ACBSP Self-Study College of Western Idaho 2016-2017

P a g e | 2

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 3

Accreditation Council for Business Schools and Programs

Self-Study Year 2016-2017

NAME OF INSTITUTION: College of Western Idaho

PRESIDENT’S NAME: Dr. Bert Glandon

EXECUTIVE VICE PRESIDENT INSTRUCTION AND STUDENT SERVICES: David Shellberg

ASSISTANT VICE PRESIDENT OF INSTRUCTION: Brenda Pettinger

DEAN – SCHOOL OF BUSINESS, COMMNICATION, TECHNOLOGY: Kelly Steely

PRIMARY INSTITUTIONAL CONTACT DURING THE ACCREDITATION PROCESS:

Shelly Moore Department Chair, Business Department 5500 E Opportunity Dr. Nampa, ID 83687 Phone: (208) 562-3089 [email protected]

DATE OF SUBMISSION OF THE SELF-STUDY: December 15, 2017

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 4

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 5

TABLE OF CONTENTS

Overview and Organizational Profile for Accreditation ...... 9 A. Self-Study Preparers: ...... 9 B. Self-study purpose ...... 9 C. Self-Study Timeline ...... 10 D. Regional Accrediting Body ...... 10 E. Profile of the Institution ...... 11 F. Organizational Chart ...... 12 G. Legal Authorization ...... 12 H. Governing Board ...... 12 I. Institution Mission ...... 12 J. Business Unit MIssion ...... 13 K. Business Programs ...... 14 L. AcaEdmic Degrees ...... 14 M. Class Time ...... 14 N. Course Delivery ...... 15 O. Credit Hours ...... 15 P. Student Communication ...... 15 Standard 1: Leadership ...... 16 Criterion 1.1 Leadership Strategies ...... 16 Criterion 1.2 Leadership Measures of Performance ...... 17 Criterion 1.3 Leadership and Community ...... 18 Summary of Standard 1 – Leadership ...... 19 Standard 2: Strategic Planning ...... 20 Criterion 2.1 Strategic Planning Process...... 20 Criterion 2.2 Current Strategic Plan...... 21 Criterion 2.3 Finances ...... 22 Criterion 2.4 Facilities ...... 29 Criterion 2.5 Equipment ...... 30 Summary of Standard 2 – Strategic Planning ...... 32 Standard 3: Student, Stakeholder, And Market Focus ...... 33 Criterion 3.1 Stakeholders ...... 33 Criterion 3.2 Stakeholde Satisfaction ...... 34 Criterion 3.3 Student Support ...... 36

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 6

Criterion 3.4 Stakholder Results ...... 42 Criterion 3.5 Business / Industry Relations ...... 45 Summary of Standard 3 – Student, Stakeholder, and Market Focus ...... 45 Standard 4: Measurement, Analysis, and Knowledge Management ...... 47 Criterion 4.1 Student Learning Outcomes Assessment ...... 47 Criterion 4.2 Program Evaluation ...... 55 Criterion 4.3 Student Assessment and Achievement ...... 57 Summary of Standard 4 – Measurement, Analysis, and Knowledge Management...... 62 Standard 5: Faculty and Staff Focus ...... 63 Criterion 5.1 Human Resource Planning...... 63 Criterion 5.4 Faculty Qualifications ...... 66 Criterion 5.3 Faculty Composition ...... 70 Criterion 5.4 Faculty Deployment ...... 73 Criterion 5.5 Faculty Load ...... 74 Criterion 5.6 Faculty Evaluation ...... 74 Criterion 5.7 Faculty and Staff Professional Development and Scholarly Activities ...... 76 Criterion 5.8 Instructional Development Opportunities and Opportunities for Curriculum Development...... 78 Criterion 5.9 Faculty Operational Policies, Procedures, and Practices ...... 80 Summary of Standard 5 – Faculty and Staff Focus ...... 80 Standard 6: Process Management ...... 82 Criterion 6.1 Curriculum...... 82 Criterion 6.2 Professional Component...... 83 Criterion 6.3 General Education Component ...... 84 Criterion 6.4 Business Major Component ...... 84 Criterion 6.5 Off-Campus Operations and Unique Items ...... 84 Criterion 6.6 Minimum Grade Requirement...... 86 Criterion 6.7 Learning and Academic Resources...... 87 Criterion 6.8 Support Services ...... 88 Criterion 6.9 Educational Innovation ...... 90 Criterion 6.10 Articulation and Transfer Relationships ...... 91 Criterion 6.11 Business Program Performance Including STudent Achievement ...... 94 Summary of Standard 6 – Process Management ...... 95 Self-Study Summary ...... 98 Appendix ...... 103

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 7

Grade Distribution Rates ...... 103 Business Program Review...... 116 Math Plus-Model Courses ...... 121 English Plus Model ...... 122 Professional Development and Scholarly Activities ...... 123

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 8

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 9

OVERVIEW AND ORGANIZATIONAL PROFILE FOR ACCREDITATION

A. SELF-STUDY PREPARERS:

The self-study was completed by the following faculty within the Business Department at College of Western Idaho. The following individuals were actively involved in the preparation of the self- study.

Shelly Moore Department Chair Joe Welker Accounting Faculty Dave Berggren Business Faculty Steve Ackerman Economics Faculty Ryan Hanson Business Faculty

B. SELF-STUDY PURPOSE

The purpose of the self-study is to assess the efforts of the Business Department in fulfilling its mission and goals. It is also to ensure the Business Department aligns with the institution’s mission and goals, finds opportunities for growth, and makes a plan on how to achieve this growth. This process provides an opportunity for reflection and collaboration as the College of Western Idaho's (CWI's) Business Department continues to grow, revising its Business Program.

The College of Western Idaho Business Department is utilizing the 2016-2017 academic year as its self-study year. During this year, CWI became accredited by the Northwest Commission on Colleges and Universities (NWCCU). Until this time, CWI's accreditation was based on its partnership with the College of Southern Idaho (CSI). The 2016-17 academic year was a transition year, with CWI developing and implementing its own strategies, measures, policies, and programmatic alignments changes – to gain its own accreditation by the NWCCU, while continuing to follow some of CSI's policies.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 10

C. SELF-STUDY TIMELINE

Fall 2013  Faculty began discussion about ACBSP accreditation  Champion and Co-Champion attend ACBSP Region 7 Conference  Faculty approve moving forward with ACBSP accreditation Fall 2014  CWI Business Program receives membership status  Champion and Co-Champion and 2 faculty attend ACBSP Region 7 Conference  Planning meetings begin for Curriculum and Program revisions Fall 2015  Champion and Co-Champion attend ACBSP Region 7 Conference Fall 2016  Champion and Co-Champion attend ACBSP Region 7 Conference  Revised Business Degree approved July 2017  Begin work with mentor on Self-Study Fall 2017  Champion and Co-Champion attend ACBSP Region 7 Conference  Finalize Self-Study  Submit Self-Study in December 2017 Spring 2018  Site Visit by ACBSP Accreditation Team

D. REGIONAL ACCREDITING BODY

The College of Western Idaho (CWI) is accredited through the Northwest Commission on Colleges and Universities (NWCCU). The NWCCU is a regional postsecondary accrediting agency recognized by the U.S. Department of Education and the Council for Higher Education Accreditation (CHEA).

Credits, certificates, and degrees earned at CWI are transferable to four-year institutions, subject to the specific policies of those institutions. Due to CWI's previous accreditation partnership with the College of Southern Idaho (CSI) credits, certificates, and degrees earned from January 2009 through August 2014 appear on both CSI and CWI transcripts. Credits, certificates, and degrees earned from August 2014 to present appear on CWI transcripts.

Effective September 1, 2016, the NWCCU granted initial accreditation to CWI at the associate degree level. CWI is now in a seven-year accreditation cycle, which includes periodic evaluations and site visits from the NWCCU. Enclosed is a copy of CWI’s letter of affirmation from Northwest Commission on Colleges and Universities (Letter of Affirmation).

More information can be found on the school’s website at: http://cwidaho.cc/info/accreditation

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 11

E. PROFILE OF THE INSTITUTION

Until CWI began offering courses in 2009, the Treasure Valley was one of the few U.S. population centers, of its size, that did not have a publicly funded community college. It took years of effort on the part of community and industry leaders throughout the region to bring the college into being in 2007. On February 13, 2017, the Northwest Commission on Colleges and Universities (NWCCU) granted CWI initial accreditation.

Considering the short time since its inception, CWI has demonstrated a robust growth path to create and offer students a wide range of academic and career‐technical courses, leading to Associate of Arts, Associate of Science, and Associate of Applied Science degrees. It also offers both academic and technical certificates.

Additionally, CWI offers Basic Skills Education to help learners prepare for the GED, as well as Dual Credit courses for high school students, and continuing education and fast‐track job training for working professionals.

CWI’s early growth has been rapid, enormous, and very successful. In academic year 2015‐2016, CWI served 18,500 full‐time and part‐time students – 89 percent of whom are from Ada and Canyon Counties. These students are working in degree, certificate, and dual‐enrollment (students enrolled in both high school and the College) programs. This number also includes more than 8,000 learners in non‐credit Workforce Development courses. In academic year 2015‐2016, its seventh year of operation, the College awarded more than 1,500 degrees and certificates. In Fall 2015, the College employed nearly 1,000 faculty and staff – 72 percent of whom are instructional and student services personnel.

Having begun instructing in 2009, CWI operates in owned and leased facilities in several locations across the Treasure Valley. Total facilities space totals approximately 480,000 Gross Square Feet. The current Ada County Campus in Boise consists entirely of leased facilities. The Canyon County Campus locations in the Nampa-Caldwell area encompass both owned and leased facilities. These include the Micron Center – a superb facility for Career Technical Education (CTE) the Canyon County Center, and other facilities in these communities. CWI plans to transition to fully owned facilities in Ada and Canyon counties. The planned location for the Ada County campus is on a recently acquired 10‐acre property in downtown Boise.

More information can be found on the school’s website at: http://cwidaho.cc/info/facts-glance

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 12

F. ORGANIZATIONAL CHART

See attached Org Charts:

 Org Chart President Direct Reports  Org Chart Instruction

G. LEGAL AUTHORIZATION

College of Western Idaho operates in accordance with Northwest Commission on Colleges and Universities (NWCCU) and the Idaho State Board of Education standards. The statutory authority and enumerated general powers and duties of the Board of Trustees of a junior (community) college district are established in Idaho Statue, Title 33, Chapter 21.

Please see the following link for the Idaho Code: https://legislature.idaho.gov/statutesrules/idstat/Title33/T33CH21/

H. GOVERNING BOARD

The College of Western Idaho is governed by a volunteer, five-member board of trustees. Trustees are elected at large from within Ada and Canyon Counties for staggered, four-year terms, and derive their authority from and hold office in accordance with State of Idaho Code. The Responsibilities of the Board of Trustees are outlined in the College of Western Idaho Board Policies.

More information on these policies can be found at the school's website at: http://cwidaho.cc/info/policies-and-procedures

I. INSTITUTION MISSION

The Mission of College of Western Idaho is as follows: “The College of Western Idaho expands learning and life opportunities, encourages individual advancement, contributes to Idaho’s economic growth, strengthens community prosperity, and develops leaders.”

Mission: Core themes

 Student Success - CWI values its students and is committed to supporting their success in reaching their educational and career goals.  Instructional Excellence - CWI will provide the highest quality instructional programs, which help learners achieve their goals and that also help the community and region to prosper  Community Connections - CWI will bring the College into the communities it serves in meaningful ways by providing a variety of educational and enrichment programs including partnerships for economic development and general community connections.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 13

 Organizational Stewardship - CWI finds strength through its people and viability in its operations and infrastructure; therefore, the College will continually evaluate its organizational and financial health to ensure sustainability.  Inclusive Excellence - CWI will embrace the strengths created through diversity and will adopt and promote inclusiveness in its practices.

The mission statement, core themes and core values are located on page 12 of the 2017/2018 CWI catalog and can be found on the website: http://cwidaho.cc/info/mission-and-vision

J. BUSINESS UNIT MISSION

Mission

The business program develops 21st century business professionals that are adaptable, ethical problem solvers who utilize networking and collaboration to achieve their career and business goals. Students graduate transfer-ready with a regionally accredited business education.

Programmatic Objectives:

A. Provide opportunities for experience in collaboration and networking within CWI and the local community to succeed in business. B. Develop a framework for understanding the dynamic business environment which requires adaptability and the need to constantly update skills C. Learn fundamental business skills D. Establish ethical frameworks for problem solving and best practices for behavior

Student Learning Outcomes

A. Collaboration and Networking 1. Connect with the business community 2. Engage with community members in experiential learning opportunities through class assignments 3. Connect with peers through case studies and group projects B. Dynamic Business Environment 1. Navigate and discuss new technologies and their impact in the workplace 2. Apply knowledge to frame and solve problems 3. Discuss current events in relation to business practices and theory C. Fundamental Business Skills 1. Develop technology skills for business purposes 2. Identify the fundamentals of accounting 3. Develop effective communication and writing skills for business situations 4. Present information to a variety of audiences 5. Develop and improve critical thinking and analysis skills 6. Explain basic marketing principles D. Ethics

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 14

1. Identify the roles and responsibilities in business including personal accountability 2. Discuss ethics and ethical dilemmas

The Business Program services residents in western Idaho. This program aligns specifically with the core theme of academic transfer. Approximately 80 students per year graduate with a Business- General degree. Of these graduates, 80% of them transfer to complete a four-year degree at another institution.

K. BUSINESS PROGRAMS

The Business Department at the College of Western Idaho offers one Associate of Arts degree, currently called Business that is to be evaluated for accreditation. As of the 2017-2018 academic year, the Department acquired two Career and Technical Education (CTE) programs, the AAS Applied Accounting and the AAS Administrative Specialist. These two programs will not be included in the accreditation, as they do not meet criteria at this time.

L. ACAEDMIC DEGREES

The Business Department at the College of Western Idaho offers one Associate of Arts degree, currently called Business. This degree can be completed through alternative methods of instructional delivery. Students can also complete the Business degree entirely online. In-person courses are taught at our two main campuses located in Nampa and Boise. In the 2016/2017 academic year, we have 86 students graduate with the Business AA degree.

M. CLASS TIME

 Traditional in-person courses are taught two days a week (Monday/Wednesday or Tuesday/Thursday) for 75 minutes. A few classes meet one day a week for 150 minutes.  Online courses have their content provided in the LMS and other delivery systems from the textbook publishers. Faculty are required to complete successfully the Online Instruction Course (OIC) training prior to teaching online courses. The OIC is a rigorous 32-hour training program.  Hybrid courses meet one day a week for 75 minutes, and include a robust online interaction. Faculty are required to complete successfully the Hybrid Instruction Course (HIC) prior to teaching any hybrid courses. The HIC is a rigorous 32-hour training program.

See attached schedules for reference

 Course Schedule Fall 2016  Course Schedule Spring 2017

For an example from the Face-to-Face and Online training that instructors receive please see attached (Modality Trainings). These models are provided as a guideline when structuring courses.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 15

N. COURSE DELIVERY

 Traditional (on-ground)  Hybrid  Online

O. CREDIT HOURS

The College of Western Idaho (CWI) grants credit for college work based on the national standard of the Carnegie Unit. CWI defines a credit hour as follows: A credit, sometimes referred to as semester credit or semester hour, is related to time spent in class, study, preparation, laboratory, or field experience. One semester credit hour normally requires 45 hours of students work, or:

1) 50 Minutes in class each week for one semester (which assumes twice this amount of time in study and preparation outside the classroom) or 2) Two to three hours in laboratory each week for a semester, or 3) The equivalent combinations of 1 and 2.

Credit for workshops and short courses is granted on the basis of one semester credit for 45 hours of scholarly activity. The College of Western Idaho’s academic year consists of two 16-week semesters and an 8-week summer semester.

P. STUDENT COMMUNICATION

Students can get information about business program requirements, tuition and fees, and student policies from CWI's One Stop Student Services. One Stop Student Service provides this information online or on campus locations. https://cwidaho.cc/current-students/one-stop-student-services

The student handbook is also available online addressing academic guidelines and procedures, student rights and non-academic conduct, respectful community and Title IX, and College Community Safety and Support. More information can be found on the school’s website at: http://cwidaho.cc/info/policies-and-procedures

The Business Program has its own website providing information regarding requirements and costs, mission, learning outcomes and credentials of the faculty, along with pictures and biographies. More information can be found on the school’s website at: http://cwidaho.cc/program/business-general

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 16

STANDARD 1: LEADERSHIP

Business Unit administrators and faculty should lead and be involved in creating and sustaining values, business school or program directions, performance expectations, student focus, and a leadership system that promotes performance excellence. Values and expectations should be integrated into the business unit's leadership system to enable the business unit to continuously learn, improve, and address its societal responsibilities and community involvement.

CRITERION 1.1 LEADERSHIP STRATEGIES

A. Explain the business unit leadership strategies or systems to foster a high-performance work environment that results in meeting the mission of the business unit.

The Assistant Vice President of Instruction serves as the leader of seven instructional Departments, including the Business, Communication, and Technology Department of the College of Western Idaho. The Office of Instruction oversees the administration of all instructional programs at the College, as well as the curriculum approval processes, distance education, academic support services, staff and faculty professional development, and dual credit.

The Dean of the School of Business, Communication and Technology reports to the Assistant Vice President of Instruction and supervises 15 Full-time Faculty, 41 Adjunct Faculty, and three Department Chairs in three departments.

The Business Department Chair responsibilities include:  Collaboratively makes decisions with Department faculty regarding new programs and certificates, modifications of programs, new courses, course modifications and banking of programs and courses  Encourages all faculty to be a part of the shared governance process by participating in College committees  Provides strong leadership and guidance to evaluation committees in the Department for full-time faculty and adjunct faculty  Provides effective financial planning and budget management and encourages faculty to apply for internal College funding for various projects  Maintains effective interpersonal and institutional relationships with internal and external constituencies of the college  Provides leadership for formulating and implementing Departmental goals and objectives  Promotes the assessment of student learning outcomes in order to determine the effectiveness of student learning and student development programs in the Business area  Provides leadership for program development, program review, and evaluation  Oversees development and implementation of program advisory committees and works with the committees as well as industry representatives to identify industry trends and program needs analysis  Promotes staff development and supports a climate which fosters innovation and academic excellence

Faculty and staff are encouraged to take on leadership roles in the form of committees, mentorship, course quality control, student life clubs and events, and community outreach. Advancement in faculty rank is dependent upon rank specific qualification, activities, and professionalism.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 17

See attached Organizational Charts

To better meet the standard the Business Department will do the following:

The Business Department will work to document how its leadership strategies connect to outcomes assessment, delegation of departmental work, and the College of Western Idaho’s (CWI’s) strategic plan and mission. Showing how the Business Department uses outcome measures in its planning and leadership processes will provide easier, more robust, and documented continuous improvement processes. The Business Department will explore new communication methods for all stakeholders to better communicate its leadership strategies, including use of online communication techniques. The Business Department will use its leadership ability to serve CWI’s students and community.

B. Explain how the business unit maintains effective communications and develops participation throughout the business unit.

The Business Department Chair believes strongly that communication across the Department is important to accomplish outcomes assessment, delegation of departmental work, student retention, community outreach, and student success. Business Department faculty work in close proximity to each other enabling ongoing dialogue throughout the academic year. In addition, formal department meetings are scheduled when necessary to accomplish specific goals. Adjunct instructors are encouraged to participate in these meetings. The Department Chair sends out emails updates as necessary to keep all faculty informed of happenings in the Department. The Dean of the School of Business, Communication, and Technology sends out weekly video announcements informing faculty of events, changes, and deadlines. Finally, the Business Department Chair sends out a monthly student newsletter to currently students, faculty and staff.

CRITERION 1.2 LEADERSHIP MEASURES OF PERFORMANCE

A. Explain how the business unit leadership ensures the establishment, deployment, and evaluation of performance measures and ensures that the results are used to improve performance.

The Business Department faculty and Department Chair have had the opportunity to building a culture of continuous improvement. The College of Western Idaho (CWI) uses a number of metrics to ensure high-quality instruction and leadership. The first measure the College employs is the Faculty Performance and Activity Reporting form (FPAR). The FPAR is a living document; updated at a minimum of twice per fiscal year. The Business Department Chair meets with each faculty member to review their goals and past results. The first meeting between the Department Chair and the faculty member is to set goals and budget necessary items. The created goals are required to be specific, measureable, attainable, realistic and timely as well as to align with CWI’s strategic plan. The second meeting is for follow up on the goals set, as well as for merit-based compensation. CWI’s administrative team – starting with the instructional Department Chair – uses a rubric to evaluate faculty performance for merit-based raises.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 18

CRITERION 1.3 LEADERSHIP AND COMMUNITY

A. Explain how the business unit addresses its responsibilities to the environment and practices good citizenship.

The faculty of the Business Department of the College of Western Idaho (CWI) is actively involved in the community. This includes an annual symposium that pairs academic disciplines with the “nuts and bolts” of business. The symposium brings in key members of the community to interact with students and faculty. The goal is to demonstrate how people in various disciplines and subjects can learn what vital business principles and tools can help them apply the subject they’re learning in the market. Called the “Business of [Fill in the Blank of the Specific Discipline]” past symposiums have looked at business aspects of Art, Healthcare, and Sports.

The annual symposium also provides an opportunity for Business Department faculty to collaborate with fellow instructional departments at the College of Western Idaho. It also allows students to network and mingle with industry leaders and faculty. Past partnerships have occurred between the Business Department and the Exercise and Health Sciences Department and the Art Department.

Additionally, the Business Department allows selected Accounting students to prepare tax returns to low-income members of the local community for free. Called the Volunteer Income Tax Assistance (VITA) this program has prepared tax returns to nearly 800 people who typically prepare their own. This has saved them nearly $200,000 since 2014, based on average return rate calculations from the Internal Revenue Service (IRS).

Beyond the obvious benefits obtained by low-income taxpayers, the Accounting students get an opportunity to apply key Accounting principles they learned in class to real-world case studies.

Faculty members of the Business Department coach for the Business Professionals of America (BPA). The faculty help develop and implement strategies for recruiting and retaining students to participate in state and national level competitions. The College of Western Idaho has won several national championships and other awards.

The College of Western Idaho (CWI) honors, respects, and embraces a diverse population among its students, staff, and community. It also values experiential learning opportunities for its students. The Business Department’s goal follows these goals of CWI through its Annual Symposium, management of the VITA Program, and participation in BPA. It focuses strongly on active collaboration with members of the business community, along with community/public organizations, applying business technology themes, including social media, the future and responsible role of technology on the future of education, student success, and professional development.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 19

SUMMARY OF STANDARD 1 – LEADERSHIP

Provide a summary of strengths and opportunities for improvement the institution plans to address related to Standard 1 - Leadership. Business Department strengths include:

 Robust shared governance structure  Active collaboration with other departments across the College of Western Idaho  Pro-active Department Chair-based leadership and support structure for faculty and staff on programs which are not part of ACBSP accreditation (Career and Technical Education, a.k.a., CTE)  Increased communication and collaboration between Dean and Department Chair through regular meetings and other engagements and information-sharing  Productive Business Department meetings during in-service twice a year in the fall and spring  Frequent informal meetings within the Business Department to converse, collaborate, work on projects and keep the faculty full appraised of developments and changes  Open communication in the Business Department, using multiple options including email, phone, Skype, and person to person  High morale in the Department due to candid and direct communication and structure of leadership. Faculty and staff are better informed about the Department, College and participate fully in the decision making process.

Improvements Needed:

 Provide additional leadership development opportunities for faculty and chair  Provide additional avenues for delegation of Department workloads  Increase community partners for experiential learning opportunities for students  Create and implement a succession plan for key faculty and department leadership  Institute a process of 360-degree performance appraisal for the Business Program  Integrate Business Program curriculum into Career and Technical Education (CTE) Programs not currently part of ACBSP

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 20

STANDARD 2: STRATEGIC PLANNING

The business unit has a process for setting strategic directions to address key student and program performance requirements. The strategic development process leads to an action plan for deploying and aligning key plan performance requirements. The strategic planning process should ensure that there are adequate resources in the area of finance, facilities, and equipment. This should create an environment that encourages and recognizes innovation and creativity.

CRITERION 2.1 STRATEGIC PLANNING PROCESS

A. Describe the business unit’s strategic planning process to address key student and program performance requirements; include the key steps and participants.

The College of Western Idaho is a public, open‐access, and comprehensive community college committed to providing affordable access to quality teaching/learning opportunities to the residents of its service area in Western Idaho. In 2014 the college began work on a new strategic and operational planning process. The process began with a strategic analysis of the internal and external environment to determine trends that would impact enrollments, programs, services, staffing and facilities planning decisions.

As part of the planning process, the Business Department works on an annual work plan that is required by the College president’s office. Goals for the department must match college-wide strategic plans and goals and strategies which were updated in 2014. Faculty in the Business Department fill out Faculty Planning and Activity Report semi-annually. The faculty of the unit align their goals to the strategic plan of the college.

Budget processes for the College are integrated in the Department and College work plans and input is sought from all employees in the Department for both equipment and personnel needs each year. Equipment and personnel requests are reviewed by the executive team and a plan is issued by the president for a recommendation for priority of funding. The direction of the College is to have outcomes assessment that relates back to the departments, schools, and College. This integration aligns the business programmatic level and institutional level outcomes to the budgetary process.

B. Identify the key strategic initiatives included in the business unit’s strategic plan and describe how the business unit decides upon these initiatives. The Business Department continues to align department, program, and faculty goals to the College’s strategic plan:

Institutional Priority 1: Student Success - College of Western Idaho values its students and is committed to supporting their success (in reaching their educational and/or career goals).

Institutional Priority 2: Employee Success - College of Western Idaho values its employees and is committed to a culture of individual, team, and institutional growth which is supported and celebrated.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 21

Institutional Priority 3: Fiscal Stability - College of Western Idaho will operate within its available resources and implement strategies to increase revenue, while improving operating efficiencies. Institutional Priority 4: Community Connections - College of Western Idaho will implement a variety of educational and developmental programs to bring the college into the community in meaningful ways Institutional Priority 5: Institutional Sustainability - College of Western Idaho finds strength through its people and viability in its operations and infrastructure; therefore the institution will continually evaluate the colleges’ health to ensure sustainability. C. Describe how the business unit communicates and deploys the strategic plan throughout the business unit.

The Dean of Business, Communication, and Technology Departments send the work plans to department chairs and key members of the faculty for their input. The key individuals involved in the planning of the work plan are the Dean, the department chair, and faculty in the Business Department. They work as a group and individually begin thinking strategically about aligning the goals and objectives with the College Strategic Plan and Goals. The Department Chair work with faculty to receive input identifying objectives that the departments work toward. Business Department faculty will be actively involved in college efforts to recruit from the community, high schools, veterans, and other groups looking to return to college for a post-secondary degree.

D. Describe how the business unit evaluates and improves the strategic planning process. During the self-study period the Business Department had a very informal planning process for Departmental goals aligning the strategic plan of the college. The Department meets formally and informally to discuss goals and funding needs in the current year for the next fiscal year. The Department Chair submits formal budget request in the fall for the following academic year. In the future we plan to develop and implement a more formal process at the end of the academic year to reflect and create goals and outcomes for the next academic year.

CRITERION 2.2 CURRENT STRATEGIC PLAN

A. Describe the business unit’s key strategic objectives. The work plan includes:

Institutional Priority 1: Student Success - College of Western values its students and is committed to supporting their success (in reaching their educational and/or career goals).

Institutional Priority 2: Employee Success - College of Western values its employees and is committed to a culture of individual, team, and institutional growth which is supported and celebrated.

Institutional Priority 3: Fiscal Stability - College of Western Idaho will operate within its available resources and implement strategies to increase revenue, while improving operating efficiencies.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 22

Institutional Priority 4: Community Connections - College of Western Idaho will implement a variety of educational and developmental programs to bring the college into the community in meaningful ways Institutional Priority 5: Institutional Sustainability - College of Western Idaho (CWI) finds strength through its people and viability in its operations and infrastructure; therefore the institution will continually evaluate the colleges’ health to ensure sustainability. See attached Strategic Plan

B. Describe the business unit’s action plans that address key strategic objectives, including who, what, when, where, and how.

There are many plans in place for College of Western Idaho. These exist at the college, division, and department level. These are current initiatives in place for Business Department:

Goal Projected Outcome Budget Obtain Accreditation for Ensure high standards for College of Western Idaho pays Business Department through faculty, curriculum, and for dues, fees, and travel for ACBSP, the Accreditation student success by having an ACBSP Champions to travel to Council for Business Schools outside body affirm our annual conferences. and Programs. Business Department curriculum. Develop plan to track student Reflect on student learning Plug in for learning learning objectives in objectives to ensure quality management system to track BlackBoard. control and objectives to be data. met. Create plan to review 100% of In depth review of courses to Course release for content the courses in the Business ensure quality and lead in the semester the Department over the next 3 transferability of the content courses are going up for years. in the course. review.

C. Describe the performance measures used to assess the business unit’s action plans. During the self-study period the Business Department did not have a formal plan to measure performance. In creating this self-study the Department recognizes this need and a plan will be created and implemented for future periods of operations.

CRITERION 2.3 FINANCES

A. Describe how the business unit links finances to strategic planning.

The Strategic Plan of the College of Western Idaho are used in the budget planning process and guide the individual departments in planning for each academic year. The Business Department isn’t directly involved with the budgeting process outside of requesting funds for programmatic, professional development, and student success.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 23

The College of Western Idaho works on a chain of command system. The Executive Team works with the Deans of the schools, which in turn work with Department Chairs for requests for additional funding and needs on the department level.

The Mission Statement goals and values that are part of the Strategic Plan are used in the budget planning process and guide the individual departments in planning for each academic year.

B. Report and graph the following financial information for the past three years (two years plus the self-study year):

1. The total student credit hours (SCHs) generated for the institution and each business unit program being considered for accreditation.

Academic Student Credit Year Hours

2013/2014 10710

2014/2015 9018

2015/2016 8448

2016/2017 7626

2. The business unit budget and actual expenditures.

During the previous 3 academic years the following data has been collected with regard to budget to actual expenditures in the Business Department:

General Business Budget-to-Actual: Fiscal Years 2014-2017 $1,600,000

$1,400,000

$1,200,000

$1,000,000

$800,000

$600,000

$400,000

$200,000

$0 2013-2014 2014-2015 2015-2016 2016-2017

Budget Actual Expenditures

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 24

Chart to support the previous graph above:

General Business

2015- 2016- Year 2013-2014 2014-2015 2016 2017

Budget $1,369,956 $1,241,810 $646,357 $593,345

Actual Expenditures $1,320,941 $1,237,247 $632,449 $587,298

Variance ($) $49,015 $4,563 $13,908 $6,047

Variance (%) 3.6% 0.4% 2.2% 1.0%

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 25

3. The business unit budget and actual expenditures as a percent of the institution's academic budget and actual expenditures.

 Academic Year 2016-2017

Here is an example of 2013–2014 budget of $1,369,956 versus actual expenditures of $1,320,941. The variance is positive at $49,015.

Budget 2013-2014

10.1%

89.9%

General Business Budget Instruction Less Business

Actual 2013-2014

10.3%

89.7%

General Business Expense Instruction Less Business

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 26

 Academic Year 2014-2015

Here is an example of 2014–2015 budget of $1,241,810 versus actual expenditures of $1,237,247. The variance is positive at $4,563.

Actual 2014-2015

9.4%

90.6%

General Business Expense Instruction Less Business

Budget 2014-2015

9.3%

90.7%

General Business Budget Instruction Less Business

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 27

 Academic Year 2015-2016 Here is an example of 2015–2016 budget of $646,357 versus actual expenditures of $632,449. The variance is positive at $13,908.

Budget 2015-2016

4.6%

95.4%

General Business Budget Instruction Less Business

Actual 2015-2016

4.7%

95.3%

General Business Expense Instruction Less Business

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 28

 Academic Year 2016-2017 Here is an example of 2016–2017 budget of $593,345 versus actual expenditures of $587,298. The variance is positive at $6,047.

Actual 2016-2017

4.0%

96.0%

General Business Expense Instruction Less Business

Budget 2016-2017

3.9%

96.1%

General Business Budget Instruction Less Business

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 29

C. Describe the adequacy of the budget to support changing technology, program improvement, and professional development of faculty. College of Western Idaho provides adequate resources for the Business Department to meet its goals and objectives. The Business Department receives funding for new equipment and software as needed to keep up with changing technology so that students are able to work on the latest equipment and software to be competitive. The resources are available through regular budgeting and requests.

A generous amount of funds are set aside for professional development. The funding pool is traditionally for full-faculty. If a part-time faculty would like to professionally develop in area that requires an approval process is in place at the school level. Lastly, College of Western Idaho has a very robust Center for Teaching Learning that offers many opportunities for professionals to develop.

CRITERION 2.4 FACILITIES

A. Describe how the business unit links facility planning to strategic planning.

The Business Department of the College of Western Idaho (CWI) anticipates full support of Facilities to provide necessary space and resources to meet the needs of the Business faculty and students.

In 2017, the Division of Facilities Planning and Management (FPM) of CWI began work on a FY2018-FY2022 Facilities Operational Plan (FOP). This was in support of the College’s Comprehensive Strategic Plan (CSP) that addresses the same five years. The FOP addresses two areas of emphasis: One, Space Requirements and Capital Construction, which focuses on planning for campus growth and new buildings; and Two, Capital Renewal, which focuses on capital maintenance and replacement. Overall, the FOP provides a roadmap identifying key considerations and actions which align with and support the College’s long range Vision 2040 in the areas of the following:  2040 Presence: Dynamic Presence in the Community; Multi-Location and Virtual Community College; and High Energy Learning Hub  2040 Practice: Creator of Value and Vibrancy – A thoughtful Steward of Resources  2040 Impact: Mover of the Needle on Metrics that Matter The mission of the FOP is to provide a physical environment that enables the College of Western Idaho to accomplish its broader mission. This environment consists of new and existing buildings, grounds, and other campus facilities. Capital Construction and Capital Renewal can be justified only if they enable the College’s community to enhance effectively the culture and delivery of education through CWI’s five core themes: Student Success; Instructional Excellence; Community Connections; Organizational Stewardship; and Inclusive Excellence. Facilities are constructed and maintained not for their own sake, but to provide, within available resources, the best possible environment in which the College’s community can function and flourish. Directly related to this mission is the Nampa Campus Master Plan and Boise Campus Conceptual Plan, as shown in Figures 1 & 2. The development of these two plans and CWI’s adherence to the

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 30 intent in these two plans is fundamental to the success of the College. The FOP is meant support both the Enrollment Management Plan and the Educational Master Plan. Please see attached FOP.

B. Describe how the business unit classrooms, laboratories, and office space meet the needs of students and faculty.

The Business Department has adequate classrooms, laboratories, and office spaces to meet the needs of students and faculty. Classrooms range in size to accommodate 20-40 students. Classrooms: Classrooms are equipped with chairs and desks or tables for students. Most classrooms have the ability to rearrange the room to accommodate a variety of teaching styles. All classrooms have a projector, document camera, and white boards, along with a teacher console that controls the lights, projector, and document camera. Wi-Fi is provided throughout each of CWI’s campuses. Computer Laboratories: Computer laboratories are available for student use at each of CWI’s classroom buildings. Computers are equipped with Windows 7 operating system and Office 2016. Other software is installed at the request of various faculty members and departments. The College of Western Idaho supports the purchase of new hardware and software to maintain current technology needs. The Business Department has access to several computer lab classrooms on a variety of campuses for courses to utilize computers during class time. Office Space: Each full-time faculty member has an office on campus. Currently all Business Department full-time faculty are located in the same building. This allows for easy communication and the ability to get projects done quickly. Space for adjunct faculty members is located in each of CWI’s classroom buildings to provide for easy access by faculty members, as well as students. All offices are equipped with computers, telephones, supplies, and printing hardware and software. Facilities Assessment Team: To meet the needs of CWI at the Division Level, a Facilities Assessment Team was created in 2016. The purpose of the Team is to establish a broad assessment of current facilities use, and to create a process for Stakeholders to make capital project requests in the context of a comprehensive, institutional perspective. This is the process used to request and align projects with upcoming budgeting process, allowing for mid-year budget request for different projects.

CRITERION 2.5 EQUIPMENT

A. Describe how the business unit links equipment planning to strategic planning.

Each year, departments from the College of Western Idaho (CWI) put together their budgets for the next academic year. Included in these budgets are equipment needs. These budgets (including for equipment) are reviewed by the Dean and Assistant Vice President prior to being approved. If an unexpected need arises, it is reviewed by the Department Chair and Dean and weighed against other needs throughout the school and the availability of funds in the budget. Equipment needs are prioritized and linked to the strategic plan of the College.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 31

Equipment needs connect directly to CWI’s core themes of Student Success and Instructional Excellence. Meeting current technology needs is necessary for instructors in the classroom to teach and expose students to the technology they will be using after graduation. The College supports current technology needs, including for the Business Department.

B. Explain the business unit’s plan for acquisition, upgrade, and maintenance of equipment that reflects current technology.

Computing technology needs for departments and their programs are evaluated prior to purchase. New equipment purchases are tied to the startup costs of department programs and are planned in conjunction with IT, facilities and department representatives. Personal computers are purchased with adequate processing power, memory and connectivity to predictable be serviceable for five years. Student-facing personal computers are replaced across campus on a five-year cycle, with the exception of industry/program specific needs where applications and programs outpace the cycle, e.g., Drafting Technology. In those cases, personal computers are replaced on a three-year cycle, and the existing personal computers are handed down through the organization to the end of their useful life. Staff facing PCs are replaced on a five-year cycle, except in areas where high-end video production machines may be replaced on a shorter cycle. Form factors are evaluated on all replacement cycles for equipment. For example, classroom computers have changed from desktop units to all-in-ones, as their technology and serviceability have improved. This maximizes available student work space. IT replaces staff desktops with laptops, as the area’s workforce becomes more mobile, demanding devices to be more portable. C. Describe how well current equipment meets the instructional needs of the business unit, including students, staff, and faculty.

The Business Department has adequate classrooms, laboratories, and office space to meet the needs of students, faculty, and staff. Classrooms range in size, accommodating 20-40 students. Classrooms: Classrooms are equipped with chairs and desks or tables for students. Most classroom seating can be rearranged to accommodate different teaching methodologies and styles. All classrooms have a projector, document camera, and whiteboards, along with a teacher console that controls the lights, projector, and document camera. Wi-Fi is provided throughout each of CWI’s campuses. Computer Laboratories: Computer laboratories are available for student use at each of CWI’s classroom buildings. Computers are equipped with Windows 7 Operating System and Office 2016. Other software is installed at the request of various faculty members and departments. CWI supports the purchase of new hardware and software to maintain current technology needs. The Business Department has access to several computer lab classrooms on a variety of campuses for courses to utilize computers during class time. Office Space: Each full-time faculty member has an office on campus. Currently all Business Department full-time faculty are located in the same building. This allows for easy communication and the ability to get projects done quickly. Space for adjunct faculty members is located in each of

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 32

CWI’s classroom buildings to provide for easy access by faculty members, as well as students. All offices are equipped with computers, telephones, supplies, and printing hardware and software. Facilities Assessment Team: To meet the needs of CWI at the Division Level, a Facilities Assessment Team was created in 2016. The purpose of the Team was to establish a broad assessment of current facilities use, and to create a process for stakeholders to ensure capital project requests fit within the context of a comprehensive, institutional perspective. This is the process used to request and align projects with upcoming budgeting process; it allows for mid-year budget request of different projects.

SUMMARY OF STANDARD 2 – STRATEGIC PLANNING

Provide a summary of strengths and opportunities for improvement the institution plans to address related to Standard 2 - Strategic Planning.

Strengths

 The College of Western Idaho has up to date classrooms and technology  All equipment needs of the Business Department are supported by the college  Full-time and Adjunct Faculty have adequate office accommodations that are accessible to colleagues and students  The Business Department has had adequate funding for teaching, professional development, and budgetary requirements to meet department goals  The Business Department’s objectives are fully aligned with the strategic plan of the College.

Opportunities for Improvement

 The Business Department needs a more formal planning and reflection process at the beginning and end of each academic year. This will allow for more efficient and transparent budgeting process within the organization structure.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 33

STANDARD 3: STUDENT, STAKEHOLDER, AND MARKET FOCUS

The business unit examines how it determines requirements, expectations, and preferences of its students and stakeholders. Also examined is how the business unit builds relationships with students and stakeholders and determines their satisfaction. Additionally, practitioners serve as role models and counselors for students regarding business careers. They also provide faculty with information to update professional skills, make curriculum changes, and serve as classroom speakers.

CRITERION 3.1 STAKEHOLDERS

A. List the business unit’s key student segments and stakeholders.

Student Segments:

1. Traditional first-year college students choosing a community college beginning 2. Dual credit students 3. Non-traditional students, either beginning college or returning to college after years of life experience 4. Business majors who intend to have business careers 5. Business majors who intend to start a business

Stakeholders:

1. Students and alumni 2. Four-year colleges and universities who our students attend after their time at the College of Western Idaho (CWI) 3. Local high schools 4. Local businesses who hire CWI students 5. The Treasure Valley and surrounding geographic areas 6. CWI staff and faculty members

B. Explain how the business unit determines key stakeholder requirements and expectations.

The Business Department at CWI has an advisory board with representatives from local four-year colleges and universities in Idaho, as well as prominent local business managers. This advisory board provides the Business Department with expectations from the 4-year institutions and the business community. Faculty members have a good relationship with the Idaho Department of Commerce that provides the Department with industry trends and needs. The Business Department has also built relationships with local business managers that enlighten students both in seminars and class presentations. These relationships help the department understand what will be required of Business graduates in the future.

Several surveys are given to various stakeholder groups in order to ascertain requirements and expectations. Satisfaction surveys are completed by CWI faculty and staff biennially. A satisfaction survey is completed by Business faculty at the end of each academic year. Students complete end of course evaluations each semester and graduates take a Business Program satisfaction survey. The

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 34

Business Department utilizes this data to identify areas of potential improvement and determine how the department is meeting stakeholder requirements and expectations.

The Business Department stays aware of any changes in career certifications which help graduates advance their skills and qualifications for acquiring a job. (e.g. CPA, Quickbooks, Microsoft Office Specialist exams)

In addition, the Department works with local businesses to provide internships for students in the business environment. These lines of communication help determine what Department stakeholders expect and require from its students.

CRITERION 3.2 STAKEHOLDE SATISFACTION

A. Explain how the business unit builds relationships to attract and retain students.

The College of Western Idaho (CWI) requires first-year students to take one course that is classified as a “Connecting With Ideas” (CWID) course. Within these courses, which may be of different subjects, are specific topics related to student success. For example, the courses require e-mail communication, access to our learning management system (Blackboard), and emphasize study skills. The college also has a retention tool, C.A.R.E., allowing faculty members to refer students with significant issues to student support services for assistance. These issues could be that the student is in distress, needs resources, or simply needs support.

The Business Department strives to schedule traditional, face-to-face classes at times our students are available. Classes are scheduled at both the Nampa campus and the Ada campuses to accommodate student needs.

Business Department faculty members have several ways to communicate with students to build relationships. E-mail is a commonly used communication tool. All Business faculty members have scheduled office hours. Full-time faculty members publish their office phone numbers to facilitate communication. CWI’s learning management system (Blackboard) also allows two-way communication through discussion boards and other tools. Also, the commonly used learning tools (McGraw-Hill’s Connect and Pearson’s MyITLab) provided by textbook publishers allow student questions to be addressed by faculty members.

In addition to classroom contact, CWI has two student clubs directly related to business. The Entrepreneur's Club sponsors speakers from local businesses and other social events to provide networking and educational opportunities for students. The Business Professionals of America (BPA) club also sponsors social events and community service events for networking and as well as competitions in business fields that provide opportunities for students to compete at the state and national levels. BPA’s different competitions range from IT-related fields to Entrepreneurship, Marketing, Accounting, and Human Resources.

Another way the Business Department hopes to attract and retain students is through awards. Business faculty members select “Business Student of the Year” recipients each year and honor them at graduation with financial awards. The Department has several scholarships for outstanding students to encourage retention.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 35

B. Explain how the business unit delivers services that satisfy students and stakeholders.

The basic service provided by CWI’s Business Department is an Associate in Arts (A.A.) degree in Business. Other services include clubs, internships and student work-study opportunities.

Student learning is the top priority for CWI and the business faculty members. Many presentations during in-service week emphasize ways to meet student needs and improve student learning. Consequently, part of the Business Department’s culture encourages faculty to present engaging learning activities and create an enjoyable classroom atmosphere. Faculty members are equally committed to maintaining academic rigor and high academic standards.

The majority of Business faculty members also work in the business world. Business faculty members work in many fields including the chamber of commerce, local accounting firms, small business, lending, consulting, and technology. This keeps the Business Department aligned with the current business environment and provides insight when curriculum needs updating. Many faculty members belong to professional organizations and keep up with the current trends in their professions and in business education. The Western Business Education Association (WBEA) annual conference will be in Boise in February, and many of our business faculty members will help host the conference. Several CWI Business faculty members will be presenting at the conference.

The CWI Business Department has established “2 + 2” matriculation agreements with all the four- year Idaho state colleges and universities therefore CWI Business graduates can enter these schools at their upper division levels.

C. Describe how the business unit learns from former and current students to determine and anticipate changing needs and expectations.

CWI’s Business Department utilizes student course evaluations that provide feedback on specific courses from its current students. Further, the Department builds relationships with current students through class interaction and/or internships and work-study programs. To obtain feedback from former students, the Department maintains relationships after the students transfer to a four-year college or university.

A new edition to the revised Business program starting the 2017/2018 academic year is the Business Capstone course (BUSA 290). This course will summarize and integrate the concepts from the different areas of study throughout the program. A component of this course will be reflection on the student’s experience at CWI, providing feedback regarding the business program. These students will also take the Peregrine standard exam to benchmark CWI Business students with other students at the national level.

To get feedback from former students faculty attempt to maintain relationships after the students leave for four-year colleges and universities. The Business Department is building an alumni association that will provide feedback on our program. A LinkedIn group has recently been created to stay in contact with Business alumni and provide insight into the jobs alumni have acquired.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 36

D. Explain the process for utilizing stakeholder feedback in program development and enhancement.

CWI’s Business Department has an advisory board to obtain counsel on the Business Program, as well as feedback from the community on the development and direction of the Department. This is enriched by comments from local business professionals and former students. All these serve as valuable advice for the review and enhancement of the Business Department’s program.

The Business Department Chair maintains contact with key four-year institutions to ensure Business Program curriculum meets their requirements. This is a challenging task as the four-year schools’ programs are revised regularly. CWI’s Business Department works diligently to understand these changes, adapting its program when necessary to ensure CWI Business students are prepared to transfer without having to take extra lower division courses.

Surveys are given to various groups including students, faculty and staff. This data is shared with the advisory board and Business faculty. Discussion and recommendations are used when evaluating and revising the program.

An area of improvement would be to survey alumni a few years after completing a bachelor’s degree. This would provide insight into how well prepared CWI Business graduates were for the 4- year school they attended as well as the job they acquired. Another survey that would prove useful would be that of local business owners and their currents needs for employees coming out of college, both at the associates and the bachelor’s level.

CRITERION 3.3 STUDENT SUPPORT

A. Describe the support services available to business students, including admissions, financial aid, and advising.

College of Western Idaho has many support systems to help students meet their educational goals. Some of the support services available include new student orientation, academic advising, placement testing, writing center, tutoring center, Math Solutions Center (MSC), career services, counseling services, disability services, veterans services, international services, and bookstore (online and on campus). More information about each of these services can we found on the CWI website http://cwidaho.cc/current-students

B. Describe the policies that govern student relationships with the business unit, including the procedures used to resolve student concerns.

All College of Western Idaho students follow the rules and regulations set forth in the Student Handbook.

Students at the College of Western Idaho (CWI) may complain, verbally or in writing, on any area of academic or student life without fear of coercion, harassment, intimidation, or reprisal from the College or its employees. Students may also expect a timely response to any complaint. Defamatory or baseless charges may cause a student to be held responsible for violations of CWI policies through the college conduct process.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 37

Student concerns should be resolved as quickly as possible at the lowest possible College unit that has the authority to act. Because no single process can serve the wide range of possible complaints, the College provides specific processes for responding to certain kinds of student complaints. Where College policy provides a specific complaint or grievance procedure, an aggrieved student shall use the specified procedure. Please see attached Appeals, Grievance and Reporting Process document.

Students are also asked to report concerning behavior of any member of the College of Western Idaho community. This includes reporting violations of College of Western Idaho Policy and Respectful Community standards.

The following are excerpts from the Student Handbook (see attached).

1.1 General Complaint Procedures for Students Students may use the following procedure to question formally the application of any College of Western Idaho (CWI) rule, regulation, policy, requirement, or procedure not otherwise covered by a more specific CWI regulation, policy, requirement, or procedure.

A. Step One: The student should meet with the College of Western Idaho decision-maker concerned to discuss the complaint and to attempt to arrive at a solution. This meeting should occur no later than 10 business days after the event that caused the complaint. (Note: Contact One Stop Student Services for assistance in determining the appropriate decision-maker.)

B. Step Two: If the student’s complaint is not resolved at Step One, the student must, within 10 business days of the Step One meeting, submit a formal written complaint to the appropriate next higher level in the CWI’s administrative structure (e.g., Faculty Member, Department Chair, Director or their relevant administrative designee in the administrative unit within which the complaint originated). The appeal must be in writing, signed, dated, and sent from an official CWI student email account. The name and title of the person to whom the request shall be addressed can be obtained from the employee in Step One.

If the student’s issue cannot be resolved by the Step Two administrator (through either telephone or email) the supervisor shall make a reasonable effort to arrange for a meeting with the student and the employee within 10 business days from the date that the student’s formal written complaint was received by the “appropriate next higher level” in CWI’s administrative structure. If this timeframe cannot be met, the Step Two administrator will notify all parties in writing and determine a mutually agreeable time.

The meeting should be informal, with a candid discussion of the problem and an attempt to find a solution. The Step Two administrator may give an oral decision at the close of the meeting, or they may choose to take the matter under advisement. Typically, the Step Two administrator will render a final decision and inform all relevant parties of their decision within 10 business days.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 38

C. Step Three: If the student wishes to appeal the Step Two decision, they may appeal to the next level supervisor in the administrative structure of CWI within 10 business days from the date of the Step Two written decision. The student may obtain from the employee in Step One or Step Two the name and title of the person to whom the request shall be addressed.

The appeal must be in writing, signed, dated, and sent from an official CWI student email account. Upon receiving this written appeal, the Step Three administrator will review all information concerning the complaint and appeal and render a written decision within 10 business days from the date of receipt of the appeal. The Step Three administrator’s decision is final.

In all cases, if the final decision requires any change to an official record of the College of Western Idaho, the CWI employee must comply with all College regulations and procedures necessary to accomplish the change.

1.2 Grade Appeal Procedures The grade appeal policy and procedure is designed to provide all students at the College of Western Idaho (CWI) with a clearly defined avenue for appealing the assignment of a course grade, following the posting of final grades.

A final grade is the instructor’s final evaluation of the student’s work and achievement throughout a course. Factors upon which the final grade may be based include attendance; recitation and class participation; written, oral, and online quizzes; reports; papers; final examinations; and other class activities. There is a presumption that the instructor, who has conducted the course, is competent professionally to judge the student’s work, and in the absence of convincing evidence to the contrary, has evaluated it fairly.

If the student fails to pursue any step in the grade appeal procedure within its allotted time, the decision made in the previous step shall be final (see Steps One and Two, below). All correspondence and records shall be retained in the office in which the complaint is finally resolved.

The grade initially assigned by an instructor remains in effect until and unless a change is determined by the appeal process.

Conditions for an Appeal In all cases, the student shall have the burden of proof with regard to all allegations in their complaint and in their request for review or hearing. Students may appeal grades they believe were based on prejudice, discrimination, arbitrary or capricious action, the results of extenuating circumstances (e.g., emergencies), or other reasons not related to academic performance. A grade appeal cannot be based upon differences in assigned grades between multi-section courses, whether or not the course sections are taught by the same instructor.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 39

Grade Appeal Procedure and Time Schedules A. Step One: Informal Consultation with Instructor: This must be initiated within thirty calendar days of the posting of the course grade for viewing by students. The student shall first consult with the instructor in an effort to reach a satisfactory resolution of his or her appeal. It is a part of the professional obligation of CWI instructors to meet with students who wish to avail themselves of this academic grade appeal procedure for the purpose of reviewing the grade assigned and attempting to resolve the matter. In the event that the student cannot schedule a face-to-face meeting with the instructor, the student may attempt to consult with the instructor by email or phone, or the student may ask the instructor’s supervisor to schedule the meeting between the student and the instructor. Informal consultation is a required first step, and no further grade appeal is permitted unless informal consultation is first attempted. The only exception to this procedure is when the instructor is no longer employed by the CWI or is otherwise unavailable so that it is impossible to complete Step One.

If the student has attempted to contact the instructor via email and has not received a reply within 10 business days, the student may proceed directly to Step Two. The instructor’s decision after the consultation must be completed and communicated to the student within 10 business days of the informal consultation.

B. Step Two: Appeal to the Instructor’s supervisor: If a student wishes to appeal a grade further, they must submit a written appeal to the instructor’s supervisor responsible for the course being appealed within 10 business days following the end of Step One. The appeal to the instructor’s supervisor must be submitted in writing and must contain the student’s name, ID, the course/section, instructor, written communication resulting from Step One, and an explanation for how the case meets the conditions of a grade appeal. (See Conditions for an Appeal, Section 2.2.A, above.).

The instructor’s supervisor will then review the information provided to reach a decision. The decision will be communicated to the student and the instructor within 10 business days of the receipt of the appeal.

C. Step Three: Appeal to Academic Integrity Board: If the student wishes to appeal a grade further, they may submit an appeal to the Academic Integrity Board by sending an email to [email protected] within 10 business days of the end of Step Two. The appeal to the instructor’s supervisor must be submitted in writing and must contain the student’s name, ID, the course/section, instructor, communication resulting from Steps One and Two, and description of how the case meets the conditions of a grade appeal. The Academic Integrity Board will then review the information provided to reach a decision. The decision will be communicated to the student, the instructor, and the instructor’s supervisor within 10 business days of the receipt of the appeal. All decisions made in Step Three are final.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 40

Retention of Records As part of the College of Western Idaho’s grade appeal procedure, instructors are required to keep grade-related materials until the appeal time frame has elapsed. Materials that apply to an ongoing grade appeal process must be retained for six months following completion of the grade appeal process. Grade-related material refers to examinations, projects, term papers, grade records, attendance records, electronic files, and other materials used in the grading process and is not returned to the student. If materials are returned to the student, a student desiring to appeal must present any tests, examinations, term papers, or other graded material that form the basis for his or her appeal.

1.3 Academic Record Appeal Procedure The Academic Record Appeal policy and procedure is designed to provide all students at the College of Western Idaho (CWI) with a clearly defined avenue for appealing academic policies, academic deadlines, and the content of the student’s official record.

A. Informal Appeal/Consultation with One Stop: Students seeking exceptions to academic policies or deadlines shall first contact One Stop to explain the situation. In some circumstances, One Stop personnel may provide information and satisfactory remedies for the student. In such cases, no further action may be required.

B. Formal Appeal: If the student would like to further appeal any decisions or policies after consulting with One Stop, the student must obtain and complete an Academic Record Appeal Request form (see One Stop Student Services for the form). Once completed, the form and any accompanying, relevant documentation and evidence shall be submitted to a One Stop representative. Completed forms and documentation will be reviewed by members of the Academic Record Appeals Board. Decisions by the Board must be rendered and students notified within 10 business days. In the event that forms are incomplete and/or more supporting documentation is needed, members of the Academic Record Appeals Board may contact the student for more information. Such actions will delay the Board’s responses and decisions.

C. Appeal of the Board’s Decision: Students may appeal decisions made by the Academic Records Board by submitting a request for appeal in writing to the Assistant Vice President of Enrollment and Student Services. This request must contain the same documentation (original or copies) submitted to the Academic Record Appeals Board in the previous step. It must also include a cover letter explaining why the Appeals Board’s decision is inappropriate, as well as additional information necessary to convey the facts in the student’s case. The student may be contacted for more information.

Decisions will be made and communicated by the Assistant Vice President of Enrollment and Student Services 10 business days after all relevant appeals materials have been received by the Assistant Vice President of Enrollment and Student Services office. Decisions of the Assistant Vice President of Enrollment and Student Services are final.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 41

D. Appeal Proceedings: Regardless of the nature of the appeal, neither formal rules of process and procedure nor rules of evidence, such as those applied in court, are used in proceedings under this section.

1.4 Academic Grievance From time to time, conflicts and disagreements may arise between students and their instructors; the intent of the following procedures is to provide equitable and expeditious resolutions. Academic grievances may be filed when a student feels aggrieved in (non-grade) matters concerning an academic decision, action, or judgment by an instructor. Keeping in mind that instructors are responsible for classroom management and teaching strategies, students are encouraged to use these procedures only where there is clear and convincing evidence that an instructor has treated the student unfairly, arbitrarily, or capriciously. If a faculty member or administrator fails to respond by any applicable deadline specified in this procedure, the student may move the grievance to the next step in the process.

Academic Grievance Procedure Step One: Informal Consultation with Instructor. This must be initiated within thirty calendar days of the course ending. The student shall first consult with the instructor in an effort to reach a satisfactory resolution of his or her appeal. It is a part of the professional obligation of CWI instructors to meet with students who wish to avail themselves of this grievance procedure for the purpose of reviewing the decision, action, or judgment in question. In the event the student cannot schedule a face-to-face meeting with the instructor, the student may attempt to consult with the instructor by phone or email. The student may also ask the instructor’s supervisor to schedule the meeting between the student and the instructor.

Informal consultation is a required first step, and no further grievance will be heard unless informal consultation is first attempted. The only exception to this procedure is when the instructor is no longer employed by the CWI, or is otherwise unavailable, eliminating the ability to complete Step One.

If the student has attempted to contact the instructor via email and has not received a reply within 10 business days, the student may proceed directly to Step Two. The instructor’s decision after the consultation must be completed and communicated to the student within 10 business days of the informal consultation.

Step Two: Appeal to the Instructor’s supervisor. If, after informal consultation with the instructor, the student feels the issue has not been resolved and they have been treated unfairly, or arbitrarily, or capriciously, the student may submit a written grievance to the instructor’s supervisor responsible for the course being appealed within 10 business days following the end of Step One. The communication to the instructor’s supervisor must be submitted in writing and must contain the student’s name, ID, the course/section, instructor, written communication resulting from Step One, and description of how the student has been treated unfairly, arbitrarily, or capriciously.

The instructor’s supervisor will then review the information provided to reach a decision. The decision will be communicated to the student and the instructor within 10 business days of the receipt of the communication.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 42

Step Three: Appeal to the Dean. If, after Steps One and Two, the student feels the issue has not been resolved and they have been treated unfairly, arbitrarily, or capriciously, the student may submit a written grievance to the Dean over the class where the incident occurred. If the incident occurred within a Workforce Development class, the grievance in Step Three is sent to the Assistant Vice President of Workforce Development. The grievance must be submitted in writing and must contain the student’s name, ID, the course/section, instructor, written communication resulting from Steps One and Two, and description of how the student has been treated unfairly, arbitrarily, or capriciously.

The Dean will then review the information provided to reach a decision. The decision will be communicated to the student, the instructor, and the instructor’s supervisor within 10 business days of the receipt of the appeal. All decisions made in Step Three are final.

CRITERION 3.4 STAKHOLDER RESULTS

A. Describe how the business unit measures student utilization of offerings and services.

The Business Department at CWIgathers information regarding the use of offerings and services from a mix of student surveys, student-involved clubs, associations, and tutoring and work study programs.

Students who go through the Business Program complete satisfaction surveys. Students complete end of course evaluations each semester and graduates take a Business Program satisfaction survey (attached). Part of the Business Department’s data utilization effort includes student use of College offerings and services. The Business Department also manages and supports clubs like the Entrepreneurship Club, BPA and veterans associations. Clubs and associations at CWI coordinate through the College’s Student Life group. The Student Life group is an umbrella organization that helps students create and join clubs.

One improvement the department plans to implement in the fall semester of 2017 is to include a question on the graduate survey were students select which offerings and services they utilized while they attended CWI.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

B. Report and graph the following student and stakeholder satisfaction results for the past three years (two years plus the self- study year):

P a g e | 44

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 45

CRITERION 3.5 BUSINESS / INDUSTRY RELATIONS

A. Describe the business unit’s partnerships and processes that link the business unit’s business programs to business and industry.

The College of Western Idaho’s (CWI) Business Department has an advisory board with representatives from local four-year colleges and universities in Idaho, as well as prominent local business managers. The Board meets annually and provides feedback on expectations and requirements for the program. In addition, internships have been set up with several local businesses where students gain experience in the business environment as part of their education.

Many Business Department faculty members are involved in the local business environment through side projects and other work arrangements. The majority of adjunct faculty hold full time business careers. Local business leaders regularly participate through symposiums and conferences, seminars, and in-class presentations. Business faculty are members of professional organizations and attend conferences. From these conferences, faculty members share the latest trends in business and education with other faculty members.

B. Describe the impact or results of business and industry links.

These links provide students with opportunities to experience real-life business situations, while attending school. The links also ensure the Business Department’s instruction is current, keeping up with trends in both education and in business. The Department strives to see that its students leave CWI prepared for future endeavors whether in furthering their education or participating in business.

SUMMARY OF STANDARD 3 – STUDENT, STAKEHOLDER, AND MARKET FOCUS

Provide a summary of strengths and opportunities for improvement the institution plans to address related to Standard 3 - Student, Stakeholder, and Market Focus.

Strengths

 The College of Western Idaho (CWI) Business Department has many stakeholders who generously give of their time and energy to help the Department stay ahead of current trends in the business community. This includes its advisory board, as well as local business owners interested in CWI’s contribution to the community. Alumni also continue to engage with Business faculty members, providing CWI’s Business Department with insight into four-year institution and employer expectations. Surveys provide the Department with valuable feedback that is incorporated into the development plans of the Business Program.

 CWI has a strong student services division that supports student’s needs in a variety of areas. This enhances student satisfaction and helps in retention. Faculty members can utilize and recommend these services to students through a variety of means, including C.A.R.E., in-class discussions, and electronic communication.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 46

 Faculty in the Business Department have business experience and bring outside examples and situations into the classroom. Faculty are able to connect students to local business owners through seminars and internships. This interaction enhances student satisfaction and provides insight into the business world.

Opportunities for Improvement

 Graduate Survey Revision: A question will be added to the Gradate Survey that specifically addresses the use of student services while attending CWI.

 Alumni Feedback: LinkedIn group to be created to engage alumni with each other and faculty members to provide feedback and insight.

 Business Students: Research a way to receive feedback from students that take a few courses, but did not graduate. This data would help the Business Department analyze needs, allowing it to adapt to various student situations.

 Four-year Institution Survey: Create a survey for the four-year institutions to provide feedback on how CWI Business students have performed and, if improvements are necessary.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 47

STANDARD 4: MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT

The business unit must have an outcomes assessment process for each program, correlated with initial assessment, measuring student achievement of stated learning goals in general education and in program areas. The process must be developed, deployed, and document how the business unit collects, analyzes, and uses performance data and information to enhance and improve academic programs and student learning.

CRITERION 4.1 STUDENT LEARNING OUTCOMES ASSESSMENT

A. Describe the current student learning outcomes assessment plan.

In the self-study year, Outcome Assessment Matrices were filled out for each section by matching course outcomes to student success. Instructors turn these in every semester for each section they teach. The Outcomes Assessment Matrices include every student learning outcome for each course, and the instructor marks on how many students fulfilled each objective and how many did not. See attached. OA Matrices Prior to 2017.

Until 2016, the College of Western Idaho (CWI) was sharing accreditation with College of Southern Idaho (CSI). The Outcome Assessment Matrices came from CSI. These Outcome Assessment Matrices were not adequately detailed to allow thorough and accurate assessments for CWI’s Business Department. The Business Department created a new process to collect this information. For the Spring and Summer 2017 semesters, the Business Department created and are now using a new set of Outcome Assessment Matrices that include all of the new student learning outcomes for each course. See attached.

CWI’s Business Department also included grade distribution and alignment to programmatic objectives. In the Fall 2017 semester, the Business Department was able to create alignments to institutional objectives, student learning objectives, and programmatic outcomes in Blackboard ties to assignments. This allows for robust reports for comparison across sections.

At the end of each semester, student evaluations are completed for each course. Students anonymously evaluate the course and the instructor. Instructors are required to fill out a teaching reflection upon review of their student evaluations and Outcomes Assessment Matrices. See attached.

Graduate surveys are sent out at the end of the Fall and Spring semesters that evaluate the Business program.

Beginning Spring 2018, students will complete the national Peregrine exam for Business Associate degrees. CWI’s Business Department beta tested this exam in Fall 2016 and again in Fall 2017. See attached.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 48

B. Describe the student learning outcomes assessment process and include information about the following:

1. What student learning data is collected and why

The original Outcome Assessment Matrices that came from the College of Southern Idaho included student learning outcomes for each course. These were adopted and used until CWI gained its own accreditation from the Northwest Commission on Colleges and Universities (NWCCU). Beginning Spring 2017, data is being collected on the Institutional Outcomes, Programmatic Outcomes, and Student Learning Outcomes specific to each course. These outcomes were created by faculty and located in the Curriculum Guides for the individual courses. These data are collected to enable specific course reviews and ensure alignment with program goals. See attach outcomes.

2. How the business unit uses student-learning data to improve the business program and enhance student learning

The Outcome Assessment Matrices are collected at the end of each semester and evaluated by the department chair. Necessary information is shared with the group. Any course modifications that need to be made are discussed between the full-time faculty that lead the content area and the adjunct faculty that teach the course.

The report from the graduate survey is given to the full-time faculty and time is spent discussing the results and strategizing about changes that need to be made. Decisions are made as a group regarding changes to the program.

The national Peregrine exam results will be assessed at the end of each academic year by all full- time business faculty members, along with recommendations for improvement.

3. How comparative or benchmark data is used to enhance and improve of student learning

CWI’s Business Department requests its transfer partners to share data on national assessments their students have taken. The Business Department is able to do a comparison of its students that transferred with students who did not attend CWI. This comparison helps the Business Department to understand the success or shortcomings of students graduating from CWI with a Business AA.

Additionally, the department chair reviews benchmark data provided by national assessments CWI’s business graduates take. The Business Department is able to analyze and discuss the results to help its faculty make informed decisions about future changes to its program.

4. How the business unit improves, refines, or enhances the student outcomes assessment process

At the end of each academic year, the full-time faculty and department chair evaluate the student outcomes assessment process; adjunct faculty are encouraged to attend. Suggestions and decisions are made as a group.

The Business Department has an advisory board that meets once a year and is composed of faculty from transfer universities and business professionals from the area. This group has reviews the

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 49

Business Department’s current curriculum, and provides information about transfer university changes that affect CWI business students’ ability to transfer smoothly. The experts in this group provide insights into changes that are happening in the business world and recommends adjustments for CWI’s Business Program.

C. List the student learning outcomes for each program seeking accreditation or re- affirmation.

Business AA:

1. Provide opportunities for experience in collaboration and networking within CWI and the local community to succeed in business 2. Develop a framework for understanding the dynamic business environment which requires adaptability and the need to update constantly skills 3. Learn fundamental business skills 4. Establish ethical frameworks for problem solving and best practices for behavior

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 50

D. Complete Table 2 – Student Learning Results, at the end of this section, for each program seeking initial accreditation or re-affirmation, including three tables for each program.

 Results of current levels and trends in key measures of student learning, such as nationally- normed or locally-prepared tests, portfolios, and other assessments

 Three to five data points of trend data, including the self-study year (Candidates with less than three data points are eligible for accreditation with conditions.)

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 51

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 52

E. Provide a comparison of the achievement of students receiving instruction through traditional delivery compared with those who receive instruction through the use of alternative methods of instructional delivery.

The following charts and tables represent the grade distribution by subject. A couple of things to note:

 LEC = Lecture modality

 ONL = Online modality

 HYB = Hybrid modality (half online, half in person)

The pie graph represent the number of students in that modality, along with the percent (i.e. HYB 61 17% is 61 students in the Hybrid modality that accounts for 17% of all students).

Tables by course are attached.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 53

Core Accounting Courses

Grades Volumes Distribution Row Labels A B C D F W A B C D F W ACCT-201 53 56 30 13 25 37 24.8% 26.2% 14.0% 6.1% 11.7% 17.3% LEC 24 20 7 4 9 12 31.6% 26.3% 9.2% 5.3% 11.8% 15.8% ONL 23 22 17 6 10 15 24.7% 23.7% 18.3% 6.5% 10.8% 16.1% HYB 6 14 6 3 6 10 13.3% 31.1% 13.3% 6.7% 13.3% 22.2% ACCT-202 38 49 29 7 17 15 24.5% 31.6% 18.7% 4.5% 11.0% 9.7% LEC 19 20 10 1 7 4 31.1% 32.8% 16.4% 1.6% 11.5% 6.6% ONL 14 24 16 5 10 9 17.9% 30.8% 20.5% 6.4% 12.8% 11.5% HYB 5 5 3 1 2 31.3% 31.3% 18.8% 6.3% 0.0% 12.5% Grand Total 91 105 59 20 42 52 24.7% 28.5% 16.0% 5.4% 11.4% 14.1%

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 54

Core Business Courses

Grades Volumes Distribution Row Labels A B C D F W A B C D F W 15 2 41.7 20.3 10.8 16.4 BUSA-101 8 77 41 0 62 21 % % % 5.3% % 5.5% LEC 111 48 29 6 28 12 47.4% 20.5% 12.4% 2.6% 12.0% 5.1% ONL 47 29 12 14 34 9 32.4% 20.0% 8.3% 9.7% 23.4% 6.2% 48.2 23.6 13.1 BUSA-201 96 47 26 5 19 6 % % % 2.5% 9.5% 3.0% LEC 38 16 9 1 7 3 51.4% 21.6% 12.2% 1.4% 9.5% 4.1% ONL 58 31 17 4 12 3 46.4% 24.8% 13.6% 3.2% 9.6% 2.4% 1 18.5 19.6 22.0 10.7 13.7 15.5 BUSA-207 31 33 37 8 23 26 % % % % % % LEC 27 25 21 9 12 7 26.7% 24.8% 20.8% 8.9% 11.9% 6.9% ONL 4 8 16 9 11 19 6.0% 11.9% 23.9% 13.4% 16.4% 28.4% 27.4 27.4 23.0 BUSA-208 31 31 26 9 9 7 % % % 8.0% 8.0% 6.2% LEC 28 26 19 4 4 1 34.1% 31.7% 23.2% 4.9% 4.9% 1.2% ONL 3 5 7 5 5 6 9.7% 16.1% 22.6% 16.1% 16.1% 19.4% 11 34.7 16.9 26.1 13.8 BUSA-215 3 55 24 4 85 45 % % 7.4% 1.2% % % LEC 33 11 8 1 23 10 38.4% 12.8% 9.3% 1.2% 26.7% 11.6% ONL 64 34 13 2 42 28 35.0% 18.6% 7.1% 1.1% 23.0% 15.3% HYB 16 10 3 1 20 7 28.1% 17.5% 5.3% 1.8% 35.1% 12.3% Grand 42 24 15 5 19 10 36.2 20.5 13.0 16.7 Total 9 3 4 6 8 5 % % % 4.7% % 8.9%

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 55

Core Economics Courses

Grades Volumes Distribution Row Labels A B C D F W A B C D F W ECON-201 227 178 96 31 69 35 35.7% 28.0% 15.1% 4.9% 10.8% 5.5% LEC 180 131 61 21 35 20 40.2% 29.2% 13.6% 4.7% 7.8% 4.5% ONL 47 47 35 10 34 15 25.0% 25.0% 18.6% 5.3% 18.1% 8.0% ECON-202 62 77 48 22 48 13 23.0% 28.5% 17.8% 8.1% 17.8% 4.8% LEC 38 39 22 14 20 6 27.3% 28.1% 15.8% 10.1% 14.4% 4.3% ONL 24 38 26 8 28 7 18.3% 29.0% 19.8% 6.1% 21.4% 5.3% Grand Total 289 255 144 53 117 48 31.9% 28.1% 15.9% 5.8% 12.9% 5.3%

CRITERION 4.2 PROGRAM EVALUATION

A. Describe how the business unit conducts each program evaluation (i.e., DACCUM, Program Review, etc.)

Program evaluations at the College of Western Idaho (CWI) are to be completed every three years. The last formal program evaluation of the Business Program was completed after the 2013/2014 academic year. With the push for CWI’s accreditation from NWCCU, the primary focus of each department for the 2014/2015 and 2015/2016 academic years was curriculum and program development. All curriculum for each program and transfer course planned to be offered starting in Fall 2017 was brought before the College’s Curriculum Committee.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 56

The Business Program is scheduled to complete its next program evaluation after the 2018/2019 academic year. Additional program reviews will take place every three years.

The last program review evaluated changes within the Business Department, including, physical space, community connections, and various areas for improvement and recommendations moving forward. See attached (Business Program Review 2013-2014).

The College is currently reviewing the program evaluation process and documentation to create a standard across all departments. This should be completed by May 2018.

B. Describe faculty involvement in the program evaluation process.

Program evaluation in the past has primarily been completed by the Department Chair with supporting help from full-time faculty. In the future, program evaluation will be more of a collaborative effort between the Department Chair, full-time faculty members, and adjunct faculty members.

C. Describe what data is collected to assess the effectiveness of courses and programs to meet educational objectives of graduates (i.e., periodic surveys of graduates, transfer institutions, and/or employers of graduates).

At the end of each semester, faculty members fill out an Outcomes Assessment matrix that indicates student success in courses based on learning outcomes. This data allows faculty members to discuss course content and how they can improve student learning. Future data will be collected through the Blackboard alignment process for outcomes. Comparisons are made between online, hybrid, and in-person modalities to ensure consistency in the results.

Graduates fill out a Business Program survey before graduation to indicate their satisfaction with the Program, comments for improvement, and student plans for the future. This survey gives the Business Department faculty members insight into students’ perception of the Program, including the strengths and weaknesses of the Program, as well as how many graduates plan to go into the workforce or transfer to a four-year institution.

An improvement in this area would be to create a survey for the four-year institutions regarding our program and the level of readiness CWI business students have for their programs.

D. Describe how program evaluation data and information is shared with internal and external stakeholders.

Program evaluation information is shared with CWI Business faculty on the Blackboard Team Site. This information is also stored on MyCWI within the School’s portal. The data mentioned above, and the formal program evaluation, are shared with the Business Department’s advisory board. Feedback from business faculty members, advisory board, students, and four-year institutions are taken into consideration for planning and improvement processes.

E. Describe the improvements that have been implemented as a result of the program evaluation.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 57

An area of improvement that was mentioned in the last program evaluation was a need for more computer space. Since that time, more computer lab classroom space has become available and ACCT 202 Introduction to Managerial Accounting now meets in one of these rooms. This allows students to use Excel and QuickBooks in the classroom and utilize the instructor to answer questions.

At the program level, the Business Department added a capstone course to synthesize the knowledge gained and to perform summative assessments for graduates.

At the course level, the computer literacy requirements were aligned to transfer partners. Now, Microsoft Access is included as part of the curriculum for BUSA 120 Business Software Applications.

Also, and based on feedback from transfer partners, the BUSA 208 Business Statistics II course includes formal decision-making strategies as a part of the course.

CRITERION 4.3 STUDENT ASSESSMENT AND ACHIEVEMENT

A. Explain the process for identifying student needs for developmental assistance.

Taken from CWI student accommodations website: http://cwidaho.cc/current-students/student- accommodations

The College of Western Idaho (CWI) seeks to provide an environment conducive to learning, teaching, and working that values the diversity of its community. The College strives to be supportive of the academic, personal and work related needs of each individual and is committed to facilitating the full participation of students with a disability in the life of the College.

Section 504 of the Rehabilitation Act (Section 504) and the Americans with Disabilities Act (ADA) prohibit colleges and universities that receive federal funding from discriminating against qualified students with disabilities in educational programs and activities. A "qualified student with a disability" is a disabled student who, with or without reasonable accommodation (e.g., architectural access, communication aids/services, or modifications to policies and practices) meets the College's academic and technical standards required for admission or participation in the College's educational programs or activities.

The College is committed to complying with Section 504, the ADA and amendments.

Requesting Reasonable Accommodation*

A student who wishes to request accommodations should contact the Student Disability Services office to initiate the disability determination process. The process of determining eligibility and considering what is a reasonable modification or adjustment is an interactive and collaborative process, which requires the direct involvement of the student.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 58

Reasonable efforts are to be made both by the student requesting reasonable accommodation and Student Disability Services to complete the disability determination process and the consideration of any reasonable academic modification or adjustment.

The Disability Determination

The first step of the process is a determination of whether the student is disabled within the meaning of the ADA and Section 504. To be disabled under those laws, a person must have a physical or mental impairment that substantially limits one or more major life activity. To be "substantially limited" by an impairment means that the student cannot perform a major life activity that the average person in the general population can perform or that the student is significantly restricted in performing that major life activity compared to the average person in the general population.

In making the disability determination, Student Disability Services considers the following:

 Is there a physical or mental impairment;  Does the impairment limit a major life activity that an average person can perform with little or no difficulty, e.g. learning, reading, walking, hearing; and  Does the impairment substantially limit the major life activity compared to the average person?

Disability determinations normally are based on information that the student provides to the College, including detailed and current medical documentation from an appropriate professional regarding the nature and severity of the impairment and a description of the student’s functional limitations. Once complete documentation is received, the College may consult with external medical professionals to review the assessment and any recommended accommodations.

Determining Reasonable Accommodation

The second step of the process is to determine any appropriate academic modification or adjustment, for which the student with a disability qualifies. To determine the appropriateness of particular academic modification or adjustment, the Director or the Associate Director for Student Disability Services considers:

 The functional limitations caused by the disability;  The essential requirements/elements of the academic program, course and/or College sponsored student life activity;  The student's past performance with and without reasonable accommodation;  The student's history of disability-related difficulties in participating in academic and/or College sponsored student life programs.

Previous modification (s) or adjustment (s) received by the student in an educational setting.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 59

Implementation of Approved Reasonable Accommodation

Once disability and reasonable determination have been made, the Coordinators for Student Disability Services for CWI will collaborate with the student’s instructors to implement the appropriate academic modification or adjustment. Both the student and his/her instructor will be notified in writing of the approved accommodations. Auxiliary aids and services extended to a student may be adjusted if the existing accommodations are ineffective or if the student’s condition changes. Student Disability Services staff members and instructors will facilitate the implementation of reasonable accommodation.

In working with students with disabilities, the usual standards of judgment and assessment of students’ overall academic performance apply. Neither the academic community nor the students concerned are served by applying special or lesser standards of admission, program participation or of evaluation.

Auxiliary aids and services are those items and services which, if provided, a student with a disability would have equal access to the student’s educational program or to the student life activities for which the student is eligible. They include such considerations as but not limited to; note-takers; ASL interpretation; speech to text interpretation; use of a computer for in–class exams and in-class writing assignments; a distraction–free environment, whenever possible, for in–class exams; extra time for in–class examinations and in–class writing assignments; alternative book and test formats. Auxiliary aids and services do not include personal attendants, individually prescribed devices, readers for personal use or study, or other devices or services of a personal nature such as tutoring or typing.

*A reasonable accommodation is a modification or adjustment to a course, program, service, job, activity, or facility that enables a qualified student with a disability to have an equal educational opportunity but does not lower or modify essential requirements, fundamentally alter the nature of a service, program or activity, or result in undue financial or administrative burdens.

Communicate. Act. Refer. Engage. (CARE)

CARE (Communicate. Act. Refer. Engage.) is a coordinated campus effort committed to promoting the health and safety of the campus community, and community member health, well-being, retention, and successful experience. The CARE Team is comprised of members from all aspects of the College of Western Idaho (CWI) community and is tasked with using proactive, collaborative, and coordinated approaches that focus on the prevention and early intervention in situations that involve students experiencing distress or engaging in harmful or disruptive behaviors.

Please see attached for more information (Filing a Concern Report FAQ)

B. Explain the process for determining and awarding advanced placement, if applicable.

CWI accepts College Level Examination Program (CLEP); Advanced Placement (AP); SAT and ACT, and previous college courses. A comprehensive list can be found at the Placement Testing website: http://cwidaho.cc/current-students/placement-testing

Credit for Prior learning is determined in a variety of ways depending on the course. Portfolios, an exam, and a demonstration are just a few of the ways students could show proficiency to satisfy a

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 60 courses’ requirements. The Course Coordinator and Department Chair in the department where that course resides would determine a student’s proficiency to receive a “Pass” for the course.

C. Explain the student advisement process, including the use of remedial assessment information.

The mission of the Student Advising & Success department is to foster student success by creating a resource rich learning environment that will promote lifelong learning as well as academic, career, and personal growth. Student Success Advisors empower students through meaningful, intentional student interactions to promote retention and completion. These interactions are based on the assessed and expressed educational needs of each student.

When students declare Business as their major at CWI, they are assigned one of a specific group of advisors who serve Business majors until the completion of their credential. Their assigned advisor works with them to design a co-created academic plan for completion which considers their current placement in college math and writing, and transfer intentions. Remediation in math and writing is a high priority early in the student’s plan to allow timely completion. Both math and writing at CWI offers a co-requisite class approach; students can enroll in college-level math and writing with an additional support course which supports the course content. Students can schedule time with their advisor to meet in person or online. Resources are available on the website as well as in the MyCWI portal. Inside MyCWI students are able to plan out their courses through graduation, view their unofficial transcripts, view the course catalog and enroll in courses.

Specialized Advising Programs

 CWI offers the Personal Academic and Career Enhancement (PACE) program to provide additional advising and career services for students. This program is especially helpful for the undecided student, the underprepared student, and the student struggling academically.

 The CWI Center for New Directions (CND) is designed to support students that have recently faced a significant life change. CND reaches out to students who are changing careers after being laid off from their current work, single parents or displaced homemakers, and students who are working in a field that is traditionally held by the opposite gender.

 The Career and College Transfer Center (CCTC) is designed to assist current CWI students in identifying and preparing for the steps they will be taking after finishing here.

Articulation agreements have been formed with schools across the state of Idaho. Business students that plan to transfer are advised what classes to take to ensure successful transfer.

Advising website: https://cwidaho.cc/current-students/advising

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 61

D. Report data that correlates assessment scores to retention and improved academic skills as a result of developmental offerings.

Math Plus – Model Courses

CWI piloted three new math courses in Spring 2017. Based on that data, there is a full roll-out of Plus courses for Fall 2017. Plus-model courses are designed to give students the ability to enroll in a transfer level course sooner as well as give the added support needed to be successful in that transfer level course. The transfer courses that have moved to this model are Math in Modern Society – Math 123, Elementary Statistics – Math 153, and College Algebra – Math 143.

The plus-model allows students to enroll in the transfer level course needed along with a two-credit co-requisite course. A plus course is designed that in the transfer course, half the students have met the pre-requisites and half the students have almost met the pre-requisites (plus students). The two-credit co-requisite has only the plus students. This two-credit co-requisite course has the same instructor as the transfer course and meets directly after the transfer course. The co-requisite course supplements the needed content in conjunction with the content in the transfer course.

For charts and graphs, please see attached (Math Plus – Model Courses)

Math Solutions Center (MSC)

In fall of 2015 CWI introduced a new method of remedial math instruction. The new approach dispenses with "same-pace instruction," in which students advance their mathematical understanding in a group under the tutelage of a single teacher. Students are given individualized study plans that synch their skills with the rigors of college-level mathematics courses.

Students attend two weekly sessions at one of CWI's Math Solutions Centers staffed by faculty teams to give individualized instruction.

For data concerning the MSC, please see attached (MSC New Students for FA16 SP17 SU17)

English Plus Model

In spring 2014 CWI instituted a new model for English remediation. This came as a result of a statewide mandate in which all Idaho public institutions are participating.

All Incoming students must take the CWI Write Class Placement (WCP) exam unless they have previous English college credit. The exam uses multiple measures (such as GPA, Standardized Test scores, and self-assessment) to direct students into the appropriate English courses for this skill level. This WCP is taken online by the student, at his or her pace. Students may be placed into ENGL 101 Plus (ENGL 101P with companion course ENGL 100), or ENGL 101. Students who have a high score will be invited to apply for placement in English 102. Students may choose to take ENGL 101 Plus even if they place into a higher course.

For students who speak English as a learned language, CWI uses the Write Class Placement to determine whether placement in English as a Second Language courses is in the student’s best interest. These courses that are specially designed to meet these students’ needs and help them be successful in an academic setting. An ESL specialist will contact the student with their ESL placement.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 62

For data concerning the English Plus Model, please see attached (English Plus Model)

SUMMARY OF STANDARD 4 – MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT

Provide a summary of strengths and opportunities for improvement the institution plans to address related to Standard 4 – Measurement, Analysis, and Knowledge Management.

Strengths

 The College of Western Idaho (CWI) Business Department has built robust data collection processes to evaluate and improve its curriculum and course offerings. These processes include collecting data from a diverse mix of stakeholders and incorporating their feedback into developing and upgrading its program. These data collection processes range from graduate surveys to benchmarking exams. This helps provide an in-depth understanding of the value offered to its Business graduates.

 The Business Department benefits from CWI’s strong commitment to student success through assessment, student advising, and accommodations.

Opportunities for Improvement

 The Business Department would like to create a survey at four-year institutions where CWI’s students attend. This will allow those students to rate the Business Program as to readiness and applicability, ensuring CWI’s Business students are prepared when they begin at the four-year institutions where they go.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 63

STANDARD 5: FACULTY AND STAFF FOCUS

The ability of a business unit to effectively fulfill its mission and meet its objectives is dependent upon the quality, number, and deployment of the faculty and staff. Each business unit: (1) develops and implements policies and plans that ensure an excellent faculty, including a staffing plan that matches faculty credentials and characteristics with program objectives, (2) evaluates the faculty based on defined criteria and objectives, (3) provides opportunities for faculty development and ensures scholarly productivity to support department and individual faculty development plans and program objectives; and (4) fosters an atmosphere conducive to teaching and learning.

CRITERION 5.1 HUMAN RESOURCE PLANNING

A. Describe the business unit's criteria for recruiting and selecting business faculty, including consideration of academic credentials, workforce diversity, and related professional experience.

From the CWI employment site: EEO Statement The College of Western Idaho is committed to providing equal employment opportunity for all persons without regard to race, color, religion, sex, age, national origin, disability, veteran status, gender identity, sexual orientation, or any other applicable legally protected status. Qualified veterans will receive preference in accordance with state and federal laws and regulations. Persons needing accommodations during the application process may contact Human Resources at 208.562.3287 or [email protected]. Diversity Statement CWI strives to create a campus community with a richly diverse intellectual and social environment where opportunity, equity and protection are afforded to all. College of Western Idaho is committed to diversity through educating, training and employing a diverse faculty, staff, and student body. We place human rights, access, inclusion, and student success at the top of our list of priorities. Since its founding, the College has embodied a culture that encourages full participation of all members of our campus community. CWI envisions a college committed to building a learning community of excellence through the affirmation of difference. This keeps us at the leading edge in education and helps sustain the social fabric of the communities we serve. Veterans' Preference in Employment The College of Western Idaho (CWI) will award a preference to employment of veterans of the U.S. Armed Services in accord with provisions of Idaho Code § 65-503 or its successor. In the event of equal qualifications for an available position, a veteran or family member who qualifies for preference pursuant to Idaho Code § 65-503 or its successor will be employed. Full-time faculty are subject to the Human Resources policies in the CWI Policy Manual and the standards set forth in this Faculty Handbook. 1. Appointment of Full-Time Faculty members are hired on the basis of credentials and interviews. Evidence of credentials and other relevant information must be on file in the office of the appropriate Instructional Dean. Full-time faculty members in academic

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 64

instructional areas should hold a master's degree in the field in which they teach or related field. If the master's degree is not in the subject area, faculty members must have completed a minimum of 12 credit hours of graduate credit in the subject area to be taught. The College of Western Idaho does reserve the right to hire faculty with a bachelor's degree in the field in which they teach or documented experience that has been deemed relevant by a selection committee in that discipline and/or by the administration. 2. Professional/technical faculty must possess the necessary certifications, licenses, and experiences to meet the requirements for Idaho Professional Technical Education (CTE) Certification. CTE faculty without college degrees will be encouraged to work toward and complete appropriate degrees. For instructors seeking to teach courses in the Business Department, the Department ensures existing full-time faculty are part of each step in the interview process. For an individual hired to teach as full-time or adjunct faculty, the Business Department uses its existing full-time faculty members to mentor and work with the new faculty member on course content and procedural requirements of the Department and the College. While this is an informal process, it is highly interactive and close-knit, ensuring new faculty build their competence beyond the formal instruction courses provided by CWI.

B. Describe how the business unit's work environment, compensation, career progression, and workload assignments support recruitment of high-performance faculty.

Guiding Principles: A. The goal of the College is to provide the best possible education for its students. Fundamental to this responsibility is the retention of excellent faculty members. This is accomplished, in part, by providing professional advancement for excellence in teaching, professional development, and institutional engagement. A universally accepted recognition of performance in the academic world is promotion to a higher rank, with the honor, prestige and salary benefits that accompany the promotion. Promotion to a higher rank is neither an unqualified right nor an automatic consequence of having completed a certain period of employment. The College grants advancement, after the appropriate number of years in rank, strictly on the basis of merit. Promotion or continuation of a faculty member is never to be presumed. The faculty member being evaluated must demonstrate clearly, with strong supporting evidence, the ways in which he or she has attained the level of excellence at the current rank they hold. Advancement in rank is a sign of the College’s confidence in the individual faculty member’s capability for greater achievement and for assuming greater responsibilities. Teaching excellence, institutional engagement, and professional development are essential for rank advancement. Each advancing rank anticipates cumulative knowledge, skills, and responsibilities from the previous rank. Evidence of criteria fulfillment may be demonstrated in student evaluations, peer evaluations, self- evaluations, supervisory evaluations, and portfolio for promotion. Performance expectations and fulfillment of criteria should be assessed annually as part of an open, ongoing dialog between faculty and supervisors. The faculty at CWI are eligible for the following ranks:

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 65

• Instructor • Assistant Professor • Associate Professor • Professor Faculty advancement in rank is conferred through a process including faculty peer review, instructional administration review, and college president endorsement.

B. Definitions of Rank a. Instructors at CWI are expected to focus on mastering disciplinary content, developing and strengthening their abilities in preparing and presenting instructional materials, facilitating student success, and assessing student performance. As Instructors progress toward the next rank, they transition from absorbing information about how the institution functions to more meaningfully influencing their department and school. Instructors make contributions that have a direct impact on student, programmatic, and departmental success. b. Assistant Professors at CWI have mastered curriculum content and consistently demonstrate instructional excellence. As they strengthen their abilities in preparing and presenting instructional materials and assessing student performance, Assistant Professors take an active role in mentoring adjunct faculty and are innovators in the classroom. Assistant Professors contribute to the institution by actively participating in committees at the department, school, and college levels. Involvement in service and professional development broadens, and Assistant Professors make contributions that extend beyond instruction to positively impact the performance of the school or division. c. Associate Professors at CWI demonstrate excellence in instructional performance and may now also be considered innovators in their discipline’s content and/or its delivery. As leaders in the college, and in their areas of expertise, Associate Professors actively mentor others to help them develop their own leadership skills. Associate Professors design and coordinate college-level programs and initiatives and may represent the college to other institutions and organizations. They are considered experts in their area of scholarly interest. Associate Professors make contributions that have significant impact on division and institutional success. d. Professors model the highest standards of instructional performance, and make contributions to decisions about the college’s curriculum and functions. Professors mentor and collaborate with other leaders in the institution and in one’s professional area of expertise. They are highly engaged in the institution in areas where their participation and skill-set has the greatest potential for impact. CWI values the autonomy of Professors to pursue opportunities for engagement and development that make significant contributions to the college and have a positive impact on the community it serves. The Business Department recruits and maintains a well-trained faculty. The work environment of each full-time faculty member and support staff consists of an individual office. There is a shared office space available for adjuncts. The College of Western Idaho also has lockers for their adjuncts to store and protect their items. All offices and shares spaces have computers with Windows 7 and Microsoft Office 2016. Other software applications are available upon request from the IT

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 66

Department of the college. Classrooms of the college all have computers, projectors, document cameras, and white boards for faculty to offer their lessons to students. C. Describe how the business unit's work environment supports a climate that contributes to the well-being, satisfaction, and motivation of business unit faculty and staff.

The institution offers a biennial employee satisfaction survey. The business department offers an annual employee satisfaction survey, in addition. College of Western Idaho offers a rich benefit package and EAP Program to full-time faculty and staff.

The work environment of the Business Department is very positive. The faculty are a collaborative group that take an active role in helping their peers, participating on committees across the college, and continuously improving the Business Program for student success.

D. Report evidence of business unit faculty and staff well-being and satisfaction.

In May 2017 the first satisfaction survey was given to Business faculty. Up until this time satisfaction surveys had gone out to the entire college with no way to specifically analyze Business faculty. Please see attached satisfaction survey. (Business Faculty Satisfaction Survey May 2017)

CRITERION 5.4 FACULTY QUALIFICATIONS

Complete and attach Table 4 – Faculty Qualifications for the self-study year to provide clear evidence that characteristics of full-time and part-time faculty match program objectives.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 67

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 68

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 69

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 70

CRITERION 5.3 FACULTY COMPOSITION

A. Explain the business unit’s method of calculating FTE teaching loads for full-time and part-time instructors.

Calculating FTE is defined as above for the semester system. A full-time teaching load at CWI is 30 credits for the combined Fall and Spring semesters. This equates to 5 three credit classes per semester. Part time faculty can teach up to 12 credits in the fall and 9 credits in the spring.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 71

B. Complete and attach Table 5 – FTE and Faculty Composition. List all full-time and part-time faculty members for the self-study year in alphabetic order.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 72

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 73

C. Report the following:

___85__ % Masters/Doctorate qualified

___15__ % Professionally Qualified

___0__ % Exceptions

D. If exceptions exceed 10 percent, provide a detailed plan to improve and meet Criterion 5.A.2.

There are no exceptions.

CRITERION 5.4 FACULTY DEPLOYMENT

A. For the self-study year, report how each program deploys full-time faculty resources among the disciplines, units, courses, departments, and major fields in such a way that every student attending classes regardless of delivery method (on - or off-campus, day or night, online, etc.) has an opportunity to receive instruction from full-time faculty.

The Business Department satisfies Criterion 5.4 as all Business Students have the ability to enroll in courses taught by full-time faculty every semester. Students of the Business Department have the opportunity to sign up for traditional, online, or hybrid course offerings each semester. There is an exception in the summer session where one of the core course offerings is not offered to due to the difficulty of the content. The Business Department was one of the first fully online degrees offered at College of Western Idaho. All full-time faculty are trained and have the ability to deliver content in more than one modality.

Figure 5.4a: Deployment of Full-Time Faculty by Major Undergraduate Program

Figure 5.4a Highest Degree Major Faculty Member Type Discipline Level Of Qualification Business Ackerman, S. Ph.D Economics AQ (ABD) Berggren, D. MSM & Business AQ MBA Hanson, R. MBA Business AQ Moore, M. MBA Business AQ Welker, J. MSACCT Business & Accounting AQ

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 74

B. For any program not meeting this criterion, provide a detailed plan to improve and meet the criterion.

The Business program at College of Western Idaho meets this criterion.

CRITERION 5.5 FACULTY LOAD

A. Describe the business unit’s faculty load management policy for full-time and part- time faculty; include policies related to teaching load (credit/semester/quarter hour) released time, class size, number of preparations, delivery mode, and other related factors.

Full-time faculty members are required to teach 30 units (semester hours) per year for CWI. This is typically 15 units per semester. Six overload units per semester is allowed for a full-time faculty member. All faculty maintain one office or student hour per week for each course taught. The Department Chair has the right of refusal for all overload credits. This right is enforceable to ensure with quality control across curriculum.

Full-time faculty are encouraged to take part in scholarship, professional development, and college services. These activities will be considered in the semi-annual coaching and goal sessions with their direct supervisor. The College’s Department Chairs evaluates annually Merit Pay for faculty members in their respective departments. The State of Idaho provides funds for this annual raise; not the College of Western Idaho.

CWI’s full-time faculty are on nine- or 12-month contracts, respectively. The self-study period includes a summer session. All faculty members that teach during the summer session are considered adjunct. With this classification comes a nine-credit maximum teaching load for this session. The Business Department offers summer courses under the supervision of its Department Chair.

CWI has a policy for course release for Department Chairs. During the self-study period, the Department Chair taught a reduced load to allow for administrative activities and creation of the self-study report. In addition, the College has a policy that allows for course release for duties as assigned. Some of these duties could include executive member of Faculty Senate, Chair of Curriculum Committee, and other positions.

Class sizes at College of Western Idaho have remained small, typically between 30-40 students. No Business courses exceed a 40 student cap for online, hybrid, or traditional modalities. Business courses are offered in a variety of modalities and all core courses are offered online and in-person.

B. For the self-study year, explain the circumstances for any faculty member exceeding the institution's maximum teaching load.

No Business faculty member has exceeded the institution’s maximum teaching load.

CRITERION 5.6 FACULTY EVALUATION

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 75

A. Describe the formal system of faculty evaluation used by the business unit for full- time and part-time faculty.

Full-time faculty members prepare and submit an annual self-evaluation to their supervisor. The report addresses the criteria for faculty evaluation as outlined in the Faculty Evaluation Form. This narrative is a faculty member's evaluation of his or her own role in the College of Western Idaho (CWI). The objectives are stated in such a manner that the faculty member and the faculty member’s supervisor are able to determine the degree to which the objectives have been accomplished so they may be evaluated.

The following list is not exhaustive but may serve as a guideline when setting objectives.

 Teaching  Professionalism  Institutional Engagement  Professional Development  Additional Peer Evaluation

Full-time faculty members and their immediate supervisor then complete a formal evaluation. The formal evaluation includes an observation in the classroom or live performance of the faculty member once during the evaluation period.

Business Department faculty members also conduct end-of-semester Teaching Reflection where they assess their own approaches for their courses. These reflections capture the percentage of students who completed End-of-Course (EOC) evaluations, “positive themes” from their course evaluations, the instructor’s perspective of their classroom strengths for the semester, opportunities for growth, given challenges identified by students, and areas to implement changes in the next term. Both full-time and adjunct business faculty members complete this self- assessment.

The Business Department periodically meet to analyze and assess different types of student feedback. This includes full-time and adjunct faculty members.

Adjunct faculty are eligible to apply for tiered advancement based on their performance relative to the following timeline. Eligibility is based on Fall and Spring teaching (Summer semester is excluded). Faculty on performance plans are not eligible to apply for advancement; they will be eligible to apply the semester following the completion of the performance plan.

In cases of either a full-time or adjunct faculty member, final approval of promotion or tiered pay increase is recommended by the faculty member’s direct supervisor and rests with the Executive Vice President of Instruction. Faculty will receive an electronic letter notifying them of final approval when the process is complete.

B. Describe how the results of the evaluation are shared with the faculty member.

For full-time faculty, the evaluation is discussed with the faculty member who signs a copy of the evaluation to acknowledge its receipt. The completed evaluation is submitted to the Human Resources Office for inclusion in the faculty member’s personnel file.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 76

For adjunct faculty, the direct supervisor and adjunct faculty have a formal, 30-minute evaluation meeting to discuss the application and decision. The process should be completed by Week 12 of the semester. C. Describe how the faculty evaluation is used in making decisions.

This information goes toward formal rank promotion and changes in tier pay. In evaluating both full-time and adjunct faculty members, direct supervisors will consider the letter of application, trends, and response rates in student evaluations, the faculty member’s professionalism, their own experiences with the faculty member, and, when applicable, information from mentors or coordinators. If a supervisor feels it necessary, a formal observation may also be included in this decision. For adjunct faculty tiered pay increases, the direct supervisor will send a list of adjunct faculty they are recommending for tiered pay to the Assistant Dean by Week 8 of the semester.

CRITERION 5.7 FACULTY AND STAFF PROFESSIONAL DEVELOPMENT AND SCHOLARLY ACTIVITIES

A. Describe the business unit’s faculty and staff development policies and processes for activities such as sabbaticals, leaves of absence, grants, provision for student assistants, travel, clerical and research support, and other activities that contribute to continuous performance improvement of faculty and staff.

The College of Western Idaho’s Business Department strongly encourage full-time faculty and adjunct faculty to participate in professional development. CWI’s Center for Teaching and Learning (CTL) provides many opportunities throughout the year for on campus and online workshops.

Please see the attached calendar of CTL offerings and summary of the 2016/2017 academic year. (CTL SP17 Training Calendar, CTL April 2017 Year End Department Update)

For the past two academic years, the College of Western Idaho has been adapting and creating curriculum to separate the College from our partnership with the College of Southern Idaho (CSI). While applying for accreditation from the Northwest Commission on Colleges and Universities (NWCCU) the College of Southern Idaho partnered with CWI to ensure all credits would transfer to our four-year partners. Over that period of time, faculty forums were held monthly to encourage faculty discussion about topics across the College, train on new procedures, establish processes for curriculum and program development, and collaborate on best practices. All Business Department faculty members attended and participate regularly in the discussions.

In a proactive move, the faculty of Business Department reached out to all transfer partners to gather information and/or training to deliver curriculum that will transfer and prepare students for success.

All faculty are eligible for departmental support for professional development annually subject to available resources. Each academic year, schools at the College receive funds for faculty professional development. Department Chairs collect requests for such funds and the Department Chairs and Dean of the School approve or deny those requests. Criteria for approval of the funds are as follows:

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 77

1. How the funded professional development activity would further your development and enhance student success at the department, school, and/or college level. 2. Faculty member level of engagement in the proposed activity (ex: attending, presenting paper, serving as an officer of a society conference etc.) 3. The potential for disseminating and/or applying anticipated achievement through development of curricular and instructional activities, presentations, or publications. 4. Professional development awards received from the previous academic year and how the experience was disseminated and/or applied through development of curricular and instructional activities, presentations, or publications. Please see the attached (HR Professional Development) for the official policy from Human Resources.

Specific guidelines can be found in the Instructional Operating Procedures Manual (Attached)

B. Report the participation of business unit faculty and staff in professional development and scholarly activities. Provide three years of data —two years plus self-study year.

The College of Western Idaho Business Department faculty members participate in a number of activities that increase knowledge in their field, classroom techniques, and the work environment.

Please see the attached document for a list of activities.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

C. Provide examples of how the professional development and scholarly activities of the business unit have supported the achievement of the business unit’s mission, including building faculty and staff knowledge, skills, and capabilities that contribute to high performance.

Faculty members that stay current in their field and are aware of new educational trends and resources are better able to communicate with students. Students are more engaged and successful when instructors are able to relate the content covered in class with how it is utilized in the business world.

One way faculty members achieve this is by attending publisher conferences. These conferences provide faculty members with the knowledge they need to help students be successful in selected online platforms. There are many resources available for both faculty members and students to take advantage of. These conferences also provide a great opportunity for faculty members to engage with their peers and to discuss best practices in the classroom. Many of those connections have proven very useful in creating new courses, using new methods to teach, and understanding the dynamics of online platforms.

The Volunteer Income Tax Assistance (VITA) program is something CWI provides each spring semester. Many of the rules in accounting and tax change frequently. It is imperative that faculty members teaching these courses stay current with the accounting profession to serve better students exploring a career in accounting.

In partnership with the College of Western Idaho’s Center for Teaching and Learning (CTL) 100% of faculty members of the Business Department are trained in the modalities in which they offer instruction. CTL has developed and implemented training specific to Face-to-Face, Hybrid, and Online instruction. In addition, CTL has created and delivered training from ADA, Title IX, Fair Use, and other annual required trainings. These trainings assist in keeping faculty prepared for changes in legal and intuitional requirements.

CRITERION 5.8 INSTRUCTIONAL DEVELOPMENT OPPORTUNITIES AND OPPORTUNITIES FOR CURRICULUM DEVELOPMENT

A. Describe the instructional developmental opportunities for business unit faculty to:

1. Improve teaching skills that may include mentoring, orientations, in-service programs, and other activities.

Faculty members at the College of Western Idaho attend in-service the week prior to each Fall and Spring semester. In-service includes a mix of institution and department-wide sessions. These sessions help instructors gain current knowledge on affairs related to CWI , its vision and strategic plan. In-service also provides opportunities for faculty member input on changes the institutional may be considering, to learn about new programs to support students, and to update different technical skills with respect to classroom management and other tools used in instruction.

The Business Department conducts its own department meetings during in-service week. This meeting provides full-time and adjunct faculty members in the Business Department with a current status and progress report on the state of the Business Program, as well as helping faculty members to implement Department or Institution policy changes. P a g e | 79

Further, the Business Department in-service meeting provides a best practice session where full- time and adjunct Business faculty members educate each other on new types of assessments and activities they developed and conducted in class.

Finally, the Business Department has regular meetings where full-time faculty members discuss improvements that can be made to the program. Recently, faculty members in the Business Department revised the Outcomes Assessment matrix that indicates student success in courses based on learning outcomes. This data allows faculty members to discuss course content and how they can improve student learning. Comparisons are made between online, hybrid, and in-person modalities to ensure consistency in the results.

2. Acquire skills in the use of alternative methods of instructional delivery.

In terms of alternative methods of instructional delivery, the College of Western Idaho faculty members have the opportunity to complete a 32-hour instruction course training programs in Face- to-Face Instruction (F2F) Hybrid Instruction Course (HIC) and Online Instruction Course (OIC). Each of these instruction course programs are required for faculty members who teach for CWI. Instructors earn certificates if they pass the courses.

CWI’s instruction courses include the following learning outcomes:

 Design and build courses in the different modalities  Understand and apply different learning theories and pedagogies  Create and administer assignments that integrate learning tools and different technologies for each modality  Demonstrate interactivity on assignments, including feedback/communicating and grading  Demonstrate competency regarding syllabi, attendance, grading, and meeting CWI policies  Conduct peer reviews of assignments and courses built by other teachers in the instruction courses B. Describe the instructional development opportunities for business unit faculty to improve knowledge of curriculum development. Provide examples of how instructional development activities of the business unit have supported the achievement of the business unit’s mission, including building faculty knowledge, skills, and capabilities that contribute to high performance.

CWI’s Business Department faculty members create and revise course curriculum guide through a four-stage process: 1) Faculty Member Build; 2) Department Team Draft Review; 3) Faculty Member Revision; 4) Department Team Final Review.

1) Faculty Member Build: The Business Department faculty member builds the first draft for the curriculum on a particular course. The first draft of the course curriculum guide includes all of the institution, programmatic, and course learning outcomes and all other requirements set for the particular course. It is written by the full-time faculty member qualified to teach that particular course.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 80

2) Department Team Draft Review: All full-time faculty members (and others deemed helpful) participate in a “walk through” of the first draft of the curriculum guide created by the individual faculty member. Goals include ensuring the curriculum guide meets all relevant standards and requirements, along with a quality check on the content and language in the curriculum guide. This review also ensures that fitting the curriculum guide to standards of four-year transfer schools with which CWI’s Business Department has a “2+2” agreement is met. 3) Faculty Member Revision: After the Department Team Draft Review, the individual faculty member who “owns” the curriculum guide then revises it based on the determined changes in the Department Team Draft Review. 4) Department Team Final Review: After the individual faculty member changes the curriculum guide, there is a “final review” to double-check the curriculum guide to sign-off on all changes made. Prior to the self-study period the faculty body at CWI, including the Business Department, reflected on and modified current curriculum for our regional accreditation. This was very beneficial for Business faculty to review and update all curriculum and write curriculum guides that would assist in training future faculty and adjuncts. The curriculum guides also assisted the College in developing and implementing 2+2 agreements with our transfer partners within the state of Idaho.

CRITERION 5.9 FACULTY OPERATIONAL POLICIES, PROCEDURES, AND PRACTICES

A. Explain how the business unit faculty and staff access the operational policies and procedures manual.

Faculty and staff have access to the policies and procedures manual online at http://cwidaho.cc/info/policies-and-procedures

B. Provide a copy of the faculty operational policies and procedures manual to the peer review evaluation team in the resource room.

See attached Instructional Operating Procedures Manual

SUMMARY OF STANDARD 5 – FACULTY AND STAFF FOCUS

Provide a summary of strengths and opportunities for improvement the institution plans to address related to Standard 5 - Faculty and Staff Focus.

Strengths

 Faculty advancement in rank is conferred through a process including faculty peer review, instructional administration review, and college president endorsement. This is defined through formal processes for all full-time and adjunct faculty members.

 Per Table 5 the Business faculty show 85% Masters/Doctorate qualified; 15% Professionally Qualified; with 0% Exceptions.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 81

 All full-time faculty members are trained and have the ability to deliver content in more than one modality.

 Evaluations for faculty members at the Business Department of the College of Western Idaho (CWI) follow a clear process. These include completion of a self-evaluation by the faculty member, a formal evaluation by the faculty member and supervisor, classroom observation of the faculty member, and final approval by the faculty member’s direct supervisor and the Executive Vice President of Instruction. Objectives for evaluation are based on the following criteria: Teaching, Professionalism, Institutional Engagement, Professional Development, and Additional Peer Evaluation.

 CWI’s Business Department meets the mandate of a “reasonable teaching load” by complying with the following institutional requirement: Full-time faculty teaching load at CWI is 30 credits for the combined Fall and Spring semesters. This equates to 5 three-credit classes per semester. Part-time faculty can teach up to 12 credits in the Fall and 9 credits in the Spring. Most of CWI’s classes are smaller than similar classes taught at other institutions throughout the Treasure Valley.

 The College of Western Idaho’s Business Department strongly encourages full-time faculty and adjunct faculty to participate and train in the area of professional development. These include participating in on-campus and online workshops (such as programs created by CWI’s Center for Teaching & Learning, Faculty Forums, others) attending and participating in academic and teaching conferences in specific Business-related topics, and attending and participating in business skill-building and entrepreneurship-development organizations. CWI supports many of these professional development initiatives with funds.

 CWI’s Business Department faculty members create and revise course curriculum guide through a five-stage process: 1) Faculty Member Build; 2) Department Team Draft Review; 3) Faculty Member Revision; 4) Department Team Final Review 5) Curriculum Committee approval. The Business “faculty voice” is central to this process.

Opportunities for Improvement

The Business Department at CWI takes a “continuous improvement” approach to bettering the capabilities of its faculty members. The following are areas where its faculty members are focused:

 Participating and training in programs sponsored by CWI’s Center for Teaching & Learning (CTL)

 Integrating new technologies in the classroom

 Attend and participate in academic and teaching conferences in Business-related topics

 Attend and participate in business skill-building and entrepreneurship-development organizations.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 82

STANDARD 6: PROCESS MANAGEMENT

In order to prepare business graduates for professional careers, the curriculum must encompass subjects dealing with the specifics of the global work place and the more general aspects of a global society. The institution must also provide adequate support services and resources to facilitate student success. All business graduates are expected to be competent in the following:

 Knowledge of essential elements and operations of a business  Knowledge of business ethics  Computer literacy  Global business awareness  Critical thinking and research skills Business programs require at least the following: 25 percent professional component, 25 percent general education component, and 25 percent business major component (courses for the associate degree beyond the professional component devoted appropriately to the student's area of concentration). For transfer degree programs with documented justification, the business major component and/or the professional component may be satisfied by non-business courses.

CRITERION 6.1 CURRICULUM

A. Describe how the business unit manages key processes for design and delivery of its educational programs and offerings.

The Business Department at CWI currently has one program – Business. This degree was designed specifically to transfer into four-year education institutions in Idaho (both state and private). It is important that business students move on to receive a Bachelor’s degree. Therefore, creating a degree that offered a clear transfer path was the Business Department’s biggest motivator when creating this degree. The Department constantly communicates with the other schools throughout Idaho to be aware of upcoming changes in their programs, and to adjust the degree if necessary. CWI’s Business Department has an advisory board that is composed of leaders from other schools and from industry. This ensures the Business Department can keep its program current, adapting to changes when necessary.

Occasionally new programs are submitted to and reviewed by the Business Department. Any new programs go through a rigorous review both by CWI faculty and industry leaders. The Department does not launch new programs that do not go through this rigorous review. This ensures new programs are driven by the needs of the community, industry, and/or transfer partner requirements and recommendations.

Revisions to the program and any new programs are considered and ultimately approved by College of Western Idaho Curriculum Committee. This committee is comprised of faculty representing each department across the college.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 83

B. Describe how the business unit ensures that courses taught by both full-time and part-time faculty are of comparable quality and consistency.

Every course offered by CWI’s Business Department has a full-time faculty member that is responsible for the quality and consistency of that course. Full-time faculty manage adjunct faculty, addressing their questions and comments, and ensuring necessary resources are distributed. All faculty – both full-time and adjunct hired by CWI – are trained appropriately in their teaching modality. One example is the College of Western Idaho’s rigorous courses in traditional instruction, online, and hybrid instruction. A faculty must pass the course in order to be assigned a course in that mode of instruction.

The department chair works constantly with full-time faculty to make sure needs of all faculty are being met. They also review end of semester evaluations and Outcome Matrices to watch for opportunities for growth and improvement.

In the Fall Semester 2017, the Business Department began using Curriculum Guides for every business course. These guides outline the goals and student learning objectives for the course. Faculty are now able to show and report alignment of assignments to course learning outcomes and programmatic objectives inside the leaning management system (Blackboard). This new process will make it easier to compare alignments across sections and modalities to ensure quality and consistency in courses. Any inconsistencies will be evident and will be corrected within a timely manner to ensure quality of course instruction across the Business Department.

All online courses are checked in the first week of the semester to ensure quality. This evaluation is completed by the Center for Teaching and Learning (CTL) and then provided to the department chair to review. The department chair then works with those faculty that need to modify their course to be in alignment with CWI expectations for online courses. See attached Online Quality Control document.

Adjunct faculty are required to attend the Business Department in-service meeting for the Fall and Spring semesters. During in-service weeks, there are also smaller, departmental meetings for faculty teaching those specific courses. Discussion topics include best practices, changes to the courses or textbooks and related materials, and assignments utilized to meet the complete range of standards required for courses.

Finally, Business faculty have access to the Business Department Team Site inside Blackboard where course materials and resources are stored. A variety of professional development opportunities are available to all faculty through the Center for Teaching and Learning (CTL). Classes and workshops are available throughout the year.

CRITERION 6.2 PROFESSIONAL COMPONENT

A. Complete and attach the Professional Component portion of Table 6 Curriculum Summary.

See attached Table 6

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 84

B. Provide a detailed plan to improve and meet the criterion for any program not meeting the 25 percent standard.

Professional Component comprises 25% of the Business program is the self-study year and 28% in the 2017-2018 academic year.

CRITERION 6.3 GENERAL EDUCATION COMPONENT

A. Complete the General Education Component portion of Table 6 Curriculum Summary for each program. List courses numbers, course titles, educational goal, and credit hours.

See attached Table 6

B. Provide a detailed plan to improve and meet the criterion for any program not meeting the 25 percent standard.

General Education Component comprises 52% of the Business program is the self-study year and 43% in the 2017-2018 academic year.

CRITERION 6.4 BUSINESS MAJOR COMPONENT

A. Complete and attach the Business Major Component portion of Table 6 Curriculum Summary.

See attached Table 6

B. Provide a detailed plan to improve and meet the criterion for any program not meeting the 25 percent standard.

Business Major Component comprises 28% of the Business program is the self-study year and 29% in the 2017-2018 academic year.

CRITERION 6.5 OFF-CAMPUS OPERATIONS AND UNIQUE ITEMS

C. Provide the number of business student credit hours produced along with the total number of student credit hours generated for each campus.

This table represents the 2016/2017 academic year

Location Business Credit Total Credit Hours Hours Nampa 2,843 61,484 Ada 906 37,362 Online 3,534 44,190 Other 0 17,514

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 85

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 86

D. Identify any branch campus at which it is possible for students to complete a degree program.

Students can complete the full Business program at the Nampa Campus and online.

E. Explain other unique situations, if any, present at the institution requiring special understanding during the accreditation process (i.e., grading, credit hours of courses, etc).

None

CRITERION 6.6 MINIMUM GRADE REQUIREMENT

A. Provide evidence that business students from an associate degree program have a minimum grade average of “C”, such as a letter of certification from the registrar or a catalog statement.

Per the College of Southern Idaho’s policy, CWI maintained that a grade of A, B, C, D, or P is considered successful completion of the course through spring 2017. In 2016, the CWI faculty voted to tighten the grade standard restrictions further. This is reflected in the most recent catalog (2017- 2018) showing a grade of D is “Unsatisfactory (not passing)” (pg. 41) for all classes.

Through Spring 2017, a student could graduate with a Business AA having received D’s in most of their classes. Students were advised by advisors and faculty (either one on one or in a classroom setting) that a grade of “D” will not transfer to other State of Idaho institutions. The majority of business students maintained at least a “C” average in their courses, and 80% of CWI Business graduates transfer to another institution to seek a Bachelor’s degree.

B. Describe how the institution ensures compliance regarding minimum grade requirements.

With this new requirement, students will not receive credit for any course where they do not earn a grade of at least a “C”. The following language is from the 2017-2018 catalog regarding Academic Alert and Probation (pg. 43)

“To be in good academic standing at CWI, students must have a 2.00 minimum cumulative CWI grade point average (GPA). Students who earn a cumulative GPA between 1.50 and 1.99 are placed on Academic Alert status for the following semester. Those students who earn a cumulative GPA below a 1.50 are placed on Academic Probation status for the following semester. Students on Academic Alert or Academic Probation are strongly encouraged to work closely with their major advisors to plan a successful course of action each semester. A student will remain on Academic Alert or Academic Probation status until his/her cumulative GPA returns to at least a 2.00.”

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 87

CRITERION 6.7 LEARNING AND ACADEMIC RESOURCES

A. Describe the business unit faculty’s participation in the library’s acquisitions program to ensure the availability of current business learning resources.

The College of Western Idaho (CWI) Library engages in an active Demand-Driven Acquisitions program where materials requested by students, faculty, and staff fit the Library’s Collection Development Guidelines and meet budgetary requirements. Priorities for expedited purchases and additions to the library’s collection are made through a similar process. Items can be requested by directly contacting the library’s liaison to the Department of Business or by submitting request online at http://cwidaho.cc/current-students/request-it . CWI Business faculty members make regular use of this program to add important business learning resources to the library. This is especially true of those being used in active courses. This has included print and eBooks, videos, serial publications, and other educational materials. B. Describe how off-campus students have access to the same research and reading assignments as on-campus students. This may include evidence of library resources at other locations in the community or by electronic access or inter-library loans.

The College of Western Idaho (CWI) Library ensures students have access to the same suite of resources – whether or not they visit the college campuses. The Library’s extensive suite of more than 80 online research databases, comprised of electronic journals, eBooks, and streaming videos, is available to students from any Internet connection. Available databases include EBSCO’s Business Source Premier and Small Business Reference Center. For physical materials, students may access them from the Library’s collection, at either of the Library’s two locations, by requesting materials be sent to the preferred branch for the student and/or instructor. The main library is in the Nampa Campus Multipurpose Building (NCMP) while a second library is located in the Ada County Campus Pintail Center Building (APIN). For students without easy access to either of these campuses, the Library provides a popular “Mail to Me” service through which students may request that non-reserve library materials be mailed to them. The Library will pay for postage in both directions. More information about library services can be found at http://cwidaho.cc/current- students/library . C. Describe the availability and utilization of other learning and academic resources (tutorial services, instructional technology support, open labs, etc.)

Tutoring: Tutoring Services offers free tutoring services to all currently enrolled students. These services complement classroom instruction by working with students to achieve their course goals. Services include drop-in visits for math, sciences, writing, foreign language, certified technical programs, and more. The subjects tutored at these sites vary between semesters, but most services are available at a variety of sites from a variety of tutors.

Most tutors affiliated with Tutoring Services are students recommended by faculty because of their high grade point average and dedication in the subjects they tutor. Tutors can work with students

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 88 to help them understand coursework and prepare for exams. Tutoring Services also offers tutor-led study groups and academic skill building workshops throughout the semester.

Tutoring services are offered in a variety of building across campus. More information as well as tutor schedules are available online at http://cwidaho.cc/current-students/tutoring-services .

Writing Center: The Writing Center helps students with academic and creative writing needs. Writing Center consultants are careful readers and listeners. As such, they will not edit papers, but will instead offer strategies for revision and help identify errors. They help with all type of writing and at any stage of the writing process. This can include brainstorming, drafting, revising, and polishing.

Writing Center services are offered in a variety of building across campus. More information as well as hours are available online at http://cwidaho.cc/current-students/writing-center .

Open Labs: Computer labs are open for student use whenever the buildings in which they are located are open (This is typically Monday thru Friday, 7AM to 10PM, and Saturday, 9AM to 5PM). Labs are located in every classroom building across the campus.

Information Technology Help Desk: The College of Western Idaho (CWI) Information Technology Help Desk provides support for information technology equipment and services. The Help Desk is the first point of contact for prospective students, current students, and faculty and staff requiring assistance from the Department of Information Technology.

More information is available online at http://cwidaho.cc/current-students/computer-technical- help .

CRITERION 6.8 SUPPORT SERVICES

A. Describe the level of institutional support services available to the business unit. College of Western Idaho has a variety of student services to meet the needs of the business students. The following services are important for students success.

Advising Services: The mission of the Student Advising & Success department is to foster student success by creating a resource rich learning environment that will promote lifelong learning as well as academic, career, and personal growth. Student Success Advisors empower students through meaningful, intentional student interactions to promote retention and completion. These interactions are based on the assessed and expressed educational needs of each student.

Computer/Technical Help: The College of Western Idaho (CWI) Information Technology Help Desk provides support for information technology equipment and services. The Help Desk is the first point of contact for prospective students, current students, and faculty and staff requiring assistance from the Department of Information Technology.

Assessment and Testing Centers: The Assessment Centers administer tests in a pleasant, technologically advanced, secure environment with the goal of promoting satisfaction and achievement in reaching academic and professional goals. They subscribe to the NCTA Professional Standards and Guidelines for Post-Secondary Test Centers.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 89

Math Solutions Center: CWI’s Math Solutions Center offers a mix of specialized tutoring support, along with instruction support for students enrolled in the college preparatory math course (MATH 095) and who will be taking more advanced courses as part of their associates, four-year college transfer, or direct career path.

Tutoring Services: Tutoring Services offers free tutoring services to all currently enrolled students. These services complement classroom instruction by working with students to achieve their course goals. Services include drop-in visits for math, sciences, writing, foreign language, certified technical programs, and more. The subjects tutored at these sites vary between semesters, but most services are available at a variety of sites from a variety of tutors. Faculty recommend the students that offer tutoring services based on those students’ high grade point average and dedication in the subjects they tutor. Tutors can work with students to help them understand coursework and prepare for exams. Tutoring Services also offers tutor-led study groups and academic skill building workshops throughout the semester.

Writing Center: The Writing Center is a place where students can get help with academic and creative writing. Writing Center consultants are careful readers and listeners. As such, they will not edit papers, but will instead offer strategies for revision and help identify errors. They help with any type of writing at any stage of the writing process, including brainstorming, drafting, revising, and polishing.

Other support services for the Business Department’s students include CWI’s Bookstore and Library, as well as career, counseling, disability, legal, and veterans support services.

A comprehensive list of student services can be found at the following website: http://cwidaho.cc/current-students

B. Describe how the business unit manages support services to promote student success and achieve the mission of the business unit.

The College of Western Idaho’s Business Department offers three main areas of innovation: Certification Examinations; Business Student Tutors; and Faculty Business Degree Advising.

Certification Examinations: For students obtaining an Associate’s Degree in Business or a certificate through the Business Department’s Administrative Specialist Program, the Business Department provides the opportunity for students to gain a Microsoft Office Specialist Certification (MOS Certification) on key business administrative software programs through a certification exam administered by the school’s Assessment and Testing Center. The MOS Certification exam certifies students on software programs, including Microsoft Word, Excel, and PowerPoint.

Industry studies have shown that holding a MOS certification can earn an entry-level business employee as much as $16,000 more in annual salary versus uncertified peers. Moreover, the Business Department makes the MOS Certification Exam available at a below-market cost of $15.50. So far, more than 500 students have taken advantage of this opportunity to gain a MOS Certification.

Business Student Tutors: The Business Department makes available select students who tutor their peer students on specific Business subjects. The tutoring students provide days and times available, setting appointments. They provide support on a range of questions, including concept

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 90 understanding and identification, explaining the impact of different Business subject-related decisions, and problem-solving (graphically, on software programs like Excel, etc.)

Faculty Business Degree Advising: The Business Department faculty conducts advising for Business students looking to get an Associate’s Degree in Business, a specialized Business Certificate (in approved subject areas) and/or to students seeking to transfer and apply their course credits to a four-year institution. For example, CWI’s Business Department has developed a “Business Transfer Fair” that offers specific advising to students who seek a Business degree from a four-year institution, along with perhaps obtaining an MBA.

Additionally, the Business Department faculty increases the value of its advising by conducting visits and interacting with Business departments at four-year schools with which CWI’s Business Department has “Two-Plus-Two” agreements and other relationships.

Finally, the Business Department has created a Board of Advisors from four-year schools and industry that work with CWI’s faculty to strengthen its advising of students.

CRITERION 6.9 EDUCATIONAL INNOVATION

A. Describe how the business unit encourages and recognizes faculty and staff innovation and creativity.

The College of Western Idaho recognizes faculty and staff innovation in a variety of ways. Each month there is a faculty and staff member of the month. They are nominated by their peers and selected from a peer committee. These faculty and staff are then recognized at fall in-service after the president’s address.

Faculty in the Business Department are consistently encouraged to pursue innovation and creativity. There are many professional development opportunities on campus an in our area for faculty to engage in. At in-service during departmental meetings faculty are encouraged to share with the group any new teaching methods they have tried or are planning to try. New ideas or opportunities for the program as a whole are also discussed.

B. Provide evidence of innovations and creativity that have been implemented by the business unit.

The College of Western Idaho’s Business Department offers four main areas of innovation: Community Outreach Programs and Classroom Technology Integration.

Classroom Technology Integration: Several faculty members of the Business Department integrate different software and other technology applications into their classroom teaching methods. These include business subject review for concept and application reinforcement, along with solving specific business problems.

Community Outreach Programs: The Business Department allows selected Accounting students to prepare tax returns to low-income members of the local community for free. Called the Volunteer Income Tax Assistance (VITA) the program has prepared tax returns to nearly 800 people, saving them nearly $200,000 since 2014, based on average return rate calculations from the Internal Revenue Service (IRS).

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 91

Beyond the obvious benefits obtained by low-income taxpayers, the Accounting students get an opportunity to apply key Accounting principles they learned in class to real-world case studies.

Business Course Assignment Innovations: The Business Department has included requirements from Dale Carnegie’s famous book, entitled, “How to Win Friends and Influence People.” This is designed to build students’ marketability by enhancing their soft skills capabilities. This move was also a recommendation of the Business Department’s Advisory Board.

Annual Business Symposiums: The Business Department conducts an annual symposium that provides a “business connection” to students that may be emphasizing non-business subject matters. In the past, this has included the Business of Sports, the Business of Health, and the Business of Art. This also allows students and faculty from different departments to interact.

Outside of these formal moves, Business Faculty regularly integrate local entrepreneurs, other business leaders, and relevant government and charity leaders into their courses as guest speakers.

CRITERION 6.10 ARTICULATION AND TRANSFER RELATIONSHIPS

A. List the principal transfer institutions for which the business unit’s institution receives, sends, or transfers students.

 Boise State University (AACBSP accredited)  Northwest Nazarene University (ACBSP accredited)  Idaho State University (AACBSP accredited)  University of Idaho (AACBSP accredited)  Lewis and Clark State College (IACBE accredited)

Language from the 2017/2018 catalog (pg. 45-46)

Transfer within Idaho

CWI has transfer articulation agreements with all Idaho public colleges and universities, ensuring that students who receive an Associate of Arts (AA) or an Associate of Science (AS) degree may transfer their degree to any public four-year school in Idaho. Students who receive an Associate of Applied Science (AAS) degree may transfer a minimum of 15 credits to all in-state public higher education institutions.

Students who complete requirements for the AA or AS degree will be considered as satisfying the General Education requirement upon transfer to a four year public institution in Idaho and will not be required to complete any additional General Education requirements.

Students who have completed the 36-credit General Education program without an AA or AS degree upon transfer to another Idaho public postsecondary institution will not be required to complete additional General Education requirements at the receiving institution.

Idaho General Education Matriculation (GEM)

All public, post-secondary institutions in Idaho recognize the articulation of General Education Matriculation (GEM) courses, identified within Written and Oral Communication and Ways of

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 92

Knowing categories of the general education framework. If a student has completed GEM courses, but has not completed the entire General Education framework or an AA or AS degree, then those GEM courses completed by the student would satisfy the associated GEM course requirements at the receiving institution.

This policy applies to general education, lower-division requirements only. It does not categorically apply to specialized course requirements within the major, e.g., engineering, pharmacy, business, etc. Any student majoring in a degree program who plans to transfer specialized courses should consult with his/her advisor and make early contact with a representative from the institution to which he/she intends to transfer.

Transfer Outside Idaho

CWI also has articulation agreements with other Idaho and out-of-state institutions. For more information, please contact One Stop Student Services at 208.562.3000 or www.cwidaho.cc/future- students/transfer-information.

B. Provide a copy of all articulation and/or course transfer agreements in effect, or evidence of attempts to establish such agreements for the peer review evaluation team in the resource room. (Do not include in the self-study.)

See attached articulation agreements

C. Describe the mechanisms in place that avoid requiring students to duplicate coursework completed at another institution.

Language from the 2017/2018 catalog (pg. 46)

Transfer to CWI

CWI accepts transfer credits from postsecondary institutions accredited by a regional accrediting agency recognized by the U.S. Department of Education. The list of regional accrediting agencies can be found at: http://www.ope.ed.gov/accreditation/Agencies.aspx.

Transfer students who have earned an Associate degree or higher or who have completed the general education core from any regionally accredited institution will be considered core certified, and will not be required to take additional lower division general education core courses. Transfer students must provide official transcripts that show the degree earned or the completion of general education core from the transferring institution.

Transfer students who have completed coursework at regionally accredited institutions but who have not earned a degree or completed the general education core should submit official transcripts for course by course evaluation. Those students who have met CWI’s general-education core with transfer coursework will be considered core certified. Major courses are evaluated on a course-by- course basis regardless of whether the student has earned a degree or completed general education core at any regionally accredited institution. Transfer students must complete 20% of required credits for a certificate or degree at CWI.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 93

D. Describe the student advisement process that counsels students as to the transferability of course work.

Students are assigned an advisor as soon as they enroll for classes at CWI. The advisors are equipped with articulation agreements to help students decide where to transfer and which degree to pursue. Advisors review transfer information with them and provide contacts at the potential transfer institution.

Language from the 2017/2018 catalog (pg. 45)

Transfer from CWI

CWI offers courses and programs designed to transfer to four-year colleges and universities. A student who plans to transfer should consult with a CWI advisor and make early contact with a representative from the institution to which he/ she intends to transfer. It is also recommended that students consult the catalog of the transfer institution to see which courses will be required to fulfill graduation requirements.

E. Persistency rates and other key student performance-related indicators of transfer students from ACBSP accredited institutions.

We currently do not track transfer specifically from ACBSP institutions. There is only one school in Idaho that is ACBSP accredited and they are a four-year university.

F. Total amount of transfer credits earned at previous ACBSP accredited member institution versus total amount of credits applied toward general education and/or business concentration requirements at receiving institution.

We currently do not track transfer specifically from ACBSP institutions. There is only one school in Idaho that is ACBSP accredited and they are a four-year university.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 94

CRITERION 6.11 BUSINESS PROGRAM PERFORMANCE INCLUDING STUDENT ACHIEVEMENT

A. Complete Table 7 – reflecting student performance and degree satisfaction (items suggested herein are intended to be suggestive, not prescriptive, although the business unit should document student performance and degree satisfaction using several key indicators). Results should be illustrated by graphs, tables, or figures. Provide three to five years of trend data —two to four years plus the self-study year. (Candidates with less than three years of data are eligible for accreditation with conditions.)

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 95

B. Describe how you routinely provide reliable information to the public on your performance, including student achievement such as assessment results and program results.

Business Program results can be found on the Business Program website at: http://cwidaho.cc/program/business-general

SUMMARY OF STANDARD 6 – PROCESS MANAGEMENT

Provide a summary of strengths and opportunities for improvement the institution plans to address related to Standard 6 - Process Management.

Strengths

The Business Department of the College of Western Idaho (CWI) provides several “strengths” in processes for students to gain an education, ensuring a competent faculty, creating qualified courses for a degree-based, regionally accredited college program, meeting program, institution, and government standards for general education and specialized business college courses, ensuring proper grade requirements, and offering various learning, student support, and student achievements.

These include the following:

 Creating an Associate of Arts in Business degree that not only meets (and exceeds) all necessary accreditation, government, and transfer school articulation standards, but also provides a clear transfer path for Business students

 Meeting the requirement that the General Education component of the Associate in Arts Business degree is at least 25% of the credits required for the degree, and that include courses that meet the education goals outlined in Criterion 6.3 “General Education Component”

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 96

 Meeting the requirement that at least 25% of the courses for the Associates in Arts Business degree are “devoted” to courses that are “appropriate” to the student’s Business major beyond the professional component

 Ensuring an orderly course addition and curriculum-development and review process that builds on the core competencies of the Business Program, as well as meeting the needs of students in the program and stakeholders in the community

 Offering students the ability to earn credits toward an Associate in Arts Business degree at any of CWI’s campuses, as well as through all three principal modalities of instruction (Face-to-Face, Online, and Hybrid)

 Maintaining a formal and rigorous process for assessing grades, including formal exams and quizzes, homework and class-based assignments, projects and presentations, and other exercises

 Advising students of the standard for which grades are considered “passing” and which are considered “not passing” for courses. Students are informed that a grade of “D” is “Unsatisfactory (not passing)” for all courses, including Business courses

 Ensuring students in the Business Program have full access – whether physically on campus or not – of all available business resources from CWI’s library

 Providing a process for Business students to obtain a full range of support services that include: Advising Services, Computer/Technical Help, Assessment and Testing Centers, Certification Examination Services, Math Solutions Center, Tutoring Services, and Writing Services. Beyond that, Business faculty members offer advising in the Business degree, as well as conduct related outreach for students

 Offering Business faculty members several avenues to innovate the Business Program’s education process. These include support for integrating technology in the classroom, community outreach programs, innovations in the development of assignments, and business symposiums. Business faculty members also integrate local entrepreneurs, other business leaders, and relevant government and charity leaders into their courses as guest speakers into their courses.

Opportunities for Improvement

There are three areas the Business Department is seeking to improve its program:

1. The Business Department at CWI recently revised its Outcomes & Assessments data collection and analysis process to understand better whether it is teaching effectively the content of its courses for the Fall 2017 semester. (Note: This is being done at the Student Learning; Program Objective; and Institution Standards levels.)

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 97

2. The Business Department at CWI is participating in End-of-Course student evaluations to help improve the quality of feedback all courses receive that are taught in the three principal modalities of instruction (Face-to-Face, Online, and Hybrid).

3. The Business Department at CWI recently integrated outside business innovations into major course presentations and projects in several of its Business Major courses.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 98

SELF-STUDY SUMMARY

A. Provide a brief summary of the self-study that includes an overview of the strengths and opportunities for improvement identified at the end of each standard.

The self-study process provided the opportunity to measure the College, Business Department, and Business degree against the criteria set forth in ACBSP Associate Degree Standards. Overall The Business Depart at College of Western Idaho has an exceptional Business Degree that meets the needs of our students, transfer partners, and community. The following list shows the strengths and opportunities for growth that the accreditation process has revealed:

Strengths:

 Robust shared governance structure  Active collaboration with other departments across the College of Western Idaho  Pro-active Department Chair-based leadership and support structure for faculty and staff on programs which are not part of ACBSP accreditation (Career and Technical Education, a.k.a., CTE)  Increased communication and collaboration between Dean and Department Chair through regular meetings and other engagements and information-sharing  Productive Business Department meetings during in-service twice a year in the fall and spring  Frequent informal meetings within the Business Department to converse, collaborate, work on projects and keep the faculty full appraised of developments and changes  Open communication in the Business Department, using multiple options including email, phone, Skype, and person to person  High morale in the Department due to candid and direct communication and structure of leadership. Faculty and staff are better informed about the Department, College and participate fully in the decision making process.  The College of Western Idaho has up to date classrooms and technology  All equipment needs of the Business Department are supported by the college  Full-time and Adjunct Faculty have adequate office accommodations that are accessible to colleagues and students  The Business Department has had adequate funding for teaching, professional development, and budgetary requirements to meet department goals  The Business Department’s objectives are fully aligned with the strategic plan of the College.  The College of Western Idaho (CWI) Business Department has many stakeholders who generously give of their time and energy to help the Department stay ahead of current trends in the business community. This includes its advisory board, as well as local business owners interested in CWI’s contribution to the community. Alumni also continue to engage with Business faculty members, providing CWI’s Business Department with insight into four-year institution and employer expectations. Surveys provide the Department with valuable feedback that is incorporated into the development plans of the Business Program.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 99

 CWI has a strong student services division that supports student’s needs in a variety of areas. This enhances student satisfaction and helps in retention. Faculty members can utilize and recommend these services to students through a variety of means, including C.A.R.E., in-class discussions, and electronic communication.  Faculty in the Business Department have business experience and bring outside examples and situations into the classroom. Faculty are able to connect students to local business owners through seminars and internships. This interaction enhances student satisfaction and provides insight into the business world.  The College of Western Idaho (CWI) Business Department has built robust data collection processes to evaluate and improve its curriculum and course offerings. These processes include collecting data from a diverse mix of stakeholders and incorporating their feedback into developing and upgrading its program. These data collection processes range from graduate surveys to benchmarking exams. This helps provide an in-depth understanding of the value offered to its Business graduates.  The Business Department benefits from CWI’s strong commitment to student success through assessment, student advising, and accommodations.  Faculty advancement in rank is conferred through a process including faculty peer review, instructional administration review, and college president endorsement. This is defined through formal processes for all full-time and adjunct faculty members.  Per Table 5 the Business faculty show 85% Masters/Doctorate qualified; 15% Professionally Qualified; with 0% Exceptions.  All full-time faculty members are trained and have the ability to deliver content in more than one modality.  Evaluations for faculty members at the Business Department of the College of Western Idaho (CWI) follow a clear process. These include completion of a self-evaluation by the faculty member, a formal evaluation by the faculty member and supervisor, classroom observation of the faculty member, and final approval by the faculty member’s direct supervisor and the Executive Vice President of Instruction. Objectives for evaluation are based on the following criteria: Teaching, Professionalism, Institutional Engagement, Professional Development, and Additional Peer Evaluation.  CWI’s Business Department meets the mandate of a “reasonable teaching load” by complying with the following institutional requirement: Full-time faculty teaching load at CWI is 30 credits for the combined Fall and Spring semesters. This equates to 5 three-credit classes per semester. Part-time faculty can teach up to 12 credits in the Fall and 9 credits in the Spring. Most of CWI’s classes are smaller than similar classes taught at other institutions throughout the Treasure Valley.  The College of Western Idaho’s Business Department strongly encourages full-time faculty and adjunct faculty to participate and train in the area of professional development. These include participating in on-campus and online workshops (such as programs created by CWI’s Center for Teaching & Learning, Faculty Forums, others) attending and participating in academic and teaching conferences in specific Business-related topics, and attending and participating in business skill-building and entrepreneurship-development organizations. CWI supports many of these professional development initiatives with funds.  CWI’s Business Department faculty members create and revise course curriculum guide through a five-stage process: 1) Faculty Member Build; 2) Department Team Draft Review;

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 100

3) Faculty Member Revision; 4) Department Team Final Review 5) Curriculum Committee approval. The Business “faculty voice” is central to this process.  Created an Associate of Arts in Business degree that not only meets (and exceeds) all necessary accreditation, government, and transfer school articulation standards, but also provides a clear transfer path for Business students  Business Department meets the requirement that the General Education component of the Associate in Arts Business degree is at least 25% of the credits required for the degree, and that include courses that meet the education goals outlined in Criterion 6.3 “General Education Component”  Business Department meets the requirement that at least 25% of the courses for the Associates in Arts Business degree are “devoted” to courses that are “appropriate” to the student’s Business major beyond the professional component  Business Department ensures an orderly course addition and curriculum-development and review process that builds on the core competencies of the Business Program, as well as meeting the needs of students in the program and stakeholders in the community  Business Department offers students the ability to earn credits toward an Associate in Arts Business degree at any of CWI’s campuses, as well as through all three principal modalities of instruction (Face-to-Face, Online, and Hybrid)  Business Department maintains a formal and rigorous process for assessing grades, including formal exams and quizzes, homework and class-based assignments, projects and presentations, and other exercises  Students are advised of the standard for which grades are considered “passing” and which are considered “not passing” for courses. Students are informed that a grade of “D” is “Unsatisfactory (not passing)” for all courses, including Business courses  Students in the Business Program have full access – whether physically on campus or not – of all available business resources from CWI’s library  Provide a process for Business students to obtain a full range of support services that include: Advising Services, Computer/Technical Help, Assessment and Testing Centers, Certification Examination Services, Math Solutions Center, Tutoring Services, and Writing Services. Beyond that, Business faculty members offer advising in the Business degree, as well as conduct related outreach for students  CWI offers Business faculty members several avenues to innovate the Business Program’s education process. These include support for integrating technology in the classroom, community outreach programs, innovations in the development of assignments, and business symposiums. Business faculty members also integrate local entrepreneurs, other business leaders, and relevant government and charity leaders into their courses as guest speakers into their courses.

Opportunities for Improvement:

 Provide additional leadership development opportunities for faculty and chair  Provide additional avenues for delegation of Department workloads  Increase community partners for experiential learning opportunities for students  Create and implement a succession plan for key faculty and department leadership  Institute a process of 360-degree performance appraisal for the Business Program

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 101

 Integrate Business Program curriculum into Career and Technical Education (CTE) Programs not currently part of ACBSP  The Business Department needs a more formal planning and reflection process at the beginning and end of each academic year. This will allow for more efficient and transparent budgeting process within the organization structure.  Graduate Survey Revision: A question will be added to the Gradate Survey that specifically addresses the use of student services while attending CWI.  Alumni Feedback: LinkedIn group to be created to engage alumni with each other and faculty members to provide feedback and insight.  Business Students: Research a way to receive feedback from students that take a few courses, but did not graduate. This data would help the Business Department analyze needs, allowing it to adapt to various student situations.  Four-year Institution Survey: Create a survey for the four-year institutions to provide feedback on how CWI Business students have performed and, if improvements are necessary.  The Business Department would like to create a survey at four-year institutions where CWI’s students attend. This will allow those students to rate the Business Program as to readiness and applicability, ensuring CWI’s Business students are prepared when they begin at the four-year institutions where they go.  The Business Department at CWI takes a “continuous improvement” approach to bettering the capabilities of its faculty members. The following are areas where its faculty members are focused: o Participating and training in programs sponsored by CWI’s Center for Teaching & Learning (CTL) o Integrating new technologies in the classroom o Attend and participate in academic and teaching conferences in Business-related topics o Attend and participate in business skill-building and entrepreneurship- development organizations.  The Business Department at CWI recently revised its Outcomes & Assessments data collection and analysis process to understand better whether it is teaching effectively the content of its courses for the Fall 2017 semester. (Note: This is being done at the Student Learning; Program Objective; and Institution Standards levels.)  The Business Department at CWI is participating in End-of-Course student evaluations to help improve the quality of feedback all courses receive that are taught in the three principal modalities of instruction (Face-to-Face, Online, and Hybrid).  The Business Department at CWI recently integrated outside business innovations into major course presentations and projects in several of its Business Major courses.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 102

B. Explain circumstances that prevent compliance with any standard such as state or local laws or bargaining agreements. Include a request for an exception or waiver of compliance with an appropriate justification.

We are not aware of anything that would prevent College of Western Idaho from meeting ACBSP standards.

C. Explain how student achievement will be made public.

Measurements of students success rates are shared internally through the Blackboard Business Team site with the Business faculty. Information on students who receive the Outstanding Business Student of the Year awards is sent to marketing who distributes the news internally and externally.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 103

APPENDIX

GRADE DISTRIBUTION RATES

Business Program Fall 2016, Spring 2017, Summer 2017 ACCT 201: Introduction to Financial Accounting

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 104

ACCT 202: Introduction to Managerial Accounting

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 105

ACCT 250: Income Tax Fundamentals

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 106

BUSA 101: Introduction to Business

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 107

BUSA 201: Business Communication

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 108

BUSA 207: Business Statistics for Decision Making 1

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 109

BUSA 208: Business Statistics for Decision Making 2

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 110

BUSA 215: Introduction to Information Systems

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 111

BUSA 250: Principles of Marketing

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 112

BUSA 255: Leadership Development Skills

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 113

BUSA 265: Legal Environment

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 114

ECON 201: Principles of Macroeconomics

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 115

ECON 202: Principles of Macroeconomics

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 116

BUSINESS PROGRAM REVIEW CWI Business Program Review Fall 2013-Spring 2014

The biggest change for Fall 2013 was the change of the CWI Business Program to its own department with a department chair and two new faculty positions which included one in business and one in economics. The CWI Business major has stabilized at around 800 majors taking sixteen different courses offered in approximately 80 sections per semester. A record 57 Business AA degrees for the 2013-2014 school year, breaking the previous high of 42 for the previous year. While graduates have increased, overall seats filled in accounting, business, economics, and finance (ABEF) courses, has dropped slightly as overall numbers have decreased at CWI. Also, the number of business majors dropped from over 900 to around 850.

Work began on creating the CWI Business Program separate from the CSI Business Program. Work started with creating discrete mission, objectives, and outcomes for CWI’s Business Program as well as creation of curricula for all sixteen of the existing business courses, and the identification of three or more new courses that will be developed for the 2017 catalog.

The Business Department also became an Accreditation Council of Business Schools and Programs Member, with the intention of becoming accredited around 2017 when CWI receives accreditation as a college from the NWCCU. This helps position the CWI Business Program as an excellent choice for students that should provide them with better transfer opportunities and ensure greater success to completion of a BA or BS in a business program.

The mission of the CWI states that: the business program develops adaptable, ethical problem solvers that use networking and collaboration to achieve their career and business goals. Continued focus on student success, working on

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 117

Faculty prior to Fall 2013

 John Nordstrom, Department Chair, Business Faculty, Assistant Professor, MBA from Northwest Nazarene University

 Dave Berggren, Business Faculty, Business Professionals of America Co- Advisor, MBA from Boise State University, MS Math from Louisville

 Joe Welker, Online Chair for Business, Education, and Exercise and Health Sciences, Accounting Faculty, MS Accountancy from Rocky Mountain College of Western Idaho

New Faculty, Fall 2013

 Shelly Moore, Business Faculty, Entrepreneurship Club Advisor, MBA from Northwest Nazarene University

New Faculty, Fall 2014

 Steve Ackerman, Economics Faculty, PhD Political Economy, ABD, Swiss Management Center University

John Nordstrom continues to lead the CWI Business Program, but now is officially the Business Department Chair. He was recognized as CWI Faculty of Distinction in June 2014. Joe Welker led a team of students from CWI, BSU, and NNU to complete over 150 tax returns worth over $40,000. Dave

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 118

Berggren and Shelly Moore oversaw students analyzing data for the United State Olympic Speed Skating Team which is based in Salt Lake City. In the upcoming year, they will oversee students analyzing data to determine the level of lameness across the dog population in the area.

Physical Space

Since the last program review, the Business Program has moved most of its physical classes and adjunct office space on the Nampa campus from the main campus to the Aspen Creek Classroom Building and the full-time faculty offices to the Nampa Campus Multipurpose Building which is adjacent to the Aspen Creek building. This move has helped create a greater sense of comradery for students and faculty and has enhanced the program’s ability to reach out to our traditional daytime students in a way that was not possible previously.

Community Connections

In the upcoming year, the Business Program intends to create greater ties to the community by bringing in more guest speakers to our classes and our Entrepreneurship Club. Additionally, the program intends to invite all of the four-year business programs to meet with CWI students to discuss transfer information and to invite students for site visits. Also, we will feature three students per semester that have completed degrees at CWI, in most cases completed bachelor degrees, and are now employed. We also continue to recognize our best students as Pearson CWI Business Students of the Year for the third year with Shane Turner, Katreece Hattaway, and Herman Anthony Berlin. Turner will continue as a CWI student Fall 2014, Hattaway transfers to University of Idaho to student Operations Management, and Berlin transferred in January 2014 to University of Idaho to study Accounting. Areas for Improvement in Resources

The CWI Business Program has a low ratio of full-time faculty to majors, total courses, and variety of courses. It continues to be a concern for this program, as well as others on campus, that more full-time faculty would improve quality control and thus overall quality of instruction for students. Only one faculty in accounting and economics makes the program exceptionally vulnerable if faculty were to depart. Besides an additional accounting and an additional economics full-time faculty, a business faculty would help provide expertise in the ten courses that will be offered in 2017. Additionally, a majority of business majors prefer to take their courses during the day and most adjuncts in business are only available to teach online or in the evening making it difficult to do student-focused scheduling.

Besides faculty, an additional computer classroom, or conversion of all classrooms where most business classes are taught into computer classrooms, would benefit students immensely. Computers are the tools of business and without students who are experts in using business software to complete tasks, it will continue to become more difficult to provide students with the education and skills required to compete in business.

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 119

Number of Majors 1000 928 900 860 845 800 836 700 737 733 600 590 500 516 400 344 300 253 200 100 96 0 SP 09 FA 09 SP 10 FA 10 SP 11 FA 11 SP 12 FA 12 SP 13 FA 13 SP 14

Business AA Graduates by School Year

56 51 40

17 6

2009 - 2010 2010 - 2011 2011 - 2012 2012 - 2013 2013 - 2014

Exit Survey

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 120

The Business Program has created an exit survey in Survey Monkey that students have completed the past two Mays. In May 2015, we will have enough data to identify some trends and use that to help us with our Self Study for ACBSP accreditation and our own improvement.

Transfer Institutions

University of Idaho and Northwest Nazarene University have been aggressively seeking our students for transfer and the students from our programs have anecdotally been doing well in both programs. Additionally, feedback from students who have transferred to Boise State University have felt well- prepared to complete business degrees at that institution as well.

Desired Data

It would be helpful to have information about the following aspects of our graduates:  Number who plan to stop schooling with the Business AA  Number who have transferred to each in-state university  Majors of students who graduated from CWI with a Business-AA currently attending a four-year university  Majors of students who are graduating from an in-state four-year university who graduated from CWI  GPA at transfer institutions of students who successfully completed a degree as well the average GPA for those institutions

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 121

MATH PLUS-MODEL COURSES

CWI piloted 3 new math courses in Spring 2017. Based on that data, there is a full roll-out of Plus courses Fall 17. Plus-model courses are designed to give students the ability to enroll in a transfer level course sooner as well as give the added support needed to be successful in that transfer level course. The transfer courses that have moved to this model are Math in Modern Society – Math 123, Elementary Statistics – Math 153, and College Algebra – Math 143.

The plus-model allows students to enroll in the transfer level course needed along with a 2 credit co-requisite course. A plus course is designed that in the transfer course, half the students have met the pre-requisites and half the students have almost met the pre-requisites (plus students). The 2 credit co-requisite has only the plus students. This 2 credit co-requisite course has the same instructor as the transfer course and meets directly after the transfer course. The co- requisite course supplements the needed content in conjunction with the content in the transfer course.

Based on the pilot sections (1 of each of the transfer level courses listed above), the data is as follows:

Math 123 Plus Pilot Data

Math 153 Plus Pilot Data

Math 143 Plus Pilot Data

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

ENGLISH PLUS MODEL

Total Completed Completed Semester Start Completed in Completed within Students in 1st within 12 Date 1st semetser 12 months Started semetser months 1/21/2014 316 199 192 63.00% 60.80% 6/2/2014 26 19 19 73.10% 73.10% 8/25/2014 312 219 216 70.20% 69.20% 1/12/2015 213 130 128 61.00% 60.10% 6/1/2015 24 18 18 75.00% 75.00% 8/24/2015 431 303 301 70.30% 69.80% 1/11/2016 242 164 164 67.80% 67.80% 6/6/2016 31 24 24 77.40% 77.40% 8/22/2016 445 291 291 65.40% 65.40%

"Completed" means successful completion of a 100 level college course.

P a g e | 123

PROFESSIONAL DEVELOPMENT AND SCHOLARLY ACTIVITIES

Professional Development and Scholarly Activities Business Faculty 2014-2017 Faculty Activities & Scholarly Activities Shelly Moore ACBSP Regional Conference (2014, 2015, 2016); Adjunct Conference (2017); CTE Conference (2017); “Everybody Gets and A” workshop (2016); Trailhead Elevator pitch competition (2016); LearnStorm with Sal Khan (2016); Willow Creek Summit (2014, 2015, 2016); Intermountain Pet Hospital project (2014-2017); McGraw Hill Conference (2016, 2017); Completed Microsoft Office Specialist Certifications in Word, Word Expert, PowerPoint, and Excel (2014); “Business Of…” symposiums (Sports 2015, Healthcare 2016, Art 2017); Empathetic Listening conference (2014); Pearson PHIT conference (2014, 2015); US Olympic Speed Skating Team project (2014-2015); Go Lead Idaho conference (2014).

Joe Welker ACBSP Regional Conference (2014, 2015, 2016); “Everybody Gets and A” workshop (2016); Trailhead Elevator pitch competition (2016); Idaho UP Business Plan Judge (Spring 2015); LearnStorm with Sal Khan(Spring 2016)Pearson Publishing Conference Growing GRIT Conference (Spring 2016); McGraw Hill Conference Methods of Learning (Spring 2015), NISOD Conference on teaching and leadership in higher education (2014 & 2017), Continuing Professional Education – 80 Units every 2 years Topics include Accounting, Representation, Ethics (2014- 2017); Judge for regional BPA Competitions (2014-2017)

Dave IBEA/CTE Conference (2016, 2017); “Everybody Gets and A” workshop (2016); Berggren Trailhead Elevator pitch competition (2016); Completed Microsoft Office Specialist Certification in Excel (2016); “Business Of…” symposiums (Sports 2015, Healthcare 2016, Art 2017); WBEA Conference (2016)

Ryan Hanson Successful Completion of College of Western Idaho “Online Instruction Course” training (Fall 2014), Successful Completion of College of Western Idaho “Face-to- Face Instruction Course” training (Summer 2016), Successful Completion of "Everybody Gets an 'A'" Workshop (Fall 2016); ); LearnStorm with Sal Khan (2016); “Business Of…” symposiums (Healthcare 2016, Art 2017)

Steve Successful Completion of College of Western Idaho "Face-to-Face" Instruction Ackerman Course" (FIC) Training (Fall 2014); Assisted in Evaluation of McGraw-Hill Connect Course Subject Software for Economics Courses (Fall 2015); Built and Integrated Economics Course Subject Software into Courses (and Shared with Adjuncts) Ensuring It Met Curriculum Guide Requirements (Fall 2015); Successful Completion of College of Western Idaho "Online Instruction Course" (OIC) Training (Spring 2016); Participation in Boise Regional "1776 National Challenge Cup: Business Idea Pitch" Contest (Spring 2016); Participation in "Business of Healthcare" Symposium (Spring 2016); Successful Completion of "Everybody Gets an 'A'" Workshop (Fall 2016); Judge for Economic Research Team and Individual Competitions, Business Professionals of America (BPA) Regional Conference, Boise (Spring 2017)

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 124

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 125

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR

P a g e | 126

COLLEGE OF WESTERN IDAHO 2016-2017 ACADEMIC YEAR