Table 4 presents the information in the IPD format and is consistent with the findings in tables 1-3.
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- Laureen Carpenter
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1 California tate University, Chico College of Business Business Administration (BAD) Assurance of Learning Program Alignment atrix Academic Year Introduction An online survey was conducted November - December Invitations for participation were sent out to all faculty that teach the BAD core courses. The final sample included 51 faculty members from the College of Business and 5 from the Economics Department (Econ 002 and 003 required courses in the BAD prebusiness core.). The survey served two purposes. The primary objective was to get a sense for the experience a student has taking the BAD core courses and provide a baseline measure for our assurance of learning effort. (Detailed findings from the survey are summarized elsewhere. The qualitative data is lengthy and has been omitted for the sake of brevity.). The data was also used to generate a program alignment matrix which summarizes the degree to which the BAD core classes are contributing to particular learning goals, and the degree of consistency between multiple sections of the course. Two matrices are presented here. The first, table 1, is what the College of Business Undergraduate Curriculum Committee (UCC) agreed to use for its program alignment assessment effort. The final rating within each cell is based on an analysis of the quantitative and qualitative data from the survey (see appendix for the basic quantitative results). Table 2 and 3 summarize the information in table 1. The second alignment matrix, table 4, is based upon a request from the All University Responsibility for Assessment (AURA) committee to utilize an assurance of learning alignment matrix that relies on determining if a learning goal has been Introduced (I), Practiced (P), or Demonstrated astery (D) within a course. (AURA is responsible for developing and implementing a university-wide assessment effort that meets AC standards.) ummary of Findings Table 1 summarizes the quantitative and qualitative data from the survey. The highlighted cells indicate where courses strongly or very strongly contributed to learning goals and were at least moderately consistent between sections. The qualitative data asked instructors to note any assignments or exams that relate to a learning goal. Courses were only given a strong or very strong contribution score if the course had assignments or exam material related to the learning goal. Thus, any highlighted cell also means this course could be used to assess the particular learning goal. The information in Table 1 can be analyzed by learning goal and by course. The summary by course is presented in table 2 and by learning goal in table 3. Table 4 presents the information in the IPD format and is consistent with the findings in tables 1-3. Degree of Alignment and Contribution of BAD Core Curriculum to Learning Goals ritten Communication oderate. Oral Communication It appears that the BAD core is not contributing much to students oral presentation skills. However, assessment of students presentations suggest otherwise. Either students are learning this ability in their option classes or are innately good at oral presentations. Data from students (EBI, NE) would suggest students are doing a lot of presentations and learning good presentation skills from their option classes. Information Technology Contribution appears to be a bit weak.
2 Critical Thinking Contribution a bit ambiguous. The alignment data would suggest that students are getting a lot of critical thinking skills in the BAD curriculum. However, when asked about students strengths and weaknesses, professors stated they believe students critical thinking skills are weak. Diversity Contribution appears to be a bit weak. Ethics- oderate. Teamwork oderate to a strong contribution. External Forces on Business Knowledge oderate to strong contribution. International Business Knowledge Contribution appears weak. Functional Area Knowledge- Contribution appears moderate to strong. orkforce and Customer Diversity Knowledge Contribution appears weak. Consistency Across ections Compared to other courses that offer multiple sections, Accounting 15 and arketing 170 appear to have the least consistent curriculum and pedagogy across the sections being taught. Compared to other courses that offer multiple sections, BAD 001 and GT 129 appear to have a more consistent curriculum and pedagogy across the sections being taught.
3 Table 1: Program Alignment atrix The following table represents the degree to which individual core classes are contributing to particular learning goals, and the degree of consistency between multiple sections of the course. This table summarizes data collected from the program review survey. Key for Degree of Alignment and Contribution to Program Learning Goals: V Very trong Alignment and Contribution to Program Learning Goal trong Alignment and Contribution to Program Learning Goal oderate Alignment and Contribution to Program Learning Goal eak Alignment and Contribution to Program Learning Goal N No Alignment and Contribution to Program Learning Goal Key for Consistency between ections: High Consistency (about 80% consistency) oderate Consistency (about 51-80% consistency) Low Consistency (less than 51% consistency) NC No Consistency Learning Goals ritten communication skills ACCT 015 (n= 6) ACCT 016 (n=5) BAD 001 (n=4) BAD 003/ath 47 (n=1) BLA 100 (n=4) GT 129 (n=3) V GT 131 (n=5) GT 180 (n=4) KTG 170 (n=7) FIN 150 (n=2) /N POG 143 (n=4) /N IN 110 (n=2) BAD 295 (n=2) Oral communication skills Information technology skills V Critical thinking skills V V Diversity skills Ethical skills Teamwork skills External forces on business International business Functional areas orkforce and customer diversity (Note- Highlighted cells indicate courses that had at least strong contribution to a learning goal and at least moderate consistency between sections. These highlighted cells also indicate courses that have assignments and/or exams that could be used to assess that particular learning goal.)
4 Program Alignment atrix (cont.) Non-BAD Courses, yet part of our pre-business requirements. Learning Goals ritten communication skills ECON 002 (n=4) ECON 003 (n=1) ATH 45 (n=1) Oral communication skills Information technology skills Critical thinking skills Diversity skills Ethical skills Teamwork skills External forces on business International business Functional areas orkforce and customer diversity
5 Table 2: Program Alignment atrix BAD ummary: Contribution and Consistency per Course The following table represents the degree to which individual core classes are contributing to particular learning goals, and the degree of consistency between multiple sections of the course. This table summarizes data collected from the program review survey. Key for Degree of Alignment and Contribution to Program Learning Goals: V Very trong Alignment and Contribution to Program Learning Goal - trong Alignment and Contribution to Program Learning Goal - oderate Alignment and Contribution to Program Learning Goal - eak Alignment and Contribution to Program Learning Goal N No Alignment and Contribution to Program Learning Goal Key for Consistency between ections: High Consistency oderate Consistency Low Consistency NC No Consistency Aggregate for BAD Courses, across Goals ACCT 015 (n= 6) ACCT 016 (n=5) BAD 001 (n=4) BAD 003/ath 47 (n=1) BLA 100 (n=4) GT 129 (n=3) GT 131 (n=5) GT 180 (n=4) KTG 170 (n=7) FIN 150 (n=2) POG 143 (n=4) IN 110 (n=2) N BAD 295 (n=2) V Consistency Ratings NA NA NA (How to read table: Off the eleven learning goals, arketing 170 makes a strong contribution to three and has significant inconsistencies across sections on four of the eleven goals.)
6 Table 3: Program Alignment atrix ummary: Contribution to Learning Goals Across BAD Courses The following table represents the degree to which individual core classes are contributing to particular learning goals, and the degree of consistency between multiple sections of the course. This table summarizes data collected from the program review survey. Key for Degree of Alignment and Contribution to Program Learning Goals: V Very trong Alignment and Contribution to Program Learning Goal - trong Alignment and Contribution to Program Learning Goal - oderate Alignment and Contribution to Program Learning Goal - eak Alignment and Contribution to Program Learning Goal N No Alignment and Contribution to Program Learning Goal Aggregate for Learning Goal, across BAD Courses Contribution to Learning Goal N V ritten communication skills Oral communication skills Information technology skills Critical thinking skills Diversity skills Ethical skills Teamwork skills External forces on business International business Functional areas orkforce and customer diversity 2 6 4
7 Table 4: I-P-D Alignment atrix I-aterial introduced. P-aterial practiced. D-Demonstrated mastery. Learning Goals ACCT 015 (n= 6) ACCT 016 (n=5) BAD 001 (n=4) BAD 003/ath 47 (n=1) BLA 100 (n=4) GT 129 (n=3) GT 131 (n=5) GT 180 (n=4) KTG 170 (n=7) FIN 150 (n=2) POG 143 (n=4) IN 110 (n=2) BAD 295 (n=2) ritten communication skills P P I P I I P D Oral communication skills I I P I I I Information technology skills I I I I I P D Critical thinking skills P P I P P I I I I P I D Diversity skills I P P I I Ethical skills P P I I P P I I P P I Teamwork skills I P P P P I I P External forces on business I I P P I P P I I D International business I I I I Functional areas P P I P I P P I I I D orkforce and customer diversity I I I I
8 Appendix: Quantitative Responses from Faculty urvey Alignment with Learning Goals and ection Consistency: riting BAD Core Classes * Paper in class? Crosstabulation BAD Core Classes Paper in class? Yes no Total BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total BAD Core Classes * Provide paper rubric/standards outline? Crosstabulation Provide paper rubric/standards outline? BAD Core Classes yes no Total BAD ACCT ACCT ECON ECON BLA GT GT GT KTG
9 FIN POG BAD Total BAD Core Classes * Paper assignments individual? Crosstabulation Paper assignments individual? BAD Core Classes yes no Total BAD ACCT ACCT ECON ECON BLA GT GT GT KTG FIN POG BAD Total BAD Core Classes * Assign significant term project? Crosstabulation Assign significant term project? BAD Core Classes Yes No Total BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT
10 GT KTG FIN IN POG BAD Total BAD Core Classes * written comm skills Crosstabulation BAD Core Classes written comm skills Not at all Little oderate ignificant Very ignificant Total BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total eans Report riting core: um(q2, 3, 4, 27, 40a1) BAD Core Classes ean N td. Deviation BAD BAD ACCT ACCT ECON ECON
11 ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total Program Alignment and ection Consistency: Oral Presentations BAD Core Classes * Require student oral presentations? Crosstabulation BAD Core Classes Require student oral presentations? Yes No Total BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total BAD Core Classes * Provide presentation rubric/standards outline? Crosstabulation
12 BAD Core Classes Provide presentation rubric/standards outline? Yes No Total BAD ACCT ACCT ECON BLA GT GT GT KTG POG BAD Total BAD Core Classes * Require individual oral presentations? Crosstabulation BAD Core Classes Require individual oral presentations? Yes No Total BAD ACCT ACCT ECON BLA GT GT GT KTG POG BAD Total BAD Core Classes * oral comm skills Crosstabulation BAD Core Classes oral comm skills Not at all Little oderate ignificant Very ignificant Total BAD BAD ACCT
13 ACCT ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total eans Report Oral_Comm_core BAD Core Classes ean N td. Deviation BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total Program Alignment and ection Consistency: IT
14 BAD Core Classes * tudents use Excel in course? Crosstabulation tudents use Excel in course? BAD Core Classes Yes No Total BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total BAD Core Classes * tudents use ord in course? Crosstabulation tudents use ord in course? BAD Core Classes Yes No Total BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT
15 GT KTG FIN IN POG BAD Total BAD Core Classes * tudents use PowerPoint in course? Crosstabulation tudents use PowerPoint in course? BAD Core Classes Yes No Total BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total BAD Core Classes * tudents use Access in course? Crosstabulation tudents use Access in course? BAD Core Classes Yes No Total BAD BAD ACCT ACCT
16 ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total BAD Core Classes * tudents use Internet in course? Crosstabulation tudents use Internet in course? BAD Core Classes Yes No Total BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total BAD Core Classes * tudents use library e- resources in course? Crosstabulation
17 BAD Core Classes tudents use library e- resources in course? Yes No Total BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total BAD Core Classes BAD Core Classes * IT skills Crosstabulation IT skills Not at all Little oderate ignificant Very ignificant Total BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN
18 POG BAD Total eans Report IT_core BAD Core Classes ean N td. Deviation BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total Program Alignment and ection Consistency: Critical Thinking BAD Core Classes * tudent do case analysis writeup in course? Crosstabulation BAD Core Classes tudent do case analysis write-up in course? no yes Total BAD BAD ACCT ACCT ECON
19 ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total BAD Core Classes * Project involve student research? Crosstabulation Project involves student research? BAD Core Classes no yes Total BAD ACCT ECON BLA GT GT GT KTG BAD Total BAD Core Classes * tudents perform quantitative analysis? Crosstabulation tudents perform quantitative analysis? BAD Core Classes no yes Total BAD BAD ACCT ACCT ECON ECON
20 ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total BAD Core Classes * tudent do mathematical calculations? Crosstabulation BAD Core Classes tudents do mathematical calculations? no yes Total BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total BAD Core Classes * critical thinking skills Crosstabulation critical thinking skills Total
21 BAD Core Classes Little oderate ignificant Very ignificant BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total eans Critical_Thinking_core Report BAD Core Classes ean N td. Deviation BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG
22 BAD Total Program Alignment and ection Consistency: Diversity BAD Core Classes BAD Core Classes * diversity skills Crosstabulation diversity skills Not at all Little oderate ignificant Very ignificant Total BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total eans Report diversity skills BAD Core Classes ean N td. Deviation BAD BAD ACCT ACCT ECON ECON
23 ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total Program Alignment and ection Consistency: Ethics BAD Core Classes * ethical skills Crosstabulation BAD Core Classes ethical skills Not at all Little oderate ignificant Very ignificant Total BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total eans ethical skills Report
24 BAD Core Classes ean N td. Deviation BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total Program Alignment and ection Consistency: Teamwork BAD Core Classes * Paper assignments groups? Crosstabulation Paper assignments groups? BAD Core Classes no yes Total BAD ACCT ACCT ECON ECON BLA GT GT GT KTG FIN POG BAD
25 Total BAD Core Classes * Require group oral presentations? Crosstabulation BAD Core Classes Require group oral presentations? no yes Total BAD ACCT ACCT ECON BLA GT GT GT KTG POG BAD Total BAD Core Classes * tudents work in groups? Crosstabulation tudents work in groups? BAD Core Classes no yes Total BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD
26 Total BAD Core Classes * tudent group work on ungraded assigns? Crosstabulation BAD Core Classes tudent group work on ungraded assigns? no yes Total BAD ACCT ACCT ATH BLA GT GT GT KTG POG BAD Total BAD Core Classes * Hours in class in groups on ungraded assign Crosstabulation Hours in class in groups on ungraded assign < 1 hour about 1-2 hours about 2-4 hours about 4-6 hours about 6-8 hours about hours Total BAD Core Classes ACCT ACCT ATH BLA GT GT KTG POG Total BAD Core Classes * teamwork skills Crosstabulation teamwork skills Not at all Little oderate ignificant Very ignificant Total BAD Core Classes BAD
27 BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total Crosstabs BAD Core Classes * understanding ext forces Crosstabulation BAD Core Classes understanding ext forces Not at all Little oderate ignificant Very ignificant Total BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD
28 Total BAD Core Classes * understanding Int'l business Crosstabulation understanding Int'l business Not at all Little oderate ignificant Very ignificant Total BAD Core Classes BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total BAD Core Classes * understanding bus func areas Crosstabulation BAD Core Classes understanding bus func areas Very Not at all Little oderate ignificant ignificant Total BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT
29 KTG FIN IN POG BAD Total BAD Core Classes * understanding of diversity Crosstabulation understanding of diversity Not at all Little oderate ignificant Very ignificant Total BAD Core Classes BAD BAD ACCT ACCT ECON ECON ATH ATH BLA GT GT GT KTG FIN IN POG BAD Total Frequencies written comm skills oral comm skills IT skills Not at all Little oderate ignificant Very ignificant
30 critical thinking skills diversity skills ethical skills teamwork skills understanding ext forces understanding Int'l business understanding bus func areas understanding of diversity Descriptives written comm skills oral comm skills IT skills critical thinking skills diversity skills ethical skills teamwork skills understanding ext forces understanding Int'l business Descriptive tatistics N ean td. Deviation
31 understanding bus func areas understanding of diversity
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