You are here

Commerce - Unique Program

Overview: 
UA South Logo

Return to the UA South Assessment page


The Bachelors of Science Degree in Commerce is a unique University of Arizona South degree. The B.S. in Commerce is different from a traditional business program in that the Commerce program at UA South provides a complete overview of the business world rather than a focus on just one aspect of business, such as accounting or marketing. Students learn the theoretical components of commerce, and practice the application of those theoretical components in a simulated commerce environment in order to develop your commerce skills and constantly work on building a commerce persona. The commerce program allows students to finish in just five semesters of coursework. Classes meet one night a week in a traditional classroom or online, providing a high degree of flexibility for students enrolled in the Commerce program. Classes are available in Douglas, Nogales, Pima County, Sierra Vista, Yuma County and Online.


 

Expected Learning Outcomes: 

Assessment Process:

Commerce engages in continuous formative assessment through:

  • Continuous monitoring of less than satisfactory student performance program-wide;
  • Continuous monitoring of class attendance;
  • Professor interactive assessment of program effectiveness;
  • Assessment of ongoing curricular activities and coursework, and need for on-the-fly shifts in pedagogical tactics or yearly changes;
  • Assessment through student interaction (for example, stress level monitoring leading to change in due dates, extensiveness of assignments, or explaining material in a different manner).

Learning Goal Objectives:

I. Critical Thinking and Problem Solving

  • Students demonstrate the ability to identify a problem and the information needed to develop alternative solutions;
  • Students demonstrate the ability to articulate both sides of an argument and evidence, and construct and defends the position taken;
  • Students evaluate alternative solutions to problems, recommend an optimal solution, and formulate a mechanism for evaluation the efficacy of the solution once it has been implemented.

II. Communication and Presentation Skills

  • Students write appropriately for a given audience with conciseness and clarity using appropriate business software;
  • Students prepare and deliver professional presentations on a business topic using appropriate business software;
  • Students effectively utilize data in written and oral presentations to communicate ideas.

III. Collaboration and Teamwork

  • Students provide and receive feedback, ideas, and instruction in a professional manner;
  • Students work effectively with a diverse, cross-functional team towards a common goal.

IV. Business Knowledge

  • Economics - Students explain the trade relationships among business, government and markets, including international markets;
  • International - Students demonstrate an awareness of global trends and their impact on the economy and business;
  • Accounting - Students acquire and appropriately use information from accounting reports for internal and external business decision-making;
  • Management - Students demonstrate skills reflecting appreciation for the roles and importance of people and structural process in organizations; including the roles that managers play in various environments of the workplace;
  • Marketing - Students conduct consumer segmentation, targeting and positioning to implement marketing mix decisions and communicate how these decisions impact the firm;
  • Legal - Students integrate analysis of legal issues into business decision.

V. Technology

  • Students demonstrate knowledge of appropriate use of information systems in a business environment.

VI. Ethics, Social Responsibility and Sustainability

  • Students identify ethical dilemmas and develop appropriate courses of action that consider the well-being of others in society;
  • Students evaluate the role of legal and social responsibility in business decisions;
  • Students reflect knowledge of the importance of sustainability.

 

 

Assessment Activities: 

Select the attachment below to view each assessment activity used for the specific learning objective.

 

Overall Objective       Specific Learning Objective             Premeasure                                    Post Measure

Critical Thinking

Demonstrates the ability to identify a problem and the information needed to develop alternative solutions.

RNCV 303: Oral and Written Argumentation for Commerce – evaluate final essays [class offered the first semester of students’ entry to the program]

RNCV 415: Legal Foundation for Governance of the Enterprise – evaluate final essays [class offered the last semester before graduation]

Critical Thinking

Demonstrates the ability to articulate both sides of an argument and evidence, and constructs and defends the position taken.

RNCV 303: Oral and Written Argumentation for Commerce – evaluation of written essays

RNCV 415: Legal Foundation for Governance of the Enterprise – evaluation of written essays

Critical Thinking

Evaluates alternative solutions to a problem, recommends an optimal solution, and evaluates the efficacy of the solution after it has been implemented

RNCV 303: Oral and Written Argumentation for Commerce

RNCV 415: Legal Foundation for Governance of the Enterprise

Communication

Writes appropriately for a given audience with conciseness and clarity using appropriate business software

RNCV 303: Oral and Written Argumentation – evaluation of student essays --  (course offered at beginning of students’ entry to the program)

RNCV 417: The Global Community of the Enterprise – evaluation of student essays -- (course offered final semester before graduation)

Communication

Prepares and delivers a professional presentation on a business topic using appropriate business software

RNCV 301 B: Oral Argumentation – evaluation of student video-taped presentations – (course offered first year of students entry to the program

RNCV 498: Senior Project Presentations – annual review of quality of presentations

Communication

Effectively utilizes data in written and oral presentations to communicate ideas

RNCV 301 B: Oral Argumentation – evaluation of student video-taped presentations

RNCV 498: Senior Project Presentations – annual review of quality of presentations

Collaboration

Provides and receives feedback, ideas, and instruction in a professional manner

 

RNCV 498: Senior Project – Faculty and Peer Review

Collaboration

Effectively works with a diverse, cross-functional team towards a common goal 

 

RNCV 498: Senior Project – Faculty and Peer Review

Business Knowledge - Econ

Explains the relationships among business, government, and markets, including international markets

 

RNCV 417: The Global Community of the Enterprise – imbedded questions – course offered final semester of the senior year

Business Knowledge – International

Demonstrates an awareness of global trends and the impact on business

 

RNCV 417: The Global Community of the Enterprise – imbedded questions

Business Knowledge -- Accounting

Acquires and appropriately uses information from accounting reports for internal and external business decision-making

 

RNCV 498: Senior Project – annual analysis of group performance (strengths and weaknesses)

Business Knowledge -- Management

Describes the roles and importance of people and processes in organizations, including the roles that managers play in various environments of the workplace

 

RNCV 467: Social Aspects of Entrepreneurship – imbedded questions

Business Knowledge –

Marketing

Conducts consumer segmentation, targeting and positioning to implement marketing mix decisions and communicates how these decisions impact the firm

 

RNCV 498: Senior Project  -- annual analysis of group performance

Business Knowledge -- Legal

Integrates analysis of legal issues into business decision-making

 

RNCV 415: Legal Foundation for Governance of the Enterprise

Technology

Describes the appropriate use of information systems in a business environment

 

RNCV 413: Use and Maintenance of Technology Support Systems – recurring (yearly) assessments

Ethics/Social Responsibility

Identifies ethical dilemmas and develops appropriate courses of action that consider the well-being of others and society

 

Ethics: RNCV 305: Ethics in the Private and Public Sector

 

Corporate Responsibility: RNCV 418: Socio-Political Environment of Commerce

Ethics/Social Responsibility

Evaluates the role of legal and social responsibility in business decisions

 

Legal: RNCV 415: Legal Foundation for Governance of the Enterprise

 

Corporate Responsibility: RNCV 418: The Socio-Political-Economic Environment of Commerce

Career Success

 

 

Post–graduation follow-ups

 

Assessment Rubrics

 

Assessment Findings: 

Figure 1 shows the results of evaluation of student essays (pre measure) and another essay in a final semester class (post measure) designed to assess the learning outcome that demonstrates the ability to identify a problem and the information needed to develop alternative solutions. The figure shows the percentage of students who were distinguished, proficient, basic, or unacceptable for the Critical Thinking #1 learning outcome (LO #1) for one cohort. The pre measure was the first academic year and the post measure was the last semester of the Commerce Program. The cohort measured for this learning outcome were students that graduated in Spring 2017 (Figure 1 – Class of 2017).

 

Figure 2 shows the results of evaluation of student essays (pre measure) and another essay in a final semester class (post measure) designed to assess the learning outcome that demonstrate the ability to articulate both sides of an argument and evidence, and constructs and defends the position taken. The figure shows the percentage of students who were distinguished, proficient, basic, or unacceptable for the Critical Thinking #2 learning outcome (LO #2) for one cohort. The pre measure was the first academic year and the post measure was the last semester of the Commerce Program. The cohort measured for this learning outcome were students that graduated in Spring 2017 (Figure 2 – Class of 2017).

 

Figure 3 shows the results of evaluation of student essays (pre measure) and another essay in a final semester class (post measure) designed to assess the learning outcome that evaluates alternative solutions to a problem, recommends an optimal solution, and evaluates the efficacy of the solution after it has been implemented. The figure shows the percentage of students who were distinguished, proficient, basic, or unacceptable for the Critical Thinking #3 learning outcome (LO #3) for one cohort. The pre measure was the first academic year and the post measure was the last semester of the Commerce Program. The cohort measured for this learning outcome were students that graduated in Spring 2017 (Figure 3 – Class of 2017).

 

Figure 4 shows the results of evaluation of student essays (pre measure) and another essay in a final semester class (post measure) designed to assess the learning outcome that prepares and delivers a professional presentation on a business topic using appropriate business software. The figure shows the percentage of students who were distinguished, proficient, basic, or unacceptable for the Communication #1 learning outcome (LO #5) for one cohort. The pre measure was the first academic year and the post measure was the last semester of the Commerce Program. The cohort measured for this learning outcome were students that graduated in Spring 2017 (Figure 4 – Class of 2017).

 

Figure 5a and figure 5b shows the results of evaluation of student video-tapes presentations (pre measure) and annual review of quality presentations in the Capstone class (post measure) designed to assess the learning outcome that prepares and delivers a professional presentation on a business topic using appropriate business software.  The figure shows the percentage of students who were distinguished, proficient, basic, or unacceptable for the Communication #2 learning outcome (LO #5) for two different cohorts. The pre measure was the first semester and the post measure was the last semester of the Commerce Program. The two different cohorts measured for this learning outcome were students that graduated in Spring 2015 (Figure 5a – Class of 2015) and Spring 2017 (Figure 5b – Class of 2017).

 

Figure 6a and figure 6b shows the results of evaluation of student video-tapes presentations (pre measure) and annual review of quality presentations in the Capstone class (post measure) designed to assess the learning outcome that effectively utilizes data in written and oral presentations to communicate ideas. The figure shows the percentage of students who were distinguished, proficient, basic, or unacceptable for the Communication #3 learning outcome (LO #6) for two different cohorts. The pre measure was the first semester and the post measure was the last semester of the Commerce Program. The two different cohorts measured for this learning outcome were students that graduated in Spring 2015 (Figure 6a – Class of 2015) and Spring 2017 (Figure 6b – Class of 2017).

 

Figure 7 shows the results of faculty and peer review of a cohort's senior project designed to assess the learning outcome that provides and receives feedback, ideas, and instruction in a profession manner.  The figure shows the percentage of students who were distinguished, proficient, basic, or unacceptable for the Collaboration learning outcome (LO #7) for graduating seniors of two different cohorts measured during the students last semester in Spring 2015 and Spring 2017.

 

 

Figure 8 shows the results of faculty and peer review of a cohort's senior project designed to assess the learning outcome that effectively works with a diverse, cross-functional team towards a common goal with the percentage of students who were distinguished, proficient, basic, or unacceptable for Collaboration learning outcome (LO #8) for graduating seniors of two different cohorts measured during the students last semester in Spring 2015 and Spring 2017.

 

Figure 9 shows the results of imbedded questions designed to assess the learning outcome that explains the relationships among business, government, and markets, including international markets.  The figure shows the percentage of students who were distinguished, proficient, basic, or unacceptable for the Business Knowledge-Economics learning outcome (LO #9) for graduating seniors of two different cohorts measured during the students last semester in Spring 2014 and Spring 2016.

 

Figure 10 shows the results of imbedded questions designed to assess the learning outcome that demonstrates an awareness of global trends and impact on business.  The figure shows the percentage of students who were distinguished, proficient, basic, or unacceptable for the Business Knowledge-International learning outcome (LO #10) for graduating seniors of two different cohorts measured during the students last semester in Spring 2014 and Spring 2016.

 

Figure 11 shows the results of an annual analysis of performance (strengths and weaknesses) of a senior project designed to assess the learning outcome that acquires and appropriately uses information from accounting reports for internal and external business decision-making.  The figure shows the percentage of students who were distinguished, proficient, basic, or unacceptable for the Business Knowledge-Accounting learning outcome (LO #11) for graduating seniors of two different cohorts measured during the students last semester in Spring 2015 and Spring 2017.

 

Figure 12 shows the results of imbedded questions designed to assess the learning outcome that describes the roles and importance of people and processes in organizations, including the roles that managers play in various environments of the workplace.  The figure shows the percentage of students who were distinguished, proficient, basic, or unacceptable for the Business Knowledge-Management learning outcome (LO #12) for graduating seniors of two different cohorts measured during the students last semester in Spring 2012 and Spring 2014.

 

Figure 13 shows the results of an annual analysis of performance of a senior project designed to assess the learning outcome that conducts consumer segmentation, targeting and positioning to implement marketing mix decisions and communicates how these decisions impact the firm.  The figure shows the percentage of students who were distinguished, proficient, basic, or unacceptable for the Business Knowledge-Marketing learning outcome (LO #13) for graduating seniors of two different cohorts measured during the students last semester in Spring 2015 and Spring 2017.

 

Figure 14 shows the results of imbedded questions designed to assess the learning outcome that integrates analysis of legal issues into business decision-making.  The figure shows the percentage of students who were distinguished, proficient, basic, or unacceptable for the Business Knowledge-Legal learning outcome (LO #14) for graduating seniors of two different cohorts measured during the students last semester in Spring 2014 and Spring 2016.

 

Figure 15 shows the results of recurring (yearly) assessment designed to assess the learning outcome that describes the appropriate use of information systems in a business environment.  Listed below is a description describing the work that is done to addres the Technology learning outcome (LO #15) for the Commerce Program students.

Figure 15: Technology - LO #15

  • Students in RNCV 412 - Data, Information and Knowledge Integration for Regional Commerce worked on an IT project all semester and then presented it to the class, other professors and professionals from the IT industry. The IT professionals evaluated the students Excel, Access, or Project Management projects as well. This project was done during the Fall 2014  & Fall 2016.

 

Figure 16 shows the results of imbedded questions designed to assess the learning outcome that identifies ethical dilemmas and develops appropriate courses of action that consider the well-being of others and society.  The figure shows the percentage of students who were distinguished, proficient, basic, or unacceptable for the Ethics/Social Responsibility #1 learning outcome (LO #16) for graduating seniors of two different cohorts measured during the students last semester in Spring 2015 and Spring 2017.

 

Figure 17 shows the results of imbedded questions designed to assess the learning outcome that identifies ethical dilemmas and develops appropriate courses of action that consider the well-being of others and society.  The figure shows the percentage of students who were distinguished, proficient, basic, or unacceptable for the Ethics/Social Responsibility #2 learning outcome (LO #17) for graduating seniors of two different cohorts measured during the students last semester in Spring 2014, Fall 2014, and Spring 2016.

 

 

Change in Response to Findings: 

Over the last five years the Commerce Program has experienced positive results in student learning that can be directly attributed to the Assessment program in place.  The assessment process has also identified some issues that need to be addressed, subsequently a few changes in the program have been implemented as well.  Listed below are some changes that have occurred as a result of the Commerce Program’s Assessment Plan.

RNCV 413 Use and Maintenance of Technology Support Systems has been eliminated from the assessment process and replaced with RNCV 412 Data, Information and Knowledge Integration for Regional Commerce. RNCV 413 was not a required course and was not offered on a regular basis since it was an elective course.  Additionally, more Excel and PowerPoint work is needed and will be required in RNCV 412 as a result of recent assessment.

 

RNCV 315 Entrepreneurship and Small Business Growth Dynamics has been added to Assessment Plan during the next 5-year cycle.  RNCV 315 was a curriculum addition to the Bachelor of Science in Commerce degree that was a direct result of the assessment process.  Students were having a tough time understanding how to start and successfully complete the Senior Capstone project so, as a result of a “Town Hall” with students, the course curriculum was changed to address the issue and make RNCV 315 one of the first courses in the Commerce Program. It now serves as the foundation for the last course in the program—RNCV 498 Senior Capstone course.

 

RNCV 498 Senior Capstone has changed and now has professionals from the community that participate in the presentations and assess each presentation based on developed rubric. This change was implemented and executed during the fourth year of our 5-year cycle (Spring 2016).

 

As a result of a town hall with the Program Director a rule was implemented that all professors will meet face-to-face with the students a minimum of 6 times per semester per course. The professor can meet more if they choose but this rule will guarantee that all students can expect a minimum number of face-to-face classes with each of their professors in the Commerce Program’s hybrid model.

 

Change the rubric for evaluation to Exceeds; Meets; Does Not Meet for simplicity.

 

Pre/Post test with some of the knowledge. Use RNCV 315 & RNCV 498 for the two classes to present test.

 

We can NOT use teams/group work for some of the Learning Objectives we assessing.

Updated date: Fri, 09/15/2017 - 18:21