AACSB Continuous Improvement Fogelman College of Business & Economics 2007

1. Assurance of Learning: Assessment Strategies AACSB Continuous Improvement Fogelman College of Business & Economics AACSB Continuous Improvement Fogelman College of Business & Economics 2007

2. Learning Goals Improvement Learning Objectives Assurance of Learning Process Assessment

3. Assurance of Learning “Schools should assume great flexibility in fashioning curricula to meet their missions…Accreditation does not mandate any particular set of courses…Contents of the learning experiences provided by programs should be both current and relevant to needs of business and management positions.”

4. Clear Goals for Business Education • What are the assumptions and primary student learning goals of each degree program in the Fogelman College? • How, when, and where do students encounter them?

5. Fogelman College Degree Programs • BBA • MBA • EMBA • IMBA • MSBA • MSA (Accounting) • MA (Economics) • Ph.D.

6. Goals vs. Objectives • Goals express what we want our students to be. • Objectives describe what we want our students to do. In order to be assessable, objectives must be written so they specify behaviors or products that can be observed and measured.

7. Example – Goal and Objective Goal: Be a Good Team Member Objective: Students will work effectively in a team environment to solve business related scenarios.

8. A Quick Review:AACSB Standard 16 “(Driven by mission)…the schoolspecifieslearning goals anddemonstrates achievementof learning goals for key general, management-specific, and/or appropriate discipline specific knowledge and skills that its students achieve in each undergraduate degree program.” Old Days: We taught it! Now: They learned it!

9. Assessment vs. Evaluation • Assessmentfocuses on the student and the learning environment. • Evaluationfocuses on the professor and the teaching performance. • Grades, when used alone, are no longer regarded as adequate indicators of student learning.

10. Rubric Framework • 4-10 goals per degree program • 5-7 objectives for each goal • 1 or more measurements for each objective • Faculty driven, mission driven

11. What the Standard Does Not Require • Use a specific assessment method • Assessment at the concentration/major level • Benchmark with other schools • Assessment of every topic/skill in Standard 15 • That every student must be assessed • The percentage of students who must meet a set standard • Graduation must be tied to meeting standards • That the complete assessment process must be implemented all at once, and immediately

12. Fogelman CollegeMission Statement • Our mission is to offer business education for a diverse student population by teaching a rigorous and relevant business curriculum, supported and strengthened by research and community outreach. Our degree programs serve the workforce needs of the Mid-South region and beyond. Specifically, in order of emphasis, • Through our MBA program, as well as the Executive MBA, International MBA, and other master’s programs, we prepare students for leadership roles in a technology-driven and globally competitive marketplace. • We provide an undergraduate program that prepares students for successful careers in today’s technology-driven and globally competitive marketplace and for future graduate studies. • We offer a Ph.D. program in business administration in selected areas of existing and emerging strengths to prepare students for teaching, research, or professional careers while serving as a research catalyst to stimulate faculty scholarly endeavors.

13. Fogelman College - Goals • GOALS • Our mission is to be achieved by establishing and accomplishing measurable objectives for the following goals: • Pursue national recognition for programs in the College • Improve graduate and undergraduate curricula and specify our expectations for student learning • Attract and retain quality students that meet or exceed those of our peer institutions while maintaining a diverse student body • Recruit, develop, support, and retain faculty who meet or exceed the teaching and research scholarship of our peer institutions • Continue to provide faculty and students with opportunities to learn, contribute and interact with the business, government, and nonprofit communities • Improve career planning and placement services for students and alumni • Use all resources wisely, while continually increasing internal and external funding for the College

14. Fogelman College (Sample Goals) The BBA Program prepares students for management positions in the Mid South area. This requires students to develop the following core competencies: • Application of Theory to Practice • Technology Driven Applications • Leadership Development • Global Perspective • Quantitative Interpretation and Analysis

15. What is Assurance of Learning? Assurance of learning is a regular, systematic, and sustainable mechanism that assures that predetermined learning goals and learning experiences are occurring.

16. Why is Assurance of Learning Important to the Fogelman College? • Helps to determine whether the College’s mission has been accomplished • Provides a rationale for modifying existing curriculum and instructional methods • Enables the College to examine student growth and satisfaction

17. Examples of Course-Embedded Measurement: • Written assignments including cases, research reports, and memos. • Oral presentations, debates. • Computer projects • Simulations • Classroom exercises • Business plans and/or consulting projects. • Exams or embedded questions on exams.

18. Examples of Indirect Assessment * • Surveys • Questionnaires • Interviews • Focus Groups * May be part of an assessment program, but alone are not sufficient.

19. Other AACSB Expectations Regarding Outcomes Assessment • Student performance on learning goals must be assessed systematically and routinely. • No one approach to assurance of learning is prescribed. Benchmarking is not required. • Assessment programs should include direct measures of learning. Course grades are not program assessment measures. • Program assessment does not require that every student be assessed. Sampling is acceptable as long as an appropriate and representative sampling methodology is utilized. • Assessment results must be analyzed, disseminated, and utilized by the faculty toward curriculum planning. • The work of individual students – not student teams – is to be used to assess learning outcomes.

20. Bloom’s TaxonomyUsed While Writing Objectives LEVEL SOME COGNITIVE BEHAVIORS • Evaluation Appraisal of an Analysis or Synthesis • Synthesis Assembly of Application • Analysis Disassembly of Application • Application Use of Understanding • Understanding Management of Knowledge • Knowledge Memorization of facts, language, concepts, principles, theories

21. Bloom’s Taxonomy

22. Master of Science in Accounting Rubric Example

23. MBA Rubric Example

24. MA Economics Rubric Example

25. IMBA Rubric Example

26. Assurance of Learning: Strategies Presentation Bibliography Banta, T. W. Assessment and Accreditation: The linkages are strengthening. Assessment Update, Vol. 11, No. 3, May-June 1999. San Francisco: Jossey-Bass. Boyer, E. L., (1990). Scholarship reconsidered: Priorities of the professoriate. San Francisco: Jossey-Bass. (2003, January/February). Change: The Magazine of Higher Learning, (entire issue) Elphick, R. H., Weitzer, W. H. (2000, Winter). Coherence without a core. Liberal Education, 16-23. Glassick, C. E., Huber, M. T., Maeroff, G. I. (1997). Scholarship assessed: Evaluation of the professoriate. San Francisco: Jossey-Bass. Huber, M. T., Morreale, S. P. (2002). Disciplinary styles in the scholarship of teaching and learning: Exploring common ground. Washington, D.C: American Association for Higher Education Loacker, G., (2000), Self assessment at Alverno College. Milwaukee: Alverno College Institute Mentkowski, M., & Associates. (2000). Learning that lasts: Integrating learning, development, and performance in college and beyond. San Francisco: Jossey-Bass. Palomba, C. A., Banta, T.W, (2001). Assessing student competence in accredited disciplines: Pioneering approaches to assessment in higher education. Sterling: Stylus Publishing, LLC Palomba, Neil A. & Catherine A. AACSB Accreditation and Assessment in Ball State University’s College of Business. Assessment Update, Vol. 11, No. 3, May-June 1999. San Francisco: Jossey-Bass, Inc. Shulman, L. S. (1999, July/August). Taking learning seriously. Change: The Magazine of Higher Learning, 11-17.

27. Assurance of Learning: Small School Strategies Presentation Bibliography Electronic Resources AAHE Assessment Forum: www.aahe.org Carnegie Academy for the Scholarships of Teaching and Learning (CASTL): www.carnegiefoundation.org/CASTL/ Internet Resources for Higher Education Outcome Assessment: http://www2.acs.ncsu.edu/UPA/assmt/resource.htm Student Learning Outcomes Initiative: www.alverno.edu/about_alverno/ability_curriculum.html Urban Universities Portfolio Project: www.imir.iupui.edu/portfolio

28. AACSB/AIR Assessment in Business Schools Book outline • Context/Environment – Reasons for Assessment • 1. Assessment in Business Schools: where we were, where we are, where we need to go • 2. What the regional accreditors require • 3. School goals: branding • 4. School goals: student development • 5. School/university culture • Innovative Practice – each step of the way • Chapters 6-14 • Assessing the (seemingly) “Unassessable” • 15. Leadership • 16. Ethics • 17. Innovation/entrepreneurship/creativity • 18. Global/cultural sensitivity • Critical Thinking • Other topics • 21. Assessment Practices in Accounting • 22.Assessing Disciplinary Competence • 23. Organizing for Assessment • 24. Overcoming Obstacles to assessment

29. Questions and Comments