ࡱ> o _)bjbj Abzfzf,2 %%%%%9998q|l9S&YYYYY%%%%%%%$E(*%%%%%YY4 &v%Y%Y%%.#z#Y@!=*vF#%#&0S&N#,-y-z#-%z#D%%S&- : Complete and submit your assessment report electronically to your department chair. As needed, please attach supporting documents and/or a narrative description of the assessment activities. Class/Course OutcomesAssessment MeasuresAssessment ResultsAny Changes Made as a Result of AssessmentIn the boxes below, summarize the outcomes assessed in your class or course during the last year. In the boxes below, summarize the methods used to assess course outcomes during the last year. In the boxes below, summarize the results of your assessment activities during the last year.In the boxes below, summarize how you plan to use the results to improve student learning.Outcome #1:: Demonstrate how to identify entrepreneurial opportunities Outcome #2: Demonstrate the ability to evaluate entrepreneurial opportunities  Discussion 1 Discussion topics are chosen to develop critical thinking skills regarding a business function. Each topic is designed to force the student to make a choice and then support it while also engaging peers who may hold a contrary viewpoint. This reinforces their skills of critical thinking and appropriate communications. The Exam 1 tests the students assessment of the business idea, organizational plan and financial structure. Each exam is composed of a variety of question types (true/false, multiple choice, fill in the blank, and/or short answer essay). Cases & Entity Exercise, Students are provided cases and an entity exercise to display the concept if assessment of a business opportunity. Exam 2 & 3, The Exam 2 tests the students understanding of the sources of capital and the pitfalls of going public. Exam 3 tests the students knowledge of Managing growth and succession planning. Each exam is composed of a variety of question types (true/false, multiple choice, fill in the blank, and/or short answer essay).  Student discussion participation has been quite high with 10 of the 10 students engaged. There are 50 points available in each discussion and students average score based on the rubric is 48 points with no student not earning any points for their participation. Engagement criteria are significant to increase the joint learning opportunity. Discussion 1 is based on Case #7 pages 480-487 of the textbook. In this discussion students are to post their thoughts on what the companys pro-forma cash flow for the first year and if you believe years 2 and 3. This group discussion helps students with concepts of managing a business and learning the skills needed to be successful in business. In this course the average score on Exam 1 was a 73.6% out of 100. No one did not attempt the exam, The course high of 94% and the low score of those attempting the exam was 60%. Discussion case #2 On page 352 under the question #2 review the business angel question and post to the discussion. This discussion had the student post their initial thoughts and then discuss with peers the issues regarding business angels as investors. The discussion was worth 50 points. The average score was 42 of 50. No student did not participate in the discussion. In this course the average score on Exam 2 was a 78.6% out of 100. No student did not attempt the exam. The course high of 94% and the low score of those attempting the exam was 78%.  In previous semesters students were expected to write a business plan, however, they did not have any experience with business plans or basic business concepts. Because of this, the students stumbled on the basic concept of business vernacular and business ideas. The course has been developed to solve the issue of key concepts by having the student review cases and write a paper on the key concept of the case. The point I am reinforcing is the need for a solid business concept, where we have at least one identifiable revenue stream and a strategy to implement the plan. One area of concern that I am watching is the lack of participation by some students. The past scores indicate that the student felt challenged. The discussion case will continue. Having them do calculations and share with others has helped them learn financial calculations. The case has generated a lot of discussion among the class even in other assignments. This expansion case speaks of a business angel who is wanting to invest in your business and are you willing to take the money. The students do very well in evaluating the pros and cons of the investor. Outcome #3:: Create a business plan focused on a specific opportunity.  Business Plan Components The students are provided four papers to develop understanding of key business skills on specific issues in business plans. The first is the Legal Organization, the second is Obtaining Grants and Loans, the third is Pressures of Growth, and the Fourth paper is Growth through Joint Ventures. Exam 3 Discussion 4 The students are provided four papers on key aspects of business plans. The scores for the papers are as follows #1 Legal Organization. Average Score 82.8% No student did not submit. #2 Obtaining Grants and Loans Average Score 87.6% No student did not submit. #3 Pressures of Growth Average Score 86.5% No student did not submit. #4 Growth through Joint Ventures. Average Score 77.6% No student did not submit. In this course the average score on Exam 3 was a 71.6% out of 100. No student did not attempt the exam. Tthe course high of 96% and the low score of those attempting the exam was 2 points. Discussion case #4 the student is to review the bankruptcy laws and post their thoughts. The discussion was worth 50 points. The average score was 36 of 50. No student did not participate in the discussion.  The past student scores indicate that the student felt challenged, but not overwhelmed by the class. The program of working on business papers to learn the concepts of business has helped with other classes. Student performance on exams typically improves as the course progresses, although each exam is structure in the same manner. The one low score caused the overall scores to be lower. I allow students to drop one exam, that notice went out, and he took advantage of it! The discussion franchise question is easy for students to engage. While this is not a pleasant topic an exit strategy needs to be thought of before your venture into business. .  Outcome #4: Understand how to implement the business plan Discussion 3, Exam 4 Business Plan Components Discussion case #3 the student is to review a franchise opportunity and post their thoughts. The discussion was worth 50 points. The average score was 36 of 50. No student did not participate in the discussion. In this course the average score on Exam 4 was a 78% out of 100. No one did not attempt the exam. The course high of 94% and the low score of those attempting the exam was 86 points. The students are provided four papers on key aspects of business plans. The scores for the papers are as follows #1 Legal Organization. Average Score 82.8% No student did not submit. #2 Obtaining Grants and Loans Average Score 87.6% No student did not submit. #3 Pressures of Growth Average Score 86.5% No student did not submit. #4 Growth through Joint Ventures. Average Score 77.6% No student did not submit. This case will continue. The case has generated a lot of discussion among the class even in other assignments. Discussion Questions are an excellent indicator of student learning and engagement.  I have reviewed this report: _________________________________________________ ____________________________________________________ Department Chair Dean Date________________ Date_______________ ________________________________________________ Vice President of Academic Affairs and Student Services Date_______________     GBC Class/Course Assessment Report Academic Year: 2019-2020 Course Prefix, Number and Title: BUS 201 Entrepreneurship II Section Number: 1001 Department: Business Is this a GenEd class? 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Segoe UI SymbolA$BCambria Math"Ahkg*r2UGC88!x24;QHP  $P2!xxs 6TMCC Program and Discipline Assessment Report TemplateComplete and submit your assessment report to your Academic Dean. As needed, please attach supporting documents and/or a narrative description of the assessment activities in your program or discipline./Student Learning Outcomes and Assessment (SLOA)George L Kleeb Oh+'0 , L X d p|8TMCC Program and Discipline Assessment Report TemplateComplete and submit your assessment report to your Academic Dean. As needed, please attach supporting documents and/or a narrative description of the assessment activities in your program or discipline.0Student Learning Outcomes and Assessment (SLOA)NormalGeorge L Kleeb7Microsoft Office Word@R\ @@xX)@4*G\$mVT F   1!."System-"System +MxC-"System--@Times New Roman--- 2 ?0} 0GBC Class/Course Assessment Report       ,2 ? 0  "2 ? 0Academic Year:    2 ?K 02019  2 ?k 0- 2 ?p 02020  2 ? 0   F2 P0' 0Course Prefix, Number and Title:      2 P( 0BUS  2 PJ 0201   2 Pe 0  %2 Pi 0Entrepreneurship   2 P 0  42 P 0II  C2 PQ% 0  )2 P 0Section Number: 1001    2 Pr 0   2 b0} 0Department: Business    (2 bS 0  %2 b 0  D2 b& 0Is this a GenEd class? Yes__ No_X        2 t0  0Instructor:  2 t|  0George Kleeb    2 t 0    2 0 0  @Times New Roman--- J2 0* 0Complete and submit your assessment report      2  0   2  0electronically  2 ] 0  2 b 0to your  #2  0department chair  q2 D 0. As needed, please attach supporting documents and/or a narrative    2 C  0description  2 | 0  2   0of the asses 2  0sment    2 0  0activities 2 \ 0.   2 c 0  @Times New Roman---  2 0 0  *@Times New Roman--------- 2 ;*Class/  2 ]*Course   2 *  2 *Outcomes  ---  2 *  '--------- (2 Assessment Measures   ---  2 t  '--------- &2 Assessment Results   ---  2 g  '---  2 A   2 n 82 y Changes Made as a Result of     --- 2 . Assessment  ---  2 m  '- @ !'-- @ !)- - @ !'-- @ !'- - @ !*-- @ !*- - @ !-- @ !- - @ !-- @ !-- @ !-- @ !- - @ !-- @ !- - @ !-- @ !-- @ !/-- @ !/- - @ !-- @ !- - @ !-- @ !-- @ !-- @ !- - @ !-- @ !- - @ !-- @ !- - @ !)-- @ !'- - @ !-- @ !- - @ !-- @ !- - @ !-- @ !- - @ !-- @ !- *--- )2 0*In the boxes below,     2 0*s ,2 5*ummarize the outcomes     2 0*assess )2 Q*ed in your class or  @Times New Roman------------ 2 0*course  2 S*  )2 V*during the last year--- 2 *. ---  2 *  '--- +2 In the boxes below, s  2 M ummarize    2 the methods   2 ! used to as 2 V sess course   :2 outcomes during the last year.    2   '--- &2 In the boxes below   2 ,  2    2 s +2 ummarize the results   2 of your   L2 +assessment activities during the last year.   2 |  '--- +2 In the boxes below, s  2 B ummarize   2 {how you   2   2 plan   "2 to use the resu ;2  lts to improve student learning.   2   '- @ !'-- @ !)-- @ !)-- @ !*-- @ !*- - @ !-- @ !-- @ !-- @ !-- @ !-- @ !- - @ !-- @ !-- @ !-- @ !-- @ !/-- @ !/- - @ !-- @ !-- @ !-- @ !-- @ !-- @ !- - @ !-- @ !-- @ !- - @ !A)-- @ !A'- - @ !A-- @ !A- - @ !A-- @ !A- - @ !A-- @ !A- - @ !A-- @ !A- *--------------- 2 *0*Outco  2 *Q*me #1: ---  2 *v*:---  2 *z*    2 90*  @Times New Roman--- 52 H0*Demonstrate how to identify     :2 X0*entrepreneurial opportunities   2 X*  @"Arial---  2 i0*    2 z0*    2 0*    2 0*    2 0*    2 0*    2 0*    2 0*    2 0*    2 0*    2 0*    2 "0*    2 30*    2 D0*    2 U0*    2 f0*    2 w0*    2 0*    2 0*    2 0*    2 0*    2 0*    2 0*    2 0*  '---  2 *  --------- 2 9 Discussion 1 ---  2 9$    2 H   ;2 X Discussion topics are chosen to   =2 g!develop critical thinking skills   :2 vregarding a business function.   ;2  Each topic is designed to force   2 the stud 2  ent to make   2 F  2 H a choice and   42 then support it while also    82 engaging peers who may hold a     12 contrary viewpoint. This    A2 $reinforces their skills of critical   12 thinking and appropriate   "2 communications.   2 :    2     2     2     2 .    2 >    2 M   2 \The E 2 \xam    2 \1  2 \  2 \! tests the  2 \O students  2 \   =2 l!assessment of the business idea,    2 {or 2 { ganizationa +2 {'l plan and financial   2  structure.   2   2  Each exam   2 Tis   >2 "composed of a variety of question    A2 $types (true/false, multiple choice,    12 fill in the blank, and/or  2 Y  2 [short   2 answer   2   2 essay).  2 *    2     2     2   '---  2 *    2 9    2 H   [2 X5Student discussion participation has been quite high   2 gwith  2 g10  2 g  2 gof the 1  2 g0  2 g  :2 gstudents engaged. There are 50   2 vpoints  2 v available  =2 v!in each discussion and students   C2 %average score based on the rubric is  2 a48  2 o  "2 qpoints with no    _2 8student not earning any points for their participation.   Y2 4Engagement criteria are significant to increase the    42 joint learning opportunity.  2 -    2    - @ !&-   2  Discussion 1   2   2 is b 2 ased on  -;E2 &Case #  -;E2 J 7 pages 480 -;E 2 - -;E2 487 of   - @ !-   -;E\2 6the textbook. In this discussion students are to post   - @ !!-   -;EG2 (their thoughts on what the companys pro   -;E 2 - -;E2  forma cash    - @ !#-   -;Eb2 :flow for the first year and if you believe years 2 and 3.    - @ !x-   -;E,2 This group discussion  )2 helps students with   2  concepts of   2 manag   2 ing a business  2    2 and  82 (learning the skills needed to   42 .be successful in business.   2 .+    2 >    2 M   I2 \)In this course the average score on Exam    2 \~1  2 \  2 \was a    2 l7  2 l3  2 l.  2 l6  2 l% out of 100.  2 lNo one  22 l-did not attempt the exam,      2 {T (2 {he course high of 9  2 {4 72 {% and the low score of those    +2 attempting the exam w    2 as  2 '60 2 5%.   2 F    2     2     2     2     2     2     2   '---  2 *   O2 9-In previous semesters students were expected     22 Hto write a business plan,   2 HUhowever,   2 H  2 Hthey  2 Hdid not   2 X have any  :2 Xexperience with business plans   2 Xor   P2 g.basic business concepts. Because of this, the    2 vstudents  2 v  2 vstumbled   2 v2  2 v4on  2 vEthe  2 vV  2 vYbas 2 vl ic concept  2 vof   2  business  /2 vernacular and business  2 ideas.  2     2    2 The  2   F2 'course has been developed to solve the   2 issue of  2   @2 #key concepts by having the student   2  review cases   12 and write a paper on the   2 key   (2 concept of the case  2 8.  2 ;  "2 >The point I am    ,2 reinforcing is the nee  2 Bd for a solid  2  business   2  concept,  2  where we have    2 S  2 U at least one   P2 .identifiable revenue stream and a strategy to    )2 implement the plan.     2 ?    2    2 .On  M2 .,e area of concern that I am watching is the     M2 >,lack of participation by some students. The    2 Mpast  2 M  "2 Mscores indicate  2 M9  ,2 M<that the student felt   2 \ challenged 2 \ .   2 \    2 l   2 {Th 2 { e discussion  2 {    2 {$c &2 {*ase will continue.   2 {  2 {Having   2 them do   2  calculations  2 A  2 Cand  2 Zshare  2 w  #2 ywith others has   2 he G2 (lped them learn financial calculations.    2   2 The   O2 -case has generated a lot of discussion among    C2 %the class even in other assignments.    2     2     2     2     2   '- @ !)- - @ !'- - @ !*- - @ !*-  - @ !- - @ !-  - @ !- - @ !- - @ !- - @ !-  - @ !- - @ !-  - @ !- - @ !- - @ !/- - @ !/-  - @ !- - @ !-  - @ !- - @ !- - @ !- - @ !-  - @ !- - @ !-  - @ !)- - @ !'-  - @ !'-- @ !'- - @ !)-- @ !)- - @ !*- - @ !*-  - @ !- - @ !-  - @ !-- @ !-- @ !- - @ !- - @ !-  - @ !- - @ !-  - @ !-- @ !-- @ !- - @ !/- - @ !/-  - @ !- - @ !-  - @ !-- @ !-- @ !- - @ !- - @ !-  - @ !- - @ !-  - @ !-- @ !- - @ !-- @ !-  "System +xCp - - 00  //.. ՜.+,0\ px  ; Pam Hawkins$Truckee Meadows Community College8 7TMCC Program and Discipline Assessment Report Template Title  !"#$%&'()*+,-./013456789;<=>?@ABCDEFGHIJKLMNOPRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F` "=*@Data 21Table:-WordDocument AbSummaryInformation(Q0DocumentSummaryInformation8MsoDataStoreH!=*@!=*DRLM1UW4EEQ==2H!=*@!=*Item  PropertiesUCompObj r   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q