Background Information for Course Outline Revisions 2023-24 FINAL

.docx

School

Fanshawe College *

*We aren’t endorsed by this school

Course

3019

Subject

Finance

Date

Jan 9, 2024

Type

docx

Pages

Uploaded by DoctorLightningDeer4

Course Outline Revisions 2023/24 The BBA Task Force and the CSB Leadership Team have recommended the following courses be revised in the 2023/24 Academic Year. The BBA Task Force has also recommended the development of several new courses. Aligned with the new BBA Learning Outcomes and in tandem with the current NABU program update, course outline revision leads will be working with faculty who are competent to teach each course on the specific revisions Background Information for Course Revisions BADM 101  The learning outcomes need to align with the new BBA LOs  The course comparison research shows other articulated courses to be focused on the five areas of business.  There may be an overlap in presentation skills when CMNS 185 or BMKT 263 are required in the degree, but we also need to be mindful that this will not take effect until 2025.  This course will need a fulsome review of the title, learning outcomes, resources, content, and evaluation profile to ensure there is constructive alignment.  Suggested open resource: https://collection.bccampus.ca/course-packs/introduction-to- management/  BADM 102  Review the course comparison chart here.  Currently, the prerequisites are getting manually waived for all Indian students. Research needs to be done into what would work best for both domestic and international students.  The evaluation profile can accommodate 70% of quizzes or exams. Discussion needs to be had around aligning LOs to assignments. NABU 320 / NABU 340  There are similarities in several areas of these courses. Suggestions have been: 1. Revise NABU 320 to focus on accounting for non-accounting managers in North America. A suggestion is that this could potentially replace BFIN 141 in the minor. 2. Develop a new course, BFIN 340, which will focus on finance for non-finance managers (and the BFIN code will allow it to be open to other programs). 3. Discontinue NABU 340 as BFIN 340 will replace it.  This course will need a fulsome review of the title, learning outcomes, resources, content, and evaluation profile to ensure there is constructive alignment. BADM 466  The last revision was in 2019.

 Prerequisites need to be cleaned up as CMNS 152 is no longer offered. Suggest also looking at BADM 302 and its pedagogical necessity.  The content in this course is very light for a 400-level course. The two primary theories have been around  This course will need a fulsome review of the title, learning outcomes, resources, content, and evaluation profile to ensure there is constructive alignment.  There are 14 learning outcomes and the learning outcomes need to align with the new BBA LOs BADM 470 / NABU 470  Both courses should be looked at together.  Some of NABU 470’s learning outcomes do not align with the evaluation profile.  These courses will need a fulsome review of the title, learning outcomes, resources, content, and evaluation profile to ensure there is constructive alignment.  Prerequisites need to be looked at for BADM 470. CMNS 152 no longer exists. Which should remain?  The learning outcomes need to align with the new BBA Los and confirmation of alignment with NABU PLOs  This course will be a critical one for maintaining/securing our ACBSP accreditation as we will need to assess 2-3 PLOs for each program in them.  The assessment criteria and categories for NABU 470 need to be revised. The current one is very vague. BMKT 161  This course transfers as a 200 or 300-level course in some institutions in BC. See the BC Transfer Guide for more details. Should this course be 200 level at CapU?  This course will need a fulsome review of the title, learning outcomes, content, and evaluation profile to ensure there is constructive alignment.  The learning outcomes need to align with the new BBA Los.  DWF rates have proven very high in this course.  Suggested open resources: https://collection.bccampus.ca/course-packs/introduction-to- marketing/  It would be good to talk to Joanna and Erin regarding previous work done on marketing courses as well. BFIN 141  Review the course comparison chart here.  DWF rates have proven very high in this course.  Discussion is needed with the BFIN 131 group (new course) to ensure there is curricular alignment.  This course will need a fulsome review of the title, resources, learning outcomes, content, and evaluation profile to ensure there is constructive alignment.  The learning outcomes need to align with the new BBA Los.  Suggested open resource: https://collection.bccampus.ca/course-packs/financial-accounting-i/

 Suggest talking to Leighla and Tammy as there has been discussion and work on this course already. IBUS 255  Review the course comparison chart here.  The course outline was last revised in 2018. This course will need a fulsome review of the title, learning outcomes, resources, content, and evaluation profile to ensure there is constructive alignment.  There has been discussion about replacing the Self and Society Cap Core with Culture and Creative Expression as there are currently no courses in Business with this designation and it seems to fit more with this in delivery and scope. A redesign of the course will be needed if this is the desire of the group. Students have indicated challenges registering for a breadth elective that meets this requirement so would appreciate a business option.  The learning outcomes need to align with the new BBA Los.  As the course has 10 learning outcomes, there does need to be a fulsome review of this outline. BADM 268  This course was last revised in 2012 and will need a fulsome review of the title, learning outcomes, content, and evaluation profile to ensure there is constructive alignment.  With the proposal of a new certificate in entrepreneurship, this course needs to be revised to allow for a robust certificate program that dovetails with the BBA.  The course outline of record is here.  The learning outcomes need to align with the new BBA Los.  Suggested open resource: https://collection.bccampus.ca/course-packs/introduction-to- entrepreneurship/  BADM 202  The learning outcomes need to align with the new BBA Los.  As this is a second-year course, discussion needs to focus on prerequisites. Up until the last revision, the course had no prerequisites.  The HR concentration area has requested that this course replace BADM 302 as the required course in the BBA. This would allow BADM 302 Human Resources to be a concentration-specific course with would more closely align with CPHR.  The learning outcomes, content, resources, and evaluation profile may need revision based on constructive alignment. BUES 305  The course outline was revised in 2020, but not on the website and there is some specific feedback from Curriculum around its level of specificity and format.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

 This course has been adapted from BADM 101. Discussion needs to focus on what skills these learners need in their first term and how this course may prepare them for other NABU courses.  It will need a fulsome review of the title, learning outcomes, content, and evaluation profile to ensure there is constructive alignment. BADM 305  The last revision was in 2018 and will need a fulsome review of the title, resources, learning outcomes, content, and evaluation profile to ensure there is constructive alignment.  As this is a Self and Society course, discussion will need to focus on decolonization content/learning.  There are 11 learning outcomes plus the 4 Cap Core LOs  The learning outcomes need to align with the new BBA Los. NABU 334  The last revision was in 2016 and will need a fulsome review of the title, resources, learning outcomes, content, and evaluation profile to ensure there is constructive alignment.  This course can be revised in tandem with BADM 305 as there is an overlap. NABU 390  There are some learning outcomes in this course that don’t align with the purpose of the course. It will need a fulsome review of the title, resources, learning outcomes, content, and evaluation profile to ensure there is constructive alignment.  The number of assignments should be reviewed in the evaluation profile. NABU 490  The role of the instructor in site visits needs to be clarified in the outline. How are the students getting the required instructional/contact hours with the instructor? Students have asked for additional instructor contact in this course. Right now, there are only informal check-ins.  The assessments don’t align with the learning outcomes. There are learning outcomes that don’t align with the content. It will need a fulsome review of the title, resources, learning outcomes, content, and evaluation profile to ensure there is constructive alignment.  As a credit/no credit course, the evaluation profile needs review as it’s not clear. Course Outline Revision Leads 2023/24 CC Member Lead Courses Jacqueline BADM 101 BADM 102 NABU 320/NABU 340 Leigha BADM 466 BADM 470 NABU 470 Shiva BMKT 161

BFIN 141 IBUS 255 Christine BADM 268 BADM 202 BADM 368* BADM 3XX Sustainability course* BADM 4XX Ethics course* BFIN 131* Lydia** BUES 305 BADM 305 NABU 334 NABU 390/490 *These committees have been in place since the summer under Christine’s leadership ** The Curriculum Coordinator will also continue to lead all revisions that are administrative

Related Questions

Milestone #1 – Research Project Overview (Week Two) Introduction: Provide a brief overview of the research healthcare. Describe the topic you are focusing on and establish the rationale behind your choice. Use the model for introduction on page 111 in Creswell & Creswell. Purpose: Describe the main topics that you will examine in the context of the survey. You do not need to discuss the specific survey questions here. Rather, focus on the broader topics and themes that you will address in the questionnaire. Creswell & Creswell (2023) discuss this in Chapter 6.

Auditing || fall20 Dashboard My courses ACCT4141_iram_fall20 WEEK 7: 25 OCTOBER - 31 OCTOBER Case study 2 Separate groups: 5 My Submissions Case 2 Title Start Date Due Date Post Date Marks Available Case study 2 - Case 2 27 Oct 2020 - 08:00 28 Oct 2020 - 06:00 28 Oct 2020 - 19:00 100 Summary: On Chapters 9, 10, and 11: The YuRaeKa charity was established in 1960. The charity’s aim is to provide support to children from disadvantaged backgrounds who wish to take part in sports such as tennis, badminton, squash, basketball and football. YuRaeKa has a detailed constitution[1] which explains how the charity’s income can be spent. The constitution also notes that administration expenditure cannot exceed 10% of income in any year. The charity’s income is derived wholly from voluntary donations. Sources of donations include: (i) Cash collected by volunteers asking the public for donations in shopping areas, (ii) Cheques sent to the charity’s head office, (iii) Donations…

Critical Thinking Exercises 2-6 As a student you have individual experiences with your college or university. These may include managing the ap- plication process, enrolling, orientation, choosing a major, setting schedules, and many more. Conduct a SWOT analysis for your school from your perspective. Discuss how your SWOT analysis would provide strategic insight for future decisions at your college or university. (AACSB: Communication; Reflective Thinking)

The purpose of this discussion is to provide an opportunity to review and reflect on your growth in this class. This helps you place the course meaningfully into your life and plans. Be sure to post an initial, substantive response by Thursday at 11:59 p.m. MT, to the following prompt: Reflect on what you have learned in this course. Choose two of the following questions to discuss: What topic or subject did you like best in this course? What topic or subject did you struggle with most in this course? What would you do differently if you had the option to take this course again? What did you learn in this course that you think will benefit you in your future studies or career path?

I need help with a and b

Which of the following best shows the impact of a strong, positive school culture? O An increase in the number of teachers requesting to change schools Class sizes being larger than the previous school year New textbooks being purchased after a statewide curriculum change Parents and faculty supporting a new renovation for the school auditorium

Acounting Questions • If the chance to go back in time and change anything about acounting Professionexperience, what would that be?• Do you agree with Donald Schön's teachings that “reflecting-in-practice is essentialfor life-long learning and professional development”?

of 34 > Goal-setting and reflection: This series of reflection surveys is aimed at helping you clarify your goals for this class, reflect on your progress, and identify your strengths and areas of growth as a student. Research has shown that reflecting on your own learning, including your goals and strategies, can improve your conceptual learning and academic performance. Note: These responses are not anonymous and your instructor could be obligated to take action depending on the content of answers provided. What was your most recent test score? 90-100 80-89 70-79 60-69 Below 60 N/A - I did not receive a test score recently

On Targets annual report review Item 7 beginning on page 28. This is typically referred to as the MD&A. What is the purpose of the MD&A? What is Target sharing in this item?

About Quantitative Research Title: TARDINESS MITIGATION SCHEME AMONG SENIOR HIGH SCHOOL STUDENTS OF SANTA CRUZ NATIONAL HIGH SCHOOL FOR SCHOOL YEAR 2019-2020

hre.7