international assembly for collegiate business education ... · international assembly for...

Outcomes Assessment Plan

Institution Baker College

Academic Business Unit College of Business

Date March 16, 2017

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© 2013-2016 by the International Assembly for Collegiate Business Education Lenexa, Kansas

USA

Outcomes Assessment Plan i

Table of Contents

Table of Contents .......................................................................................................................................... i

Section I: Mission and Broad-Based Goals .................................................................................................. 1

Mission Statement .................................................................................................................................... 1

Broad-Based Goals .................................................................................................................................... 1

Section II: Student Learning Assessment ..................................................................................................... 3

ASSOCIATE-LEVEL PROGRAMS .................................................................................................................. 3

Student Learning Assessment for Associate of Business in Businesss Administration ......................... 3

Student Learning Assessment for Associate of Business in Accounting ............................................... 5

BACHELOR’S-LEVEL PROGRAMS ............................................................................................................... 6

Student Learning Assessment for BBA-Accounting .............................................................................. 6

Student Learning Assessment for BBA-Accelerated Program .............................................................. 8

Student Learning Assessment for BBA-Finance ..................................... .............................................10

Student Learning Assessment for BBA-Human Resource Management.............................................11

Student Learning Assessment for BBA-Management ......................................................................... 13

Student Learning Assessment for BBA-Marketing ..............................................................................15

Student Learning Assessment for BBA-Supply Chain Management ...................................................16

Section III: Operational Assessment .......................................................................................................... 18

Section IV: Linkage of Outcomes Assessment with Strategic Planning and Budgeting ........................... 20

Section V: Appendices ................................................................................................................................ 21

Outcomes Assessment Plan 1

OUTCOMES ASSESSMENT PLAN Baker College

College of Business

Section I: Mission and Broad-Based Goals

Mission Statement

Mission of the College of Business

The Mission of the College of Business is to enable graduates to meet the challenges of the dynamic and complex business environment. Our quality-focused, market-driven, and rigorous program curricula will establish and enhance core business knowledge and the ability to anticipate and react to societal changes, as well as provide students with technological proficiency, the ability to make ethical decisions, and the communication skills that embody the professional acumen graduates need to make positive contributions to their chosen fields.

Broad-Based Goals

Broad-Based Student Learning Goals:

1. Students will acquire the relevant disciplinary knowledge and competencies appropriate to their programs of study.

2. Students will demonstrate behaviors and attitudes that promote success in the workplace.

3. Students will demonstrate effective communication (both written and oral), including the use of technology, in various environment and

situations.

4. Students will acquire critical thinking skills including analysis and synthesis both within the career field and for the purpose of life-long learning.

5. Students will acquire relevant knowledge, which includes an understanding of cultural, social, political, and global issues.

6. Students will acquire the knowledge and demonstrate the ability to follow and support the ethical standards of their profession.


Broad-Based Operational Goals:

1. The College of Business will offer significant project based and active learning opportunities for

students.

2. The College of Business will offer highly effective programs and delivery systems degree that prepare students to be career ready.

3. The College of Business will provide students opportunity to advance critical thinking skills and the use of technology.

4. The College of Business will attract and retain career oriented faculty who are experts in their field.


Section II: Student Learning Assessment

ASSOCIATE-LEVEL PROGRAMS

Student Learning Assessment for the Associate of Business in Business Administration (AB-BA)

Program Intended Student Learning Outcomes (Program ISLOs)

1. Students will be able to describe the introductory concepts, basic theories, and fundamental practices in the principal functional areas of business.

Broad-Based Student Learning Goals Associated with this Outcome: 1, 2, 3,

Key Learning Outcomes for Associate-Level Business Programs to which this Outcome is Linked: 1

2. Students will be able to use current technology in support of business administration.

Broad-Based Student Learning Goals Associated with this Outcome: 3


3. Students will be able to produce and to present effectively in written and oral communication formats.



4. Students will apply relevant business knowledge to their field of study.

Broad-Based Student Learning Goals Associated with this Outcome: 1, 2, 4, 5, 6


Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning:

Performance Objectives (Targets/Criteria) for Direct Measures:

1. Company Change Proposal Presentation (MGT2210)

Program ISLOs Assessed by this Measure: 1, 2, 3, 4

At least 75% of all AB-BA students will score 70% or higher on each rubric criterion associated with the program ISLOs assessed by this measure.


Assessment Instruments for Intended Student Learning Outcomes— Indirect Measures of Student Learning:

Performance Objectives (Targets/Criteria) for Indirect Measures:

1. AB-BA Exit Interview

Program ISLOs Assessed by this Measure: 1, 2, 3, 4

On the exit survey instrument, at least 75% of all graduating AB-BA students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.


Student Learning Assessment for Associate of Business-Accounting


1. Students will be able to implement accounting concepts, principles, standards, and processes.

Broad-Based Student Learning Goals Associated with this Outcome: 1, 2, 4


2. Students will be able to integrate technology into work processes.



3. Students will be able to use relevant information and individual judgment to determine whetherevents or processes comply with laws, regulations, or standards.

Broad-Based Student Learning Goals Associated with this Outcome: 5, 6




1. NOCTI Test: 4900 v. 1 (Accounting Advanced)

Program ISLOs Assessed by this Measure: 1, 2, 3

At least 75% of all graduating AB-ACC students will score 70% or higher on each subset of examination questions related to each of the program ISLOs assessed by this measure.



1. AB-ACC Exit Survey


On the exit survey instrument, at least 75% of all graduating AB-ACC students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.


BACHELOR’S-LEVEL PROGRAMS

Student Learning Assessment for Bachelor of Business in Business Administration in Accounting (BBA-ACC)


1. Students will be able to implement accounting concepts, principles, standards, and processes.


Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2




3. Students will be able to use relevant information and individual judgment to determine whetherevents or processes comply with laws, regulations, or standards.


Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 4, 5

4. Students will be able to examine the ethical obligations and responsibilities of members of the

accounting profession.

Broad-Based Student Learning Goals Associated with this Outcome: 1, 2, 4, 5, 6


5. Students will be able to demonstrate the audit process from engagement planning through issuance

of the report.



6. Students will be able to compose reports that communicate the work done and resultant findings

clearly and objectively.






1. Peregrine CPC Exam

Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5, 6

At least 70% of all graduating BBA-ACC students will score above the 50th percentile or higher overall and on each subset of examination questions related to each of the BBA-ACC program ISLOs assessed by this measure.

2. WRK4950 Employer Internship Evaluation


On the employer evaluation instrument, employers will indicate that at least 75% of all graduating BBA-ACC “met” or “exceeded” expectations in achieving each of the program ISLOs assessed by this measure.



1. BBA-ACC Exit Survey


On the exit survey instrument, at least 75% of all graduating BBA-ACC students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.


Student Learning Assessment for Bachelor of Business in Business Administration – Accelerated Program (BBA-AP)


1. Students will be able to distinguish between management and leadership and apply the principles and best practices of each as appropriate.

Broad-Based Student Learning Goals Associated with this Outcome: 1, 4, 5, 6

Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 2

2. Students will be able to demonstrate practical knowledge of the functional areas of business including: accounting, marketing, finance, and human resourcesand the interrelationship among them.



3. Students will be able to analyze and evaluate the environment in which businesses operate, and the role each component of that environment plays in strategydevelopment, decision-making, and day-to-day operations.



4. Students will be able to analyze, interpret, and manage financial and operational data and information.


Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2, 3, 6

5. Students will be able to identify, evaluate, and discuss practical resolutions to ethical dilemmas and issues of corporate social responsibility.



6. Students will be able to formulate and implement strategic objectives that enhance organizational effectiveness and operational performance.








At least 70% of all graduating BBA-AP students will score above the 50th percentile or higher overall and on each subset of examination questions related to each of the BBA-AP program ISLOs assessed by this measure.

2. Strategic Management Case Study Analysis


On the rating scale in the case-study evaluation rubric (with “excellent” being the highest rating), at least 70% of all graduating BBA students will achieve a performance rating of “good” or higher on each evaluation criterion associated with the program ISLOs assessed by this measure.



1. BBA-AP Exit Survey


On the exit survey instrument, at least 75% of all graduating BBA-AP students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.


Student Learning Assessment for Bachelor of Business in Business Administration in Finance (BBA-FIN)


1. Students will be able to assess, analyze, and formulate strategies needed in financial decisionmaking situations in corporate finance.



2. Students will be able to evaluate an individual customer's situation and formulate both a short- andlong-term strategy to help that customer meet financial objectives.



3. Students will be able to assess, analyze, and synthesize banking, financial markets, and riskexposures in the financial services environment.






Program ISLOs Assessed by this Measure: 1, 2, 3,

At least 70% of all graduating BBA-FIN students will score above the 50th percentile or higher overall and on each subset of examination questions related to each of the BBA-FIN program ISLOs assessed by this measure.

2. WRKBS4010 Employer Internship Evaluation

Program ISLOs Assessed by this Measure: 1, 2, 3,

On the employer evaluation instrument, employers will indicate that at least 75% of all graduating BBA-FIN “met” or “exceeded” expectations in achieving each of the program ISLOs assessed by this measure.




1. BBA-FIN Exit Survey


On the exit survey instrument, at least 75% of all graduating BBA-FIN students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.

Student Learning Assessment for Bachelor of Business in Business Administration in Human Resource Management (BBA-HRM)


1. Students will be able to analyze, plan, and support activities and programs for sourcing, recruiting, hiring, onboarding, orientation, and retention.



2. Students will be able to compare, develop, and recommend strategies to address appropriate

expectations for performance and behavior from employees including performance standards andmeasures.



3. Students will be able to identify and create learning opportunities that increase employee capabilityand organizational knowledge.



4. Students will be able to describe and recommend compensation systems and programs (e.g., basepay, benefits, incentive pay, leave, perquisites, retirement) that support recruitment and retentionefforts.




5. Students will be able to evaluate and consider workplace issues related to workforce management, employee relations, technology and data, the global context, diversity and inclusion, risk management, corporate social responsibility, and employment law and regulations.



6. Students will be able to interpret and apply organizational strategy, mission, vision, and values in developing an HR strategy and tactical plan that addresses stakeholder needs, considers the impact of decisions on the overall workforce, and enhances organizational effectiveness and performance.







At least 70% of all graduating BBA-HRM students will score above the 50th percentile or higher overall and on each subset of examination questions related to each of the BBA-HRM program ISLOs assessed by this measure.

2. HRM Research Paper

Program ISLOs Assessed by this Measure: 5, 6




On the employer evaluation instrument, employers will indicate that at least 75% of all graduating BBA-HRM “met” or “exceeded” expectations in achieving each of the program ISLOs assessed by this measure.



1. BBA-HRM Exit Survey


On the exit survey instrument, at least 75% of all graduating BBA-HRM students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.


Student Learning Assessment for Bachelor of Business in Business Administration in Management (BBA-MGT)


1. Students will be able to analyze, plan, and manage resources, projects, and programs for the functional areas of business in order to attain organizational

goals.



2. Students will be able to examine ways in which business and management are responding to issues related to demographics and society, politics, economics,

law and regulations, technology and data, risk management, corporate social responsibility, and the global context.


Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2, 3, 4, 5

3. Students will be able to examine the role of management and its importance to organizational success.



4. Students will be able to apply effective communication, management ethics, professional behavior, and interpersonal skills to management situations.



5. Students will be able to evaluate various scenarios to determine the details of the case, the data available, the data yet to be obtained, and the outcomes

required for effective decision making.




6. Students will be able to research, create and present a strategic plan in response to the industry that addresses stakeholder needs and enhances organizational

effectiveness and performance including implementation, specific measures, and methods of monitoring.







At least 70% of all graduating BBA-MGT students will score above the 50th percentile or higher overall and on each subset of examination questions related to each of the BBA-MGT program ISLOs assessed by this measure.

2. Strategic Management Case Analysis





On the employer evaluation instrument, employers will indicate that at least 75% of all graduating BBA-MGT “met” or “exceeded” expectations in achieving each of the program ISLOs assessed by this measure.



1. BBA-MGT Exit Survey


On the exit survey instrument, at least 75% of all graduating BBA-MGT students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.


Student Learning Assessment for Bachelor of Business in Business Administration in Marketing (BBA-MKT)


1. Students will be able to apply effective communication and interpersonal skills to marketing situations.



2. Students will be able to produce, revise, and present a marketing plan in response to the market.



3. Students will be able to design an integrated marketing campaign.

Broad-Based Student Learning Goals Associated with this Outcome: 1, 2, 3, 4, 5, 6

Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 3 , 5

4. Students will be able to translate an understanding of marketing ethics into professional behavior.



5. Students will be able to examine the role of marketing and its importance to organizational success.






Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5

At least 70% of all graduating BBA-MKT students will score above the 50th percentile or higher overall and on each subset of examination questions related to each of the BBA-MKT program ISLOs assessed by this measure.


2. Integrated Strategic Marketing Plan

Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5




On the employer evaluation instrument, employers will indicate that at least 75% of all graduating BBA-MKT “met” or “exceeded” expectations in achieving each of the program ISLOs assessed by this measure.



1. BBA-MKT Exit Survey


On the exit survey instrument, at least 75% of all graduating BBA-MKT students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.

Student Learning Assessment for Bachelor of Business in Business Administration in Supply Chain Management (BBA-SCM)


1. Students will be able to evaluate the supply chain process, through value stream mapping, for potential risks including bottlenecks, shortages, and removal of

waste in terms of time, quality, and cost.



2. Students will be able to analyze industry trends.



3. Students will be able to generate solutions to improve the supply chain of a business.



Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2, 3, 4, 5, 6





At least 70% of all graduating BBA-SCM students will score above the 50th percentile or higher overall and on each subset of examination questions related to each of the BBA-SCM program ISLOs assessed by this measure.

2. SCM Industry Trends and Technology Research Paper


On the rating scale in the research paper evaluation rubric (with “excellent” being the highest rating), at least 70% of all graduating BBA students will achieve a performance rating of “good” or higher on each evaluation criterion associated with the program ISLOs assessed by this measure.



On the employer evaluation instrument, employers will indicate that at least 75% of all graduating BBA-SCM “met” or “exceeded” expectations in achieving each of the program ISLOs assessed by this measure.



1. BBA-SCM Exit Survey


On the exit survey instrument, at least 75% of all graduating BBA-SCM students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.


Section III: Operational Assessment

Intended Operational Outcomes for the College of Business

1. Students in the College of Business will participate in at least 1 relevant internships at each, degree level.

Broad-Based Operational Goals Associated with this Outcome: 1

2. The College of Business will be successful in placing its graduates in degree-related careers and entry-level positions.


3. College of Business faculty will meet and exceed qualifications in their teaching disciplines.


4. The College of Business will be successful in providing high-quality learning and technological resources to its students.


5. The College of Business will integrate professionalism and career readiness interventions on an annual basis.


Assessment Measures/Methods for Intended Operational Outcomes: Performance Objectives (Targets/Criteria) for Operational Assessment Measures/Methods:

1. Baker College Career Services – Program Internship Annual Reports

Intended Operational Outcomes Assessed by this Measure: 1

75% of College of Business students will successfully complete at least one internship (120 field hours) prior to graduation.

2. First Destination Survey


The College of Business will place 90% or more of its undergraduate students in degree-related positions or in graduate school within six months of graduation.

3. Baker College Faculty Credential Compliance


90% of College of Business faculty will meet or exceed (annually) the Baker College Faculty Credential in the assigned teaching area/discipline.


4. BBA Programs’ Exit Surveys


On the BBA Programs’ exit survey instruments and in the interviews, at least 90% of all graduating students will indicate that they were “satisfied” or “very satisfied” with the college’s learning and technological resources.

5. Achieving Career Excellence (ACE) Program Monitoring


At least 90% of all College of Business students will complete all ACE assignments prior to beginning, WRK4950, WRKBS2010, or WRKBS4010.


Section IV: Linkage of Outcomes Assessment with Strategic Planning and Budgeting Baker College is currently in the process of developing a new 4-year strategic plan for 2017-2021. Additionally, the Business Division (College of Business), is also following suit, with its own 3-year College of Business Strategic Plan for 2018-2021. The outcomes assessment plan has been and will be an integral component of our plan as we devise our 3-5 strategic directions, goals, action plans, and key measures. Our strategic directions will consist of a. Quality & Continous Improvement; b. Growth and Focused Expansion; c. Outreach and Community Engagement will certainly tie directly to our Broad-based Operational Goals and the mission of the College of Business. We currently review student learning outcomes annually using all of the measure and instruments noted throughout our plan. Within the College of Business, there are several subcommittees. a. IACBE Accreditation Committee b. Curriculum Committee c. Faculty Professional Development d. Strategic Planning Committee e. Student Professional Development Subcommittees meet to review, revise, and address current concerns, projects, issues, challenges and needs of the College. These committees report out and share insights with the College of Business on a monthly basis, during College of Business meetings. In the realm of Institutional budgeting, the needs of the College of Business are addressed through the business unit (System Academics) budgeting process. Budgetary resources for HR (faculty), software, professional development, and academic support services are administered at the campus–levels, and through System Academics, annually.


Section V: Appendices Appendix A: End of Program – ABBA Case Study and Rubric Appendix B: End of Program – ABACC NOCTI Exam Pathway Appendix C: End of Program – BBBA Peregrine CPC Exam Outline Appendix D: End of Program – BBBA-HRM Research Paper and Rubric Appendix E: End of Program – BBBA-AP/MGT Strategic Management Case Study and Rubric Appendix F: End of Program – BBBA-MKT Integrated Marketing Plan and Rubric Appendix G: End of Program – BBBA-SCM Industry Trends Technology Paper and Rubric Appendix H: End of Program – Exit Interview Templates (for each program) Appendix I: Employer ISLO Evaluations (for each program) Appendix J: First Destination Graduate Survey Questions Appendix K: ACE Assignments Appendix L: Faculty Credentials Guidelines

MGT2210 Company Change Proposal Presentation 300 Points

Your presentation should include all of your research on your selected company and your proposal for change for that company based on your research. Your research should address all of the following elements:

• Analyze employee and business performance. • Identify the philosophy of how employees feel about management—What are they doing to try

to improve employee labor relations? • Identify the technologies and/or tools you would use for business decision-making, and explain

why you would use them. • Analyze the impact of internal and external customer service for the company. • Research and analyze management situations at the company that display problem-based

decision-making (if you cannot find examples of problem-based decision-making, then your proposal should address problem-based decision-making).

• Find different training methods and decide which would be effective for the company—How would you recommend training be conducted for the company?

• Characterize the leadership styles at the company—does this work, why or why not? • Come up with a plan/communication methods that would improve employee relations. • How should this company conduct benchmarking? Identify the technology they use to

benchmark, or make recommendations for technology to be used for benchmarking. • Who are they networking with? Who should they be networking with? Why? • Research ethical problems within the industry. What are some problems that this company has

or could have dealt with? What is their code of ethics? • Analyze the impact of personal ethical decisions, organization ethical decisions, corporate social

responsibility, and cultural diversity and globalization on the company. You might find it is useful to use different management blogs as resources: LinkedIn, Michigan Employee Engagement Network (or another state’s network if in a different state), American Management Association. The presentation should include specific examples of research to support the proposal. You may select the presentation format that will work best to present your company research and change proposal (Recommendations include: PowerPoint, Prezi, YouTube, Google Sites [or other similar website program: Wix, Weebly, etc.]). The presentation should be professional, and you should frame the proposal as though you are presenting it to the President/CEO/Leader(s) of the company. Use the Final Presentation Rubric

to guide your work.

MGT2210 – (Company Change Proposal Presentation) Final Presentation Rubric- 300 points

Content-Required Elements

Points 120-108 107-96 95-84 83-0 Comments Content- Research Required Research Elements: (ISLO 1, 3)

• Analyze employee and business perfor-mance.

• Identify the philosophy of how employees feel about management—What are they do-ing to try to improve employee labor rela-tions?

• Identify the technologies and/or tools you would use for business decision-making, and explain why you would use them.

• Analyze the impact of internal and external customer service for the company.

• Research and analyze management situa-tions at the company that display problem-based decision-making (if you cannot find examples of problem-based decision-mak-ing, then your proposal should address prob-lem-based decision-making).

• Find different training methods and decide which would be effective for the company—How would you recommend training be con-ducted for the company?

• Characterize the leadership styles at the company—does this work, why or why not?

• Come up with a plan/communication meth-ods that would improve employee relations.

• How should this company conduct bench-marking? Identify the technology they use to benchmark, or make recommendations for technology to be used for benchmarking.

• Who are they networking with? Who should they be networking with? Why?

• Research ethical problems within the indus-try. What are some problems that this com-pany has or could have dealt with? What is their code of ethics?

• Analyze the impact of personal ethical deci-sions, organization ethical decisions, corpo-rate social responsibility, and cultural diver-sity and globalization on the company.

Presentation provides research and addresses all of the 12 required elements in detail.

Presentation provides research and addresses at least 10 of the 12 required elements, OR may be missing some key details from several of the required research elements.

Presentation provides research and addresses at least 9 of the 12 required elements. May or may not also be missing some key details from the research about the company.

Research on the company addresses 8 or fewer of the 12 required elements. Research is incomplete and is missing key information about the company.


Content-Required Elements (Continued)

Points 120-108 107-96 95-84 83-0 Comments

Content- Proposal (ISLO 4)

Presentation includes a change proposal directed to the President/CEO/Leader(s) of the company. The change proposal is logical, in sync with the direction of the company, and the presentation includes specific examples from the research to justify the change proposal. In the presentation, the student explains in detail all aspects of the business that could potentially be impacted by the change proposal.

Presentation includes a change proposal directed to the President/CEO/Leader(s) of the company. The presentation includes specific examples from the research to justify the change proposal, but the change proposal might not be very logical or a good fit for the direction of the company. In the presentation, the student briefly addresses the aspects of the business that could potentially be impacted by the change proposal.

Presentation includes a generic change proposal. The presentation might reference a few examples from the research to justify the proposal, but the proposal is not strongly supported and does not appear to be a logical fit for the company. In the presentation, the student briefly addresses some of the aspects of the business that could potentially be impacted by the change proposal, but is clearly missing some important aspects that would be impacted by the change proposal.

The change proposal is incomplete. It is generic and does not appear to apply specifically to the selected company. It is not supported with details or examples of research to justify the proposed change. The presentation may or may not address some of the aspects that could potentially be impacted by the change proposal, but it is clearly missing several very important aspects that would be impacted by the change proposal.

Presentation Mechanics

Points 15-14 13-12 11-10 9-0 Comments

Presentation Format

Well organized and neat presentation of information; strong and appropriate transitions throughout presentation. Expresses ideas clearly and logically. The selected presentation format is used effectively and is a logical format for the information.

Adequate organization; appropriate transitions through most of presentation. Expresses most ideas clearly; occasional lapse in logical order.

Transitions are unclear and presentation is not well organized. Several ideas are not clear or there are several areas that do not follow a logical order. The selected presentation format is not used effectively and is not conducive to coherence.

Unclear; fails to use transitions appropriately. Lacks coherence. Disjointed connection of ideas; difficult to follow. Lacks clarity. Does not follow a logical format to present information. The selected presentation format is inappropriate for the content and is not conducive to coherence.

Points 15-14 13-12 11-10 9-0 Comments

Presentation Format-Technical Aspects (ISLO 2)

Student uses technology effectively to conduct a clear and concise presentation. All visuals are clear and aesthetically pleasing. Any audio components are clearly audible and are in line with the visual components. Any audio or visual elements support the content of the presentation.

Student uses technology to conduct the presentation. Most visuals are visibly clear. Most audio components are clearly audible and are in line with the visual components. Most audio or visual elements support the content of presentation.

Student uses technology to conduct the presentation, but with several technology-related errors. Several visuals are not visibly clear, and audio components are not very audible or are not in line with the visual components. Several audio and/or visual elements do not support the content of presentation.

Use of technology for the presentation is poor; technology is used inefficiently, incorrectly, or functions poorly, OR technology is not used at all. Visual and/or audio elements are unclear, not discernable, or not aesthetically pleasing. Most audio and/or visual elements do not support the content of presentation.


Points 15-14 13-12 11-10 9-0 Comments

Professionalism Presentation is professional-looking is appropriate quality to present to a work superior or CEO. Uses language and terminology appropriate for the industry.

Presentation is fairly professional-looking. Uses professional language but not industry-specific terminology.

Presentation is not professional or top-quality in some areas. Uses mostly professional language, but not industry-specific terminology, and there are several instances of language that is not very professional.

Presentation is not professional and does not reach a quality that would be appropriate to present to a work superior or CEO. There are many instances of unprofessional language.

Points 15-14 13-12 11-10 9-0 Comments

Writing Mechanics (ISLO 3) Grammar, spelling, punctuation, capitalization.

Demonstrates knowledge and use of writing mechanics, enhances the readability. No spelling or grammar errors. Correctly uses in-text citations for all sources according to APA formatting.

Demonstrates knowledge and use of writing mechanics with minor errors that do not detract from the readability. Uses in-text citations with minor errors to identify sources.

Several major errors in writing mechanics. Several major errors with in-text citations.

Difficulties with readability due to inappropriate use of writing mechanics. Lacks proper use of writing mechanics, lacks readability. Student has many obvious errors in APA citations

Instructor Comments: Total Points: ___________

Accounting-Advanced

Test Code: 4900 / Version: 01Copyright © 2012. All Rights Reserved.

Job Ready Assessment Blueprint

Test Type: The Accounting-Advanced industry-based credential is included in NOCTI’s Job Ready assessment battery. Job Ready assessments measure technical skills at the occupational level and include items which gauge factual and theoretical knowledge. Job Ready assessments typically o�er both a written and performance component and can be used at the secondary and post-secondary levels. Job Ready assessments can be delivered in an online or paper/pencil format.

Revision Team: The assessment content is based on input from secondary, post-secondary, and business/industry representatives from the states of Georgia, Maryland, Michigan, Missouri, Pennsylvania, South Carolina, Tennessee, and Virginia.

52.0302- Accounting Technology/Technician

and Bookkeeping

43-3031.00- Bookkeeping, Accounting, and Auditing Clerks

CodeCIP

The Association for Career and Technical Education (ACTE), the leading professional organization for career and technical educators, commends all students who participate in career and technical education programs and choose to validate their educational attainment through rigorous technical assessments. In taking this assessment you demonstrate to your school, your parents and guardians, your future employers and yourself that you understand the concepts and knowledge needed to succeed in the workplace. Good Luck!

Accounting-Advanced

General Assessment Information

Career Cluster 4-Business, Management,

and Administration

General Assessment InformationWritten Assessment InformationSpeci�c Competencies Covered in the Test

Sample Written ItemsPerformance Assessment InformationSample Performance Job

Blueprint Contents

Page 2 of 10

In the lower division baccalaureate/associate degree category, 3 semester hours in Accounting

NOCTI Job Ready Assessment


NOCTI written assessments consist of questions to measure an individual’s factual theoretical knowledge.

Administration Time: 3 hoursNumber of Questions: 225Number of Sessions: This assessment may be administered in one, two, or three sessions.

Wri�en Assessment

Accounting-Advanced

Page 3 of 10

Areas Covered

12%

8%

13%

4%

16%

10%

8%

4%

7%

of Source DataMechanical and Electronic

Accounting DevicesSecurity

Basic Accounting Knowledge

Advanced Accounting Principles

6%

12%

Cash and Banking Procedures

Speci�c Standards and Competencies Included in this Assessment

Accounting-Advanced

Journalizing • Journalize an opening entry • Interpret information contained in source documents • Follow principles of double-entry bookkeeping in the journalizing process • Record entries in special journals • Total and post special journals • Adjust for bad debts using direct write-off or allowance methods • Analyze transactions involving owners’ equity

Posting • Post from special journals to general and subsidiary ledger accounts • Demonstrate understanding of multicolumn ledgers • Demonstrate familiarity with computerized posting methods • Use appropriate posting references • Prove accuracy of posting to ensure entries are in balance

Payroll Preparation • Calculate employee earnings • Enter payroll data in a payroll earnings record • Demonstrate familiarity with electronic payroll data entry • Complete a payroll register • Prepare a payroll check and check stub with appropriate information • Record information found on W-4 forms in employee data section • Calculate appropriate employee payroll taxes • Calculate appropriate employer payroll tax liabilities • Determine appropriate deposit dates, documentation, and prepare quarterly state and federal tax forms • Journalize payroll entries at end of earnings period in appropriate journals


(Continued on the following page)

Page 4 of 10


Speci�c Standards and Competencies (continued)

Accounting-Advanced


Cash and Banking Procedures • Complete check stubs and checks • Enter appropriate data on a deposit slip • Reconcile a bank statement • Follow up on outstanding checks, including voiding and/or reissuing checks • Demonstrate familiarity with online and electronic banking procedures • Exhibit understanding of credit cards and/or debit cards • Manage multiple bank accounts and transactions • Reconcile and replenish petty cash funds

Merchandise Inventory • Demonstrate knowledge of a merchandise inventory account • Analyze effects on accounts by the purchase of merchandise • Calculate the cost of merchandise sold • Prepare adjusting entries based on physical inventory • Calculate for obsolete or a shrinkage of inventory

Completion of Accounting Cycle • Complete 8 or 10 column worksheets • Prepare the needed financial statements from a completed worksheet • Verify the financial statements against the worksheet for accuracy • Record and post adjusting and closing entries • Locate and correct accounting errors • Prepare post-closing trial balance from general ledger

Identi�cation and Application of Source Data • Identify and locate appropriate business forms used in bookkeeping and/or accounting • Apply procedures for using electronic data for various bookkeeping and/or accounting purposes

Page 5 of 10

Speci�c Standards and Competencies (continued)

Mechanical and Electronic Accounting Devices • Demonstrate ability to use calculator, adding machine, and computer • Generate and interpret charts and graphs • Generate and interpret spreadsheets

Security • Exhibit familiarity with the internal controls for sensitive source documents • Exhibit familiarity with the internal controls for e-commerce • Exhibit familiarity with internal control for the protection of company assets • Exhibit familiarity with confidentiality and ethics

Basic Accounting Knowledge • Exhibit understanding of terminology relating to accounting • Exhibit understanding of careers in accounting • Exhibit understanding of regulatory bodies

Advanced Accounting Practices • Exhibit understanding of cash or accrual accounting • Differentiate between proprietorship, partnership, corporation, and departmental accounting procedures • Record accounting entries for installment payment systems • Calculate the amount of uncollectable accounts through aging of accounts receivable • Exhibit understanding of stocks, declarations, and payment of dividends • Calculate and record depreciation and amortization • Calculate and analyze financial ratios


Accounting-Advanced

Page 6 of 10


A cash discount entry is based on A. invoice terms B. vendor relationships C. purchase volume D. a trade reduction Posting is a process whereby A. account titles are copied from a chart of accounts to a ledger B. debits and credits are copied from a journal to a ledger C. general purpose �nancial statements are published D. account balances are carried to a trial balance Using an electronic data interchange format, employers can now �le A. Coupon 8906 B. vouchers C. seasonal payments D. Form 941 The original deposit ticket A. accompanies the money to the bank B. stays with the company’s records C. is mailed to the bank after the deposit is made D. remains in the ledger A purchase of merchandise on account A. decreases an asset B. decreases a liability C. increases a liability D. increases an expense

Sample Questions

NOCTI Job Ready Assessment Page 7of 10

Accounting-Advanced

Sample Questions (continued)

Bill started his business by investing $5,000 cash and computer equipment valued at $3,500. The balance in capital is A. $3,000 B. $3,500 C. $5,000 D. $8,500 A summary of an employee’s payroll data is maintained in a/an A. payroll requisition B. employee’s W-4 form C. payroll journal D. employee’s earnings records An inventory method that shows a change in the amounts on hand as the changes occur is called a _______ inventory. A. physical B. perpetual C. merchandise control D. sales In automated accounting, an audit trail A. ensures accuracy of processed information B. is generated on a yearly basis C. is always on a CD or disk D. corrects the data The declaration of a cash dividend is recorded as a A. debit to Retained Earnings and a credit to Dividends Payable B. credit to Stock Dividends and a debit to Owner’s Equity C. debit to Stock Dividends and a credit to Owner’s Equity D. credit to Retained Earnings and a debit to Dividends Payable

NOCTI Job Ready Assessment Page 8 of 10

Accounting-Advanced

NOCTI performance assessments allow individuals to demonstrate their acquired skills by completing actual jobs using the tools, materials, machines, and equipment related to the technical area.

Administration Time: 3 hours and 15 minutes Number of Jobs: 7

Areas Covered:

27% Journal Entries Participants will �ll out multiple forms legibly. 10% Posting Veri�cation Participants will schedule accounts receivable, and make a trial balance legibly.

12% PayrollParticipants will compute net pay for multiple employees and complete the payroll register legibly.

7% Complete WorksheetParticipants will complete worksheet legibly. 14% Financial StatementsParticipants will complete an income statement, balance sheet, and statement of owner’s equity correctly and legibly.

10% Ratio and Partial Horizontal Analysis Participants will complete partial horizontal analysis, working capital, current ratio, and acid-test.

20% Advanced Journal Entries Participants will complete multiple entries legibly and timely.

Performance Assessment Accounting-Advanced


10%

14%

20%

7% 12%

27%

10%

Posting Veri�cation

Sample Job

Maximum Time: 15 minutes

Participant Activity: The participant will be asked to prepare a schedule of accounts receivable and trial balance.

Accounting-Advanced


August, 2015

Citation:

Peregrine Academic Services. (2015). The CPC-based COMP Exam: Development, validity, and

reliability (Report No. 2014-1). Gillette, WY: Author.

Peregrine Academic Services, LLC

The CPC-based COMP Exam: Development, Validity, and Reliability

The need for program-level evaluation in higher education includes more than just accreditation,

as other stakeholders also expect greater accountability through learning assessment (Murray,

2009). Although quantifying the inputs to higher education is important, perhaps even more

important is measuring the change that occurs as a result of the educational experience.

Continuous improvement can then be achieved when the results from the assessment are

incorporated into instructional activities.

The purpose of this report is to describe the developmental history of the Common Professional

Component (CPC)-based Comprehensive (COMP) Exam services provided by Peregrine

Academic Services to assess the retained knowledge of students enrolled in higher education for

the purposes of program-level evaluation and to discuss exam validity and reliability.

Conceptually and throughout the development, evaluation, and administration of the test bank,

the developmental principles instituted by the entities listed were followed: American

Educational Research Association, the American Psychological Association, and the National

Council on Measurement in Education (1985) and Cozby (2001).

EXAM SERVICES

Currently, Peregrine Academic Services provides eight distinct exam services used for

programmatic assessment, learning outcomes evaluation, and satisfying accreditation

requirements. The eight distinct services are:

1. Business (BUS), with undergraduate, masters, and doctoral level test banks

2. Global Business Education (GBE), with undergraduate and graduate test banks

3. Accounting and Finance (ACPC), with undergraduate and graduate test banks

4. Public Administration (PUB), with undergraduate and graduate test banks

5. Early Childhood Education (ECE), with undergraduate and graduate test banks

6. Healthcare Administration (HCA), one test bank used for both graduate and

undergraduate assessments based on topic selection

The CPC-Based COMP Exam: Development, Validity, and Reliability

2

7. Criminal Justice (CJ), with both graduate and undergraduate test banks

8. General Education (GEN ED), one test bank used for assessing the undergraduate GEN

ED curriculum based on topic selections

Each of the exam services was developed and is maintained based upon the following

procedures.

EXAM DEVELOPMENT

The exam services were each developed based upon the Common Professional Components

[knowledge] as defined by the accreditation/certification organization associated with the

academic degree program, including the ACBSP, IACBE, AACSB, CAEP, ACJS, AACTE,

AUPHA, and NASPAA. The accreditation standards and principles from each organization were

used to provide direction and focus related to the topic and subject identification. Program

managers of schools typically structure their curriculum based upon the CPC topics and most

course-level and program-level learning outcomes are associated with the CPC topics (Cripps et

al., 2011).

The overall construct for a summative program-level assessment for academic programs in

higher education was developed in consultation with accreditation officials using identified

scientific standards for measurement as described by Allen & Yen (1979). As a summative

program-level instrument, the construct was to use foundational concepts associated with each

CPC topical area for the exam questions in order to assess student retained knowledge and thus

provide the institution with valuable information related to program-level learning outcomes.

The following procedures were taken, in order, to identify the specific exam concepts (a.k.a.,

subject areas) to include with the foundational aspects of each topic:

1. Academic officials were consulted for each of the represented disciplines.

2. Course curriculum at the undergraduate and graduate levels was reviewed.

3. Accreditation officials were engaged in order to determine accreditation-related

expectations.

Based upon the concept identification activities, content for the exams was developed using a

variety of techniques including subject-matter experts and commonly used course materials.

Approximately 300-500 exam questions (multiple-choice with four or five responses) were

developed for each exam topic in order to create the exam test bank. Unique test banks were

developed based on the academic degree level as appropriate for the academic program. Exam

questions focus on concept application at the foundational level, with only a limited number of

questions that are definitional-based.


3

The test banks were then prepared for exam administration to a beta-test group of students at

different universities, both within the US and when appropriate, outside of the US (the GBE

Exam Service). The exam is administered online with 10 questions per topic for a total of 100-

120 questions per exam. Each exam is unique based upon a random selection of questions from

the test bank. Exam questions are displayed one-at-a-time and ordered by topic. Topic order is

also randomized for each exam.

An exam proctor is not required to administer the exam and there are several exam integrity

measures that are built into the process, including:

Randomized questions

Randomized topic order

Timed response periods for questions

Full restriction to copy/paste from the exam window

The exams were then beta-tested with students at different universities. The beta-test included

approximately 1,000 exams. The psychometric analysis (Kuder & Richardson, 1937; Nunnally &

Bernstein, 1994) of beta-test data:

Facilitated the creation of the normed scoring/grading scale

Identified exam questions with substandard quality, which were then

eliminated

Established how subject-level scores can be combined to generate topic-level

scores;

Established the average completion time requirements, both per question and

by per exam

The exams were then administered to additional students from other universities. Once an

additional sample of 5,000 completed exams was obtained, further psychometric analyses were

conducted on the test bank and additional refinements and improvements of exam questions were

made. Periodically, a similar review of the test bank is conducted to ensure the quality of the

exam and the test bank. More information regarding reliability processes is presented later in this

paper.

VALIDITY

Validity is defined as the extent to which the exam results are relevant and meaningful for the

purpose of the exam (Cronbach, 1971), and in this case, to assess the student retained knowledge

of the selected program topics in order to assist university program managers with evaluating


4

learning outcomes. To ensure that the exam service is valid and fit for its purpose, evidence was

collected from the first stages of test development and the first beta-testing along with ongoing

validation efforts. Some of the exam validity measures include:

Content validity was performed with exam questions written and reviewed by

academic professionals within each academic discipline. All exam questions

were linked to the established CPC topics.

All exam questions have a subject-level designation with 4-8 subjects per

topic. Subject-level designation and subsequent reporting allows for direct

measurement of learning outcomes based upon institution’s own defined

criteria.

Regarding criterion-related validity, exam questions are based upon the

accreditation requirements for program-level assessments as defined and

described by the associated accreditation organization.

Exam responses are either correct or incorrect with only one possible correct

choice.

Exam scores are determined by summarizing the percent correct: per subject,

per topic, and by total score.

Test bank quality reviews eliminated substandard questions following the

initial beta-testing.

Regarding face validity, there have been more than 5,000 reviews of the

services in their online delivery format by higher education officials

representing over 400 academic institutions (both within the US and outside

of the US) as of August 2015.

For construct validity, the exam service was designed in consultation with

accreditation officials.

RELIABILITY

Reliability is defined as the extent to which the exam results can be relied upon and that the

results will be similar on repeated occurrences. Reliability processes that are employed to ensure

a reliable service are extensive.

Item Analysis

Item analysis is a technique that evaluates the effectiveness of items (i.e. questions) in a test. The

two principal measures used in item analysis are item difficulty and item discrimination.


5

Item Difficulty

The difficulty of an item (i.e. a question) in a test is the percentage of the sample taking the test

that answers that question correctly. This metric takes a value between 0 and 1 (or 0-100%).

High values indicate that the question is easy, while low values indicate that the question is

difficult.

Example 1: 56 of the 100 students who were given a test containing question Q1

answered the question correctly. The item difficulty for this question is therefore 56/100

= 56%.

Targets and Evaluation Criteria: A target item difficulty of 60% has been set with an

acceptable range of 40 – 80%. We periodically examine the item difficulty of all the questions in

the test bank. Any question whose item difficulty is outside this range is eliminated or modified

and retested.

Example 2: The questions in the test bank shown in Figure 1 have a range of item

difficulty from 11.5% to 89.6%. The mean item difficulty is 5.62, which is just below our

target. 15 questions have an item difficulty below 40% and 13 have an item difficulty

above 80% .

Figure 1 – Item Difficulty Distribution

Item difficulty is related to the difficulty of the test as a whole, which in this case is either the

test score or the percentage correct, i.e. the number of correct answers divided by the number of

questions (10 in our case). The distribution of test scores in a 1,000-student sample is as follows:


6

Figure 2 – Distribution of Test Scores

Item Discrimination

Item discrimination is a measure of how well an item (i.e. a question) distinguishes between

those with more skill (based on the subject that the test measures) from those with less skill. We

track two measures of item discrimination: the index of discrimination and the point-biserial

correlation.

Index of Discrimination

A principal measure of item discrimination is the index of discrimination (a.k.a., the

discrimination index). This index is measured by selecting two groups: high skill and low skill

based on the total test score. We assign the high skilled group to be those students whose total

score is in the top 27% and the low skilled group to those students in the bottom 27%.

The discrimination index for a specific question is the percentage of students in the high skilled

group who answer that question correctly minus the percentage of students in the low skilled

group who answer the question correctly.

The discrimination index takes values between -1 and +1. Values close to +1 indicate that the

question does a good job of discriminating between high performers and low performers. Values

near zero indicate that the question does a poor job of discriminating between high performers

and low performers. Values near -1 indicate that the question tends to be answered correctly by

those who perform the worst on the overall test and incorrectly by those who perform the best on

the overall test, which is clearly not desirable


7

Example 3: 100 students are asked to respond to question Q1. The scores on this

question (1 for correct and 0 for incorrect) along with the total scores for the 100 students

is shown in Figure 3.

Figure 3 – Scores for Q1 vs. total scores

A histogram of the total scores for these 100 students is shown in Figure 4.

Figure 4 – Histogram of total scores

We now show how to calculate the index of discrimination. The best 27 total scores are 8, 9 and

10 (high skill group) and the worst 27 scores are 0, 1, 2, 3 and 4 (low skill group). Of the 27

students who got a score of 8 or higher, 23 students answered question Q1 correctly. Of the 27

students who got a score of 4 or lower, 9 students answered Q1 correctly.

Q1 Total Q1 Total Q1 Total Q1 Total Q1 Total

1 8 0 4 0 7 0 8 1 7

0 5 1 9 1 8 1 6 0 6

0 5 0 3 0 2 1 4 1 2

1 4 0 7 1 6 0 5 0 6

0 1 1 9 1 7 0 6 1 6

1 8 1 8 0 5 0 7 0 5

0 9 1 10 1 6 1 8 1 10

1 5 0 4 1 4 1 9 1 7

0 4 0 5 1 7 0 3 0 7

1 3 1 5 1 6 1 7 1 6

1 8 0 3 0 5 0 6 1 9

0 6 1 7 1 8 1 7 0 6

1 8 0 4 0 3 0 5 1 10

0 0 1 4 1 9 1 10 1 6

1 5 1 6 0 5 1 4 1 7

1 8 1 6 1 9 0 4 1 6

1 7 1 9 0 2 1 3 1 8

0 8 0 5 0 4 0 5 0 2

1 8 0 7 0 1 1 3 0 4

0 2 0 9 1 7 1 9 1 6

Frequency Table

Item Analysis

item freq cum

0 1 1 1 Discrim cutoff 0.27

1 2 3 3

2 5 8 8 Q1

3 7 15 15 Difficulty 0.56

4 12 27 27 Discrimination0.518519

5 14 41 Correlation0.449713

6 17 58

7 15 73

8 13 86 27

9 10 96

10 4 100

100

0

2

4

6

8

10

12

14

16

18

0 1 2 3 4 5 6 7 8 9 10

Frequency

Bin

Histogram


8

Thus the index of discrimination is

23

27−

9

27=

14

27= .5185

Targets and Evaluation Criteria: We use the following guidelines for the index of

discrimination.

Less than 0%: Defective item

0 – 19.9%: Poor discrimination

20 – 29.9%: Acceptable discrimination

30 – 39.9%: Good discrimination

40% or more: Excellent discrimination

Defective questions and questions with poor discrimination are eliminated or modified and

retested. We evaluate questions in the acceptable discrimination range to determine which should

be eliminated or modified and retested.

Example 4: A 10 question multiple choice test is given to 40 students. Each question has

four choices (plus blank if the student didn’t answer the question). We now interpret

questions Q1 through Q6 based on the data in Figure 5 where the 20 students with the

highest exam scores (High skill) are compared with the 20 students with the lowest exam

scores (Low skill). The correct answer for each question is highlighted. We use 𝐷 for the

discrimination index and 𝐷𝑓 for the item difficulty.

Figure 5 – Item Analysis for multiple choice test


9

For Q1, 𝐷𝑓 = .25 and 𝐷 = 0. The four choices were selected by approximately the same

number of students. This indicates that the answers were selected at random, probably

because the students were guessing. Possible reasons for this are that the question was too

difficult or poorly worded.

For Q2, 𝐷 = 0.05, indicating there is no differentiation for this question between the

students who did well on the whole test and those that did more poorly. The question may

be valid, but not reliable, i.e. not consistent with the other questions on the test.

For Q3, 𝐷 is negative, indicating that the high skilled students are doing worse on this

question than the low skilled students. One cause for this may be that the question is

ambiguous, but only the top students are getting tricked. It is also possible that the

question, although perfectly valid, is testing something different from the rest of the test.

In fact, if many of the questions on the test have a negative index of discrimination, this

may indicate that you are actually testing more than one skill. In this case, you should

segregate the questions by skill and calculate 𝐷 for each skill.

Too many students did not even answer Q4. Possible causes are that the question was too

difficult or the wording was too confusing. If the question occurs at the end of the test, it

might be that these student ran out of time or got too tired to answer the question or

simply didn’t see the question.

Too many students got the correct answer to Q5. This likely means that the question was

too easy (𝐷𝑓 = .875).

For Q6, approximately half the student chose the incorrect response C and almost no one

chose B or D. This indicates that choice C is too appealing and B and D are not appealing

enough. In general, one of the incorrect choices shouldn’t garner half the responses and

no choice should get less than 5% of responses.

Point-biserial Correlation

Another measure of item discrimination is the point-biserial correlation coefficient (aka the item-

total correlation) which is the Pearson’s correlation coefficient between the scores on the entire

test and the scores on the single item (where 1 = correct answer and 0 = incorrect answer). Two

versions of this measurement are calculated: one where the total score is used and the other, the

corrected point-biserial correlation coefficient (a.k.a., the corrected item-total correlation), where

the total score without the item under consideration is used.

Example 5: Calculate the two versions of the point-serial correlation coefficient for

question Q1 in Example 3.

In general, suppose that 𝑛 students take a test containing the question under study, where

𝑛0 answer the question incorrectly and 𝑛1 answer the question correctly (thus 𝑛 = 𝑛0 +


10

𝑛1). Suppose also that 𝑚0 is the mean of the total scores for the 𝑛0 students who

answered the question under study incorrectly, 𝑚1 is the mean of the total scores for the

𝑛1 students who answered the question correctly and 𝑠 is the standard deviation of all the

total scores. Then the point-biserial correlation coefficient can be calculated by the

formula

𝑟 =𝑚1 − 𝑚0

𝑠√

𝑛0𝑛1

𝑛(𝑛 − 1)

For Example 5 the (uncorrected) point-biserial correlation coefficient is

𝑟 =𝑚1 − 𝑚0

𝑠√

𝑛0𝑛1

𝑛(𝑛 − 1)=

6.82 − 4.77

2.27√

44(56)

100(99)= .45

The corrected point-biserial correlation coefficient is

𝑟 =𝑚1 − 𝑚0

𝑠√

𝑛0𝑛1

𝑛(𝑛 − 1)=

5.82 − 4.77

2.10√

44(56)

100(99)= .25

Targets and Evaluation Criteria: In addition to the discrimination index evaluation criteria, we

use the following guidelines for the uncorrected point-biserial correlation:

Less than 0: Defective item

0 - .10: Poor discrimination

.10 – .20: Fair discrimination

.20 – .40: Good discrimination

.40 or more: Excellent discrimination

We see that the uncorrected point-biserial correlation for Example 4 is excellent. We generally

check that the corrected point-biserial correlation is at least .2 as well, which it is for Example 5.

Reliability Coefficients

Because the questions for each student are chosen at random from the questions in the test bank

for that subject, the usual measures of reliability (split-half, KR20, and Cronbach’s alpha) cannot

be used, although we will have more to say about this later. Instead, we use question

interchangeability as our principal measure of reliability.


11

Question Interchangeability

By question interchangeability, we mean the ability to substitute one question in the test bank

with another without significantly affecting the total score that an individual would receive on

the test. Our objective is to weed out any questions that fail the question interchangeability test.

For each question Q in the test bank, the specific question interchangeability test we use is to

perform a two-tailed t-test between the total score of all the students who had question Q in their

test versus the total score of the students who did not have question Q in their test. We set the

significance level at 5%. Thus, any question that shows a significant difference based on this

statistical test will be viewed as failing the question interchangeability test.

We know that some perfectly good questions will fail the test, but we want to be on the safe side.

In fact, we are willing to reject 5% of the questions (Type I error) even though they meet the

interchangeability criterion (i.e., the null hypothesis is true).

Although the data are not normal, it is not highly skewed either, and so the t test should be

adequate. Even though the variances for each of the two samples (total scores for tests containing

question Q vs. those that do not contain question Q) are generally quite similar, we use the t test

with unequal variances just to be on the safe side.

Furthermore, we perform a Mann-Whitney test as well on each question and flag for further

investigation questions that do not fail the t test version of the question interchangeability test but

do fail the MW version of the test, once again to be on the safe side.

For our purposes, we also need to be concerned about Type II errors, i.e., cases where we do not

reject a question even though it does not actually meet the interchangeability criterion. If we

have, say 100 questions, in a test bank and each test consists of 10 questions, then on average

each question occurs in 10% of the students’ tests. If we test 2,500 students then we should be

able to limit our Type II error to 5% (i.e. statistical power of 95%) and still be able to detect an

effect of size .24 or more (with a sample of 4,000 we should be able to detect an effect size of

.19).

Given that the pooled variance for each t-test is about 4.18, an effect size of .19 is equal to a

difference of sample means of about .39 and an effect size of .24 is equal to a difference of

sample means of about .49.

Example 6: In general, we conduct the question interchangeability test on each of the

approximately 100 different questions in a test bank based on the responses to tests

consisting of 10 randomly selected questions taken by at least 1,000 students.

In order to demonstrate how this is done, we conduct the question interchangeability test

for a much simpler situation, consisting of the questions in a 10 question test bank based


12

on the responses to tests consisting of 3 randomly selected questions taken by 24

students. The data are summarized in Figure 6.

Figure 6 – Question interchangeability test

For example, we see that 7 students answered question Q1, and so 24 – 7 = 17 students

did not answer Q1. From Figure 7 we see the total scores for the students that answered

question Q1 and the total scores for those that did not.

The mean total scores for these two groups are 1.571429 and 1.588235, which as we can

see from Figure 6 are not significantly different (p-value = .973463).

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Score

1 1 1 1 3

2 0 1 0 1

3 1 0 1 2

4 0 1 1 2

5 0 1 1 2

6 1 0 1 2

7 1 1 1 3

8 1 0 0 1

9 0 1 1 2

10 0 1 0 1

11 1 0 1 2

12 0 1 1 2

13 1 0 0 1

14 0 0 0 0

15 1 1 0 2

16 0 0 0 0

17 0 0 0 0

18 1 0 0 1

19 1 1 1 3

20 0 0 0 0

21 0 0 1 1

22 1 1 1 3

23 1 0 0 1

24 1 1 1 3

Correct 4 3 4 4 5 4 5 1 3 5 1.583333

Total 7 7 7 9 7 7 9 8 5 6 24

t-test 0.973463 0.666403 0.970823 0.024386 0.118838 0.975508 0.107669 0.048105 0.21982 0.422047


13

Figure 7 – Total scores for student with and w/o Q1

We see from Figure 7 that question Q4 fails the question interchangeability test since there is a

significant difference in the total scores for those who answered question Q4 from those that

didn’t (p-value = .024386 < .05 = α). Similarly Q8 fails the test (p-value = .048105). All the

other questions pass the test.

Cronbach’s Alpha via Bootstrapping

Bootstrapping is methodology based on the assumption that the underlying population

distribution is the same as that in a given sample. The approach used is to create a large number

of bootstrap samples from the given sample (which serves as our pseudo-population) and then

draw some conclusions about some statistic (Cronbach’s alpha in our case) from these bootstrap

samples.

Bootstrapping is useful when the population distribution is unknown or other techniques are not

available. This our case since the specific questions used for each person are randomly generated

and so the samples required to perform the usual reliability tests (Cronbach’s alpha, split-half,

etc.) are not available. In fact in our case, there about 17 trillion different ways of generating 10

questions from a test bed of about 100 questions, and so the likelihood that even two students

will answer the same ten questions is quite remote. We are now experimenting with using

bootstrapping to create a large sample of virtual students who answer the same set of ten

questions. We can then calculate Cronbach’s alpha from this sample to get an approximate value

for reliability.

w/ Q1 w/o Q1

2 3

2 1

2 2

2 2

0 2

0 3

3 1

1

2

1

0

1

3

0

1

3

1

1.571429 1.588235


14

For example, suppose we have collected data (the pseudo-population) on the test results of 3,000

students who answered 10 randomly generated questions from a test bank containing 100

questions. We perform the following steps:

1. We randomly select 10 questions from the test bank (called the target questions). Note

that for each target question on average about 3,000 x 10/100 = 300 students were asked

to respond to that question.

2. For each of the target questions Q, based on the data from the pseudo-population for the

approximately 300 students who answered question Q we perform a logistic regression

between the total score (0 to 10) and the score on question Q (0 or 1). In this way, we

calculate the probability that a student will answer question Q correctly based on the total

score they received.

3. We use the results of the logistic regression and the total scores of the 3,000 students in

the pseudo-population to create a random sample (i.e. a bootstrap sample) of 3,000 virtual

students who answer just the 10 target questions

4. We perform Cronbach’s alpha on the bootstrap sample

5. We perform steps 1 through 4 many times (average a 1,000 times) to obtain a mean

Cronbach’s alpha value and a 95% confidence interval. We next check to see whether

these values are within the usual acceptable ranges for Cronbach’s alpha (at least .6,

preferably more than .7). If not we take corrective action.

Other Reliability Measures

Other exam reliability measures include:

Detailed peer review and sensitivity analysis included as part of exam

question development procedures.

Exam scoring is 100 objective based upon automated item marking (questions

are either correct or incorrect).

Secure electronic item banking. The exam services meet the security

requirements for Management of Information Technology (MIS) Sarbanes-

Oxley (SOX) compliant organizations.

Strict client confidentiality of client-specific data and reports is maintained

within a SOX-compliant framework of security measures.

Quality assurance procedures are in place at every stage of the process, from

exam question development through delivery, scoring, and reporting.


15

Reliability stability was confirmed during the initial beta-testing of the CPC-

based COMP exam when selected student groups were administered the same

exam twice with no statistically significant difference in scores (p<.05).

Abandoned exams are excluded from summary reports. Only completed

exams are used when reporting summarized results used for internal and

external benchmarking.

As of August 2015, institutional use of the exam services ranges from as few

as 5 per institution to as high as 8,000+ per year per institution with multiple

years of use and multiple cohorts of students from the same institution. A

comparison of exam results with individual student GPA scores based on a

sample of 200 exam scores from three different institutions showed a direct

and positive correlation of GPA with the Exam Score.

Reliability equivalence was established based upon the Alabama State

University study (McNeal et al., 2012) that included students completing both

the CPC-based COMP exam and the ETS MFT.

Summary of Validity and Reliability

From conception of the service, through development and beta-testing, and with ongoing quality

assurance practices in place, the strategic goal of the programmatic assessment service is to

provide colleges and universities with valid and reliable assessment instruments that can be

incorporated into the program and appropriately used to measure learning outcomes in order to

fulfill several accreditation and accountability requirements. The customizable exam service is

comprehensive for the academic program as defined by the program’s accreditation

organizations.

Validity is maintained through regular and systematic psychometric analysis. Reliability is

ensured through the security and maintenance of the online delivery platform, with automated

reporting of scores and results, and with ongoing and regular psychometric processes.


16

References

Accreditation Council for Business Schools and Programs (2014). ACBSP standards and criteria

for demonstrating excellence in baccalaureate/graduate degree schools and programs.

Overland Park, KS: Author.

Allen, M. J., & Yen, W. M. (1979). Introduction to measurement theory. Monterey, CA:

Brooks/Cole.

American Educational Research Association, American Psychological Association, & National

Council on Measurement in Education. (1985). Standards for educational and

psychological testing. Washington, DC: Authors.

Association to Advance Collegiate Schools of Business. (2013). Eligibility procedures and

accreditation standards for business accreditation. Tampa, FL: Author.

Cozby, P.C. (2001). Measurement Concepts. Methods in Behavioral Research (7th ed.).

California: Mayfield Publishing Company.

Cripps, J., Clark, C., & Oedekoven, O (2011). The undergraduate common professional

component (CPC): Origins and process. International Journal of Business &

Management Tomorrow, 1(1), 1-24.

Cronbach, L. J. (1971). Test validation. In R. L. Thorndike (Ed.). Educational Measurement (2nd

ed.). Washington, D. C.: American Council on Education.

Gould, R. (2002) Bootstrap hypothesis test, Stats 110A, UCLA

http://www.stat.ucla.edu/~rgould/110as02/bshypothesis.pdf

Hanlon, B. and Larget, B. (2011) Power and sample size determination, University of

Wisconsin, Madison (www.stat.wisc.edu/~st571-1/10-power-2.pdf)

Hesterberg, T., Monaghan, S. et al (2003) Bootstrap methods and permutation tests, Chapter 18

of The practice of business statistics, W.H. Freeman and

Company.http://bcs.whfreeman.com/pbs/cat_160/PBS18.pdf

Howell, D. (2007) Resampling statistics: randomization and the bootstrap.

http://www.uvm.edu/~dhowell/StatPages/Resampling/Resampling.html

Howell, D. C. (2010). Statistical methods for psychology (7th

ed.). Wadsworth, Cengage

Learning.

http://www.stat.ucla.edu/~rgould/110as02/bshypothesis.pdf

http://www.stat.wisc.edu/~st571-1/10-power-2.pdf

http://bcs.whfreeman.com/pbs/cat_160/PBS18.pdf

http://www.uvm.edu/~dhowell/StatPages/Resampling/Resampling.html


17

International Assembly for Collegiate Business Education. (2013). Self study manual. Lenexa,

KS: Author.

Kuder, G. F., & Richardson, M. W. (1937). The theory of the estimation of test reliability.

Psychometrika, 2, 151-160.

León, R. (2004) Nonparametric tests and bootstrapping, Statistics 571: Statistical Methods,

University of Tennessee.

http://web.utk.edu/~leon/stat571/2004SummerPDFs/571Unit14.pdf

McNeal, R. C., Oedekoven, O. O., & Prater, T. (2012). Evaluating comprehensive exams using

common professional components. Proceeding from the ACBSP Region 8 annual

meeting. Ashville, NC: Accreditation Council for Business Schools and Programs.

Murray, F. (2009). An accreditation dilemma: The tension between program accountability and

program improvement in programmatic accreditation. New Directions for Higher

Education, 145, 59-68.

Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. New York: McGraw-Hill.

University of Arizona, College of Medicine Phoenix (2015) Assessment and Evaluations – Item

Analysis. http://phoenixmed.arizona.edu/students/assessment/assessment-and-

evaluations-item-analysis

University of Illinois at Champagne-Urbana (2015) Test Item Performance: The Item Analysis.

http://cte.illinois.edu/testing/exam/testperf.html

Zaiontz, C. (2015) Real statistical analysis using Excel. http://www.real-statistics.com

http://web.utk.edu/~leon/stat571/2004SummerPDFs/571Unit14.pdf

http://phoenixmed.arizona.edu/students/assessment/assessment-and-evaluations-item-analysis

http://phoenixmed.arizona.edu/students/assessment/assessment-and-evaluations-item-analysis

http://cte.illinois.edu/testing/exam/testperf.html

http://www.real-statistics.com/

HRM491/HRM4910 Final Research Paper Points: 150 The final in this course is a research paper. You will analyze the HRM function of an organization that you are familiar with and propose how the organization might strategically leverage its human resources in order to meet organizational needs. You may use your own company or study one. You will need to demonstrate knowledge of the organization's strategic plan and long-term goals. Your research and analysis process should include interviews with management. In this final research paper you will need to apply the theoretical knowledge or real models and philosophical thinking regarding strategically managing human resources that we consider throughout this course. You are expected to use at least seven credible sources to support your analysis and solutions. Remember that interviews are a reference that should be cited per APA requirements. At least five of your resources should be from scholarly journal articles which can be found in the Baker online library. Two resources may be from additional sources (i.e., such as a business magazine like Fortune, or a company website you have researched). Interview references would be in addition to the scholarly and additional resources. The paper is to be in APA style with title page and reference page. The paper needs to be 12 pages in length (10 pages will comprise the body of report). A grading rubric is attached which will provide you guidelines when working on your Final Research Paper. Be sure to review the criteria in the rubric carefully. Make sure you identify each key component completely in your paper. This rubric will be used by the instructor to grade your Final Research Paper. Please ask questions to clarify any area you are not clear on so you can be successful in completing the report requirements.

Alignments:

IACBE 06

HRM491 SLO 4

HRM491 SLO 2

IACBE 05

IACBE 04

IACBE 02

ISLO 6

IACBE 03

HRM491 SLO 7

HRM491 SLO 8

HRM491 SLO 1

HRM491 SLO 3

HRM491 SLO 5

ISLO 1

ISLO 2

BUS431 MANAGEMENT STRATEGY F15 https://ol.baker.edu/webapps/rubric/do/course/manageRubrics?dispatch=...

1 of 3 1/5/2016 9:45 AM

ISLO 6

ISLO 6

ISLO 6


2 of 3 1/5/2016 9:45 AM

ISLOs 2, 3, 6

ISLOs 2, 3, 5, 6

ISLO 1


3 of 3 1/5/2016 9:45 AM

ISLOs 2, 3, 4, 6

BUS431/BUS4310 Case Study – Final Assessment Points: 100

(Case assignments located in Part 2 of the textbook, Crafting and Executing Strategy)

• 4 Outside resources are required and they must be current within the last 3 years.• Analyze the current situation of the company by examining the strategic management challenges facing the

company you selected. The outside research will help with this part of the case study. The analysis can alsoinclude a review of current challenges, future developments, and future trends.

• Conduct an analysis of the mission statement and vision by analyzing the case itself.• Examine the internal and external environmental aspects and also a competitive analysis which have or currently

impacting the company.• Provide a competitive analysis of the industry environment by carefully reviewing the five forces model and trying

to determine the organization's core competencies. Any other relevant analytical tools and techniques should alsobe used.

• Include a formal, formatted SWOT analysis. Your analysis needs to include all four components.• Write a value chain analysis and other important components contained in the case itself. Relate these

components to strategic management concepts contained in the textbook.• Explain the organization's current situation and the problems and/or challenges it faces and look at its future

choices and options, based on your analysis above. Attention should be given to the results of various analysesrelated to both strategic and financial issues as appropriate.

• Identify the strategic steps the enterprise now needs to implement, and your recommendations for doing all ofthis. Your research from outside publications will help write this conclusion.

• Your final case analysis should be double-spaced-APA formatted. Follow APA (6th edition) and that means thatthey must include a formal Title Page, a Header (the first 3 words of the actual title and a page number in theupper-right hand corner of the paper starting on the Title page) [Use the "View "header/Footer and the Headerposition-It is right-aligned]; a Heading (a copy of the actual title pasted atop the first page of text) and In-textcitations for each and every reference used. References must be properly formatted in accordance with APAstandards on a separate page at the end of the paper. A minimum of 4 outside references must be utilized andthey should be from recognized high quality business journals like Fortune or Forbes, etc.

Case Study Selections The cases contained in Part 2 of the textbook, Crafting and Executing Strategy are as follows. Select the case for this assignment and submit the selection to the Seminar 1 Case Study Thread.

• #3 Whole Foods Market in 2014: Vision, Core Values and Strategy.• #5 Under Armour’s Strategy in 2014: Potent Enough to Win Market Share from Nike and Adidas• #9 Panera Bread Company in 2014: Can a Slowdown in the Company Growth be Avoided• #14 J.Crew in 2014: Will its Turnaround Strategy Improve its Competitiveness• #17 Tesla Motor’s Strategy to Revolutionize the Global Automotive Industry• #21 PepsiCo’s Diversification Strategy in 2014• #22 The Walt Disney Company: Its Diversification Strategy.• #26 Nordstrom: Focusing on a Culture of Service• #30 TOMS Shoes: A Dedication to Social Responsibility

MKT4310 Integrated Strategic Marketing Plan Rubric Program Outcome Assessment Points: 100

STEPS FOR COMPLETING THIS ASSESSMENT TOOL

1. MKT4310 classes on all campuses must administer the Integrated Strategic Marketing Plan each time the course is taught. 2. The scores should reflect the student’s cumulative performance on the entire Integrated Strategic Marketing Plan. The student

will make a submission to the “Waypoint” link for each assignment. The rubric is available in the course. 3. A summary of student performance on the Integrated Strategic Marketing Plan is used to assess Program Outcomes for the

Marketing degree. The Waypoint link is located in the class.

THE PROGRAM OUTCOMES: The Integrated Strategic Marketing Plan rubric measures the following Program Outcomes:

1. Apply effective communication and interpersonal skills to marketing situations.

2. Produce, revise, and present a marketing plan in response to the market.

3. Design an integrated marketing campaign.

4. Manage resources and projects in order to attain organizational goals.

5. Translate an understanding of marketing ethics into professional behavior.

6. Examine the role of marketing and its importance to organizational success.


Points 10

Excellent

9-8

Good

7

Needs Improvement

6-0

Unsatisfactory

PO, ISLO, IACBE

Alignment

Comments

Section One

The Marketing Plan includes

an edited and revised

version of Section One,

including all of the following

elements:

• Product Overview: product

introduction, problem

statement and issues,

marketing objectives, and

aims of the campaign.

• Product Profile: name,

classification,

characteristic, distribution,

product life cycle, brand.


Section One, including the

following elements:







classification,



Section One has a few small

errors or is missing a few

small details.


Section One, including the

following elements:







classification, characteristic,

distribution, product life cycle,

brand.

Section One has a several

errors or is missing several

major details. Displays minimal

signs of editing or revision.

Section One is missing key

information. Missing one of

the following elements or

significant details from both

elements:







classification,



Section One does not

display any signs of editing

or revision.

ISLOs 1, 3, 5

Points 15-14 13-12 11-10 9-0 PO Comments

Section Two



version of Section Two,


elements:

• The Company: overview,

description, history, key

people, location and

subsidiaries, brands, major

products and services,

corporate vision and

mission, current

promotional strategy,

product sales history,


Section Two, including the

following elements:







mission, current



current marketing


Section Two, including the

following elements:






corporate vision and mission,

current promotional strategy,

product sales history, current

marketing objective, media

expenditure.

Section Two is missing key




elements:







mission, current



ISLOs 1, 3, 5


current marketing

objective, media

expenditure.

• SWOT analysis: strengths,

weaknesses, opportunities,

threats.

objective, media

expenditure.



threats.

Section Two has a few small


small details.



threats.

Section Two has a several




current marketing

objective, media

expenditure.



threats.

Section Two does not


or revision.


Section Three



version of Section Three,


elements:

• Industry and Marketplace:

industry, definition of the

industry, shape of the

industry, development of

the industry, marketplace,

current condition of

marketplace, changes in

the marketplace.

• Competitive situation:

direct and indirect

competitors.


Section Three, including the

following elements:








the marketplace.


direct and indirect

competitors.

Section Three has a few

small errors or is missing a

few small details.


Section Three, including the

following elements:




industry, development of the

industry, marketplace, current

condition of marketplace,

changes in the marketplace.

• Competitive situation: direct

and indirect competitors.

Section Three has a several




Section Three is missing key




elements:








the marketplace.


direct and indirect

competitors.

Section Three does not


or revision.

ISLOs 2, 3,



Section Four



version of Section Four,


elements:

• Consumer and

Stakeholder: current

consumer characteristics,

demographics,

physiographic,

stakeholder’s

characteristics, primary,

secondary.

• Strategic target audience:

proposed primary and

secondary target audience


Section Four, including the

following elements:

• Consumer and



demographics,

physiographic,

stakeholder’s


secondary.




Section Four has a few small


small details.


Section Four, including the

following elements:

• Consumer and Stakeholder:

current consumer

characteristics,

demographics, physiographic,

stakeholder’s characteristics,

primary, secondary.




Section Four has a several




Section Four is missing key




elements:

• Consumer and



demographics,

physiographic,

stakeholder’s


secondary.




Section Four does not


or revision.

ISLOs 2, 3, 4,


Section Five



version of Section Five,


elements:

• Research Development:

Marketplace research,

observation, online survey

analysis.

• Precedent studies:

advertising strategy and

precedent studies.

• Marketing programs and

strategies: advertising,

sales promotions,

consumer and trade, public


Section Five, including the

following elements:




analysis.



precedent studies.



sales promotions,



Section Five, including the

following elements:




analysis.

• Precedent studies: advertising

strategy and precedent

studies.


strategies: advertising, sales

promotions, consumer and

trade, public relations,

Section Five is missing key




elements:




analysis.



precedent studies.



sales promotions,


ISLOs 1, 2, 3, 5,


Instructor Comments: Total Points: ___________

relations, personal selling,

direct marketing.


direct marketing.

Section Five has a few small


small details.

personal selling, direct

marketing.

Section Five has a several





direct marketing.

Section Five does not


or revision.

Points 10 9-8 7 6-0 PO Comments

Resources The Marketing Plan includes

a section listing all

references and resources.

Follows all APA guidelines

for citations without errors.


a section listing all

references and resources.

Follows APA guidelines for

citations with 1-2 small

errors.

The Marketing Plan includes a

section listing references and

resources. Several major

errors with APA citations.

The Resources section of

the Marketing Plan does not

follow APA citation or is

missing information.

ISLOs 1, 3


Blog The blog is neat, organized, and aesthetically pleasing. The blog uses colors, font size, pictures, graphics, and all visual elements in an effective way. The blog is easy to navigate and all links and pages work properly.

The blog is neat and organized. There are a few small visual elements that are difficult to discern. The blog is fairly easy to navigate and most links and pages work properly.

There are 1-2 major elements on the blog that make it difficult to read, see, or navigate (broken links, text too small/large, colors difficult to see, etc.).

The blog is poorly organized and does not use visual elements effectively. It is difficult to see, read, and navigate the blog.

ISLOs 1, 5


Writing

Marketing Plan is well-written with no grammatical or spelling errors. Writing is neat and organized. The marketing plan flows logically from section to section.

Marketing Plan has a few grammatical or spelling errors. Writing is fairly neat and organized. The marketing plan flows logically from section to section.

Marketing Plan has several obvious grammatical and/or spelling errors. The marketing plan is somewhat disjointed between sections.

Marketing Plan has many grammatical and/or or spelling errors that detract from readability. The marketing plan is disjointed and does not flow logically between sections.

ISLOs 1

MKT4310 Team Strategic Marketing Plan Final: 200 points

Team Strategic Marketing Plan: Final (200 points) Your final plan includes the following elements:

1. Product overview 2. Product profile 3. Company description 4. SWOT analysis 5. Industry/marketplace 6. Competitive situation 7. Primary & secondary market 8. Description of stakeholders 9. Market research 10. Precedent /preceding studies 11. Marketing programs & marketing strategies 12. Sources, references for the paper

Refer to the Final plan rubric and one team member posts to your blog by Sunday and also to the Integrated Strategic Marketing plan Direct Measure assessment link.

Post your blog link to the Discussion Board so your instructor has access.

SCM4210 Industry Trends and Technology Research Paper Due: Module 8-Wednesday

Points: 100

Research industry trends and the technology associated with these trends. In a written paper,

analyze the current and future trends related to:

• Procurement and Supply

• Bench Marking and Best Practices

• Inventory Methods

• Quantitative Decision Making

• Lean Supply Systems

For each trend, list at least one technology associated with that trend and explain how it is used.

Use the Industry Trends and Technology Research Paper Rubric to guide your work.

Upload and submit your work to the Assignment Submission Link.

Industry Trends and Technology Research Paper Rubric – 100 Points SCM4210

Excellent Good Needs Improvement/Poor

Points 15-14 13-10 9-0 Score Content: Procurement and Supply

(15 points for this section)

ISLOs 1, 2, 3

Student discusses in depth current and future industry trends related to procurement and supply. Lists more than one technology associated with the trends discussed, and explains in detail how the technology is used. Supports discussion with examples and references.

Student discusses current and future industry trends related to procurement and supply. Lists one technology associated with the trends discusses, and briefly explains how it is used. May be missing a few key details or supporting references.

Student is missing key information from discussion about current and future industry trends related to procurement and supply. May or may not include example of technology associated with trends.

Feedback Comments:

Points 15-14 13-10 9-0 Score Content: Bench Marking and Best Practices


ISLOs 1, 2, 3

Student discusses in depth current and future industry trends related to bench marking and best practices. Lists more than one technology associated with the trends discussed, and explains in detail how the technology is used. Supports discussion with examples and references.

Student discusses current and future industry trends related to bench marking and best practices. Lists one technology associated with the trends discusses, and briefly explains how it is used. May be missing a few key details or supporting references.

Student is missing key information from discussion about current and future industry trends related to bench marking and best practices. May or may not include example of technology associated with trends.

Feedback Comments:

Points 15-14 13-10 9-0 Score Content: Inventory Methods


ISLOs 1, 2, 3

Student discusses in depth current and future industry trends related to inventory methods. Lists more than one technology associated with the trends discussed, and explains in detail how the technology is used. Supports discussion with examples and references.

Student discusses current and future industry trends related to inventory methods. Lists one technology associated with the trends discusses, and briefly explains how it is used. May be missing a few key details or supporting references.

Student is missing key information from discussion about current and future industry trends related to inventory methods. May or may not include example of technology associated with trends.

Feedback Comments:


Points 15-14 13-10 9-0 Score Content: Quantitative Decision Making


ISLOs 1, 2, 3

Student discusses in depth current and future industry trends related to quantitative decision making. Lists more than one technology associated with the trends discussed, and explains in detail how the technology is used. Supports discussion with examples and references.

Student discusses current and future industry trends related to quantitative decision making. Lists one technology associated with the trends discusses, and briefly explains how it is used. May be missing a few key details or supporting references.

Student is missing key information from discussion about current and future industry trends related to quantitative decision making. May or may not include example of technology associated with trends.

Feedback Comments:

Points 15-14 13-10 9-0 Score Content: Lean Supply Systems


ISLOs 1, 2, 3

Student discusses in depth current and future industry trends related to lean supply systems. Lists more than one technology associated with the trends discussed, and explains in detail how the technology is used. Supports discussion with examples and references.

Student discusses current and future industry trends related to lean supply systems. Lists one technology associated with the trends discusses, and briefly explains how it is used. May be missing a few key details or supporting references.

Student is missing key information from discussion about current and future industry trends related to lean supply systems. May or may not include example of technology associated with trends.

Feedback Comments:

Points 10-9 8-7 6-0 Score

Writing Mechanics (10 points for this section)

Demonstrates knowledge and use of writing mechanics, enhances the readability

Demonstrates knowledge and use of writing mechanics but

Difficulties with readability due to inappropriate use of writing mechanics

Feedback Comments:


sentence structure, run-ons, fragments, agreement, punctuation, capitalization, spelling, etc.

with errors that may detract from the readability

Points 5 4 3 - 0 Score

Writing Organization (5 points for this section)

Coherence: all writing fits together, makes sense, and flows in effective order – beginning, middle, end Clarity: all writing is consistent and logical

Coherence: Well organized and purposeful writing; has beginning, middle, and end; strong and appropriate transitions

Clarity: Expresses ideas clearly and logically

Coherence: Sequence of information difficult to follow; lacks a clear beginning, middle, and end; few or inappropriate transitions

Clarity: Attempts to express ideas clearly; sometimes difficult to follow

Coherence: Unclear; lacks beginning, middle and end; fails to use transitions appropriately

Clarity: Disjointed connection of ideas; difficult to follow

Feedback Comments:

Points 10-9 8-7 6-0 Score

APA Format (10 points for this section)

APA format for writing report and referencing sources is followed.

APA format followed with only a couple minor mistakes or less. Includes a neat title page and reference page, and meets the 750 word minimum in the body of the paper.

General format followed with a few noticeable mistakes. Includes a title page and reference page, but may include a few minor errors with these. Meets the 750 word minimum in the body of the paper.

APA format not followed. Several noticeable mistakes. Title page and reference page are incorrect or missing. Does not meet the 750 word minimum in the body of the paper.

Feedback Comments:

Total Points Earned ___________

Student Name_______________________________________


Instructor Name _________________________________________ Date ____________ Additional Comments:

1

Baker College - CoB – AB-Accounting Program– Exit Survey

Part I. AB-ACC Program-ISLOs - The College of Business has identified several intended student learning outcomes that it expects students to have achieved upon completion of the Associate of Business in Accounting Program. For each of the following intended learning outcomes, mark the box in the rating scale that most closely corresponds to your assessment of the degree to which you believe that you have been successful in achieving that outcome. Please also provide comments and suggestions for changes and improvements. 1. Students will be able to implement accounting concepts, principles, standards, and processes.

1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful



3. Students will be able to use relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.


Part II. Your evaluation of the College of Business is very important to us. For each item, mark the box in the rating scale that most closely corresponds to your evaluation of the college’s program/learning environment. Please also provide comments and suggestions for changes and improvements.

1. Faculty teaching in the College of Business Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:

2

2. Faculty advising in the AB-ACC Program Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:

3. Curriculum and course variety in the AB-ACC Program

Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:

4. Relevance of courses to your career goals Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:

5. Classroom and lab facilities


3

6. Support and learning assistance outside of the classroom Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:

7. Library resources in the functional areas of business (i.e. accounting, finance, human resource

management, marketing, management, supply chain management) Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:

8. Internship placement and career counseling Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:

9. Student organizations and clubs (business related)


4

10. Overall quality of the AB-ACC Program and the College of Business Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:

1

Baker College - CoB – AB-Business Administration Program– Exit Survey

Part I. AB-BA Program-ISLOs - The College of Business has identified several intended student learning outcomes that it expects students to have achieved upon completion of the Associate of Business in Business Administration Program. For each of the following intended learning outcomes, mark the box in the rating scale that most closely corresponds to your assessment of the degree to which you believe that you have been successful in achieving that outcome. Please also provide comments and suggestions for changes and improvements. 1. Students will be able to describe the introductory concepts, basic theories, and fundamental

practices in the principal functional areas of business. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful

2. Students will be able to use current technology in support of business administration.


3. Students will be able to produce and to present effectively in written and oral communication

formats. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful

4. Students will be able to apply relevant business knowledge to their field of study. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful

2



2. Faculty advising in the AB-BA Program Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:

3. Curriculum and course variety in the AB-BA Program



3







4

9. Student organizations and clubs (business related) Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:

10. Overall quality of the AB-BA Program and the College of Business Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:

1

Baker College - CoB – BBA-Accounting– Exit Survey

Part I. BBA-ACC-ISLOs - The College of Business has identified several intended student learning outcomes that it expects students to have achieved upon completion of the Bachelor of Business Administration in Accounting. For each of the following intended learning outcomes, mark the box in the rating scale that most closely corresponds to your assessment of the degree to which you believe that you have been successful in achieving that outcome. Please also provide comments and suggestions for changes and improvements. 1. Students will be able to implement accounting concepts, principles, standards, and processes.




3. Students will be able to use relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.


4. Students will be able to examine the ethical obligations and responsibilities of members of the

accounting profession. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful

5. Students will be able to demonstrate the audit process from engagement planning through issuance

of the report. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful

2

6. Students will be able to compose reports that communicate the work done and resultant findings clearly and objectively.




2. Faculty advising in the BBA Program


3. Curriculum and course variety in the BBA Program


3




6. Support and learning assistance outside of the classroom




4




10. Overall quality of the BBA Program and the College of Business


1

Baker College - CoB – BBA-Accelerated Program– Exit Survey

Part I. BBA-Accelerated Program-ISLOs - The College of Business has identified several intended student learning outcomes that it expects students to have achieved upon completion of the Bachelor of Business Administration-Accelerated Program. For each of the following intended learning outcomes, mark the box in the rating scale that most closely corresponds to your assessment of the degree to which you believe that you have been successful in achieving that outcome. Please also provide comments and suggestions for changes and improvements. 1. Students will be able to distinguish between management and leadership and apply the principles

and best practices of each as appropriate. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful

2. Students will be able to demonstrate practical knowledge of the functional areas of business

including: accounting, marketing, finance, and human resources and the interrelationship among them.


3. Students will be able to analyze and evaluate the environment in which businesses operate, and the

role each component of that environment plays in strategy development, decision-making, and day-to-day operations.


4. Students will be able to analyze, interpret, and manage financial and operational data and

information. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful

5. Students will be able to identify, evaluate, and discuss practical resolutions to ethical dilemmas and

issues of corporate social responsibility. 1. Very Unsuccessful 2. Unsuccessful 3. Successful

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4. Very Successful

6. Students will be able to formulate and implement strategic objectives that enhance organizational

effectiveness and operational performance. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful







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Baker College - CoB – BBA-Finance Program– Exit Survey

Part I. BBA-FIN Program-ISLOs - The College of Business has identified several intended student learning outcomes that it expects students to have achieved upon completion of the Bachelor of Business Administration in Finance Program. For each of the following intended learning outcomes, mark the box in the rating scale that most closely corresponds to your assessment of the degree to which you believe that you have been successful in achieving that outcome. Please also provide comments and suggestions for changes and improvements. 1. Students will be able to assess, analyze, and formulate strategies needed in financial decision making situations in corporate finance.


2. Students will be able to evaluate an individual customer's situation and formulate both a short- and

long-term strategy to help that customer meet financial objectives. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful

3. Students will be able to assess, analyze, and synthesize banking, financial markets, and risk exposures in the financial services environment.




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2. Faculty advising in the BBA Program Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:






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10. Overall quality of the BBA Program and the College of Business Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:

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Baker College - CoB – BBA-HRM– Exit Survey

Part I. BBA-HRM-ISLOs - The College of Business has identified several intended student learning outcomes that it expects students to have achieved upon completion of the Bachelor of Business Administration in Human Resource Management. For each of the following intended learning outcomes, mark the box in the rating scale that most closely corresponds to your assessment of the degree to which you believe that you have been successful in achieving that outcome. Please also provide comments and suggestions for changes and improvements. 1. Students will be able to analyze, plan, and support activities and programs for sourcing, recruiting,

hiring, onboarding, orientation, and retention. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful

2. Students will be able to compare, develop, and recommend strategies to address appropriate

expectations for performance and behavior from employees including performance standards and measures.


3. Students will be able to identify and create learning opportunities that increase employee capability and organizational knowledge.


4. Students will be able to describe and recommend compensation systems and programs (e.g., base pay, benefits, incentive pay, leave, perquisites, retirement) that support recruitment and retention efforts.


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5. Students will be able to evaluate and consider workplace issues related to workforce management, employee relations, technology and data, the global context, diversity and inclusion, risk management, corporate social responsibility, and employment law and regulations.


6. Students will be able to interpret and apply organizational strategy, mission, vision, and values in developing an HR strategy and tactical plan that addresses stakeholder needs, considers the impact of decisions on the overall workforce, and enhances organizational effectiveness and performance.






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3. Curriculum and course variety in the BBA Program Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:






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7. Library resources in the functional areas of business (i.e. accounting, finance, human resource management, marketing, management, supply chain management)


8. Internship placement and career counseling






ISLO Evaluation Student Name: Program:_ Name of Company: Supervisor:_ Date Reviewed with Student:

CORE ISLOs (Questions 1 -10) BBA-MGT ISLOs (Questions 11-16)

1. The student demonstrates effective listening and oral communication skills. Example: Listens to others in an active and attentive manner, comprehends and follows verbal

instructions, participates effectively in meetings or group settings Exceeded Expectations Met Expectations Does Not Meet Expectations

2. The student's written communication skills are appropriate for the industry. Example: Communicates ideas and concepts clearly in writing, pays attention to accuracy and

detail Exceeded Expectations Met Expectations Does Not Meet Expectations

3. a. The student exhibits a positive and constructive attitude and brings a sense of value and

integrity to the position. Example: Exhibits a positive and constructive attitude, brings a sense of value and integrity to the position, seeks to serve others, respects the diversity (religious/cultural/ethnic/gender) of others

Exceeded Expectations Met Expectations Does Not Meet Expectations

b. The student displays strong interpersonal skills as evidenced by positive working relationships with others.


4. The student demonstrates positive interactions with others. Example: Relates to others effectively, manages and resolves conflict in a team atmosphere,

supports and contributes to a team atmosphere, controls emotions in an appropriate manner Exceeded Expectations Met Expectations Does Not Meet Expectations

5. a. The student displays a well-groomed appearance and appropriate, modest dress.

Example: Reports to site as scheduled, dress and appearance are appropriate for the organization


b. The student reports promptly to work as scheduled. Exceeded Expectations Met Expectations Does Not Meet Expectations

c. The student avoids frequent absences and reports necessary absences according to policy.


6. The student makes appropriate decisions when faced with ethical or confidential matters. Example: Maintains confidentially, refrains from unprofessional discussions, respects the privacy of

others, behaves in an ethical manner Exceeded Expectations Met Expectations Does Not Meet Expectations

7. The student demonstrates critical thinking and problem solving skills. Example: Seeks to comprehend and understand the big picture, breaks down complex

tasks/problems, brainstorms options and ideas Exceeded Expectations Met Expectations Does Not Meet Expectations

8. The student demonstrates professional knowledge/skills of his/her field of study. Example: Demonstrates required job related skills, uses appropriate resources (manual, policy

manuals, etc.) Exceeded Expectations Met Expectations

Does Not Meet Expectations 9. The student understands the equipment/software needed to be successful in the field of study.


10. The student demonstrated observable improvement/growth during the work experience.


COMMENTS:

Q

11. t1The student’s ability to analyze, plan, and manage resources, projects, and programs for the functional areas of business in order to attain organizational goals


Comment: 12. The student's ability to examine ways in which business and management are responding to

issues related to demographics and society, politics, economics, law and regulations, technology and data, risk management, corporate social responsibility, and the global context


Comment:

13. The student’s ability to examine the role of management and its importance to

organizational success Exceeded Expectations Met Expectations Does Not Meet Expectations

Comment: 14. The student’s ability to apply effective communication, management ethics, professional

behavior, and interpersonal skills to management situations Exceeded Expectations Met Expectations Does Not Meet Expectations

Comment:

15. The student’s ability to evaluate various scenarios to determine the details of the case,

the data available, the data yet to be obtained, and the outcomes required for effective decision making


Comment

16. The student’s ability to research, create and present a strategic plan in response to the industry that addresses stakeholder needs and enhances organizational effectiveness and performance including implementation, specific measures, and methods of monitoring


Comment

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Baker College - CoB – BBA-Marketing– Exit Survey

Part I. BBA-MKT-ISLOs - The College of Business has identified several intended student learning outcomes that it expects students to have achieved upon completion of the Bachelor of Business Administration in Marketing. For each of the following intended learning outcomes, mark the box in the rating scale that most closely corresponds to your assessment of the degree to which you believe that you have been successful in achieving that outcome. Please also provide comments and suggestions for changes and improvements. 1. Students will be able to apply effective communication and interpersonal skills to marketing

situations. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful

2. Students will be able to produce, revise, and present a marketing plan in response to the market.


3. Students will be able to design an integrated marketing campaign.


4. Students will be able to translate an understanding of marketing ethics into professional behavior.


5. Students will be able to examine the role of marketing and its importance to organizational success.


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4. Relevance of courses to your career goals


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9. Student organizations and clubs (business related) Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:



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Baker College - CoB – BBA-Supply Chain Management Program– Exit Survey

Part I. BBA-SCM Program-ISLOs - The College of Business has identified several intended student learning outcomes that it expects students to have achieved upon completion of the Bachelor of Business Administration in Supply Chain Management Program. For each of the following intended learning outcomes, mark the box in the rating scale that most closely corresponds to your assessment of the degree to which you believe that you have been successful in achieving that outcome. Please also provide comments and suggestions for changes and improvements. 1. Students will be able to evaluate the supply chain process, through value stream mapping, for

potential risks including bottlenecks, shortages, and removal of waste in terms of time, quality, and cost.


2. Students will be able to Students will be able to analyze industry trends.


3. Students will be able to generate solutions to improve the supply chain of a business.




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2. Faculty advising in the BBA Program Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:






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10. Overall quality of the BBA Program and the College of Business Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:


CORE ISLOs (Questions 1 -10) BBA-ACC ISLOs (Questions 11-16)




























COMMENTS:

Q

11. t1The student’s ability to implement accounting concepts, principles, standards, and processes Exceeded Expectations Met Expectations Does Not Meet Expectations

Comment: 12. The student's ability to integrate technology into work processes


Comment:

13. The student’s ability to use relevant information and individual judgment to determine

whether events or processes comply with laws, regulations, or standards Exceeded Expectations Met Expectations Does Not Meet Expectations

Comment: 14. The student’s ability to examine the ethical obligations and responsibilities of members

of the accounting profession Exceeded Expectations Met Expectations Does Not Meet Expectations

Comment:

15. The student’s ability to demonstrate the audit process from engagement planning

through issuance of the report Exceeded Expectations Met Expectations Does Not Meet Expectations

Comment:

16. The student’s ability to o compose reports that communicate the work done and

resultant findings clearly and objectively Exceeded Expectations Met Expectations Does Not Meet Expectations

Comment:


CORE ISLOs (Questions 1 -10) BBA-FIN ISLOs (Questions 11-13)




























COMMENTS:

Q

t1 11. The student’s ability to assess, analyze, and formulate strategies needed in financial decision making situations in corporate finance.


Comment: 12. The student's ability to evaluate an individual customer's situation and formulate both a

short- and long-term strategy to help that customer meet financial objectives. Exceeded Expectations Met Expectations Does Not Meet Expectations

Comment:

13. The student’s ability to assess assess, analyze, and synthesize banking, financial

markets, and risk exposures in the financial services environment. Exceeded Expectations Met Expectations Does Not Meet Expectations

Comment:


CORE ISLOs (Questions 1 -10) BBA-MKT ISLOs (Questions 11-15)




























COMMENTS:

Q

11. t1The student’s ability to apply effective communication and interpersonal skills to marketing situations


Comment: 12. The student's ability to produce, revise, and present a marketing plan in response to the market


Comment:

13. The student’s ability to design an integrated marketing campaign


Comment: 14. The student’s ability to translate an understanding of marketing ethics into professional

behavior Exceeded Expectations Met Expectations Does Not Meet Expectations

Comment:

15. The student’s ability to examine the role of marketing and its importance to


Comment


CORE ISLOs (Questions 1 -10) BBA-MKT ISLOs (Questions 11-15)




























COMMENTS:

Q

11. t1The student’s ability to apply effective communication and interpersonal skills to marketing situations


Comment: 12. The student's ability to produce, revise, and present a marketing plan in response to the market


Comment:

13. The student’s ability to design an integrated marketing campaign


Comment: 14. The student’s ability to translate an understanding of marketing ethics into professional

behavior Exceeded Expectations Met Expectations Does Not Meet Expectations

Comment:

15. The student’s ability to examine the role of marketing and its importance to


Comment


CORE ISLOs (Questions 1 -10) BBA-SCM ISLOs (Questions 11-13)




























COMMENTS:

Q

t1 11. The student’s ability to analyze industry trends


Comment: 12. The student's ability to evaluate the supply chain process, through value stream

mapping, for potential risks including bottlenecks, shortages, and removal of waste in terms of time, quality, and cost


Comment:

13. The student’s ability to generate solutions to improve the supply chain of a business


Comment:


CORE ISLOs (Questions 1 -10) BBA-HRM ISLOs (Questions 11-16)




























COMMENTS:

Q

11. t1The student’s ability to able to analyze, plan, and support activities and programs for sourcing, recruiting, hiring, onboarding, orientation, and retention


Comment: 12. The student's ability to compare, develop, and recommend strategies to address appropriate

expectations for performance and behavior from employees including performance standards and measures


Comment:

13. The student’s ability to identify and create learning opportunities that increase employee

capability and organizational knowledge Exceeded Expectations Met Expectations Does Not Meet Expectations

Comment:

14. The student’s ability to describe and recommend compensation systems and programs that

support recruitment and retention efforts Exceeded Expectations Met Expectations Does Not Meet Expectations

Comment:

15. The student’s ability to evaluate and consider (some) workplace issues related to

workforce management, employee relations, technology and data, the global context, diversity and inclusion, risk management, corporate social responsibility, and employment law and regulations.


Comment:

16. The student’s ability to interpret and apply organizational strategy, mission, vision, and

values in developing an HR strategy and tactical plan that addresses stakeholder needs, considers the impact of decisions on the overall workforce, and enhances organizational effectiveness and performance


Comment:

First Destination Survey Questions for Graduate Employment Reporting Survey will prepopulate with the following student details

o Name o Campus o Academic Program o Degree Level o Graduate Quarter/Semester o UIN o Baker College email address

Standard questions for all graduates

(1) Are you authorized to permanently work in the U.S.?

(2) Which of the following BEST describes your PRIMARY status? Employed full time (on average 30 hours or more per week) Employed part time (on average less than 30 hours per week) Participating in a volunteer or service program (e.g., Peace Corps) Serving in the U.S. military Enrolled in a program of continuing education Seeking employment Planning to continue education but not yet enrolled Not seeking employment or continuing education at this time

If primary status is EMPLOYED FULL TIME or EMPLOYED PART TIME =

(3) Please select the category which BEST describes your employment: Employed as an entrepreneur Employed in a temporary/contract work assignment Employed freelance Employed in a postgraduate internship or fellowship Employed in all other work categories

Grad will be prompted to provide the following information concerning their employment:

(4) Employing organization: (5) Position location-city, state, and country: (6) Job title: (7) Annual base salary amount in U.S. dollars: (8) Guaranteed first-year bonus amount in U.S. dollars, if you are receiving one:

(9) Is your position related to your field of study at Baker College, i.e., are you utilizing the skills and knowledge gained from your education in your current position?

(10) Did you complete an Experience (internship, externship, practicum, clinical, student teaching, etc.) with this employer?

If response to #10 is “No” then…

(11) This position was acquired by: Handshake Direct application to employer Referral from Baker College personnel Referral from family or friend Other

If primary status is participating in a VOLUNTEER or SERVICE PROGRAM, grad will be prompted to provide the following information:

(3) Organization: (4) Assignment location-city, state, and country: (5) Role or title:

If primary status is SERVING IN THE U.S. MILITARY, grad will be prompted to provide the following information:

(3) Service Branch: (4) Rank:

If primary status is ENROLLED IN A PROGRAM OF CONTINUING EDUCATION, grad will be prompted to provide the following information:

(3) Name of institution: (4) Location of institution-city, state, and county: (5) Program of study: (6) Degree you are pursuing:

ACE ASSIGNMENTS

17 Assignments

Interview Skills I (Select 2 for Certificate; Complete all 5 for Associate and Bachelor):

1. Research Organization

2. Types of Interviews

3. Interview Questions

4. Questions for the Interviewer

5. Thank You Email

Employment Documents:

6. Cover Letter Information and Assignment

7. Resume Information and Assignment

8. Sample Reference page and Assignment

Associate (Include Certificate Requirements) Professionalism I & II

9. Professional Attributes - I

10. Work Readiness Self-Assessment - I

11. Cultural Experience Reflection - II

12. Workplace Etiquette - II

Professional Organization and Credentials

13. Professional Organization - Research Summary

14. Professional Credentials - Research Summary

Career Exploration I, II & III

LinkedIn - I

15. Informational Interview - II

Bachelor (Include Certificate and Associate Requirements) Interview Skills II

16. Questions for the Interviewer - II

17. Thank you Email - II

Professional Credentials - II

May complete Professional Credential here for BA degrees

Career Exploration III

May complete Informational Interview here for BA degree

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Baker College Academic Faculty Credentials Policy and Guidelines

Faculty Teaching Credential Policy for Undergraduate / Graduate Courses

Please review this policy before using the credential document. OFFICIAL DOCUMENT DATED 1.16.17

Following are the overall requirements for all Baker College undergraduate faculty. All campuses must meet these requirements. Additionally, all requirements are identified in the Credentials Workbook. ● Faculty are required to have earned degrees (i.e., not honorary) from regionally accredited institutions, or the

equivalent, if the degree is not from the United States.

● Faculty teaching in undergraduate programs should have completed a program of study in the discipline or subfield in which they teach, and/or for which they develop curricula, with coursework at least one level above that of the courses being taught or developed. If the degree is in another area, the faculty must have extensive work experience in the area they are teaching and meet the criteria outlined for each area (including tested experience, etc.). A master’s degree or higher is required for at least two-thirds of all faculty throughout the Baker College System. Note: Specific targets and goals will be identified for each campus based on the program offering mix on campus.

● Faculty teaching general education courses (courses offered through the School of Education, College of

Interdisciplinary Studies, and College of Social Science) should possess a master’s degree in the discipline or subfield of the course content he or she is teaching. If a faculty member holds a master’s degree or higher in a discipline other than that in which he or she is teaching, that faculty member should have completed a minimum of 18 graduate credit hours in the discipline in which he or she is teaching (for junior and senior level courses – 3000 and above) OR have 18 graduate credit hours obtained by documenting 12 semester credits in the discipline/subfield combined with equivalent tested experience (for freshmen and sophomore level courses – 2000 and below).

Equivalent Tested Experience (three semester credit hours each category/maximum of six credits towards the

required 18 graduate credit hours) o Category #1: Quality teaching experience Three years within the last five years college teaching in the discipline, successful evaluation Three years within the last five years training institution teaching in the discipline, successful evaluation Three years within the last five years high school/tech center teaching experience, highly qualified in

content area, and rated highly effective or effective on evaluation o Category #2: Discipline-specific professional organization leadership/contributions (minimum one year) o Category #3: Discipline-specific professional development (minimum of thirty hours professional

development participation) o Category #4: Research, presentations, and/or publications within the last five years Research:

Discipline-specific thesis or dissertation research Discipline-specific teaching research Discipline-specific research

Presentations Minimum of two presentations at regional, state, or national discipline-specific conferences with proposal approval process

Publications Discipline-specific book published or minimum of two peer-reviewed articles ● Faculty teaching in career and technical education college-level certificate and occupational associate’s degree

programs should hold a bachelor’s degree in the field and/or a combination of education, training, and tested

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experience. Baker College will use the following statement for the purpose of defining career and technical education programs:

o Federal legislation (2006 Perkins Act, P.L. 109270) defines career/technical education as education leading to a postsecondary credential below the bachelor's degree level.

● Baker College will use these guidelines along with the Credential Workbook when reviewing a transcript to determine qualified faculty to teach in a CTE program. (Reference the Credential Workbook for programs designated as CTE). The minimum threshold of qualifications in CTE programs include the following three areas:

o Education: Bachelor’s degree in the discipline/field, and/or Bachelor’s degree in education with major/minor in discipline/field, and/or Bachelor’s degree, and/or Appropriate education identified for industry standards, and/or

o Professional/Occupational Certification: Valid teaching certificate in the discipline/field, and/or Valid occupational certificate or occupational education certificate, and/or Valid industry certification/licensure, and

o Experience: Three years (within the last five years) of successful work experience in the discipline/field Three years (within the last five years) of successful teaching experience (secondary/post-secondary,

industry, or trade apprenticeship) in the discipline/field within the last five years Successful teaching experience verified by documented evaluations

Secondary—rating of highly effective/effective Post-secondary—TBD by institutional evaluation rubric

● Faculty teaching in graduate programs should hold the terminal degree determined by the discipline and

have a record of research, scholarship, or achievement appropriate for the graduate program. ● Faculty guiding doctoral education should have a record of scholarship and preparation to teach at the doctoral

level. Research and scholarship should be appropriate to the program and degree offered. Levels of Credential Categories in each Division Each division has specific credential requirements, which are listed first under the divisional name. Two credential category levels are listed for each division: Preferred and Required. ● Preferred

o Highest credential in the field o The expectation is that each campus will actively pursue the hiring of faculty members from the PREFERRED

category (those who have obtained the highest degree or credential in their field of study). o Campuses will be expected to maintain documentation as evidence of their efforts to recruit PREFERRED category

faculty. o This evidence could include copies of job postings, advertisements, or interview data. o It is understood that it is not always possible to hire someone with this level of credential.

● Required

o All faculty hired must have the credentials listed in this category unless a documented exception is reviewed by the dean of the college. In this case, a faculty action plan must be developed, which outlines the expectation of the faculty member (including timeline) for completing the REQUIRED or PREFERRED degree/credential.

Additional Considerations ● Each division has specific credential requirements, which are listed first under the divisional name. ● Specific courses in programs within a division may have additional credential requirements or credential requirements

that may be used in lieu of the divisional requirements. These courses are listed under Additional Considerations.

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College of Business Preferred • Doctoral degree in business-related field with a major, minor, or concentration

• Juris Doctoral (JD), if teaching in legal environment of business and/or business law courses • JD with a business-related master’s degree if teaching in other business-related areas or

significant work experience in the content field. • Out-of-field doctoral degree and significant graduate course work, or professional experience,

scholarly achievement, and extensive documented college level teaching experience Required • ABD with a major, minor, or concentration

• Master’s degree in a business-related field and professional certification (e.g., CPA, CMA, PHR, SPHR, PMP, Etc.)

• Master’s degree in a business-related field plus five or more years of professional and management experience, or extensive documented college level teaching experience, or completion of a special post-graduate program

• Out-of-field master’s degree plus additional (12-15) graduate semester hours in business (i.e., finance, management, accounting, marketing, and operations) plus (AND) MUST have bachelor’s degree to teach business-related courses to teach one level above certificate or degree and 9-12 certified teacher and Highly Qualified (HQ) in content area or appropriate occupational certificate or appropriate interim occupational certificate

Additional Considerations For the specific Business Administration courses listed below, additional considerations are identified. If a course is not listed below, only the above Business Administration credentials apply. Baking and Pastry All BPA courses

Preferred: Master’s degree Required: Bachelor’s degree Servsafe certification required with both degrees

Culinary Arts All CUL courses

Preferred: Master’s degree Required: Bachelor’s degree Servsafe certification required with both degrees

All CUL lab-based courses

Preferred: Bachelor’s degree Required: Associate’s degree with either related ACF certification or related work experience ACF certification preferred in all cases

Food and Beverage Management All FBM courses

Preferred: Master’s degree with related work experience Required: Bachelor’s degree with related work experience

Paralegal All courses

Preferred: JD and relevant work experience Required: Master’s degree and paralegal degree/certification and relevant work experience

Supply Chain Management All courses

Preferred: Master’s degree in related area Required: Bachelor’s degree in related area