Project Summary

Abstract

This paper reflects on four courses that have shaped my academic growth and supported my professional work as a Programmatic Monitor in the Internal Audit Department at the South Carolina Department of Employment and Workforce (SCDEW). Each course, BUSN311 (Law and Ethics in the Business Environment), MATH302 (Statistics), BUSN250 (Analytics I), and ACCT105 (Accounting for Non-Accounting Majors), provided valuable knowledge that I have already applied in monitoring activities, compliance reviews, and data-driven decision-making. The reflections highlight specific course objectives, describe how they were met through coursework, and explain their relevance to my daily responsibilities such as conducting compliance reviews, analyzing workforce program data, and assessing financial and operational risks. Together, these courses strengthened my ability to evaluate legal and ethical issues, apply statistical methods, leverage business analytics, and understand financial data. They also support my long-term career goals of advancing in auditing, compliance, and data analytics leadership roles.

Reflection on Program Experiences and Career Objectives

The purpose of this reflection is to connect my academic accomplishments with my professional goals and responsibilities. In my role as a Programmatic Monitor within the Internal Audit Department at SCDEW, I am responsible for reviewing compliance with federal and state workforce development programs, conducting risk-based sampling, and producing monitoring reports that ensure accountability. To be effective in this position, I must combine legal and ethical reasoning with analytical and financial skills. The courses I completed have enhanced my ability to carry out these responsibilities and have prepared me for future opportunities in compliance and audit leadership. By reflecting on four core courses, I can demonstrate how I strengthened skills in law and ethics, statistics, business analytics, and accounting, and how these competencies directly align with the demands of internal audit and programmatic monitoring.

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BUSN311: Law and Ethics in the Business Environment

BUSN311 emphasized the connection between legal systems and ethical decision-making in business (American Military University [AMU], n.d.-c). One objective was to define the legal environment applicable to businesses. I achieved this by analyzing statutory and constitutional law through case studies, which mirrors my responsibility of ensuring that workforce programs follow federal regulations such as WIOA and TAA. Another objective was to analyze contracts, including their formation and defenses. This built my ability to evaluate agreements with subrecipients and training providers, which I often review in compliance monitoring.

The course also required me to evaluate employment laws. By working through scenarios, I learned how laws on discrimination, hiring, and termination apply to organizations. At SCDEW, this knowledge helps me assess participant eligibility and equal opportunity compliance. Another objective was to apply ethical frameworks to business cases, which strengthened my ability to remain objective. Fairness and impartiality are critical to audit work, and BUSN311 reinforced how to approach findings without bias.

I also studied intellectual property, antitrust issues, and the Sarbanes–Oxley Act. While not central to daily monitoring, these topics expanded my understanding of accountability and governance. The emphasis on corporate responsibility reflects the same principles of transparency and oversight required in workforce development programs.

Overall, BUSN311 improved my ability to identify risks, apply legal reasoning, and evaluate compliance through both legal and ethical lenses. These skills directly support my work as a Programmatic Monitor, where ensuring accountability and public trust is just as important as meeting technical requirements.

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MATH302: Statistics

MATH302 provided a solid foundation in statistical reasoning and practical applications (American Public University [APU], n.d.-d). One objective was to compute measures of central tendency and variation. I practiced this in Excel by calculating means, medians, and standard deviations, which translates to summarizing workforce program data and identifying outliers at SCDEW. Another objective was to conduct hypothesis testing. I applied t-tests and chi-square analyses to determine whether results were statistically significant. This mirrors my monitoring work when I decide if compliance issues found in a sample of case files reflect a broader problem.

The course also required me to use linear regression to model relationships. By predicting outcomes from paired data, I developed skills that help me analyze program performance and forecast risks. Constructing confidence intervals was another important objective. Learning how to calculate intervals taught me how to evaluate the reliability of sample results, which directly supports the risk-based sampling methods I use in programmatic monitoring.

MATH302 also emphasized the importance of recognizing misleading statistics. I practiced identifying sampling bias and improper averages, which prepared me to question the accuracy of data presented during audits. Probability and distributions strengthened my ability to assess the likelihood of risks, making my sampling strategies more defensible and equitable.

The greatest value of this course was learning how to move beyond producing numbers and instead focusing on interpreting what the data means. These skills now strengthen my monitoring reports, where I not only document compliance findings but also explain patterns and provide evidence-based recommendations. MATH302 increased my confidence in applying statistical reasoning to real-world compliance reviews, which enhances both the quality and credibility of my work as a Programmatic Monitor in internal audit.

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BUSN250: Analytics I

BUSN250 introduced the principles of business analytics and the importance of making decisions supported by data (AMU, n.d.-b). One objective was to compare data, information, and knowledge. I achieved this by learning how to structure raw datasets into meaningful formats. At SCDEW, I use this approach when transforming monitoring results into reports that stakeholders can easily understand.

Another objective was to compute descriptive statistics. I practiced calculating measures of central tendency and variation, which I now apply when evaluating performance data from workforce development programs. For example, I often calculate averages or trends to identify whether certain program areas consistently underperform. This ability helps me prioritize areas for deeper review.

The course also required me to use data visualization tools. I created charts and dashboards that made data more accessible and visually clear. This mirrors how I present monitoring results. Visual representations allow directors and workforce boards to see compliance issues or program strengths immediately. One objective was to compare organizational metrics against competitors, which parallels the benchmarking I perform when comparing SCDEW outcomes to regional and federal standards.

The course also covered probability distributions, sampling, and estimation. These concepts are particularly useful in internal audit, where I often rely on sampling to assess compliance. BUSN250 reinforced the importance of using representative data and making inferences carefully. I also gained experience with predictive modeling, which showed me how past trends can forecast future risks. In my role, this is directly relevant when identifying patterns of repeated findings across subrecipients.

BUSN250 helped me see how analytics bridge the gap between raw data and informed decision-making. These skills directly align with my job, where I must not only collect information but also turn it into meaningful insights. Analytics skills make my monitoring reports more effective, and they prepare me for future opportunities where leading data-driven compliance strategies will be essential.

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ACCT105: Accounting for Non-Accounting Majors

ACCT105 provided essential financial literacy for understanding and evaluating accounting processes (APU, n.d.-a). One objective was to describe the role of accounting in business. I achieved this by studying how financial data guides organizational decisions, which I apply when reviewing financial management systems during subrecipient monitoring. Another objective was to demonstrate the impact of accounting transactions on financial statements. Through assignments involving journal entries and ledgers, I gained insight into how small transactions accumulate into significant budgetary effects. This helps me evaluate whether program expenditures align with approved cost categories.

A third objective was to identify the elements and purpose of financial statements. By practicing with balance sheets, income statements, and cash flow reports, I developed confidence in interpreting financial documents. This translates directly into my role at SCDEW, where I examine subrecipient financials for transparency and accountability. Another objective required me to evaluate the impact of the Sarbanes–Oxley Act on internal controls. While Sarbanes–Oxley is corporate-focused, its emphasis on internal controls mirrors my responsibility of ensuring that federal funds are spent appropriately and that subrecipients maintain adequate oversight.

The course also emphasized financial analysis. I learned how to calculate and interpret ratios, which sharpened my ability to detect irregularities. This has been invaluable when reviewing financial documentation for red flags such as overspending or unusual cost allocations. Additionally, I studied costing systems and inventory management, which broadened my understanding of how organizations allocate resources.

By meeting these objectives, I gained confidence in analyzing financial records, a skill I use daily in programmatic monitoring. Understanding accounting concepts allows me to ask targeted questions, identify compliance issues more quickly, and make stronger recommendations in my reports. ACCT105 gave me a toolkit that improves my effectiveness in ensuring financial accountability at SCDEW and prepares me for advancement into audit and compliance leadership positions.

Conclusion

Reflecting on these four courses highlights how academic learning translates directly to my professional responsibilities as a Programmatic Monitor at SCDEW. BUSN311 strengthened my ability to recognize legal and ethical risks during compliance reviews. MATH302 improved my statistical reasoning, which I now use in risk-based sampling and data analysis. BUSN250 reinforced the value of analytics, which I apply when producing clear and actionable monitoring reports. ACCT105 enhanced my financial literacy, allowing me to evaluate budgets and expenditures more effectively. Together, these courses improved my ability to conduct thorough reviews, provide data-driven recommendations, and maintain accountability in workforce programs. They also prepared me for future opportunities in compliance and audit leadership, ensuring that I can continue to support both organizational integrity and the communities we serve.

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References

American Public University. (n.d.-a). ACCT105: Accounting for non-accounting majors. Course syllabus. https://www.apu.apus.edu/docs/shared/course-syllabus/ACCT105.pdf

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American Military University. (n.d.-b). BUSN250: Analytics I. Course syllabus. https://www.amu.apus.edu/docs/shared/course-syllabus/BUSN250.pdf

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American Military University. (n.d.-c). BUSN311: Law and ethics in the business environment. Course syllabus. https://www.amu.apus.edu/docs/shared/course-syllabus/BUSN311.pdf

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American Public University. (n.d.-d). MATH302: Statistics. Course syllabus. https://www.apu.apus.edu/docs/shared/course-syllabus/MATH302.pdf