Outcomes) Assessment) s Plan) · 2016-08-08 · Outcomes Assessment Plan 3 SectionII:(Student(LearningAssessment(! ASSOCIATE=LEVELPROGRAMS(! Student!Learning!Assessment!for!Associate)in)Applied)Science)in)Airport

Outcomes Assessment Plan

Institution: Vaughn College of Aeronautics and Technology

Academic Business Unit: The Management Department

Date: 12/1/2012

International Assembly for Collegiate Business Education 11374 Strang Line Road Lenexa, Kansas 66215

USA International Assem

bly for Collegiate Business Education

International Assem

bly for Collegiate Business Education

Outcomes Assessment Plan i

Table of Contents

Table of Contents .......................................................................................................................................... i

Section I: Strategic Assessment – Mission and Broad-‐Based Goals ............................................................. 2 Mission Statement ................................................................................................................................... 2

Broad-‐Based Goals ................................................................................................................................... 2

Section II: Student Learning Assessment ..................................................................................................... 3 ASSOCIATE-‐LEVEL PROGRAMS ................................................................................................................. 3

Student Learning Assessment for Associate in Applied Science in Airport Management ................... 3

BACHELOR’S-‐LEVEL PROGRAMS .............................................................................................................. 4

Student Learning Assessment for Bachelor of Science in Airport Management ................................. 4

Student Learning Assessment for Bachelor of Science Airline Management ...................................... 5

Student Learning Assessment for Bachelor of Science General Management .................................... 6

MASTER’S-‐LEVEL PROGRAMS .................................................................................................................. 7

Student Learning Assessment for Master of Science Airport Management ........................................ 7

Mapping of Intended Student Learning Outcomes to Broad-‐Based Student Learning Goals ................. 8

Mapping of Assessment Measures to Intended Student Learning Outcomes ...................................... 13

Mapping of Direct Assessment Measures to Key Learning Outcomes for Business Programs: Associate-‐Level Programs ...................................................................................................................................... 18

Mapping of Direct Assessment Measures to Key Learning Outcomes for Business Programs: Bachelor’s-‐Level Programs .................................................................................................................... 19

Mapping of Direct Assessment Measures to Key Learning Outcomes for Business Programs: Master’s-‐Level Programs ...................................................................................................................................... 21

Section III: Operational Assessment .......................................................................................................... 22 Mapping of Intended Operational Outcomes to Broad-‐Based Operational Goals ................................ 23

Mapping of Operational Assessment Measures to Intended Operational Outcomes ........................... 24

Section IV: Linkage of Outcomes Assessment with Strategic Planning ..................................................... 26

Section V: Appendices ............................................................................................................................... 28

Outcomes Assessment Plan 2

OUTCOMES ASSESSMENT PLAN The Management Department

Vaughn College of Aeronautics and Technology Section I: Strategic Assessment – Mission and Broad-‐Based Goals Mission Statement

Broad-‐Based Goals

Broad-‐Based Student Learning Goals:

1. Students will demonstrate appropriate knowledge of aviation-‐related management skills.

2. Students will demonstrate appropriate knowledge of quantitative and analytical business-‐related skills.

3. Students will demonstrate effective communication skills.

4. Students will demonstrate an understanding of the various environments in which business operates.

Mission of the Management Department:

The mission of the Management Department is to create an environment in which students will acquire and continually develop theoretical and practical knowledge needed to achieve professional success in their respective fields of study along with ethical standards conducive to responsible citizenship. While focusing on the aviation industry, the Management Department prepares our students for general business careers in both the private and public sectors.

Broad-‐Based Operational Goals:

1. The Management Department will offer comprehensive aviation-‐focused degree programs that effectively prepare students for their professional careers and/or graduate school.

2. The Management Department will provide a supportive learning environment that provides ample opportunities for hands-‐on learning experiences.

3. The Management Department will attract and retain highly qualified faculty who are effective educators and regularly engage in professional development activities.


Section II: Student Learning Assessment ASSOCIATE-‐LEVEL PROGRAMS Student Learning Assessment for Associate in Applied Science in Airport Management

Intended Student Learning Outcomes for Associate in Applied Science in Airport Management :

1. Apply quantitative and qualitiative concepts and skills to address managerial issues.

2. Demonstrate knowledge of basic principles of different functional areas of management.

3. Demonstrate an appropriate mastery of current knowledge, issues and tools used in the airport industry.

4. Function individually and on multidisciplinary teams.

5. Communicate effectively orally and in writing.

Assessment Tools for Intended Student Learning Outcomes— Direct Measures of Student Learning: Performance Targets/Criteria for Direct Measures:

1. Capsim 70% of students will pass the final CAPSIM assignment*

2. Comprehensive Final Exam 50%will receive 75% or better on the comprehensive final exam

Assessment Tools for Intended Student Learning Outcomes— Indirect Measures of Student Learning:

Performance Targets/Criteria for Indirect Measures:

1. Job Placement Rates 75% of graduates will be employed or continuing education

2. Course Evaluations The Department’s “Course Outcomes” section of the course evaluation survey will be an average of at least 4

*We are in the beginning stages of implementing CAPSIM and target criteria may be adjusted


BACHELOR’S-‐LEVEL PROGRAMS Student Learning Assessment for Bachelor of Science in Airport Management

Intended Student Learning Outcomes for Bachelor of Science in Airport Management :






6. Understand professional, ethical and social responsibilities.

7. Recognize the need for and possesses the ability to pursue lifelong learning.

8. Have a respect for diversity and knowledge of contemporary professional, societal and global issues.

9. Demonstrate a commitment to quality, timeliness and continuous improvement.

Assessment Tools for Intended Student Learning Outcomes— Direct Measures of Student Learning:

Performance Targets/Criteria for Direct Measures:


2. Internship Presentation 75% of students will receive a 60% or better based on presentation criteria

Assessment Tools for Intended Student Learning Outcomes— Indirect Measures of Student Learning: Performance Targets/Criteria for Indirect Measures:





Student Learning Assessment for Bachelor of Science Airline Management

Intended Student Learning Outcomes for Bachelor of Science Airline Management:



3. Demonstrate an appropriate mastery of current knowledge, issues and tools used in the airline industry.












1. Job Placement Rates 75% of graduates will be employed or continuing education after 6 months




Student Learning Assessment for Bachelor of Science General Management

Intended Student Learning Outcomes for Bachelor of Science Airline Management:



3. Demonstrate an appropriate mastery of current knowledge, issues and tools used in the industry of the major built around their open elective courses.
















MASTER’S-‐LEVEL PROGRAMS Student Learning Assessment for Master of Science Airport Management

Intended Student Learning Outcomes for Master of Science Airport Management:

1. Demonstrate skills in problem recognition change

2. Demonstrate skills in strategic analysis and integration

3. Demonstrate the ability to apply quantitative methods to aviation-‐related business situations

4. Demonstrate effective written communication skills

5. Demonstrate effective oral communication and business presentation skills

6. Demonstrate in-‐depth knowledge of the ethical obligations and responsibilities of business

7. Demonstrate the ability to work with a team of colleagues on projects

Assessment Tools for Intended Student Learning Outcomes— Direct Measures of Student Learning: Performance Targets/Criteria for Direct Measures:


2. Thesis 75% of students will receive a 60% or better based on presentation criteria

Assessment Tools for Intended Student Learning Outcomes— Indirect Measures of Student Learning:

Performance Targets/Criteria for Indirect Measures:

1. Job Placement Rates 75% of graduates will be employed or continuing education after 6 months




Mapping of Intended Student Learning Outcomes to Broad-‐Based Student Learning Goals The broad-‐based student learning goals identified in Section I above encompass the intended student learning outcomes as articulated in this section, and are general composites or summaries of these outcomes. These relationships are summarized in the outcomes-‐to-‐goals mapping below (Note: Put an “x” in a given cell of the table if the intended learning outcome in that row is associated with the learning goal in that column.):

Broad-‐Based Student Learning Goals Intended Student Learning Outcomes

Students will demonstrate

appropriate knowledge of aviation-‐related management skills.


appropriate knowledge of quantitative and analytical business-‐

related skills.

Students will demonstrate effective

communication skills.

Students will demonstrate an understanding of

the various environments in which business

operates.

ASSOCIATE-‐LEVEL PROGRAMS

Associate in Applied Science in Airport Management

1. Apply quantitative and qualitiative concepts and skills to address managerial issues. X X

2. Demonstrate knowledge of basic principles of different functional areas of management. X X X


X

4. Function individually and on multidisciplinary teams. X

5. Communicate effectively orally and in writing. X

BACHELOR’S-‐LEVEL PROGRAMS

Bachelor of Science in Airport Management








related skills.





operates.

2. Demonstrate knowledge of basic principles of different functional areas of management. X

X


X



6. Understand professional, ethical and social responsibilities. X

X


X


X

9. Demonstrate a commitment to quality, timeliness and continuous improvement. X

Bachelor of Science in Airline Management

1. Apply verbal and quantitative skills to address managerial issues. X X








related skills.





operates.


X


X 5. Communicate effectively orally and in writing. X


X


X


X


X

Bachelor of Science in General Management



3. Demonstrate an appropriate mastery of current knowledge, issues and tools used in the industry of the major built around their open elective

X







related skills.





operates.

courses.

4. Function individually and on multidisciplinary teams. X X


6. Understand professional, ethical and social responsibilities. X

7. Recognize the need for and possesses the ability to pursue lifelong learning. X


X

9. Demonstrate a commitment to quality, timeliness and continuous improvement. X

MASTER’S-‐LEVEL PROGRAMS

Master of Science Airport Management

1. Demonstrate skills in problem recognition change X

X

2. Demonstrate skills in strategic analysis and integration X X

3. Demonstrate the ability to apply quantitative methods to aviation-‐related business situations X

4. Demonstrate effective written communication X







related skills.





operates.

skills

5. Demonstrate effective oral communication and business presentation skills X


X

7. Demonstrate the ability to work with a team of colleagues on projects X

X


Mapping of Assessment Measures to Intended Student Learning Outcomes For each program at each level identified above, the direct and indirect measures of student learning provide for the assessment of all of the program’s intended student learning outcomes. These relationships are summarized in the measures-‐to-‐outcomes mappings below (Note: Put an “x” in a given cell of the tables if the assessment instrument in that column measures the intended learning outcome in that row.):


Intended Student Learning Outcomes Assessment Measures

Associate in Applied Science in Airport Management Capsim Comprehensive Exam Job Placement Rate Course Evaluations


X X X X


X X X


X X X X

4. Function individually and on multidisciplinary teams. X X X

5. Communicate effectively orally and in writing. X X X




Bachelor of Science in Airport Management Capsim Internship or Degree

Project Job Placement Rate Course Evaluations


X X X X


X X X X


X X X X

4. Function individually and on multidisciplinary teams. X X X X


6. Understand professional, ethical and social responsibilities. X X X X


X X


X X X X

9. Demonstrate a commitment to quality, timeliness and continuous X X X X


improvement.

Bachelor of Science in Airline Management Capsim Internship or Degree



X X X X


X X X X


X X X X




X X X X


X X


X X X X


X X X X


Bachelor of Science in General Management Capsim Internship or Degree



X X X X


X X X X


X X X X



6. Understand professional, ethical and social responsibilities. X X X X


X X


X X X X


X X X X




Master’s of Science in Airport Management Capsim Thesis Job Placement Rate Course Evaluations

1. Demonstrate skills in problem recognition change X X X

2. Demonstrate skills in strategic analysis and integration X X X X

3. Demonstrate the ability to apply quantitative methods to aviation-‐related business situations

X X X X

4. Demonstrate effective written communication skills X X X

5. Demonstrate effective oral communication and business presentation skills

X X X


X X X X

7. Demonstrate the ability to work with a team of colleagues on projects

X X X


Mapping of Direct Assessment Measures to Key Learning Outcomes for Business Programs: Associate-‐Level Programs For each associate-‐level program identified above, the direct measures of student learning provide for the assessment of the “Key Learning Outcomes for Business Programs” as identified by the IACBE. These relationships are summarized in the measures-‐to-‐key outcomes mapping below (Note: Put an “x” in a given cell of the table if the assessment instrument in that column measures the key learning outcome in that row.):


Key Learning Outcomes Direct Measures of Student Learning

Associate in Applied Science in Airport Management Capsim ETS Exam

1. Knowledge of the introductory concepts of accounting, economics, management, and marketing X X

2. The ability to use decision-‐support tools X

3. The ability to communicate effectively X X


Mapping of Direct Assessment Measures to Key Learning Outcomes for Business Programs: Bachelor’s-‐Level Programs For each bachelor’s-‐level program identified above, the direct measures of student learning provide for the assessment of the “Key Learning Outcomes for Business Programs” as identified by the IACBE. These relationships are summarized in the measures-‐to-‐key outcomes mapping below (Note: Put an “x” in a given cell of the table if the assessment instrument in that column measures the key learning outcome in that row.):



Bachelor’s of Science in Airport Managment Capsim Internship or Degree Project

1. Knowledge of the functional areas of accounting, marketing, finance, and management X X

2. Knowledge of the legal, social, and economic environments of business X X

3. Knowledge of the global environment of business X X

4. Knowledge of the ethical obligations and responsibilities of business X X

5. The ability to use decision-‐support tools X X

6. The ability to communicate effectively X

7. The ability to apply knowledge of business concepts and functions in an integrated manner X X

Bachelor’s of Science Airline Management Capsim Internship or Degree Project









Bachelor’s of Science in General Management Capsim Internship or Degree Project









Mapping of Direct Assessment Measures to Key Learning Outcomes for Business Programs: Master’s-‐Level Programs For each master’s-‐level program identified above, the direct measures of student learning provide for the assessment of the “Key Learning Outcomes for Business Programs” as identified by the IACBE. These relationships are summarized in the measures-‐to-‐key outcomes mapping below (Note: Put an “x” in a given cell of the table if the assessment instrument in that column measures the key learning outcome in that row.):



Master’s of Science in Airport Management Capsim Thesis

1. Skills in problem recognition X X

2. Skills in strategic analysis and integration X X

3. The ability to apply quantitative methods to real-‐world business situations X X

4. The ability to communicate to relevant publics:

a. Effective written communication skills X

b. Effective oral communication and business presentation skills X

5. Teamwork skills: The ability to work with a team of colleagues on projects X

6. In-‐depth knowledge of the ethical obligations and responsibilities of business X X


Section III: Operational Assessment

Intended Operational Outcomes for the Management Department:

1. The Management Department will be successful in placing students in appropriate jobs or in graduate school yearly.

2. Students in the Management Department will graduate in a timely manner.

3. Undergraduate students will participate in relevant internships on an annual basis.

4. Faculty members in the Management Department will be engaged in appropriate scholarly and professional activities on a yearly basis.

5. Faculty members in the Management Department will be highly qualified in their teaching disciplines.

Assessment Measures for Intended Operational Outcomes: Performance Targets/Criteria for Operational Assessment Measures:

1. Job Placement Rate 75% of graduates will be employed or continuing their education 6 months after graduation

2. Graduation Rate 30 % of AAS students will graduate in 3 years 60 % of BS students will graduate in 6 years 75% of MS students will graduate in 3 years

3. Internship Placement Rate 75% of students will complete an internship in their field

4. Faculty Performance Reviews 50% of full-‐time Management faculty will attend two or more relevant conferences, workshops or seminars each year

5. Faculty Credential Files 100% of full-‐time Management faculty will be either doctorally or professionally qualified to teach in their respective disciplines

Note: Be sure that you identify an operational assessment measure for each intended operational outcome. However, please be aware that it is

possible for a single operational assessment tool to be used to measure more than one outcome.


Mapping of Intended Operational Outcomes to Broad-‐Based Operational Goals The broad-‐based operational goals identified in Section I above encompass the intended operational outcomes as articulated in this section, and are general composites or summaries of these outcomes. These relationships are summarized in the outcomes-‐to-‐goals mapping below (Note: Put an “x” in a given cell of the table if the intended operational outcome in that row is associated with the operational goal in that column.):

Broad-‐Based Operational Goals Intended Operational Outcomes

The Management Department will offer comprehensive aviation-‐focused degree programs that effectively prepare students for their professional careers and/or

graduate school.

The Management Department will provide a supportive learning environment that

provides ample opportunities for hands-‐on learning

experiences.

The Management Department will attract and retain highly qualified faculty who are effective educators and

regularly engage in professional development activities.


X


X


X

4. Faculty members in the Management Department will be engaged in appropriate scholarly and professional activities on a yearly basis.

X


X


Mapping of Operational Assessment Measures to Intended Operational Outcomes The operational assessment measures identified above provide for the assessment of all of the intended operational outcomes. These relationships are summarized in the measures-‐to-‐outcomes mapping below (Note: Put an “x” in a given cell of the table if the assessment instrument in that column measures the intended operational outcome in that row.):

Operational Assessment Measure Intended Operational Outcomes

Job Placement Rates Graduation Rates Internship

Placement Rate

Faculty Performance Reviews

Faculty Credential

Files


X


X


X

4. Faculty members in the Management Department will be engaged in appropriate scholarly and

X


professional activities on a yearly basis.


X


Section IV: Linkage of Outcomes Assessment with Strategic Planning

At the beginning of each fall semester, the department meets to review the prior academic year’s student learning and assessment results compared with the strategic planning goals for the department and the institution overall. Based on analyses and evaluations of these results in light of both learning and operational performance objectives, the department then determines the areas in which changes and improvement are needed, and discusses alternative strategies for implementing the identified changes and improvements. Once a consensus is reached regarding the most appropriate and effective strategies for accomplishing the desired objectives, the chair of the management department, in consultation with management faculty members, develops detailed action plans for implementing those strategies. These action plans articulate the specific steps and tasks necessary to carry out the strategies, the responsible individual(s) for each step/task, the timeline for accomplishing the steps/tasks, and the necessary resources and costs involved. Subsequently, the department chair then prepares an Assessment Report (AR), which summarizes departmental assessment results; the changes and improvements needed; and the strategies and action plans for accomplishing the identified changes and improvements. These ARs are then submitted to the senior vice president for inclusion in Vaughn’s overall institutional assessment process. The assessment committee for the institution annually reviews the results of the academic and staff departments and ensures that there is alignment with the institution’s overall strategic plan. On a regular basis this committee reviews, updates, and revises as necessary previously-‐executed action plans; requests from the departments that they conduct a variety of external and internal environmental analyses, including competitor analyses, resource situational analyses (human, physical, financial, technological resources), and SWOT analyses and use those results to determine the areas in which changes and improvements are needed. These activities also guide Vaughn’s budget development process. Based on the assessment and planning analyses and the resulting strategies and action plans, the department will request detailed, line-‐item budget requests by category. These requests flow from the identified action plans and are supported by assessment and planning data. These requests are then reviewed by the senior vice president who, when appropriate, will work with the department to make changes and/or modifications based on overall institutional goals. The strategic planning process of Vaughn College incorporates a five-‐year planning horizon and is coordinated by the College’s senior staff, which consists of the president, senior vice president, vice president of finance and business services and the vice president of enrollment. The steering committee of the strategic plan also meets bi-‐annually to review the progress and goals of the 2013 to 2018 strategic plan. Every five to seven years, Vaughn engages in a comprehensive planning process that involves all of its stakeholders and results in a new strategic vision for the institution. During this process, Vaughn’s mission, vision, and strategic goals are reviewed and renewed, and a fresh set of broad strategic initiatives are developed for moving the institution forward over the coming five years. A set of strategic indicators and assessment metrics are also developed during the process to measure the outcome of the strategic plan. Those indicators are presented on an annual basis by the president to the college-‐wide community including the board of trustees at their winter meeting. Budget preparations begin in February of each year and the strategic indicators, department assessments and strategic initiatives are assessed and factored into the College


business model. This model inexplicably links the strategic agenda to the budget and includes all anticipated revenue and expenses, as well as capital requirements for the institution for the previous five years, the budget year being requested and the four remaining years of the plan. The board then approves the budget at their spring meeting with identified initiatives for the following fiscal year.


Section V: Appendices

Appendix A: Internship or Degree Project Rubric……………………………………………………………………………29 Appendix B: AAS Airport Management Comprehensive Exam…………………………………See Attachment


Internship or Degree Project Grading Rubric

1 2 3 4

Demonstration of Student Learning Outcomes

Does not demonstrate mastery of any program learning outcomes

Demonstrates mastery of some program learning outcomes

Demonstrates mastery of most program learning outcomes

Demonstrates full mastery of all program learning outcomes

Knowledge of Information and Response to Questions

Student does not have grasp of information; student cannot answer questions about subject.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student is at ease with expected answers to all questions, without elaboration.

Student demonstrates full knowledge by answering all class questions with explanations and elaboration.

Organization Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable and is skillful and makes the content of the presentation cohesive.

Mechanics Student’s presentation has four or more spelling and/or grammatical errors.

Presentation has three misspellings and/or grammatical errors.

Presentation has no more than two misspellings and/or grammatical errors.

Student’s presentation has four or more spelling and/or grammatical errors.

Delivery Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) detract from the understandability of the presentation, and speaker appears uncomfortable.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable, and speaker appears tentative.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears comfortable.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident.

1 2 3 4

Demonstration of Student Learning Outcomes

Does not demonstrate mastery of any program learning outcomes

Demonstrates mastery of some program learning outcomes

Demonstrates mastery of most program learning outcomes

Demonstrates full mastery of all program learning outcomes

Knowledge of Information and Response to Questions

Student does not have grasp of information; student cannot answer questions about subject.

Student is uncomfortable with information and is able to answer only rudimentary questions.

Student is at ease with expected answers to all questions, without elaboration.

Student demonstrates full knowledge by answering all class questions with explanations and elaboration.

Organization Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable and is skillful and makes the content of the presentation cohesive.

Mechanics Student’s presentation has four or more spelling and/or grammatical errors.

Presentation has three misspellings and/or grammatical errors.

Presentation has no more than two misspellings and/or grammatical errors.

Student’s presentation has four or more spelling and/or grammatical errors.

Delivery Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) detract from the understandability of the presentation, and speaker appears uncomfortable.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation understandable, and speaker appears tentative.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation interesting, and speaker appears comfortable.

Delivery techniques (posture, gesture, eye contact, and vocal expressiveness) make the presentation compelling, and speaker appears polished and confident.


Documents

Outcomes) Assessment) s Plan) · 2016-08-08 · Outcomes Assessment Plan 3 SectionII:(Student(LearningAssessment(! ASSOCIATE=LEVELPROGRAMS(! Student!Learning!Assessment!for!Associate)in)Applied)Science)in)Airport