VII. APPENDICES - USI · 2014-12-01 · F5 Become a 24/7 campus A6 B6 C6 D6 E6 F6 ... student...

54

VII. APPENDICES

Appendix A:

Table 1: Degrees Awarded by Major - Accounting Program/Accounting Majors

Academic Year

AY 07-

08

AY 08-

09

AY 09-

10

AY 10-

11

AY

11-12

Accounting

Fall 2 0 0 0 0

Spring 0 1 1 0 0

Summer I 0 0 0 0 0

Summer II 1 0 0 0 0

Summer III 0 0 0 0 0

Total 3 1 1 0 0

Accounting and Professional Services

Fall 28 27 34 21 19

Spring 35 26 29 19 24

Summer I 3 5 5 1 7

Summer II 3 2 4 3 0


Total 73 67 74 47 50

Post-Baccalaureate Certificate in

Professional Accounting

Fall 2 3 9 2 4

Spring 5 6 3 4 2

Summer I 0 0 0 3 0

Summer II 0 4 1 0 0


Total 8 15 13 9 6

Grand Total 84 83 88 56 56

Table 2: Average Class Size - Accounting Program/Accounting Courses

Fall Semester 2008 2009 2010 2011 2012

Accounting Courses

100 level 0 0 0 0 0

200 level 34 29 27 25 33

300 level 30 26 27 32 35

400 level 22 27 21 16 21

Average Undergraduate Class Size 29 27 25 24 30

500 level (fall) 9 0 10 11 19

600 level (spring) 25 20 22 35 26

Average Graduate Class Size 17 20 16 23 23

55

Table 3: Courses Taught - Accounting Program/Accounting Courses

Fall Semester 2008 2009 2010 2011 2012

Accounting Courses

100 level 0 0 0 0 0

200 level 13 15 18 15 11

300 level 7 8 7 7 7

400 level 7 7 7 8 8

Total Undergraduate Courses Taught 27 30 32 30 26

500 level (fall) 1 1 1 1 1

600 level (spring) 1 1 1 1 1

Total Graduate Courses Taught 2 2 2 2 2

Grand Total 29 32 34 32 28

Table 4: Semester Credit Hour Enrollment - Accounting Program/Accounting Courses

Fall Semester 2008 2009 2010 2011 2012

Accounting Courses

100 level 0 0 0 0 0

200 level 1245 1177 1343 1060 1074

300 level 639 621 573 675 729

400 level 453 570 441 384 501

Total Undergraduate Credit Hours 2337 2368 2357 2119 2304

500 level 27 0 30 33 57

600 level 75 60 66 105 78

Total Graduate Credit Hours 102 60 96 138 135

Grand Total 2439 2428 2453 2257 2439

56

Table 5: Student Information - Accounting Program

Academic Year 2008 2009 2010 2011 2012

Accounting Program Student Enrollment

Majors 363 315 339 345 362

Age

Under age 24 284 258 265 263 264

Age 25 or older 79 57 74 82 98

Gender

Male 197 184 189 192 190

Female 166 131 150 153 172

Residency*

Vanderburgh County 134 126 112 118 103

Region 13 280 260 238 246 237

Indiana 303 259 279 288 296

Out of State 56 52 51 49 50

International 4 4 9 8 16

Ethnicity

African American 10 9 12 15 12

Hispanic 4 2 3 5 6

American Indian/Alaskan 0 0 0 0 0

Asian 8 9 7 10 3

Pacific Islander 0 0 0 0 0

White 338 291 313 303 308

International 0 0 0 0 16

Multiple race - - - 0 4

Not Specified 3 4 4 12 13

Freshman Profile

Avg. HS GPA 3.10 3.35 3.25 3.17 3.37

Avg. SAT Math 509 546 548 525 545

Avg. SAT Verbal 489 485 482 487 508

Avg. SAT Writing 461 474 476 462 490

Avg. ACT Composite 22 23 21 21 23

Average USI Cumulative GPA

Accounting & Prof. Services 3.15 3.02 3.03 3.05 3.05

Post-Baccalaureate Certificate

in Accountancy 3.39 3.27 3.41 3.32 3.24

*Region 13 and State counts include Vanderburgh County residents

While the College of Business enrollment has decreased during the 2008-2012 period, the Accounting Program

enrollment has remained constant. Section 4 (“Participants”) discussed student enrollment in greater detail.

The Accounting Program has endeavored to keep the undergraduate and graduate accounting class sizes as low as

possible. As can be seen in Table 2, the undergraduate accounting classes have averaged from 24 students to 30 students

per class. The graduate accounting classes have averaged from 16 students to 23 students per class. The number of

courses taught has averaged from the upper-20s to the lower-30s (Table 3). Semester Credit Hour Enrollment has also

remained fairly steady, averaging around 2,400 hours per (Table 4).

57

While the percentage of students 25 years and older (Table 5) has increased from 22% in 2008 to 27% in 2012 (from 79

students to 98 students), the percentage of students under the age of 24 has decreased from 78% in 2008 to 73% in 2012

(from 284 students to 264 students). In addition, the number of female students has remained generally constant (166

female students in 2008 to 172 in 2012) and the number of male accounting students has also remained generally constant

(197 in 2008 to 190 in 2012).

Although average ACT scores have remained generally constant over the past five years (22 in 2008 to 23 in 2012),

average SAT math scores have increased from 509 in 2008 to 545 in 2012 and the average High School GPA of entering

Freshman has increased from 3.10 in 2008 to 3.37 in 2012. The USI cumulative grade point average for accounting

students has also remained generally constant in the same five-year period.

58

Appendix B:

Table 1: Linking College of Business’s Strategies with USI’s Goals

Linking College of Business’s Strategies with USI’s Goals

COB

STRATEGIES

USI GOALS

Enhance

Teaching Effectiveness

Enhance

Outcomes Assessment

Develop

Distinct Niches

Teaching, Research and

Service

Promote College

Accomplishments

Enhance Student-

Centered

Learning

Nurture Our

Organizational Support System

Enhance experiential

learning opportunities

A1

B1

C1

D1

E1

F1

Increase the graduation

rate

A2

B2

C2

D2

E2

F2

Preserve and nurture our

campus community

A3

B3

C3

D3

E3

F3

Provide leadership to

Indiana and the region

A4

B4

C4

D4

E4

F4

Increase the diversity of

faculty, staff, and student body

A5

B5

C5

D5

E5

F5

Become a 24/7 campus

A6

B6

C6

D6

E6

F6

* shaded squares represent areas of direct linkage between USI goals and the COB’s strategies

59

Table 2: Linking the Accounting Program’s Strategic Priorities with College of Business’s Strategies

Linking the Accounting Program’s Strategic Priorities with College of Business’s Strategies

COB Strategies

Accounting

Program Priorities

Enhance

Teaching Effectiveness

Enhance

Outcomes Assessment

Develop

Distinct Niches

Teaching, Research and

Service

Promote College

Accomplishments

Enhance Student-

Centered Learning

Nurture Our

Organizational Support System

Determine possible

niches in teaching with

reference to desired student competencies

A1 B1 C1 D1 E1 F1

Recognize existing

strengths in student

learning (based on assessment data)

A2 B2 C2 D2 E2 F2

Recommend curriculum improvements centered

around student learning

outcomes

A3 B3 C3 D3 E3 F3

Identify possible niches

in scholarship based on resources

A4 B4 C4 D4 E4 F4

Acknowledge existing

strengths in scholarship

and align with the desires of the business

community

A5 B5 C5 D5 E5 F5

Assess the quality and quantity of scholarship

relative to universities

with similar resources and constraints

A6 B6 C6 D6 E6 F6

Identify service needs in

the Accounting

Program’s service region

A7 B7 C7 D7 E7 F7

Investigate strengths in

the service activity of

faculty and students

A8 B8 C8 D8 E8 F8

Match the strengths of

faculty and students with

needs in the Accounting Program’s service region

A9 B9 C9 D9 E9 F9

Explore increased

student participation in

internships and cooperative education

A10 B10 C10 D10 E10 F10

* shaded squares represent areas of direct linkage between COB’s strategies and the Accounting Program’s Priorities

60

Appendix C:

Table 1: Professional Certifications, Professional Interactions, and Recent Relevant Experience

Accounting Faculty

2008-2012

Faculty Member

Professional

Certifications

Professional Interactions and

Recent Relevant Experience

Aligns with the Mission and

Degree Program Timothy Bryan, M.S. CPA Managing Partner - Kemper CPA

Group, LLP; Financial Reporting and

Budget Chairman - West Side Nut

Club; Audit Committee and Board

member - USI Foundation; Financial

consulting; Tax planning; Tax return

preparation

Teaches financial and managerial

accounting courses and tax

courses, service to the accounting

profession, service to the

community

Craig R. Ehlen, D.B.A. CPA, CFE,

CGMA

Editorial review board - fraud journal;

Audit Committee - St. Mary's Medical

Center; Business Division Advisory

Committee - Ivy Tech State College;

Instructor of staff training programs -

local CPA firms

Teaches auditing courses, service

to the accounting profession,

service to the community

Mehmet C. Kocakulah,

Ph.D.

Editorial review boards - managerial

and financial accounting journals;

Treasurer and Board member - Midwest

AAA; Beta Alpha Psi Midwest Chapter

Advocate; Treasurer - Youth First, Inc.;

Treasurer - Tri-State Food Bank;

Managerial consulting

Teaches managerial accounting



community

Brett Long, J.D. CPA, CEBS,

Certified VITA

Tax Preparer

Tax return preparation; Coordinator -

USI’s VITA program

Teaches tax courses, service to

the accounting profession,


Jeanette Maier-Lytle,

M.B.A.

CPA Board of Directors - IMA Evansville

Chapter, Finance Committee-Lynnville

United Methodist Church, Textbook

Reviewer - Managerial and cost

accounting textbooks

Teaches managerial accounting



community

Brian L. McGuire, Ph.D. CPA, CMA,

CBM, CITP

Board of Directors - IMA; Board of

Directors - Beta Alpha Psi; President -

Evansville Philharmonic Orchestra,

Inc.; VP of Finance and Board member

- Boy Scouts council; Board of

Directors - Girl Scouts council; Finance

committee - Aldersgate United

Methodist Church

Teaches AIS courses, service to



Jamie Seitz, M.S. CPA Commercial Relationship Manager, Old

National Bank; Accountant, Flannagan

Plastic Surgery, PC; Board Treasurer -

Tractors for Trenton (local); Board of

Directors - Evansville Community

Foundation Alliance; Finance

committee - Otwell United Methodist

Church

Teaches financial and managerial

accounting courses, service to the

accounting profession, service to

the community

Francisco Villanueva, ABD Public Accounting Specialists

committee - Mexican Department of

Education

Teaches financial accounting


profession

Daniel E. Wade, D.B.A. CPA Arbitrator - Better Business Bureau;

Coordinator of business professionals

with USI Toastmasters’ Chapter; Tax

return preparation

Teaches tax courses, service to



61

Appendix D:

Table 1: Technology Rubric

Application

Technology Rubric

Does Not

Meet Expectations

Meets

Expectations

Exceeds

Expectations

Spreadsheet

Software

Lacks minimal competency

in most spreadsheet

application

skills

Shows basic competency

in most spreadsheet

application skills


in virtually all spreadsheet

application skills

Word

Processing

Software


in most word processing

application skills


in most word processing

application skills


in virtually all word

processing

application skills

Presentation

Software


in most presentation

software

application skills


in most presentation

software application

skills


in virtually all

presentation

software application skills

Data Base

Software


in most data base software

application skills


in most data base

software

application skills


in virtually all data base

software

application skills

Table 2: Critical Thinking Rubric

Critical Critical Thinking Rubric

Thinking

Trait

Does Not

Meet Expectations

Meets

Expectations

Exceeds

Expectations

Information/

Evidence

Uses no/very limited

information

Identifies some relevant

information

Uses a range of carefully

evaluated relevant information

Viewpoints Does not incorporate multiple

viewpoints/stakeholders

Incorporates some relevant


Incorporates a careful evaluation

of relevant


Assumptions Does not acknowledge

assumptions

Identifies some relevant

assumptions

Identifies and carefully evaluates

relevant assumptions

Implications/

Consequences

Does not address

implications/consequences for

alternative courses of action

Considers some relevant

implications/consequences for

alternative courses of action

Identifies and carefully evaluates

relevant implications

consequences

for alternative courses of action

Conclusion/

Solution

Conclusion is not clear or does

not logically follow from prior

analysis

Conclusion is clear and

generally follows from prior

analysis

Conclusion clearly and logically

follows from prior analysis

62

Table 3: Written Communication Rubric

Written

Communication

Traits

Written Communication Rubric

Does Not

Meet Expectations

Meets

Expectations

Exceeds

Expectations

Purpose/Opening

Statement

Statement of purpose

missing/unclear

Most of the statement

of purpose is clear

Very clear statement

of purpose

Citation

Significant errors in type of

authorities referenced and/or

their citation form.

Vast majority of authorities

referenced are appropriate

and in correct form.

All sources cited are primary

authorities with accurate

citation.

Organization

and Logic Organization and logic poor

Most of the organization

and use of logic is clear

Identifies and carefully

evaluates

implications/consequences

for alternative courses of

action

Content Quality

(Information

Concepts)

Content quality poor (limited

relevant information,

inaccurate use of concepts)

Content quality good (most

information is relevant, most

concepts are accurately used)

Content quality very good

(clear and accurate use of

relevant information and

concepts)

Standard English

and Vocabulary

Poor use of standard

English and vocabulary

Use of standard English and

vocabulary throughout most

of

paper

Use of standard English

and vocabulary throughout

paper

Closing Statement

(Summary,

Recommendation,

and/or Conclusion)

Closing statement

missing/unclear

Most of the closing

statement is clear Very clear closing statement

Table 4: Ethical Awareness Rubric - ACCT 390

Ethical

Awareness

Trait

ACCT 390

Ethical Awareness Rubric

Does Not Meet

Expectations

Meets

Expectations

Exceeds

Expectations

Identification

of an ethical

issue/problem

Ethical

issue(s)/problem(s)

not clearly identified

Most of the ethical

issue(s)/

problem(s) identified

Ethical

issue(s)/problem(s)

clearly elaborated

Stakeholder

Analysis

Does not identify most

of the relevant

stakeholders

Identifies most of the

relevant stakeholders

Incorporates a careful

evaluation of relevant

stakeholders

Implications/

Consequences

Does not address

implications/

consequences for

alternative

courses of action

Considers most of the

relevant

implications/

consequences

for alternative courses

of action


evaluates


for alternative courses of

action

Conclusion/

Situation

Conclusion is not clear

or does not logically

follow from

prior analysis

Conclusion is clear and

generally follows from

prior analysis

Conclusion clearly and

logically

follows from prior

analysis

63

Table 5: Analytical Problem Solving Rubric - ACCT 413

Analytical

Problem

Solving

Trait

ACCT 413

Analytical Problem Solving Rubric

Does Not

Meet Expectations

Meets

Expectations

Exceeds

Expectations

Concepts

Does not use relevant

concepts to address

problems or uses concepts

incorrectly

Identifies most of the

relevant concepts and

accurately uses most of

the concepts

Incorporates multiple

relevant concepts and

accurately uses all concepts

Information Does not use relevant

information

Uses most of the relevant

information

Incorporates all relevant

information

Analytical

Operations

Fails to correctly calculate

mathematical operations

Correctly calculates most

of the mathematical

operations


evaluates implications/

consequences for alternative

courses of action

Interpretation

Interpretation is incorrect

or does not logically

follow from prior analysis

Interpretation is clear and

generally follows from

prior analysis

Interpretation clearly and

logically follows from prior

analysis

Table 6: Analytic Thinking Rubric - ACCT 415

Analytic

Thinking

Trait

Accounting 415

Analytic Thinking Rubric

Does Not

Meet Expectations

Meets

Expectations

Exceeds

Expectations

Issue

Identification

Unable to divide a

problem or case into its

constituent parts

Able to divide a problem

or case into some of its

constituent parts

Able to divide a problem or

case into most of its

constituent parts

Implications

Unable to identify any unstated relationships

between the constituent

parts of a problem or case

Able to identify some

unstated relationships

between the constituent

parts of a problem or

case

Able to identify most of the

unstated relationships

between the constituent parts

of a problem or case

64

Table 7: Oral Communication Rubric - ACCT 416

Oral

Communication

Trait

ACCT 416

Oral Communication Rubric

Does Not

Meet Expectations

Meets

Expectations

Exceeds

Expectations

Opening

Statement

Organizational

Plan

No opening statement and

organizational plan

Use of opening statement

and organizational plan

Use of opening statement and

organizational plan periodically

reinforced

Audience

Consideration

Presenter's ideas and

concerns are main focus

Audience concerns and

needs are noted but

presenter's ideas and

concerns are the focus

Audience members' need to

know what's in the presentation

for them is the main focus

Organization Poor organization Most of the organization is

clear


evaluates


for alternative courses of action

Content

Includes vague content not

clearly relevant to

topic/purpose

Most of the content is

relevant to topic/purpose

Includes content clearly

relevant to topic/purpose

Voice, Pace,

Eye Contact,

Nonverbal

Behavior

No/limited use of

appropriate voice, pace,

eye contact - use of

distracting nonverbal

behavior

Appropriate use of voice,

pace, eye contact throughout

most of presentation

Consistent use of appropriate

voice, pace, eye contact

throughout presentation - shows

enthusiasm

Standard English

and Vocabulary

Poor use of standard

English and vocabulary


vocabulary throughout most

of the presentation


vocabulary throughout

presentation

Closing

Statement

No summary or closing

statement

Overly short summary or

ineffective closing

Very clear and effective use of

summary and closing statement

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Appendix E:

Table 1: College of Business AQ Standards

AQ and PQ Standards for USI College of Business

Standards Document for Determining Academically and Professionally Qualified (AQ & PQ)

Faculty Status in the College of Business at the University of Southern Indiana

The following are minimum standards for determining faculty qualifications:

Standards for AQ

A faculty member will be considered AQ for the first three years after he/she becomes ABD or the first five years

after completing his/her doctorate. Evidence of scholarly activity will be expected during this time period.

Otherwise, to be AQ, a faculty member must:

Possess a doctorate (i.e., Ph.D., D.B.A., Ed.D.) in a related field

Produce three scholarly products over the last five years, three of which must be in peer reviewed journals.

Examples of scholarly products other than peer reviewed journal articles include but are not limited to:

o Conference presentations

o Publications in conference proceedings

o Books

o Monographs

o Non-peer reviewed journal articles

Table 2: College of Business PQ Standards Standards for PQ

To be PQ a faculty member must, at the time the faculty member is hired:

Possess a Master’s degree or higher in a relevant field; and

(a) Have a record of significant relevant professional experience in three of the last five years, or

(b) Possess one of the following:

o Professional certification in field

o Two scholarly products over the last five years (see above examples)

o Record of professional engagement. Examples of professional engagement include:

Consulting

Faculty internships

Continuing professional education (including completion of graduate

courses in a relevant discipline)

Meaningful service in a professional association

Participation in teaching improvement activities

The above standards for PQ apply at the time the faculty member is hired. To maintain PQ status, the faculty member

must possess one of the following:

o Current professional certification in field

o Two scholarly products over the last five years (see above examples)

o Recent record of professional engagement. Examples of professional engagement include:

Consulting

Faculty internships

Continuing professional education (including completion of graduate courses

in a relevant discipline)

Meaningful service in a professional association

Participation in teaching improvement activities

66

Appendix F:

Table 1: Fall 2012 - Accounting Program

Five-Year Summary of Intellectual Contributions *

Faculty

Portfolio of Intellectual Contributions

Summary of

Types of ICs10

Pee

r R

evie

wed

Jou

rnals

1

Res

earch

Mon

ogra

ph

s2

Book

s3

Ch

ap

ters

4

Pee

r R

evie

wed

Pro

ceed

ings5

Pee

r R

evie

wed

Pap

er

Pre

sen

tati

on

s6

Facu

lty R

esea

rch

Sem

inars

7

Non

-Pee

r R

evie

wed

Jou

rnals

8

Oth

ers

9

Lea

rnin

g &

Ped

agogic

al

Res

earch

Con

trib

uti

on

s to

Pra

ctic

e

Dis

cip

lin

e-B

ase

d

Res

earch

Accounting

Bryan 1 1 2

Ehlen 6 3 3 5 5 2

Kocaculah 15 25 16 3 1 48 10

Long 3 2 4 3 2 4

Maier-Lytle 1 1

McGuire 16 3 2 14 3

Seitz 1 1

Villanueva 3 3

Wade 3 3

TOTAL ACCOUNTING 44 34 23 8 12 77 20

*The production of intellectual contributions is guided by the College’s academically and professionally qualified standards. Production of intellectual contributions plays a

critical role in maintaining academically qualified status (at least three peer reviewed articles over a five year period) and represents one among a set of criteria that would qualify a

faculty member to be professionally qualified (two or more scholarly products over a five year period).

67

1. Peer reviewed journal articles (learning and pedagogical research, contributions to practice, and/or discipline-based scholarship)

2. Research Monographs (teaching/pedagogical, practice/applied and /or discipline-based research)

3. Books (textbooks, professional/practice/trade, and/or scholarly)

4. Chapters in books (textbooks, professional/practice/trade, and/or scholarly)

5. Peer reviewed proceedings from teaching/pedagogical meetings, professional/practice meetings, and/or scholarly meetings

6. Peer reviewed paper presentations at teaching/pedagogical meetings, professional/practical meetings, and/or academic meetings

7. Faculty research seminars (teaching/pedagogical, practice oriented, and/or discipline-based research seminar)

8. Non-peer reviewed journals (learning and pedagogical, contributions to practice, and/or discipline-based scholarship). School must provide substantive support for

quality

9. Others (peer reviewed cases with instructional materials, instructional software, publicly available material describing the design and implementation of new

curricula or courses, technical reports related to funded projects, publicly available research working papers, etc. please specify)

10. Summary of ICs must reflect total number of ICs in each category (learning and pedagogical research, contributions to practice, and/or discipline-based

scholarship)


Five-Year Summary of Peer Reviewed Journals and Number of Publications in Each

Peer Reviewed Journals

Number of Articles

Accounting Education: An International Journal 2.00

CPA Journal (The) 1.00

Fortune Journal of International Management (The) 1.00

Gospel Advocate 3.00

International Business and Economics Research Journal 1.00

International Journal of Managerial and Financial Accounting (The) 1.00

Journal of Academic and Business Ethics 1.00

Journal of Academy of Business and Economics 2.00

Journal Of Business And Economic Perspectives 1.00

Journal of Business and Economics Research 2.00

Journal Of Cost Management 5.00

Journal of Health Care Finance 2.00

Journal Of Legal Studies Education 2.00

Journal of Performance Management (The) 1.00

Management Accounting Quarterly 3.00

New England Journal of Entrepreneurship 1.00

Review Of Business Information Systems 2.00

Strategic Finance 12.00

Tax Notes 1.00

Accounting Total: 44.00

68


Summary of Faculty Sufficiency in Discipline and College *

RE: Standard 9, Table 9-1, Using Student Credit Hours

N a m e Participating or

Supporting (P or S)

Amount of teaching

if P (blank if S)

Amount of

teaching if S

(blank if P)

P/ (P + S) for each discipline

PTotal/ (PTotal + STotal) overall

college

Accounting

Timothy Bryan P 363

Craig Ehlen P 99

Philip Hanley P 294

Mehmet Kocakulah P 213

Brett Long P 81

Jeanette Maier-Lytle P 223

Brian McGuire P 87

Jamie Seitz P 453

Daniel Wade P 324

TOTAL ACCOUNTING 2137 0 2137/(2137+0)=100%





Supporting (P or S)

Amount of teaching

if P (blank if S)

Amount of

teaching if S

(blank if P)



college

Accounting

Timothy Bryan P 417

Craig Ehlen P 135


Brett Long P 99


Brian McGuire P 102

Jamie Seitz P 435

Francisco Villanueva P 372

Daniel Wade P 270


69

Table 5: Spring 2012 - Accounting Program




Supporting (P or S)

Amount of teaching

if P (blank if S)

Amount of

teaching if S

(blank if P)



college

Accounting

Timothy Bryan P 408

Craig Ehlen P 165


Brett Long P 195


Brian McGuire P 277

Jamie Seitz P 78

Francisco Villanueva P 444

Daniel Wade P 246


*A participating faculty member actively engages in the activities of the college in matters beyond direct teaching responsibilities

and a supporting faculty member does not, as a rule, participate in the intellectual or operational life of the college beyond the

direct performance of teaching responsibilities.

70


Summary of Faculty Qualifications, Development Activities, and Professional Responsibilities, 2008-2012

RE: Standard 10, Table 10-1

Na

me

Hig

he

st E

arn

ed D

egre

e &

Yea

r

Da

te o

f F

irst

Ap

po

intm

ent

to t

he

Sch

oo

l

Per

cen

t o

f T

ime

Ded

ica

ted

to

th

e

Sch

oo

l’s

Mis

sio

n

Aca

dem

ica

lly

Qu

ali

fied

Pro

fess

ion

all

y Q

ua

lifi

ed

Oth

er

Five-Year Summary of

Development Activities

Supporting AQ or PQ Status

No

rma

l P

rofe

ssio

na

l

Res

po

nsi

bil

itie

s

Inte

llec

tua

l

Co

ntr

ibu

tio

ns

Pro

fess

ion

al

Ex

per

ien

ce

Co

nsu

ltin

g

Pro

fess

ion

al

Dev

elo

pm

ent

Oth

er P

rofe

ssio

na

l

Accounting

Bryan MSA 2007 2011 100 1 2 8 4 UG

Ehlen Ph.D. 1994 1991 100 1 12 1 1 UG

Kocaculah Ph.D. 1982 1987 100 1 59 4 13 UG/GR

Long LLM 1993

J.D. 1983 1993 100 1 9 14 UG

Maier-Lytle MBA 1995 1997 100 1 1 5 1 UG

McGuire Ph.D. 1996 1995 100 1 19 ADM/UG/GR

Seitz MSM 2008 2011 100 1 1 2 2 UG

Wade DBA 1981 1986 100 1 3 1 UG

Villanueva MBA 1998

MSA 2003 2012 100 1 3 UG

71


Calculations Relative to Deployment of Qualified Faculty


NAME

QUALIFICATION

(ACADEMIC-AQ,

PROFESSIONAL-PQ

OTHER-O)

(FROM TABLE 10-1)

AQ faculty-

% of time

Devoted

To Mission

(FROM TABLE 10-

1)

PQ faculty-

% of time

devoted

to mission

(FROM TABLE 10-

1)

OTHER

faculty- % of

time

devoted to

mission

(FROM TABLE

10-1)

QUALIFICATION

RATIOS

PER STD 10

Accounting

Tim Bryan PQ 100

Craig Ehlen AQ 100

Phil Hanley O 100

Mehmet Kocakulah AQ 100

Brett Long AQ 33

Jeanette Maier-Lytle PQ 100

Brian McGuire AQ 100

Jamie Seitz PQ 100

Daniel Wade AQ 100

TOTAL

ACCOUNTING 433 300 100

433/(433+300+100) = 52%

(433+300)/(433+300+100) =

88%

72




NAME

QUALIFICATION

(ACADEMIC-AQ,

PROFESSIONAL-PQ

OTHER-O)

(FROM TABLE 10-1)

AQ FACULTY-

% OF TIME

DEVOTED

TO MISSION

(FROM TABLE 10-1)

PQ FACULTY-

% OF TIME

DEVOTED

TO MISSION

(FROM TABLE 10-1)

OTHER2

FACULTY- % OF

TIME DEVOTED

TO MISSION

(FROM TABLE 10-1)

QUALIFICATION

RATIOS

PER STD 10

Accounting

Tim Bryan PQ 100

Craig Ehlen AQ 100


Brett Long AQ 33



Jamie Seitz PQ 100

Francisco Villanueva AQ 100

Daniel Wade AQ 100

TOTAL


533/(533+300+0)=64%

(533+300)/(533+300+0) =

100%

73

Table 9: Spring 2012 - Accounting Program



NAME

QUALIFICATION

(ACADEMIC-AQ,

PROFESSIONAL-PQ

OTHER-O)

(FRO TABLE 10-1)

AQ faculty-

% of time

Devoted

To Mission

(FROM TABLE 10-1)

PQ faculty-

% of time

devoted

to mission

(FROM TABLE 10-1)

OTHER

faculty- % of time

devoted to

mission

(FROM TABLE 10-1)

QUALIFICATION

RATIOS

PER STD 10

Accounting

Tim Bryan PQ 100

Craig Ehlen AQ 100

Phil Hanley O 100


Brett Long AQ 67



Jamie Seitz PQ 100

Daniel Wade AQ 100

TOTAL


467/(467+300+100) = 53.9%

(467+300)/(467+300+100) =

88.5%

74

Appendix G:

Table 1: 2012-2013 USI Accounting Circle Directory

2012-2013 USI ACCOUNTING CIRCLE

Becki S. Alcorn

(Chair) Chief Operating Officer

Community Foundation Alliance

5000 E. Virginia Street, Suite 4

Evansville, IN 47715

812.429.1191

Cell 812.480.5583

[email protected]

Tonya Borders

Financial Advisor

Pettinga Financial Advisors

501 Main Street, Suite 100


Phone 812.436.4000

[email protected]

Donald Breivogel

Sr. Vice President & CFO

Springleaf Financial Services

601 N.W. Second St.

P.O. Box 59

Evansville, IN 47701-0059

812. 468.5345

[email protected]

Richard Campbell

Partner

Myriad CPA Group, LLC

1310 Tutor Lane


812.477.7990

[email protected]

Michael B. Carroll, CPA

President & Chief Executive Officer

Southwestern Healthcare, Inc.

415 Mulberry Square

Evansville, Indiana 47713-1230

Ph. 812.436.4227

Fax 812.436.4314

[email protected]

Deidra Conner

President

Evansville ARC, Inc.

P. O. Box 4089


812. 428.4500 *304

[email protected]

Randy Haaff

Financial Advisor

Raymond James & Associates, Inc.

7409 Eagle Crest Blvd., Suite G


812.471.2305

[email protected]

Michael Haynes

(Immediate Past Chair)

Partner

Umbach & Associates, LLP

400 Bentee Wes Court


812.477.2244

[email protected]

Kerry Jackson

Executive Vice President,

CFO & Treasurer

Shoe Carnival, Inc.

7500 E. Columbia St.


812. 867.4037

[email protected]

Sally Joest – Retired

Vice President

Harding, Shymanski & Co., P.S.C.

1920 Championship Drive


812.867.3844

[email protected]

Michael S. Klueh

Vice President

Regulatory Compliance & Risk /CRO

St. Mary's Medical Center

3700 Washington Ave.


812. 485.6550

[email protected]

Tim McGuire

Chief Operating Officer

Catholic Diocese of Evansville

4200 N. Kentucky Ave.

P. O. Box 4169


812. 424.5536

[email protected]

Steven F. Farrell

Partner

BKD, LLP

201 N. Illinois St., Suite 700

P.O. Box 44998

Indianapolis, IN 46244-0998

317.383.4287

[email protected]

Deborah Meinert

Chief Operating Officer

Escalade Inc.

817 Maxwell Avenue


812.467.4449

[email protected]

Mark Miles

Executive VP & Controller

Berry Plastics Corporation

P.O. Box 959


812. 306.2397

[email protected]

Steven Mudd

Partner

Riney Hancock & Co., PSC

313 S.E. First St.


812. 423.0300

[email protected]

Terri (Swan) Nolan

2566 Union Drive

Newburgh, IN 47630

812.454.1380

[email protected]

Jana Pottorff Mitchel

Finance Director,

MJN Business Controls

Bristol-Myers Squibb Company

2400 W. Lloyd Expressway


812. 429.5362

[email protected]

Nikki Roser

CFO

First National Bank of Carmi

201 E. Main Street

Carmi, IL 62821

618. 382.4118

[email protected]

mailto:[email protected]



















75


(Continued)

Nick Rueger

Partner

Kemper CPA Group, LLP

7200 Eagle Crest Boulevard


812. 421.8000

[email protected]

John Schenk

Senior Vice President

Evansville Commerce Bank

20 N. W. Fourth Street


812.492.1844

[email protected]

William (Bill) Schotanus

Vice President of Accounting

MasterBrand Cabinets

One MasterBrand Cabinets Drive

P.O. Box 420

Jasper, IN 47547

812.634.0253

[email protected]

om

Liv A. Watson

Board of Directors

IRIS Business Services

T-131, Tower 1, 3rd Floor,

International Infotech Park,

Vashi, Navi Mumbai 400703,

Maharashtra,

India.

+91 203 856 8986

[email protected]

Robert (Rob) Wedding

(Chair-elect) Partner

BKD, LLP

400 Cross Pointe Blvd.


812. 428.6554

[email protected]

Connie S. Wellmeyer

Assistant General Manager,

Corporate Services & Public Affairs

Toyota Motor Manufacturing,

Indiana, Inc.

P. O. Box 4000

Princeton, IN 47670-4000

812.387.2400

[email protected]

Jeff L. Wilmes

Partner

BKD, LLP



812.428.6555

[email protected]

Marvin J. Wright

Partner

Kemper CPA Group, LLC



812.421.8000

[email protected]

Tracy Zeller

Owner

Tracy Zeller Enterprises, Inc.

111 S. Red Bank Rd.


812.423.4376

[email protected]

YOUNG PROFESSIONALS

Derek Adams

Tax Manager

BKD, LLP



812.428.6500

[email protected]

Bridgitte Danhauer

Financial Analyst

Springleaf Financial Services

601 N.W. Second Street

P.O. Box 59


812.468.5784

[email protected]

Kevin Farley

Internal Audit Manager

Berry Plastics Corporation

P.O. Box 959


812.306.2935

[email protected]

Kyle Fields

General Manager of Indiana

SS&C Technologies

318 Main Street, Suite 302


812.266.2002 – office

812.454.5354 - cell

[email protected]

Mitch Happe

Audit Manager

BKD

400 N Cross Pointe Blvd.


812-428-6500

[email protected]

Emily Hickerson

Internal Auditor

Kimball International, Inc.

1600 Royal Street

Jasper, IN 47549

812.482.8778

[email protected]

Kim Kinnaman

Supervisor, A & A Department

Harding Shymanski & Co. PSC

21 S.E. Third St.

P.O. Box 3677


812.491.1372

[email protected]

Matt Reffett

Director of Financial Planning and

Business Analysis

United Companies

3700 E. Morgan Avenue


812-485-3557

[email protected]











76


(Continued)

Lindsay Schmitt

Supervisor, A & A Department

Harding, Shymanski & Co. PSC

21 S.E. Third St.

P.O. Box 3677


812.491.1421

[email protected]

Jamie L. Seitz

Accounting Instructor

University of Southern Indiana

8600 University Blvd.


812.461.5421

[email protected]

Kyle Waninger

Senior Accountant

Kemper CPA Group, LLC



812.421.8000

[email protected]

EX-OFFICIO MEMBERS

William Theby

President

Lensing Wholesale, Inc.

600 N Sixth Avenue


812-423-6891

[email protected]

Nancy F. Bizal

Coordinator of External Relations

College of Business




812. 464.1801

[email protected]

Mohammed Khayum

Dean

College of Business




812. 465.7034

[email protected]

Brian McGuire

Associate Dean and

Director of Accounting Programs

College of Business




812.465.7031

[email protected]

Mark McKnight

Chair, Accounting & Finance

Department

College of Business




812.465.1012

[email protected]

EX-OFFICIO STUDENT

MEMBERS

Daniel Hall

President

Accounting and Professional

Services Club

College of Business


Accounting & Professional

Services Student

[email protected]

Amanda McConnel

President

Beta Alpha Psi Chapter

College of Business



Services Student

[email protected]

Taylor Atkins

President

Speaking Eagles Toastmasters

College of Business



Services Student

[email protected]


VII. APPENDICES - USI · 2014-12-01 · F5 Become a 24/7 campus A6 B6 C6 D6 E6 F6 ... student...

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