cycle. 4.1 Prepare a work sheet for a service business. 4.2 Determine adjustments required to correct the accounts. 4.3 Prepare an income statement from a completed worksheet. 4.4 Prepare a statement of owner's equity from a completed worksheet. 4.5 Prepare a balance sheet for a service company. 4.6 Record the adjustments in the general ledger. 4.7 Record the closing entries in the general ledger. 4.8 Prepare a post-closing trial balance. 5. Control cash. 5.1 Demonstrate proper checking procedures. 5.2 Reconcile a bank statement. 5.3 Journalize adjustments to the cash account as indicated in the bank reconciliation. 5.4 Establish a petty cash fund and change fund. 5.5 Replenish a petty cash fund. 5.6 Revise the balance of the petty cash fund. 5.7 Handle transactions involving cash short and over. 5.8 List standard internal control procedures and policies for cash. 6. Prepare payroll records. 6.1 Calculate total earnings based on hourly and piece rate. 6.2 Calculate overtime pay. 6.3 Calculate FICA deductions for Social Security and Medicare, and Federal Income Tax withholding. 6.4 Prepare a payroll register. 6.5 Journalize and post the payroll entry from data recorded in the payroll register.

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6.6 Record the payment of payroll in the cash payments journal. 6.7 Record the payment of payroll in the cash payments journal. 6.8 Discuss the application of various labor laws required for payroll accounting. 6.9 Calculate and journalize the employer's payroll tax expenses. 6.10 Demonstrate understanding of Employer’s Quarterly Federal Tax Return (Form 941 and 8109). 6.11 Identify information for Forms W-2, W-3, 940, 1099, 1096, I-9, and W-4. 6.12 Estimate Worker’s Compensation Insurance premiums. 7. Record cash and credit sales, purchases and utilize special journals. 7.1 Journalize and post sales for cash and on account. 7.2 Demonstrate understanding of cash receipts, journal and sales journal. 7.3 Record credit memos in the general ledger. 7.4 Maintain balance in accounts receivable ledger. 7.5 Journalize purchase transactions. 7.6 Maintain balance in accounts payable subsidiary ledger. 7.7 Demonstrate understanding of purchases journal and cash payments journal. 7.8 Record debit memos in the general journal. 7.9 Prepare a schedule of accounts payable and schedule of accounts receivable. 7.10 Calculate cost of goods sold. COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: August 2010 FACULTY: 1. Patricia Holmes 2. Brad Smith 3. Marcia Sandvold 4. Cheri Hernandez 5. Tim Prindle 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Patricia Holmes 2. Brad Smith 3. Marcia Sandvold 4. Cheri Hernandez 5. Tim Prindle 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 Effective date: January 2011 by: Patty Holmes Campus: A B C U N W OC extension: 6349 Revision(s): 7/99; 1/06; 1/09; 8/10;

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-02 Acronym/Number ACC 124 Historical Ref ACCT 408 Title Accounting Professionalism Credit breakout 3 3 0 0 0 (credit lecture lab practicum work experience)

PREREQUISITE(S): COURSE DESCRIPTION: Covers numerous aspects of accounting career goal setting, prospective accounting employer lists, resume writing, job application forms, employment tests, personal appearance, interviewing, and follow-up. Instructs in meeting protocol. Covers meeting presentation skills and report writing. Discusses the duties of an accounting professional to the community. Reviews office etiquette and common professional courtesy. Discusses ethics in business. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Identify the global opportunities in accounting.

1.1 List the types of global positions open to an accounting major. 1.2 List the qualifications for various global career opportunities. 1.3 List prospective global employers. 1.4 Describe the certification process for various national and international accounting careers. 1.5 Give examples of ways accounting affects an individual’s life. 1.6 Discuss the types of economic systems affecting international trade.

2. Develop a personal inventory.

2.1 Identify interests, aptitudes, skills, experiences and accomplishments. 2.2 Convert individual strengths to match global accounting career needs. 2.3 Discuss how individual weaknesses can be communicated in a positive way. 2.4 Write clear and concise short, intermediate and long term accounting career goals. 2.5 Define the ideal accounting job or position being sought. 2.6 Complete a personal reference list. 2.7 Develop an educational/career plan.

3. Develop a job seeking promotional package.

3.1 Prepare a personal resume template. 3.2 Write a letter of application. 3.3 Complete an accounting employment application properly. 3.4 Describe the development and use of a job portfolio.

4. Prepare for the employment interview.

4.1 Identify necessary steps to prepare for the interview. 4.2 Plan appropriate interview attire/image. 4.3 Prepare responses for commonly asked interview questions. 4.4 Demonstrate the proper technique for greeting the interviewer. 4.5 Demonstrate ways to sell oneself during the interview. 4.6 Prepare questions to ask the interviewer. 4.7 Demonstrate the proper way to end the interview. 4.8 Identify proper techniques in negotiating starting salary. 4.9 Research potential national and international employers.

5. Participate in professional development activities.

5.1 Attend guest speaker events. 5.2 Attend in business organization meetings/seminars. 5.3 Attend tours of selected businesses.

6. Exhibit professional conduct in meetings, committees, and class activities.

6.1 Discuss the basics of international business etiquette. 6.2 Explain the meaning of cultural diversity in the workplace. 6.3 Outline etiquette rules for using business equipment. 6.4 Review dining etiquette for business lunches/dinners. 6.5 Illustrate how to meet and greet people. 6.6 Discuss personal space.

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6.7 Discuss the need for sensitivity in a multicultural environment. 6.8 Demonstrate telephone/e-mail etiquette. 6.9 Discuss basic global office etiquette. 6.10 Demonstrate procedures and protocol for international/national business meetings. 6.11 Keep adequate minutes of a meeting. 6.12 Give effective oral reports on international accounting/business topics using PowerPoint and other media. 6.13 Give examples of cultural diversity in the workplace. 6.14 Write correct business reports.

7. Discuss community services.

7.1 Explore reputable charitable organizations and related fundraising activities. 7.2 Explain why community service is important to a professional. 7.3 Explore membership in student organizations such as Phi Beta lambda, Student Action Board, or other on-

campus groups.

8. Discuss business ethics. 8.1 Apply accepted ethical reasoning to business case studies. 8.2 Present ethical case studies. 9. Discuss the global business environment. 9.1 Appraise global job opportunities. 9.2 Identify the fundamental concepts of a global market place. COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: August 2010 FACULTY: 1. Brad Smith 2. Patty Holms 3. Tim Prindle 4. Cheri Hernandez 5. Marcia Sandvold 6. Cynthia McCall 7. Shea Mears 8. Rebecca Brown COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Brad Smith 2. Patty Holms 3. Tim Prindle 4. Cheri Hernandez 5. Marcia Sandvold 6. Cynthia McCall 7. Shea Mears 8. Rebecca Brown COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Brad Smith 2. Patty Holms 3. Tim Prindle 4. Cheri Hernandez 5. Marcia Sandvold 6. Cynthia McCall Effective date: January 2011 by: C. McCall Campus: A B C U N W OC extension: 248-7247 Revision(s): 8/02; 8/04; 1/06; 5/08; 1/09; 8/10;

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Des Moines Area Community College Course Information - EFFECTIVE SP 2012-02 Acronym/Number ACC 131 Historical Ref ACC 131 Title Principles Of Accounting I Credit breakout 4 4 0 0 0 (credit lecture lab practicum work experience)

PREREQUISITE(S): COURSE DESCRIPTION: Introduces the student to the principles of accounting with emphasis placed on the users and uses of accounting information. The double-entry bookkeeping system is presented with a focus on the end result of the accounting cycle, financial statements. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Explain the role of accounting in business. 1.1 Identify the users and uses of accounting. 1.2 Understand why ethics is a fundamental business concept. 1.3 Explain generally accepted accounting principles and the cost principle. 1.4 Explain the monetary unit assumption and the economic entity assumption. 1.5 State the accounting equation, and define assets, liabilities, and owner’s equity. 1.6 Analyze the effects of business transactions on the accounting equation. 2. Analyze transactions. 2.1 Explain what an account is and how it helps in the recording process. 2.2 Define debits and credits and explain their use in recording business transactions. 2.3 Identify the basic steps in the recording process. 2.4 Prepare journal entries. 2.5 Apply the posting process to the ledger. 2.6 Explain what posting is and how it helps in the recording process. 2.7 Prepare a trial balance and explain its purposes. 3. Explain the relationship of the matching concept of accrual accounting. 3.1 Define the time period assumption. 3.2 Explain the accrual basis of accounting. 3.3 Identify the reasons for adjusting entries. 3.4 Classify the major types of adjusting entries. 3.5 Prepare adjusting entries. 3.6 Describe the nature and purpose of an adjusted trial balance. 4. Interpret the accounting cycle. 4.1 Explain the process of a worksheet. 4.2 Explain the process of closing the books. 4.3 Journalize and post closing entries. 4.4 Describe the content and purpose of a post-closing trial balance. 4.5 State the required steps in the accounting cycle. 4.6 Explain the approaches to preparing correcting entries. 4.7 Identify the sections of a classified balance sheet. 5. Distinguish between the accounts for a merchandising company and a service company. 5.1 Identify the differences between service and merchandising companies. 5.2 Record purchases under a perpetual inventory system. 5.3 Journalize sales revenues under a perpetual inventory system. 5.4 Follow the steps in the accounting cycle for a merchandising company. 5.5 Distinguish between a multiple-step and a single-step income statement. 5.6 Explain the computation and importance of gross profit. 5.7 Determine cost of goods sold under a perpetual system. 6. Account for inventory according to generally accepted accounting principles. 6.1 Describe the steps in determining inventory quantities. 6.2 Clarify the accounting for inventories and apply the inventory cost flow methods. 6.3 Explain the financial effects of the inventory cost flow assumptions. 6.4 Explain the lower-of-cost-or-market basis of accounting for inventories.

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6.5 Indicate the effects of inventory errors on the financial statements. 6.6 Compute and interpret the inventory turnover ratio. 6.7 Discuss the inventory valuation changes from GAAP to IFRS. 7. Analyze the flow of information through the accounting system. 7.1 Identify the basic concepts of an accounting information system. 7.2 Describe the nature and purpose of a subsidiary ledger. 7.3 Explain how companies use special journals in journalizing. 7.4 Indicate how companies post a multi-column journal. 8. Assess the importance of internal control. 8.1 Define internal control. 8.2 Identify the principles of internal control. 8.3 Explain the applications of internal control principles to cash receipts. 8.4 Apply internal control principles to cash disbursements. 8.5 Describe the operation of a petty cash fund. 8.6 Indicate the control features of a bank account. 8.7 Prepare a bank reconciliation. 8.8 Explain the reporting of cash. 9. Demonstrate accounting for accounts receivable under accrual accounting principles. 9.1 Identify the different types of receivables. 9.2 Explain how companies recognize accounts receivable. 9.3 Distinguish between the methods and bases companies use to value accounts receivable. 9.4 Describe the entries to record the disposition of accounts receivable. 9.5 Compute the maturity date of and interest on notes receivable. 9.6 Explain how companies recognize notes receivable. 9.7 Account for the valuation of notes receivable. 9.8 Prepare the entries to record the disposition of notes receivable. 9.9 Explain the statement presentation and analysis of receivables. 10. Account for long-term assets. 10.1 Describe how the cost principle applies to plant assets. 10.2 Explain the concept of depreciation.

10.3 Compute periodic depreciation using different methods. 10.4 Describe the procedure for revising periodic depreciation. 10.5 Distinguish between revenue and capital expenditures. 10.6 Prepare the entries for revenue and capital expenditures. 10.7 Account for the disposal of a plant asset. 10.8 Compute periodic depletion of natural resources. 10.9 Analyze the basic issues related to accounting for intangible assets. 10.10 Report plant assets, natural resources, and intangible assets according to GAAP. 10.11 Compare the reporting of long-term assets under GAAP to IFRS. 11. Account for liabilities. 11.1 Explain a current liability. 11.2 Identify the major types of current liabilities. 11.3 Describe the accounting for notes payable. 11.4 Explain the accounting for other current liabilities. 11.5 Explain the financial statement presentation and analysis of current liabilities. 11.6 Describe the accounting and disclosure requirements for contingent liabilities under GAAP versus IFRS. 12. Identify the major characteristics of a corporation. 12.1 Define corporation. 12.2 Differentiate between paid-in capital and retained earnings. 12.3 Record the issuance of common stock. 12.4 Explain the accounting for treasury stock. 12.5 Differentiate preferred stock from common stock. 12.6 Prepare a stockholders’ equity section. 12.7 Compute book value per share. 13. Interpret the effect of business transactions for a corporation.

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13.1 Journalize the entries for dividends. 13.2 Identify the items reported in a retained earnings statement. 13.3 Prepare a comprehensive stockholders’ equity section. 13.4 Analyze the stockholders’ equity section of a balance sheet. 13.5 Describe the form and content of corporate income statements. 13.6 Calculate earnings per share. COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: August 2011 FACULTY: & Accounting Advisory Committee: 1. Bradley Smith 2. Patricia Holmes 3. Marcia Sandvold 4. Cheri Hernandez 5. Tim Prindle 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: August 2010 FACULTY: & Accounting Advisory Committee: 1. Bradley Smith 2. Patricia Holmes 3. Marcia Sandvold 4. Cheri Hernandez 5. tim Prindle 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Bradley Smith 2. Patricia Holmes 3. Marcia Sandvold 4. Cheri Hernandez 5. tim Prindle 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Bradley Smith

Effective date: January 2012 Originated by: Cindy McCall/Tim Prindle Campus: A B C U N W OC extension: 7247

Revision(s): 7/99; 7/05; 1/06; 1/08; 1/09; 8/10; 8/11;

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-02 Acronym/Number ACC 132 Historical Ref ACCT 102 Title Principles of Accounting II

Credit breakout 4 4 0 0 0 (credit lecture lab practicum work experience)

PREREQUISITES(S): ACC 131 COURSE DESCRIPTION: A continuation of Principles of Accounting I. Introduces accounting procedures related to corporations, manufacturing, and branch operations. The course also includes an introduction to capital budgeting, analysis of financial statements and decision making by managers. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Assess the impact of long term financing. 1.1 Calculate the potential effect of long-term borrowing on the earnings per share of a corporation. 1.2 Describe the characteristics of bonds. 1.3 List advantages and disadvantages of financing with long-term debt. 1.4 Explain how interest rates affect bond prices. 1.5 Explain why bonds sell at premium or a discount. 1.6 Calculate the present value of bonds payable. 1.7 Prepare an amortization table. 1.8 Journalize entries for bonds payable. 1.9 Describe bond sinking funds. 1.10 Journalize entries for bond redemptions. 1.11 Journalize entries for the purchase, interest, discount and premium amortization, and sale of bond investments. 1.12 Prepare a corporation balance sheet. 1.13 Calculate the number of times interest charges are earned. 1.14 Interpret the number of times interest charges are earned. 2. Develop a statement of cash flows. 2.1 Explain the purpose of the statement of cash flows. 2.2 Classify cash receipts and cash payments as operating, investing or financing activities in the statement of cash

flows. 2.3 Analyze accounting transactions to determine affects on cash flows. 2.4 Compute the amount of net cash provided by operating activities using the indirect method. 2.5 Explain steps used to prepare a statement of cash flows. 2.6 Prepare a statement of cash flows. 2.7 Calculate the free cash flow. 2.8 Interpret the free cash flow. 3. Assess application of financial statement analysis in determination of solvency and profitability. 3.1 List basic financial statement analytical procedures. 3.2 Identify sources of information for financial statement analysis. 3.3 Explain and prepare a vertical analysis of financial statements. 3.4 Explain and prepare a horizontal analysis of financial statements. 3.5 Identify and compute ratios used to evaluate short-term liquidity, profitability, and solvency. 3.6 Prepare a written report using financial statement analysis on the data of a publically traded company. 3.7 Summarize the uses and limitations of analytical measures. 4. Differentiate managerial accounting from financial accounting. 4.1 Evaluate the organizational role of management accountants. 4.2 Explain the difference between product costs and period costs. 4.3 Define and illustrate materials, factory labor and factory overhead costs. 4.4 Describe accounting systems used by manufacturing businesses. 4.5 Prepare summary journal entries for a job order cost accounting system. 4.6 Use job order cost information for decision making. 4.7 Diagram the flow of costs for a service business that uses a job order cost accounting system. 5. Distinguish between the two major types of cost accumulation systems employed by manufacturing companies. 5.1 Distinguish between job order costing and process costing systems.

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5.2 Explain and illustrate the physical flows and cost flows for a process manufacturer. 5.3 Define equivalent units of production. 5.4 Calculate and interpret the accounting for completed and partially completed units under the weighted average

method. 5.5 Prepare a production cost report. 5.6 Describe the concepts of underapplied and overapplied manufacturing overhead. 5.7 Prepare journal entries for transactions of process manufacturer. 5.8 Use cost of production reports in decision making. 6. Explain the analysis of cost behavior and cost-volume-profit relationships in planning operations. 6.1 Classify costs by their behavior as variable, fixed or mixed costs. 6.2 Differentiate variable, fixed, and mixed costs. 6.3 Calculate the contribution margin, the contribution margin ratio and the unit contribution margin. 6.4 Explain how the contribution margin, the contribution margin ration and the unit contribution margin may be

useful to managers. 6.5 Calculate the break-even point using the unit contribution margin. 6.6 Calculate the volume necessary to achieve a target profit. 6.7 Chart the break-even point and the volume necessary to achieve a target profit. 6.8 Compute the margin of safety and the operating leverage. 9.9 Explain how managers use cost-volume-profit analysis. 9.10 List the assumptions underlying cost-volume-profit analysis. 9.11 Demonstrate use of cost-volume-profit modes in planning. 7. Analyze budgeting. 7.1 Define budgeting. 7.2 List the objective of budgeting. 7.3 Describe the impact of budgeting on human behavior. 7.4 Identify the basic elements of the budget process. 7.5 Differentiate between operating and financial budgets. 7.6 Explain flexible budgeting. 7.7 Construct a flexible budget. 7.8 Use computers in budgeting. 7.9 Prepare a master budget for manufacturing business. 7.10 Prepare the basic income statement budgets for a manufacturing business. 7.11 Prepare balance sheet budgets for a manufacturing business. 8. Conduct performance evaluation using variances from standard costs. 8.1 Differentiate between ideal and normal standard costs. 8.2 Explain and illustrate how standards are established for businesses. 8.3 Calculate and interpret direct materials price and quantity variances. 8.4 Calculate and interpret direct labor rate and time variances. 8.5 Calculate and interpret factory overhead controllable and volume variances. 8.6 Journalize the entries for recording standards in the accounts. 9.7 Prepare an income statement that includes variances from standard. 8.8 Explain how standards may be used for nonmanufacturing expenses. 8.9 Provide examples of nonfinacial performance measures. 8.10 Explain examples of nonfinacial performance measures. 9. Develop performance evaluation for decentralized operations. 9.1 Explain the advantages and disadvantages of decentralized operations. 9.2 Prepare a responsibility accounting report for a cost center. 9.3 Prepare responsibility accounting reports for a profit center. 9.4 Calculate and interpret the rate of return on investment. 9.6 Calculate the residual income and the balanced scorecard for an investment center. 9.6 Interpret the residual income and the balanced scorecard for an investment center. 10. Analyze management’s decision making process and incremental analysis. 10.1 Prepare differential analysis reports for management decisions. 10.2 Make decisions involving orders at a special price. 10.3 Make decisions involving selling or processing further. 10.4 Make decisions involving discontinuing an unprofitable segment. 10.5 Make decisions between manufacturing or purchasing a part.

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10.6 Make decisions to retain or replace equipment. 10.7 Make decisions accepting additional business at a special price. 10.8 Define activity-based costing. 10.9 Illustrate the activity-based costing framework. 10.10 Define the activities in activity-based costing. 11. Evaluate tools and techniques used to analyze and interpret capital investments. 11.1 Explain the nature and importance of capital investment analysis. 11.2 Evaluate capital investment proposals using annual rate of return, cash payback, and discounted cash flow

methods. 11.3 Describe factors that complicate capital investment analysis. COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: August 2010 FACULTY: 1. Rebecca Brown 2. Patricia Holmes 3. Brad Smith 4. Marcia Sandvold 5. Cheri Hernandez 6. Tim Prindle 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Rebecca Brown 2. Patricia Holmes 3. Brad Smith 4. Marcia Sandvold 5. Cheri Hernandez 6. Tim Prindle 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Rebecca Brown Effective date: January 2011 Originated by: Cynthia McCall/Tim Prindle Campus: A B C U N W OC extension: 7247 Revision(s): 9/99; 6/05; 1/06; 1/09; 8/10;

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-02 Acronym/Number ACC 161 Historical Ref ACCT 411 Title Payroll Accounting Credit breakout 3 3 0 0 0 (credit lecture lab practicum work experience)

PREREQUISITE(S): ACC 131, BUS 112, or departmental permission. COURSE DESCRIPTION: Covers payroll laws, state and federal withholding taxes, state and federal forms, salary deductions including cafeteria insurance plans and pension plans, and computerized payroll software packages. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Understand the assumptions and concepts of generally accepted accounting principles governing payroll transactions.

1.1 Discuss the rules for payroll transactions. 1.2 Identify the accounting rules, employment laws and tax laws that affect payroll accounting and administration.

2. Describe the general job duties of the payroll professional. 2.1 List the steps of the payroll cycle. 2.2 Identify the four standards of payroll professionalism.

3. Explain the process of hiring employees.

3.1 Apply the laws governing the hiring practices of employers. 3.2 Understand the Equal Employment Opportunity Act. 3.3 Understand the mandatory Form I-9. 3.4 Understand the mandatory Form W-4. 3.5 Understand record retention requirements.

4. Describe the main types of time records. 4.1 Identify the manual time-keeping function of time sheets and time cards. 4.2 Describe the mechanical and computerized time recording systems in use today.

5. Calculate gross pay. 5.1 Computer regular earnings and overtime earnings to arrive at total gross earnings. 5.2 Convert weekly wage rates to hourly rates. 5.3 Calculate earnings under incentive and commission plans. 5.4 Classify employees for overtime purposes.

6. Calculate Social Security taxes.

6.1 Discuss FICA's history. 6.2 Understand the concept of the FICA earnings limit. 6.3 Calculate FICA wages.

7. Calculate federal and state income taxes. 7.1 Discuss the role of the W-4 form. 7.2 Describe the relationship between the Form 1040 and employee withholding. 7.3 Calculate the federal income tax using the wage bracket. 7.4 Calculate the federal income tax using the percentage method. 7.5 Understand state income tax withholding. 7.6 Calculate the state income tax using the wage bracket. 7.7 Calculate the state income tax using the percentage method. 7.8 Fulfill the employer reporting requirements for income taxes withheld.

8. Assess employee deductions and benefits. 8.1 Analyze the 401(k) salary reduction plan. 8.2 Appraise the 125 cafeteria plan. 8.3 Identify the various types of employee benefits. 8.4 Explain the roles of trustees and administrators.

9. Apply the laws affecting payroll accounting. 9.1 Discuss the historical background of federal employment law.

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9.2 Explain the Age Discrimination in Employment Act. 9.3 Explain the American with Disabilities Act. 9.4 Explain the Federal Personal Responsibility and Work Opportunity Reconciliation Act. 9.5 Explain the Immigration Reform and Control Act of 1986. 9.6 Explain title VII of the Civil Rights Act. 9.7 Explain the Family and Medical leave Act. 9.8 Explain the Uniformed Services Employment and Reemployment Rights Act. 9.9 Explain the Employee Retirement Income Security Act. 9.10 Explain the Vocational Rehabilitation Act. 9.11 Understand the Vietnam Era Veteran’s Readjustment Act. 9.12 Explain the Occupational Safety and Health Act. 9.13 Explain the basic principles of the Social Security Act of 1935. 9.14 Apply the Fair Labor Standards Act of 1938. 9.15 Understand the basis for reasonable accommodations for employees based on health, religious and other needs. 9.16 Communicate the importance of accommodation for diversity in the workplace based upon laws and ethics.

10. Account for payroll transactions. 10.1 Discuss the process of recording payroll activities. 10.2 Understand the process of issuing paychecks. 10.3 Demonstrate the use of the payroll register in entering and tracking payroll activities. 10.4 Enter and track payroll activities with using the employee earnings record.

11. Assess payroll tax deposits. 11.1 Identify the employer's responsibilities for payroll taxes. 11.2 Describe the deposit rules for Form 941 taxes. 11.3 Describe the deposit rules for Form 940 taxes. 11.4 Apply the deposit procedures for Form 8109. 11.5 Understand the deposit rules for state taxes.

12. Determine unemployment taxes. 12.1 Discuss the history of unemployment insurance. 12.2 Calculate federal unemployment taxes. 12.3 Understand federal reporting requirements. 12.4 Calculate state unemployment taxes. 12.5 Describe state reporting requirements.

13. Account for payroll transactions. 13.1 Discuss the theory behind accounting activities. 13.2 Prepare journal entries for payroll. 13.3 Prepare journal entries for employee deductions.

14. Complete payroll tax Form 940-EZ. 14.1 Discuss the purpose of the 940-EZ. 14.2 Describe the relationship among the general ledger, employees' earnings records and Form 940-EZ. 14.3 Complete Form 940-EZ. 14.4 Explain the filing requirements for Form 940-EZ. 14.5 Identify various state unemployment tax returns and their filing requirements.

15. Complete payroll tax Form 941. 15.1 Discuss the purpose of the Form 941. 15.2 Understand the relationship among the general ledger, the payroll, the employees' earnings records and the Form

941. 15.3 List the steps necessary to properly prepare the Form 941. 15.4 Explain the filing requirements for Form 941.

16. Fulfill the requirements for reporting employee earnings. 16.1 Discuss the use and purpose of Form W-2. 16.2 Prepare Form W-2. 16.3 Discuss the use and purpose of Form W-3. 16.4 Prepare Form W-3. 16.5 Apply the procedures for submitting W-2 forms to the government. 16.6 Apply the procedures for submitting W-3 forms to the government.

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16.7 Discuss state reporting requirements for employee earnings.

17. Appraise special payroll accounting situations. 17.1 Define earned income credit. 17.2 Distinguish the Advanced Earned Income Credit (AEIC). 17.3 Distinguish between an independent contractor and an employee. 17.4 List the differences between self-employed individuals and employees. 17.5 Outline the procedures that the self-employed individual must follow in paying federal, income, and social

security taxes. 17.6 Discuss the unique payroll accounting practices for food and beverage businesses.

18. Complete a computerized payroll practice set. 18.1 Identify common payroll software packages. 18.2 Complete data input sheets. 18.3 Interpret computer payroll printouts. 18.4 Discuss common internal control procedures for payroll.

COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: August 2010 FACULTY: 1. Cheri Hernandez 2. Marcia Sandvold 3. Patricia Holms 4. Brad Smith 5. Tim Prindle 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Cheri Hernandez 2. Marcia Sandvold 3. Patricia Holms 4. Brad Smith 5. Tim Prindle 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Cheri Hernandez 2. Marcia Sandvold Effective date: January, 2011 Originated by: Brad Smith Campus: A B C U N W OC extension: 248-7229 Revision(s): 7/99; 1/06; 8/10;

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Des Moines Area Community College COURSE COMPETENCY INFORMATION Effective Date: SP 2011-02 Acronym/Number: ACC 165 Historical Reference: ACC 165 Course Title: Payroll Certification Review Credit Breakout: 2 2 0 0 0 (Total Credits: Lecture Lab Practicum Work Experience)

PREREQUISITE: COURSE DESCRIPTION: Covers fundamental payroll calculations and applications. Provides students with the basic knowledge and skills required to prepare for the Fundamental Payroll Certification (FPC) exam administered by the American Payroll Association. Recommended for new payroll professionals. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Analyze core payroll concepts. 1.1 Understand worker status and backup withholding requirements. 1.2 Apply Fair labor Standards Act. 1.3 Define and calculate employment taxes. 1.4 Discuss employee benefits. 1.5 Understand mandatory employee/employer forms. 2. Perform payroll calculations. 2.1 Compute regular and overtime pay. 2.2 Calculate gross pay. 2.3 Compute federal income tax. 2.4 Calculate social security and Medicare taxes. 2.5 Understand and calculate involuntary deductions. 3. Interpret fringe benefits. 3.1Discuss fringe benefit rules and IRS regulations impacting payroll. 3.2Explain nontaxable benefits. 3.3Define employer-provided benefits. 3.4Know other payments impacting net pay. 3.5Define cafeteria plans and IRC Section 125 components and elections. 3.6Identify retirement plan options. 4. Prepare payroll reporting and employment taxes. 4.1Maintain master file components. 4.2Complete Form 941 and Form 941c. 4.3Complete W-2, W-3, W-2c forms. 4.4Compute Federal Unemployment Tax. 4.5Complete Form 1099 and other annual returns as necessary. 4.6Know Form 843 purpose and reporting/filing requirements. 5. Perform record keeping and payroll practices. 5.1 Describe payment of employee methods. 5.2Discuss payroll practices and processing. 5.3Demonstrate record keeping skills according to regulations. 5.4Describe payroll system processes with related controls. 5.5Calculate penalties for late reporting under DOL and IRS. 6. Implement payroll accounting procedures. 6.1Define accounting terminology. 6.2Exemplify double-entry accounting for payroll. 6.3Complete payroll journal entries. 6.4Discuss internal controls for payroll department functions. 7. Administrate effective payroll policies and procedures. 7.1Define customer service. 7.2Describe effective communication.

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7.3Identify techniques used within time management. LIST Discipline Faculty members that have reviewed the competencies: August 2010 FACULTY: 1. Rebecca Brown 2. Shea Mears 3. Bradley Smith 4. Tim Prindle 5. Cheri Hernandez 6. Marcia Sandvold 7. Patricia Holmes 8. Cynthia McCall LIST Discipline Faculty members that have reviewed the competencies: January 2009 FACULTY: 1. Rebecca Brown 2. Shea Mears 3. Bradley Smith 4. Tim Prindle 5. Cheri Hernandez 6. Marcia Sandvold 7. Patricia Holmes 8. Cynthia McCall LIST Discipline Faculty members that have reviewed the competencies: FACULTY: 1. Rebecca Brown 2. Shea Mears 3. Bradley Smith 4. Tim Prindle 5. Cheri Hernandez 6. Marcia Sandvold 7. Patricia Holmes 8. Cynthia McCall Competencies Developed/Modified By: Date: November, 2007 By: Rebecca Brown Extension: Campus: A B C N U W

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-02 Acronym/Number ACC 191 Historical Ref ACCT 315 Title Financial Analysis Credit breakout 3 3 0 0 0 (credit lecture lab practicum work experience)

PREREQUISITE(S): ACC 131 COURSE DESCRIPTION: An analytical study of accounting information and financial statements. The course focuses on financial ratio analysis that is used to interpret data and reports for financial decision making. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Identify the basic financial goals of a firm or business.

1.1 Discuss the forms of business organizations. 1.2 Discuss the purpose of financial analysis. 1.3 List factors that affect the value of a firm or business.

2. Describe how the US Financial system works. 2.1 Define financial securities. 2.2 Explain the function of financial intermediaries. 2.3 Identify the different financial marketplaces. 2.4 Describe the securities traded in the money and capital markets. 2.5 Identify the determinants of the nominal interest rate. 2.6 Construct and analyze a yield curve.

3. Explain the use of the four basic financial statements. 3.1 Discuss how depreciation affects cash flow. 3.2 Compute depreciation. 3.3 Explain how taxes affect a firm’s cash flow. 3.4 Calculate marginal and average tax rates.

4. Explain how financial ratio and analysis is used to assess a business operation. 4.1 Compute profitability ratios. 4.2 Compute liquidity ratios. 4.3 Compute asset activity ratios. 4.4 Compute market value ratios. 4.5 Compare financial accounting information for business over time. 4.6 Compare financial accounting information between business enterprises. 4.7 Discuss the limitation of ratio analysis. 4.8 Perform comparative analysis of financial statements.

5. Explain why financial forecasting is vital to business success. 5.1 Describe the financial statement forecasting process. 5.2 Prepare to pro forma (projected) financial statements. 5.3 Explain the importance of analyzing forecasts.

6. Define risk, risk aversion, and risk/return relationship. 6.1 Measure risk. 6.2 Identify the types of risk that business firms encounter. 6.3 Explain methods of risk reduction. 6.4 Describe how business firms compensate for assuming risk.

7. Explain the time value of money. 7.1 Identify future value and present value of a single sum. 7.2 Explain future and present values of an annuity. 7.3 Discuss present and future value of money problems.

8. Explain the importance of bond and stock valuation. 8.1 Discuss the valuation of securities. 8.2 Explain components of market value and the yield to maturity of a bond. 8.3 Discuss the market value and expected yield of preferred stock. 8.4 Explain the market value and expected yield of common stock.

9. Explain the capital budgeting process. 9.1 Calculate the payback period for a proposed capital project. 9.2 Calculate the net present value for proposed capital project. 9.3 Calculate internal rate of return for a proposed capital project. 9.4 Describe capital rationing. 9.5 Describe methods for selecting a project.

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9.6 Measure the risk of a capital budgeting project. 9.7 Explain risk-adjusted discount rates.

10. Describe the sources of capital. 10.1 Estimate the cost of capital for each financing source. 10.2 Estimate the average cost of capital. 10.3 Explain how changes in capital structure affect a firm’s value. 10.4 Discuss sources of long-term financing. 10.5 Discuss sources of short-term financing.

11. Identify facts that influence dividend decisions. 11.1 Compare the major dividend theories. 11.2 Describe how a firm pays dividends. 11.3 Identify alternative to paying cash dividends.

12. Explain the importance of managing working capital. 12.1 Discuss the trade-off between liquidity and profitability and the effects on current assets management policy. 12.2 Describe how a business firm reaches an optimal level of current assets. 12.3 Discuss the three approaches to working capital financing policy. 13. Describe how a business firm manages accounts receivable and inventory as investments. 13.1 Describe alternative inventory management approaches. 13.2 Explain how business firms make credit decisions. 13.3 Explain how business firms create credit policies. 13.4 Explain the need for short-term financing. 13.5 List the advantages and disadvantages of short-term financing. 13.6 Describe the three types of short-term financing. 14. Prepare an in-depth analysis of a publicly-held corporation utilizing accepted financial tools. 14.1 Prepare accepted ration analysis and trend analysis. 14.2 Analyze data. 14.3 Interpret data. 14.4 Summarize data. 14.5 Project earnings capability. 14.6 Communicate findings in a formal presentation. COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: August 2010 FACULTY: 1. Brad Smith 2. Patricia Holmes 3. Marcia Sandvold 4. Cheri Hernandez 5. Tim Prindle 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Brad Smith 2. Patricia Holmes 3. Marcia Sandvold 4. Cheri Hernandez 5. Tim Prindle 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Brad Smith Effective date: January 2011 Originated by: Patty Holmes Campus: A B C U N W OC extension: 6349 Revision(s): 7/99: 1/06; 1/08; 1/09; 8/10;

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Des Moines Area Community College Course Information – EFFECTIVE August 2009 Acronym/Number ACC 192 Historical Ref ACCT 430 Title Accounting Procedures And Management Credit Breakout 4 3 2 0 0 (credit lecture lab practicum work experience)

PREREQUISITE(S): ACC 131, BUS 112, ADM 131 COURSE DESCRIPTION: Double-entry bookkeeping is emphasized. Topics include receivables, payables, banking records, document flow, internal control, planning, organizing, leadership, human relations, and business communications. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Perform the accounting procedures for a partnership. 1.1List the characteristics of a partnership. 1.2Explain the accounting procedures when forming a partnership. 1.3Explain the accounting procedures for admission of a new partner. 1.4Explain the accounting procedures for the withdrawal of a partner. 1.5Compute the division of partnership earnings. 1.6Prepare partnership financial statements. 2. Perform the accounting procedures for a corporation. 2.1List the characteristics of a corporation. 2.2Identify the sources of stockholder’s equity. 2.3Distinguish between the two main classes of capital stock for a corporation. 2.4Perform accounting procedures for the issuance of capital stock for cash and for noncash assets. 2.5Perform accounting procedures for capital stock subscriptions and donated capital. 2.6Prepare the stockholders’ equity section of the balance sheet. 3. Maintain a perpetual inventory.

3.1 Compute the cost of ending inventory and cost of goods sold under the perpetual system using: 3.1.1 Moving average method. 3.1.2 First-in, first out (FIFO) method. 3.1.3 Last-in, first out (LIFO) method. 3.2Assess the impact on the income statement and the balance sheet of using alternative inventory cost flow assumptions. 4. Explain reversing and correcting entries. 4.1Explain the purpose of reversing entries. 4.2 List the adjusting entries that may be reversed. 4.3 Perform accounting procedures for reversing entries. 4.4 Demonstrate accounting procedures for correcting entries. 5. Explain a bank reconciliation. 5.1Interpret a monthly bank statement. 5.2Prepare a bank statement. 5.3Record journal entries required to adjust the Cash account after the bank reconciliation. 6. Calculate bad debts expense. 6.1Explain the need for uncollectible accounts to be matched against revenues on the income statement. 6.2Prepare accounting entries to record the bad debts adjustment under the allowance methods. 6.3Prepare accounting entries to recover bad debts under the allowance method. 7. Process accounts payable. 7.1Explain the steps in processing accounts payable. 7.2Explain how a voucher system establishes internal control over cash transactions. 7.3Perform accounting entries in an invoice register and a check register. 8. Prepare cash flow statement. 8.1Identify the component of a cash flow statement. 8.2Differentiate between indirect and direct method. 8.3Explain the relationship of the cash flow statement to the other financial statements.

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9. Demonstrate the accounting procedures for the transition of a sole proprietorship to a corporation using a computer. 10. Demonstrate the correct accounting procedures for the transition of a service business to a merchandising business using a

computer. COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Brad Smith 2. Patty Holms 3. Tim Prindle 4. Cheri Hernandez 5. Marcia Sandvold 6. Cynthia McCall 7. Shea Mears 8. Rebecca Brown COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Brad Smith 2. Patty Holms 3. Tim Prindle 4. Cheri Hernandez 5. Marcia Sandvold 6. Cynthia McCall. Effective date May, 2008 Originated by: Cynthia McCall Tomes Campus: A B C U N W OC extension: 248-7247 Revision(s): 7/99; 1/06;

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Des Moines Area Community College COURSE COMPETENCY INFORMATION Effective Date: SP 2011-02 Acronym/Number: ACC 193 Historical Reference: ACCT 430 Course Title: Accounting Procedures & Management Credit Breakout: 3 3 0 0 0 (Total Credits: Lecture Lab Practicum Work Experience)

PREREQUISITE: ACC 131 COURSE DESCRIPTION: A project approach to recordkeeping systems and office management. Includes topics in receivables, payables, banking records, planning and organizing, leadership and human relations and communications. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Perform the accounting procedures for a partnership. 1.1 List the characteristics of a partnership. 1.2 Explain the accounting procedures when forming a partnership. 1.3 Explain the accounting procedures for admission of a new partner. 1.4 Explain the accounting procedures for the withdrawal of a partner. 1.5 Compute the division of partnership earnings. 1.6 Prepare partnership financial statements. 2. Perform the accounting procedures for a corporation. 2.1 List the characteristics of a corporation. 2.2 Identify the sources of stockholder’s equity. 2.3 Distinguish between the two main classes of capital stock for a corporation. 2.4 Perform accounting procedures for the issuance of capital stock for cash and for noncash assets. 2.5 Perform accounting procedures for capital stock subscriptions and donated capital. 2.6 Prepare the stockholders’ equity section of the balance sheet. 3. Maintain a perpetual inventory. 3.1Compute the cost of ending inventory and cost of goods sold under the perpetual system using:

3.1.1 Moving average method. 3.1.2 First-in, first out (FIFO) method. 3.1.3 Last-in, first out (LIFO) method

3.2Assess the impact on the income statement and the balance sheet of using alternative inventory cost flow assumptions. 4. Explain reversing and correcting entries. 4.1Explain the purpose of reversing entries. 4.2List the adjusting entries that may be reversed. 4.3Perform accounting procedures for reversing entries. 4.4Demonstrate accounting procedures for correcting entries. 5. Explain a bank reconciliation. 5.1 Interpret a monthly bank statement. 5.2Prepare a bank statement. 5.3Record journal entries required to adjust the Cash account after the bank reconciliation. 6. Calculate bad debts expense. 6.1Explain the need for uncollectible accounts to be matched against revenues on the income statement.

6.2Prepare accounting entries to record the bad debts adjustment under the allowance method. 6.3Prepare accounting entries to recover bad debts under the allowance method. 7. Process accounts payable. 7.1Explain the steps in processing accounts payable. 7.2Explain how a voucher system establishes internal control over cash transactions. 7.3Perform accounting entries in an invoice register and a check register. 8. Prepare cash flow statement. 8.1Identify the component of a cash flow statement. 8.2differentiate between indirect and direct method.

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8.3Explain the relationship of the cash flow statement to the other financial statements. 9. Demonstrate the accounting procedures for the transition of a sole proprietorship to a corporation using a computer. 10. Demonstrate the correct accounting procedures for the transition of a service business to a merchandising business using a

computer. LIST Discipline Faculty members that have reviewed the competencies: August 2010 FACULTY: 1. Cynthia McCall 2. Patricia Holmes 3. Brad Smith 4. Marcia Sandvold 5. Cheri Hernandez 6. Tim Prindle 7. Rebecca Brown 8. Shea Mears LIST Discipline Faculty members that have reviewed the competencies: Jan. 2009 FACULTY: 1. Cynthia McCall 2. Patricia Holmes 3. Brad Smith 4. Marcia Sandvold 5. Cheri Hernandez 6. Tim Prindle 7. Rebecca Brown 8. Shea Mears LIST Discipline Faculty members that have reviewed the competencies: FACULTY: 1. Cynthia McCall 2. Patricia Holmes Competencies Developed/Modified By: Date: January, 2008 Originated By: Patricia Holmes Extension: 6349 Campus: A B C N U W

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-02 Acronym/Number ACC 222 Historical Ref ACCT 203 Title Cost Accounting Credit breakout 4 4 0 0 0 (credit lecture lab practicum work experience)

PREREQUISITE(S): ACC 132 COURSE DESCRIPTION: An introduction to accounting concepts of costing systems. Topics include: classification of costs, process costing, job ordering costing, joint and by-product costs, and standard cost systems, with variable analysis. COURSE COMPETENCIES: During this course the student will be able to: 1. Identify cost terms. 1.1 Differentiate between product and period costs. 1.2 Distinguish controllable cost from noncontrollable cost. 1.3 Discuss cost flow in a production environment. 1.4 Explain cost reaction to change in activity. 1.5 State the differences between direct cost and indirect cost. 1.6 Define often used cost terms. 2. Develop predetermined overhead rates. 2.1 Identify the benefits of using predetermined overhead rates. 2.2 Calculate overhead rates. 2.3 Analyze causes of under and overapplied overhead. 2.4 Differentiate plantwide versus departmental overhead rates. 2.5 Compute under and overapplied overhead. 2.6 State alternative capacity measures. 2.7 Apply activity-based costing. 3. Contrast the processes available for allocating service department costs. 3.1 Analyze pros and cons of allocating service department costs. 3.2 List acceptable allocation bases. 3.3 Practice allocation based on step method, direct method, and the algebraic method. 4. Appraise a job-order costing system. 4.1 Assign costs to products in a job-order system. 4.2 Illustrate the flow of cost in a job-order system. 4.3 Explain the documentation involved in a job-order system. 4.4 Prepare the journal entries used to accumulate cost in a job-order system. 4.5 Demonstrate the allocation of overhead in a job order system. 5. Explain a process costing system. 5.1 Allocate cost to products in a process costing system. 5.2 Differentiate between the process costing from job-order costing. 5.3 Calculate the equivalent units of production using the weighted average and FIFO methods of process costing. 5.4 Determine unit cost using weighted average and FIFO methods of process costing. 5.5 Illustrate the application of standard costs in a process costing system. 5.6 Prepare a production and cost report for a process costing system. 5.7 Journalize the entries for a process costing system. 6. Evaluate the effects of spoilage. 6.1 Examine the effect of spoilage on equivalent units and cost per unit. 6.2 Analyze the handling of spoilage in a job-order costing system. 6.3 Differentiate between normal and abnormal spoilage. 6.4 Discuss why lost units occur in manufacturing processes. 6.5 Relate the procedures used to allocate rework costs of defective units. 7. Compare joint costs and by-product costs allocation methods. 7.1 Differentiate between a joint costs and by-product costs. 7.2 Explain at what point joint costs are identifiable. 7.3 Allocate joint product costs to products using sales value at split-off, net realizable value at split-off, and physical

measurement. 7.4 Assess the benefits of sales value at split-off and net realizable value at split-off. 7.5 Illustrate the treatment of by-products in a job order system. 7.6 Journalize the entries for joint cost and byproduct cost allocations. 8. Summarize standard costing material and labor standards. 8.1 Express why standard cost systems are used.

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8.2 Describe how standards are set for materials and labor. 8.3 Calculate material and labor variances. 8.4 Explain the use of variance analysis to control evaluate the performance of a company. 8.5 Journalize the recording of variances. 9. Develop flexible budgets. 9.1 Describe how flexible budgets are used by managers to plan and control overhead costs. 9.2 Express how variable and fixed overhead costs are best controlled. 9.3 Illustrate the differences among the approaches to overhead analysis. 9.4 Calculate overhead variances. 9.5 Record overhead variances. 9.6 Explain the differences between a controllable variance and noncontrollable variance. 10. Generate a master budget. 10.1 Explain the importance of a budget. 10.2 State how strategic and tactical planning relate to budgeting. 10.3 Prepare various schedules in a master budget. 10.4 Identify the budgeting process steps. 10.5 Blend the various budgets to create a master budget. 11. Compare absorption and variable costing. 11.1 State the differences between absorption and variable costing. 11.2 Compute the impact on net income when changes in sales and/or production levels occur under absorption and

variable costing. 11.3 Analyze if one accounting system can provide both absorption and variable costing financial, statements. 11.4 Prepare both absorption and variable financial statements. 12. Interpret cost-volume-profit analysis. 12.1 Relate why and how the breakeven point is computed. 12.2 Describe the application of breakeven analysis to a business. 12.3 Use cost-volume-profit analysis to make decisions. 12.4 Illustrate how margin of safety and operating leverage concepts are used in business. 12.5 Relate the underlying assumptions of cost-volume profit. 12.6 Explain how costs, revenues, and contribution margin interact with changes in activity base. COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: August 2010 FACULTY: 1. Tim Prindle 2. Patricia Holmes 3. Brad Smith 4. Marcia Sandvold 5. Cheri Hernandez 6.Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Tim Prindle 2. Patricia Holmes 3. Brad Smith 4. Marcia Sandvold 5. Cheri Hernandez 6.Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Tim Prindle Effective date: January 2011 Originated by: Shea Mears Campus: A B C U N W OC extension: 7248 Revision(s): 7/99: 1/06; 1/09; 8/10;

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-02 Acronym/Number ACC 231Historical Ref ACCT 103 Title Intermediate Accounting I Credit breakout 4 4 0 0 0 (credit lecture lab practicum work experience)

PREREQUISITE(S): ACC 132 COURSE DESCRIPTION: Emphasis on theory, standards and principles...the "why" of accounting. The framework goes beyond the procedural level to the conceptual level. Topics include preparation of income statements, balance sheets and related footnotes. Applicable FASB pronouncements are presented. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Explain the development of accounting standards in conjunction with the changing international environment of

financial accounting. 1.1 Define accounting. 1.2 Analyze international accounting's essential characteristics. 1.3 Identify the major financial statements and other means of financial reporting. 1.4 Identify the differences between US major financial statements and those of other countries. 1.5 Describe the international environment of financial accounting. 1.6 State the objectives of financial reporting. 1.7 Justify the need for international accounting standards. 1.8 Appraise the international and national policy-setting bodies and their role in the standard-setting process. 1.9 Interpret the meaning of generally accepted accounting principles. 1.10 Explain international generally accepted accounting principles. 1.11 Explain the convergence of gaap (generally accepted accounting principles) and igaap (internationally

generally accepted accounting principles). 1.12 Summarize the impact of international and national user groups on the standard-setting process. 1.13 Assess issues related to ethics and financial accounting. 2. Interpret the conceptual framework underlying financial accounting. 2.1 Evaluate the usefulness of an international conceptual framework. 2.2 Describe the FASB's process in constructing a conceptual framework. 2.3 Explain the procedures of the International Accounting standards Board (IASB). 2.4 Review the objectives of financial reporting. 2.5 Review the objectives of international financial reporting. 2.6 Identify the qualitative characteristics of accounting information. 2.7 Define the basic elements of financial statements. 2.8 Justify the basic assumptions of accounting. 2.9 Explain the application of the basic principles of accounting. 2.10 Assess the impact that constraints have on reporting accounting information. 3. Demonstrate basic accounting procedures. 3.1 Relate basic accounting terminology. 3.2 Explain double entry rules. 3.3 List steps in the accounting cycle. 3.4 Record transactions in journals. 3.5 Explain the posting process to controlling and subsidiary ledgers. 3.6 Prepare a trial balance. 3.7 Give the reasons for adjusting entries. 3.8 Explain how inventory accounts are adjusted at year-end. 3.9 Demonstrate closing entries. 3.10 Distinguish adjusting entries that may be reversed. 3.11 Prepare a work sheet. 3.12 Contrast cash-basis accounting with accrual accounting. 3.13 Outline the purpose of subsidiary ledgers. 3.14 Design an accounting system. 4. Support statements of incomes and retained earnings. 4.1 Appraise the uses and limitations of an income statement. 4.2 Contrast the capital maintenance and transaction approach. 4.3 Prepare a single-step income statement. 4.4 Produce a multiple-step income statement.

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4.5 Illustrate how irregular items are reported. 4.6 Measure intraperiod tax allocation. 4.7 Report earnings per share information appropriately. 4.8 Develop a statement of retained earnings. 4.9 Compile prior period adjustments. 4.10 Measure comprehensive income. 4.11 Account for discontinued operations. 5. Assess balance sheets and statements of cash flow. 5.1 Appraise the uses and limitations of a balance sheet. 5.2 Organize the major classifications of the balance sheet. 5.3 Generate a classified balance sheet using the report and account forms. 5.4 Identify balance sheet information requiring supplemental disclosure. 5.5 Relate major disclosure techniques for the balance sheet. 5.6 Defend the purpose of the statement of cash flows. 5.7 Develop the content of the statement of cash flows. 5.8 Prepare a statement of cash flows. 6. Defend the statement of cash flows. 6.1 Describe the evolution and purpose of the statement of cash flows. 6.2 Identify the major classifications of cash flows. 6.3 Differentiate between net income and net cash flows from operating activities. 6.4 Contrast the direct and indirect methods of calculating operating cash flow. 6.5 Discriminate between net cash flows from investing and financing activities. 6.6 Prepare a statement of cash flows. 6.7 Describe sources of information for a statement of cash flows. 6.8 Identify special problems in preparing a statement of cash flows. 7. Measure the time value of money. 7.1 Judge accounting topics where time value of money is used. 7.2 Distinguish between simple and compound interest. 7.3 Use appropriate compound interest tables. 7.4 Identify variables fundamental to solving interest problems. 7.5 Solve future and present value of 1 problems. 7.6 Solve future amount of ordinary and annuity due problems. 7.7 Solve present value of ordinary and annuity due problems. 7.8 Discriminate among an ordinary annuity, annuities due and a deferred annuities. 8. Assess cash and receivables. 8.1 Identify and distinguish cash items. 8.2 Illustrate common techniques employed to control cash. 8.3 Indicate how cash and related items are reported. 8.4 Define receivables and identify the different types of receivables. 8.5 Explain accounting issues related to accounts receivable. 8.6 Distinguish between interest bearing and noninterest bearing notes receivable.

8.7 Demonstrate the accounting procedures for factoring notes receivable. 8.8 Reconcile bank balances and book balances. 9. Evaluate inventories. 9.1 Categorize major classifications of inventory. 9.2 Discriminate between the periodic and perpetual inventory systems. 9.3 Calculate the effects of inventory errors on the financial statements. 9.4 Assemble the items that should be included as inventory cost. 9.5 Contrast product costs and period costs. 9.6 Describe the flow assumptions used in accounting for inventories. 9.7 Compare the flow assumptions used in accounting for inventories. 9.8 Demonstrate the effect of LIFO liquidations. 9.9 Outline the dollar-value LIFO method. 9.10 Contrast the major advantages and disadvantages of LIFO. 9.11 Assess the reasons why a given inventory method is selected. 9.12 Explain the lower of cost or market value. 9.13 Apply the lower of cost or market rule. 9.14 Assess inventories valued at net realizable value. 9.15 Judge when the relative sales value method is used to value inventories. 9.16 Identify when inventories are valued at standard costs. 9.17 Justify accounting issues related to purchase commitments. 9.18 Determine ending inventory by applying the gross profit method.

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9.19 Determine ending inventory by applying the conventional retail method. 9.20 Determine ending inventory by the LIFO retail method. 10. Account for long-term assets. 10.1 Point out the major characteristics of property, plant and equipment. 10.2 Calculate the costs included in the initial valuation of long-term assets. 10.3 Assess the accounting problems associated with overhead application. 10.4 Appraise the accounting problems associated with interest capitalization. 10.5 Relate the various means of acquiring and valuing plant assets. 10.6 Demonstrate the accounting treatment for costs subsequently to acquisition. 10.7 Illustrate the accounting treatment for the disposal of long-term assets. 11. Allocate the costs of long-term assets. 11.1 Defend the concept of depreciation. 11.2 Identify the factors involved in the depreciation process. 11.3 Compare different methods of depreciation. 11.4 Explain special depreciation methods. 11.5 Support the selection of different depreciation methods. 11.6 Describe income tax methods of depreciation. 11.7 Discuss the accounting issues related to asset impairment. 11.8 Illustrate financial statement disclosures for property, plant and equipment. 11.9 Assess the accounting procedures for depletion of natural resources. 11.10 Demonstrate financial statement disclosures for natural resources. 12. Discriminate among intangible assets. 12.1 Relate the characteristics of intangible assets. 12.2 Explain the procedure for valuing and amortizing intangible assets. 12.3 Identify the types of specifically identifiable intangible assets. 12.4 Outline the conceptual issues related to goodwill. 12.5 Demonstrate the accounting procedures for valuing and recording good will. 12.6 Point out the conceptual issues related to research and development costs. 12.7 Describe the accounting procedures for research and development costs. COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: August 2010 FACULTY: 1. Patricia Holmes 2. Brad Smith 3. Marcia Sandvold 4. Cheri Hernandez 5. Tim Prindle 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Patricia Holmes 2. Brad Smith 3. Marcia Sandvold 4. Cheri Hernandez 5. Tim Prindle 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Cynthia McCall Effective date: January, 2011 Originated by: Cynthia McCall Campus: A B C U N W OC extension: 7247 Revision(s): 9/99; 1/06; 8/10;

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Des Moines Area Community College COURSE INFORMATION – Effective May 2008 Acronym/Number ACC 232 Historical Ref ACCT 104 Title Intermediate Accounting II Credit breakout 4 4 0 0 0 (credit lecture lab practicum work experience)

PREREQUISITE(S): ACC 231 COURSE DESCRIPTION: Continuation of Intermediate Accounting I, topics include: long-term debt, investments, equity, pensions, leases, accounting changes, earnings per share and accounting for inflation. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Appraise long-term liabilities. 1.1 Describe the formal procedures associated with issuing long-term debt. 1.2 Identify various types of bond issues. 1.3 Describe the accounting valuation for bonds at dates of issuance. 1.4 Explain the methods of bond discount and premium amortization. 1.5 Relate the accounting procedures for the early extinguishment of debt. 1.6 Explain the accounting procedures for long-term notes payable. 1.7 Discuss off-balance sheet financing arrangements. 1.8 Describe disclosure requirements for long-term debt. 2. Support stockholders' equity: contributed capital. 2.1 Explain the key component of stockholders' equity. 2.2 Discuss the characteristics of the corporate form of organization. 2.3 Point out the rights of stockholders. 2.4 Explain the accounting procedures for issuing shares of stock. 2.5 Identify the major reasons for purchasing treasury stock. 2.6 Demonstrate the cost and par value methods of accounting for treasury stock. 2.7 Describe the major features of preferred stock. 2.8 Distinguish between debt and preferred stock. 2.9 Identify items reported as additional paid-in capital. 2.10 Justify the classifications of additional equity items. 3. Support stockholders' equity: retained earnings. 3.1 Identify the major categories of stockholders' equity. 3.2 Describe the policies used in distributing dividends. 3.3 Identify the various forms of dividend distributions. 3.4 Point out the accounting for small and large dividends. 3.5 Distinguish between stock dividends and stock splits. 3.6 Explain the effect of different types of preferred stock dividends. 3.7 Assess the reasons for appropriating retained earnings. 3.8 Explain accounting and reporting for appropriated retained earnings. 3.9 Prepare a statement of changes in stockholders' equity. 4. Assess dilutive securities and earnings per share. 4.1 Describe the accounting for the issuance, conversion and retirement of convertible securities. 4.2 Explain the accounting for convertible preferred stock. 4.3 Contrast the accounting for stock warrants and stock warrants issued with other securities. 4.4 Differentiate between compensatory and noncompensatory stock compensation plans. 4.5 Describe the accounting for various types of stock based compensation plans. 4.6 Identify the conceptual issues involved with stock compensation plans. 4.7 Compute earnings per share in a simple capital structure. 4.8 Explain the concept of a dual presentation. 4.9 Distinguish the "cash yield test" and "if converted" method. 4.10 Point out the treasury stock method. 4.11 Explain the disclosures and presentation of earnings per share. 5. Interpret temporary and long-term investments. 5.1 Describe the accounting for temporary marketable equity and marketable debt securities.

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5.2 Explain the disclosure requirements for temporary investments. 5.3 Describe the accounting for long-term investments in bonds. 5.4 Assess the methods of amortization for bond premium and discount. 5.5 Explain the effect of ownership interest on the accounting for long-term investments in stock. 5.6 Assess the cost, equity, and lower of cost or market methods for long-term investments in stock. 5.7 Discuss special issues related to investments. 5.8 Demonstrate the accounting for cash surrender value. 5.9 Identify and explain the accounting for funds. 6. Appraise revenue recognition. 6.1 Review the revenue recognition principle. 6.2 Describe accounting issues involved with revenue recognition at point of sale. 6.3 Illustrate the percentage-of-completion method for long-term contracts. 6.4 Illustrate the completed-contract method for long-term contracts. 6.5 Produce the proper accounting for losses on long-term contracts. 6.6 Produce alternative revenue recognition bases before delivery. 6.7 Describe the installment method of accounting. 6.8 Explain the cost recovery method of accounting. 7. Explain accounting for income taxes. 7.1 Identify differences between taxable income and pretax financial income. 7.2 Describe taxable amounts and the recognition of a deferred tax liability. 7.3 Describe deductible amounts and the recognition of a deferred tax asset. 7.4 Explain the purpose of a deferred tax asset valuation account. 7.5 Illustrate the presentation of income tax expense in the income statement. 7.6 Categorize various temporary and permanent differences. 7.7 Explain the effect of various tax rates and tax rate changes on deferred income taxes. 7.8 Illustrate accounting procedures for a loss carryback and a loss carryforward. 7.9 Describe the presentation of deferred income taxes in financial statements. 7.10 Identify special issues related to deferred income taxes. 7.11 Relate the basic principles of the asset-liability approach. 8. Measure pensions and retirement benefits. 8.1 Identify types of pension plans and their characteristics. 8.2 Distinguish between accounting for employer's pension plan and accounting for the pension fund. 8.3 Explain alternative measures for valuing the pension obligation. 8.4 Identify the components of pension expense. 8.5 Develop a facility to utilize a worksheet to develop employer's pension plan entries. 8.6 Describe the amortization of unrecognized prior service costs. 8.7 Illustrate the accounting procedures for recognizing unexpected gains and losses. 8.8 Illustrate the corridor approach to amortizing unrecognized gains and losses. 8.9 Explain the recognition of a minimum liability. 8.10 Describe the reporting requirements for pension plans in financial statements. 9. Assess leases. 9.1 Explain the nature, economic substance, and advantages of lease transactions. 9.2 Describe the accounting criteria and procedures for capitalizing leases by the lessee. 9.3 Compare the operating and capitalization methods of recording leases. 9.4 Identify the classifications of leases for the lessor. 9.5 Describe the lessor's accounting for direct-financing leases. 9.6 Identify special features of lease arrangements that cause unique accounting problems. 9.7 Categorize the effect of residual value, guaranteed and unguaranteed, on lease accounting. 9.8 Describe the lessor's accounting for sales-type leases. 9.9 Demonstrate the lessee's accounting for sale-leaseback transactions. 9.10 Describe the disclosure requirements for leases. 10. Support accounting changes and error analysis. 10.1 Identify the types of and justifications for accounting changes. 10.2 Explain the accounting for changes in accounting principles. 10.3 Explain the accounting for changes in estimates. 10.4 Identify changes in a reporting entity. 10.5 Describe the accounting for correction of errors.

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10.6 Identify economic motives for changing accounting methods. 10.7 Explain the effect of errors. 11. Defend the statement of cash flows. 11.1 Describe the evolution and purpose of the statement of cash flows. 11.2 Identify the major classifications of cash flows. 11.3 Differentiate between net income and net cash flows from operating activities. 11.4 Contrast the direct and indirect methods of calculating net cash flow from operating activities. 11.5 Discriminate net cash flows from investing and financing activities. 11.6 Prepare a statement of cash flows. 11.7 Describe sources of information for a statement of cash flows. 11.8 Identify special problems in preparing a statement of cash flows. 11.9 Explain the use of a worksheet in preparing a statement of cash flows. COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Rebecca Brown 2. Brad Smith 3. Patty Holms 4. Tim Prindle 5. Cheri Hernandez 6. Marcia Sandvold 7. Cynthia McCall Effective date: May, 2008 Originated by: Cynthia McCall Campus: A B C U N W OC extension: 8320 Revision(s): 7/99; 1/06

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-02 Acronym/Number ACC 241 Historical Ref ACCT 395 Title Cash and Treasury Management 3 3 0 0 0 (credit lecture lab practicum work experience)

PREREQUISITE(S): ACC 131 or FIN 180

COURSE DESCRIPTION: Introduces the requisite skills and knowledge for entry-level positions in the treasury and cash management operation. Utilizes case studies and articles relevant to treasury management practice. Related directly to accounting and financial management topics. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Explain the role of cash management in Corporate Finance.

1.1 Define the objectives of cash management. 1.2 Describe how cash management supports corporate financial objectives. 1.3 List the major functions of cash management. 1.4 Explain the place of cash management in the corporate financial structure. 1.5 Discuss the historical evolution of cash management in the U.S.

2. Distinguish between accounting and financial concepts.

2.1 Discuss how cash accounting differs from accrual accounting. 2.2 Describe the basic financial statements. 2.3 Define working capital and its components.

2.4 Discuss the basic concepts of finance: interest, the time value of money, liquidity corporate capital structure, the cost of capital, and capital budgeting.

2.5 Calculate basic financial ratios. 3. Explain the U.S. financial environment.

3.1 Explain the principal function of commercial banks, investment banking firms, thrifts, and other institutions. 3.2 Discuss the functions and structure of regulatory agencies. 3.3 Describe how the banking system evolved through significant legislative, regulatory, legal, and market

developments. 3.4 Explain how key Federal Reserve regulations affect a cash manager. 3.5 Explain how the Uniform Commercial Code affects a cash manager.

4. Describe the Payment Systems. 4.1 Describe the mechanics and applications of financial instruments. 4.2 Describe the mechanics and applications of the principal electronic payment instruments. 4.3 Describe how the Federal Reserve System and the banking industry define and measure payment system risk and the

actions they take to reduce it

5. Examine Credit and Accounts Receivable Management. 5.1 List the objectives of corporate credit and accounts receivable management. 5.2 Describe how credit and accounts receivable management fit into corporate finance and treasury

operations. 5.3 Identify the forms of credit extension. 5.4 Discuss how companies make customer credit decisions. 5.5 Identify the commonly used terms of sale, including credit terms. 5.6 Describe how companies measure and monitor accounts receivable. 5.7 Describe how companies develop credit policies. 5.8 Describe how companies calculate the costs and benefits of credit policies. 5.9 Discuss how the cash application process works. 5. l0 List legislation that affects credit and collection.

6. Describe Collections Process.

6.1 List the objectives of corporate collection system. 6.2 Name the components of collection float. 6.3 Describe how companies select processing systems. 6.4 Discuss the differences among over-the counter, mail, and electronic collection methods. 6.5 Identify the service features of lockbox providers. 6.6 Discuss the differences between wholesale and retail lockboxes. 6.7 Explain how to conduct a collection study. 6.8 Calculate the cost of float and the dollar savings from a lockbox.

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6.9 Explain the functions and application of electronic and other collection systems. 7. Analyze Cash Concentration.

7.1 List the objectives of a cash concentration system. 7.2 Identify factors impacting cash concentration system configuration. 7.3 Discuss the advantages and disadvantages of the principal funds transfer mechanism used in cash

concentration systems. 7.4 Describe the components of a cash concentration system. 7.5 Explain how to reduce risk and increase control in a cash concentration system.

8. Examine Accounts Payable and disbursements systems.

8.1 List the objectives of accounts payable and disbursement systems. 8.2 Identify the components of disbursement float. 8.3 Describe how companies organize disbursement activities. 8.4 Identify disbursement products and their applications. 8.5 Describe the accounts payable function. 8.6 Describe check reconciliation and supporting services. 8.7 List technological developments in accounts payable.

9. Explain Electronic Commerce. 9.1 Describe EC and how it relates to EDI and electronic payments. 9.2 Explain how companies implement EDI. 9.3 Describe the benefits and cost of EC. 9.4 Describe the barriers to EC implementation. 9.5 Describe the EC standards and software used. 9.6 Differentiate the role of value-added networks (VANs) and value-added banks (VABs) in EC. 9.7 Discuss how EX affects a company. 9.8 Discuss how the Internet can facilitate EC.

10. Information and Technology Management.

10.1 List the objective of daily information management. 10.2 Describe TMIS processing tasks and time frames. 10.3 Discuss the different sources and uses of both internal and external TMIS data. 10.4 Identify the basic levels of TMIS technology. 10.5 Give examples of advanced TMIS technology and capabilities. 10.6 Identify benefits and costs of TMIS technology . 10.7 Discuss database management, security, and disaster recovery issues involved with information

management. 11. Explain methods for forecasting cash flows.

11.1 List the objectives of cash forecasting. 11.2 Differentiate between short, medium, and long-term forecasting. 11.3 Identify the steps in forecasting process. 11.4 Describe the various forecasting methods. 11.5 Discuss the application of these forecasting methods for forecasting cash flows.

12. Distinguish between short-term investments alternatives.

12.1 Discuss why companies hold short-term investments. 12.2 Describe how companies assign authority and responsibility for short-term investments. 12.3 Discuss how companies typically determine investment policies. 12.4 List factors influencing short-term investment yields. 12.5 Identify the most frequently issued short-term investment instruments. 12.6 Discuss how prices are quoted for short-term investment instruments. 12.7 Calculate yields for money market and bond-equivalent. 12.8 Describe the basic terms structure for interest rates. 12.9 Discuss how yield curves can change under different market environments.

13. Examine borrowing alternatives, objectives, and strategies.

13.1 Discuss a company's borrowing objectives and strategies. 13.2 Identify the principal features of borrowing alternatives. 13.3 Calculate the all-in cost for lines of credit and commercial paper. 13.4 List the most common provisions of loan agreements.

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14. Assess Financial Risk Management for companies.

14.1 Discuss why there is a need for risk management. 14.2 List the objectives of financial risk management. 14.3 Describe how financial derivatives are used to manage risk. 14.4 Describe interest rate exposure and how to manage it. 14.5 Describe the types of financial derivatives. 14.6 Describe exchange rate exposure and how to management it. 14.7 Describe commodity price risk and how to manage it. 14.8 Discuss accounting and tax issues related to financial risk management.

15. International Cash Management.

15.1 Discuss the importance of international cash management. 15.2 List the objectives of international cash management. 15.3 Describe the basics of foreign exchange rates and markets. 15.4 Discuss the difference between various countries' payment and banking systems. 15.5 Explain how cross-border check payments and wire transfers are made. 15.6 Describe the techniques used to help management international cash flows. 15.7 List types of letters of credit and documentary collections. 15.8 Identify principal methods of export financing and credit management. 15.9 Discuss the tax considerations of international cash management.

16 Discuss Relationship Management with financial institutions. 16.1 List objectives of relationship management. 16.2 Describe how companies select and evaluate financial institutions and other service providers.

16.3 Describe an account analysis statement. 16.4 Discuss how an account analysis statement is used in relationship management. 16.5 Explain how to perform collected balance and earnings allowance calculations. 16.6 Identify the options for compensating financial institutions.

COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: August 2010 FACULTY: 1. Marcia Sandvold 2. Brad Smith 3. Patty Holms 4. Tim Prindle 5. Cheri Hernandez 6. Cynthia McCall 7. Shea Mears 8. Rebecca Brown COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Marcia Sandvold 2. Brad Smith 3. Patty Holms 4. Tim Prindle 5. Cheri Hernandez 6. Cynthia McCall 7. Shea Mears 8. Rebecca Brown COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Marcia Sandvold 2. Brad Smith 3. Patty Holms 4. Tim Prindle 5. Cheri Hernandez 6. Cynthia McCall Effective date: January 2011 Originated by: Marcia Sandvold Campus: A B C U N W OC extension: Revision(s): 10/99; 8/07; 5/08; 1/09; 8/10;

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-02 Acronym/Number ACC 251 Historical Ref ACCT 105 Title Nonprofit Accounting Credit breakout 3 3 0 0 0 (credit lecture lab practicum work experience)

PREREQUISITE(S): ACC 131

COURSE DESCRIPTION: An introduction to the accounting and reporting principles. Standards, and procedures applicable to federal, state, and local government. Also includes nonprofit institutions such as hospitals and universities. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Appraise governmental and non-profit accounting and economic activities. 1.1 Discuss the characteristics of government and nonprofit organizations. 1.2 Relate the objectives and characteristics of government and nonprofit accounting and reporting. 1.3 Contrast profit and nonprofit accounting.

2. Explain the conceptual foundation underlying the accounting systems of non-profit entities. 2.1 Identify problems encountered in the recording process. 2.2 Assess financial effects. 2.3 Explain economic changes. 2.4 Assign monetary values. 2.5 Relate limitations associated with financial statements. 2.6 List the authoritative sources of accounting principles and reporting standards. 2.7 Summarize the underlying assumptions, principles and conventions of nonprofit accounting. 3. Interpret the accounting cycles associated with nonprofit systems. 3.1 Measure the constraints on the uses of resources. 3.2 Identify types of funds and account groups. 3.3 Record the entries for the accounting cycle for source-and-disposition funds. 3.4 Relate the accounting procedures for account groups. 3.5 Illustrate the accounting cycle for self-sustaining funds. 3.6 Summarize accounting data. 4. Assess governmental accounting practices. 4.1 Relate the primary objectives of governmental accounting. 4.2 Identify the users of governmental accounting information. 4.3 Prepare a summary statement of principles. 4.4 Apply basic principles and conventions. 4.5 Categorize types of fund entities. 4.6 Interpret statements. 5. Defend budgetary data. 5.1 Compile budgetary practices for self-sustaining funds. 5.2 Relate the philosophy underlying source-and-disposition operating fund budgets. 5.3 Prepare a general fund expenditures budget. 5.4 Use the budget as a control device. 5.5 Develop program budgeting. 5.6 Plan the acquisitions and uses of other source-and-disposition fund resources. 5.7 Defend the use of cost data. 6. Appraise general fund and special revenue fund account procedures. 6.1 Identify operational characteristics. 6.2 Classify general fund accounts. 6.3 Record typical activities requiring accounting recognition. 6.4 Analyze transactions involving other funds and account groups. 6.5 Point out special problems associated with general fund accounting procedures. 6.6 Illustrate general fund accounting procedures. 6.7 Prepare general fund financial statements. 6.8 Compile interim reports for the general fund.

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6.9 Demonstrate reciprocal and complementing entries. 6.10 Produce a transactions worksheet. 7. Explain accounting for other source-and-disposition funds. 7.1 Record transactions for general capital improvements. 7.2 Service general long-term debt. 7.3 Recognize capital improvements financed by special assessments. 7.4 Prepare the basic journal entries for debt service funds. 7.5 Measure alternative assumptions and procedures. 8. Account for other funds and account groups. 8.1 Contrast accounting for self-sustaining funds. 8.2 Outline hybrid (fiduciary) funds. 8.3 Classify account groups. 8.4 Explain interfund relationships. 9. Evaluate annual financial reports. 9.1 Discuss the provisions of accounting statements relating to nonprofit accounting. 9.2 Illustrate financial statements. 10. Contrast federal government accounting with financial accounting. 10.1 Relate the historical background. 10.2 Identify statutorily assigned responsibilities. 10.3 Define terminology. 10.4 Illustrate the fund structure. 10.5 Explain the basis of accounting. 10.6 Illustrate federal agency accounting. 11. Discriminate among accounting for other nonprofit organizations. 11.1 Point out operating characteristics and accounting practices. 11.2 Explain college and university statements of accounting principles. 11.3 Identify fund entities. 11.4 Record typical transactions. 11.5 Produce financial statements. 12. Interpret accounting for hospitals. 12.1 Relate hospital accounting practices and environments. 12.2 Justify principles of accounting for hospitals. 12.3 Categorize fund entities used in hospital accounting systems. 12.4 Separate accounting procedures peculiar to hospital operations. 12.5 Prepare hospital financial statements. 13. Assess accounting for health and welfare agencies, churches, and other similar organizations. 13.1 Explain unique accounting practices. 13.2 Subdivide other developments. 13.3 Generate financial statements. 14. Support accounting data for externally interested parties. 14.1 Evaluate the fiduciary responsibility of internal managers. 14.2 Analyze financial data. 14.3 Apply analytical techniques. 15. Judge accounting system data. 15.1 Develop budgeting procedures. 15.2 Measure input-output relationships. 15.3 Prepare financial performance reports. 15.4 Assess the impact of politics and bureaucracy. 15.5 Plan an effective nonprofit organization. 16. Appraise operational-accountability reporting for nonprofit organizations. 16.1 Define operational accountability. 16.2 Analyze operational accountability financial data.

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16.3 Generate operational-accountability reports. COMPETENCIES REVIEWED AND APPROVED BY FACULTY & ACCOUNTING ADVISORY COMMITTEE: DATE: August 2010 FACULTY: 1. Shea Mears 2. Brad Smith 3. Patty Holms 4. Tim Prindle 5. Cheri Hernandez 6. Marcia Sandvold 7. Cynthia McCall 8. Rebecca Brown COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Shea Mears 2. Brad Smith 3. Patty Holms 4. Tim Prindle 5. Cheri Hernandez 6. Marcia Sandvold 7. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Shea Mears 2. Brad Smith 3. Patty Holms 4. Tim Prindle 5. Cheri Hernandez 6. Marcia Sandvold 7. Cynthia McCall Effective date: January 2011 Originated by: Shea Mears Campus: A B C U N W OC extension: 7248 Revision(s): 7/99; 1/06; 5/08; 1/09; 8/10;

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-02 Acronym/Number ACC 261 Historical Ref ACCT 206 Title Income Tax Credit breakout 3 3 0 0 0 (credit lecture lab practicum work experience)

PREREQUISITE(S): ACC 131 or ACC 111 COURSE DESCRIPTION: An introduction to personal income tax. Emphasizes computation of federal and state income taxes and preparation of tax forms. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Assess filing status. 1.1 Identify marital status. 1.2 Select filing status relating to taxpayer marital status. 1.3 Determine dependents and how dependents affect filing status. 2. Calculate personal income tax. 2.1 Summarize gross income. 2.2 Explain the various types of deductions. 2.3 Explain the various tax credits available. 2.4 Discuss special taxes to which individuals may be subject.

2.5 Discuss exceptions to general rules in the tax law. 2.6 Compute taxable income. 2.7 Determine tax liability.

3. Explain depreciation for tax purposes. 3.1 Discuss the importance of accounting periods. 3.2 Discuss MACRS. 3.3 Explain rules for listed property. 3.4 Explain section 179—election to expense. 4. Explain capital gains and losses for tax purposes. 4.1 Discuss difference between ordinary assets and capital assets. 4.2 Discuss definition of capital assets.

4.3 Discuss holding periods for capital assets. 4.4 Tax ramifications of selling capital assets.

5. Explain payroll taxes. 5.1 Summarize federal withholding tax procedures. 5.2 Explain the concept of the FICA tax.

5.3 Illustrate the computation of self-employment taxes. 5.4 Examine the necessary tax forms.

6. Describe the estimated tax procedure. 7. Examine the various required tax forms for reporting income. 8. Review the nature of partnership taxation.

8.1 Define what constitutes a partnership. 8.2 Describe the rules for establishing partner’s original basis. 8.3 Explain procedures for reporting partnership income or loss.

9. Discriminate between corporate and personal income taxes.

9.1 Discuss corporate tax law. 9.2 Define corporate tax rates. 9.3 Compute corporate tax liability.

10. Summarize pertinent internal revenue service procedures.

10.1 Relate the structure of the internal revenue service. 10.2 Explain the internal revenue service audit procedure.

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10.3 Outline types of penalties imposed on taxpayers. 11. Contrast Federal and Iowa income taxes.

11.1 Discuss Iowa tax law. 11.2 Demonstrate differences between federal statutes. 11.3 Prepare a complete Federal and Iowa tax return.

12. Experiment with tax preparation software on computer. COMPETENCIES REVIEWED AND APPROVED BY FACULTY & ACCOUNTING ADVISORY COMMITTEE: DATE: August 2010 FACULTY: 1. Tim Prindle 2. Patricia Holmes 3. Brad Smith 4. Marcia Sandvold 5. Cheri Hernandez 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Tim Prindle 2. Patricia Holmes 3. Brad Smith 4. Marcia Sandvold 5. Cheri Hernandez 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Tim Prindle Effective date: January 2011 Originated by: Shea Mears Campus: A B C U N W OC extension: 8320 Revision(s): 8/99; 1/06; 1/09; 8/10

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-02 Acronym/Number ACC 261 Historical Ref ACCT 206 Title Income Tax Credit breakout 3 3 0 0 0 (credit lecture lab practicum work experience)

PREREQUISITE(S): ACC 131 or ACC 111 COURSE DESCRIPTION: An introduction to personal income tax. Emphasizes computation of federal and state income taxes and preparation of tax forms. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Assess filing status. 1.1 Identify marital status. 1.2 Select filing status relating to taxpayer marital status. 1.3 Determine dependents and how dependents affect filing status. 2. Calculate personal income tax. 2.1 Summarize gross income. 2.2 Explain the various types of deductions. 2.3 Explain the various tax credits available. 2.4 Discuss special taxes to which individuals may be subject.

2.8 Discuss exceptions to general rules in the tax law. 2.9 Compute taxable income. 2.10 Determine tax liability.

3. Explain depreciation for tax purposes. 3.1 Discuss the importance of accounting periods. 3.2 Discuss MACRS. 3.3 Explain rules for listed property. 3.4 Explain section 179—election to expense. 4. Explain capital gains and losses for tax purposes. 4.1 Discuss difference between ordinary assets and capital assets. 4.2 Discuss definition of capital assets.

4.5 Discuss holding periods for capital assets. 4.6 Tax ramifications of selling capital assets.

5. Explain payroll taxes. 5.1 Summarize federal withholding tax procedures. 5.2 Explain the concept of the FICA tax.

5.5 Illustrate the computation of self-employment taxes. 5.6 Examine the necessary tax forms.

6. Describe the estimated tax procedure. 8. Examine the various required tax forms for reporting income. 8. Review the nature of partnership taxation.

8.4 Define what constitutes a partnership. 8.5 Describe the rules for establishing partner’s original basis. 8.6 Explain procedures for reporting partnership income or loss.

9. Discriminate between corporate and personal income taxes.

9.4 Discuss corporate tax law. 9.5 Define corporate tax rates. 9.6 Compute corporate tax liability.

12. Summarize pertinent internal revenue service procedures.

12.1 Relate the structure of the internal revenue service. 12.2 Explain the internal revenue service audit procedure.

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12.3 Outline types of penalties imposed on taxpayers. 13. Contrast Federal and Iowa income taxes.

13.1 Discuss Iowa tax law. 13.2 Demonstrate differences between federal statutes. 13.3 Prepare a complete Federal and Iowa tax return.

12. Experiment with tax preparation software on computer. COMPETENCIES REVIEWED AND APPROVED BY FACULTY & ACCOUNTING ADVISORY COMMITTEE: DATE: August 2010 FACULTY: 1. Tim Prindle 2. Patricia Holmes 3. Brad Smith 4. Marcia Sandvold 5. Cheri Hernandez 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Tim Prindle 2. Patricia Holmes 3. Brad Smith 4. Marcia Sandvold 5. Cheri Hernandez 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Tim Prindle Effective date: January 2011 Originated by: Shea Mears Campus: A B C U N W OC extension: 8320 Revision(s): 8/99; 1/06; 1/09; 8/10

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Des Moines Area Community College COURSE INFORMATION – Effective SP 2011-02 Acronym/Number ACC 268 Historical Ref ACCT 314 Title Business Tax Credit breakout 3 3 0 0 0 (credit lecture lab practicum work experience)

PREREQUISITE(S): ACC 101 COURSE DESCRIPTION: Business Tax focuses on federal income tax associated with the three principal business forms: corporations both S and C, partnerships, and limited liability companies. The tax issues related to formation, redemption, liquidation, reorganization, and tax consequences are covered. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Define a corporation for Federal income tax purposes. 1.1 Identify the alternative forms of doing business. 1.2 Compare and contrast corporate and individual taxation. 1.3 Compute the corporate tax, including the tax for personal service corporations. 1.4 Describe the corporate tax forms and filing requirements. 2. Explain the basic tax consequences of forming a new corporation. 2.1 Determine the gain or loss recognized by the shareholder and the corporation. 2.2 Determine the basis of the shareholder's stock in the corporation. 2.3 Determine the corporation's basis in property received. 2.4 Describe the requirement for qualifying a transfer to a corporation for tax-free treatment. 2.5 Explain the tax consequences of transferring property to an existing corporation. 2.6 Explain the effects of transferring liabilities to corporations. 2.7 Describe special problems involved in computing depreciation of assets transferred to corporations. 2.8 Explain the effect of contributions to capital by shareholders and nonshareholders. 2.9 Identify the tax considerations in determining whether the corporation's capital structure should be stock or debt. 3. Explain tax effect of a corporation distribution on shareholders and distributing corporation. 3.1 Define a dividend for tax purposes. 3.2 Compare the concept of retained earnings with concept of earnings and profit. 3.3 Explain how earnings and profits are calculated. 3.4 Identify the special problems related to distributions of property. 3.5 Identify a constructive distribution. 3.6 Explain the tax consequences of a stock dividend. 4. Define a redemption. 4.1 Distinguish a redemption from other types of nonliquidating distributions. 4.2 Explain when a redemption is treated as a sale rather than a dividend. 4.3 Apply the constructive stock ownership rules to determine effect of redemption. 4.4 Identify the tax consequences of a redemption to shareholders. 4.5 Calculate the effect of redemption on shareholder taxable income. 4.6 Calculate the shareholder's basis in any property received in a distribution. 4.7 Determine the effect on basis of any stock held by shareholder not redeemed. 4.8 Identify tax consequences of a redemption to distributing corporation. 4.9 Calculate the effect on the corporation's taxable income related to redemption. 4.10 Calculate the effect of redemption on corporation's earnings and profits. 4.11 Describe the tax treatment. 5. Describe a distribution in complete liquidation. 5.1 Distinguish between a liquidating and nonliquidating distribution. 5.2 Explain reasons for liquidating a corporation. 5.3 Determine the tax consequences of a liquidation to shareholder and liquidating corporation. 5.4 Discuss the special rules when a parent corporation liquidates a subsidiary. 6. Explain the penalty taxes on corporate accumulations. 6.1 Discuss the rationale for two corporate penalty taxes. 6.2 Identify the circumstances that must exist before the accumulated earnings tax will apply. 6.3 Identify when earnings have accumulated beyond the reasonable needs of the business.

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6.4 Explain how the accumulated earnings tax is computed. 6.5 Identify when the personal holding company tax applies. 6.6 Apply the stock ownership and income test to determine if a corporation is a personal holding company. 7. Describe the seven different types of reorganizations. 7.1 Describe requirements for nontaxable treatment of a reorganization. 7.2 Discuss the tax treatment of acquiring corporation, the target corporation, and the target's shareholder. 7.3 Explain the rules governing the carryover of the tax attributes from the corporation to another. 8. Determine the tax consequences of various transactions between a partner and a partnership. 8.1 Define for federal income tax purposes the terms partner and partnership. 8.2 Distinguish entity theory and aggregate theory of partnerships. 8.3 Explain the role of partnership agreements. 8.4 Identify the tax consequences of a partner's contribution of assets or services to a partnership. 8.5 Describe the tax consequences related to a gain or loss by a partnership upon the exchange of a partnership

interest for cash, property, or services contributed by a partner. 8.6 Compute the partners' bases in new partnership. 8.7 Computer partnership's basis in contributed assets. 8.8 Determine the effect of partnership liabilities on the partners' bases in the partnership interests. 8.9 Compute partnership taxable income or loss. 8.10 Identify any separately computed items of partnership income, gain, loss, deduction, or credit. 8.11 Explain how partners report results of partnership operations on individual returns. 8.12 Compute the three potential limitations on the current deductibility of a partner's distribute share of partnership

loss. 9. Analyze the tax consequences of a sale of a partnership interest to both the seller and purchaser. 9.1 Distinguish between a current and a liquidating distribution from a partnership. 9.2 Determine the tax consequences of both current and liquidating distribution. 9.3 Explain the function of para 736 as it applies to liquidating distributions. 9.4 Compute the amount of any para 736 payment included in a distribution. 9.5 Apply the family partnerships rules to partnership interests created by gift. 10. Identify the requirements necessary to select S status. 10.1 Identify the actions that terminate S status. 10.2 Compute the net operating income or loss for an S corporation. 10.3 Determine the impact of S corporate operations on shareholders' taxable income. 10.4 Identify transactions between shareholders and their S corporations subject to special treatment. 10.5 Determine the shareholder's basis in the S corporate stock. 10.6 Determine the appropriate taxable year for an S corporation. 10.7 Calculate the gain or loss for the S corporation and its shareholders when assets distributions are made and S

corp. has no AE & P.

11. Describe the process in which Federal tax law is enacted. 11.1 Explain how tax law is subsequently modified or evaluated by the judiciary. 11.2 Identify the source of various administrative and judicial tax authorities. 11.3 Discuss the importance of communicating the results of tax research. 12. Discuss the AICPA's Statement on Responsibilities in Tax Practice. 12.1 Identify the conditions that may result in an IRS audit. 12.2 Explain the IRS audit procedures, including the procedures for proposed audit adjustments. 12.3 Explain the procedures for appealing an adverse audit outcome. 12.4 Determine the statute of limitations for assessments, collections, and refund claims. 12.5 Explain the rules for practice before the IRS. COMPETENCIES REVIEWED AND APPROVED BY FACULTY & ACCOUNTING ADVISORY COMMITTEE: DATE: August 2010 FACULTY: 1. Tim Prindle 2. Marcia Sandvold 3. Rebecca Brown 4. Shea Mears 5. Patricia Holmes 6. Bradley Smith 7. Cynthia McCall 8. Cheri Hernandez

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COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Tim Prindle 2. Marcia Sandvold 3. Rebecca Brown 4. Shea Mears 5. Patricia Holmes 6. Bradley Smith 7. Cynthia McCall 8. Cheri Hernandez COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Tim Prindle 2. Marcia Sandvold 3. Rebecca Brown 4. Shea Mears 5. Patricia Holmes 6. Bradley Smith 7. Cynthia McCall Effective date: January 2011 Originated by: Cindy McCall Campus: A B C U N W OC extension: 248-7247 Revision(s): 7/99; 1/06; 1/09; 8/10

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-01 Acronym/Number ACC 272 Historical Ref ACCT 312 Title Accounting Information Systems Credit breakout 4 4 0 0 0 (credit lecture lab practicum work experience)

PREREQUISITE(S): ACC 132 and CSC 110 or equivalent or instructor approval COURSE DESCRIPTION: Identifies the information required by accountants as it relates to financial and managerial accounting. It provides an overview of systems design and development process. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Explain the major features of accounting information systems. 1.1 Describe the objectives of accounting information systems. 1.2 Review the steps in the accounting cycle. 1.3 Review how accounting information systems produce reports for external use. 2. Describe the objectives and methods of coding. 2.1 Discover methods of providing top-down and bottom-up information for internal use. 2.2 Describe how account codes are used to produce accounting reports. 3. Describe the scope and purpose of information systems development. 3.1 Discuss selected concepts from the theory of systems. 3.2 Apply these selected concepts to the process of accounting transactions. 3.3 Review the systems approach to problem solving. 3.4 Define a "system." 3.5 Name the steps in the systems approach to problem solving. 4. Describe the major types of documentation required for accounting systems. 4.1 Discuss techniques for reviewing, analyzing, and developing accounting information systems. 4.2 Describe how to use tools for documenting accounting information systems. 4.3 Name the techniques for managing accounting information systems development projects. 4.4 Evaluate the need for documentation standards. 5. Describe the purpose and scope of accounting information systems. 5.1 List alternative methods for creating accounting information systems. 5.2 Describe the qualities of a successful information system. 5.3 Explain the phases that make up the system development life cycle. 5.4 Name alternative methods for developing information systems. 5.5 Describe the process of developing specifications for a proposed system. 6. Determine the organization's needs for an accounting information system. 6.1 Describe the activities that take place during the first phase of the systems development life cycle. 6.2 Explain how to conduct a preliminary survey. 6.3 Describe how to perform a feasibility study. 6.4 List criteria that determine the feasibility of a proposed accounting information system. 7. Explain the importance of systems design documentation. 7.1 Discuss the activities that take place during the second phase of the system of the system development life cycle. 7.2 Describe how to create a preliminary system design. 7.3 Describe how to develop detail specifications for an accounting information system. 7.4 Explain the role of auditors in system design process. 8. Identify the principal activities in systems implementation. 8.1 Discuss the activities that occur during the third and fourth phases of the systems development life cycle. 8.2 Describe the role of auditors during systems implementation. 8.3 Explain how a post-implementation review is conducted. 8.4 Explain how to properly account for the costs of an accounting information system. 9. Describe the components of a computer system. 9.1 Name the components of a computer system. 9.2 List the forms that computer hardware can take. 9.3 State the kinds of software used by a computer. 9.4 Describe alternative configuration for a computer system. 10. Describe the medium for data storage in a computer system. 10.1 Name the various computer storage devices. 10.2 Identify approaches to organizing accounting data in computer systems. 10.3 Describe approaches to processing data stored in an accounting information system. 10.4 Discuss how accounting data is stored and processed when a data base management system is used.

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11. Identify the major types of data files. 11.1 Delineate the types of files used in accounting information systems. 11.2 Identify the operations that accounting information systems use when processing files. 11.3 Explain the use of Sequential files in batch processing systems. 11.4 Discuss on-line real-time systems use of direct file access. 12. Describe how the components of a data base management system work together. 12.1 Explain how accounting data are processed using the data base management approach. 12.2 Describe how a data base management system maintains data relationships. 12.3 Name three alternative structural models for data. 13. State the broad and specific objectives of internal control. 13.1 Name the components of an organization's internal control structure. 13.2 Describe objectives and limitations of internal control. 13.3 Outline the characteristics of a control environment which promote an effective internal control system. 13.4 Explain how an accounting information system aids in communicating information. 13.5 Describe effective control activities. 14. Discuss control policies, practices and procedures that are important in computer-based accounting systems. 14.1 Three objectives for systems control. 14.2 Categorized control policies, practices, and procedures by their scope. 14.3 Describe practices that control the input, processing, and output of application systems. 14.4 Define categories of systems control.

15. Distinguish between data security and data integrity I computer-based accounting systems. 15.1 List sources of data security risks. 15.2 Name methods of detecting fraud. 15.3 Explain how auditors evaluate data security and integrity in computer-based accounting systems. 15.4 Describe effects of advanced technologies on security and integrity. COMPETENCIES REVIEWED AND APPROVED BY FACULTY & ACCOUNTING ADVISORY COMMITTEE: DATE: August 2010 FACULTY: 1. Shea Mears 2. Brad Smith 3. Patty Holms 4. Tim Prindle 5. Cheri Hernandez 6. Marcia Sandvold 7. Cynthia McCall 8. Rebecca Brown COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Shea Mears 2. Brad Smith 3. Patty Holms 4. Tim Prindle 5. Cheri Hernandez 6. Marcia Sandvold 7. Cynthia McCall 8. Rebecca Brown COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Shea Mears 2. Brad Smith 3. Patty Holms 4. Tim Prindle 5. Cheri Hernandez 6. Marcia Sandvold 7. Cynthia McCall Effective date: January 2011 Originated by: Shea Mears Campus: A B C U N W OC extension: 6358 Revision(s): 7/99; 1/06; 8/10

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-02 Acronym/Number ACC 281 Historical Ref ACCT 390 Title Auditing


PREREQUISITE(S): ACC 231 COURSE DESCRIPTION: An introduction to auditing concepts, internal control procedures, preparation of audit programs and working papers, application of methods and procedures for conducting an audit. The legal and ethical responsibilities of auditors. Preparation of audit reports. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Analyze the audit's nature and environment. 1.1 Outline the auditing process. 1.2 Explain the objectives of an audit. 1.3 Describes the characteristics of an audit. 1.4 Relate the definition of auditing to the three broad categories of independent auditing, internal auditing and

governmental auditing. 1.5 Describe how the economic environment contributes to the need for independent audits. 1.6 Identify the professional organizations that influence auditing. 1.7 Describe the attest function and how it relates to the overall audit function. 1.8 Describe the parts of the standard audit report that is the final product of the independent audit. 2. Conform to professional standards. 2.1 Identify the ten generally accepted auditing standards. 2.2 Describe the authoritative status of the Statements of Auditing Standards. 2.3 Discuss the auditor's responsibility for detecting errors, irregularities, and illegal acts. 2.4 Explain the key elements of the auditor's standard report. 2.5 Discuss the other types of reports that are issued by auditors. 2.6 Describe the attestation standards. 2.7 Describe the quality control standards and their purposes. 3. Interpret professional ethics. 3.1 Describe the reasons that professions establish professional ethics. 3.2 Identify the two parts of the AICPA Code of Professional Conduct. 3.3 Discuss the Principles section of the AICPA Code of Professional Conduce. 3.4 Describe each of the Rules contained in the AICPA code of Professional Conduct. 3.5 Explain the concept of independence. 3.6 Identify circumstances in which independence is impaired. 3.7 Discuss the Institute of Internal Auditors Code of Ethics. 4. Analyze the legal liability of auditors. 4.1 Define the major legal concepts that relate to auditors' liability. 4.2 Distinguish between auditor's liability under common law and their liability under statutory law. 4.3 Explain the factors that must be proven by clients and third parties to be successful in actions against the auditors

under common law and the auditors' defenses. 4.4 Contrast liability under the securities Act of 1933 and the Securities Act of 1934. 4.5 Describe accountants' legal liability for accounting and review services. 5. Explain evidence, audit risk and materiality. 5.1 Know the process by which the financial statement audit is conducted. 5.2 Know the five basic financial statement assertions, verification of which is the objective of the independent

audit. 5.3 Discuss the nature of evidence. 5.4 Recognize the types of evidence that exist. 5.5 Assess audit risk. 5.6 Assess materiality on an audit. 6. Analyze audit objectives and procedures. 6.1 Develop audit objectives as a natural extension of the client's financial statement assertions.

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6.2 Describe the details of the evidence gathering process. 6.3 Write a simple audit program that takes into the account the proper nature, timing, and extent of detection risk

procedures, given a certain set of audit objectives. 6.4 Document the evidence gathering process in working papers. 7. Conduct a computerized audit. 7.1 Plan an audit with a computer. 7.2 Analyze control structure with a computer. 7.3 Conduct substantive testing with a computer. 7.4 Review phases of the audit with a computer. 7.5 Report phases of the audit with a computer. 8. Design audit programs. 8.1 Identify the factors considered by auditors in accepting new clients. 8.2 Explain a CPA's responsibilities when planning an audit. 8.3 Describe the manner in which an audit is affected by the auditor's assessment of audit risk and materiality. 8.4 Distinguish between the systems portion of the audit program and the substantive test part. 8.5 Describe the general objectives of audit programs for asset accounts. 8.6 Explain how the general objectives of audit programs are used to develop the specific objectives that are then

used to determine the audit procedures to be applied to an account. 8.7 Discuss the major steps in the audit process. 9. Evaluate internal control. 9.1 Define what is meant by an internal control structure. 9.2 Describe management's responsibility for internal control. 9.3 Distinguish among the major elements of client's internal control structure, the control environment, the

accounting system, and control procedures. 9.4 Explain the characteristics of effective internal control. 9.5 Describe the auditor's consideration of the internal control structure. 9.6 Discuss the techniques used by the auditors to obtain an understanding of internal control and describe the results

in their working papers. 9.7 Describe the auditors' responsibility for communication of internal control structure related matters. 9.8 Describe the effects of service organizations on internal controls. 10. Evaluate sampling concepts and techniques. 10.1 Define audit sampling. 10.2 Explain the difference between sampling and nonsampling risk. 10.3 Distinguish between statistical and nonstatistical sampling. 10.4 Describe how basic sampling concepts apply to audit sampling. 10.5 Distinguish among attribute, discovery, classical variable, and probability proportional to size sampling plans. 10.6 Discuss the effects of changes in various population characteristics and changes in sampling risk on required

sample size. 10.7 Describe how auditors plan, perform, and evaluate samples for test of controls. 10.8 Explain how the auditors use attributes sampling to perform tests of controls. 10.9 Describe in general how auditors plan, perform, and evaluate samples for substantive auditing. 11. Analyze audit procedures. 11.1 Describe the activities auditors undertake before beginning an audit. 11.2 Identify the procedures auditors use to obtain knowledge of a client's business and industry. 11.3 List sources of information auditors can use to obtain knowledge of a client's business and industry. 11.4 Define the five principal management assertions in financial statements. 11.5 Explain the role of the five principal management assertions in establishing audit objectives. 11.6 Evaluation seven general types of audit procedures for gathering evidence. 11.7 Review an audit working paper for proper form and content. 12. Evaluate audit sampling. 12.1 Explain the terms unique to audit sampling. 12.2 Contrast statistical and nonstatistical sampling. 12.3 Identify audit sampling. 12.4 Contrast audit sampling with audit work that is not sampling. 12.5 Develop a simple audit program for a test of controls audit of client's internal control procedures.

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12.6 Specify objectives, deviation conditions, population and sampling units for an audit. 12.7 Determine the sample size for an internal control audit. 12.8 Select sampling units for an internal control audit. 12.9 Evaluate evidence from a test of internal controls audit. 12.10 Develop a simple audit program for an account balance audit considering the

influence of risk and tolerable error. 12.11 Specify objectives for an account balance audit. 12.12 Define a population for data for an account balance audit. 12.13 Determine sample sizes and select sampling units for an account balance audit. 12.14 Evaluate monetary error evidence from an account balance audit sample. 13. Analyze audit sampling applications for substantive testing. 13.1 Identify the various statistical techniques used for substantive testing. 13.2 Describe how to plan, perform, and evaluate an audit sample using mean per unit estimation. 13.3 Distinguish between ratio and difference estimation techniques. 13.4 Describe how to plan, perform, and evaluate sample using probability proportional to size sampling. 13.5 Explain how nonstatistical sampling may be used in performing substantive tests. 13.6 Describe how to plan, perform and evaluate an audit sample using a structured nonstatistical sapling approach. 14. Evaluate tests of controls with attribute sampling. 14.1 Explain the role or professional judgement in assigning numbers to risk of assessing control risk too low, risk of

assessing control risk too high and tolerable deviation rate. 14.2 Use statistical tables or calculations to determine test of controls sample sizes. 14.3 Use evaluation tables or calculations to compute statistical results (CUL, the computed upper limit) for evidence

obtained with detail test of controls procedures. 15. Perform test of balances with dollar value sampling. 15.1 Calculate the risk of incorrect acceptance, given judgments about inherent risk, control risk, and analytical

procedures risk, using SAS 39 audit risk model. 15.2 Explain the cost trade-off theory for determining a risk of incorrect rejection. 15.3 Explain the characteristics of dollar-unit sampling and its relationship to attribute sampling. 15.4 Calculate the dollar-unit sample size for the audit of the details of an account balance. 15.5 Describe a method for selecting a dollar-unit sample. 15.6 Define a logical unit. 15.7 Explain stratification effect of dollar-unit selection. 15.7 Calculate an upper error limit for the evaluation of dollar-value evidence. 15.8 Discuss the relative merits of alternatives for determining an amount by which a monetary balance should be

adjusted. 15.9 Calculate a classical sampling sample size for the audit of the details of an account balance. 16. Prepare reports on audited financial statements. 16.1 Determine whether an accountant is associated with financial statements. 16.2 Explain the general meaning of the three levels of assurance. 16.3 Write a detailed description of the meaning of the scope paragraph and the opinion paragraph in a standard

unqualified audit report. 16.4 Write a qualified, adverse, and a disclaimer report for a given description of accounting facts and audit

circumstances. 16.5 Write an audit report with an unqualified opinion but containing additional explanation or modified wording for

a given description of accounting facts and circumstances. 16.6 Explain the reasons why auditors have standards for reporting on the application of accounting principles. 16.7 List and explain the effects of materiality on audit report choices. 17. Analyze other public accounting services and reports. 17.1 Write appropriate reports for review and compilation of unaudited financial statements, given specific fact

circumstances. 17.2 List some interim information review procedures and write a report on review of interim financial information. 17.3 Explain examples of other comprehensive bases of accounting. 17.4 Distinguish other comprehensive bases of accounting from GAAP. 17.5 Explain the content of an auditor's report on supplementary current value financial statements. 17.6 Contrast a report on supplementary current value financial statements with a standard report on historical cost

financial statements.

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17.7 Describe the various reports on internal control and their connection with public reporting and reporting to the audit committee.

COMPETENCIES REVIEWED AND APPROVED BY FACULTY & ACCOUNTING ADVISORY COMMITTEE: DATE: August 2010 FACULTY: 1. Cheri Hernandez 2. Brad Smith 3. Patty Holms 4. Tim Prindle 5. Marchia Sandvold 6. Cynthia McCall 7. Rebecca Brown 8. Shea Mears COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Cheri Hernandez 2. Brad Smith 3. Patty Holms 4. Tim Prindle 5. Marchia Sandvold 6. Cynthia McCall 7. Rebecca Brown 8. Shea Mears COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Cheri Hernandez 2. Brad Smith 3. Patty holms 4. Tim Prindle 5. Marchia Sandvold 6. Cynthia McCall Effective date: January 2011 Originated by: Cynthia McCall Campus: (A) B C U N W OC extension: 7018 Revision(s): 7/99; 1/06; 1/09; 8/10;

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-01 Acronym/Number ACC 311 Historical Ref ACCT 351 Title Financial Accounting/Computers Credit breakout 3 2 2 0 0 (credit lecture lab practicum work experience)

PREREQUISITE(S): ACC 131, ACC 111 COURSE DESCRIPTION: Emphasizes application of computerized financial software used in business. Topics include setting up a company, receivables, payables, inventory control, payroll, time tracking and job estimating. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Navigate the tools available in the accounting software packages. 1.1 Apply menu commands and keyboard shortcuts. 1.2 Open, copy, back up, and close company files. 1.3 Access reports and graphs. 1.4 Apply the use of security available in the software. 2. Complete transactions for sales transactions for a service company. 2.1 Set up new customers.

2.2 Create invoices for sales on account. 2.3 Create cash receipts for sales for cash. 2.4 Create credit memos/refunds. 2.5 Enter partial and full payments cash payments. 2.6 Void a sales transaction/ 2.7 Do job estimation. 2.8 Trace the audit trail for all sales transactions. 2.9 Prepare reports including aging of receivable, financial statement, and other related reports.

3. Complete transactions for purchases transactions for a service company. 3.1 Add new vendors and modify vendor records. 3.2 View Accounts Payable transaction history. 3.3 Record transactions. 3.4 Edit, void, and perform an audit trail. 3.5 Record Petty Cash entries. 3.6 Add new general ledger accounts. 3.7 Print reports including Aged payables Report, a Vendor Ledger Report, Cash Disbursements Journal and a

Check Register. 4. Complete the end-of-period procedures for a service business. 4.1 Change account names, delete accounts, and make accounts inactive. 4.2 Record adjusting entries applying the accrual system. 4.3 Record owner’s equity transactions. 4.4 Reconcile the bank statement, record service charges, and other adjustments. 4.5 Prepare financial statements.

4.6 Export to other programs. 5. Complete transactions for sales and receivables for a merchandising business. 5.1 Enter sales transactions. 5.2 Prepare invoices that use sales tax. 5.3 Set up credit limits for customers. 5.4 Add additional price levels to merchandise inventory items. 5.5 Prepare credit memos with and without refunds. 5.6 Record customer payments on account with and without discounts. 5.7 Prepare reports including inventory lists, aging receivable, and sales tax. 6. Complete transactions for purchases and payables for a merchandising business.

6.1 Prepare and view purchase orders and checks. 6.2 Enter purchase invoices, vendor credits, and pay invoices. 6.3 Adjust inventory based on a physical count. 6.4 Edit, correct, void, and perform necessary audit trail.

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6.5 Display Sales tax reports, aged payable report and vendor ledger report. 7. Complete the end-of-period procedures for a merchandising business. 7.1 Enter adjusting entries required for accrual based system. 7.2 Enter equity transactions for a partnership. 7.3 Reconcile a bank statement and record related transactions. 7.4 Print year-end reports. 7.5 Export reports to other software. 7.6 Record withdrawal transactions. 8. Complete payroll transactions. 8.1 Set up employee and related pay scale. 8.2 Set up employee and employee taxes. 8.3 Create and preview, payroll checks. 8.4 Print current earnings report. 8.5 Prepare tax liability reports and make deposits. 8.6 Prepare Forms 941 and 940. 8.7 Discuss W-2 and W-3 forms. 8.8 Discuss time tracking. 9. Complete a capstone project. 9.1 Set up a company set of books based on data provided. 9.2 Create a chart of accounts. 9.3 Create lists for customers, vendors, inventory items and enter beginning balances. 9.4 Create payroll defaults and enter employees. 9.5 Record transactions. 9.6 Prepare reports associated with the company. 9.7 Make all adjustment and prepare a bank reconciliation. 9.8 Prepare all reports associated with the company. 10. Research software used in small business. 10.1 Interview business in the community. 10.2 Prepare and/or share finding of accounting software in the community. COMPETENCIES REVIEWED AND APPROVED BY FACULTY & ACCOUNTING ADVISORY COMMITTEE: DATE: August 2010 FACULTY: 1. Patricia Holmes 2. Brad Smith 3. Marcia Sandvold 4. Cheri Hernandez 5. Tim Prindle 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Patricia Holmes COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Patricia Holmes Effective date: January 2011 Originated by: Patty Holmes Campus: A B C U N W OC Extension: 8320 Revision(s): 8/99; 1/06; 11/07; 1/09; 8/10;

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-01 Acronym/Number ACC 361 Historical Ref ACCT 352 Title Accounting Spreadsheets Credit breakout 3 2 2 0 0 (credit lecture lab practicum work experience)

PREREQUISITE(S): ACC 131, CSC 110 or equivalent or instructor approval COURSE DESCRIPTION: Microcomputer operations with an emphasis on managerial uses. Includes topics in spreadsheet modeling, spreadsheet commands, manufacturing systems, budgeting, and profit analysis. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Perform computerized spreadsheet skills. 1.1 Study Excel command statements. 1.2 Demonstrate skills in spreadsheet processing. 2. Explain basic spreadsheet models. 2.1 Combine accounting and spreadsheet knowledge. 2.2 Analyze simulate managerial accounting problems. 2.3 Solve financial and managerial accounting problems on spreadsheet. 3. Design financial and managerial accounting reports using computer spreadsheets. 3.1 Develop financial and managerial report. 3.2 Prepare financial and managerial reports on a computer spreadsheet. 4. Produce worksheets in the following areas: 4.1 Business Transactions.

4.2 Bank reconciliation. 4.3 Aging Accounts receivable. 4.4 Inventory Cost Flow Assumptions. 4.5 Depreciation Schedules. 4.6 Payroll register. 4.7 Statement of Cash Flows and/or Amortization Schedule for Bonds Payable. 4.8 Ratio analysis. 4.9 Capital Budgeting. 4.10 Cost-Volume-Profit Analysis. 4.11 Flexible Budgeting. 4.12 Master Budgeting. 4.13 Material and Labor Variances.

5. Operate the ten key calculator in a timed situation. 5.1 Key numeric data achieving a desired accuracy and speed. 5.2 Complete ten key testing at intervals of 1 minute, 3 minutes and 5 minutes. COMPETENCIES REVIEWED AND APPROVED BYFACULTY & ACCOUNTING ADVISORY COMMITTEE: DATE: August 2010 FACULTY: 1. Marcia Sandovld 2. Patricia H. Holmes 3. Brad Smith 4. Cheri Hernandez 5. Tim Prindle 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Marcia Sandovld COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Patricia Holmes Effective date: January 2011 Originated by: Patricia Holmes Campus: A B C U N W OC extension: 6349 Revision(s): 8/02; 1/06; 11/07; 1/09; 8/10;

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-01 Acronym/Number ACC 850 Historical Ref ACCT 208 Title Tax Assistance Institute Credit breakout 3 2 2 0 0 (credit lecture lab practicum work experience)

PREREQUISITE(S): ACC 261 COURSE DESCRIPTION: An opportunity to participate in a Volunteer Income Tax Assistance program by applying classroom skills to actual experience. Includes training to free tax assistance and preparation of basic tax returns for older, handicapped and low income taxpayers. (P/F) COURSE COMPETENCIES: During this course, the student will be expected to: 1. Interview taxpayer to collect data. 1.1 Select filing status. 1.2 Identify gross income.

1.3 Distinguish types of deductions. 1.4 Identify any credits which taxpayer is eligible to take.

2. Judge when to seek assistance. 2.1 Consult your advisor/teacher. 2.2 Utilize reference materials and text.

2.3 Discuss use of internet to solve tax related questions. 2.3.1 Review various IRS internet sites available for help.

3. Calculate personal income tax. 3.1 Enter taxpayer information on correct IRS forms or use computer software package.

3.2 Compute taxable income. 3.3 Determine tax liability.

4. Discuss tax results with taxpayer. 4.1 Explain filing procedure. 4.2 Discuss Iowa tax requirements. 4.3 Define timeline for filing Federal and Iowa tax returns. 4.4 Answer questions taxpayer may have. COMPETENCIES REVIEWED AND APPROVED BY FACULTY & ACCOUNTING ADVISORY COMMITTEE: DATE: August 2010 FACULTY: 1. Tim Prindle 2. Patricia Holmes 3. Brad Smith 4. Marcia Sandvold 5. Cheri Hernandez 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Tim Prindle 2. Patricia Holmes 3. Brad Smith 4. Marcia Sandvold 5. Cheri Hernandez 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Tim Prindle 2

Effective date: January 2011 Originated by: Shea Mears Campus: A B C U N W OC extension: 8320 Revision(s): 8/99; 1/06; 1/09; 8/10;

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-01 Acronym/Number ACC 932 Historical Ref ACCT 402 Title Accounting Internship 4 0 0 0 16 (credit lecture lab practicum work experience)

PREREQUISITE(S): Successful completion of 11 hours of ACC courses. COREQUISITE: ACC 946 COURSE DESCRIPTION: An opportunity to gain practical experiences through on-the-job training in an approved business or governmental office. May be taken for 3 or 4 credits. (P/F). COURSE COMPETENCIES: During this course, the student will be expected to: 1. Describe the various tasks performed in an accounting job.

1.1 List each separate task assigned. 1.2 Outline the sequence in which each task is performed. 1.3 Identify those aspects of each task that require the application of an accounting principle. 1.4 Name those accounting principles identified. 1.5 Describe the steps used to train an individual to do each assigned task.

2. Increase occupational proficiencies.

2.1 List the required office skills involved in the internship. 2.2 Identify which office skills need to be learned/practiced. 2.3 Identify ways in which these office skills are learned/practiced. 2.4 Develop steps for learning/practicing skills. 2.5 Apply the steps developed.

3. Develop a set of objectives for a given task.

3.1 List all desired goals of internship. 3.2 Select six of the most appropriate goals listed. 3.3 List all activities to achieve goals. 3.4 Describe appropriate evaluations for determining when goals are achieved. 3.5 Select one evaluation for each goal.

4. Meet report deadlines.

4.1 List required reports. 4.2 Identify recipients of reports. 4.3 Identify due date of each report. 4.4 Clarify the contents of each report 4.5 Complete report forms as required. 4.6 Turn in reports to identified recipients.

5. Conform to employer policies and procedures.

5.1 Identify employer expectations for an intern. 5.2 List all employer policies and procedures to be complied with. 5.3 Recognize differences between internship-employer policies and policies of other employers. 5.4 Name probable reasons for company policies listed. 5.5 Identify possible work-related problems in absence of policies. 5.6 Observe all company policies that are applicable to interns.

COMPETENCIES REVIEWED AND APPROVED BY FACULTY & ACCOUNTING ADVISORY COMMITTEE:

DATE: August 2010

FACULTY: 1. Cynthia McCall 2. Patricia Holmes 3. Brad Smith 4. Marcia Sandvold 5. Cheri Hernandez 6. Rebecca Brown 7. Shea Mears

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8. Tim Prindle COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Cynthia McCall 2. Patricia Holmes 3. Brad Smith 4. Marcia Sandvold 5. Cheri Hernandez 6. Rebecca Brown 7. Shea Mears 8. Tim Prindle COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Cynthia McCall Effective date: January 2011 Originated by: C. McCall Campus: A B C U N W OC extension: Revision(s): 8/02; 1/06; 1/09; 8/10;

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Des Moines Area Community College Course Information – EFFECTIVE SP 2011-01 Acronym/Number ACC 946 Historical Ref ACCT 404 Title Accounting Career Seminar


PREREQUISITE(S): Successful completion of 11 hours of ACC credit courses; permission of the department and demonstrable job readiness with computer literacy. CO-REQUISITE(S): ACC 932 COURSE DESCRIPTION: Designed to provide in-depth discussion of accounting/bookkeeping/accounting technician work experiences. COURSE COMPETENCIES: During this course, the student will be expected to: 1. Distinguish between positive and negative multicultural workplace attitudes. 1.1 Define multicultural attitudes. 1.2 Describe how a negative attitude affects work performance. 1.3 Describe the impact of a positive attitude on work performance. 1.4 Name ways in which negative attitudes can be changed. 1.5 Identify co-workers' attitudes toward a multicultural workplace as evidenced by behavior. 1.6 Describe positive attitudes about work, people, assigned tasks and cultural diversity. 1.7 Recognize how a positive attitude is affecting work performance in a multicultural environment. 2. Develop problem solving skills for the multi-cultural workplace. 2.1 Identify the types of problems that occur in the multi-cultural workplace. 2.2 Describe at least three previous workplace problems that required action. 2.3 Outline how the problems were resolved. 2.4 List all other possible alternatives to problems. 2.5 Identify possible consequences of each alternative. 2.6 Select the most desirable consequence. 2.7 Solve simulated multi-cultural problems. 3. Identify experiences that affect job performance. 3.1 List courses and work experience that relate to job performance. 3.2 Point out what aspects of each course impacts job performance. 3.3 Recognize how work experience carries over from one job to another. 4. Assess the multi-cultural work environment strength/weaknesses. 4.1 List jobs you do best. 4.2 List jobs where your performance is weak. 4.3 Identify reasons for strong and weak job performances. 4.4 Recognize areas of weak job performance that can be improved. 4.5 List steps to improve areas of weak job performance. 4.6 Use available resources to strengthen areas of weak job performance. 4.7 List available multi-cultural resources in today’s workplace. COMPETENCIES REVIEWED AND APPROVED BY FACULTY & ACCOUNTING ADVISORY COMMITTEE: DATE: August 2010 FACULTY: 1. Patricia Holmes 2. Brad Smith 3. Marcia Sandvold 4. Cheri Hernandez 5. Tim Prindle 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: January 2009 FACULTY: 1. Patricia Holmes 2. Brad Smith 3. Marcia Sandvold 4. Cheri Hernandez 5. Tim Prindle 6. Rebecca Brown 7. Shea Mears 8. Cynthia McCall COMPETENCIES REVIEWED AND APPROVED BY: Cynthia McCall DATE: November, 2007 FACULTY: 1. Cynthia McCall Effective date: January 2011 Originated by: Cynthia McCall Campus: A B C U N W OC extension: 248-7247 Revision(s): 7/99; 1/06; 1/08; 1/09; 8/10;

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Advisory Committee Minutes:

ADVISORY COMMITTEE MEETING MINUTES

November 2, 2007 12:30, Urban Campus

BUILDING 3, ROOM 201 1100 7th Street, Des Moines, IA

Attending: Cheri Hernandez, Doug Hillman, Ronda Hollensbee, Kurt Lettow, Linda Morris, Marcia Sandvold, Patty Holmes, Shea Mears, Bill Raines, Drew Gocken, Paul Cain, Brad Smith, Rebecca Brown, Cynthia McCall The meeting was called to order at 12:35. The accounting competencies and the skill sets for the accounting programs were reviewed. Cyndie pointed out that the accounting acronyms and numbers along with the course titles have been changed as part of the statewide effort to improve articulation among the community colleges. Kurt Lettow made a motion to approve, and Patty Holmes seconded the motion to approve the competencies as submitted. The vote was unanimous to approve the competencies. Everyone received a copy of the 5-year Accounting Assessment. The April 18, 2008 Accounting Career Day at Boone was discussed. Anyone who has suggestions for speakers is to contact either Cyndie or Tim Prindle. Cyndie McCall presented the proposed changes to the Accounting/Bookkeeping diploma program. The Financial Analysis course is an upper level course that is difficult for many of the Accounting/Bookkeeping students and does not provide content that is needed in an entry level position. The proposal deletes this course from the Accounting/Bookkeeping program and replaces it with the Accounting Procedures and Management course which reinforces many of the topics covered in Accounting Principles 1 along with human resource topics and document flow. The Accounting Procedures and Management course will be changed to a 3 credit course with 3 lecture in an effort to accommodate the needs of the Accounting/Bookkeeping student. Doug Hillman made a motion to approve the proposal and Kurt Lettow seconded the motion. Discussion followed with a unanimous vote to approve the proposal. Rebecca Brown presented a draft for a two-credit review course for the Fundamental Payroll certification. The Advisory Committee discussed the topics of the course along with the need for payroll certification and the possible market for the students with a fundamental payroll certification. Marcia Sandvold made a motion to approve the course offering that was seconded by Linda Morris. The motion was approved unanimously. Brad Smith presented a proposal for two new courses to prepare students for the Certified Bookkeeper exam. Discussion followed covering the market for this certification and the students who could use this certification. Bill Raines made a motion to approve the two course offering that was seconded by Linda Morris. The vote to approve was unanimous. The next meeting will be on a Friday at 12:30. The meeting adjourned at 1:50. Respectfully submitted, Cynthia McCall

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ADVISORY COMMITTEE MEETING

MINUTES October 17, 2008

12:30, Urban Campus BUILDING 3, ROOM 205

1100 7th Street, Des Moines, IA

Attending: Paul Carlson, Bill Raines, Doug Hillman, Mike Scheurman, Tim Prindle, Cheri Hernandez, Marcia Sandvold, Patty Holmes, Shea Mears, Brad Smith, Rebecca Brown, Marv Gardner, Jeff Guillion, Laura Douglas, Cynthia McCall The meeting was called to order at 12:35. The AIS proposed course and sequence changes were presented to the Advisory Committee along with the rationale for updating the program. Discussion followed regarding the recommended changes and the job market requirements for graduates of this program. Doug Hillman made a motion to approve the recommended changes. Bill Raines seconded the motion and the vote was unanimous. The prerequisites for all of the accounting programs were reviewed. Discussion was held regarding the requirement of ADM 105 Intro to Keyboarding or the equivalent along with discussion regarding the math skills required to succeed in accounting. The topic of 10-key skills and Excel shortcuts were also discussed. Doug Hillman made a motion to change the prerequisite on all of the accounting courses to read ADM 105 Intro to Keyboarding or equivalent. Paul Carlson seconded the motion. The vote was unanimous. Course sequence changes were presented for the Accounting Paraprofessional and the Accounting Specialist programs. Faculty indicated that ACC 191 Financial Analysis is too difficult for students to take in their second term and would fit better in their fourth term. ACC 191 was deleted from the Accounting Bookkeeping program last year because it was felt to be an inappropriate course for a diploma program. Other sequence changes were made to accommodate student’s progress and improve the timing for the job market. Doug Hillman made a motion to approve the changes in sequence and Paul Carlson seconded the motion. The vote was unanimous. The accounting competencies and the skill sets for all of the accounting courses were reviewed along with the necessary and appropriate changes for updating each course. Marcia Sandvold made a motion to approve the competency changes and Mike Scheurman seconded the motion. The vote was unanimous to approve the competencies. Cynthia McCall is to submit the updated competencies for addition to the DMACC website. The recommendation was made to delete ACC 232 Intermediate Accounting 2 from the curriculum. It is an advanced junior/senior level course that has not been offered for some time and no plans are made to offer it in the future. It is felt that it is not an appropriate course for a two-year college. Bill Raines made a motion to remove it from the curriculum. Paul Carlson seconded the motion and the vote was unanimous. The April 23, 2009 Accounting Career Day at Ankeny was announced by Patty Holmes. David Vaudt, State Auditor of Iowa will be the keynote speaker. . Anyone who has suggestions for speakers is to contact Patty Holmes, Marcia Sandvold or Cheri Hernandez.. The Fundamental Payroll Review course was offered for the first time this fall at the Urban Campus. Six students enrolled and five took the certification exam. The course will be offered again next fall.

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Discussion was held regarding the future of accounting along with the needs of employers and the characteristics they look for in DMACC graduates. Common sense and logic along with strong written and oral communication skills were listed as vital to anyone who plans to succeed in business. High morals and a strong sense of ethics are also important. The next meeting will be on a Friday at 12:30. The meeting adjourned at 2:00. Respectfully submitted, Cynthia McCall

DES MOINES AREA COMMUNITY COLLEGE ACCOUNTING ADVISORY COMMITTEE MINUTES

JULY 22, 2009

Attending: Rebecca Brown, Patty Holmes, Marcia Sandvold, Cheri Hernandez, Bill Raines, Brad Smith, Kay Ruggerio, Shea Mears, Drew Gocken, Patty Rinke, Mike Scheurman, Kurt Lettow, Doug Hillman, Linda Morris, Kevin Patterson (Guest Mortuary Science), Cynthia McCall The Accounting Advisory Committee meeting was called to order at 12:30 pm, July 22, Building 3, Room 205 by Cynthia McCall, Accounting District Chair. Advisory Members were welcomed and the new advisory member, Kay Ruggerio was introduced along with guest, Kevin Patterson. Patty Holmes reported on an articulation agreement with AIB. Discussion followed, Patty Rinke made a motion to pursue the AIB articulation with a notation that the requirements for the DMACC/AIB degree may not meet the requirements for the CPA exam. Doug Hillman seconded the motion and the motion was passed unanimously Kevin Patterson gave a presentation on the Mortuary Science Department and the need for an on-line section of ACC 111 Introduction to Accounting devoted to Mortuary Science students. Discussion followed. Marcia Sandvold made a motion to approve the addition of a second online section of ACC 111, Mike Scheurman seconded the motion and the motion was passed unanimously. Discussion was held regarding the addition of an online Business Tax course. Shea Mears discussed the competencies and the market for the course. Kurt Lettow made a motion to approve the addition of an online section of Business Tax. Doug Hillman seconded the motion and the motion was passed unanimously. Cynthia McCall presented a draft proposal for an online Payroll Certificate. Discussion involving the need for a payroll certificate course and the necessary competencies for such a certificate followed. Advisory members indicated the need for coverage of state taxes, HAS benefits and flexible spending accounts. It was noted that the prerequisites on ACC 361 Accounting Spreadsheets should be changed to ACC 131 and CSC 110 or departmental

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approval. Doug Hillman made a motion to change the prerequisite to include the words “or departmental approval” as a prerequisite. Linda Morris seconded the motion and the motion was passed unanimously. Mike Scheurman made a motion that the Payroll Certificate include the following courses:

ACC 131 Principles of Accounting I 4 credits ACC 161 Payroll Accounting 3 credits ACC 165 Payroll Certification Review 2 credits ACC 311 Computer Accounting 3 credits ACC 361 Accounting Spreadsheets 3 credits

Total 15 credits The motion was seconded by Kurt Lettow and passed unanimously. Cynthia McCall reported the addition of the diversity requirement to the AS degrees. Discussion followed regarding the availability of the courses included to meet the diversity requirement on all campuses and the process of selecting the courses included in the diversity list. Mike Scheurman discussed the importance and value of the Accounting Career Day and expressed his hope that DMACC would continue it in the future. Discussion followed as to how we could make the day more accessible to the high schools in the area. It was mentioned that perhaps if the event was scheduled later than 8:30 that it would be easier for the high school business teachers to obtain buses. The meeting adjourned at 1:45 pm. Respectfully submitted, Cynthia McCall Accounting District Chair


August 25, 2010

Attending: Rebecca Brown, Patty Holmes, Marcia Sandvold, Cheri Hernandez, Bill Raines, Brad Smith, Kay Ruggerio, Shea Mears, , Mike Scheurerman, Paul Cain, Tim Prindle, Christina Bauer (Guest), Cynthia McCall. Doug Hillman, Linda Morris and Greg Dodds participated by proxy votes. The Accounting Advisory Committee meeting was called to order at 12:30 pm, August 25, Building , 1 Room 107 by Cynthia McCall, Accounting District Chair. Advisory Members were welcomed and the new along with guest, Christina Bauer. Cynthia McCall presented a draft proposal for an Accounting Income Tax Preparer Certificate program. Discussion involving the need for a tax certificate course and the necessary

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competencies for such a certificate followed. Paul Cain made a motion to approve the Accounting Income Tax Preparer certificate. Bill Raines seconded the motion and the motion was passed unanimously. The Accounting Income Tax Preparer Certificate will include the following courses:

ACC 131 Principles of Accounting I 4 credits ACC 261 Income Tax Accounting 3 credits ACC 268Business Tax 3 credits ACC 850 Tax Assistance Institute 3 credits

Total 13 credits Cynthia McCall introduced the proposed changes to the Accounting Certificate 1. Discussion followed regarding the reason for the changes and how it would prepare students for entry-level positions in the accounting profession. Mike Scheurerman moved to approve the changes with a second my Marcia Sandvold. The changes were approved unanimously. The approved changes to the Accounting Certificate 1 detailed in red are as follows: Accounting Certificate I Required Courses:

BUS 112 Business Math 3 ADM 138 Data Entry 3 ACC 131 Principles of Accounting I 4

Option Courses – Select 1 course from each option Option 1 CSC 110 Intro to Computers 3 Option 1 BCA 212 Intro to Computers Bus. App. 3 Option 2 ENG 105 Composition 1 3 Option 2 COM 703 Communication Skills 3 Option 2 ADM 157 Business English 3 Option 2 MGT 145 Human Relations in Business 3 Option 2 SPC 101 Fund. Of Oral Communication 3 Option 2 SPC 126 Interpersonal & Small Group 3 Option 3 SDV 153 Pre-Employment Strategies 2 Option 3 ACC 124 Accounting Professionalism 3

Total Credits 18/19

The proposed changes to the Accounting Certificate 2 program were presented. Discussion followed regarding the costs to a student and what additional benefits would accrue to a student who completed the Certificate 2 as opposed to a diploma or a degree program. Bill Raines made a motion to approve the changes to the Accounting Certificate 2 and Mike Scheurerman seconded the motion. The proposal was approved unanimously. The proposed changes in red to the Accounting Certificate 2 are listed below:

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Accounting Certificate II Required Courses:

ACC 132 Principles of Accounting 2 4 ACC 161 Payroll Accounting 3 ACC 311 Computer Accounting 3 ACC 361 Accounting Spreadsheets 3

Option Courses – Select 1 course from each option Option 1 ACC 191 Financial Analysis 3 Option 1 ACC 193 Accounting Proc/Mgt 3 Option 1 ACC 251 Gov’t & Nonprofit Acct. 3 Option 1 ACC 261 Income Tax Accounting 3

Total Credits 16 Cynthia McCall reported the addition of the diversity requirement to all DMACC degrees and the need for the integration of international standards and cultural diversity into the accounting programs and courses. The following proposals to the AIS, Accounting Paraprofessional and Accounting Specialist degrees and PIB’s were submitted and discussed. Paul Cain made a motion to approve the proposed changes and Bill Raines seconded the motion. The motion passed unanimously. The proposed changes to the PIB’s and the degrees are listed in red below: Accounting Information Systems (AS Degree) Term 3 Any AA/AS Degree Core Humanities Course that meets Cultural Diversity Requirement Accounting Paraprofessional (AS Degree) Term 2 BUS 185 Business Law (move ACC 161 to Term 4 as an option) Any AA/AS Degree Core Humanities Course that meets Cultural Diversity Requirement Term 4 Add: Option 1 ACC 272 Accounting Information Systems 3 Option 1 ACC 161 Payroll Accounting 3 Accounting Specialist Term 1

Students planning to transfer to a four-year institution should select ENG 105 Composition I

Term 2

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Students planning to transfer to a four-year institution should select ENG 106 Composition II. ECN 120 is strongly recommended for business majors. Term 3

Students planning to transfer to a four-year institution should select PSY 111 Introduction to Psychology or ECN 130 Principles of Microeconomics. ECN 130 is

strongly recommended for business majors. Term 4

Delete the sentence: Students planning to transfer toa four-year institution should select courses numbered from 100 to 199.

All of the accounting competencies were reviewed with changes and revisions being recommended for the following courses: ACC 111, ACC 124, ACC 131, ACC 161, ACC 165, ACC 191, ACC 222, ACC 231, ACC 261, ACC 272, ACC 311, ACC 850. Paul Cain moved to approve the competencies as submitted and Kay Ruggerio seconded the motion. It passed unanimously. No new business was submitted at this time. The meeting adjourned at 1:45 pm. Respectfully submitted, Cynthia McCall Accounting District Chair


August 24, 2011

Attending: Rebecca Brown, Patty Holmes, Marcia Sandvold, Cheri Hernandez, Brad Smith, Kay Ruggerio, Shea Mears, , Mike Scheuerman, Paul Cain, Tim Prindle, Greg Dodds, Marvin Gardner, Drew Gocken and Cynthia McCall. Doug Hillman, Linda Morris, Dan Galabuzi, Patricia Renke, and Bill Raines participated by proxy votes. The Accounting Advisory Committee meeting was called to order at 12:30 pm, August 24, Building 7, Walnut Room by Cynthia McCall, Accounting District Chair. Advisory Members were welcomed and thanked for their time and wisdom.

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Accounting Course competencies had been submitted for review and approval prior to the meeting. Paul Cain made a motion to approve the revised and updated competencies. Mike Scheuerman seconded the motion and it was approved unanimously. Marv Gardner presented a draft proposal for revisions to the AIS AS degree program. Discussion followed involving the need for the updating and the skill sets required for today’s job market. Mike Scheuerman made a motion to approve the revisions to the AIS AS degree program with the provision that the INF 310 Informatics Security course be listed as a recommended course for Option 2. Paul Cain seconded the motion. Kay Ruggerio asked about the competencies for the AIS course and whether the competencies were duplicated in the program. Discussion followed. The motion to approve the AIS AS degree revisions with the INF 310 recommendation was passed unanimously. The revisions are as follows:

AIS Degree Draft 02/04/2011 Changes in Red and Blue

AIS Programming Track AIS Informatics Track Term One ACC 131 Principles of Accounting 4 ECN 120 Macroeconomics 3 ENG 105 Composition 1 3 CIS 125 Intro to Programming Logic w/language 3 Any AA/AS Degree Core MAT or BUS 211 course 3 Total Hours 16 Term Two ACC 132 Principles of Accounting II 4 ENG 106 Composition II 3 ACC 311 Computer Accounting 3 CIS 303 Introduction to Data Base 3 Any AA/AS Degree Core BIO, CHM, ENV or PHY 4 Total Hours 17

Term One ACC 131 Principles of Accounting 4 ECN 120 Macroeconomics 3 ENG 105 Composition 1 3 CIS 125 Intro to Programming Logic w/Lang 3 Any AA/AS Degree Core MAT or BUS 211 course 3 Total Hours 16 Term Two ACC 132 Principles of Accounting II 4 ENG 106 Composition II 3 ACC 311 Computer Accounting 3 INF 110 Fundamental Informatics 3 Any AA/AS Degree Core BIO, CHM, ENV or PHY 4 Total Hours 17

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Term Three ACC 231 Intermediate Accounting 4 ACC 222 Cost Accounting 4 Any AA/AS Degree Core Humanities Course 3 Any AA/AS Degree Core MAT or BUS 211 Course 4

Select 1 course from Option 1: CIS C++ Opt 1 3 CIS 402 COBOL Opt 1 3 CIS 604 Visual Basic Opt 1 3 CIS 152 Data Structures Opt 1 3 Total Hours 18 Term Four SPC 101 Fundamentals of Oral Communication 3 ACC 272 Accounting Information Systems 4 ACC 361 Accounting Spreadsheets 3 ECON 130 Microeconomics 3 Select 1 Course from Opt 2 & 1 Course from Opt 3 Option 2 (Pick one of the following) ACC 161 Payroll Accounting Opt 2 3 ACC 191 Financial Analysis Opt 2 3 ACC 261 Income Tax Opt 2 3 Option 3 (Pick one of the following) BCA 113 Computer Network Literacy Opt 3 3 MGT 248 Systems & Information Mgmt Opt 3 3

Term Three ACC 231 Intermediate Accounting 4 ACC 222 Cost Accounting 4 INF 130 Social Informatics 3 Any AA/AS Degree Core Humanities Course 3 Any AA/AS Degree Core MAT or BUS 211 Course 4 Total Hours 18 Term Four SPC 101 Fundamentals of Oral Communication 3 ACC 272 Accounting Information Systems 4 ACC 361 Accounting Spreadsheets 3 ECON 130 Microeconomics 3 Select 1 Course from Opt 1 & 1 Course from Opt 2 Option 1 (Pick one of the following) ACC 161 Payroll Accounting Opt 1 3 ACC 191 Financial Analysis Opt 1 3 ACC 261 Income Tax Opt 1 3 Option 2 (Pick one of the following) INF 220 Human-Computer Interaction Opt 2 3 INF 310 Informatics Security Opt 2 3 INF 320 Legal Informatics Issues Opt 2 3 Total Hours 19

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Total Hours 19 Total Hours 70

Total Hours 70

Students planning to transfer to a four-year institution should check with that institution regarding math and science requirements before selecting math and science courses for this program. Patty Holmes made a recommendation to a change in format to the Accounting Career Day with the focus on DMACC students and their professional growth. Discussion followed. The Advisory Committee recommended that the Accounting Faculty would have an Accounting Career Day devoted to DMACC graduates alternated with an Accounting Career Day with a high school focus. Paul Cain made the motion and Mike Scheuerman seconded. The vote was unanimous. No new business was submitted at this time. The meeting adjourned at 1:35 pm. Respectfully submitted, Cynthia McCall Accounting District Chair

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Course Competency Assessment Data for ACC131

Course ACC 131

Term 200801 200802 200803 200901 200901

Number of Responses

% Correct

Number of Responses

% Correct

Number of

Responses

% Correct

Number of

Responses

% correct

Course Competency

1 873 60.48% 465 59.35% 105 61.90% 906 87.09%

2 582 78.52% 310 74.52% 70 75.71% 906 85.87%

3 1164 71.39% 620 74.03% 140 65.71% 604 80.46%

4 291 53.95% 155 57.42% 35 45.71% 604 75.00%5 291 46.39% 155 47.10% 35 48.57% 604 67.88%

6 1164 59.97% 620 59.19% 140 55.00% 604 52.15%

7 291 89.69% 155 90.32% 35 88.57% 604 81.29%

8 291 80.76% 155 79.35% 35 88.57% 604 64.40%

9 582 48.45% 310 60.32% 70 50.00% 604 48.01%

10 1164 59.88% 620 63.71% 140 57.86% 604 71.36%

11 582 58.42% 310 52.58% 70 55.71% 604 53.81%

12 873 72.97% 465 67.31% 105 72.38% 906 70.09%

13 582 41.07% 310 42.90% 70 51.43% 906 53.86%

Course ACTerm 200902 200903 201001

Number of Responses

% Correct

Number of Responses

% Correct

Number of

Responses

% Correct

Course Competency

1 519 85.36% 126 78.57% 878 83.71%

2 519 86.32% 126 88.10% 879 87.83%

3 346 83.82% 84 75.00% 585 84.10%

4 346 76.01% 84 73.81% 584 73.29% 5 346 67.34% 84 59.52% 585 70.77%

6 346 59.25% 84 58.33% 582 64.09%

7 346 81.21% 84 75.00% 585 84.62%

8 346 64.74% 84 67.86% 586 75.26%

9 346 53.18% 84 51.19% 584 55.14%

10 346 73.41% 84 78.57% 583 77.19%

11 346 56.65% 84 44.05% 585 62.74%

12 519 73.99% 126 89.68% 875 66.17%

13 519 58.57% 126 47.62% 874 57.55%

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Course Competencies Outcome for ACC132

Course ACC 132 Term 200701 200702 200801 200802

Number of

Responses

% Correct

Number of

Responses % Correct

Number of

Responses % Correct

Number of

Responses Course Competency

1 144 38.89% 489 49.49% 228 62.28% 507

2 240 37.50% 815 42.94% 380 45.79% 845

3 192 39.06% 652 53.99% 304 48.03% 676

4 288 45.83% 978 50.92% 456 60.53% 1014

5 144 36.11% 489 44.17% 228 45.61% 507

6 192 34.38% 652 41.87% 304 53.62% 676

7 96 64.58% 326 66.26% 152 77.63% 338

8 240 50.42% 815 49.45% 380 52.37% 845

9 48 8.33% 163 33.13% 76 30.26% 169

10 48 41.67% 163 53.99% 76 47.37% 169

11 48 27.08% 163 44.17% 76 43.42% 169

Course ACC 132 Term 200802 200803 200901 200902

% Correct

Number of

Responses

% Correct

Number of

Responses % Correct

Number of

Responses

% Correct

Course Competency

1 63.71% 195 73.33% 316 67.09% 524 69.27%

2 51.01% 325 67.08% 237 79.32% 393 83.21%

3 64.50% 260 72.69% 237 72.15% 393 71.25%

4 63.81% 390 68.21% 237 50.21% 393 60.05%

5 46.35% 195 50.26% 474 61.81% 786 58.78%

6 58.58% 260 68.08% 237 33.76% 393 45.55%

7 84.91% 130 87.69% 158 91.14% 262 87.40%

8 57.87% 325 65.23% 158 54.43% 262 61.45%

9 34.32% 65 23.08% 158 73.42% 262 76.72%

10 56.80% 65 76.92% 79 78.48% 131 71.76%

11 41.42% 65 44.62% 79 74.68% 131 69.47%

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Course ACC 132 Term 200903 201001 201003 201101

Number of

Responses

% Correct

Number of

Responses % Correct

Number of

Responses % Correct

Number of

Responses Course Competency

1 248 67.74% 324 68.83% 396 76.77% 299

2 186 86.02% 243 87.65% 297 81.48% 225

3 186 74.73% 243 75.72% 297 81.48% 225

4 186 55.38% 243 62.14% 297 88.55% 225

5 310 80.97% 486 67.28% 594 74.41% 450

6 186 34.95% 243 37.86% 297 72.05% 224

7 124 94.35% 162 93.83% 198 92.42% 149

8 124 58.87% 162 70.37% 198 53.54% 150

9 124 77.42% 162 77.16% 198 77.27% 150

10 62 85.48% 81 70.37% 99 86.87% 75

11 62 69.35% 81 75.31% 99 70.71% 74

Course Term 201101 201102

% Correct

Number of

Responses

% Correct

Course Competency

1 74.25% 640 69.06%

2 69.78% 480 80.21%

3 71.56% 480 81.88%

4 87.11% 480 86.67%

5 72.67% 960 71.56%

6 67.41% 480 69.17%

7 90.60% 320 90.94%

8 58.67% 320 50.31%

9 78.67% 320 78.13%

10 81.33% 160 80.00%

11 50.00% 160 69.38%

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comprehensive program evaluation accounting & bookkeeping yr prgm eval 2012 acctng … ·...

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