Assessment in the School of Business

The assessment process in the School of Business follows the four-step cycle outlined by Middle States for assessment of student learning:

1. As part of the Association to Advance Collegiate Schools of Business (AACSB) accreditation process, the faculty of the department of Business Administration developed course objectives for all courses. These objectives are based on the five student learning outcome areas identified by the department:

  • Business ethics
  • Communication (written and oral)
  • Critical thinking
  • International awareness
  • Leadership

2. Faculty organize their courses and other student experiences in ways that contribute to their students acquiring the skills and knowledge listed above.

3. At the end of each semester teaching faculty member submits a portfolio, including student work, that illustrates the learning activities that took place in the course. Assessment committees are formed to review the student work using rubrics to evaluate the extent to which each learning outcome is achieved. In addition to the portfolio review, the department collects assessment data from and about their students in a variety of other ways:

  • Annual survey of internship supervisors in which the supervisor evaluates their interns' ability to apply the knowledge/skills learned in their major courses.
  • Annual exit survey of students when they apply for graduation that seeks to gather perceptions of students about their experience in the department.
  • Every two years the ETS Major Field Test is administered to students in the capstone course; this provides another source of content knowledge.
  • Every five years an alumni survey is distributed to gather information regarding income levels, position titles, company/organizations, graduate work, and recommendations for the curriculum and course content to help achieve the department's learning goals.

4. The reports of the assessment committees are sent to the curriculum committee so that the assessment results are used to inform decision-making and action. The data from the other assessments is used to inform both curricular as well as program changes.

Recent changes made as a result of assessment data:

  • Core course objectives have been revised in order to ensure coverage of areas deemed insufficiently addressed.
  • Course activities have been revised in order to better address the learning outcomes.
  • Several changes in the major have been implemented to better reflect the current state of the discipline.
  • Many changes to the course pre-requisite system were made to better prepare students for advanced courses.
  • New courses were developed to teach students about leadership, business ethics, and critical thinking.

Page modified 11/26/14