Degree Program Assessment Reports : View Reports

Unit: Accounting
Program: Accountancy (BBA)
Degree: Bachelor's
Date: Fri Nov 20, 2020 - 11:31:03 am

1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)

1. Students demonstrate knowledge of the demand, institutional settings and use of accounting information in an international setting.

2. Student can research accounting and tax issues.

3. Students can design and evaluate controls to ensure the reliability of accounting information.

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

Department Website URL:

Student Handbook. URL, if available online:

Information Sheet, Flyer, or Brochure URL, if available online:

UHM Catalog. Page Number:

Course Syllabi. URL, if available online:

Other:

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2015:

File (03/16/2020)

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.

1-50%

51-80%

81-99%

100%

5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

Yes, on some(1-50%) of the program SLOs

Yes, on most(51-99%) of the program SLOs

Yes, on all(100%) of the program SLOs

6) Did your program engage in any program learning assessment activities between November 1, 2018 and October 31, 2020?

Yes

No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (Check all that apply.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)

Collect/evaluate student work/performance to determine SLO achievement

Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups

Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)

Investigate other pressing issue related to student learning achievement for the program (explain in question 8)

Other:

8) Briefly explain the assessment activities that took place since November 2018.

Instructors collected SLO data on 20% of students the SOA continued to benchmark against other schools and to convas its professional advisory board to determine student learning needs. The faculty was very involved in collecting and reporting data

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

Artistic exhibition/performance

Assignment/exam/paper completed as part of regular coursework and used for program-level assessment

Capstone work product (e.g., written project or non-thesis paper)

Exam created by an external organization (e.g., professional association for licensure)

Exit exam created by the program

IRB approval of research

Oral performance (oral defense, oral presentation, conference presentation)

Portfolio of student work

Publication or grant proposal

Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)

Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)

Thesis or dissertation used for program-level assessment in addition to individual student evaluation

Alumni survey that contains self-reports of SLO achievement

Employer meetings/discussions/survey/interview of student SLO achievement

Interviews or focus groups that contain self-reports of SLO achievement

Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.

Student surveys that contain self-reports of SLO achievement

Assessment-related such as assessment plan, SLOs, curriculum map, etc.

Program or course materials (syllabi, assignments, requirements, etc.)

Other 1:

Other 2:

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

100% of students were assessed

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

Course instructor(s)

Faculty committee

Ad hoc faculty group

Department chairperson

Persons or organization outside the university

Faculty advisor

Advisors (in student support services)

Students (graduate or undergraduate)

Dean/Director

Other:

12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

Used a rubric or scoring guide

Scored exams/tests/quizzes

Used professional judgment (no rubric or scoring guide used)

Compiled survey results

Used qualitative methods on interview, focus group, open-ended response data

External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)

Other:

13) Summarize the results from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.

Objective	Course	How to evaluate	Name of faculty	Report of the faculty	Name of faculty	Report of the faculty	Name of faculty	Report of the faculty	Name of faculty	Report of the Faculty
Student can demonstrate the understanding of financial, managerial, and tax accounting concepts.	Acc 202	% and number of student who have made C- or above	Shirley Daniel	78.6% (44 out of 56) of students earned a C- or better.	Myron Mitsuyasu	1) 9 am; CRN 84752: 71% of students earned C- or better; 17 out of 24 students 2) 10:30 am; CRN 80002: 89% of students earned C- or better; 49 out of 55 students	Hamid Pourjalali	78% of students made C- or better	Liming Guan	92% of students made C- or better
Student can demonstrate the understanding of financial, managerial, and tax accounting concepts.	Acc 401	% and number of student who have made C- or above	Mary Woollen	85.42% of students earned C- or better (41 out of 48 students)
Student can demonstrate the understanding of financial, managerial, and tax accounting concepts.	Acc321	% and number of student who have made C- or above	Manu Kaiama	79% of students earned a C- or better (30 out of 38 students)
Student can demonstrate the understanding of financial, managerial, and tax accounting concepts.	Acc 323	% and number of student who have made C- or above	Mary Woollen	82% of students earned C- or better (55 out of 67 students)
Students can evaluate the reliability of accounting information systems and design an effective audit program	Acc 409	Evaluated in a project	Jee-Hae Lim	overall class average: C (of total 58 students; 32 students for session 1 and 26 students for session 2). Note, approx. 90% of students earned C- or better grade for their projects.
Students should be able to articulate the overall approach that auditors use in a financial statement audit	Acc 418	Final exam (“the articulation of the overall audit approach could be included as part of the final exam”)	Gary Nishikawa	The scores relating to the question on the overall audit approach were as follows: A-67%, B-27%, F - 6%	Robert Hatanaka	Ave score on essay question related to how audits of financial statements impact confidence of potential investors and lenders and the resulting impact on the velocity of money in the economy and pottential impact on the standard of living: 86.5% (All questions on the final exam were essay questions.
Students can demonstrate the usage of managerial accounting information	ACC 460b	4 case analyses over the course of the 8 weeks.	Shirley Daniel	All students completed the cases and 90% scored an average of 70% or more on all cases.
Students can demonstrate the usage of financial accounting information	Acc 460c		Jenny Teruya	92% of the students scored 75% or higher on two cases requiring them to identify relevant accounting issues and apply applicable standards. 85% of the students scored 75% or higher on a final exam requiring them to use FASB codification to address accounting issues.
Students can demonstrate the usage of tax accounting information and research projects	Acc 460e	2 tax research memos	Tom Pearson	95% students completed with a B- or better

14) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)

Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)

Personnel or resource allocation changes

Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)

Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)

Celebration of student success!

Results indicated no action needed because students met expectations

Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)

Other:

15) Please briefly describe how the program used its findings/results.

over the past 5 years the the college has implemented 55 curriculum changes based of SLO performance, including launching 3 new masters programs. The three leading categories are technology, international focus and presentation skills. SOA was a leaderinthis area

16) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)

1. Students demonstrate knowledge of the demand, institutional settings and use of accounting information in an international setting.

2. Student can research accounting and tax issues.

3. Students can design and evaluate controls to ensure the reliability of accounting information.

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

3) Please review, add, replace, or delete the existing curriculum map.

4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.

5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

6) Did your program engage in any program learning assessment activities between November 1, 2018 and October 31, 2020?

7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (Check all that apply.)

8) Briefly explain the assessment activities that took place since November 2018.

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

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

12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

13) Summarize the results from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.

14) What best describes how the program used the results? (Check all that apply.)

15) Please briefly describe how the program used its findings/results.

16) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

17) If the program did not engage in assessment activities, please justify.