Student Learning Assessment for (Program 1)

Intended Student Learning Outcomes for (Program 1) :  B.S. in Business—all majors

1.

Graduates demonstrate knowledge of the functional areas of accounting.

2.

Graduates demonstrate knowledge of the functional areas of marketing.

3.

Graduates demonstrate knowledge of the functional areas of finance.

4.

Graduates demonstrate knowledge of the functional areas of management.

5.

Graduates demonstrate knowledge of the legal environment of business.

6.

Graduates demonstrate knowledge of the economic environment of business.

7.

Graduates demonstrate knowledge of the global environment of business.

8.

Graduates demonstrate knowledge of the social and ethical obligations and responsibilities of business.

9.

Graduates demonstrate the ability to use quantitative decision support tools.

10.

Graduates demonstrate the ability to communicate effectively.

11.

Graduates demonstrate the ability to apply knowledge of business concepts and functions in an integrated manner.

12.

Graduates demonstrate competence in their major field of study.

Assessment Tools for Intended Student Learning Outcomes—
Direct Measures of Student Learning:

Performance Targets/Criteria for Direct Measures:

1.

(Direct Measure 1) Comprehensive Business Exam

(Target/Criterion for Direct Measure 1)
Students will meet or exceed the average score of students from peer institutions (as defined by CBE) or at least 70% of students will achieve basic competency (as defined by CBE) on the sections of the exam related to individual learning outcomes.

2.

(Direct Measure 2) Internship Evaluation

(Target/Criterion for Direct Measure 2)
70% of all students completing internships will meet or exceed expectations in the categories related to the intended learning outcome.

3.

(Direct Measure 3) Capstone Assessment

(Target/riterion for Direct Measure 3)
70% of all business majors sampled will meet or exceed expectations in the assessment categories related to the intended learning outcome.

Assessment Tools for Intended Student Learning Outcomes—
Indirect Measures of Student Learning:

Performance Targets/Criteria for Indirect Measures:

1.

(Indirect Measure 1) End-of-program Survey

(Target/Criterion for Indirect Measure 1)
At least 70% of all students responding to the end-of-program survey agree or strongly agree (4 or 5) with the statements related to the intended learning outcome. 

2.

(Indirect Measure 2) Alumni Survey

(Target/Criterion for Indirect Measure 2)
At least 70% of respondents agree or strongly agree with the statements related to the intended learning outcome. 

Summary of Results from Implementing Direct Measures of Student Learning:

Performance Target Was…

Met

Not Met

1.

(Results for Direct Measure 1)
The CBE was used to evaluate learning outcomes 1 thru 8, and 12.  Targets were met for learning outcomes 2, 6, 7,  8, and 12.  Targets were not met for learning outcomes 1, 3, and 5.  Results for learning outcome # 4 fell slightly short of the target, but probably within a margin of error.  These results point to a weakness in the accounting and finance areas for students not majoring in those areas, and a weakness in the legal environment of business. 

X

X

2.

(Results for Direct Measure 2)
Internship evaluations filled out by employers were used to evaluate learning outcomes 1, 2, 3, 4, 8, 9, 10, and 11.  The evaluation results met targets on all outcomes and displayed strong satisfaction with interns’ abilities on those dimensions.

X

3.

(Results for Direct Measure 3)
In 2010-2011, a rubric for the Capstone Project was piloted to examine learning outcomes 5, 6, 7, 9, 10, and 11.
It was determined that the rubric provided insufficient data and is being revised for use in assessing capstone projects during the 2011-2012 academic year. 

N/A

Summary of Results from Implementing Indirect Measures of Student Learning:

Performance Target Was…

Met

Not Met

1.

(Results for Indirect Measure 1)
Targets were met for learning outcomes 4, 8, 9, 10, 11, and 12, and were within a margin of error for 2, 6, and 7.  Consistent with the results of the CBE, targets were not met for learning outcomes 1, 3, and 5, showing  weakness in the areas of accounting, finance, and legal environment.

x

x

2.

(Results for Indirect Measure 2)
Targets were met for all learning outcomes except for 1, 2, and 5.  Again, these results are consistent with the results of the CBE.

x

x

Proposed Courses of Action for Improvement in Areas for which Performance Targets Were Not Met:

1.

(Course of Action 1)  We are planning for the addition of a course in Business Law into the Business Core.  We would like this inclusion to be concurrent with the implementation of the new University core curriculum in order to minimize the number of active plans of study.  Implementation of the new University core is currently anticipated for fall, 2012.

2.

(Course of Action 2)  We have already taken several steps to enhance the delivery of accounting and finance, and we are exploring several additional actions.  First, both of the former full-time instructors of accounting and finance have left the University—one through retirement and one to pursue another opportunity.  Both positions were replaced by individuals with more extensive academic credentials and teaching experience.    Second, we engaged in a significant revision and enhancement of the  Accounting major less than two years ago with the intent of making it more focused on preparation to sit for the CPA exam.  We believe that the actions that have already been taken will significantly enhance performance in the accounting and finance assessment results during the coming years. 
We have three additional courses of action intended:  First, the two new faculty members are reviewing the accounting and finance curriculum and its delivery to explore additional avenues for improvement.  Second, in the current budget cycle, we will consider a request for an additional faculty line (doctorally or professionally qualified) to teach finance and finance related courses in all three degree programs (B.S., M.O.L., and M.B.A.).  Third, we realize that a number of our part-time, non-traditional aged students take a long time to finish their programs.  It is often years between the time they take their core accounting classes and the time they graduate and take the CBE exam.  In addition, many transfer students take the core accounting and finance courses at their two-year institutions.  We are exploring ways of reinforcing or providing review of basic accounting and finance concepts during the upper level courses.  Actions taken so far include the following:  First, the supplemental CONNECT homework lab has been added to the our core requirement, BUS 304 Corporate Finance.  Second, the department will offer an optional refresher seminar reviewing basic accounting fundamentals in Spring 2012, prior to the start of classes.