Florida A&M University, School of Business and Industry Self-Evaluation Report, Fall 2010 Appendix 54- Assessment Results from select courses

Transcription

1 Florida A&M University, School of Business and Industry Self-Evaluation Report, Fall 2010 Appendix 54- Assessment from select courses

2 Degree Program: BACHELORS OF SCIENCE IN BUSINESS ADMINISTRATION College/School: SCHOOL OF BUSINESS AND INDUSTRY Year: Academic University Goal: Goal #3: Academic To provide a distinctively qualified undergraduate and graduate educational experience based on challenging academic standards and continual exposure to new scientific technologies. Program Mission/Goals: The mission of the School of Business and Industry (SBI) at Florida A&M University is to produce graduates capable of excelling as future leaders in global business and industry. This is achieved by: Providing innovative academic, professional development, and internship experiences in an enlightened, ethical, and stimulating student-centered learning environment. Developing, supporting, and creating opportunities for a diverse qualified faculty and staff committed to excellence with caring through high-quality teaching, relevant intellectual contributions, and meaningful service. Creating an environment in which shared governance, collegiality, openness, respect for others, and individual and mutual responsibility and accountability flourish. Embracing the University s historic mission of educating African Americans while recruiting students of all races and ethnic origins with strong academic backgrounds committed to the pursuit of excellence. Developing new, and expanding existing, creative partnerships with alumni, and private and public stakeholders to maintain the relevance and currency of our academic programs. Promoting an environment of continuous improvement by acquiring and developing the necessary human, physical, financial, and technological resources to maintain our competitive edge. Formulate Outcome CRITICAL THINKING/PROBLEM SOLVING SKILLS- the ability to understand, apply knowledge, analyze and solve problems. 1. analyze business situations and to understand micro- and macro-issues as they relate to the business decision making process 2. demonstrate proficiency with decision models to analyze data and 1. Students will meet or exceed the benchmark of 3.0 on a rubric scale of 1-4 on analysis of case studies in the undergraduate Capstone Course (MAN 4720) 1. On average, employers will N/A 1., data collected in Spring 2007 Learning Outcome MeanRating Problem Solving Skills 3.11 For the Critical Thinking (problem solving) Skills learning outcome, students mean rating exceeded the targeted benchmark score of 3.0 by 3.6% (The maximum score was 4.0.) Thus, as measured by an assessment rubric in MAN 4720, Use for Since students barely exceeded expectations, as shown above, in the assessment of critical thinking (problem solving) in Spring 2007 Business Policy course, SBI will identify courses where critical thinking/problem solving frameworks will be further highlighted to help the mastery of SBI students in this area. Faculty will use critical thinking/problem solving frameworks in relevant courses to reinforce and improve students ability to think critically and solve problems.

3 develop solutions for business problems rate interns as either excellent or above average on the Employer Internship Student s technical/analytic al ability is. 2. On average, employers will rate interns as either excellent or above average on the Employer Internship Student s conceptual ability is. 3. Over 75% of students will respond Very Much to the #14 SBI Exit Survey item(s): My education in SBI contributed to my personal growth in (k) Defining and solving problems, (m) Recognizing assumptions, and making logical inferences to reach correct conclusions, (n) analytical thinking, and (o) the School s capstone undergraduate course in business management, the B.S. program in Business Administration is achieving its learning outcome for Critical Thinking Skills. 1. On a 10 point-likert Scale, employers rated interns as above average on the Employer Internship Student s technical/analytical ability is. for 2006 in process. 2. On a 10 point-likert Scale, employers rated interns as above average on the Employer Internship Student s conceptual ability is. For 2006 in process. Will begin collecting data in Fall 2007 Use for

4 COMMUNICATION SKILLS the ability to inform others through the effective presentation of ideas utilizing oral, written, and graphic expressions. Communicate effectively in oral presentations, writing, and graphic expressions. understanding and applying scientific principles and methods. 1. Students will meet or exceed the benchmark of 3.0 on a rubric scale of 1-4 on case presentations and written communications skills in Capstone Course (MAN 4720). 1. On average, employers rated interns as either excellent or above average on the Employer Internship Student s oral communication is. 2. On average, employers will rate interns as either excellent or above average on the Employer Internship Student s written communication N/A 1., data collected in Spring 2007 Learning Outcome MeanRating Oral and Graphic Communication 3.72 Skills Written Communication 3.57 Skills For the Communication Skills learning outcome, students mean rating exceeded the targeted benchmark score of 3.0. (The maximum score was 4.0.) Their rating for Oral and Graphic Communication Skills was 24% over the benchmark, and their mean score for Written Communication Skills was 19% over. Thus, as measured by an assessment rubric in MAN 4720, the School s capstone undergraduate course in business management, the B.S. program in Business Administration is achieving its learning outcome for Communication Skills. 1. On a 10 point-likert Scale, employers rated interns as above average on the Employer Internship Use for indicate that on the average, students demonstrated above average communication competence. Department Chairs and Faculty will continue to reinforce both oral and written communications in relevant courses Faculty will continue to assign projects and course activities that are aimed at increasing the opportunities for business students to write In a structure way and to make more oral and visual presentations.

5 BUSINESS CONTENT/DISCIPLINE KNOWLEDGE AND SKILLS - the ability to demonstrate discipline-specific knowledge in business. Students will be able to recognize and apply concepts, principles and theories in the following areas: 1. Accounting 2. Finance, Law and Applied Economics 3. Global Business 4. Management and Marketing 5. Management Information Systems 6. Quantitative Methods & Operations Management 7. Professional Development Internship is. 3. Over 75% of students will respond Very Much to the #14 SBI Exit Survey item(s): Did your education at this college contribute to your personal growth in (a) writing effectively, (b) speaking effectively, (c) understanding written information, and (d) understanding spoken information. 1. Students will meet or exceed the 3.0 benchmark on a rubric scale of 1-4 in Capstone Courses (MAN 4720 Business Policy) to assess students ability to demonstrate discipline knowledge in business. 1. Over 75% of graduating students will respond to an Exit Survey item: Quality of courses preparing me for employment as Student s oral communication is. For 2006 in process. 2. On a 10 point-likert Scale, employers rated interns as above average on the Employer Internship Student s written communication is. For 2006 in process. 3. Will begin collecting data in Fall 2007 N/A 1., data collected in Spring 2007 Learning Outcome Mean Rating Content/Knowledge skills 3.34 For the Business Content/Discipline Knowledge learning outcome, students mean rating exceeded the targeted benchmark score of 3.0 by 13.6% (The maximum score was 4.0.) Thus, as measured by an assessment rubric in MAN 4720, the School s capstone undergraduate course in business management, the B.S. program in Business Administration is Use for Since the outcomes of the measure of content /discipline knowledge exceeded expectations, faculty teaching relevant courses will continue to further reinforce discipline content and knowledge in their courses. SBI is currently revising its exit survey instruments and will administer the surveys to the 2007/2008 graduating seniors in order to further assess this learning outcome. Faculty will continue to reinforce students understanding of business concepts, principles, and theories in their courses.

6 ETHICAL UNDERSTANDING and REASONING SKILLS the ability to identify and evaluate ethical issues in their discipline (e.g., accounting). Identify ethical issues in business and either excellent or good. 2. Over 75% of graduating students will respond to an Exit Survey item: Quality of courses preparing me for graduate or professional school as either excellent or good. 3. Over 75% of graduating students will respond to an Exit Survey item: Quality of instruction in lower division courses in the major as either excellent or good. 4. Over 75% of graduating students will respond to an Exit Survey item: Adequacy of preparation by lower division courses for upper division courses as either excellent or good. 5. Over 75% of graduating students will respond to an Exit Survey item: Quality of courses for providing a good general education as either excellent or good. 1. Students will meet or exceed the 3.0 benchmark on a rubric scale of 1- achieving its learning outcome for Business Content/Discipline Knowledge. Data will be collected in Fall 07and /or Spring 08 N/A 0. Data collected in Spring 2007 Learning Outcome Mean Rating Ethical Understanding and Reasoning Skills 3.09 Use for Since the results as measured by rubrics used in evaluating projects on the ethics component embedded in the Organizational Appropriate SBI faculty will continue to emphasize ethics and to help students learn the importance of ethics in business decisions. The

7 recognize the implications. 4 on ethics project(s) embedded in the Organizational Behavior (MAN 4201) course. 1. Over 75% of students will respond Very Much to the #14 SBI Exit Survey item(s): Did your education in SBI contribute to your personal growth in (q) ability to identify ethical issues, (r) understanding the importance of ethical conduct and (s) differentiating between ethical and unethical behavior in professional contexts. 2. Over 75% of students will respond to NSSE Survey item #11n: Developing a personal code of values and ethics as either very much or For the Ethical Understanding and Reasoning Skills learning outcome, students mean rating exceeded the targeted benchmark score of 3.0 by 2.23%. (The maximum score was 4.0.) Thus, as measured by an assessment rubric in Organizational Behavior (MAN 4201), the School s B.S. program in Business Administration is achieving its learning outcome for Ethical Understanding and Reasoning Skills. 1. Will begin collecting data in Fall Data is not available at the this time Use for Behavior course exceeded expectations, faculty will be asked to continue deepening the coverage of business ethics in accounting program courses. The results will also be used to provide feedback to the Curriculum Committee, Department Chairs and faculty for use in curriculum updates and/or for revision of course syllabi.. current exit survey does not discriminate among majors. The survey will be revised to develop new ones that will appropriately measure this learning goal for specific majors

8 MULTICULTURAL AND DIVERSITY UNDERSTANDING the ability to understand the importance of multicultural and diversity issues in business. 1. Understand the importance of multicultural and diversity issues in business. Develop an awareness of multicultural and diversity issues as they relate to business. quite a bit for Students will meet or exceed the 3.0 benchmark on a rubric scale of 1-4 in projects embedded in MAN Organizational Behavior to assess students multicultural and diversity understanding. - Collected at the university level. 1. Over 75% of students will respond to NSSE Survey item #1e: Included diverse perspectives (different races, religions, genders, political beliefs, etc.) in class discussions or writing assignments as either very often or often for Over 75% of students will respond to NSSE N/A 1. Data collected in Spring 2007 Learning Outcome Mean Rating Multicultural and Diversity Understanding 3.42 For the Multicultural and Diversity Understanding learning outcome, students mean rating exceeded the targeted benchmark score of 3.0 by 10.5%. (The maximum score was 4.0.) Thus, as measured by an assessment rubric in Organizational Behavior (MAN 4201), the School s B.S. program in Business Administration is achieving its learning outcome for Multicultural and Diversity Understanding. - Collected at the university level in Fall 2007/Spring Date not available at this time 2. Data not available at this time 3. Data not available at this time Use for Since students multicultural and diversity understanding exceeded expectations. Faculty teaching relevant courses will continue to deepen their coverage in the program. The 2007 NSSE survey will be used to further assess learning outcomes of this learning goal. Faculty teaching relevant courses will continue to emphasize the importance of understanding multicultural and diversity implication to business decisions.

9 Survey item #1u: Had serious conversations with students of a different race or ethnicity than your own as either very often or often for Over 75% of students will respond to NSSE Survey item #1v: Had serious conversations with students who are very different from you in terms of their religious beliefs, political opinions, or personal values as either very often or often for Use for

10 TEAMWORK SKILLS- the ability to demonstrate effective teamwork skills. 1. work effectively in a team toward the successful completion of a project. develop effective working relationships with individuals and team members 1. Students will meet or exceed the benchmark 3.0 on a rubric scale of 1-4 to demonstrate Peer Teamwork Skills in Professional Development Course (GEB 2932). 2. Students will meet or exceed the benchmark 3.0 on a rubric scale of 1-4 to demonstrate Peer Teamwork Skills in Organizational Behavior (MAN 4201) N/A 1. Collected data in Spring Data collected in Spring 2007 Learning Outcome Mean Rating Peer Teamwork Skills 3.84 For the Teamwork Skills learning outcome, students mean rating exceeded the targeted benchmark score of 3.0. (The maximum score was 4.0.) Their rating for Peer Teamwork Skills was 28% over the benchmark. Thus, as measured by an assessment rubric in MAN 4720, the School s capstone undergraduate course in business management, the B.S. program in Business Administration is achieving its learning outcome for Teamwork Skills. 1. Data not available at this time Use for Since the outcome of the measure of team work exceeded expectations, faculty teaching relevant courses will continue to use group projects and to educate students on how to further develop effective team skills. The 2007 NSSE survey will be used to further assess learning outcomes of this learning goal. Faculty will continue to use team approach to teaching and learning to further educate students on how be develop effective team skills. 1. Over 75% of students will respond to NSSE Survey item #11h: Working effectively with others as either very much or quite a bit for 2007.

11 Degree Program: MASTERS IN BUSINESS ADMINISTRATION (PROFESSIONAL MBA PROGRAM) College/School: SCHOOL OF BUSINESS AND INDUSTRY Academic Year: University Goal: Goal #3: Academic To provide a distinctively qualified undergraduate and graduate educational experience based on challenging academic standards and continual exposure to new scientific technologies. Program Mission/Goals: The mission of the School of Business and Industry (SBI) at Florida A&M University is to produce graduates capable of excelling as future leaders in global business and industry. This is achieved by: Providing innovative academic, professional development, and internship experiences in an enlightened, ethical, and stimulating student-centered learning environment. Developing, supporting, and creating opportunities for a diverse qualified faculty and staff committed to excellence with caring through high-quality teaching, relevant intellectual contributions, and meaningful service. Creating an environment in which shared governance, collegiality, openness, respect for others, and individual and mutual responsibility and accountability flourish. Embracing the University s historic mission of educating African Americans while recruiting students of all races and ethnic origins with strong academic backgrounds committed to the pursuit of excellence. Developing new, and expanding existing, creative partnerships with alumni, and private and public stakeholders to maintain the relevance and currency of our academic programs. Promoting an environment of continuous improvement by acquiring and developing the necessary human, physical, financial, and technological resources to maintain our competitive edge. Formulate Outcome 1. demonstrate the ability to synthesize and integrate information and ideas; 2. distinguish between fact and opinion. 3. use decision models to analyze data and develop solutions for business problems. 1. Students will meet or exceed the benchmark of 3.5 on a rubric scale of 1-4 in Case analysis to measure critical thinking and problem solving in the Capstone Course (MAN 5721 Business Policy & Strategic Management). N/A 2., data collected in Spring 2007 Learning Outcome Problem Solving Skills Mean Rating 3.83 For the Critical Thinking/Problem Solving Skills learning outcome, students mean rating exceeded the targeted benchmark score of 3.5. Thus, as measured by an assessment rubric in MAN Use for Since the result exceeded expectations faculty will continue to provide more opportunities for students to further deepen their critical/thinking/problem solving skills. SBI will send faculty members to Harvard Case Studies Methodology workshop to help improve their case studies teaching methods. Faculty will revise the rubric scoring method. Faculty will further enhance critical thinking/problem solving skills in relevant MBA courses by encouraging more case studies and implementing other appropriate teaching methodologies.

12 1. On average, employers will rate interns as either excellent or above average on the Employer Internship Student s technical/analytic al ability is. 2. On average, employers will rate interns as either excellent or above average on the Employer Internship Student s conceptual ability is. 3. Over 80% of students will respond Very Much to the SBI Exit Survey item(s): My education at this college contributed to my personal growth in (a) Defining and solving problems, (b) Recognizing assumptions, and making logical inferences and 5721, the graduate capstone in business management, the Professional MBA program is achieving its learning outcome for Critical Thinking/Problem Solving Skills. 1. On a 10 point-likert Scale, employers rated interns as above average on the Employer Internship Student s technical/analytical ability is. For 2006 in process. 2. On a 10 point-likert Scale, employers rated interns as above average on the Employer Internship Student s conceptual ability is. For 2006 in process. 3. Will begin collecting data in Fall 2007 Use for

13 1. effectively transmit information in public and interpersonal situations through oral, written and graphic media. reaching correct conclusions, and (c) Understanding and applying scientific principles and methods. 2. Students will meet or exceed the benchmark of 3.5 on a rubric scale of 1-4 in Case study Presentations in capstone course (MAN 5721 Business Policy and Strategic Management). 1. On average, employers rated interns as either excellent or above average on the Employer Internship Student s oral communication is. 2. On average, employers will rate interns as either excellent or above average on the Employer Internship N/A 2., data collected in Spring 2007 Learning Outcome Oral Communication Skills Written Communication Skills Mean Rating For the Oral Communication Skills learning outcome, students mean rating exceeded the targeted benchmark score of 3.5. For the Written Communication skills, their rating was below the benchmark. Thus, as measured by an assessment rubric in MAN 5721, the graduate capstone in business management, the MBA program is achieving its learning outcome for Oral Communication Skills but is failing to meet expectations on Written Communication skills. Use for Faculty will continue to provide students with opportunities to make structured presentations in relevant SBI courses in order to further strengthen oral communication skill of MBA students. Since the result of the written communications was below expectation, faculty will require students to complete more assignments that will expose them to more structured writing and improve their written communications skills. Faculty will revise the rubric scoring methods Faculty will continue to provide oral presentation opportunities to students and provide structured assignments that will help improve written communications.

14 Student s written communication is. 1. On a 10 point-likert Scale, employers rated interns as above average on the Employer Internship Student s oral communication is. For 2006 in process. Use for 2. Assess the importance of cross cultural and international issues in making business decisions percent of students will score at least an average (17-20) on a 24 points scale in Rubric in MAN 5000 World Cultures for Business. N/A 2. On a 10 point-likert Scale, employers rated interns as above average on the Employer Internship Student s written communication is. For 2006 in process. 1. Data will be collected in the Fall 2007 and or Spring Will begin collecting data in Fall 2007 Faculty will develop rubric to assess this learning goal in MAN World Cultures of Business Class. Not Applicable 2. Over 80% of students will respond Very Much to the SBI Exit Survey item this college contributed to my

15 Students will demonstrate business sophistication in the classroom and on internship and recognize and apply concepts, principles and theories in the following areas: 8. Accounting 9. Finance, Law and Applied Economics 10. Global Business 11. Management and Marketing 12. Management Information Systems 13. Quantitative Methods & Operations Management 14. Internship personal growth in: Understanding different philosophies and cultures. 2. Students will meet or exceed the benchmark of 3.5 on a rubric scale of 1-4 in Case Study Presentation in the Capstone Course (MAN 5721 Business Policy & Strategic Management). 1. Over 85% of graduating students will respond to an Exit Survey item: Quality of courses preparing me for employment as either excellent or good. 2. Over 85% of graduating students will respond to an Exit Survey item: Quality of courses preparing me for graduate or professional school as either excellent or good. 3. Over875% of graduating students will respond to an Exit Survey item: Quality of instruction in lower division courses in the major as either excellent or good. 4. Over 85% of graduating students will N/A 1., data collected in Spring 2007 Learning Outcome Cross-Discipline Content Knowledge Mean Rating 3.71 For the Cross-Discipline Content Knowledge learning outcome, students mean rating exceeded the targeted benchmark score of 3.5. Thus, as measured by an assessment rubric in MAN 5721, the graduate capstone in business management, the Professional MBA program is achieving its learning outcome for Cross- Discipline Content Knowledge. 1. Date will be collected in Fall 2007 and or Spring Date will be collected in Fall 2007 and or Spring Date will be collected in Fall 2007 and or Spring Date will be collected in Fall 2007 and or Spring Date will be collected in Fall Use for Since the result of this learning outcome exceeded the target, faculty will continue to further highlight those efforts that enable students to acquire crossdiscipline content knowledge. Faculty will explore other instruments for assessing this learning objective in order to assure effective measurement.

16 1. Maintain a sense of responsibility and respect for one s own behavior and values and those of others. 2. Assess ethical issues in a business problem, consider the implications and recommend a plan of action that shows ethical awareness. respond to an Exit Survey item: Adequacy of preparation by lower division courses for upper division courses as either excellent or good. 5. Over 85% of graduating students will respond to an Exit Survey item: Quality of courses for providing a good general education as either excellent or good percent of students will score at least an average (17-20) on a 24 points scale in Rubric in project(s), assignment(s) or exam(s) embedded in MAN 5206 Organizational Theory and Behavior 2. Over 85% of students will respond to NSSE Survey item #11n: Developing a personal code of values and ethics as either very much or quite a bit for N/A 2007 and or Spring Data will be collected in Fall 2007 and or Spring Data not currently available. Use for Not applicable Not applicable

17 1. direct a working team toward the successful completion of a project. 2. be decisive in various situations. 3. assert oneself in various situations. 4. get along with individuals and team members. 1. Students will meet or exceed the benchmark of 3.5 on a rubric scale of 1-4 used to measure leadership skills in GEB 4931, GEB 4932, GEB 5933, and GEB On average, employers will rate interns as either excellent or above average on the Employer Internship Student s task orientation is. 5. On average, employers will rate interns as either excellent or above average on the Employer Internship Student s decisiveness is. 6. On average, employers will rate interns as either excellent or above average on the Employer N/A 1., data collected in Spring 2007 Learning Outcome Mean Rating Professional Development 3.38 Leadership Skills For the Leadership Skills learning outcome, students mean rating fell below the targeted benchmark score of 3.5. Thus, as measured by an assessment rubric in the School s courses in leadership, the Professional MBA program is not achieving its learning outcome for Leadership Skills. 1. On a 10 point-likert Scale, employers rated interns as above average on the Employer Internship Student s task orientation is. For 2006 in process. 2. On a 10 point-likert Scale, employers rated interns as above average on the Employer Internship Student s Use for Faculty will structure more activities that will emphasize leadership development skills in relevant courses. This result will be communicated to the curriculum committee for use in enhancing the curriculum. Faculty will continue to seek avenues to expose students to learning situation that will enhance their leadership skills.

18 Internship Student s assertiveness is. 7. On average, employers will rate interns as either excellent or above average on the Employer Internship Student s interpersonal skills are. decisiveness is. For 2006 in process. 3. On a 10 point-likert Scale, employers rated interns as above average on the Employer Internship Student s assertiveness is. For 2006 in process. 4. On a 10 point-likert Scale, employers rated interns as above average on the Employer Internship Student s interpersonal skills are. For 2006 in process. Use for

19 2. form effective working relationships with team members toward the successful completion of a project. 1. Students will meet or exceed the benchmark of 3.5 on a rubric scale of 1-4 0n a peer team evaluation Rubric in GEB 4931, GEB 4932, GEB 5933, and GEB Over 85% of students will respond to NSSE Survey item #11h: Working effectively with others as either very much or quite a bit for N/A 2., data collected in Spring 2007 Learning Outcome Professional Development Peer Teamwork Skills Mean Rating 3.64 For the Peer Teamwork Skills learning outcome, students mean rating exceeded the targeted benchmark score of 3.5. Thus, as measured by an assessment rubric in the School s courses in Teamwork, the MBA program is achieving its learning outcome for Teamwork Skills. 1. Data not currently available Use for Since the results exceeded target, Faculty will further reinforce team work development skills by continuing to assign projects and activities that enhance team building skills. Faculty will provide structured team building activities in classes.

20 Degree Program: BUSINESS ADMINISTRATION (BS) College/School: COLLEGE OF BUSINESS & INDUSTRY Academic Year: University Goal: Goal#3 Academic -To provide distinctive quality undergraduate and graduate educational experience based on challenging academic standards and exposure to new technologies Unit Mission/Goals: The mission of the School of Business and Industry (SBI) at Florida A&M University is to produce graduates capable of excelling as future leaders in global business and industry. This is achieved by: Providing innovative academic, professional development, and internship experiences in an enlightened, ethical, and stimulating student-centered learning environment. Developing, supporting, and creating opportunities for a diverse qualified faculty and staff committed to excellence with caring through high-quality teaching, relevant intellectual contributions, and meaningful service. Creating an environment in which shared governance, collegiality, openness, respect for others, and individual and mutual responsibility and accountability flourish. Embracing the University s historic mission of educating African Americans while recruiting students of all races and ethnic origins with strong academic backgrounds committed to the pursuit of excellence. Developing new, and expanding existing, creative partnerships with alumni, and private and public stakeholders to maintain the relevance and currency of our academic programs. Promoting an environment of continuous improvement by acquiring and developing the necessary human, physical, financial, and technological resources to maintain our competitive edge. Formulate Outcome OUTCOME #1: CRITICAL THINKING SKILLS The ability understand, apply knowledge, analyze and solve problems. Students will have the capability to: 1. analyze business situations and will show understanding of the microand macro-issues as they relate to the business decision making process. 2. demonstrate proficiency with decision models to analyze data and develop solutions for business problems Use for Program (Action : 80 percent of students will 90 percent of students met or score at least an average surpassed expectations in (17-20) on a 24 points assignments embedded in the scale in Rubric in course MAN 4721: Business Policy project(s), assignment(s) and Strategy or exam(s) embedded in MAN 4721 Business Policy and Strategic No data to report Management 80 percent of students will be rated 7-9 on a 10- point scale by their employers on their internship evaluations on technical/analytical ability 1. Based on the direct measures of learning outcomes, the BS in Business Administration is achieving its goal of developing student competency in the area of Critical Thinking skills. 2. A required internship is not part of the undergraduate degree in Business Administration. Consequently, the availability of indirect data to measure this learning goal is not guaranteed. Such data to execute the analysis of results were not available during the current assessment cycle. 3. The LAC is actively evaluating alternative strategies to measure this goal through indirect measures that do not rely on employer internship evaluations. However, the The programs delivered by the School of Business and Industry are meeting or surpassing expectations on the development of Critical Thinking skills of its students. No corrective actions are called for. Actions to reinforce the curriculum and improve on current acceptable performance are an on-going aspect of the continuous improvement process of the school.

21 OUTCOME #2: COMMUNICATION SKILLS The ability to inform others through the effective presentation of ideas utilizing oral, written, and graphic expressions. Communicate effectively in oral presentations, writing, and graphic expressions. Use for Program (Action LAC will assess this goal through employer internship surveys whenever sufficient data become available and particularly during the next assessment cycle beginning in the Fall, The LAC, in cooperation with the School s internship office, is in the process of redesigning the survey instruments to be used by student interns and employers to provide feedback on students internship experiences. The instruments are in the final stages of completion and will be deployed in the Fall, percent of students will score at least an average (17-20) on a 24 points scale in Rubric in project(s), assignment(s) or exam(s) embedded in MAN 4721 Business Policy and Strategic Management percent of the students will be rated 7-9 on a 10-point scale by their employers on their internship evaluations on oral communication evaluations percent of students will be rated 7-9 on a 10-point scale by : On an assignment embedded in the course MAN Business Policy and Strategic Management, ninetythree percent of students achieved a score of at least 17 on a 24-point rubric designed to measure Oral Communication Skills and ninety-two percent of students met achieved a score of at least 17 on a 24-point rubric on Written Communication. Indirect : 1. Internship-based employer evaluations data to assess communication skills were not available. Based on the direct measures of learning outcomes, the programs of the School of Business are achieving their goal of developing student competency in the area of Oral and Written Communication Skills. A required internship is not part of the undergraduate degree in Business Administration. Consequently, the availability of indirect data to measure this learning goal is not guaranteed. Such data to execute the analysis of results were not available during the current assessment cycle. The Learning Assurance Committee is actively evaluating alternative strategies to measure this goal through indirect 1. As assessed by the direct measure, the programs of the School of Business and Industry are clearly surpassing expectations in the area of the development of the oral and written communication skills of students. 2. The development, evaluation and deployment of indirect measures that will reinforce the robustness of the assessment process is being undertaken by the LAC.

22 OUTCOME #3: BUSINESS CONTENT/DISCIPLINE KNOWLEDGE AND SKILLS The ability to demonstrate disciplinespecific knowledge in business. Students will be able to recognize and apply concepts, principles and theories in the following areas: 1. Accounting 2. Finance, Law and Applied Economics 3. Global Business 4. Management and Marketing 5. Management Information Systems 6. Quantitative Methods and Operations Management 7.Professional Development Internship Use for Program (Action their employers on their internship evaluations on written communication. measures that do not rely only on employer internship evaluations. However, the LAC will assess this goal through employer internship surveys whenever sufficient data become available and particularly during the next assessment cycle 80 percent of students will score an average of at least 3.0 on a 4-point scale on a case presentation rubric used in the capstone course, MAN 4720: Business Policy, to assess students ability to demonstrate discipline knowledge in business. 80 percent of students will be rated 7-9 by their employers on a 10-point scale questionnaire used for evaluating interns on Technical/Analytical ability. : 1. In a case analysis and presentation exercise in the capstone course, MAN 4720: Business Policy, ninety percent of students achieved a score of at least 3 on a 4-point assessment rubric. 2. While the results point to success of the programs of the School of Business and Industry in the development Business Content/Discipline Skills, the LAC recognizes that the use of the single course in Business Policy to assess such a broad array of content/discipline skills may not be the most effective approach. Consequently, 3. The LAC is in the process of developing strategies to broaden the range of courses and instruments used to measure this goal. In particular, the School of Business and Industry has successfully executed a pilot test of the ETS Major Field Test to assess this goal and full implementation will take place in the Spring of Indirect : 1. Internship-based employer evaluations data to assess communication skills were not beginning in the Fall, The LAC is engaged in developing an assessment instrument for measuring this goal during the Fall, 2008 semester. 2. The School of Business and Industry has executed a pilot run of the Educational Testing Service (ETS) Major Field Test for undergraduate majors in business. The evaluation of the test experience was very positive and the full use of the test will begin in the Spring, The assessment results show that the programs of the School are largely surpassing expectations in the area of development and transmission of Business Content/Discipline Knowledge Skills. No corrective actions are called for but assessment approaches and methods will be broadened beginning in Fall, 2008.

23 OUTCOME #4: ETHICAL UNDERSTANDING and REASONING SKILLS The ability to identify and evaluate ethical issues in their discipline. Identify ethical issues in business and recognize the implications. Use for Program (Action available. 2. A required internship is not part of the undergraduate degree in Business Administration. Consequently, the availability of indirect data to measure this learning goal is not guaranteed. Such data to execute the analysis of results were not available during the current assessment cycle.the Learning Assurance Committee is actively evaluating alternative strategies to measure this goal through indirect measures that do not rely only on employer internship evaluations. However, the LAC will assess this goal through employer internship surveys whenever sufficient data become available and particularly during the next assessment cycle beginning in the Fall, percent of students will score an average of at least (17-20) on a 24 points scale Rubric in project(s), assignment(s) or exam(s) embedded in MAN 4201 Organizational Behavior : On an assignment embedded in the course MAN Organizational Behavior and using a 24-point rubric to assess Ethical Understanding and Reasoning Skills, fifty-six percent of students achieved a score of at least 17 out of The assessment shows that the various programs of the School of Business and Industry are currently not achieving desired outcomes in the competency area of Ethical Understanding and Reasoning Skills. However, this represents a vital skill set for the success of our graduates in entering the labor market and in their career progression thereafter. Therefore, the LAC is the process of identifying and analyzing the causes of 1. Fall 2008: Review of the school s curricula with a view to specifically evaluate when, where, to what extent and how Ethical Understanding and Reasoning Skills are imparted in various elements of our program. 2. Fall, 2008: Identify, analyze and evaluate causes of below-expected performance of students on this goal based on that review. 3. Fall, 2008: Develop alternative strategies for

24 OUTCOME #5: MULTICULTURAL AND DIVERSITY UNDERSTANDING The ability to understand the importance of multicultural and diversity issues in business. 1. Understand the importance of multicultural and diversity issues in business. 2. Develop an awareness of multicultural and diversity issues as they relate to business. Use for Program (Action such under-performance as the basis for improvement of student learning on this goal developing and 4. Spring, 2009: implementing pedagogical and programmatic changes that are likely to produce Implementation of improved strategies for achieving desired outcomes acceptable student 5. Undertake performance on this goal. The analysis and evaluation of alternative courses of action will be completed by the Fall, 2008 and periodic and frequent assessment of learning to ascertain whether implemented changes are producing desired effect. implementation will 6. The School of begin in the Spring, 2009 Business and Industry, in collaboration with the 2. As a further step to achieving robust assessment in this area, the direct measures will be supplemented by a set of appropriate indirect measures. University s College of Education, is actively engaged in the planning to establish an Assessment Center which will reinforce the school s assessment 80 percent of students will score an average of at least (17-20) on a 24 points scale in Rubric in project(s), assignment(s) or exam(s) embedded in MAN 4201 Organizational Behavior Indirect (s) : On an assignment embedded in the course MAN Organizational Behavior and using a 24-point rubric specifically designed to measure learning outcomes on Multicultural and Diversity Understanding Skills, forty-two percent of students met or surpassed expectations, achieving a score of at least 17 out of 24. The various programs of the School of Business and Industry are currently not achieving the desired outcomes in the competency area, Multicultural and Diversity Understanding. These results have been evaluated by the LAC and are being used to identify programmatic elements that are deficient and need to be improved or changed. capabilities. Actions are being evaluated and will be deployed to provide for broader deployment of multicultural and diversity understanding skill development in a wider array of courses in the B.S. Business Administration curriculum.

25 Degree Program: BUSINESS ADMINISTRATION (PMBA) College/School: COLLEGE OF BUSINESS & INDUSTRY Academic Year: University Goal: Goal#3 Academic -To provide distinctive quality undergraduate and graduate educational experience based on challenging academic standards and exposure to new technologies Unit Mission/Goals: The mission of the School of Business and Industry (SBI) at Florida A&M University is to produce graduates capable of excelling as future leaders in global business and industry. This is achieved by: Providing innovative academic, professional development, and internship experiences in an enlightened, ethical, and stimulating student-centered learning environment. Developing, supporting, and creating opportunities for a diverse qualified faculty and staff committed to excellence with caring through high-quality teaching, relevant intellectual contributions, and meaningful service. Creating an environment in which shared governance, collegiality, openness, respect for others, and individual and mutual responsibility and accountability flourish. Embracing the University s historic mission of educating African Americans while recruiting students of all races and ethnic origins with strong academic backgrounds committed to the pursuit of excellence. Developing new, and expanding existing, creative partnerships with alumni, and private and public stakeholders to maintain the relevance and currency of our academic programs. Promoting an environment of continuous improvement by acquiring and developing the necessary human, physical, financial, and technological resources to maintain our competitive edge. Formulate Outcome Critical Thinking/Problem Solving Skills the ability to identify, isolate and find relationships among concepts or problems and to draw sound inferences from multiple perspectives. The ability to use quantitative information to solve business problems. demonstrate the ability to synthesize and integrate information and ideas; distinguish between fact and opinion. use decision models to analyze data and develop solutions for business problems. Use for, On a problem solving case On a problem solving case embedded in the course MAN embedded in the course MAN Business Policy and Strategic Business Policy and Strategic Management, at least 90% of Management, 88% of students students will score at least 18 on a scored at least 18 on a 24 point 24 point rubric scale. rubric scale. On a survey designed to solicit feedback from graduating students on the extent to which the programs of the School of Business and Industry developed their oral communication skills, at least 90% respondents will give a rating of at least 4 on 5-point Likert scale. Indirect s: On a questionnaire designed to solicit feedback from graduating students relative to their evaluation of the extent to which the various programs of the School of Business developed their critical thinking and problem solving skills, 96% of respondents gave a rating of at least 4 on a 5-point Likert scale. Evaluation: The results on critical thinking/problem solving skills are mixed. While the direct measure shows that the programs of the School of Business and Industry are slightly underperforming in its Since the course MAN Business Policy is the capstone course of the MBA program, the observed slight weakness in critical reasoning/problem solving skills in that course probably derives from weaknesses either in the curriculum, pedagogy or instructional delivery in courses leading to the capstone. Therefore, we propose to undertake systematic evaluation to identify these courses and to strengthen the curriculum, pedagogy and method of instructional delivery in them. The LAC has started the process of broadening the set of direct measures and deploying these earlier in lower level courses as a means of providing faster Program (Action Identify and evaluate areas of weakness in critical reasoning and problem solving skills prior to MAN Business Policy Undertake improvement in curriculum and pedagogy that will eliminate or reduce these weaknesses.

26 Communication Skills the ability to inform others through the effective presentation of ideas utilizing oral, written, and graphic expressions. Communicate effectively in oral presentations, written, and graphic expressions. Use for achieving learning outcomes on this goal, the indirect measure shows that the programs of the school are performing well beyond expectations. : percent of students will score at least (20) on a 24 points Rubric scale on Oral and Graphic Communication on a case analysis presentation embedded in MAN 5721 Business Policy and Strategic Management percent of students will score at least (10) on a 12 points scale Rubric on Written case analysis embedded in MAN Business Policy and Strategic Management. Indirect s: 1. On a survey designed to solicit feedback from graduating students on the extent to which the programs of the School of Business developed their oral communication skills, at least 90% respondents will give a rating of at least 4 on 5-point Likert scale. 2. On a survey designed to solicit feedback from graduating students on the extent to which the programs of the School of Business and Industry developed their written communication skills, at least 90% respondents will give a rating of at least 4 on 5-point Likert scale. 1. Seventy-two (72) percent of students scored at least (20) on a 24 points Rubric scale on Oral and Graphic Communication on a case analysis presentation embedded in MAN 5721 Business Policy and Strategic Management. 2. Eighty (80) percent of students scored at least (10) on a 12 points scale Rubric on a Written case analysis embedded in MAN Business Policy and Strategic Management. Indirect s: 1. On a survey designed to solicit feedback from graduating students on the extent to which the programs of the School of Business and Industry developed their oral communication skills, 100 percent of respondents gave a rating of at least 4 on 5-point Likert scale. 2. On a survey designed to solicit feedback from graduating students on the extent to which the programs of the School of Business and Industry developed their written communication skills, 100 percent of respondents gave a rating of at least 4 on 5-point Likert scale. Evaluation: The results on oral communication feedback on student progression and more effective corrective action where necessary. The results show that there is significant divergence between the evaluation by instructors and the self-evaluation by students. The direct and indirect measures may be assessing different things. There may also be a divergence of expectations vis-à-vis acceptable communication skills as between instructors and students. The former conclusion would warrant a redefinition of one or both of these measures, while the latter would require a clearer communication of expectations by the various programs of the School of Business and Industry. The fact that the direct measure of this goal was undertaken in only one course may have blunted the process of vigorously communicating these goals across a broad range of courses. The LAC has started the process of redefining and reevaluating these measures. Beginning in the Fall, 2008 semester Program (Action Redefinition of both direct and indirect measures Broader deployment of goals by embedding them in a broader array of selected courses. Greater effort to communicate expectations relative to communications skills.

27 Cross-Cultural and International Understanding the ability to assess the importance of cross-cultural and international issues in business decisions. Students will have the ability to: Assess the importance of cross cultural and international issues in making business decisions. Use for skills are mixed. While the direct measure shows that the programs of the School of Business and Industry are somewhat underperforming in achieving learning outcomes on this goal, the indirect measure shows that the programs of the school are performing well beyond expectations. 90 percent of students will score at least a (20) on a 24 points Rubric scale on a cross-cultural and International Understanding project embedded in MAN 5000 World Cultures of Business. Indirect s: 1. On a survey designed to solicit feedback from graduating students on the extent to which the programs of the School of Business and Industry foster their understanding of contemporary issues in the business world and their awareness of the wide reaching effects that business decisions have on society, our global community and our natural environment, at least 90 percent of respondents will give a rating of at least 4 on a 5-point Likert scale. 2. On a survey designed to solicit feedback from graduating students on the extent to which the programs of the School of Business and Industry developed their ability to assess the importance of crosscultural and international issues in making business decisions, at least 90 percent of respondents will give : No results on direct measures to report due to an oversight in executing the assessment activities that were designed and selected to provide the data to directly measure learning outcomes for this goal. Indirect s: 1. On a survey designed to solicit feedback from graduating students on the extent to which the programs of the School of Business and Industry foster their understanding of contemporary issues in the business world and their awareness of the wide reaching effects that business decisions have on society, our global community and our natural environment, at least 96 percent of respondents gave a rating of at least 4 on a 5-point Likert scale. 2. On a survey designed to solicit feedback from graduating students on the extent to which the programs of the School of Business and Industry developed their ability to assess the importance of crosscultural and international issues in making business decisions, at least 90 percent of respondents will give a rating of at least 4 on a 5-point Likert communications skills goals will be embedded in more selected course syllabi thus increasing the intensity with which these goals are communicated Based on the results obtained on the indirect measures, the programs of the School of Business and Industry are delivering results that surpass learning goals. Concerted efforts will be deployed to ensure that direct measures are obtained for this goal towards the end of the Fall, 2008 semester in the course, MAN 5000: World Business Cultures. Program (Action The direct measures that were scheduled to be executed in the Spring, 2008 semester have been re-scheduled for the Fall, 2008 semester.

28 Cross-Disciplinary Content Knowledge the ability to demonstrate cross-disciplinary knowledge in business. Ethical Understanding and Reasoning Skills the ability to identify and evaluate ethical issues in business and develop a framework for making appropriate decisions. Students will demonstrate business sophistication in the classroom and on internship and recognize and apply concepts, principles and theories in the following areas: 15. Accounting 16. Finance, Law and Applied Economics 17. Global Business 18. Management and Marketing 19. Management Information Systems 20. Quantitative Methods & Operations Management Internship Maintain a sense of responsibility and respect for one s own behavior and values and those of others. Assess ethical issues in a business problem, consider the implications and recommend a plan of action that shows ethical awareness.. Use for a rating of at least 4 on a 5-point scale. Likert scale. : percent of Students will 1. More than 90 percent of score at least a (17) on a 20 Students achieved a score that points Rubric scale on a Case meets or surpasses analysis in the Capstone expectations on a Rubric scale Course (MAN 5721 Business on a Case analysis in the Policy and Strategic Capstone Course (MAN 5721 Management) to assess Business Policy and Strategic students ability to demonstrate Management) to assess discipline knowledge in students ability to demonstrate business discipline knowledge in business Indirect s: On a survey designed to solicit feedback from employers on the extent to which students of the School of Business and Industry demonstrate Technical Ability, Maturity and Conceptual Ability during their internship assignments, at least 80 percent of respondents will give a rating of at least 7 on a 10-point Likert scale. 90 percent of students will score at least a (20) on a 24 points Rubric scale on an ethical understanding and reasoning project embedded in MAN 5205 Organizational Theory and/or ACG 4642 Business Assurance and Attestation. Indirect : On a survey designed to solicit feedback from graduating students on the extent to which the programs of the School of Business and Industry developed their understanding of the need for Indirect s: On a survey designed to solicit feedback from employers on the extent to which students of the School of Business and Industry demonstrate Technical Ability, Maturity and Conceptual Ability during their internship assignments, at least 85 percent of respondents gave a rating of at least 7 on a 10- point Likert scale. : No data available: Due to an oversight the required assessment activity was not executed as planned in Spring, Indirect : On a survey designed to solicit feedback from graduating students on the extent to which the programs of the School of Business and Industry developed their understanding of the need for professional integrity and ethical decision-making in the professional practice of the business world, 100 The School of Business and Industry is performing well above expectations on this learning goal. No corrective action is called for. The Educational Testing Service (ETS) MBA Major Field Test was administered to a group of students on a pilot project basis during the Spring, 2008 semester. Base on the rather favorable results obtained from this experience broad use of the test will be launched in the Spring, While direct measures of this learning goal are not available this semester, the very strong performance indicated by the indirect measure indicates that the programs of the School of Business and Industry are performing well above expectations in developing the ethical understanding and reasoning skills of its students. Program (Action Broaden assessment approaches through the ETS will give an objective and widely used direct measure of student learning on a broad range of Discipline Content Knowledge Skills. Availability of a broad set of reasonably objective results from an instrument that has national validity will allow the School of Business and Industry to effectively pinpoint areas in need of improvement. The Assessment activities for undertaking direct measures of learning outcomes will be executed in the Fall, Once available, these data will give a clearer picture of performance on the learning goal.

29 LEADERSHIP SKILLS The ability to influence the activities of an individual or a group in efforts toward goal achievement. TEAMWORK SKILLS The ability to demonstrate effective teamwork skills and the fundamental knowledge and understanding of team structures, processes, and methods. direct a working team toward the successful completion of a project. be decisive in various situations. assert oneself in various situations. get along with individuals and team members. form effective working relationships with team members toward the successful completion of a project. Use for professional integrity and ethical percent of students gave a rating of decision-making in the professional at least 4 on a 5-point Likert scale.. practice of the business world, 90 percent of students will give a rating of at least 4 on a 5-point Likert scale. 90 % of students enrolled in GEB 5933/5934 MBA Professional Development Leadership I & II will score at least 20 on a 24 scale Rubric used to assess leadership skills percent of students will score at least a (17) on a 20 points on a Peer Teamwork skill Assessment Rubric in team project(s) in MAN 5205 Organizational Theory and/or MAN 5721 Business Policy and Strategic Management On a 24 point scale designed to assess leadership skills, 86 percent of students achieved a score that is at or above expectations percent of students achieved a score that meets or surpasses expectations on a Peer Teamwork skill Assessment Rubric in team project(s) in MAN 5205 Organizational Theory The assessment results seem to indicate some weakness in the area of development of leadership skills. A review of the curricula of the relevant leadership-based courses and the pedagogy/delivery methods deployed in them will be undertaken. The School of Business and Industry will identify leadership-connected courses beyond GEB 5933/5934 Professional Development and embed leadership goals in these. The programs of the School of Business and Industry are performing well as far as the development of teamwork skills is concerned. The development and implementation of indirect measures of learning is currently being evaluated by the LAC. Program (Action Review of curricula of leadership-based. Broaden deployment of leadership skill development in a wider array of leadership-connected courses. Evaluate and deploy alternative leadership development strategies and specific leadership development exercises/activities. Reinforce program through the deployment of indirect measures of student learning Broaden deployment of direct measures beyond MAN Organizational Theory Use results of student performance in Business Case Competitions to measure/assess student learning in a broad array of areas.

30 Florida Agricultural and Mechanical University Tallahassee, Florida Excellence With Caring Telephone: (850) Fax: (850) School of Business and Industry May 1, 2009 Dear Dr. Steven: Thank you for meeting with me at the AACSB meeting in Orlando and providing me and the School of Business and Industry (SBI) with your valuable feedback and insight. Accompanying thisletter is a current draft ofour second Annual ProgressReport for your review. Also included is an Assurance of Learning Presentation delivered during a faculty retreat and the Assurance of Learning/Assessment data that SBI has been submitting to the Florida A&M University (FAMU) Assessment Office regarding SBI s Learning Objectives, also known as the Academic Learning Compacts as required by the State of Florida. This is consistent with the other AACSB-accredited schools in the State University System of Florida. Additionally, Karen Tornoff conducted a half-day workshop onassuranceoflearningforthesbifaculty. Shealsoreviewedandprovided feedback on our through program level AoL/assessment reports that had been submitted to the FAMU Assessment Office. In 2004, FAMU adopted the FAMOUS assessment planning and implementation model developed by the director of the FAMU Assessment Office to ensure that all units seek to improve the quality of student learning. The FAMOUS model, which is used for planning assessment activities and documentation of results, involves six sequential steps. The six steps are represented by a letter in the FAMOUS acronym as delineated below: Step 1: Formulate statementsofoutcomes/objectives aligned to the institutional mission/goals. Step 2: Ascertain criteria for success. Step 3: performance using direct and indirect methods. Step 4: Observe and analyze results for congruence between expected and actual outcomes. Step 5: Use the results to effect improvement of instructional programs and services. Step 6: programs and services by continuously evaluating, planning, allocating resources and implementing new approaches. SBI s submitted its initial AoL/assessment report to the FAMU Assessment Office in The 2005 AoL/assessment report submitted to the FAMU Assessment Office only included the learning objectives developed by the school. The AoL/assessment report was the first submission to the FAMU Assessment Office with student data. Therefore, we are requesting that you and AACSB review the three (3) cycles of AoL/assessment reports that have submitted to the FAMU Assessment Office, and let us know if they meet AACSB s Assurance of Learning standards. FAMU IS AN EQUAL OPPORTUNITY/EQUAL ACCESS UNIVERSITY