Fifth Year Maintenance Report - AACSB - The University of Texas at ...

More documents

Recommendations

Info

Table 6.2BBA in Accounting Assessment of Learning ModelEssentialLearningGoal123Student Learning OutcomeStudents will demonstrate knowledge ofboth core concepts and advanced conceptsof accounting.Students will demonstrate ability tocommunicate accounting information tousers in writing and through presentations.Students will use spreadsheet software toenter, manipulate and report accountinginformation and will use accountinganalytical tools to analyze and reportaccounting information.AssessmentMethodStandardized qualificationexamination – Percentage ofstudents taking AccountingPrinciples I at UTSA passingthe PACE examination.Percentage of studentsachieving an acceptablescore (60%) on an internallydeveloped assessmentexamination.Percentage of studentsachieving an acceptablescore on a sample of selectedwritten assignments inIntermediate I.Percentage of studentsachieving an acceptablescore on an oral presentationin the Business Ethics coursereserved for Accountingmajors.Samples of spreadsheetbased assignments for ACC3113 classes will be collectedand evaluated. Percentage ofacceptable scores will bemeasured using an instructordeveloped rubric.An FASB Codification Projectcompleted in ACC 3033 willbe evaluated using aninstructor designed rubric.The rubric evaluates sevenitems on a project using theCodification.Criterion70% of the students takingthe examination should passon the first attempt and 90%should pass by the thirdattempt.70% of the students takingthe examination shouldachieve an acceptable score.70% of the sampled paperswill be classified assatisfactory or above usingan instructor generatedrubric.70% of students will achievean acceptable score using aninstructor generated rubric.An acceptable score is ascore of 80 out of 100 on thescoring instrument.70 % of assignments will bejudged as satisfactory.21/30or better was used tomeasure satisfactoryperformance.70% of the projects will bejudged acceptable based onthe rubric. On the sevenitem scale 5 or better is ratedas satisfactory.What are the most recent outcomes from the assessments, and what is the impact oncurricula development actions?BBA ProgramAs is evident from the assessment results presented in Table 6.3, most criteria were met in bothsemesters. One major exception was the administration of the PACE examination (item 1a) in the Fall2010 semester. That is the only semester in which the criteria for that assessment method were not39
met since we began using that test. The PACE administrator reviewed the test and the coverage ofmaterial in Accounting Principles with the lead instructors. There appeared to be a combination of anew testing format, a weak student pool and a need to emphasize some topics in Principles moreheavily. The necessary changes were made and the spring assessment was in line with prior semesters.While criteria were met, the assessment did identify areas of weakness that are beingaddressed. Item 1b indicates a continuing weakness in three areas related primarily to cost accounting.A committee of the instructors for Principles of Accounting II (Managerial Accounting) and CostAccounting has been formed to evaluate the entire sequence of courses in that area to recommendchanges to the Undergraduate Program Committee with regard to our treatment of Cost Accounting.This may result in some change in the curriculum for the next undergraduate catalog.A review of the results for item 2a indicates that the majority of students having difficulty in thisarea are finance majors who have to take Intermediate I and Intermediate II as part of their major. Thishas been a continuing problem with the Intermediate Accounting courses. We have held discussionswith the Finance Department and are developing a special intermediate accounting topics course forfinance majors that will be included in the next catalog revision.A detailed analysis of item 3a by the faculty who teach Accounting Information Systems hasdetected specific weaknesses in the spreadsheet abilities of the students in those classes. As a resultthe faculty in those classes have adjusted the emphasis of their instruction to concentrate more time onthe specific areas of weakness detected through the assessment exercise.Finally, the assessment tool was changed at the beginning of the 2010-2011 academic year foritem 2a. The faculty teaching Intermediate I decided that the tool we were using, a general writtenassignment, did not measure the learning outcomes well enough to be useful. They developed a newassessment tool and with the approval of the program committee implemented it at the beginning ofthe fall semester.40
Page 3 and 4: Table of Contents1. Situational Ana
Page 5 and 6: time the number of on-campus reside
Page 7 and 8: competency examination into our pre
Page 9 and 10: 2. Progress Update on Concerns from
Page 11: The AOL program of the department i
Page 14 and 15: constituents both to assess their n
Page 16 and 17: U/COB Goal 2-2: Continue to partner
Page 18 and 19: One additional area which illustrat
Page 20 and 21: No new programs have been introduce
Page 22 and 23: provision for new PhD’s. One othe
Page 24 and 25: week of research assistance. The co
Page 26 and 27: 5. Participants: Address the follow
Page 28 and 29: program than the undergraduate prog
Page 30 and 31: We have had one truly outstanding p
Page 32 and 33: One tenure decision has been made s
Page 34 and 35: Figure 5.1FTE Faculty Fall 2006-Fal
Page 36 and 37: 6. Assurance of Learning: Address t
Page 38 and 39: most undergraduate students were in
Page 40 and 41: session students are on campus. Thi
Page 44 and 45: Table 6.3BBA in Accounting Assessme
Page 46 and 47: Master of Accountancy ProgramThe le
Page 48 and 49: techniques was created and is requi
Page 50 and 51: 3. Journal ListThe faculty evaluati
Page 52 and 53: 1. Situational Analysis (None)APPEN
Page 54 and 55: The Department of Accounting is a c
Page 56 and 57: The Department of Accounting, as a
Page 58 and 59: Department of Accounting Goal 3.Sub
Page 60 and 61: Result: In ProgressMain Action:Seek
Page 62 and 63: 6. Department of Accounting Mission
Page 64 and 65: Department of AccountingStrategic P
Page 66 and 67: I. Strategic Planning ProcessThe De
Page 68 and 69: The UTSA Department of Accounting w
Page 70 and 71: Health/Technology ThematicCOB Goal
Page 72 and 73: 151617181920Improve facultyinfrastr
Page 74 and 75: Table 31-2:Five-Year Summary of Pee
Page 76 and 77: University of Texas at San Antonio
Page 78 and 79: Journal of Accounting and Public Po
Page 80 and 81: TABLE 9-1Summary of Faculty Suffici
Page 82 and 83: DEPARTMENT OF ACCOUNTINGTABLE 10-1:
Page 84 and 85: TABLE 10-2: CALCULATIONS RELATIVE T
Page 86 and 87: Table 6-4Assessment Alignment for M
Page 88 and 89: MACY Goal 3 Graduates of the Master
Page 90 and 91: PhD-ACC Goal 2 Students will identi
Page 92:
PhD-ACC Goal 3Students will acquire
show all

Fifth Year Maintenance Report - AACSB - The University of Texas at ...

Create successful ePaper yourself

Delete template?

Save as template?