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Lessons Learned Part I

Assurance of Learning: Strategic Planning through Programmatic Assessment. Lessons Learned Part I. Kathleen A. Krentler College of Business Administration. Programmatic Assessment Driven by:. Desire to use evidence-based assurance of learning in the college’s strategic planning efforts.

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Lessons Learned Part I

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  1. Assurance of Learning: Strategic Planning through Programmatic Assessment Lessons Learned Part I Kathleen A. Krentler College of Business Administration

  2. Programmatic Assessment Driven by: • Desire to use evidence-based assurance of learning in the college’s strategic planning efforts. • 2. The university’s call for and support of programmatic assessment. • 3. Requirements of our outside accreditation – AACSB.

  3. AACSB: Show us your AOL! • Maintenance of Accreditation approaches • Self-Evaluation Report: October 1, 2012 • Campus Visit: December 2-4, 2012

  4. College-wide programs: • BSBA Common, MBA, EMBA • Departmental programs: • SOA (2); FIN (5); MGT (3); MIS (2); MKT (3) • TOTAL programs assessed across the college: 18

  5. A very simple approach . . . Closing the Loop SLOs Measurement & Data Collection Results

  6. BSBA Common • 5 Goals: • Communication (Written & Oral) • Critical Thinking • Ethical Reasoning • Global Perspective • Essential Business Knowledge

  7. Oral Communication • SLO:Make effective oral presentations that are informative as well as persuasive, as appropriate. • Measurement & Data Collection: • The CBA UG Committee trains to assess • Teams of 2 assessors listen to presentations being made in capstone courses across the CBA • Assessors use the internally developed “CBA Oral Communication Skills” rubric (which has been provided to all students).

  8. Results: “85% of our students should meet or exceed expectations” “50% of our students should exceed expectations” YES Professionalism & Appearance NO Organization Voice Quality & Pace Mannerisms & Body Language Rapport w/ Audience & Use of Media • YES • Organization • Voice Quality & Pace • Mannerisms & Body Language • Professionalism & Appearance • Rapport w/ Audience & Use of Media

  9. Closing the Loop: • Wider distribution of the Oral Comm rubric • Institution of the BA 290 Oral Comm exercise • Faculty strongly encouraged to talk with students about strong & weak oral comm and to include oral comm in grading

  10. Reporting the Effort • The CBA Assessment website

  11. Moving to WEAVE • Do we have to?

  12. Moving to WEAVE • Susan’s trains • September 2011 • Goals & SLOs input • October 2011 • Measures input • By April 2012 • Annual Reports submitted via WEAVE • June 15, 2012

  13. What’s Next? • Curriculum Mapping • Read-Only privileges to all faculty • Successful MAC in December 2012! • Stronger Strategic Planning

  14. Achieving Faculty Buy-In and Spreading the Word: Adapting to thrive in changing times Lessons Learned Part II Kathleen A. Krentler College of Business Administration

  15. “The Times They Are a-Changin‘” • . . . But how do you convince the faculty of that? • “We give grades.” • “What we do can’t be assessed.” • “This is just paperwork.”

  16. Challenge #1: Establishing a Culture of Assessment Among the Faculty

  17. The Culture Survey Baseline: 2008 Bi-annual administration

  18. The AIDA Hierarchy Action Desire Interest Attention - Awareness

  19. Attention - Awareness Posters Semesterly Newsletters

  20. Interest • What do you want your students to know? • When they walk across the stage (i.e programmatic SLOs) • When they finish your course (i.e. course-level SLOs)

  21. Desire Want to make your life easier? Want to make grading easier? What is a rubric? How do I make one? (A simple tutorial)

  22. Action Assessment Day

  23. How do we keep it fresh? • An event each semester • A newsletter each semester • Semesterly reminders of SLOs & rubrics • Distribution of results • Engaging faculty in “Close the Loop” discussions

  24. Challenge #2: Establishing a Culture of Assessment Among Students

  25. A student’s view of the world: • Keep taking classes and eventually you’ve completed enough and they give you a degree.

  26. View we’d like students to have: • A cohesive program with courses building on each other to achieve overall progammatic goals.

  27. Assessment Culture for students: • Helping students’ change their view of the world. • Introducing the concept of a program by introducing programmatic goals & SLOs. • Helping students’ to see how each course is part of a bigger “whole”.

  28. Learning the Goals On every syllabus: • BSBA Program Goals • BSBA students will graduate being: • Effective Communicators • Critical Thinkers • Able to Analyze Ethical Problems • Global in their perspective • Knowledgeable about the essentials of business • MKT 370 contributes to these goals through its student learning outcomes . . . • MKT 370 Student Learning Outcomes • At the end of this course students should be able to:

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