Unit: Business, Shidler College of
Program: Undergraduate Office of Student Academic Services
Date: Wed Oct 01, 2014 - 10:17:33 am

1) Below are your program's student outcomes (SOs). Please add or update as needed.

1. Pre-business students will be able to identify admission requirements.

2. Business students will develop an individual academic plan specific to their needs.

2) Your program's SOs are published as follows. Please update as needed.

Program's Website. URL: shidler.hawaii.edu (Admissions Undergraduate)
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure. URL, if available online:
UHM Catalog. Page Number: 181
Other:
Other:

3) Provide the program's activity map or other graphic that illustrates how program activities/services align with program student outcomes. Please upload it as a PDF.

Activity Map File(s) from 2014:

4) Did your program engage in any program assessment activities between June 1, 2013 and September 30, 2014? (e.g., establishing/revising outcomes, aligning activities to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys, etc.)

Yes
No (skip to question 14)

5) For the period between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the student outcomes that were targeted, if applicable.

1) Pre-business students will be able to identify admission requirements.

2) Business students will develop an individual academic plan specific to their needs.

6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.

On-line assessment evidence is gathered during three (3) points of student contact: 1) prior to admission (Individual Advising); 2) in the first semester of admission into the college (Mandatory Group Advising); and 3) daily appointments (Individual Advising). Types of evidence included student evaluations (indirect) that assessed knowledge of admission requirements; graduation requirements, policies and deadlines; and/or student generated academic plans (direct).

7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.

We asked 100% of the students who received advising to complete the survey (no sampling used).

923 business students received individual advising. Of this total, 141 or 15%, responded to electronic surveys. For the 850 pre-business students who received individual advising sessions, 331 or 39%, submitted surveys.

485 business students attended Mandatory Advising sessions, 472 or 97%, completed evaluations.

During the reporting year, a total of 2258 pre-business and business students received some form of direct advising. From this total, we received surveys from 944 students for a total response rate of 41.8%.

8) Who interpreted or analyzed the evidence that was collected? Check all that apply.

Program faculty/staff member(s)
Faculty/staff committee
Ad hoc faculty/staff group
Director or department chairperson
Persons or organization outside the university
Students (graduate or undergraduate)
Dean or Associate Dean
Advisory Board
Other:

9) How did he/she/they evaluate, analyze, or interpret the evidence? Check all that apply.

Compiled survey results
Used quantitative methods on student data (e.g., grades, participation rates) or other numeric data
Used qualitative methods on interview, focus group, or other open-ended response data
Scored exams/tests/quizzes
Used a rubric or scoring guide
Used professional judgment (no rubric or scoring guide used)
External organization/person analyzed data (e.g., Social Science Research Institute)
Other:

10) For the assessment questions/goals stated in Question #5, summarize the actual results.

Of the pre-business respondents, 96% indicated they could accurately identify admission requirements and criteria after advising. These results are slightly higher when compared to the last reporting period of 90%.

95% of business students developed and submitted an individual academic plan specific to their major (s) after attending the Mandatory Group Advising session.  These results reflect a larger increase when compared to the last reporting period of 80%.

11) What was learned from the results?

As we moved into direct assessment (e.g., student academic plans) over the last two years, we began collecting these plans immediately at the conclusion of the Group Mandatory Advising session, thus receiving a higher rate of return. Factors that contribute to the higher return rate are: 1) this advising session is mandatory, and 2) if students do not submit their plans, each receive a registration hold for the next semester as a consequence. In review of these individual plans with students in subsequent individual advising sessions, we learned they understood the complex business curriculum very well and were able to set appropriate target dates for graduation.

However, the return rate of surveys from business students after receiving individual advising sessions was relatively low. Since completing the survey is completely voluntary with no consequences, we need to implement strategies to increase this rate.

12) State how the program used the results or plans to use the results. Please be specific.

Based on student feedback who wanted a more user friendly online website to locate pre-business and admission information online, we created an online binder to compile website links and other resources and make it a "one stop" shop for students (http://www.livebinders.com/edit/index/1485694). This site was shared with other academic units on campus, UHCC Counselors, and UHM pre-business students.

Although too early to assess its effectiveness as it was developed earlier this month, September 2014, anecdotal feedback from peers and students has been positive.

In order to improve the rate of respondents from daily advising sessions, we plan to send weekly reminders.

13) Reflect on the assessment process. Is there anything related to assessment procedures your program would do differently next time? What went well?

As the electronic delivery of services appears to be more relevant to the current generation of students, our current plan is to offer Mandatory Advising Group Advising sessions both in-person, and in on-line formats. Given the current climate of budget restrictions and increased enrollment, our current delivery is labor intensive for my unit that is understaffed. On the average, 12-15 students (5%) do not attend these sessions for various reasons.

We believe if some sessions were offered online, we could reduce the barriers to non-attendance and obtain 100% participation.

14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.