Unit: Accounting
Program: Accountancy (MAcc)
Degree: Master's
Date: Fri Nov 20, 2020 - 11:40:12 am

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

1. Students are able to communicate effectively orally and in writing.

2. Students effectively research accounting and tax issues.

3. Students are able to discuss the theoretical foundations of accounting (demand, institutional settings, uses)

4. Students are able to use accounting information as a basis for decision making.

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:

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

Curriculum Map File(s) from 2018:

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):

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?

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)

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

SOA  benckmarked student learning against 22 other institutions, and worked with their professional advisory board to develop outcomes.  They then collected and analyzed data from each course 

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.

50 students all 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)

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)

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
Students are able to demonstrate knowledge of advanced accounting and tax subjects   Acc 415 B- or above Jenny Teruya Not taught in spring 2019
Students are able to demonstrate knowledge of advanced accounting and tax subjects   Acc 407 B- or above Tom Pearson Over 90% of the students met the objective.
Students are able to utilize analytical and research skills for problem solving   Acc 625 Project based Tom Pearson Courswork included 3 memos. All the students met the objective.
Students are able to utilize analytical and research skills for problem solving   Acc 648 Financial statement analysis case/project Terri Fujii Course work included cases on preparing financial statements, analyzing the statement of cash flows, and conducting financial analyses in order to make certain business decisions or for due diligence. The cases were intermingled with the ACC 660 cases. The overall grades for the course were 43% A, 50% B+, and 7% B.
Students demonstrate written and oral communication skills in a professional setting   Acc 625 Written assignment Tom Pearson All students completed the 3 memos with a B- or better.
Students demonstrate written and oral communication skills in a professional setting   Acc 616 Presentation assignment Liming Guan Fall 2018: All students satisfactorily completed two 15-minute class presentations and two 15-minute leading class discussions.
Students are able to integrate knowledge and skills to address contemporary accounting issues   Acc 660 B- or above Terri Fujii Course work involved real life cases on actual companies for which the students needed to apply the knowledge they have gained through the course of their undergraduate and graduate work. The overall grades for the course were 43% A, 50% B+, and 7% B.


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)

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 leader in this.

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.