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Exemplary Website - Accounting (Undergraduate Program)


The four year undergraduate degree in accounting is designed to prepare students for a career in accounting, including opportunities in financial analysis, controllership, auditing, tax advice and tax return preparation, consulting, and entrepreneurial services.  Many students continue their education beyond the four year undergraduate degree by obtaining a masters of accounting degree.  The advanced degree allows them to meet the CPA licensing requirements in all states and provides significant coverage of advanced accounting concepts.

The undergraduate Accounting major requires a minimum of 21 accounting units and 27 professional core units.

Required Courses-  Intermediate Financial Accounting I and II, Managerial Accounting, Accounting Information Systems, Principles of Federal Taxation and Financial Statement Analysis (ACCT 400A, 400B, 310, 461, 420, and 451)

Major Electives - A minimum of one course from Advanced Managerial, Information Quality & Assurance, and Accounting for Government & Non Profits (ACCT 410, 430, 472A)

Professional Core Courses - ECON 300, 330; FIN 360; MGMT 310A, 402; MIS 304, 373; MKTG 361; BNAD 314R

Expected Learning Outcomes: 

Assessment Process:

An extensive set of learning outcomes is provided for this program. While we suggest 3-5 student learning outcomes, some programs, particularly those externally accredited like Accounting, will choose to have more learning outcomes. The Accounting program has learned through the process that some of their original outcomes were actually course level outcomes and reconfigured to the current list.

The accounting department strives to have a relevant and useful Assurance of Learning plan; for this reason the department reviews and updates the plan annually. The most recent revision was in August 2014.  

Each semester data is collected and analyzed by faculty for the learning objectives from the defined assessment measurements.  At the end of each academic year, senior faculty review the results and consider any necessary changes to academic programs, teaching methodologies, and department activities.  The learning objectives are listed below.  Information regarding the assessment tools and related academic courses can be reviewed in the attached document.


Critical Thinking            The student can:

  • Identify a problem and the information needed to develop alternative solutions, evaluate alternative solutions, recommend an optimal solution, and evaluate the impact of the solution on stakeholders.
  • Understand the industry environment and company strategies. Compare firm performance, risks and growth.  Perform valuation analyses and identify investment opportunities for investors.   
  • Use mathematical models and perform statistical data analysis in support of business decision-making using appropriate software.

Communication            The student can:                              

  • Write appropriately for a given audience with conciseness, clarity, strong organization, and in a professional format.
  • Prepare and deliver a professional presentation on a business topic using appropriate business software.
  • Effectively utilize financial data in a written report to communicate ideas with approp
  • riately integrated supporting analyses.

Teamwork            The student can:

  • Provide and receive feedback, ideas, and instruction in a professional manner.
  • Organize tasks and delegate responsibility to complete collaborative projects in a timely manner.
  • Explain the impact of each team member (including self) on the collaborative project and role each member plays.

Technical Knowledge            The student can:

  • Explain concepts and techniques from core accounting subject matter including financial accounting, managerial accounting, accounting information systems, and auditing.
  • Demonstrates ability to apply tax laws to a set of data in prepration of an individual tax return.

Technology             The student can:

  • Demonstrate the ability to design a database structure that addresses internal con
  • trols associated with the revenue cycle and be able to create efficient tables and reports within Microsoft Access. 
  • Successfully utilizes tax return software to prepare an individual tax return.
  • Demonstrate the ability to create a logical and efficient excel spreadsheet utilizing formulas to derive results and provide analysis and effectively articulate their understanding of the results.

Ethics/ Social Responsibility             The student can:

  • Identify ethical dilemmas and develop appropriate courses of action that consider the well-being of others and society.

Placement             The student:

  • Engages in professional development activities and becomes more aware of opportunities in the accounting profession.
  • Leverages skills and experiences for career success.
Assessment Activities: 

Assessment activities are reported in the noted attachment at the bottom of this page. In the attachment, readers see the measurement point, the timing of assessment, who is responsible, and previous years’ results for comparison.

Assessment activities vary by learning objective.  We utilize course assignments, presentations, database projects, case studies, end of program exam, and student assessment surveys.  We also collect placement data at graduation. 

Details of these assessment activities can be found in the attached pdf (UG AOL Detail Reports F14 S15 pdf).




Assessment Findings: 

The most recently issued overall summary report is attached.  The report covers the academic period Fall 2014/Spring 2015.  This summary report alongwith the pdf titled "UG AOL Detail Reports F14 S15.pdf" provides a complete view of our assessment activities.

Overall, we were pleased with our assessment findings.  Critical thinking, technology, ethics, and placement results were satisfactory.  Teamwork skills were excellent.  Technical knowledge results moved downward, and this will be closely monitored going forward.  Also, there will be a modification to one of the the technical knowledge measurement delivery methods going forward.  Communication skills were acceptable but not as strong as we would like.  We hope the new lower division required business communications course will help this over time.

A summary of the findings is reported in this section, with diagnostic data reported in the attachment. This detailed information helps lead the faculty in discussion at the beginning of each academic year to determine if changes are warranted.



Change in Response to Findings: 

We look forward to seeing the effects of the new lower division communications course which should improve our students' writing skills.  The multiple choice exam given to measure technical knowledge will be delivered by the Director of Undergraduate programs in future semesters in order to emphasize to the students the importance of quality performance.

No other significant changes were identified to our teaching approach or course content.

While minimal changes are reported, thoughtful consideration of the data is evident through the detail reports attachment and the summary report. As noted, the faculty use these reports to guide yearly discussion on what changes to the program are necessary, based on the findings from the student learning outcomes assessment process.

Updated date: Mon, 07/02/2018 - 13:56