SACSCOC Fifth Year Interim Report
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Assessment : 2011 - 2012 : Educational Programs :
Banking and Financial Institutions BBA
Banking and Financial Institutions BBA
1 Goal 3 Objectives 3 Indicators 3 Criteria 5 Findings 3 Actions
| GOAL: Strategically Train Students To Be Leaders In Banking And Financial Institutions |
| Objective |
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| Banking BBA graduates will be competent communicators. |
| Indicator |
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| Students will give an oral presentation during the Commercial Banking and Commercial Bank Lending courses. |
| Criterion |
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| At least 80% of the sampled students must meet expectations on the presentation portion of the grading rubric. |
| Finding |
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Students in the Commercial Banking course were assessed using a case study. The assignment allowed students to utilize the information obtained in the class and complementary classes to exhibit a degree of competency as well as an ability to apply course materials in the problem-solving process. The cases were evaluated by Dr. Jim Bexley (course instructor) as well as 3 area banking professionals. The groups were graded by each of the 4 evaluators on a scale of 1 to 10 for delivery, for a maximum subscore of 40 points. The evaluators determined that given the difficulty of the case, a minimum subscore of 20 was needed to meet expectations, 24 to 28 to exceed expectations, and 29 and above to significantly exceed expectations. Full results are attached. In the area of Presentation (Communication), 8 of 10 groups significantly exceeded expectations, and the remaining 2 exceeded expectations (none failed to meet expectations). Raw scores ranged from 25 to 36. In summary, the evaluators reported that the students did a very good job in communicating the suggested solutions. Written and PowerPoint materials were good. |
| Finding |
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Students in the Commercial Bank Lending course completed small group case presentations related to a lending request. Students were graded using a rubric addressing both content and delivery (see attachment) To meet expectations for delivery (communication), a group must score 35/50; 40/50 to exceed expectations, and 45/50 to significantly exceed expectations. Including both fall and spring courses, 8 of the 20 groups significantly exceeded expectations, 7 exceeded expectations, and the remaining 5 met expectations. No group failed to meet expectations. Interestingly, it seems the groups with higher overall scores performed better on the analysis while the lower tiered groups scored better on the delivery, but that may also be a function of the lower analysis scores. A summary of scores is attached. |
Actions for Objective:
| Action |
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Few significant modifications appear to be needed. The “outside” evaluators for the Commercial Banking course suggested the students focus more on using the presentation to sell the solutions because in the banking world, they will be making presentations such as this on a weekly basis. As a result, they may have an excellent solution, but they must have full confidence in it and sell management on the solution. More emphasis of this area will be made in subsequent semesters. In the Commercial Lending course, the instructor will provide a more detailed example of the presentation required and use a more standard format for all presentations. This will raise the expectations of the quality of presentations. |
| GOAL: Strategically Train Students To Be Leaders In Banking And Financial Institutions |
| Objective |
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Banking BBA graduates will correctly apply financial models in solving quantitative problems in banking and in presenting solutions to banking problems. |
| Indicator |
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| Students will present one or more cases involving issues in banking. Students will evaluate the information given, identify alternative solutions, and then recommend the most appropriate solution. |
| Criterion |
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| 80% of the sampled students must meet expectations on the solution portion of the presentation grading rubric. |
| Finding |
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Students in the commercial banking class were assessed using a case study. The assignment allowed students to utilize the information obtained in the class and complementary classes to exhibit a degree of competency as well as an ability to apply course materials in the problems solving process. The cases were evaluated by the Dr. Jim Bexley (course instructor) as well as 3 area banking professionals. The groups were graded by each of the 4 evaluators on a scale of 1 to 10 for content, for a maximum of 40 points. The evaluators determined that given the difficulty of the case, a minimum subscore of 20 was needed to meet expectations, 24 to 28 to exceed expectations, and 29 and above to significantly exceed expectations. Full results are attached. In the area of Solution (Critical Thinking), 4 significantly exceeded expectations, and the remaining 6 exceeded expectations (none failed to meet expectations). Raw scores ranged from 25 to 32. In summary, the evaluators reported that the students did a very good job in analyzing the case. They had a good grasp of the ratios and how they related to the evaluation of the case. |
| Finding |
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Students in the Commercial Bank Lending course completed small group case presentations related to a lending request. Students were graded using a rubric addressing both content and delivery (see attachment). To meet expectations for content (critical thinking), a group must score 35/50; 40/50 to exceed expectations, and 45/50 to significantly exceed expectations. Including both fall and spring courses, 8 of the 20 groups significantly exceeded expectations, 9 exceeded expectations, and the remaining 3 met expectations. No groups failed to meet expectations. Interestingly, is seems the groups with higher overall scores performed better on the analysis while the lower tiered groups scored better on the delivery, but that may also be a function of the lower analysis scores. A summary of scores is attached. |
Actions for Objective:
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Few significant modifications appear to be needed. The “outside” evaluators for the Commercial Banking course were very complimentary of the students' analytical skills and no major suggestions for improvement. The Commercial Bank Lending Cases are revised each semester to involve additional analysis to reflect current issues, and this will be ongoing. Also, a more standardized platform of analysis will be implemented in the Commercial Bank Lending Course. |
| GOAL: Strategically Train Students To Be Leaders In Banking And Financial Institutions |
| Objective |
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| Students should develop an excellent working knowledge of bank operations. This primarily includes the lending function and bank management. |
| Indicator |
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| Students will answer a series of qualitative and quantitative questions which are appropriate for the undergraduate student over the core areas of banking. The questions are attached. These questions have been developed by both the Chair of Banking and members of the finance faculty. The knowledge that is tested is reviewed on an annual basis to ensure that core knowledge is tested. |
| Criterion |
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The class average on individual embedded exam questions will be 70% correct. The embedded questions are selected based on the core objectives of the course. The core objectives of the banking courses were determined by the Chair of Banking and the finance faculty teaching the related banking courses. |
| Finding |
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Overall, the students averaged 81.8 percent correct in the fall and 81.3 percent in the spring (see attached table). However, not each question met the 70% goal. In the fall, 6 questions were below the 70% mark, and in the spring, 4 of those remained below the 70% level. The main concerns are with questions 5, 9, and 23, which relate to banking financial statements, UCC filings, and loan structure. |
Actions for Objective:
| Action |
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| The embedded questions suggest additional time should be spent on bank financial statements, UCC filings, and loan structure. More time in class will be spent addressing these content areas. |
| Closing the Loop |
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Progress in the course was assessed through the use of selected multiple choice questions embedded in examinations throughout the semester and in case presentations. The embedded questions suggest additional class time should be spent on bank financial statements, UCC filings, and loan structure. These areas will be emphasized more in upcoming semesters. The case presentations were very good overall, but faculty will place more emphasis on students developing a high quality presentation and the “selling” of solutions to clients.
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