Sandy Veltri The class average for this capstone project was 93.75 and only two students earned a 60% (because they were late in turning in the assignment and did not read the directions correctly). This class seemed to take the project seriously and many of them created learning communities to assist each other in completing the task successfully. They became coaches and cheerleaders for each other. There was a wonderful sense of unity from this class and the scores are proof of this. They encouraged each other to complete the task to the best of their abilities and they worked together as a unit (no class time was allowed for this project -- they had to complete the exercise on their own time.) In retrospect, comparing the spring semester to the fall semester, I would like to know why there is such a difference in scores. I tried to make it easier for the spring semester students by color coding the various parts of the packet and it did not make any difference. I read over the requirements with both classes, but one class was by far more successful in their interpretation and ability to follow explicit directions. I will still color code the packet, but I will make sure and ask the students to use a highlighter and READ the directions aloud to them. I did review the adjusting and closing entries better with this class than the spring semester class and I think it made a noticeable difference. I will have to return to that practice and not ASSUME that students will read and follow the directions on their own.

Sandy Veltri The data reveals that students have not fully comprehended the difference between "book" learning and "real-life" learning. The students continually fail to recognize basic principles. For example, if a notes payable is secured from a lending institution, the interest must be expended and that will affect the Income Statement, but the principal paid on the note affects the notes payable on the Balance Sheet. Students still have a problem comprehending basic facts such as these, because they have not experienced these principles in real-life yet. Again, students need to read the directions for what is required and make sure they complete the assignment thoroughly. Students are not able to gather all the facts from just Internet research. The students need to interview various agencies/individuals to gather the facts and they are reluctant to do this. I think maybe guest speakers or maybe even field trips would help the students feel more comfortable with gathering information from agencies/individuals. It would be an interesting component to add to the class. It will need to be massaged into the schedule because time is always a factor. I have continued to take the students to the computer lab and given them a quick and easy tour of Excel spreadsheets. I continue to recommend to the students that they enroll in at least CIS 115 their freshmas fall semester so they have knowledge of this application.

Sandy Veltri While the majority of the students take this project seriously, I still have one or two students who procrastinate and fail to turn the completed assignment in on time. For the most part, the students are amazed at the maze of paperwork, knowledge, and stamina it takes to own and operate their own business. While the students creativity is fantastic, their realism is not always evident. They are still learning that events must occur in a chronological order and there is an agency that regulates everything in business. I would like to have guest speakers visit the class. I think this would help put a face to a name so the students can go to another for help when collecting data, tossing about ideas, or just want a second opinion. Blackboard is still a strong resource for the students and they like having the various Internet sites easily accessible, as well as Power Points, lecture notes, and practice quizzes. Grades for tests have improved by at least 7-10 points on each test because students are logging on to Blackboard and taking the practice quizzes to help them study for the test.