Standard One: Mission and Goals, Planning and Effectiveness

Mission and Goals

Report the department's mission statement and describe any changes made to it in the last three years.

The Dept of Finance & Operations Supply Chain (FIN&OSC) was formed in June 2007 when the Dept of Business Administration was split in two.  
The Department's Mission is to: prepare a diverse population of students for productive careers in business administration by giving them a high quality education based on knowledge, ethics, and skills.

Describe, in a short paragraph, how the university's and college's missions guide the activities and plans of the department or program.

Here are the specific University and College of Business missions and goals that guide the Dept of Fin&OSC:
University Goals 1 and II:  Maintain and strengthen an outstanding academic and student life on the Ellensburg campus and at the University Centers.

The College of Business goals are to prepare a diverse population of students for productive careers by delivering excellent teaching from highly qualified professors who are active in research and professional activities.  

The Dept of FIN&OSC offers degree programs and specializations to students at three primary sites:  Ellensburg, Des Moines, and Lynnwood and three DE sites:  Moses Lake, Wenatchee, and Yakima.  We have a geographically and culturally diverse population of urban and non-urban students.

The Dept recruited and hired 4 highly qualified faculty.  Three were ethnic minority and one was female.
One of our Dept goals is to have 100% of our tenure track faculty academically qualified according to AACSB.

List and briefly describe the department's current goals and objectives for the next three years, identifying changes made since the last program review.

The Dept's 3 year goals.
1.  Faculty (1 year):  2 new faculty are ABD.  Completition of degree is very important.
2.  Faculty(2 year):  100% of Dept faculty academically qualified (AACSB)  
3.  Programs:  deliver the same programs to all three University Centers.
4.  Curriculum:  continue to improve the curriculum and insure a common syllabi consistent with Dept goals, accreditation, and assessment standards.

Planning and Effectiveness

Describe the department's planning process and the strategies used in evaluating the activities of the department.

Check All That Apply Annual department planning retreat Planning and evaluation as part of normal department meetings Review meeting with dean
Analysis of student surveys Analysis of assesment results Review of assessment results
Other:

The planning process has been sporadic. As a result of not having a complete functioning faculty (in addition to the 4 that were hired in 2008, two other faculty were missing 2007-08 due to a maturnity leave and a research sabbatical.
During the first year of the Dept's existence, hiring and scheduling took precedence over long-term planning.
Our strategic planning is done during Dept and College of Business Meetings, over the phone, and by eamil.

Describe how the results of the evaluation process are used to improve the programs and activities of the department. Give examples where appropriate.
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Not applicable
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Reflect on the department's overall effectiveness in reaching its goals.

We have been effective at hiring new faculty between Des Moines and in Ellensburg.  These faculty are all academically qualified.

We have made changes in our curriculum including course descriptions and course numbers as part of our continuous improvement.

We are revising our syllabi to be consistent with catalog course descriptions, and assessment and accreditation quidelines.

We have had a significant output of research and professional activity from the Dept faculty.

Analysis of Previous Program Reviews

List the primary recommendations from the last program review. Describe implementation of recommendations, and if not implemented, describe the reason.
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Not applicable.
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Accomplishments. Summarize, in no more than a page, up to ten of the primary accomplishments of the department in the last three years.

As part of the Business Administration we increased the publication output of faculty.
The number of faculty who were academically qualified increased as a result of increased productivity of exisiting faculty and new faculty.

The Dept has hired 2 secretaries within the last year.  We are now arranging interviews to hire our 3rd secretary.

A major accomplishment has been to hire Lecturers during the period 2006-07 when 6 full-time positions were uncovered.  This included 2 positions at Lynnwood, 6 in Ellensburg, and 2 a Des Moines. 
We have been able to continue to offer courses and programs to our students in spite of being extremely short-handed.

Challenges. Summarize, in no more than a page, up to five of the primary challenges faced by the department in the last three years.

Challenges:
1.  faculty:  hiring new faculty
2.  faculty:  scheduling courses at 3 primary campuses and 3 DE sites
3.  faculty:  getting all faculty academically qualified
4.  curriculum:  changes to courses and specializations
5.  program delivery:  to deliver the same program to all campuses.

Standard Two: Educational Program and Its Effectiveness

In a brief paragraph, describe how the department's academic programs are compatible with the university's mission.

University Mission:  To maintain and strengthen an outstanding academic and student life on the Ellensburg campus and at the University Centers.
Our BSBA major is offered to students in Ellensburg, at the two University Centers and to DE sites at Moses Lake, Wenatchee, and Yakima.  Our program is staffed by academically qualified faculty who are dedicated to providing excellence in education.

Curriculum.
1. For each program offered by the department, comment on the current curriculum design. How does the curriculum meet the criteria of coherence, breadth, depth, effective sequencing of courses, and synthesis of student learning?
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The Department of FIN&OSC offers a BS in Business Administration with specializations in Finance, General Business and Operations and Supply Chair.  The Department also offers a Supply Chain Management Certificate Program.
Ozden is the Director of the Supply Chain Institute and the Supply Chain Management Certificate program. 
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2. Describe how the department ensures the currency of the curriculum by appealing to disciplinary standards, employer needs, graduate school expectations, or professional standards. Where relevant, refer to data from assessment programs, surveys of graduating seniors and alumni, internship or employer surveys, employment or graduate program acceptance rates, and other relevant measures that demonstrate the currency of the curriculum.
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Disciplinary Standards.  The faculty keeps current in our areas through primary and seconary research and though professional involvment in our disciplines.  The faculty are involved in pegogical research which keeps us current on innovations and standards in our disciplines.
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3. Describe the manner in which faculty members are involved in the initiation, development, and improvement of the department's curriculum. (Also relates to Standard 4.)
  Check all that apply Yearly faculty retreat Faculty analysis of assessment data Faculty application of discipline standards
  Use of SEOI data Departmental curriculum committee
  Other:
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Dept meetings are held quarterly to develop and improve our curriculum.
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4. Describe the departmental activities designed to review and improve instructional effectiveness.
Assessment of Undergraduate and Graduate Programs.
1. Complete the CWU department assessment plan preparation form.
2. Complete the CWU department assessment report.
3. Describe how assessment results are communicated to department faculty, to university administrators, and to other constituents.
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This Dept is new and has not been assessed.  We have developed a plan for assessment.  We have defined department goals and are in the implementation process.  
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4. Describe the manner in which faculty and relevant administrators review and respond to assessment results.
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Dept faculty   We are developing a plan for assessment.
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General Education
1. If the department has courses within the university's general education program, describe the assessment procedures used to assess student progress toward relevant general education student learning goals.
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Not applicable
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2. If the department incorporates general education student learning goals into assessment of students in the major, describe the assessment results.
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Not applicable
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Graduate Programs. For each graduate program:
1. Describe the mission and goals of the graduate program and how they are consistent with the mission and goals of the department, college, and university.
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Not applicable
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2. Describe qualities that place the program above the undergraduate level.
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Not applicable
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3. List the titles of the master's theses and projects for the most recent two years in which degrees were awarded and provide, if applicable, a copy of the two most recent comprehensive examinations in the program. If comprehensive examinations were used, provide exams and results. Submit two master's theses or project summaries as examples.
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Not applicable
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Distance Education
1. Describe the degree to which distance education technology, including interactive video and web-based courses, is used for instruction, in support of departmental programs.
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The Dept offers DE classes from Ellensburg to students at Moses Lake, Wenatchee, and Yakima.
The Dept offers DE classes between Des Moines and Lynnwood.
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2. List all courses taught by DE (interactive video) in the past five years including number of sites and number enrolled at each site.
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Fin 370
Fin 475
Fin 477
MIS 386
OSC 323
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3. Separately list all courses taught online with number of class sections involved and number of students enrolled in each section.
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None
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4. For the past year, list separately all courses that used Blackboard technology for some of or the entire course and separately list courses that used internet support other than Blackboard.
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Blackboard:
Finance 370 and Finance 475(not all instructors in this course use Blackboard)
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5. Reflect on the effectiveness of distance education relative to face-to-face instructional procedures.
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DE is less effective than face-to-face instruction.  The students are less motivated and absences are higher in DE classes. The physical presence of an instructor in the class room and for office hours is an important part of the communication necessary for education.

DE classes are more difficult to administrate.  Exams are more difficult to deliver.  There is a longer lag between grading and getting the results back to students.  
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Off-Campus and Special Programs

Describe how the department ensures that the student's learning experience at CWU centers is equivalent to that at the residential campus. Comment on faculty expertise and access to faculty, advisement, learning standards, learning resources, academic standards, and student outcomes.

We ensure that the student learning experience is equivalent by offering the same curriculum using the same syllabus and taught by academically qualified faculty at all sites.

There is one exception to this. The Dept does not offer the same specializations at the Centers that we offer on campus.  At the Centers we only offer the General Business specialization.  On campus we offer additional specializations in Finance and in Operations Supply Chain.

The quality of education is equivalent at the Centers to that on campus.
Dept faculty at the Centers are equally academically qualified and have more experience than Dept faculty on campus.

Students at the Centers have the same access to faculty that on-campus students have.  They have the same access to faculty and career guidance.

The learning resourses at the Centers are comparable to those on campus.  Learning standards are the same at all campuses.

ETS scores of College of Business students indicates differences in outcomes between students in different majors and specializations and also differences in scores between campuses.   It is unknown if these differences are significant.

Standard Three: Students

Describe departmental policies and advising services for students. How are advisors informed and prepared for their duties? Provide copies of student handbooks and other advisory literature (Also relates to Standards 2 and 4.)

All Dept faculty have advising responsibilities to students and are required to maintain office hours for advising purposes.

Faculty advising responsbilities are explained and discussed in Dept meetings.
The Dept has a faculty guide to advising.

Briefly describe how the department determines if a course (not covered by the Direct Transfer Agreement or the Table of Course Equivalency) from another institution is acceptable for transfer credit. (Also related to Standard 2.)

The course subject to transfer must be from an accredited school.

The syllabus and content from courses at other institutions are examined by the Chair for comparability with our own courses.  The Chair consults with individual faculty when necessary.

Describe how the department recruits students through internal and external publicity. Include publications, reference web content, etc. If the department's programs are accredited by a professional association or approved by the state, describe how the accreditation or approval status is represented in your publicity.

Recruiting students to our courses and specializations is a major challange for our Department.  Students are recruited to our major, specializations, classes and the OSC certificate program through orientations and advising.  We use bulletin boards to advertise our programs. Also the core courses required of all Bus Ad students (Fin 370, MIS 386, and OSC 323) are an opportunity for Dept faculty to interest students in their specializations. Our publicity indicates that we are seeking AACSB accreditation 
The University does some advertising of westside programs.

Describe how students are guided to remedial and support services.

All of our Dept courses are upper division. Most of our students are aware of the support services offered by the University before they reach our programs.  This information is made available to applicant students.  Also, the College of Business and our Departments provide this information to new student during orientation which all students are required to attend.  These orientations are held every quarter on all three campuses.
Dept faculty refer students to remedial and support services at Des Moines Ellensburg and Lynnwood.

Describe student services offered through the department including any professional societies or faculty-led clubs or organizations and their activities.

The Dept offers a Supply Chain Management Certificate Program.  Ozden Bayazit is the Director of the Supply Chain Management Certificate program. She is also the Director of the Supply Chain Institute which is sponsored and endorsed by major local corporations.

1. Describe student accomplishments over the past three years.
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None to report at this time.
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1. How does the department work with student services to increase retention?

Describe departmental career placement services or efforts to coordinate with university placement services.

There are no career placement services at the Dept level.  We rely on university placement in Ellensburg, Des Moines, and Lynnwood.  Individually our faculty contribute through student career placement through advising, contracted field experiences, referrals, and letters of recommendation.

Reflect on the effectiveness of the department's student programs and services.

Our department is too new to assess student programs and services.  has been Four of our 10 faculty have been on board for only one quarter.  Two are still ABD and all of their energies are going into finishing Phds.  
As a department we don't have a history to evaluate.

Standard Four: Faculty

Describe the department's faculty staffing plan including how the department reviews and assesses its ratio of full-time to part-time faculty. Include current ratio of full-time to part-time faculty. What, if any, staffing difficulties may the department face in the next five years in order to continue providing the current level of service?

The Dept has an allocation of 10 full-time tenure track faculty and 4 full-time Lecturers.  We are short one full-time Lecturer in Ellensburg.  This position became vacant when the instructor resigned Aug 2007.  This position has been advertised and candidates have been interviewed, but no one has been hired.  The Dept is searching for a full-time Lecturer 2008-09.

At present the Dept has 10 full-time tenure track faculty (4 in Ellensburg, 4 at Lynnwood and 2 at Des Moines).  We will probably start a search for a FFTT OSC position at Lynnwood because one of our current full-time faculty will move from tenure track to non-tenure track.

Describe the department's development activities that maintain or enhance the competence and vitality of faculty. Particularly address development activities intended to remedy deficiencies identified through evaluation. Include activities that promote improvements in instruction, scholarship, and service.

Tenure track faculty are expected to meet AACSB standards and be academically qualified.  At present we have two faculty who are not AQ.  One of these faculty is not tenured and his tenure-track contract as an Assistant Professor will not be renewed.  I hope to use this faculty as a Lecturer while we conduct a faculty search Fall quarter 2008.

The second faculty member who is not AQ is tenured.  Both the Chair and various department members are providing encouragement and support to help this individual get AQ.

A Dept goal is to be 100% of our faculty academically qualified in 2-3 years.  If faculty meet AACSB standards they will have achieved a high level of performance.

Describe the departmental policies and procedures by which faculty, both full-time and part-time, are evaluated for promotion, retention, and tenure.

Faculty are evaluated on excellence in teaching, scholarship, and service.  The procedures include a review by the Dept Chair, the Dept personnel committee and the College of Business personnel committee.

Comment on the balance of teaching, scholarship and service responsibilities of the department's faculty. What are the implications of that balance in terms of department goals?

Teaching is 66% of faculty workload, scholarship is 22% and service is 11%.  The Dept's primary goal is excellence in teach.  This goal is supported faculty scholarship and service.  The balance between teaching, scholarship, and service is inline with our goals.

What evidence from the Student Evaluations of Instruction (SEOIs) is used by the department to make decisions regarding the effectiveness of instruction? What other forms of evaluation are used? What evidence do they provide? How are SEOI data and other evidence used to improve instruction? What other evidence would be helpful and what would enable you to access it?

SEOIs are the only instrument used by the Dept to assess the effectiveness of instruction.  Every class every quarter is evaluated.  The Chair looks at all 29 questions on the evaluation forms of all Dept faculty and reads student comments. The Chair uses this information to provide feedback to faculty and to provide recommendations for reappointment, promotion, and tenure.  Dept faculty share teaching techniques and strategies in an effort to conintuously improve.

Reflect on the overall adequacy and preparation of faculty as well as the appropriateness of the percentages of tenured, tenure-track, full-time non-tenure track, and part-time faculty.

The Dept has 10 full-time tenure track faculty and three full-time non-tenure track Lecturers.  There is one Lecturer at each campus.  This is a good balance of tenure and non-tenure track faculty and the distribution is fairly even across campuses.  The faculty are well prepared to deliver the programs we offer.
All tenure-track faculty have terminal degrees, except for two hired in 2008 who are ABD.

Data provided by Instructional Research and other appropriate offices.

1. Faculty profile - Complete Table 4.1 and Table 4.2.
1. Using categories in Performance Indicator Form I, describe faculty accomplishments for the past year. Also include a summary of the most significant artistic creations, scholarly activities, and research by faculty for each of the past five years.
1. Provide current faculty vitae.
1. Provide a five-year history of the "teaching effectiveness" and "course as a whole" department means as reported on SEOIs, indexed to the university mean on a quarter-by-quarter basis.
1. Complete Table 4.3: Full-time faculty who have left the university's employment in the past five years and their stated reason for departure.
1. Complete Table 4.4: Indicate by year for the next five years any know or predicted staffing needs related to program sustainability, expansion, or modification as related to department goals.

Standard Five: Library and Information Resources

Describe the adequacy and accessibility of the department's library holdings and online information resources. If the department offers programs in multiple locations, describe access to library resources for each location.

Our students have access to library facilities at all campuses.  The off campus centers have their own libraries as well as access to collections in Ellensburg.  The off campus centers are located at community colleges and have access to their libraries.  Students at all campuses have access to computer labs and online sources of information.

1. Describe the adequacy and accessibility of library acquisitions related to department course work and faculty research.
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The Dept has adaquate library resources to accomplish our missin.
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1. Describe the library and information technologies faculty regularly and actively utilize in the classroom.
1. Describe how faculty participate in the planning and development of library and information resources and services.
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The Dept has a representative on the College library committee.
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1. If the department maintains its own library of books, journals, or similar material, please describe the holdings and how they are used.
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Not applicable
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Standard Six: Governance

Describe the department's governance system and provide an organizational chart for department including committee assignments.

Department faculty elect a Chair who is approved by the Dean. The department has a personnel committee that makes recommendations for faculty re-appointment, promotion and tenure.

The department meets quarterly to discuss department business.

The following faculty serve on the following College of Business committees:
Faculty Committee:  Bruce Bagamery, Ozden Bayazit and Seong-Jong Joo  
Curricula Committee:  Yong Joo Lee, Richard Trimble and
Michael Young
Students Committee:  Kun Liao and Gary Richardson
Assurance of Learning Committee:  Eldon Johnson and Fang Wang

Describe how faculty members are involved in institutional governance, planning, budgeting, and policy development. (Also relates to Standard 4.)

Gary Richardson serves as the Department representative on the library committee.
Michael Young serves as Department Faculty Senator.
Bruce Bagamery is alterate faculty senator.

Reflect on the adequacy of the faculty's involvement in university governance.

The faculty is probably less involved than the typically department.  One reason is that 50% of our faculty are at Westside Centers:  Des Moines and Lynnwood.  Another reason is that three of our four department faculty in Ellensburg are new and two are ABD.

Standard Seven: Finance

Describe the adequacy of the teaching, scholarly, and service resources available to the department in meeting its goals. (Also relates to Standard 2.)

The funds for scholarly activity are inadequate.

The expectations are high regarding faculty research and professional activity, but funds to support this are limited.

Describe department based fundraising activites

The department has no fundraising activities.

Standard Eight: Physical Resources

Comment on the adequacy of the following resources available to the department in performing its mission. If the department offers programs in multiple locations, describe the adequacy of each. (Also relates to Standard 2.)

Physical facilities and furnishings.

The physical facilities and furnishings at all three campuses are all relatively new.

Equipment, including laboratory equipment.

The classrooms at all three campuses are equipped with state of the art multimedia kiosks.  There are computer labs available at all campuses.

Instructional and research technology.

Technology includes internet sources of information, computer applications all areas of Operations and Financial Management.  Interactive educational software.  Class management software, e.g. Blackboard.

1. Describe faculty and staff involvement in planning the department's facilities.
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None at this point.
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Standard Nine: Integrity

1. If the department or its programs have statements of professional ethics, provide copies. Include ethical standards of professional organizations the department conforms to.
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None
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2. Describe how the department evaluates and revises its policies related to integrity (if applicable).
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NA
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