1 / 28

Lessons Learned Part I

Assurance of Learning: Strategic Planning through Programmatic Assessment. Lessons Learned Part I. Kathleen A. Krentler College of Business Administration. Programmatic Assessment Driven by:. Desire to use evidence-based assurance of learning in the college’s strategic planning efforts.

anneke
Download Presentation

Lessons Learned Part I

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Assurance of Learning: Strategic Planning through Programmatic Assessment Lessons Learned Part I Kathleen A. Krentler College of Business Administration

  2. Programmatic Assessment Driven by: • Desire to use evidence-based assurance of learning in the college’s strategic planning efforts. • 2. The university’s call for and support of programmatic assessment. • 3. Requirements of our outside accreditation – AACSB.

  3. AACSB: Show us your AOL! • Maintenance of Accreditation approaches • Self-Evaluation Report: October 1, 2012 • Campus Visit: December 2-4, 2012

  4. College-wide programs: • BSBA Common, MBA, EMBA • Departmental programs: • SOA (2); FIN (5); MGT (3); MIS (2); MKT (3) • TOTAL programs assessed across the college: 18

  5. A very simple approach . . . Closing the Loop SLOs Measurement & Data Collection Results

  6. BSBA Common • 5 Goals: • Communication (Written & Oral) • Critical Thinking • Ethical Reasoning • Global Perspective • Essential Business Knowledge

  7. Oral Communication • SLO:Make effective oral presentations that are informative as well as persuasive, as appropriate. • Measurement & Data Collection: • The CBA UG Committee trains to assess • Teams of 2 assessors listen to presentations being made in capstone courses across the CBA • Assessors use the internally developed “CBA Oral Communication Skills” rubric (which has been provided to all students).

  8. Results: “85% of our students should meet or exceed expectations” “50% of our students should exceed expectations” YES Professionalism & Appearance NO Organization Voice Quality & Pace Mannerisms & Body Language Rapport w/ Audience & Use of Media • YES • Organization • Voice Quality & Pace • Mannerisms & Body Language • Professionalism & Appearance • Rapport w/ Audience & Use of Media

  9. Closing the Loop: • Wider distribution of the Oral Comm rubric • Institution of the BA 290 Oral Comm exercise • Faculty strongly encouraged to talk with students about strong & weak oral comm and to include oral comm in grading

  10. Reporting the Effort • The CBA Assessment website

  11. Moving to WEAVE • Do we have to?

  12. Moving to WEAVE • Susan’s trains • September 2011 • Goals & SLOs input • October 2011 • Measures input • By April 2012 • Annual Reports submitted via WEAVE • June 15, 2012

  13. What’s Next? • Curriculum Mapping • Read-Only privileges to all faculty • Successful MAC in December 2012! • Stronger Strategic Planning

  14. Achieving Faculty Buy-In and Spreading the Word: Adapting to thrive in changing times Lessons Learned Part II Kathleen A. Krentler College of Business Administration

  15. “The Times They Are a-Changin‘” • . . . But how do you convince the faculty of that? • “We give grades.” • “What we do can’t be assessed.” • “This is just paperwork.”

  16. Challenge #1: Establishing a Culture of Assessment Among the Faculty

  17. The Culture Survey Baseline: 2008 Bi-annual administration

  18. The AIDA Hierarchy Action Desire Interest Attention - Awareness

  19. Attention - Awareness Posters Semesterly Newsletters

  20. Interest • What do you want your students to know? • When they walk across the stage (i.e programmatic SLOs) • When they finish your course (i.e. course-level SLOs)

  21. Desire Want to make your life easier? Want to make grading easier? What is a rubric? How do I make one? (A simple tutorial)

  22. Action Assessment Day

  23. How do we keep it fresh? • An event each semester • A newsletter each semester • Semesterly reminders of SLOs & rubrics • Distribution of results • Engaging faculty in “Close the Loop” discussions

  24. Challenge #2: Establishing a Culture of Assessment Among Students

  25. A student’s view of the world: • Keep taking classes and eventually you’ve completed enough and they give you a degree.

  26. View we’d like students to have: • A cohesive program with courses building on each other to achieve overall progammatic goals.

  27. Assessment Culture for students: • Helping students’ change their view of the world. • Introducing the concept of a program by introducing programmatic goals & SLOs. • Helping students’ to see how each course is part of a bigger “whole”.

  28. Learning the Goals On every syllabus: • BSBA Program Goals • BSBA students will graduate being: • Effective Communicators • Critical Thinkers • Able to Analyze Ethical Problems • Global in their perspective • Knowledgeable about the essentials of business • MKT 370 contributes to these goals through its student learning outcomes . . . • MKT 370 Student Learning Outcomes • At the end of this course students should be able to:

More Related