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Graduate Assurance of Learning Update: May 2009

This report outlines the Graduate Assurance of Learning efforts at the Zicklin School of Business, Baruch College, emphasizing the importance of defining student learning goals, aligning curricula, and using assessment tools to evaluate outcomes. By adhering to AACSB standards, the school aims to ensure that students acquire essential skills and competencies. Key areas of assessment such as communication, technological literacy, and ethical awareness are highlighted, alongside methods for incorporating assessment findings into ongoing curricular improvements to enhance overall educational effectiveness.

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Graduate Assurance of Learning Update: May 2009

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  1. Graduate Assurance of Learning Update: May 2009 Matthew A. EdwardsCo-Chair, Graduate Assurance of Learning CommitteeZicklin School of BusinessBaruch College (CUNY)

  2. Definition of student learning goals and objectives; • Alignment of curricula with the adopted goals; • Identification of instruments and measures to assess learning; • Collection, analyzing, and dissemination of assessment information; and • Using assessment information for continuous improvement including documentation that the assessment process is being carried out in a systematic, ongoing basis. AACSB Assessment Standards According the AACSB, the outcomes assessment process should include:

  3. AACSB Assessment Translated into Plain Language • What will our students learn in our program? What are our expectations? • How will they learn it? • How will we know they have learned it or not? • What will we do if they have not learned it? Source: AACSB Assurance of Learning Standards: An Interpretation, White Paper, (November 20, 2007).

  4. Zicklin Assessment: Key Points • We are assessing programs not courses, students or professors. • Assessment must be a faculty-driven process. • The objective is to set up a system that enables continuous curricular and programmaticimprovement.

  5. The Zicklin School of Business has adopted eight common educational aims for its MBA Programs: • Communication (Written and Oral) • Information and Technology Literacy • Ethical Awareness • Global Awareness • Quantitative Analysis • Teamwork and Leadership • Knowledge Integration; and • Intellectual Competence in a Field of Study MBA Programs: Common Educational Aims

  6. Oral Communication: CIS 9000; MKT 9703. • Written Communication: BUS 9100. • Information Literacy: ECO 9708 & 9709; MKT 9703. • Technology Literacy: CIS 9000. • Ethical Awareness: BUS 9100. • Global Awareness: BUS 9200. • Quantitative Analysis: FIN 9770. • Knowledge Integration: BUS 9200. Assessments Conducted During the 2008-2009 Academic Year

  7. During the fall 2009, we plan on conducting assessments on the following learning goals: • Technology Literacy 2.1: Students should “demonstrate the ability to use information technology to solve business problems.” • Technology Literacy 2.2: Students should “understand the role of information technology in organizational decision making and strategy.” • Global Awareness Fall 2009 Assessments

  8. Zicklin MBA & MS Assessment: Challenges Ahead • Increasing assessment efficiency— minimizing costs and burdens on faculty and administrators. • All MBA Majors and all MS and Executive Programs will need to be assessed. • The objective is to set up a system that enables and demonstrates continuous improvement in all of our programs.

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