Missoula College Business Technology Department / · PDF fileMissoula College . Business...

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Missoula College Business Technology

Department / Program Assessment AY 2013-2014

Department Contact: Nina Broshar, Administrative Assistant [email protected] 243-7805 Cheryl Galipeau, Department Chair [email protected] 406-243-7874

BUSINESS TECHNOLOGY DEPARTMENT MISSION STATEMENT: The mission of the Business Technology Department of The University of Montana-Missoula Missoula College is to collaborate with local and regional business and industry to prepare graduates to compete in and contribute to a dynamic global society.

BUSINESS TECHNOLOGY DEPARTMENTAL GOALS:

• Attract and retain skilled faculty who teach from professional experiences as well as theoretical bases. • Utilize diverse instructional methodologies which reflect current and emerging business practices. • Foster community and university service, professional development, and scholarly endeavors.

BUSINESS TECHNOLOGY DEPARTMENT EDUCATIONAL OBJECTIVES:

• Provide market-driven programs which actively engage students in the learning process. • Deliver curricula which integrate experiential technical education with ethical awareness; verbal, interpersonal, and written communication; quantitative and analytical

processes; professionalism; and teambuilding. • Empower students to adapt to an ever-changing world and embrace lifelong learning.

mailto:[email protected]

mailto:[email protected]

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Accounting Technology Lisa Swallow, Program Director

Office of the Provost and Vice President for Academic Affairs

Appendix II

Accounting Technology Program Missoula College’s Business Technology Department

Academic Year 2013-2014 Assessment Report

MISSION STATEMENTS

The mission of the Business Technology Department at Missoula College is to collaborate with local and regional business and industry to prepare graduates to compete in and contribute to a dynamic global society. Departmental Goals: • Attract and retain skilled faculty who teach from professional experiences as well as theoretical bases. • Utilize diverse instructional methodologies which reflect current and emerging business practices. • Foster community and university service, professional development, and scholarly endeavors Educational Objectives: • Provide market-driven programs which actively engage students in the learning process. • Deliver curricula which integrate experiential technical education with ethical awareness; verbal, interpersonal, and written communications; quantitative and analytical processes; professionalism; and teambuilding. • Empower students to adapt to an ever-changing world and embrace lifelong learning The mission of the Accounting Technology program is to prepare graduates to meet the needs of the business and nonprofit community in collecting, maintaining, analyzing and reporting accurate and timely financial data.

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STUDENT LEARNING GOALS

Students graduating with an Accounting Technology AAS degree will have knowledge, skills and abilities appropriate and applicable to serve as a full charge bookkeeper in a small enterprise, as a staff accountant in a larger organization or as a paraprofessional in a CPA firm. In order to achieve this, students will:

1. Use technology to gather, compile, reconcile and analyze financial data and prepare financial statements. Graduates will analyze source documents, extricate data and complete individual income tax forms, both manually and using tax software.

2. Be prepared to communicate extensively with vendors, clients, and employees, as well as convey budgetary and accounting information to nonfinancial colleagues and managers.

3. Serve as key players in projections, cash forecasting and budgeting, and provide appropriate financial input to aid in business decision making. Graduates will develop and apply flexible solutions to business challenges through the use of spreadsheet applications and utilize accounting information to aid in planning operations, controlling activities, and making decisions.

4. Perform assigned tasks with a high degree of professionalism and ethical commitment and contribute to an environment where corporate social responsibility is practiced.

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STUDENT LEARNING GOALS AND MEASUREMENT TOOLS

Measurement Tool A. Embedded Classroom Activities - Complete case studies, written papers and exams, technical practice sets and assignments and communicate analytical and technical information, both collectively and individually B. Student Portfolios - Accounting Technology students complete a comprehensive portfolio that compiles resume, cover letter and internship performance and examples of technical expertise and communication capacity C. Internships & Subsequent Final Supervisor Evaluation - Internship supervisory evaluations are tabulated according to six categories D. Entry Exams - Missoula College entrance/placement evaluations administered for appropriate placement in writing/mathematics E. Advisory Committee - The Accounting Technology Advisory Committee reviews curriculum, reviews programmatic accomplishments and challenges and offers industry guidance to strengthen program F. Student Course Evaluations -Students complete course evaluations for each course, each semester G. Graduate Surveys - Graduate surveys are administered by the Office of Career Services (prior to 2009); positioning in the community validates program content and indicates workforce needs are being delivered

Measurement Tool 1. Use technology to gather, compile and analyze financial data and prepare financial statements. Graduates will analyze source documents, extricate data and complete individual income tax forms, both manually and using tax software.

A, B, C, F

2. Be prepared to communicate extensively with vendors, clients, and employees, as well as convey budgetary, accounting and sustainability information to nonfinancial colleagues and managers.

A, B, C, D, F

3. Serve as key players in projections, cash forecasting and budgeting, and provide appropriate financial input to aid in business decision making. Graduates will develop and apply flexible solutions to business challenges through the use of spreadsheet applications and utilize accounting information to aid in planning operations, controlling activities, and making decisions.

A, B, C, D, F

4. Perform assigned tasks with a high degree of professionalism and ethical commitment and contribute to an environment where corporate social responsibility is practiced.

A, B, C

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AREAS FOR IMPROVEMENT

1. Infuse ethics and internal control throughout all courses, and provide consistent exposure to professional workplace standards. 2. Offer students more focused experience with accounting software utilization and enhance troubleshooting and problem-solving capacities employing this

software. 3. Increase informal contact with local employers to supplement formal Advisory Committee meetings to ensure that current industry needs or standards are

met. Escalate student exposure to local professional accounting community, both formally and informally.

CURRICULUM MAPPING

Key: "I"=Introduced; "D"= developed/reinforced, with opportunities to practice; "M"=mastery that is demonstrated (often at the senior or exit level); "A"=assessment evidence collected

Courses Data compilation and financial statement preparation

Communicate effectively

Coordinate projections, cash Practice corporate social forecasting and budgeting responsibility

ACTG 101 I, D I ACTG102 ACTG 202 ACTG 180 ACTG 211 ACTG 250 BGEN160 BGEN101 ACTG298

D D, A A, M D, A, M D, A A

I, D, A D D D A, M A I, D, A D, A A

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Administrative Management Program Director, Cheryl Galipeau


Department of Business Technology, Administrative Management

Academic Year 2013-14 Assessment Report All areas shaded in gray are to be completed by the department/program.

MISSION STATEMENT







ADMINISTRATIVE MANAGEMENT PROGRAM OBJECTIVES: • Communicate effectively, both verbally and nonverbally to enhance and manage interpersonal relationships with teams, the public, and customers • Ethically use the tools of technology to create and organize business documents efficiently, accurately, and artfully designed • Locate, evaluate, and interpret applicable primary and secondary sources to solve problems and make business decisions • Understand, appreciate, and recognize opportunities of diverse populations and cultures • Plan for career development by creating standard employment documents and honing personal presentation skills

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DEPARTMENT/PROGRAM OBJECTIVES and ALIGNMENT WITH STRATEGIC ISSUES

1. Partnering for Student Success: • Prepare K-12 students by offering CAPP120 Introduction to Computers challenge exam, a test to verify computer proficiency to enroll in dual

enrollment course, such as MART232 Interactive Web II. Math and Writing assessment offered through Applied Arts. • Transition to College: Department Dual Enrollment course offerings include; MART232 Interactive Web II, BGEN105S Introduction to Business,

ACTG100 Essentials of Accounting, ACTG101 Accounting Procedures I. • Transition to College: Create pathway with local high school for Business. • Transition to College: Create advising bridge through Applied Arts for students to obtain AAS in Administrative Management, Social Media

Management Option, and transition to four-year Communication Studies. • CAPP254, Advanced Word, trains students using an online certification practice and exam development, delivery and program management

service, facilitates online practice and testing for the MOS Specialist, Word. Students can practice from home and test at Missoula College or an approved testing center to earn the MOS Specialist, Word certificate.

2. Education for the Global Century: • Foundational and Global Engagement programming: Offer an online Certificate of Applied Science in Customer Relations, reaching students

locally, regionally, nationally, and internationally. Students earn a certificate while working toward a two-year degree. • Foundational and Global Engagement: Approximately 30% of second year courses are offered online. • Responsive two-year programming: Created new program option, AAS, Administrative Management, Social Media Management Option

3. Discovery and Creativity to Serve Montana and the World: • Expand knowledge and cultural richness through creative scholarship: The curriculum is designed to give students a solid business foundation in

communications, practice using technology ethically and efficiently, research skills, critical thinking skills to solve business problems, appreciation of diverse populations and cultures, and skills to hone career development. The curriculum blends theory and practice where students apply classroom concepts to solve real world problems.

4. Dynamic Learning Environment: • Programs to engage local partnerships and connect programs to our unique location: HMR298/HMR290T Administrative Management Internship.

Successful students must demonstrate satisfactory performance in two areas of the internship, classroom employment preparation and supervised work. Students work 90 hours in a supervised professional environment where the Internship Supervisor and student intern mutually create three program specific learning goals with measurable objectives. The internship classroom component requires students to attend employment seminars on resumes, cover letters, applicant tracking systems, interviewing, wage and hour requirements, and basic business.

• Infrastructure: multiple opportunities for online learning and modeling sustainability 5. Planning Assessment Continuum

• Institutional (UM and Missoula College) and Program goals, increasing enrollment, improving retention and increasing graduation rates • Program Assessment

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Communication Effectiveness

Proficiency in Technical

Application

Business Problem

Solving and Critical

Thinking

Cultural and Diversity

Awareness

Awareness of and practical experience in administrative management

careers 1. Embedded Classroom Activities: Complete case studies, written papers and exams, technically proficient and accurate business documents, and successfully communicate information intended for an audience via print, online (live), and orally.

COMX250, BMGT245,

COMX115S, COMX111A,

WRIT101/121, BUS210,

MART214, MART232

CAPP120, CSCI172,

CAPP154/254, MART214, MART232

TASK145, COMX250, CSCI172, M105/115,

BGEN105S, BGEN235,

ACTG100/101, BUS210,

BMGT216, ITS221,

MART232, MART214, TASK240

COMX250, BGEN105S, BMGT245

COMX250, BGEN105S, BMGT216, MART214, MART232, TASK240, HMR290T/ HMR298

2. Industry Standard Exam – 2013 Specialist: MS Word.

CAPP254

3. Placement: Positioning in the community validates program content. The Program Director maintains an active role in the viability and program effectiveness through student internship placements in the community. Program Director maintains a list of internship placements, supervisor notations, contact information and announced jobs.

HMR290T/ HMR298

4. Internships & Subsequent Final Supervisor Evaluation: Internship supervisory evaluations are compiled and analyzed.

HMR290T/ HMR298

5. Student Internship Portfolio and employment documentation. Program Director maintains.

HMR290T/ HMR298

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6. Student Course Evaluations: Students complete course evaluations for each course, each semester. Program Director reviews feedback and acts responsively to improve courses.

7. Graduate Surveys: Graduate surveys are administered by the Office of Career Services. Program Director places follow-up calls to students Career Services is unable to contact.

8. Advisory Committee: The Administrative Management Advisory Committee reviews curriculum, reviews programmatic accomplishments and challenges and offers industry guidance to strengthen program.

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RESULTS AND MODIFICATIONS

Advisory Committee Scope and sequence modification to remove CAPP156 Excel as it is very similar to CSCI172 from AAS, but continue as either/or choice in CAS Customer Relations sequence. Advisory Committee agreed with my course assessment and proposed change. Modifications to scope and sequence: either/or – M105 or M115, WRIT101 or WRIT121, ACTG100 or ACTG101. Advisory Committee agreed with my course assessment and proposed change. Modification to scope and sequence: since CAPP156 Excel is removed/exchanged for CSCI172, I added ITS221 Project Management. Advisory Committee recommended a project management course and agreed to my proposed change.

Student Course Evaluations Textbook changes, course timeline modifications, Moodle recommendations

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Changes in Industry Standards CAPP254, update to Specialist, MS Word 2013 (from version 2010) New program – AAS Administrative Management, Social Media Management (based on research and new program area recommendation through CollegeNow! College Brain Trust report.)

APPENDICES

4. See Program Review for complete list of Appendices 5. 6. 7.

FUTURE PLANS FOR CONTINUED ASSESSMENT

1. Objective 1: Engaging and Partnering, Incorporate a variety of current and new technology into an upgraded course sequence using tested methodologies to support and enhance face to face and online instruction. Offer Missoula College technology training sessions at convenient times and places for faculty to participate.

a. Supplement face to face classroom instruction by recording lecture through Camtasia and making them available on iTunesU for existing courses to strengthen face to face and online delivery

b. Recommend Missoula College faculty training for Camtasia recording and uploading to iTunesU

2. Objective 2: Partnering for Student Success, Collaborate with other departments to provide students with additional employment credentials, such as certificate or industry standard testing opportunities. In addition, develop a positive reputation for the Social Media Management curriculum by coordinating and collaborating with faculty.

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a. Collaborate with Applied Arts and Sciences to enable Program students to obtain the credential, professional communications certificate

b. Obtain funding (example; scholarship awards for students in need to take the MOS Specialist Excel exam) and embed in curriculum practice and testing for MOS Specialist, Excel

c. Increase enrollment in Social Media Management

3. Objective 3: Transition to College, Work with Big Sky Pathways to develop high school Administrative Management Program pathway. Work with Academic Advising to create a 2+2 plan for a four-year degree pathway.

a. Develop pathway through career cluster(s) with Jennifer YoungBear, Big Sky Pathways and Missoula area high schools

b. Develop pathway to Communications Studies by working with Academic Advising and Department Chair in Communications

4. Objective 4: Strengthening Student Support, Increase Program retention through advising, early detection, academic tutoring, and personal connections with students.

a. Maintain and strengthen student connections through current retention efforts and work with Cec Gallagher to intervene appropriately through early detection and planning

5. Objective 5: Engage Students, Increase graduation rates through advising, engaging curriculum and faculty, and flexibility. Track graduates through phone and/or electronic surveys and distribute to appropriate units.

a. Work with Missoula College Admissions and Registrar’s Offices as well as the Office of Planning, Budget and Analysis to obtain accurate and current graduation rates

b. Work with Missoula College Registrar’s Offices and the Office of Planning, Budget and Analysis to survey graduates for placement and salary data

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UM Curriculum Mapping TemplateAAS Adminis trative Management Degree

Required Course (Name and Number)

Communication Effectiveness:

Proficiency in Technical Application:

Business Problem

Solving and Critical

Thinking:


Awareness:

Awareness of and practical experience in

administrative management

careers:

: :

BGEN105S D I D

BGEN235 D

BMGT245 D I

CAPP120 D I I

CAPP154 D D I

CSCI172 D D

COMX115S I I

COMX250 D I I I

M105/115 I

TASK145 I I

WRIT101/121 D

ACTG100/101 I I I

BUS210 D D

BMGT216 D D D

CAPP254 M, A

COMX111A D

MART214 D, M, A I

MART232 D, M I

ITS221 D

TASK240 D D I

HMR290T/298 A

KEY: I = Introduced

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Culinary Arts/Food Service Management Chef Thomas Campbell, Program Director (Note: if you need further documentation, Tom has placed his appendix on the Missoula College “K:” drive. I can copy those to you)


Department of Culinary Arts


MISSION STATEMENT







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Missoula College Culinary Arts Program Mission Statement

Missoula College Culinary Arts Program Mission Statement pledges to impart professional knowledge and skills and to provide an excellent and dynamic learning environment through creative educational and hands-on training opportunities. This will prepare graduates for today’s hospitality and travel and tourism industry aimed at professional careers in this growing field. Our goal is to deliver culinarians with abilities to excel as quality employees in the local and global community. We will place honor, fairness, cooperation and consideration first when dealing with our students. We will foster professionalism and respectfulness between students as colleagues. We will protect students from the use of unfair means, unnecessary risks and unethical behavior. We will support the success, growth, and future of alumni as they represent to society the great institutions of MC Culinary Arts, Missoula College, and The University of Montana.

DEPARTMENT OBJECTIVES and ALIGNMENT WITH STRATEGIC ISSUES

1. (Partnering for Student Success) • Creating an environment of collaboration and mentorship among faculty, students and staff. • Promoting the development of knowledge and skills necessary for the intellectual, professional, and personal growth of students.

2. (Education for the Global Century)

• Providing culinary pathways from secondary to post-secondary education. • Building upon the rich tradition of teaching excellence and high academic and collegial standards.

3. (Discovery and Creativity to Serve Montana and the World)

• Creating Profession and community partnerships, interpersonal relationships, and providing exposure to diverse populations. • Impact our local/regional economy in the future:

o Increase in enrolment Within five years, MC Culinary Arts would have the potential to accommodate 250 students and increase of 70% With full enrolment faculty numbers would increase to 18 full-time and 5 part-time instructors With more qualified students entering the workforce, our program would directly benefit the local/regional economy

producing eventual leaders in the Hospitality and Health Professions Industries With our Food Processing program, we would bridge the gap between local producers of agricultural products and the public

•

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4. (Dynamic Learning Environment) • Fostering discovery and creativity, critical thinking skills, and competencies at the certificate and associate degree levels. • We require as part of our Associate Degree and Certificate in Culinary Arts and Food Service Management a rich general education

curriculum that provides broad learning in multiple disciplines, along with more specific studies in a culinary major. 5.


Overview of grading procedures in both lab and lecture courses. Included is a description of how students are kept informed of their progress. A typical format for grading is exemplified in the attached Appendix . Each faculty

member has the freedom to grade his/her students. All culinary faculty are encouraged to develop and use objective testing instruments. With the laboratory situation in the food production courses, there remains more subjectivity in grading than in a classroom. In order to reduce subjectivity in lab courses, a more rigorous tool is utilized where competencies are assessed as a direct input to grading and point accumulation. These competencies are governed by rubrics and, where possible, multiple proctors take part in evaluation resulting in an objective consensus. Examples of evaluation methods are found in Exhibits M, N, and O. Students are kept informed of their progress as often as they would like.

Three years ago, the University of Montana upgraded to “Moodle”, an on-line course organizational tool. Students are provided access to Moodle whereby they can view postings from the instructor that includes grade sheets. Grade sheets are updated on a daily basis and faculty are more than willing to share their progress. Students are also encouraged to keep their “own grade sheet” and retain copies of competency check-lists. When it becomes evident that a student is in trouble academically, faculty and the program Director confer in private with that student. The following format is the norm:

a. Attendance/Participation b. Project c. Quizzes d. Practical Exam e. Final Written Exam f. Notebook; examples of notebook criteria are in the syllabi for each course g. Daily assignment h. Video assignments i. Extra Credit

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<Measurement Tool>

<Measurement Tool>

<Measurement Tool>

<Measurement Tool>

<Measurement Tool>

1. Please Review Attached Appendix.

2.

3.

4.

5.

6.

7.

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Please Review Attached Appendix. <Insert any curricular, pedagogical, or assessment modifications made to correct deficiencies>

<Insert Learning Goal results and the high scores or low scores for the goal discovered from assessment data>

<Insert any curricular, pedagogical, or assessment modifications made to correct deficiencies>

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<Insert Learning Goal results and the high scores or low scores for the goal discovered from assessment data>

<Insert any curricular, pedagogical, or assessment modifications made to correct deficiencies>

APPENDICES

Please review attached appendix for Student Learning Goals and Measurement Tools. 8. Curriculum Map: Required By Course Number

Course Name Certificate Program

Degree Program

COM 150S Interpersonal Communication √ √ CAPP 120 Introduction to Computer √ √ CULA 101 Introduction to Food Service √ √ CULA 156 Dining Room Procedures √ √ CULA 157 Pantry and Garde Manger √ √ CULA 158 Short Order Cookery √ √ CULA 160 Soups, Stocks, and Sauces √ √ CULA 161 Meats and Vegetables √ √ CULA 165 Baking and Pastry √ √ CULA 210 Nutritional Cooking √ √ M 105 Contemporary Mathematics √ √ PSYX 161S Fundamentals of Organizational Psychology √ √ WRIT 121 Introduction to Technical Writing √ √ BMGT 216 Psychology of Management and Supervision √

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CULA 156 Food Service Management Computer Applications √ CULA 157 Dining Room Procedures √ CULA 158 Pantry and Garde Manger √ CULA 160 Short Order Cookery √ CULA 161 Soups, Stocks, and Sauces √ CULA 165 Meats and Vegetables √ CULA 156 Baking and Pastry √ CULA 270 Purchasing and Cost Controls √ CULA 299 Capstone √ CULA 275 Patisserie √ CULA 298 Internship √ 9. Please Review Appendix for Results and Modifications. 10.


<Summarize future plans for continued assessment>. We have plans to introduce two programs that would require assessment matrices:

a. Hospitality Industry: Culinary Arts and Travel and Tourism combine to rank the Hospitality Industry as the third leading industry in the State of Montana generating over $305 million in revenue. In the 2010 Economic Review of the Travel Industry in Montana, researched by the Institute of Tourism and Economic Research at the University of Montana, the tourism industry accounts for 2.33 billion dollars in total economic impact for the State of Montana for 2009. This number has risen by one billion dollars in three years, bringing in 4.4 billion dollars for the State in 2013 and producing over 44,000 jobs for industry professionals throughout Montana (Montana Office of Tourism 2014).

i. Currently, there is no formal curriculum in Montana that provides specialized training for professionals within the hospitality and tourism industry. With the exception of education in the Culinary Arts at both Missoula College and Flathead Valley Community College, individuals wishing to receive specified training in Hospitality and Tourism Management must go to out-of-state schools, with the closest being at Washington State University and multiple schools throughout Colorado. Consequently, local businesses recruit out-of-state managers and professionals.

ii. Economic trends indicate that this increase in non-residential tourism will not slow down, and has increased by 2.3% in the last year (ITRR 2013). The increase is attributed to a rise in domestic vacation and travelling due to the financial troubles of the nation, safety concerns abroad, as well as the economic distress of areas once popular for vacationing, such as Europe, and a decrease in the

Comment [CTL1]: consider placing this paragraph second

Comment [CTL2]: period, new sentence thru to Colorado

Comment [CTL3]: more examples

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value of the dollar. iii. In 2013, revenue collected through non-residential tourism accounted for 18% in total sales from restaurants and bars and 10% of

total sales from hotels and lodging (Montana Office of Tourism 2014). These two sections alone are responsible for over one billion dollars of new money for Montana a year.

b. Health Professions and Nutritional Cooking i. Purdue University and Johnson & Wales partnership with Brown University to deliver culinary curricula aimed to train medical

students in the fundamentals of cooking and nutrition to elevate health care practices ii. As this need progresses a possible program with Big Sky Culinary Institute to partner with the Health Sciences Program to develop

a curriculum to train medical professionals, health care and retirement community staff and those interested in pursuing careers in cooking for nutrition and health.

c. Programmatic Overview for the Future i. Entry requirements

1. Two letters of recommendation from hospitality industry 2. Two semesters dedicated to introductory to culinary arts courses

a. Remedial courses as necessary b. General education courses

3. Essay to describe the reasons that students wish to enter the Culinary Institute 4. Program (super tuition) fee of $1500 5. Six months hospitality industry experience 6. ServSafe Sanitation Certification 7. ServSafe Alcohol Training Certification 8. Physical examination and current immunizations

ii. Industry Related Certification Programs 1. Culinary Arts Certification 2. Catering and Events Management Certification 3. Study Abroad and International Exchange programs 4. Continuing Education Certificate Programs

a. ServeSafe Sanititation Certification b. ServeSafe Alcohol Training Certification c. Baking and Pastry Certification d. Manage First Program Certifications

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5. Apprenticeship Certificate Program 6. Health Care/Nutritional Cooking Certificate Program

a. Certified Dietary Manager b. Health Profession Culinarian Certification

7. Beverage Study Certification Programs a. Distilling Science Certification b. Mixology Certification c. Viticulture and Wine Study Certification d. Brewing Science Certification

iii. Food Service Management Degree iv. Hospitality and Tourism Degree

1. Hospitality Supervisor Certification v. Food Processing Degree

d.

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Medical Information Technology Michelle Boller, Interim Program Director


Department of Business Technology, Medical Information Technology


MISSION STATEMENT







MEDICAL INFORMATION TECHNOLOGY PROGRAM OBJECTIVES:

• Collaborate with the medical community to prepare graduates to successfully compete in and contribute to a dynamic health care industry. • Gain an understanding of professional responsibilities in that industry.

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• Expose to the principles of medical ethics and medical legal issues facing health providers. All Students in the Medical Information acquire work-related skills through internship experiences.

• Successfully complete program and possess the skills to work in a health care facility anywhere in the country

DEPARTMENT/PROGRAM OBJECTIVES and ALIGNMENT WITH STRATEGIC ISSUES

1. Partnering for Student Success: • Prepare K-12 students by offering CAPP120 Introduction to Computers and CAPP 154 Microsoft Word challenge exam, a test to verify computer

proficiency. Math and Writing assessment offered through Applied Arts. • Transition to College: Department Dual Enrollment course offerings include, ACTG100 Essentials of Accounting, ACTG101 Accounting

Procedures I. • Transition to College: Create pathway with local high school for Business. • CAPP254, Advanced Word, trains students using an online certification practice and exam development, delivery and program management

service, facilitates online practice and testing for the MOS Specialist, Word. Students can practice from home and test at Missoula College or an approved testing center to earn the MOS Specialist, Word certificate.

• Medical Administrative Assisting certification the NHA, a national certification, is encouraged for students to show their competencies to potential employers. Practice exams are purchased by the students and we are eligible to be a testing center.

2. Education for the Global Century: • Foundational and Global Engagement programming: Offer a Certificate of Applied Science in Medical Reception where all classes excluding q are

offered at a distance reaching students locally, regionally, nationally, and internationally. Students earn a certificate while working toward a two-year degree in Medical Administrative Assisting.

• Foundational and Global Engagement: Approximately 80% of second year courses are offered online. 3. Discovery and Creativity to Serve Montana and the World:

• Expand knowledge and cultural richness through creative scholarship: The curriculum is designed to give students a strong background in medical and administrative skills. This foundation provides interpersonal communications, practice using technology ethically and efficiently, medical terminology, medical ethics, critical thinking skills to solve medical administrative problems, appreciation of diverse populations and cultures, and skills to improve career development. The curriculum blends theory and practice where students apply classroom concepts to solve real world problems in a health care environment.

• Legal issues and ethics in health care is critical to student success and is covered in a variety of classes. 4. Dynamic Learning Environment:

• Programs to engage local partnerships and connect programs to our unique location: AHMS 290 Medical Information Technology Internship. Successful students must demonstrate satisfactory performance in two areas of the internship, classroom employment preparation and supervised work. Students work 135 hours in a supervised professional environment where the Internship Supervisor and student intern mutually create three program specific learning goals with measurable objectives. The internship classroom component requires students to attend

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employment seminars on resumes, cover letters, applicant tracking systems, interviewing, wage and hour requirements, and basic business. • Infrastructure: multiple opportunities for online learning and modeling sustainability • AHMS 245 Simulated Lab offers students a chance to interact with software used in hospitals and health care clinic around the country, giving

them a chance to experience multiple platforms. 5. Planning Assessment Continuum

• Institutional (UM and Missoula College) and Program goals, increasing enrollment, improving retention and increasing graduation rates • Program Assessment




Application

Problem Solving and

Critical Thinking


Awareness


careers 1. Embedded Classroom Activities: Complete case studies, written papers and exams, technically proficient and accurate documents, and successfully communicate information intended for an audience via print, online (live), and orally.

BMGT245, COMX115S,

WRIT101/121, BUS210

AHMS 220

CAPP120, CAPP 156

CAPP154/254, AHMS 252 AHMS 245 AHMS 160 AHMS 164 AHMS 212 AHMS 213 BIOH 108 AHMS 144

TASK145, AHMS 220 AHMS 252 M105/115,

ACTG100/101, TASK240, AHMS 108, AHMS 160, AHMS 162, AHMS 212, AHMS 213

COMX 115S, BMGT245, AHMS 220,

AHMS 220, AHMS 156, AHMS 145, AHMS 252 AHMS 245 TASK240, AHMS 298

2. Industry Standard Exam – 2013 Specialist: MS Word.

CAPP254

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3. Placement: Positioning in the community validates program content. The Program Director maintains an active role in the viability and program effectiveness through student internship placements in the community. Program Director maintains a list of internship placements, supervisor notations, contact information and announced jobs.

AHMS 298

4. Internships & Subsequent Final Supervisor Evaluation: Internship supervisory evaluations are compiled and analyzed.

AHMS 298

5. Student Internship Portfolio and employment documentation. Program Director maintains.

AHMS 298

6. Student Course Evaluations: Students complete course evaluations for each course, each semester. Program Director reviews feedback and acts responsively to improve courses.

7. Graduate Surveys: Graduate surveys are administered by the Office of Career Services. Program Director places follow-up calls to students Career Services is unable to contact.

8. Advisory Committee: The Medical Information Technology Advisory Committee reviews curriculum, reviews programmatic accomplishments and challenges and offers industry guidance to strengthen program.

9. Legal and Ethical Issues: Given the importance of patient privacy students engage in learning and activities relating to these issues

AHMS 220 AHMS 156 AHMS 252 AHMS 108

AHMS 220 AHMS 156 AHMS 252 AHMS 108

AHMS 298

10. Medical Administrative Assisting national certification through the National Healthcare Association.

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Advisory Committee Scope and sequence modification to add CAPP156 Excel to Health Information Coding program. Addition of a class beginning FALL 2015, Legal Issues in Healthcare. Modifications to scope and sequence: either/or – M105 or M115, WRIT101 or WRIT121, ACTG100 or ACTG101. Advisory Committee agreed with my course assessment and proposed change. Approval of AHMS 291 Special topics to AHMS 245 Simulated Lab which is necessary to giving coding student real world practice in EHR and coding

Student Course Evaluations Textbook changes, course timeline modifications, Moodle recommendations

Changes in Industry Standards CAPP254, update to Specialist, MS Word 2013 (from version 2010) ICD-9 transition to ICD-10 Meaningful use and EMR modification in health care

APPENDICES

11. See Program Review for complete list of Appendices 12. 13. 14.


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6. Objective 1: Engaging and Partnering, Incorporate a variety of current and new technology into an upgraded course sequence using tested methodologies to support and enhance face to face and online instruction. Offer Missoula College technology training sessions at convenient times and places for faculty to participate.

a. Supplement face to face classroom instruction by recording lecture through Camtasia and making them available on iTunesU for existing courses to strengthen face to face and online delivery

b. Recommend Missoula College faculty training for Camtasia recording and uploading to iTunesU

7. Objective 2: Partnering for Student Success, Collaborate with other departments to provide students with additional employment credentials, such as certificate or industry standard testing opportunities. In addition, a Medical Administrative Assisting certification.

a. Collaborate with Applied Arts and Sciences to enable Program students to obtain the credential, professional communications certificate

b. Obtain funding (example; scholarship awards for students in need to take the MOS Specialist Excel exam) and embed in curriculum practice and testing for MOS Specialist, Excel

c. Obtain funding in the form of a scholarship for students to take MAA certification exam

8. Objective 3: Transition to College, Work with Big Sky Pathways to develop high school Medical Information Technology pathway. Work with Academic Advising to create a 2+2 plan for a four-year degree pathway.

a. Develop pathway through career cluster(s) with Jennifer YoungBear, Big Sky Pathways and Missoula area high schools

b. Develop pathway to Communications Studies by working with Academic Advising and Department Chair in Communications

9. Objective 4: Strengthening Student Support, Increase Program retention through advising, early detection, academic tutoring, and personal connections with students.

a. Maintain and strengthen student connections through current retention efforts and work with Cec Gallagher to intervene appropriately through early detection and planning

10. Objective 5: Engage Students, Increase graduation rates through advising, engaging curriculum and faculty, and flexibility. Track graduates through phone and/or electronic surveys and distribute to appropriate units.

a. Work with Missoula College Admissions and Registrar’s Offices as well as the Office of Planning, Budget and Analysis to obtain accurate and current graduation rates

b. Work with Missoula College Registrar’s Offices and the Office of Planning, Budget and Analysis to survey graduates for placement and salary data

30

UM Curriculum Mapping Medical Information Technology Degrees

Required Course (Name and Number) Outcome 1: Outcome 2: Outcome 3: Outcome 4: Outcome 5:



Application

Problem Solving and

Critical Thinking


Awareness


careersAHMS 220 I, D I, D I I

AHMS 156 I I, D I, D I

AHMS 144 M

BIOH 108 M M

COMX 115S M D D

TASK 145 M D

AHMS 252 M, A M, A I

AHMS 108 I, D I, D

AHMS 298 D M, A

AHMS 216 I, D, M

AHMS 291 I,D,M,A D, M, A M

CAPP 154 I, D I, D

CAPP 254 M,A M M, A

CAPP 156 I,D I, D

KEY: I = IntroducedD = Developed/reinforced, with opportunities to practiceM = MasteryA = Assessment evidence collected

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