Accounting & Accounting Assistant - Wisconsin Indianhead … · 2017-12-06 · What has surprised...

Accounting & Accounting Assistant

Wisconsin Indianhead Technical College 10-101-1 Associate Degree

31-101-1 Technical Diploma

2012 Program Review

and

Improvement Plan

CONTENTS

Catalog Page .............................................................................. 1 Review Team Membership ........................................................ 5 Self-Study Reports ..................................................................... 9 WTCS QRP Scorecard Analysis Reports ............................... 27 Program Improvement Plan .................................................... 41

5

TEAM MEMBERSHIP

7

ACADEMIC PROGRAM REVIEW PROFILE

Program Number & Name

10-101-1 Accounting 31-101-1 Accounting Assistant

Program Academic Dean Title/Location

Frank Braswell Dean/All Campuses

Team Lead(s) Title/Location

Linda Richie Accounting New Richmond

Sharon Wichlidal Accounting Superior

Kelly Pastika Accounting Rice Lake

Team Members Title/Location

Same as team leads

Program is currently implementing significant across-the-district modifications; therefore, additional members will not be utilized for this review.

Program Information:

Capacity (new students admitted/year): 156--96 classroom (24x4 locations) plus 60 online

Number of Faculty: FT: 6 PT: 0

Statewide Curriculum: Yes? No? X

Number of Technical Studies Courses in each of the following delivery modes: (there may be duplication for courses offered in multiple modes)

Classroom: 17

Online: 17

ITV/IP: 17

Blended: 4 offered with both classroom & online hours

Program Accredited by:

Date of Last Accreditation N/A

Date of Next Accreditation N/A

Is a visit required? If so, when is the next visit?

Program Licensed by:

Date of Last Licensing: N/A

Date of Next Licensing:

Is a visit required? If so, when is the next visit?

Please list other program memberships:

Note: The accreditation, licensing, and membership information listed above will be listed in the annual WITC Fact Book.

9

SELF-STUDY REPORT

11

SELF-STUDY SUMMARY REPORT

Program Information

Program Name: Accounting Assistant/Accounting

Team Chair: Kelly Pastika/Sharon Wichlidal/ Linda Richie

Academic Dean: Frank Braswell Divisional Dean: Frank Braswell

Process Used to Complete the Self-Study

Meeting format (in-person, IP, conference calls etc.)

Divisional In-person, IP, and email correspondence.

Number of meetings Six for self-study.

How was the self-study handled? (as a group, assigned to individuals to report back to group, etc.)

This was a group facilitation process, with follow up emails and IP meetings.

Additional comments: Creation of co-leaders for the team has helped with dialogue and work load issues in preparing the self-study report.

Summary of Findings

As you completed this self study section of the program review, what areas "stand out" in your program? Please explain.

The adoption of the multi-level of assessments (CWO, TSA) and program curriculum alignment and how the division has embraced both, embedded them, and created a cohesive assessment process to assess students.

What has surprised you? Please explain. Uncovering the uniqueness of each location and the variety of course structure in the same program. Differences in grading, use of course supplement materials, and assessments were examined and many of the program improvements in the self-study are a result of attempting to alignment all locations so there is similarity in our program.

List two or three of the items identified through your self-study that you will focus on to make improvements to your program.

Selection of a third party vendor for supplemental course materials.

Retention from 1st to 2nd semester.

District rubrics for CWO and TSA assessment artifacts.

When/where in your program will you implement these improvements?

First and third items will be targeted for completion May of 2013.

The second item is a longer range project goal with processes being developed with student services to conduct follow-up assessment with students.

What methods (direct or indirect) will you use to assess the success of this implementation?

Completion of the Rubrics and selection of a third party vendor.

12

What new outcomes or benchmarks do you hope to achieve through these recommended changes?

We hope to see an increase in retention rates that follow through to higher program graduates.

Approval of WTCS for reporting requirements for TSA.

Additional comments:

13

SELF-STUDY CATEGORY RESULTS

Program and Category

Program: Accounting

Category: Program Statistics

PLUSES (Strengths) DELTAS (Opportunities)

FTE increase by the creation of the online degree program and creation of both spring and fall entry into the online program.

Retention of students from first to second semester and from first year to second year.

Online retention follow-up with students who withdraw between first and second semester.

Select one PLUS item and explain the root cause:

Online accounting has been very popular and has increased the FTE’s of the entire program. An online student who may choose to take face/face courses increases the student census in traditional face/face courses.

Select one DELTA item and explain the root cause:

Retention of students from first to second semester. Rigor of courses seems to be an issue with some of the online students. Academic preparedness seems to be an issue with student who enter the program and do not have the required skill set to be successful.

What items in this category MUST be addressed on our improvement plan?

Follow up for first to second semester retention.

What items in this category MIGHT be addressed on the improvement plan?

First to second year retention.

What items in this category may be considered a BEST PRACTICE OR INNOVATION?

Creation of both spring and fall entry into the program. With dual semester starts, students are able to migrate through the online program with assurances all courses will be offered in both first and second years curriculums according to fall/spring curriculum checklists.

Team Rating

Please indicate by an (X) the team rating of your program on this category.

All areas need improvement

Some areas meet expectations, but most

areas need improvement

All areas meet expectations —few areas

need improvement

Exemplary—all areas exceed expectations—use

as a model for other programs

X

Additional Comments: (optional)

15



Program: Accounting

Category: Curriculum


Standard district curriculum.

District program sequence alignment.

Creation of rubrics for assignments creating consistency in evaluation.

Representatives from manufacturing, governmental, and public and private accounting are on the Advisory Committee.

Need to have each committee approve the internal changes we have made to the curriculum. (Drop Intro to Computers, Keyboarding, and making Governmental Accounting a required class.)


Each campus has accounting faculty that support and maintain the Advisory Committees.


Approval of curriculum changes by advisory members. Ensure we maintain a district approach to modifications so that all location advisory members are aware of program changes. Ashland advisory members are focused on the online component of the program.


Updating advisory members of the significance of the online program. Help understand how we can strengthen the course work to ensure we grow the interpersonal skills needed.


Investigate internship options for students and more service learning opportunities.


District approach to program needs. We no longer have four separate programs operating from each campus. There is a cohesive district approach to ensuring consistency (including online program).

Team Rating






need improvement



X


17



Program: Accounting

Category: Assessment of Student Learning


Common text and support materials.

Adopted College Wide Assessments (CWO).

Rubric creation for assessment consistency.

Participation in WTCS TSA program to assess program competencies.

Curriculum alignment across the district.

Consistent grading polices for similar courses.

District review of CWO to implement changes to close gap for student learning and growth.


Adoption of CWO and embedded assessments in course curriculum. District wide implementation uses same artifact and rubric.


Consistent grading policy. Campus locations are using a different grading scale to assess students.


District adoption of a college approved grading policy.


Review of CWO and TSA assessment to combine and decrease the need for duplicate assessment artifacts.


District alignment of curriculum. This provides all locations with the opportunity to IPV in low enrollment courses and use resources efficiently.

Team Rating






need improvement



X


19



Program: Accounting

Category: Advisory Committees


Each campus meets yearly with the Advisory Committee.

Always have enough present for a quorum.

Representatives from manufacturing, governmental, and public and private accounting are on the Advisory Committee.

Need to have each committee approve the internal changes we have made to the curriculum. (Drop Intro to Computers, Keyboarding, and making Governmental Accounting a required class.)


Each campus has accounting faculty that support and maintain the Advisory Committees.


Approval of curriculum changes by advisory members. Ensure we maintain a district approach to modifications so that all location advisory members are aware of program changes. Ashland advisory members are focused on the online component of the program.


Updating advisory members of the significance of the online program. Help understand how we can strengthen the course work to ensure we grow the interpersonal skills needed.


Investigate internship options for students and more service learning opportunities.


District approach to program needs. We no longer have four separate programs operating from each campus. There is a cohesive district approach to ensuring consistency (including online program).

Team Rating






need improvement



X


21



Program: Accounting

Category: Equipment and Facilities


Superior, New Richmond, and Ashland have accounting classrooms dedicated to accounting instruction, ie, computers, calculators.

Rice Lake has only one dedicated accounting room and needs a second room.

If ten-key is a competency needed by graduating accounting students, ten-keys will need to be available at all campuses.


Computers and programs are updated to industry standards to ensure curriculum reflects advisory board recommendations.


Only one accounting classroom and the needs are present for an additional room dedicated to accounting instruction.


Ten Key competency across district needs to be included in curriculum. This is also a requirement of TSA program outcomes and will need to be assessed for graduating students.


Look at allocating additional classroom space or increasing room capacities to accommodate increased FTE.


District use of equipment is similar, central purchasing and IT monitoring of software/upgrades has helped to reduce cost and ensure district consistency.

Team Rating






need improvement



X


23



Program: Accounting

Category: Staff Development


Blackboard trained- required participation in training for upgrade to version 9.

Quality Matters is being piloted in the accounting division with instructors participating in the pilot.

Excel/Word/Outlook training is provided during college in-services.

Instructors serve on various committees within our school.

Instructors serve with varies organizations outside of WITC (e.g. Rotary, Chamber).

Faculty create an individualized learning plan each academic year outlining professional growth and opportunities.

Maintain professional organization certifications.

Continue to investigate local training opportunities to assist with meeting credentialing requirements through the VTAE.

Promote service learning projects that will help instructor maintain partnerships with business community leaders.

Work on ensuring quality online instruction for all faculty by providing specific training targeted to online growth.


Participation in Quality Matters by accounting faculty. This pilot (2012) has been completed and now trained accounting faculty are adopting best practices into curriculum and sharing with other district colleagues.


Service learning opportunities in the communities. There is currently a gap district wide in consistency of service learning projects. VITAE is offered at only one location as part of the student experience. Faculty need investigate opportunities at other locations so that all students have the same opportunities.


Mandatory training of faculty in Blackboard version 9.


Continue to train additional staff in quality matters.


Partnerships both internal and external with business leaders and other divisions within the college to maintain current technical and academic excellence in the accounting 2-year program.

24

Team Rating






need improvement



X


25



Program: Accounting

Category: Collaboration Across the College


Aligned curriculum throughout the district.

Common textbooks.

Common grading scale.

Share QuickBook resources with Continuing Education.

Need for common learning management/3rd party assessment. (i.e., Cengage, Aplia).


Division alignment of course curriculum. Budget and resource allocations became critical in 2012 and a need to ensure the ability of the college to effectively manage both resulted in the accounting division aligning curriculum districtwide to:

-Allow opportunities to IPV in low enrollment courses. -Expand the accounting program and offer it at all four locations in a face/face or blended format. -Modify curriculum and require governmental accounting district wide. -Create a spring and fall start date for the online program.


District adoption of a third party assessment. Currently campuses are using a variety of third party vendors to supplement course materials. District decision on one third party vendor to allow for consistent assessment of students.


Need for common learning management system.

Adoption of a common college grading scale.


Investigation of new text vendors for a common text that accommodates our newly created Financial Accounting 1A course for non-accounting majors.


Collaboration of faculty district wide in decision making process.

26

Team Rating






need improvement



X


27

WTCS QRP Scorecard Analysis Reports

31

Associate Degree Accounting Program - Reporting Year 2013

34

WTCS QRPDS SCORECARD ANALYSIS WORKSHEET

Check One: (two worksheets should be completed—one for target score analysis and one for threshold score analysis.)

X TARGET SCORE ANALYSIS

THRESHOLD SCORE ANALYSIS

Program: Accounting-Accounting Assistant

Indicator Actual Target Threshold What practices might be causing this performance?

2nd Year RetentionF200

82.22 74.67 55.83 Adults returning after losing jobs are motivated students to finish in two years. TSA grants give two years of funding.

Job Placement-Related Employment I600

56.52 66.86 20.35 The associate degree program provides the foundation theory for many students who continue on at a four year institution. Current advisory board involvement in the curriculum and course design has helped prepare our students for current standards upon graduation. This has helped with the increased job placement and related employment opportunities. Students aren’t willing to relocate to larger communities where jobs are more available. However when jobs are available in the area, our students seem to be able to compete and secure the open positions.

35

BEST PRACTICE OR INNOVATION

Program Accounting

Short Title/Caption of Best Practice

Effective communication and curricular development of students which leads to high retention.

QRP Indicator Number & Name

F200 Second year retention

QRP Scores Actual: 82.22 Target: 74.67 Threshold: 55.83

Select One: x Best Practice □ Innovation

What is the Best Practice/Innovation?

Above the target which is excellent. This is a direct result of the relationship between instructors and students with expectations of the program. Once students start the program, they see the skill they will be learning and are happy to stay in the program. In addition, students are exposed to the many different areas of accounting – payroll, tax, cost, financial and see the variety of jobs that they will be qualified to enter.

Why is this considered a Best Practice or Innovation?

Student success surveys reflect that the communication has a direct result on the retention of the student. Many times the instructor is migrating with the students from semester to semester which helps to build a relationship with the students. This allows for early intervention on a more personal level when the instructor sees issues arise.

How has this impacted on the high-level results for this program?

By allowing student the opportunity to finish their degree online if they get a job. It also allows more flexibility for all of our students to get the classes they need to stay in school.

37

POTENTIAL SOLUTION/ACTION

Program Accounting

Short Title/Caption of Solution/Action

Improve Student readiness before enrollment into program core courses

QRP Indicator Number & Name F400 3rd year retention


Description for Potential Solution/Action: (Write a few sentences to describe what potential solution/action your team may undertake to improve the performance of this indicator.)

Since many of our students are being federally funded with TAA grant money, it is important before they enter into the first semester that they have the basic skills (keyboarding, technology, math and writing skills). A first success semester with these basic courses will help prepare students and keep them on track with a 3rd year graduation. Since many of the students are part-time a two year completion schedule will not work for them. Rationale for Potential Solution/Action: (Write a few sentences to explain why this action is likely to improve the situation along with any concerns the team may have about pursuing this action.)

This would allow all students who have been out of the education environment for some time to brush up on the skills that are essential to successful completion of the courses. With so many of our students opting for online courses, it becomes critical that they are prepared for the online environment.

38

POTENTIAL SOLUTION/ACTION

Program Accounting

Short Title/Caption of Solution/Action

Create career pathways for students who do not wish to complete the 2 year degree

QRP Indicator Number & Name F400 3rd year retention


Description for Potential Solution/Action: (Write a few sentences to describe what potential solution/action your team may undertake to improve the performance of this indicator.)

Create pathways for the accounting program so that students who find employment before completing the 2 year associate program can be tracked and participate in our college graduation survey. Currently students who find employment and do not complete the program are recognized in our retention rates negatively. The RISE initiative currently being supported by the college will help to create pathways or career clusters for students who are seeking only specific courses that an employer is seeking. Example is the creation of the tax certificate where a person who completes my find employment with a tax preparer while still being able to ladder into the full one or two year program without losing any of their credits. Rationale for Potential Solution/Action: (Write a few sentences to explain why this action is likely to improve the situation along with any concerns the team may have about pursuing this action.)

This will allow us to better track the statistics of our students. Where we will be given credit as a successful graduate for retention and job placement.

39

FUTURE TRENDS AND EXTERNAL FACTORS

Program Accounting

Future Trends

1 Two year accounting graduates are expected to use more software

2 More international business

3 More Flexible work sites (working from home)

4 Written and oral communication skills very important

5 Cloud computing – security of external storage of information

External Factors

1 Economy

2 Competition for job opportunities within our geographic area and people with Bachelor’s degrees and higher are applying for entry level office positions

3 Competition with area schools

4

Employment Trends

Local

1 Opportunities to work off-site—Internet companies, virtual assistants

2 More responsibilities-with companies downsizing the accountant takes on more duties with a company.

State

1 Downsizing

2 Low turnover in companies – people are not retiring as early

41

Program Improvement Plan

43

ACADEMIC PROGRAM IMPROVEMENT PLAN

PROGRAM: Accounting

Defined Outcome:

Increase third-year retention to meet QRP threshold of 36.33 by creating career path options for students not interested in a 2 year associate degree. (current actual 31.37)

Perkins? No

Responsibility Timeline Resources

Action Plan/Action Items: Expand accounting career path options of less than two years degree,

Develop certificates or concentration areas such as payroll and income tax.

Accounting instructors

Dean – Frank Braswell

Current to 2014

WTCS QRP Indicator Name & Number: (from those potential solutions selected from the WTCS QRPDS Analysis) F400 Retention – Third Year Retention

44

Update: (A mid-year and year-end update will be required each year during implementation.) June 2013: Creation of a new Personal Income Tax Specialist certificate. Updates to the career path options will be discussed in August 2013 to create and adhere to the new requirements from the WTCS system to create certificates that ladder into the technical diploma and associate degree. The Personal Income Tax Specialist will have to be submitted for state approval as an imbedded certificate that ladders into the accounting assistant degree and associate degree program. Implementation of a new track for our Business Management degree to allow a 15 credit area of specialization in accounting. Pilot of this track will be implemented with new 2013 enrollment with placement into the program in Fall 2014. January 2014:

1. The draft Personal Income Tax Specialist certificate page for the 2014 – 15 WITC catalog has been updated and will be included as such. Will check into how many students completed it.

2. Further discussion on the career pathways is needed. 3. Further discussion is needed on the accounting track of BMT.

June 2014: Expand accounting career path options of less than two years degree. Done. Develop certificates or concentration areas such as payroll and income tax. Done. January 2015:

1. The Personal Income Tax Specialist certificate is completed and is on page 173 of the WITC 2014-15 catalog. 2. Payroll Certificate is being discussed with an accounting instructor looking at getting certified in that area. 3. New Track for BMT is scheduled for fall 2016 – after being included in the WITC catalog and has time for marketing. 4. Latest 2013 QRP statistics are attached at the very end of this report. Third Year Retention has improved (53.33%). Our actions here will help to

keep it at a high number. These actions/activities here are too new to have made a difference in the 2013 retention rate.

45


PROGRAM: Accounting

Defined Outcome:

Increase third-year retention to meet QRP threshold of 36.33 by providing online support and communication tools. (current actual 31.37)

Perkins? No


Action Plan/Action Items: Monitor increase in online classes.

Develop a process to have help available in online office/tutoring.

Explore additional avenues of communication or alternate tools accessible to online students such as more video clips or products like Skype.



Current to 2014


Update: (A mid-year and year-end update will be required each year during implementation.) June 2013: Instructors now have dedicated online office hours that are posted in their syllabus for students to have synchronous communication. Faculty all have access to Skype software and hardware to conduct live chat sessions with students. Faculty have dedicated lab hours where they can tutor students in online courses via online white board discussion or interactive video. January 2014:

1. Statistics for FY 13 over FY12:

Online: 9.8 % increase in # of online classes

Online: 20.8 % increase in FTEs in online classes

In-person/Web: 2.6 % increase in # of In-person Web classes

In-person/Web: 4.2 % increase in FTEs for In-person Web classes 2. Success of dedicated online office hours will be analyzed. 3. Students now have MS outlook which has, embedded, a communicator piece of technology. Students now have access to the instructors through

this embedded technology called Lync. Conceptually, Lync mirrors Skype, only it is much less complicated to use - a 24/7 piece of technology. Will have statistics in our December 2014 summary report of how Lync was used.

46

June 2014: Monitor increase in online classes. Done. Develop a process to have help available in online office/tutoring. Not done. Continuing. Explore additional avenues of communication or alternate tools accessible to online students such as more video clips or products like Skype. Done. But always researching new technology. January 2015: Instructors have been busy. Check these activities out:

1. Tapes (all captioned) are being made available in the Government Accounting Online Class. These tapes are from an ITV Gov’t Accounting Class where the instructor was explaining the concepts and material.

2. Instructors teaching Financial Accounting 1A this semester (1152) are piloting a new textbook that uses publisher’s materials for exercises, problems, case problems, etc. One of the selling points of the textbook were the short video clips in each chapter explaining new concepts and material. Too early to tell.

3. A curriculum modification is being instituted to help students ease thru the curriculum and to provide additional support for learning Accounting Principles overall.

47


PROGRAM: Accounting

Defined Outcome:

Increase third-year retention to meet QRP threshold of 36.33 by marketing the Accounting program through local media. (current actual 31.37)

Perkins? No


Action Plan/Action Items: Develop a plan to market the accounting program through local media.

Develop a plan to increase exposure in areas were the enrollment is low.



Current to 2014


Update: (A mid-year and year-end update will be required each year during implementation.) June 2013: Marketing materials have been developed for distribution to accounting students through collaborative efforts with our Media department. Future initiative is to offer a blended program (evening) where students can attend a local campus lab setting while still having the option of completing the program online. January 2014:

1. General Business ad was included on webpage carousel as of late. 2. Discussion will continue regarding updated marketing plans. 3. Current discussions are taking place regarding students having attending a local campus lab setting.

June 2014: Develop a plan to market the accounting program through local media. Done. In conjunction with other bus div programs Develop a plan to increase exposure in areas were the enrollment is low. Done in Rice Lake – developed a pilot for fall 2014 in which students can select time of day to attend accounting classes – flexible for all working students & adults. January 2015: A business division brochure is at the printers. We will be using this to market our programs to high schools, parents, and the general public. Many of our accounting faculty visit the high schools with the campus career specialist.

49


PROGRAM: Accounting

Defined Outcome:

Increase third-year retention to meet QRP threshold of 36.33 by increasing overall student success in the accounting program. (current actual 31.37)

Perkins? No


Action Plan/Action Items: Encourage counselors to make sure students that enter the accounting program meet the program entrance requirements.

Encourage counselors to recommend remedial course work to students achieve the required entrance level prior to being admitted into the program.

Examine the entrance requirements for the accounting program and adjust them if they do not meet the level that would help a student be successful in the program.



Current to 2014


Update: (A mid-year and year-end update will be required each year during implementation.) June 2013: -College has created a success semester for students who do not meet minimum entrance requirements for admission into the program. Students completing the success semester are better prepared and should be successful in semester to semester retention. -Smarter Measure is now mandatory for all business division students. This assessment is being used to help students identify strengths and weaknesses that will better inform them on their academic choices.

50

-Mandatory academic advising is being piloted for all new business division students enrolling in our January 2013 spring term prior to actual class registration. This will assist the student in making appropriate course choices and modes of delivery. It will also provide a support service as an ongoing 2, 3, and 4th semester requirement prior to registration. January 2014:

1. The Bus Division Deans have requested time on the agenda for the district counselor’s meeting on March 5. At this meeting, the Bus Deans will talk specifically about each program and its requirements, etc.

2. Examining the entrance requirements to the Acct/Acct Assistant programs still needs to be completed. 3. Statistics on # of accounting students being advised into taking courses within the success semester will be researched. 4. Overall results of WITC students taking the SM Learning Readiness Indicator will be analyzed. On campus workshops targeted to the low scoring

areas could be an opportunity for students to increase their skills in that area. More work on analyzing SM results needs to be done. 5. The “mandatory” academic advising, as such, is being revamped at this time. Instructors are discussing how the Bus Division can be proactive in this

area for fall 2014 advising. Fall 2014 advising takes place over the summer preceding the semester. June 2014: Encourage counselors to make sure students that enter the accounting program meet the program entrance requirements. Done. March 5 district counselor’s meeting. Will continue. Encourage counselors to recommend remedial course work to students achieve the required entrance level prior to being admitted into the program. Done. March 5 district counselor’s meeting. Will continue Examine the entrance requirements for the accounting program and adjust them if they do not meet the level that would help a student be successful in the program. Not done. More work is needed. January 2015: Continually working with counselors in updating them regarding programs. We need to do more work with the Accounting Program entrance requirements.

51


PROGRAM: Accounting

Defined Outcome:

Communicate online program significance to Advisory Committee.

Perkins? No Responsibility Timeline Resources

Updating advisory members of the significance of the online program.

Discuss how the coursework can be strengthened to ensure we grow the interpersonal skills needed.



FY 2013 - Completed

WTCS QRP Indicator Name & Number: (from those potential solutions selected from the WTCS QRPDS Analysis)

Update: (A mid-year and year-end update will be required each year during implementation.) December 2012: This goal has been completed with the advisory meeting held in Fall of 2012. Online program numbers were discussed as well as the CWO’s designed to help develop some of the interpersonal skills the advisory board members feel are lacking in our graduate. These college wide outcomes have been embedded in the courses and are part of our ongoing assessment process. June 2013: District advisory board meetings are now occurring to ensure we meet the needs of all the geographic areas of our district. While there is still acknowledgement of uniqueness to any of our four campuses, the online component is being promoted as a one college concept. January 2014: Original outcome completed. However, this is an ongoing agenda item for each advisory committee meeting because of our continual assessment of CWO’s specific to communication and interpersonal skills. June 2014: Updating advisory members of the significance of the online program. Done. Discuss how the coursework can be strengthened to ensure we grow the interpersonal skills needed. Done. Will continue. January 2015: See June 2014 comments. In addition, the accounting instructors have taken the committee’s recommendations for curriculum modifications and have added into the curriculum a course that expands on their using Excel for business applications and also a course that expands their level of skills in using QuickBooks.

53


PROGRAM: Accounting

Defined Outcome:

Ten-key competency added to curriculum


Action Plan/Action Items:

Add to accounting courses.

This is a requirement of TSA program outcomes.

Assessed graduating students.



FY2013 -Completed


Update: : December 2012: All district locations are now using 10 key competency assignments in the accounting courses. All locations are using the same external vendor software (Aplia) for courses. January 2014: All WITC locations using Ten-Key competency assignments in accounting courses. Need to follow through on assessing graduating students’ skills in this area. June 2014: Add 10 key calculator to accounting courses. Done.

55


PROGRAM: Accounting

Defined Outcome:

Adopt a college-approved grading policy. Perkins?

No Responsibility Timeline Resources

Action Plan/Action Items: Discuss and implement adoption of a college-approved grading policy.



FY 2013 - Completed


Update: (A mid-year and year-end update will be required each year during implementation.) December 2012: One uniform college grading policy has been adopted and went into effect district wide effective Fall 2012. All business division programs collegewide are now consistent in grading policy. January 2014: Outcome completed. Accounting faculty continue to use college-approved grading policy. June 2014: Discuss and implement adoption of a college-approved grading policy. Done.

57


PROGRAM: Accounting

Defined Outcome:

Train faculty on new version of Blackboard


Action Plan/Action Items:

All accounting faculty will attend mandatory training in Blackboard version 9.



FY 2013 -Completed


Update: December 2012: All faculty have attended Blackboard version 9 training and are now working in the new software program Fall 2012. January 2014: Outcome completed. In addition, faculty continue to update their Blackboard skills by attending Blackboard open labs held each semester at each WITC campus. These open labs are facilitated by Online Mentors. June 2014: All accounting faculty will attend mandatory training in Blackboard version 9. Done.

Accounting & Accounting Assistant - Wisconsin Indianhead … · 2017-12-06 · What has surprised...

Documents

Transcript of Accounting & Accounting Assistant - Wisconsin Indianhead … · 2017-12-06 · What has surprised...