Ann Marie 09S TB
BUS-115-H01
Capstone Project
Analysis:
The conclusions I have drawn are very similar to last semester. To succeed in a hybrid class a student has to have the ability to work independently. As with last semester, the athletes in the class did very well except for 1. He is a basketball player. The baseball and softball players all had A/B grades. The students that were not athletes also had an A/B grade.
Results:
Students were given the semester to learn to prepare a business plan for a business they are interested in and may want to open one day. Out of 10 students in the class there were 3-A`s, 2-B`s, no C`s, 3-D`s and 1-F. All of the D`s and the F were due to the students stopping doing assignments and not turning in a Business Plan.
Changes:
The only change will be to use a new edition book which incorporates more modern business practices.
Continuance:
I will continue the Virtual Stock Market game due to the enthusiasm showed by students. I will also continue the capstone project. It is hard work, but the students feel empowered after they have finished.
Results of Prior Assessment:
Date-Time:
5/12/2009 3:07:54 PM
Ann Marie Rigdon 09S TB
BUS-217-H01
Capstone Project
Analysis:
This class did learn writing skills, dress for success skills and presentation skills to succeed in the job market.
Results:
The capstone project was based on job interviewing skills, techniques, writing ability and presentations. This was a hybrid class with minimal meeting times. I proud to say all students that completed the class passed with an C or higher.
Changes:
None
Continuance:
This class is interesting for the students because it applies to "real life" situations which makes in successful
Results of Prior Assessment:
Used TSJC online more effectively.
Date-Time:
4/23/2009 1:57:46 PM
Ann Marie Rigdon 09F TB
BUS-115-001
Capstone Project
Analysis:
The students that complete their business plan treated the class like a lecture class and maintained contact via e-mail or setting up an appointment to talk. Those that withdrew procrastinated.
Results:
Their capstone project was to create their own business plan using what they have learned throughout the semester. This is an online class with only meeting several times. The students that did not withdraw all had a "C" or higher on their business plans. Approximately, 5 withdrew before the semester was over.
Changes:
I am going to have them begin thinking of a business on the first day of class when we meet in person. I will show them an example of a business plan and stress how completing each chapters assignment will make the capstone project easier.
Continuance:
TSJC online has worked very well. I will incorporate the "chat" room for discussions.
Results of Prior Assessment:
Maintained more contact with students which helped.
Date-Time:
4/23/2009 1:47:39 PM
Ann Marie Rigdon 08S TB
BUS-11x-0xx
Capstone Project
Analysis:
One of the most noticeable conclusion is the difference in the weak grades in Intro to Business and the strong grades in the other two classes. I have concluded that almost all the Marketing students were in my Intro to Business class last semester and knew what I was looking for and they have developed a strong entrepreneurship mentality.
This Intro to Business Class did not seem interested in business except for my 3 passing students. The others are not sure of their major and did not show enthusian like the business major students.
The Business Communication Class was taked by HTA Seniors and Juniors. They took great pride in their work. Principal Nunez has done a wonderful job with these students.
Results:
There are three class results: Intro to Business a Business Plan.
Introduction to Marketing: A Marketing Plan. Business Communication and Report Writing A mock interview complete with a job search/resume/etc portfolio.
Intro to Business: Business Plan results were 2-A`s, 1-B, no C`s, 3-D`s and 5-F`s.
Intro to Marketing: Marketing Plan results were 3-A`s, 5-B`s, 4-C`s with no D`s or F`s!
Business Communicaton: Mock Interview/Job Portfolio all 10 had A`s.
Changes:
For Intro to Business I plan to assess their business and entrepreneurship the first few weeks of the semester. No changes in Marketing or Business Communication.
Continuance:
For all classes, giving "real world and real life" examples. I will do this using the Internet, Newspapers and Magazines will be kept.
Results of Prior Assessment:
Date-Time:
5/15/2008 12:01:48 PM
Shirley Johnson 08F TB
ACC-245-0xx
capstone project
Analysis:
The seven students that finished the project and passed the course stated that they liked the project. It reinforced the steps that took them through the steps of setting up a company in QuickBooks. This project also had the students complete transactions they had learned throughout the course, including payroll.
Results:
Of the twelve students in the class, seven finished the capstone project. All of the seven earned a passing grade with one earning a 70 because the work wasn`t accurate. One of the remaining six earned an 88 and the other five earned a 94 or above score. Three of the other five in the class were give incompletes and two didn`t pass the course because of poor attendance and not completing the requirements.
Changes:
none
Continuance:
This course is self-paced. Students have access to the answer keys for each project because each chaper from 2-4, then 5-7, build on each other. Chapters 8 and 9 are complete problems and don`t build on each other. Having the answers to check their work allows them to continue without carrying forward errors made. It also helps them to locate and correct errors which helps with problem-solving skills that they will need on the job.
Results of Prior Assessment:
none
Date-Time:
1/20/2008 10:18:17 PM
Shirley Johnson 08F TB
ACC-121-200
pre-post /capstone
Analysis:
Students showed a significant increase in scores on the posttest. The capstone projects included everything covered in the first 12 chapters of the accounting book. This includes journalizing, posting, preparing financial statements, adjusting and closing entries, petty cash, change fund, payroll, etc.
Results:
Seven students completed the course and on the pre-post test scores increased from 16 points to 65 points. All seven students completed the capstone project with a 92 or higher grade.
Changes:
Having only seven students complete the class allowed me more time to work one-on-one with them and explain what they were having problems with.
Continuance:
I lecture every chapter then have the students do the assigned problems. The following day I show the answers on the smart board and allow the students to check their work. A quiz and assessment is given for every chapter. An achievement test is given after every two chapters which allows students to apply the skills learned.
Results of Prior Assessment:
Since accounting concepts build on each other, I feel it is important to give assessments on each chapter. It would be nice to have a testing center so class time would not be used for testing.
Date-Time:
1/7/2008 10:54:30 AM
Ann Marie Rigdon 08F HSS
BUS-217-H01
Capstone Project
Analysis:
The students that completed the class learned a lot and improved their writing and communication skills.
Results:
Students were given all semester to improve writing an communication skills to prepare for their final which was a Mock Interview. They learned to write a resume, how to dress, verbal communication, and proper interview techniques.
Out of the 13 students here are the results: 10-A`s, 2-B`s 0-C`s. The other student did not take her final.
Changes:
The discussion board on WebCt did not work this semester. Students only posted discussions once or twice a week. It was also difficult for me to grade. I am changing the use of the discussion board and going to "real" time Chat feature that is offered on WebCt. I believe the students will enjoy this and make more effort to communicate.
Continuance:
I will continue the same assignments. Since this is a Hybrid class, I will continue to have the students check in with me once a week as well as having monthly meetings.
Results of Prior Assessment:
Date-Time:
12/18/2007 1:50:32 PM
Ann Marie Rigdon 08F HSS
BUS-115-0xx
Capstone Project
Analysis:
Out of the 13 students that had completed their business plans all but 2 passed the class with a C or higher. There were 5 that did not do a business plan and they did not pass. The top 10 students passed with a C or higher.
If you did a business plan and came to class the student passed with a C or higher.
Results:
The students capstone project was to write a business plan. The results were: 4-A`s, 7-B`s, 2-C`s and 3-F`s. There was one student that pagiarized.
Changes:
I had a new challenge this semester! Five of the Intro to Business students were also taking Accounting 1 this semester. Many of them were also taking more than 12 credits. They had a heavy workload in Accounting and their other classes. I felt because of this, there work in Intro to Business took a back seat to the other classes.
Next semester, I am going to pass around the normal student information sheet, but I am also going to include on there how many hours they are taking and other courses that might interfere with their work.
Continuance:
I will continue to use the same book and teaching format but now that I have learned WebCT better I will give more tests using WebCT.
Also, on WebCT the discussion boards need to be re-evaluated.
Results of Prior Assessment:
Everything is working good!
Date-Time:
12/18/2007 1:36:23 PM
Rigdon, AM 07S TB
BUS-217-0xx
Capstone Project
Analysis:
This hybrid class was split in two. Those that were current with their assignments and didn`t get behind and those that procrasitinated until the end of the semester. Unfortunately, some procrastined too long.
Results:
The results were very typical. 7 - A`s, 1 - C, and 1 - F. There were 2 withdrawals.
Changes:
Since this is a hybrid class and I only see them once a month and I going to incorporate weekly assignments that they have to hand deliver to me. If they work, I will have a folder they can put their assignments in or even slide it under my door. Making the harder to reach students more accountable earlier in the semester.
The responsible students I will reward and let them drop their lowest test score (which for most of them is a B).
Continuance:
The discussion board was very successful this semester with many opinions given as if they were having a classroom discussion. I will keep the topics lively again.
Results of Prior Assessment:
Date-Time:
5/18/2007 12:35:41 PM
Rigdon, AM 07S TB
BUS-115-0xx
Capstone Project
Analysis:
The project was successful.
Results:
The capstone project was to take all the information they learned over the semester and create a Profession Business Plan. Out of 17 students 10 - A`s, 4 - B`s and 1 - F. There were 2 students that withdrew.
Changes:
The only change I am going to make is to have the hybrid students start coming in for one-on-one help about a month before the end of the semester. While they did a wonderful job, I was overloaded the last week.
Continuance:
The lecture class and the hybrid class both have the same assignments and the hybrid students are welcome to join the lecture class whenever they like. This has allowed for the students to study together.
Results of Prior Assessment:
The online discussion board was successful when I had the students participate at least 3 times a week.
Date-Time:
5/18/2007 11:47:28 AM
Pearson, L 07S TB
ACC-122-001
capstone project
Analysis:
Students are still leaving the business program without competency in using Excel. Most students were so focused on getting the project done that they didn`t grasp the big picture (relevance of master budgets, necessity of planning, analytical approach to estimating costs).
Results:
Students were assigned a master budget problem to complete and were required to complete the project in Excel and utilize sheet linking, cell referencing, and formulas. The students were required to complete the budget in such a way that if changes were made to the input sheet, then those changes would be reflected in each of the respective budgets and schedules. Students were given four class days to work on the project, but had two weeks total to complete the assignment. Of the eleven students in the class, 7 students submitted completed budgets, 3 students submitted partially completed budgets, and 1 student did not complete the project.
Changes:
I need to introduce Excel in smaller pieces throughout the semester (require some homework problems to be completed in Excel), so students learn how to use formulas, set up spreadsheets, and utilize cell referencing. I also need to spend more time introducing managerial accounting concepts before jumping into the "how to" part. Some of the students simply memorized the steps to complete a problem without truly understanding why the steps are needed or what the end result is used for.
Continuance:
The in-class cases are useful, but I need to incorporate more peer-to-peer teaching into those activities.
Results of Prior Assessment:
The master budget capstone project was a better fit for managerial accounting concepts than the capstone project I used previously.
Date-Time:
5/10/2007 4:47:46 PM
Pearson, L 07S TB
ACC-121-001
capstone project
Analysis:
Six of the ten students struggled with the closing entries, so coverage of closing entries needs to be expanded and improved. There is still a gap in students` understanding of relationships between accounts and the relevance of financial statements.
Results:
Students were assigned a comprehensive problem set that takes them through each step of the accounting cycle, and requires the students to work through the entire process. Students were given four weeks to complete the assignment, but interim deadlines were assigned for each phase of the project. Students were provided with check figures to use throughout the project to ensure accurate solutions for each phase of the project before proceeding. Of the 10 students in the class, 10 submitted the comprehensive problem for grading at interim points and 9 of 10 completed the assignment in its entirety.
Changes:
The section on creating financial statements and recording and posting closing entries needs to be strengthened. My attempt at a visual demonstration of closing entries this semester was only marginally successful.
Continuance:
Five-question quizzes used to assess student comprehension of assigned reading will continue, as will the use of visual aids for inventory valuation.
Results of Prior Assessment:
Still need to work on presentations for adjusting entries; modifications made for this semester were not enough
Date-Time:
5/10/2007 4:34:44 PM
Johnson, S 07F TB
ACC-245-Oxx
Capstone Project
Analysis:
Students worked hard and put in extra time to complete the project. They all expressed how much they had learned and were glad they had to do it.
Results:
During the semester student will complete three projects. The first two cover information in the section just covered. The last one is the Capstone Project that includes all concepts learned throughout the course. I had three students complete the course and one that received an incomplete. The three that completed all received an "A" on the Capstone Project. It requires a lot of time and work but the students learned a lot. It included setting up a company in QuickBooks, entering all accounts, items, customers, vendors, etc. Then they did transactions for the company utilizing all segments of QuickBooks.
Changes:
No changes seem to be needed.
Continuance:
Students who work hard in class are successful. The students that check their work with the answer keys and then work to correct their mistakes learn problem-solving skills. If they can`t figure out their mistake, I then assist them so they can move on. Errors not corrected continue throughout the problem making all accounting reports incorrect.
Results of Prior Assessment:
Students learned more by having the answer keys available for them to check their work.
Date-Time:
1/8/2007 3:24:37 PM
Johnson, S 07F TB
ACC-121-200
Capstone Project
Analysis:
The capstone project covers all the principles learned in Accounting I and the students that completed it stated the it puts the nine steps of the accounting cycle together and they understood the process better.
Results:
Thirteen students participated in the capstone project. Five completed with an "A", 1 earned a "B", 1 earned a "C", and 6 didn`t complete the project.
Changes:
The capstone project will be included as a part of the final for the class.
Continuance:
Current teaching methods and practices that have contributed to the successful learning of the students and will be kept in the curriculum are that I will continue to lecture each chapter. I will also give a quiz and chapter test after each chapter and an achievement test after every two chapters. Students prefer taking tests more often so they can focus on concepts learned in that chapter.
Results of Prior Assessment:
Allowing more time for the capstone project helped some students, but some wouldn`t complete it no matter how much time they were given.
Date-Time:
1/8/2007 2:42:13 PM
Rigdon, AM 07F TB
BUS-115-0xx
Capstone Project
Analysis:
18 out of 23 students completed the assignment with a C or higher. There were no plans plajiarized this semester and all had original ideas.
Results:
Their capstone project was to think like an entrepreneur and write a business plan based on a business they might like to open one day.
Out of both the lecture and Blackboard class the results were:
12 - A`s, 3 - B`s, 3 - C`s, 1 - D, 2 - F`s and 2 students that didn`t complete the assignment.
Changes:
I will keep everything as is.
Continuance:
This semester I arranged for a tutor and study groups which helped them be prepared and not procrastinate writing their business plan.I will do that again next semester.
Results of Prior Assessment:
Date-Time:
12/19/2006 9:05:19 AM
Pearson, L 07F TB
ACC-121-001
capstone project
Analysis:
Based on the number of questions fielded and the areas where students "fell apart" in the capstone project, I did not spend enough time covering closing entries and financial statement preparation.
Results:
Students were assigned a comprehensive problem set that takes them through each step of the accounting cycle, and requires the students to work through the entire process. Students were given five weeks to complete the assignment, but interim deadlines were assigned for each phase of the project. Students were provided with check figures to use throughout the project to ensure accurate solutions for each phase of the project before proceeding. Of the nineteen (19) students in the class, 16 submitted the comprehensive problem for grading and 13 of those 16 completed the assignment in its entirety.
Changes:
Next semester, I will change the format of the lectures over the accounting cycle and add additional classroom days for closing entries and financial statement preparation. I will also modify the in-class case studies used for these topics.
Continuance:
The visual aids used to teach inventory cost flow assumptions were really successful (class score on the exam over that unit was 84%). I will continue to use these visual aids in future semesters.
Results of Prior Assessment:
Adding interim due dates for each phase of the project provided incentive for students to start on the project earlier and focus on each section. The quality of the projects this semester was higher overall than in semesters when I just assigned one due date for the entire project.
Date-Time:
12/15/2006 12:12:16 PM
Rigdon, AM 06S TB
BUS-217-B01
Capstone Project
Analysis:
The students learned how to be more confident both during school and when they graduate. Most of them hadn`t had an English course for some time, so it was a good refresher. Their self-esteem increased and they were confident they could get the job they wanted. One student even found a wonderful part-time summer job in his field.
Results:
The students worked all semester to be able to pass a "mock job interview." They had to write a formal resume and cover letter. They had to incorporate a business presentation using PowerPoint and learn to "Dress for Success." They learned how to answer interview questions and what questions to ask the interviewer.
This was a wonderful class! 6-A`s, 2-B`s, 1-C and 3 withdrawals.
Changes:
All I plan on changing is to make their presentations longer and spend more time on the "dressing for success."
Continuance:
Since this is a Blackboard class only, students that work full time and/or are athletes are able to take this class because it fits into their schedule.
Results of Prior Assessment:
Date-Time:
5/16/2006 11:11:01 AM
Rigdon, AM 06S TB
BUS-115-0xx
Capstone Project
Analysis:
The spring semester I discovered a lot of procrastination which lead to plajarism. All of the 7 passing grades, the students placed their classwork first and spent many hours in the computer lab. They also spent a lot of time asking me questions and using other resources to complete their business plan. The withdrawals and F`s did not seem to care. The students that took incompletes are also working full time jobs and just didn`t allow themselves enough time complete the business plan.
Results:
The students in both the lecture class and the blackboard class were given a captone project-write a business plan.
There were 17 students total
A=2
B=2
C=3
D=1
F=2
Incomplete=3
Withdrew=4
Changes:
I plan on finding out more about the students the beginning of the semester. I will be able to add additional homework assignments that correlate with their business plan. These additional assignments should get the students thinking and summarizing their business plan earlier in the semester.
Continuance:
The lecture/blackboard hybrid teaching still works wonderful for me. The students can access blackboard and participate in discussion boards, check their grades and drop off assignments. It allows students to be more up to date.
Results of Prior Assessment:
The new book is working well and blackboard/lecture hybrid classes are a success. The students enjoy being able to take a test on blackboard and see their grade immediately. They also like being able to keep an eye on their grades.
Date-Time:
5/16/2006 10:57:46 AM
Johnson, S 06S TB
ACC-245-2xx
capstone project
Analysis:
I feel the students had enough time if the ones that didn`t complete would have had better attendance and committed more time to the class.
Results:
Twelve students were in the class and seven completed the project with a passing grade. The five that didn`t complete the project missed a lot of classes and didn`t come in and work long enough to complete. One student got partial credit and the other four did not pass the class. The final project covers everything that was covered in the class including accounting for a setting up the accounting for a merchandising business. It also included payroll, banking and reconciliation, adjusting and closing entries, and all the formal financial reports. The project was a culmination of the class.
Changes:
Continue to assess each student`s progress and encourage them to spend extra time in the lab to enable them to complete the requirements.
Continuance:
I allow the students to check their work as they progress through all the problems. This has been beneficial because they learn problem solving and do not carry a mistake throughout the next chapter problems. If they can`t find their mistakes, I assist them and explain to them where they made their mistakes and how to correct them so they can continue.
Results of Prior Assessment:
I will continue to allow the students to check their work with the answer key. The testing on blackboard assesses their knowledge of computerized accounting.
Date-Time:
5/16/2006 10:45:30 AM
Pearson, L 06S TB
ACC-122-001
capstone project
Analysis:
This project would be more meaningful to students if it was completed in phases. This would also discourage the practice of waiting until the last minute to try to complete the project.
The project required creativity and applying concepts learned in class to an open-ended project. For some students, this proved to be too much a stretch and they struggled with how to get started on the project. Overall, the majority of the students showed a weakness for analytical thinking and problem solving.
Results:
Students were assigned a capstone project that involved expanding the Business Plan they created as part of the Intro to Business curriculum to include an in-depth financial plan (cash flow budget for 1 year, pro-forma income statements and balance sheets for three years). Students were given five weeks to complete the assignment, and were provided Excel templates to help them get started.
Thirteen of the seventeen students completed the project in its entirety. One student did not submit anything for the capstone project, and three students submitted partially completed projects.
Changes:
Need to spend more time introducing the project to the class and work on the project in phases so students get on-going feedback as they work to complete the project.
Consider moving the due date up one week, so the capstone is due two weeks before final exams instead of one week.
Need to focus more on analytical problem solving skills - a significant weakness for students. Business students have to be prepared to approach situations analytically, especially as they go on to upper division courses.
Continuance:
Providing time in class to work through problems was beneficial for students and gave them an opportunity to work through problems with one-on-one instructor attention and provided peer-to-peer teaching opportunities.
Using one or two class periods to introduce the chapter seemed to give students the necessary background to apply to the homework problems. A solution guide will continue to be available for students to use as a reference when they "get stuck" on a problem.
Results of Prior Assessment:
Date-Time:
5/15/2006 1:45:45 PM
Pearson, L 06S TB
ACC-121-001
capstone project
Analysis:
The comprehensive problem was a beneficial exercise for the students. Most of the problems assigned from each chapter focus on a specific transaction or series of transactions, but don`t bring in other considerations. The comprehensive problem gives students a chance to put all the steps together, and apply the accounting cycle in a practical situation. However, it is obvious that students are not comfortable using Excel and aren`t at all proficient in writing formulas in the spreadsheet software.
Results:
Students were assigned a comprehensive problem set that takes them through each step of the accounting cycle, and requires the students to work through the entire process. Students were given four weeks to complete the assignment, and were encouraged to complete part of the assignment utilizing Microsoft Excel. I encouraged the use of Excel because several of the students had limited experience using spreadsheet software, and I wanted students to become more comfortable with spreadsheets and basic formula writing. Students were provided with check figures to use throughout the project to ensure accurate solutions for each phase of the project before proceeding. All students in the class submitted the comprehensive problem for grading, and all completed the assignment in its entirety.
Changes:
Using Excel needs to be incorporated into more of the coursework, rather than just the capstone project. Proficiency in Excel is critical for business students.
Overall, the students show a weakness for solving problems that require analytical thinking and deductive logic. I need to incorporate more of these approaches to problem solving so students are better equipped for these types of situations.
Continuance:
Working through problems in class after introducing the chapter seems to work well and reinforce the concepts of the chapter. I still need to work on incorporating more group work into the class, to promote peer-to-peer teaching. I will continue to make a solution guide available to students for their reference when they get stuck on problems and I`m not immediately available to help them.
Results of Prior Assessment:
The capstone project was assigned earlier in the semester and the first phase of the project was due two weeks prior to the final due date. This seemed to help motivate students to start the project earlier so they weren`t rushing to finish it right before finals week.
Date-Time:
5/15/2006 1:30:23 PM
Johnson, S 06S TB
ACC-121-200
Capstone Project
Analysis:
The capstone project covers all the principles learned in Accounting I and the students that completed it stated that it put the nine steps of the accounting cycle together and they understood the process better.
Results:
Nine students participated in the capstone project. Four completed the project with an "A", two earned a "B" and three didn`t complete the project.
Changes:
I will continue to assign the capstone project as a part of the final for the class.
Continuance:
I lecture each chapter and give a quiz and test over each chapter. The majority of the students prefer testing more often because they seem to learn it better.
Results of Prior Assessment:
I allowed more time for the final project and worked with the students that were struggling to find mistakes on their projects so they could complete the work.
Date-Time:
5/12/2006 2:46:15 PM
Johnson, S 06F TB
ACC-245-2xx
Pre-post-test and capstone project
Analysis:
Students who work hard at classes are successful. It is great to have students complete the course and be successful. Having answer keys available for students to check their work also helps them learn problem-solving skills. The capstone project utilizes the skills and concepts learned throughout the class.
Results:
The students` scores increased 19 to 47 points with an average increase of 30 points. Most of the students had Principles of Accounting prior to taking this class which assisted them on the posttest. The capstone project involves setting up a company and going through the complete accounting cycle for this company.
Changes:
None
Continuance:
Students who chek their problems with the answer keys do better in the class. If they don`t check their work, the errors carry forward in the next problem. The students try to find and correct their errors then ask for assistance.
Results of Prior Assessment:
Date-Time:
12/16/2005 2:01:31 PM
Johnson, S 06F TB
ACC-121-200
pre-post test and capstone project
Analysis:
I allowed an additional day for students to complete the capstone project and I feel this enabled them to complete the project. Most of the students that completed the class were high-achievers and would do well with whatever requirements I set.
Results:
The pre-post test results showed an average increase in score of 49.6 points. The pre and post test were the same test so this showed great improvement. There were 13 students that completed both the pre and posttest. The capstone project was completed by 13 students and their scores ranged from 80 percent to 100 percent. This project covered everything learned in the first twelve chapters of accounting including journalizing and posting transactions, completing financial reports, payroll, payroll reports and all the transactions to complete the accounting cycle.
Changes:
I like the pre-post test and the capstone project. They both really show what the students have learned during the semester
Continuance:
I lecture every chapter and test over every chapter. This allows students to focus on chapters covered and also to build on every chapter. Every concept learned in Chapter 1 is utilized in every additional chapter.
Results of Prior Assessment:
I plan on continuing with the current methods of teaching. I do wish we had a testing center where students could take tests and not take up as much class time.
Date-Time:
12/16/2005 1:42:12 PM
Pearson, L 06F TB
ACC-121-001
capstone project
Analysis:
The comprehensive problem was a beneficial exercise for the students. Most of the problems assigned from each chapter focus on a specific transaction or series of transactions, but don`t bring in other considerations. The comprehensive problem gives students a chance to put all the steps together, and apply the accounting cycle in a practical situation. Some student comments regarding the assignment included: "put all the pieces together for me," "helped me understand the process from beginning to end," "made me understand the process better but it was too long," "showed me how much I forgot," "made me review everything I had learned."
Results:
Students were assigned a comprehensive problem set that takes them through each step of the accounting cycle, and requires the students to work through the entire process. Students were given three weeks to complete the assignment, and were offered extra credit for completing parts of the assignment utilizing Microsoft Excel. I encouraged the use of Excel because several of the students had limited experience using spreadsheet software, and I wanted students to become more comfortable with spreadsheets and basic formula writing. Students were provided with check figures to use throughout the project to ensure accurate solutions for each phase of the project before proceeding. All students in the class submitted the comprehensive problem for grading, and all but one student completed the assignment in its entirety. The student that did not complete all the work assigned stated that she was overwhelmed near the end of the semester and "gave up."
Changes:
The comprehensive problem needs to be assigned earlier in the semester (approximately the 10th week of the course). This semester, the problem was assigned during the 12th week of class, and students felt overwhelmed with end of semester projects and exams in each of their classes. I will also consider requiring the assignment to be submitted in phases, rather than giving one due date for the entire assignment. This type of schedule may reduce the likelihood of procrastination. (Several students waited until the last minute to complete this project).
Other changes to be made include a set schedule for homework assignment due dates, and more group work to encourage peer-to-peer learning/teaching. I also need to incorporate more analytical problem solving during the course. Overall, the students showed a weakness for problems that required analytical skills or thought processes.
Continuance:
Using one or two days of lecture to introduce each chapter seems to be beneficial to students. The lecture days are followed up with class time focused on working through problems together as a class or in student groups. Generally, homework problems are assigned for each chapter to reinforce the concepts covered in class and a quiz is administered for each chapter. A guide containing the solutions for exercises and problems assigned for each chapter was made available to students throughout the semester - to give them an opportunity to check their work. This seems to alleviate frustrations of students when they "get stuck" they can check the solution guide (even if I`m not available right at that moment to help them).
Results of Prior Assessment:
Date-Time:
12/14/2005 4:56:11 PM
Rigdon, AM 06F TB
BUS-115-
Capstone Project
Analysis:
This class definitely understood basic business plan writing. They were creative in choosing businesses they thought would succeed. The only major weakness was in the layout of the plan.
Results:
Their capstone project was to choose a business they would like to open and write a business plan for it. All 23 students turned one in with a class average of 91%.
Changes:
I am going to give the students a better layout of how a business plan should be presented.
Continuance:
I used a new book this year which made course more organized. The new textbook allowed shorter quizzes more often, but with a higher class average.
However, the most improved class involvement was playing "Virtual Stock Market." The students enjoyed competing with their other classmates in an internet stock market game and they learned a lot about watching their stocks and the right time to buy or sell.
Results of Prior Assessment:
The only change was the new book and because of its sectional layout class lectures involved more class participation.
Date-Time:
12/14/2005 3:01:34 PM
Johnson, S 05S TB
ACC-245-2XX
Pre-Post Test, capstone project
Analysis:
Students benefit from having the answer keys available because they learn problem-solving skills by locating their mistakes. I assist when they need help resolving a problem.
Results:
Twelve students completed the course. On the pre-post tests the range in improvement was from 12 points to 34 points. The average improvement for all students was 21.25 points. The capstone project is very beneficial to students because they learn how to set up a company in QuickBooks and to enter transactions, prepare financial reports, prepare payroll, create W-2`s, W-3`s, 941 and 940 reports that apply to payroll accounting. They also learn how to do backups that are crucial to computerized accounting in business. I allow the students to check their projects with answer keys that are in sheet protectors and in 3-ring binders.
Changes:
Revise the syllabus to give less time for the beginning projects and more time at the end of class for the capstone project. Dates on the syllabus seem to motivate students to stay caught up.
Continuance:
The answer keys will be available and I will assist students one-on-one as they need it.
Results of Prior Assessment:
Most students carefully study the syllabus and try to keep up with it.
Date-Time:
7/8/2005 11:28:42 AM
Johnson, S 05S TB
ACC-121-200
Pre-Post Test & Capstone Project
Analysis:
Students that devoted sufficient time to the class assignments and especially the capstone project were very positive about what they had learned. Others were glad the class was over and they achieved a passing grade.
Results:
On the pre-post-tests the students improvement range was from 12 to 69 points with an average improvement of 38.2 points. The main reason for the wide range is because some students had some background in accounting and some had no background in accounting. Also, the student that only improved by 12 points was retaking the class. The Capstone Project covered principles that the students learned from the beginning of the class. It put all of the concepts together to help the students understand the nine steps of the accounting cycle. This included journalizing in special journals, posting to the general ledger and subsidiary ledgers, preparing worksheets, preparing financial reports, journalizing and posting adjusting and closing entries, and preparing the post-closing trial balance.
Changes:
Allow additional class time if possible for working on assignments. Students can get help as needed at this time.
Continuance:
I definitely feel that most students benefit from the lecture. Some students are able to work on their own, but most stress the importance of being in class for the lecture.
Results of Prior Assessment:
The capstone project proved beneficial for students to understand the whole process of accounting.
Date-Time:
6/3/2005 2:54:57 PM
Rigdon, AM 05S TB
ACC-245-001
Capstone Project
Analysis:
Projects were successful.
Results:
Students kept all accounting records and books for their own Accounting Firm and for a personal business.
Changes:
Add a blackboard component.
Continuance:
Hands On and lecture seem to work best.
Results of Prior Assessment:
N/A
Date-Time:
5/12/2005 2:55:41 PM
Rigdon, AM 05S TB
BUS-217-B01
Capstone Project
Analysis:
This is a Blackboard class the the 4 students that did not take the final were not ready for a class online. The 2 students that did finish the class did not procrastinate as much as the 2 that failed the course.
Results:
Students were given assignments throughout the year to help them prepare for their final which was a "mock job interview." There were 8 students in the class. The results are: 4 complete the necessary paperwork and did well in the Interview. The other 4 did not take the final.
Changes:
I am going to have a couple of group projects that will hopefully force them to get together with me and with their classmates. I am hoping this will create a more college like atmosphere and get them to feel like they are in a classroom even though the course is on blackboard.
Continuance:
I will keep everything just add more discussion board topics.
Results of Prior Assessment:
Blackboard classes are wonderful for the students that need to work full time.
Date-Time:
5/12/2005 2:20:41 PM
Veltri, S 05F TB
ACC-122-001
Capstone Projects
Analysis:
This project helps students reconcile their book learning to real-life learning. They have to leave their comfort zone and actually call real estate agents, bankers, utility offices, the courthouse personnel, etc...
Students are still not as prepared to see the whole picture as we would hope. They need assistance in not just how to research data, where to gather data, but how to ask for data in such a way that they will receive assistance from the outside.
Results:
Students were required to research and complete the financial plan of their business plan (from Introduction to Business). Students were sent to investigate and develop a budget for their proposed business. They then had to create pro forma statements (all but the Cash Flow Statement) for their first, third, and fifth year of business. Since it was a fictional business, they had to estimate data with rationale given for their numbers.
Changes:
I will have a couple of days of guest speakers coming in to the classroom to share with the students information of importance (estimating taxes, budgeting finances, the importance of pro forma statements to stakeholders, etc...)
Continuance:
This project in itself is a very busy project with positive outcomes. Up to this point, the students have had a hard time visualizing the importance of depreciation and how it affects a business, or how failure to budget, plan, and visualize can ruin a business. It ties everything in for them and gives them reason to speculate and question, "What if...?"
Results of Prior Assessment:
We are continuing to spend time in the labs helping students use the Internet as a source of amortization tables, budgeting data, etc... In addition, time is being spent to help the students recognize the importance of Excel spreadsheets and financial packages, such as PeachTree.
Date-Time:
12/17/2004 4:16:52 PM
Veltri, S 05F TB
ACC-121-001
Capstone Projects
Analysis:
The correlation of the number of students who took the capstone project seriously and pulled together the concepts from chapter one to the last chapter is evidence that homework is a necessary tool in a class such as this. It has been criticized that this class should be taught using a computer and the instructor has always argued that a student cannot attempt to complete any work on a computer software package, like Peachtree or Quickbooks, until they have the fundamental concepts.
Results:
A project was assigned to the class that encompasses the whole accounting cycle from the classification of a transaction to the closing of a fiscal period.
Changes:
While one or two homework assignments are given in each chapter, the instructor would like to arrange a study group that would assist students who are having problems with the content, but who do not wish to seek assistance in the Learning Center. This will be the goal for next semester and hopefully in May positive changes will be evidenced.
Continuance:
Homework and bonus assignments in each chapter to reinforce the content.
Results of Prior Assessment:
Date-Time:
12/17/2004 4:07:35 PM
Johnson, S 05F TB
ACC-121-200
Capstone project
Analysis:
Students learned the concepts very well and the nine students that completed the project seemed to have a good working knowedge of the accounting concepts taught in this class.
Results:
The students that completed the project did an exceptional job. The two students that didn`t complete the project apparently didn`t spend the required time and their grade of a 50 reflected the incomplete. The other thirteen students` grades ranged from 85 to 100 with four receiving 85`s and the other nine receiving from 97-99.
Changes:
Enforce the idea that this project requires more time than the regular chapter assignments and to allocate enough time in their schedule to complete it. I may allow one more day for students to complete it.
Continuance:
I plan to continue assigning the capstone project. I feel the students realized the whole process of accounting after completing this project. It included journalizing in special journals, posting, preparing payroll registers and related transactions and reports, preparing financial reports, and completing the accounting cycle. Three students were high school students and registered under the concurrent enrollment agreement. All three had an accounting class in high school and all three told me they understood the concepts better after taking this class. These three students received "A`s" in the class.
Results of Prior Assessment:
No previous assessment reported.
Date-Time:
12/17/2004 2:45:53 PM
Rigdon, AM 05F TB
BUS-217-B01
Capstone
Analysis:
This class began with eight students and only four completing the course. One student was able to receive and Incomplete and three others were withdrawn. I have concluded that the four students that finished the class were able to keep up with the assignments and not procrastinate too bad. Their papers were good and showed they had comleted their English classes also. I also noticed those students that had taken a Speech Class or Public Speaking did much better on their presentation.
Results:
Students project included all the necessary letters, resumes and references needed for a job interview or to work in an administrative office position. 3/5 completed all the work with 90% or higher. 1/5 with 80% and one student took and incomplete.
Changes:
The students were aware at the beginning of the course that their assignments were due weekly. However, some just couldn`t stick to the schedule. I am going to put due dates on assignments next semester and not accept them more that 3 days late. To hopefully make this work, I will send out e-mail reminders and post due dates on Blackboard weekly as reminders. If I constantly keep in touch with the students I believe it will motivate them to keep on schedule.
Continuance:
The textbook and challenges are wonderful learning aids. Also, out of classroom assignments made the class more stimulating for the students.
Results of Prior Assessment:
This is my first semester instructing this course.
Date-Time:
12/17/2004 10:53:18 AM
Rigdon, AM 05F TB
BUS-115-001
Capstone Project
Analysis:
There were 2 conclusions that were very noticeable. Class attendance and procrastination. The below average students either had poor classroom attendence and/or procrastinated until the last minute. They did not understand how to do the plan and it was too late to ask for help. On the other hand, the students with passing grades submitted excellent papers! They spend time and a lot of thought into their project.
Results:
The students submitted a Business Plan that included he 8 major topics covered in class during the semester. Out of 23 students the grades were: 5-A, 7-B, 5-C, 1-D and 5-F.
Changes:
I will begin having the students turn in "progress reports" throughout the semester on their business plan. I will also utilize Blackboard`s Discussion Board more. This will help the students ask questions that they need answered when we`re not in class. Many of them told me they had questions, but it was a 2am. The discussion board will allow me to post topics that will help them with their projects.
Continuance:
This was a wonderful class overall and I had a good semester. The class actively participated in discussions and felt compfortable coming into my office to talk. The Blackboard component help them with homework assignments and being able to submit homework at any time. I will include more outside assignments next semester, because going into Businesses and observing what is going on will create a better understanding of the business world.
Results of Prior Assessment:
Date-Time:
12/16/2004 8:17:23 AM
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