1. Learning Assurance School of Business & Industry Faculty Retreat August 19, 2008

2. Previous Data Analysis Results Year 1 – 2006-2007 Year 1 – 2006-2007 Data collected in an unacceptable format (teams vs. individual assessment)Data collected in an unacceptable format (teams vs. individual assessment)

3. Year 2 – 2007-2008 Year 2 – 2007-2008 ETS Major Field TestETS Major Field Test MAN 4720 case analysisMAN 4720 case analysis MAN 4201 exam questionsMAN 4201 exam questions Previous Data Analysis Results

4. Learning What does it mean to facilitate learning? What does it mean to facilitate learning? What is teaching? What is teaching? Which, if either is more enjoyable? Which, if either is more enjoyable? Which, if either is more beneficial to our students? Which, if either is more beneficial to our students?

5. Interesting facts about our students Working more hours Working more hours More ADD/ADHD More ADD/ADHD Feel entitled to an A or B Feel entitled to an A or B Few time management skills Few time management skills Few learning skills Few learning skills 66% of 2003 first year students spent less than 6 hours per week doing homework 66% of 2003 first year students spent less than 6 hours per week doing homework More than 46% of these students said they graduated from high school with an “A” average More than 46% of these students said they graduated from high school with an “A” average

6. What’s our role in learning? Helping students identify their learning style, strategies for learning and encouraging the application of learning strategies through our course design Helping students identify their learning style, strategies for learning and encouraging the application of learning strategies through our course design Assessing learning through course assessment methods Assessing learning through course assessment methods

7. What is Learning Assurance? To insure that learning occurs in our programs based on the established outcomes To insure that learning occurs in our programs based on the established outcomes To measure learning outcomes for data can be used to make adjustments to our curricula, if necessary To measure learning outcomes for data can be used to make adjustments to our curricula, if necessary

8. What is assessment? Assessment focus is at the PROGRAM level Assessment focus is at the PROGRAM level Examination of learning goals for each of our programs (BBA, Bachelor of Accounting, and MBA) Examination of learning goals for each of our programs (BBA, Bachelor of Accounting, and MBA) Use assessment information for continuous improvement including documentation that the assessment process is being carried out in a SYSTEMATIC, ONGOING basis Use assessment information for continuous improvement including documentation that the assessment process is being carried out in a SYSTEMATIC, ONGOING basis

9. Why should you care? Learning assurance is a performance measurement of our learning facilitation Learning assurance is a performance measurement of our learning facilitation One of our roles as a professor is to insure learning which in turn leads to program level learning One of our roles as a professor is to insure learning which in turn leads to program level learning In order to know how well we accomplish this goal, we have to measure our performance In order to know how well we accomplish this goal, we have to measure our performance SACS and AACSB require that we report how we assure learning at the program level SACS and AACSB require that we report how we assure learning at the program level

10. Show me the money! http://www.youtube.com/watch?v=O aiSHcHM0PA http://www.youtube.com/watch?v=O aiSHcHM0PA http://www.youtube.com/watch?v=O aiSHcHM0PA http://www.youtube.com/watch?v=O aiSHcHM0PA

11. What’s in it for me? Learning assurance aids in insuring that our students understand our expectations Learning assurance aids in insuring that our students understand our expectations Learning assurance informs us of were we can improve Learning assurance informs us of were we can improve Learning assurance provides information on potential areas of improvement Learning assurance provides information on potential areas of improvement Learning assurance projects can be used to make contributions to the management education literature (i.e., intellectual contributions) Learning assurance projects can be used to make contributions to the management education literature (i.e., intellectual contributions)

12. How do we assess learning?

13. Learning Goal #1 Critical Thinking/Analytical Reasoning Skills: Our graduates will have the ability to identity, isolate and find relationships among business administration concepts or problems and to draw sound inferences from multiple perspective Learning Goal #1 Critical Thinking/Analytical Reasoning Skills: Our graduates will have the ability to identity, isolate and find relationships among business administration concepts or problems and to draw sound inferences from multiple perspective Learning Goal #2 Communication Skills: Our graduates will have the ability to influence and inform others through the effective presentation of business administration and accounting principles, practices and ideas utilizing oral, written, and graphic expressions Learning Goal #2 Communication Skills: Our graduates will have the ability to influence and inform others through the effective presentation of business administration and accounting principles, practices and ideas utilizing oral, written, and graphic expressions Learning Goal #3 Content/Discipline Knowledge Skills: Our graduates will have the ability to demonstrate discipline-specific knowledge in business administration Learning Goal #3 Content/Discipline Knowledge Skills: Our graduates will have the ability to demonstrate discipline-specific knowledge in business administration SBI Learning Goals

14. Learning Goal #4 Ethical Understanding Skills: Our graduates will have the ability to identify and evaluate ethical issues in business administration and develop a framework for reporting and making appropriate business decisions. Learning Goal #4 Ethical Understanding Skills: Our graduates will have the ability to identify and evaluate ethical issues in business administration and develop a framework for reporting and making appropriate business decisions. Learning Goal #6 Teamwork Skills: Our graduates will have the ability to demonstrate effective teamwork skills Learning Goal #6 Teamwork Skills: Our graduates will have the ability to demonstrate effective teamwork skills Learning Goal #5 Multicultural and Diversity Skills: Our graduates will have the ability to understand the importance of multicultural diversity issues in business administration Learning Goal #5 Multicultural and Diversity Skills: Our graduates will have the ability to understand the importance of multicultural diversity issues in business administration Learning Goal #7 Leadership Skills (MBA only): Our graduates will have the ability to influence the activities of an individual or group in efforts toward goal achievement. Learning Goal #7 Leadership Skills (MBA only): Our graduates will have the ability to influence the activities of an individual or group in efforts toward goal achievement. SBI Learning Goals

15. What are our criteria for success? We must have SMAC objectives for each learning goal We must have SMAC objectives for each learning goal SpecificSpecific MeasurableMeasurable AchievableAchievable ChallengingChallenging

16. Where do we measure our learning goals? Map our learning goals onto the required courses

17. How do we measure our learning goals?

18. Assessment Measures Direct Measures 1. Published tests 2. Locally-developed tests 3. Embedded assignments and course activities 4. Portfolios Indirect Measures 1. Surveys 2. Interviews 3. Focus Groups

19. Suggested Direct Measures Case analysis Case analysis Exam questions Exam questions Comprehensive course project Comprehensive course project Observation through course presentations and class assignments Observation through course presentations and class assignments Exams (ETS field test format) Exams (ETS field test format) Comprehensive end of program project Comprehensive end of program project Use universal grading rubrics for each learning goal along with an agreed upon measure Use universal grading rubrics for each learning goal along with an agreed upon measure

20. Suggested Indirect Measures Employer’s post-internship survey (see Exhibit A) Employer’s post-internship survey (see Exhibit A) Alumni survey (needs to be developed) Alumni survey (needs to be developed) Graduating student survey Graduating student survey Student post-internship survey (see Exhibit B) Student post-internship survey (see Exhibit B)

21. Team Assignment Examine the current learning goal and objectives Examine the current learning goal and objectives Align/Revise SACS and AACSB objectives (Undergraduate and Graduate) Align/Revise SACS and AACSB objectives (Undergraduate and Graduate) Develop measures of objectives (Undergraduate and Graduate) Develop measures of objectives (Undergraduate and Graduate) Determine where and when to measure objectives Determine where and when to measure objectives

22. What next?

23. Assessment Plan Development LAC will take comments from today to incorporate into an assessment plan that meets both SACS and AACSB requirements LAC will take comments from today to incorporate into an assessment plan that meets both SACS and AACSB requirements

24. Design data collection and analysis process How will we analyze the data and what will we do with the information from the analysis- continuous improvement?

25. What’s YOUR role? a. Serve on the assessment committee? b. Assess learning goals in your course(s)? c. Serve on a panel to assess projects or portfolios? d. Administer exit surveys? e. Administer standardized tests? f. Facilitate student focus groups g. Do nothing