BUSINESS TECHNOLOGY (BTEC) PROGRAM2012-2013

Program Mission StatementThe Business Technology Program’s mission is to provide the skills, knowledge and attitudes needed to prepare students for office positions in government and industry. The program provides a state-of-the-art technological curriculum that meets current and emerging Maui County education and computer training needs. By offering high quality instruction in a motivating learning environment, the program empowers students to achieve their highest potential. The program strives to recognize and raise awareness of the diverse local and Native Hawaiian traditions that make our community so unique.

I. Quantitative IndicatorsThe Demand Indicators remain Cautionary (as was the case in the 2011-2012 program review). The elements used in the health call calculation shows that the number of majors in this program (element 3) has risen 12% and the County prorated new and replacement positions has risen 17% (element 2) since the 2011-2012 program review resulting in a ratio of 4.43. Last year’s ratio was slightly higher at 4.53. As was indicated in past reviews, the majority of the majors in the BTEC program are majoring in the Medical Assistant II specialty. The occupational codes for medical assistants are: CIP 51.0801, SOC 31-9092.00 and are not the codes used as a Quantitative indicator. When a faculty person is hired a high priority item would be to arrange for an analysis using the alternate code.

The Efficiency Indicator has been reduced from Healthy (in the 2011-2012 program review) to Cautionary (in 2013). At the time of this program review, there are no faculty for this program. The program is being held together by lecturers (this program review is being conducted by a lecturer). In Fall 2007 there were 2 – FTE faculty. In December 2011 one faculty person retired. To date, no BTEC faculty has been hired as a replacement. In June 2013, the remaining faculty person retired. To date, no BTEC faculty has been hired. Until a faculty person is hired this indicator will continue to show poorly and most likely will reduce to Unhealthy. Other considerations towards the Efficiency Indicators (Average Class Size, Fill Rate, and Number of Low-Enrolled Classes) has remained steady from the past report.

The Effectiveness indicators continue to show a “healthy” measure for the program. This welcome result is most likely due to counselors who assist in tracking BTEC students on their persistence, credentialing, and retention.

II. Outcome and Goal AchievementA. Program Learning Outcomes:

Two courses were used to assess PLO 1 and one course was used to assess PLO 4. All courses assessed were from the Spring 2013 semester. No courses from the Fall 2012 semester were assessed.As previously advised from the BTEC Advisory Board, the Legal Specialty was deleted effective Fall 2013. As reported in the 2011-2012 review, “Members of the advisory board shared how most legal offices prefer to train their employees. The market for legal office workers is very small.” This PLO should be removed from the program planning grid.

B. Analysis of Student Outcome and GoalThe table below shows the planned PLO’s and the courses which were to be assessed. Notes are provided as explanation.

Assessments This ReportPLO F12 SP13 Notes

1 R BUSN123BUSN 157

BUSN 157 not assessed due to lack of evidence

2 BUSN170-E BUSN292-E

BUSN292 Not assessed due to lack of evidence

BUSN170 Not assessed due to lack of evidence

3 BUSN193V-E BUSN292-E BUSN292 Not assessed due to lack of evidence

4 R BUSN151-E BUSN232-EBUSN292 Not assessed due

to lack of evidence

5 BUSN193V-E BUSN292-ENot assessed due to PLO no

longer valid – pertained to discontinued legal specialty

6 NURS100-E Not assessed due to lack of evidence

The tables below shows the courses in the BTEC program being used for assessment for both the Information Processing and Medical Assistant II specialties, the PLO being applied to that course and at what level each PLO is taught.

Information Processing Map and Weightings

Map of Program Learning Outcomes by CourseBUSN123

BUSN150

BUSN151

BUSN157

BUSN161

BUSN166

BUSN170

BUSN189

BUSN193v

BUSN232

BUSN237

BUSN292

PLO 1

3 2 3 3 1 2 1 0 2 1 1 2

PLO 2

0 2 3 0 0 0 3 0 2 0 3 2

PLO 3

1 1 1 1 3 3 2 1 3 1 1 3

PLO 4

0 2 3 0 0 0 0 2 2 3 1 2

Medical Assistant II Program Map and Weightings

Map of Program Learning Outcomes by CourseBUSN123

BUSN150

BUSN151

BUSN161

BUSN166

BUSN170

BUSN185

BUSN189

BUSN193v

NURS100

NURS50

PHARM106

BUSN292

PLO 1

3 2 3 1 2 1 2 0 2 1 2 1 2

PLO 2

0 2 3 0 0 3 2 0 2 0 1 1 2

PLO 3

1 1 1 3 3 2 2 1 3 3 1 1 3

PLO 4

0 2 3 0 0 0 0 2 2 0 1 1 2

PLO 6

0 0 0 1 1 1 3 2 3 3 2 3 1

The table below shows the remaining semesters of the original five-year cycle assessment plan outlined in the 2010-2011 program review. The courses which were to be assessed plus those to be assessed for the future are listed. Note that PLO 5 (entirely focused on legal documents) will be deleted from the plan in Fall 2013 due to discontinuation of the legal specialty in the BTEC program.

Assessment PlanPLO F12 SP13 F13 SP14 F14 SP15 F15 SP16

1 R BUSN123BUSN 157 BUSN151-E BUSN 292-

E R BUSN292-E R BUSN123-E

2 BUSN170-E BUSN292-E R BUSN292E

3 BUSN193V-E BUSN292-E R BUSN292-E

4 R BUSN151-E BUSN232-E

BUSN 292-E R BUSN292-

E R

5 BUSN193V-E BUSN292-E PLO non applicable – pertained only to legal specialty discontinued Fall 2013

6 NURS100-EBUSN185-EPHRM106-

E

BUSN292-E R

1. Assessment Strategy/Instrument Assessments were done by two lecturers teaching the respective courses. Student data (from BTEC students only) was gathered from representative projects, book assignments or exams completed during the semester indicated. One method for PLO-1 focused on both the ability of the student to create and produce original documents emphasizing the typical elements used for business documents and publications. The other assessment method used for PLO-1 concentrated on the ability of the student to produce suitable documents in a reasonable amount of time and were conducted in the classroom under instructor supervision. For PLO-4, assessment methods focused on the ability of the students to follow very explicit directions, to work independently and to review all work done for accuracy and completeness while carrying out specific spreadsheet projects in the student textbook. A second method of assessment was used to test the student’s ability to “think beyond the book” by applying the specific formulas, functions, and spreadsheet techniques learned in the book projects to typical business spreadsheet scenarios that the student had not seen previously. Analysis from the second method used results from a supervised in-class timed exam. All methods employed the submission of electronic documents that were retained as evidence.

2. Expected Level of Achievement Letter grades (percentages) were used for the summary data. A grade of A or B “Exceeds” the requirement for both PLO-1 and PLO-4. A grade of C “Meets” the requirement, a grade of D identifies the student who “Needs Improvement”, and a grade of F qualifies as “Insufficient Progress”. Students who withdrew or were not majoring in Business Technology were not included in the results.

3. Results of Program Assessment The following tables show each course and PLO assessed. The evidence and discoveries about student learning are presented below each one. It should be noted that many of the PLO assessments that were scheduled for Fall 2012 and Spring 2013 were not completed for this report. This is due to lack of faculty leadership (no faculty in this program at the present time) and poor communication with lecturers regarding the assessment process and their expected role in such review. Compilation of quality assessment data well after the teaching semesters had ended proved difficult and beyond the means of the lecturers who remain with the program.

Business Technology Program Assessment Rubric for BUSN157 - PLO 1 – SPRING 2013 - JostProgram Learning Outcomes

*Grade of A or B=Exceeds, C=Meets, D=Needs Improvement, F=Insufficient Progress*Only Business Technology majors are included in this assessment.

Exceeds

Meets

NeedsImprovement

InsufficientProgress

PLO 1

Program graduates select and apply software to create word processing, electronic messaging, desktop publishing, and presentation graphics documents. They meet or exceed productivity standards with the software and in keyboarding speed and accuracy. They understand business document formats and are proficient in proofreading.

Assessment method 1: Original business card design, layout and production. *Electronic copy of the business card is submitted 15 1 0 0

Assessment method 2: Reproduction of add, timed exercise. *Electronic copy of the add is submitted 15 0 0 1

Overall Assessment on this PLO. 15 0 0 1

Overall Assessment on this PLO - Percentage. (N=16) 94% 0% 0% 6%

BUSN 157, Desktop Publishing for Business, has a major focus on the principles of layout, design and use of graphics in business documents created for web and print production. The assessment results show that students are avid learners in this arena with over 94% exceeding the goals for PLO-1 with respect to desktop publishing and graphic design. In addition, all but 1 student was able to perform under a timed situation to substantiate that students are able to work quickly and efficiently with their software.

Business Technology Program Assessment Rubric for BUSN123 - PLO1 – SPRING 2013 - AndrewsProgram Learning Outcomes*Grade of A or B=Exceeds, C=Meets, D=Needs Improvement, F=Insufficient Progress*Only Business Technology majors are included in this assessment.

Exceeds Meets NeedsImprovement

InsufficientProgress

PLO 1 Program graduates select and apply software to create word processing, electronic messaging, desktop publishing, and presentation graphics documents. They meet or exceed productivity standards with the software and in keyboarding speed and accuracy. They understand business document formats and are proficient in proofreading.

Assessment method 1:

Student assessment involving creation of typical documents needed in a business start-up including letters, memos, and tables*Electronic copy of completed project documents is submitted.

6 1 0 0

Assessment method 2:

Student assessment involving creation of a business report, legal, medical and international documents. *Electronic copy of completed project document is submitted.

5 2 0 0

Assessment method 3:

Student capstone project involving creation of documents needed for a hypothetical business startup requiring design and creation of business reports including preface pages, citations, bibliography, index and table with math, design of Letterhead, memo and newsletter templates, customer data files and templates for letters, envelope and label mail merge .*Electronic copy of completed project document is submitted

7 0 0 0

Assessment method 4:

Keyboarding speed and accuracy measured by periodic timed keyboarding tests of 5 minute duration over the course of the semester. * Scoring based upon calculation of NWAM (net words a minute). NWAM calculated by subtracting two times the number of errors from the GWAM (gross words a minute). Only timed writings with five or fewer errors were counted in the scoring and to qualify for a particular speed grade, students must have achieved that speed at least three times.*Grade of A or B=Exceeds (>45 NWAM), C= Meets (40-45 NWAM), D=Needs Improvement (35-40 NWAM), F=Insufficient Progress (<35 NWAM)

0 1 2 4

Overall Assessment on this PLO 3 3 1 0Overall Assessment on this PLO - Percentage (N=7) 43% 43% 14% 0%

PLO 1 also focuses on the ability of Business Technology students to create word processing and electronic messaging documents and includes measures of productivity levels using relevant computer software as well as keyboarding speed and accuracy and the ability to proofread business documents with proficiency. BUSN123 focuses on Advanced Word

Processing and assessment results show that overall, 86% of the BTEC students are meeting or exceeding the requirements for PLO-1. With respect to the individual methods of assessment it is clear that students are able to produce advanced word processing documents with great proficiency both under a timed situation (Assessments 1 and 2) and when confronted with creative design (Assessment 3).

From these assessments we learned that the BUSN123 class had a significantly lower success rate than the other class assessed for PLO-1. A high percentage (86%) of the students either “needed improvement” or showed “Insufficient Progress” when Assessment 4 is analyzed. The main area of difficulty lies in the keyboarding speed and accuracy. This course has no pre-requisites for typing speed or even to demonstrate the ability to touch type. Yet, the scoring method outlined by the UH Community College articulation agreement for BTEC is heavily favored towards those who enter the class with at least a 35 NWAM skill level (see rubric). This course has a heavy concentration on producing many multi-page documents which necessitates the student’s ability to type quickly and accurately. There is not much time in this course for a beginner typist to advance their speed and accuracy skills to a 40 NWAM goal to “Meet” the C grade without sacrificing learning the complexities of advanced business documents. A faculty member is needed to attend the PCC meetings to continue to refine and update these articulation agreements. Additionally, BUSN121, that teaches touch typing to the beginner, should be made a pre-requisite course. Until this is resolved, overall percentages for "Insufficient Progress" (as in the 14% reported here) will continue to be problematic.

Business Technology Program Assessment Rubric for BUSN151 - PLO4 - SPRING 2013 - AndrewsProgram Learning Outcomes

*Grade of A or B=Exceeds, C=Meets, D=Needs Improvement, F=Insufficient Progress*Only Business Technology majors are included in this assessment.

Exceeds

Meets NeedsImprovement

InsufficientProgress

PLO4

Program graduates are able to understand and use spreadsheet software to meet business information needs. They work confidently with formulas, financial functions, charts, graphs, multi-sheet, and shared workbooks. (applies to all BUSN students with special emphasis for Information Processing Specialty)

Assessment method 1:

Project from Excel Chapter 4 - Loan amortization schedule with Financial, Logical functions and Data Tables*Electronic copy of completed project documents submitted.

8 0 0 2

Assessment method 2:

Project from Excel Chapter 6 - Multiple Worksheets and Workbooks including 3D formulas, external linking and graphs*Electronic copy of completed project document submitted.

6 2 1 1

Assessment method 3:

Comprehensive Excel Exam - Includes Functions, formulas, charting and manipulation of spreadsheets*Electronic copy of completed project document submitted.

3 1 0 6

Overall Assessment on this PLO 4 2 2 2Overall Assessment on this PLO - Percentage. (N=10) 40% 20% 20% 20%

PLO-4 concentrates on the ability BTEC students to understand and use spreadsheet software to meet the needs of business. This learning outcome includes the student's ability to work confidently with formulas, financial functions, charts, graphs, multi-sheet and shared workbooks. From the analysis, 60% met or exceeded the goals of PLO-4.

Looking more closely at the four methods used for the analysis, we have learned that students are adept at reading and following book instructions (only 1-2% of the students did not “Meet” the PLO-4 requirements for Assessment methods 1 and 2). Assessment method 3 tests the ability of the student to go beyond step-by-step instructions and apply their learning to spreadsheet tasks similar to, but not an exact replication of the book presentations. Over half of the students were not able to make this transition as evidenced by the 60% result for “Insufficient Progress” for Assessment method 3. Reasons for this result could be a lack of sufficient preparation in spreadsheet skills during the pre-requisite courses, student “fear” of math and/or the lack of critical thinking exercises throughout BTEC courses.

a. CASLO AnalysisWithout a faculty in the program, changes to program maps, course outlines, addition of SLO’s for written communication and myriad other techniques to respond to CASLO analysis remain incomplete.

C. Program Plans and GoalsThis review was conducted by a lecturer, assuming temporary and partial duties as Program Coordinator until a faculty member is hired into this program or full Program Coordinator duties are assigned to another faculty member from another program. Development of program goals, developing and refining curriculum, student tracking, counseling and recruitment, budgetary items, grant development, participation in the UHMC PCC for BTEC and coordinating outreach activities are beyond the scope of the limited duties agreed upon. Plans for any curriculum changes or improvement on pedagogy are on hold until a faculty member is hired.

III. Budgetary Consideration and Impact:No evidence available to do assessment.

IV. Engaged Community: A BTEC Advisory Committee exists but its vitality is unknown. Without a faculty to spearhead

the program, supportive members from the community may relinquish their activity on the committee.

BTEC lecturers continue to support the County of Maui Personnel Services Department in their employment recruitment by administering the typing proficiency test for applicants for a fee. The organizational aspect of this service is presently handled by a Clerk in Career Link office during the absence of a faculty member.

Dialog with the Office Administration Program at Maui Job Corp on what courses can be articulated with UHMC BTEC Program had been initiated before the last faculty member resigned. The progress on this item is stalled until a faculty member is assigned to follow up on this community activity.

A few lecturers incorporate community service exercises into their course outline.

V. Recognize and Support Best Practices: Over the past years, BTEC faculty and lecturer(s) have attended the Hawaii Business Educators

Association (HBEA) conferences. Through these conferences, the BTEC faculty has learned to use interesting new technology and hear from business leaders in the statewide community about how to prepare students for the job world.

Several lecturers had the opportunity to attend the PCATT Conference in May 2013. BTEC students are encouraged to assist with activities on campus such as the career and

transfer fair. They also volunteered at the UHMC’s fair booth. The students get to practice their communication skills and customer service at such events.

Online classes are offered (2 to 3 per semester) to help the working students who cannot attend classes or has a transportation issue.