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Outcomes Assessment Plan

Institution: Baker College

Academic Business Unit: Business Administrative Division

Date: October 2014

© 2013-‐2014 by the International Assembly for Collegiate Business Education Lenexa, Kansas

USA

International Assem

bly for Collegiate Business Education

International Assem

bly for Collegiate Business Education

Outcomes Assessment Plan i

Outcomes Assessment Plan 1

OUTCOMES ASSESSMENT PLAN Baker College

Business Administration Section I: Mission and Broad-‐Based Goals Mission Statement

Mission of the Business Administration Division:

The Mission of the Business Administration Division is to enable graduates to meet the challenges of the dynamic and complex business environment. Our quality-‐focused, market-‐driven, and rigorous program curricula will establish and enhance core business knowledge and the ability to anticipate and react to societal changes, as well as provide students with technological proficiency, the ability to make ethical decisions, and the communication skills that embody the professional acumen graduates need to make positive contributions to their chosen fields.

Broad-‐Based Goals

Broad-‐Based Student Learning Goals:

1. Students will acquire the relevant disciplinary knowledge and competencies appropriate to their programs of study.

2. Students will demonstrate behaviors and attitudes that promote success in the workplace.

3. Students will demonstrate effective communication, including the use of technology, in various environment and situations.

4. Students will acquire critical thinking skills including analysis and synthesis both within the career field and for the purpose of life-‐long learning.

5. Students will acquire relevant knowledge, which includes an understanding of cultural, social, political, and global issues.

6. Students will acquire the knowledge and demonstrate the ability to follow and support the ethical standards of their profession.

Broad-‐Based Operational Goals:


Broad-‐Based Operational Goals:

1. The Business Division will offer significant project based and active learning opportunities for students.

2. The Business Division will offer highly effective programs and delivery systems degree that prepare students to be career ready.

3. The Business Division will provide students opportunity to advance critical thinking skills and the use of technology.

4. The Business Division will attract and retain career oriented faculty who are experts in their field.


Section II: Student Learning Assessment ASSOCIATE-‐LEVEL PROGRAMS Student Learning Assessment for (Associate of Business)

Intended Student Learning Outcomes for (Associate of Business):

General Program Intended Student Learning Outcomes (General Program ISLOs)

1. Students will be able to describe the introductory concepts, basic theories, and fundamental practices in the principal functional areas of business.

2. Students will be able to use current technology in support of business administration.

3. Students will apply relevant business knowledge to their field of study.

Intended Student Learning Outcomes: Accounting

1. Apply accounting foundational knowledge, skills, tools, and methods throughout the Accounting Cycle.

2. Demonstrate the role of ethics in Accounting.

3. Explain laws and regulations that impact Accounting.

4. Use technology in acquiring, processing and communicating Accounting information

5. Explore various career paths in Accounting

Intended Student Learning Outcomes: Accounting/Computer Information Systems

1. The graduate will demonstrate the basic principles of managerial accounting.

2. The graduate will demonstrate basic proficiency of bookkeeping and accounting software applications.

3. The graduate will demonstrate basic knowledge of taxation.

4. The graduate will demonstrate working knowledge of PC operating systems and hardware functions.

5. The graduate will demonstrate proficiency in the use and integration of several business software applications.

Intended Student Learning Outcomes: Accounting/Management


2. The graduate will demonstrate basic proficiency of accounting and related software applications.


3. The graduate will demonstrate basic knowledge of taxation.

4. The graduate will utilize managerial theory to effectively participate in decision-‐making.

Intended Student Learning Outcomes: Entrepreneurship

1. Demonstrate effective business communication skills in entrepreneurial situations

2. Examine the importance of creativity, innovation, and risk in a small business

3. Demonstrate the ability to locate appropriate business resources

4. Apply strategic business metrics to entrepreneurial situations

5. Examine the interrelatedness of the core business areas

6. Process financial information

7. Analyze the benefits of networking and business relationship management

8. Contrast leadership and management as they relate to entrepreneurial situations

9. Investigate legal and regulatory issues that have an impact on a small business

10. Apply professional and ethical behaviors in entrepreneurial situations

Intended Student Learning Outcomes: General Business

1. This program uses the outcomes established for the business core as it is a series of electives and is intended to provide students with flexibility, discovery, and focus suited to their individual goals

Intended Student Learning Outcomes: Human Resource Management

1. Understand current employment trends

2. Analyze and apply employment practices that support the organization's objectives

3. Practice appropriate selection procedures

4. Analyze, calculate, and administer an organization's compensation and benefits system

5. Assess employee performance

Intended Student Learning Outcomes: Management

1. Understanding of terminology, history, and theories of business management principles

2. Ability to analyze, assess, and demonstrate strategic planning skills that lead to effective decision making


3. Assess the importance of customers and customer relations, both internal and external to an organization

4. Compare and contrast methods to take part in the participative decision making process at the employee and management levels

Intended Student Learning Outcomes: Marketing

1. Understand marketing evolution and interpret consumer/demand principles

2. Relate the Product Demand Life Cycle with changing consumer demand

3. Interpret a SWOT and apply its use to marketing analysis

Intended Student Learning Outcomes: Supply Chain Management

1. Evaluate the supply chain process, through value stream mapping, for potential risks including bottlenecks, shortages, and removal of waste in terms of time, quality, and cost.

2. Analyze industry trends

3. Generate solutions to improve the supply chain of a business.

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

Performance Objectives (Targets/Criteria) for Direct Measures:

1. End of program core examination 80% of students will attain a 70% score or higher

Core ISLO’s Assessed by this measure: 1,2,3

2. Capstone project 80% of students will achieve at least a “4” in 75% of the rubric categories

ACC ISLO’s Assessed by this measure : 2,3 EN ISLO’s Assessed by this measure: 1,3,5,6,8,10 GB ISLO’s Assessed by this measure:1 HRM ISLO’s Assessed by this measure:1,2,3 MGT ISLO’s Assessed by this measure: 1,2,4 MKT ISLO’s Assessed by this measure: 3 SCM ISLO’s Assessed by this measure: 1,2,3

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

Performance Objectives (Targets/Criteria) for Indirect Measures:


1. Employment related Career Services Report 75% of students involved in a field experience will attain employment in a related field of study Core ISLO’s Assessed by this measure: 1,3

ACC ISLO’s Assessed by this measure : 1,2,3,4,5 ACC/CIS ISLO’s Assessed by this measure:1,2,3,4,5 ACC/MGT ISLO’s Assessed by this measure: 1,2,3,4 EN ISLO’s Assessed by this measure:1,2,4,5,6,8,10,11 HRM ISLO’s Assessed by this measure:1,2,3,5 MGT ISLO’s Assessed by this measure:1,2,3,4 MKT ISLO’s Assessed by this measure: 1,2,3 SCM ISLO’s Assessed by this measure: 1,2,3

2. Graduate Survey 75% of students who participate in the survey will have used current technology in support of Business Administration Core ISLO Assessed by this measure: 2

ACC ISLO’s Assessed by this measure : 1,2,3,4,5 ACC/CIS ISLO’s Assessed by this measure:1,2,3,4,5 ACC/MGT ISLO’s Assessed by this measure: 1,2,3,4 EN ISLO’s Assessed by this measure:1,3,4,5,7,8,9,11 HRM ISLO’s Assessed by this measure:1,2,3,4 MGT ISLO’s Assessed by this measure:1,2,3,4 MKT ISLO’s Assessed by this measure: 1,2,3 SCM ISLO’s Assessed by this measure: 1,2,3



BACHELOR’S-‐LEVEL PROGRAMS Student Learning Assessment for (Bachelor of Business Administration)

Intended Student Learning Outcomes for (Bachelor of Business Administration):

General Program Intended Student Learning Outcomes (General Program ISLOs)

1. Students will demonstrate effective problem-‐solving skills which are applicable to the field of study, the workplace, and other life situations.

2. Students will be able to explain concepts, theories, and practices in the principle functional areas and describe the interrelationships between the functional areas of business.

3. Students will be able to use advanced technology in support of business administration.


1. Apply ethical considerations in behavior and decision-‐making in the performance of Accounting duties.

2. Explain laws and regulations that impact Accounting.

3. Use technology in acquiring, processing and communicating Accounting information.

4. Assess Financial Accounting data used in business decision-‐making

5. Communicate effectively with Accountants and other professionals.

6. Demonstrate professional conduct as an Accounting professional.

7. Apply problem-‐solving skills in a business environment.

8. Apply analytical tools and methods to auditing situations.

9. Apply research skills related to acquiring information to make business decisions or solve Accounting problems.

10. Analyze the Accounting impact of business decisions and situations

Intended Student Learning Outcomes: Finance

1. Assess, analyze, and formulate strategies needed in financial decision making situations in corporate finance

2. Evaluate an individual customer's situation and formulate both a short-‐ and long-‐term strategy to help that customer meet financial objectives

3. Assess, analyze, and synthesize banking, financial markets, and risk exposures in the financial services environment


Intended Student Learning Outcomes: Accelerated Program

1. The graduate will be able to differentiate between management and leadership, including knowledge of basic history, theories, styles, and application of both management and leadership practices.

2. The graduate will formulate sound business strategies that support an organization’s mission.

3. The graduate will formulate methods for participative decision making at both the employee and management levels.

Intended Student Learning Outcomes: Human Resource Management

1. The graduate will assess, construct, and formulate procedures regarding employment practices.

2. The graduate will evaluate an organization’s workforce, identify employee training/development needs, and create employee training and development initiatives.

3. The graduate will analyze, develop, and perform an evaluation of an organization’s compensation and benefits system.

4. The graduate will balance organizational needs with employee rights.

5. The graduate will analyze the impact and interpret occupational health, safety, and security issues

6. The graduate will formulate strategic objectives that enhance organizational effectiveness and performance


1. Apply effective communication and interpersonal skills to management situations.

2. Translate an understanding of management ethics into professional behavior

3. Manage resources and projects in order to attain organizational goals

4. Evaluate various scenarios to determine the details of the case, the data available, the data yet to be obtained, and the outcomes required for effective decision making)

5. Examine the role of management and its importance to organizational success

6. Produce, revise and present a strategic plan in response to the industry and serving your stakeholders


1. Apply effective communication and interpersonal skills to marketing situations

2. Produce, revise, and present a marketing plan in response to the market.

3. Design an integrated marketing campaign

4. Manage resources and projects in order to attain organizational goals


5. Translate an understanding of marketing ethics into professional behavior

6. Examine the role of marketing and its importance to organizational success

Intended Student Learning Outcomes: Supply Chain Management


2. Analyze industry trends.

3. Generate solutions to improve the supply chain of a business.

Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning: Performance Objectives (Targets/Criteria) for Direct Measures:

1. End of program core examination Core ISLO’s Assessed by this measure: 1,2,3

80% of students will attain a 70% score or higher

2. Capstone project Core ISLO’s Assessed by this measure: 1,2,3 ACC ISLO’s Assessed by this measure : 1,3,5,6,7,8,9,10 FIN ISLO’s Assessed by this measure: 1,2,3 ACCEL ISLO’s Assessed by this measure: 2,3 HRM ISLO’s Assessed by this measure: 2,3,6 MGT ISLO’s Assessed by this measure: 1,3,5,6 MKT ISLO’s Assessed by this measure: 1,3,4,6 SCM ISLO’s Assessed by this measure: 1,2,3

80% of students will achieve at least a “4” in 75% of the rubric categories

Assessment Instruments for Intended Student Learning Outcomes— Indirect Measures of Student Learning: Performance Objectives (Targets/Criteria) for Indirect Measures:


1. Employment related Career Services Report 75% of students involved in a field experience will attain employment in a related field of study Core ISLO’s Assessed by this measure: 1,3

ACC ISLO’s Assessed by this measure : 1,2,3,4,5,6,7,10 FIN ISLO’s Assessed by this measure: 1,2,3 ACCELERATED ISLO’s Assessed by this measure: 1,2,3 HRM ISLO’s Assessed by this measure: 1,2,5,6 MGT ISLO’s Assessed by this measure: 1,2,4,6 MKT ISLO’s Assessed by this measure: 1,2,5,6 SCM ISLO’s Assessed by this measure: 1,3

2. Graduate Survey 75% of students who participate in the survey will have used current technology in support of Business Administration Core ISLO Assessed by this measure: 2

ACC ISLO’s Assessed by this measure: 8,9 HRM ISLO’s Assessed by this measure: 1,2 MGT ISLO’s Assessed by this measure: 3,4 MKT ISLO’s Assessed by this measure: 3,4 SCM ISLO’s Assessed by this measure: 2



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 aggregates of these outcomes. In other words, each broad-‐based learning goal has multiple intended learning outcomes associated with it. 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 acquire the relevant

disciplinary knowledge

and competencies appropriate to

their programs of

study

Students will demonstrate behaviors and attitudes that

promote success in the workplace

Students will demonstrate effective

communication, including the

use of technology, in

various environments and situations.

Students will acquire critical thinking skills including

analysis and syntheses both within the career field and for the purpose of life-‐long learning.

Students will acquire relevant

knowledge, which includes

an understanding of cultural, social,

political, and global issues.

Student will acquire the knowledge

and demonstrate the ability to follow and support the

ethical standards of

their profession.

ASSOCIATE-‐LEVEL PROGRAMS

Program 1 General Program Intended Student

Learning Outcomes

1. Students will be able to describe the introductory concepts, basic theories, and fundamental practices in the principal functional areas of business.

X X X X


X X

3. Students will apply relevant business knowledge to their field of study. X X X







their programs of

study
















their profession.



X X X X

2. Demonstrate the role of ethics in Accounting. X X

3. Explain laws and regulations that impact Accounting. X X X


X

5. Explore various career paths in Accounting X X

Intended Student Learning Outcomes:ACC/CIS


X X







their programs of

study
















their profession.


X

3. The graduate will demonstrate basic knowledge of taxation. X X


X X x

5. The graduate will demonstrate proficiency in the use and integration of several business software applications.

X X X x

Intended Student Learning Outcomes:ACC/MGT


X X X


X X







their programs of

study
















their profession.



X X X

Intended Student Learning Outcomes:Entrepreneur


X X


X X X X X

3. Demonstrate the ability to locate appropriate business resources X

4. Apply strategic business metrics to entrepreneurial situations X X

5. Examine the interrelatedness of the core business areas X







their programs of

study
















their profession.

6. Process financial information X


X X X


X X X


X


X X X X X

Intended Student Learning Outcomes: General Business

1. This program uses the outcomes established for the business core as it is a series of electives and is intended to provide students with flexibility, discovery, and focus suited to their

X X X X X X







their programs of

study
















their profession.

individual goals

Intended Student Learning Outcomes: Human Resource

Management

1. Understand current employment trends X X X


X X X X X

3. Practice appropriate selection procedures X X X


X X X

5. Assess employee performance X X X


1. Understanding of terminology, history, and theories of business

X X X







their programs of

study
















their profession.

management principles


X X X


X X X X


X X X



X X X X

2. Relate the Product Demand Life Cycle with changing consumer demand

X X X X







their programs of

study
















their profession.

3. Interpret a SWOT and apply its use to marketing analysis X X X

Intended Student Learning Outcomes: Supply Chain

Management

1. Interpret a SWOT and apply its use to marketing analysis X X X

2. Understand basic Management theory X X X

3. Compare basic Transportation management best practices X X X

BACHELOR’S-‐LEVEL PROGRAMS

Program 1

General Program Intended Student Learning Outcomes

1. Students will demonstrate effective problem-‐solving skills which are applicable to the field of study, the

X X X







their programs of

study
















their profession.

workplace, and other life situations


X X X


X



X X

2. Explain laws and regulations that impact Accounting. X X


X







their programs of

study
















their profession.

4. Assess Financial Accounting data used in business decision-‐making X X

5. Communicate effectively with Accountants and other professionals. X X

6. Demonstrate professional conduct as an Accounting professional. X X X

7. Apply problem-‐solving skills in a business environment. X

8. Apply analytical tools and methods to auditing situations. X


X X

10. Analyze the Accounting impact of business decisions and situations X X


1. Assess, analyze, and formulate X X X







their programs of

study
















their profession.

strategies needed in financial decision making situations in corporate finance


X X X X

3. Assess, analyze, and synthesize banking, financial markets, and risk exposures in the financial services environment

X X



X X

2. The graduate will formulate sound business strategies that support an

X X







their programs of

study
















their profession.

organization’s mission


X X X


Management


X X X X


X X X

3. The graduate will analyze, develop, and perform an evaluation of an organization’s compensation and benefits system.

X X X







their programs of

study
















their profession.


X X X


X X X


X X X



X X


X X

3. Manage resources and projects in order to attain organizational goals X X X







their programs of

study
















their profession.

4. Evaluate various scenarios to determine the details of the case, the data available, the data yet to be obtained, and the outcomes required for effective decision making.

X X X


X


X X X X



X X


X X







their programs of

study
















their profession.

3. Design an integrated marketing campaign X X X

4. Manage resources and projects in order to attain organizational goals X X


X


X X X X


Management


X X

2. Analyze industry trends. X X

3. Generate solutions to improve the X X X X X







their programs of

study
















their profession.

supply chain of a business.


Mapping of Learning 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. Furthermore, each intended learning outcome is assessed by at least one direct measure and at least one indirect measure of student learning. 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. Each intended learning outcome must be assessed by at least one direct measure of student learning and at least one indirect measure of student learning.):


Intended Student Learning Outcomes Assessment Measures


End-‐of-‐Program Core Examination Capstone Project Employment related

Career Services Report Graduate Survey

1. Students will be able to describe the introductory concepts, basic theories, and fundamental practices in the principal functional areas of business

X X


X

3. Students will apply relevant business knowledge to their field of study.

X X


End-‐of Program Core Examination Capstone Project Employment related




X X

2. Demonstrate the role of ethics in Accounting. X

3. Explain laws and regulations that impact Accounting. X

4. Use technology in acquiring, processing and communicating Accounting information

X X

5. Explore various career paths in Accounting X

Intended Student Learning Outcomes: ACC/CIS




X X


X X



X X

5. The graduate will demonstrate proficiency in the use and integration of several business

X X


software applications.

Intended Student Learning Outcomes:ACC/MGT




X


X X



X X

Intended Student Learning Outcomes: Entrepreneurship




X X X


X X

3. Demonstrate the ability to locate appropriate business resources X X

4. Apply strategic business metrics to entrepreneurial situations X X

5. Examine the interrelatedness of the core business areas X X


6. Process financial information X


X X


X X


X


X X

Intended Student Learning Outcomes:General Business



1. This program uses the outcomes established for the business core as it is a series of electives and is intended to provide students with flexibility, discovery, and focus suited to their individual goals

X X X

Intended Student Learning Outcomes:Human Resource

Management



1. Understand current employment trends X X X


X X


3. Practice appropriate selection procedures X X


X

5. Assess employee performance X X




1. Understanding of terminology, history, and theories of business management principles

X


X X


X X


X X





X X

2. Relate the Product Demand Life X X


Cycle with changing consumer demand

3. Interpret a SWOT and apply its use to marketing analysis X X


Management



1. Understand basic Principles of Logistics X X

2. Understand basic Management theory X X

3. Compare basic Transportation management best practices X X




Program 1 with a Major, Concentration, Specialization, Emphasis, Option, or Track in Area 1

Intended Student Learning Outcomes Assessment Measures


End of Program Core Examination Capstone Project Career Services Related

Employment data Graduate Survey

1. Students will demonstrate effective problem-‐solving skills which are applicable to the field of study, the workplace, and other life situations.

X X X X


X X


X X





X X

2. Explain laws and regulations that impact Accounting. X X


X


4. Assess Financial Accounting data used in business decision-‐making X

5. Communicate effectively with Accountants and other professionals.

X X

6. Demonstrate professional conduct as an Accounting professional. X

7. Apply problem-‐solving skills in a business environment. X X X

8. Apply analytical tools and methods to auditing situations. X X


X X X

10. Analyze the Accounting impact of business decisions and situations X X




1. Assess, analyze, and formulate strategies needed in financial decision making situations in corporate finance

X


X X X

3. Assess, analyze, and synthesize banking, financial markets, and risk

X X


exposures in the financial services environment





X X

2. The graduate will formulate sound business strategies that support an organization’s mission.

X X


X X


Management




X X


X X

3. The graduate will analyze, develop, and perform an evaluation of an organization’s compensation and

X X


benefits system.


X


X


X X





X X X


X


4. Evaluate various scenarios to determine the details of the case, the data available, the data yet to be obtained, and the outcomes required for effective decision making.

X


X X



X





X


X X

3. Design an integrated marketing campaign X



X X X


X


Management




X


2. Analyze industry trends. X X

3. Generate solutions to improve the supply chain of a business. 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.):


Program 1

Key Learning Outcomes for Associate-‐Level Programs – Graduates of associate-‐level programs in business should be able to:

Direct Measures of Student Learning

End of Program Core Examination Capstone Project

1. Describe the introductory concepts of accounting, economics, management, and marketing x x

2. Use decision-‐support tools x

3. Communicate effectively in oral and written forms 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.):


Program 1

Key Learning Outcomes for Bachelor’s-‐Level Programs – Graduates of bachelor’s-‐level programs in business should be able to:

Direct Measures of Student Learning

End of Program Core Examination Capstone Project

1. Explain the major concepts in the functional areas of accounting, marketing, finance, and management x x

2. Evaluate the legal, social, and economic environments of business x x

3. Describe the global environment of business x

4. Describe and explain the ethical obligations and responsibilities of business x x

5. Apply decision-‐support tools to business decision making x

6. Construct and present effective oral and written forms of professional communication x

7. Apply knowledge of business concepts and functions in an integrated manner x x



Section III: Operational Assessment

Intended Operational Outcomes for the (Business Administration Division):

1. The Business Division will utilize problem/project based learning in addition to internships with business partners.

2. Faculty in the Business Division will be engaged in ongoing professional development in their field of expertise.

3. Faculty in the Business Division will provide innovative and technology driven instructional methodologies in their classes.

4. The Business Division will provide current, relevant, technology driven instruction and resources to its students.

5. Students in the Business Division will utilize critical thinking skills which are applicable to problem based learning, internships, and the workplace.

6. Students will practice effective communication, using technology as appropriate, in the classroom and in business settings.

Assessment Measures/Methods for Intended Operational Outcomes: Performance Objectives (Targets/Criteria) for Operational Assessment Measures/Methods:

1. Career Services Annual Report Baker College strives for a 100% graduate employed rate. We do not have a current target for intern to hire or project to hire. Intended Operational Outcomes Assessed by this Measure: 1,5,6

2. Supervisor Evaluation-‐Work Experience Course Students must pass the internship portion of the Work Experience with at least a 75% or better. Intended Operational Outcomes Assessed by this Measure: 2,5,6

3. Faculty Growth and Evaluation Plan Faculty are evaluated annually and must complete required PD, training, and minimum requirements of tools and resources as set forth by the college.

Intended Operational Outcomes Assessed by this Measure: 2,3,4,5,6

4. Graduate Exit Survey At least 80% of the graduating undergraduate students will indicate they were “satisfied” or “highly satisfied” with curriculum (experiences), technology preparedness, and career ready.

Intended Operational Outcomes Assessed by this Measure: 1,2,3,4,5,6

5. CCTST test(California Critical Thinking Skills Test) Pre and post test Business core to start to identify for growth.

Intended Operational Outcomes Assessed by this Measure: 5

6. Alumni Survey On the survey, at least 80% of 3rd year alumni will “agree” or “strongly” agree that their degree program was relevant to their current employment. Intended Operational Outcomes Assessed by this Measure: 3,4,5,6


Note: Be sure that you identify an operational assessment measure/method 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 are general aggregates of these outcomes. In other words, each broad-‐based operational goal has multiple intended operational outcomes associated with it. 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 Business Division will offer active learning opportunities for

students.

The Business Division will offer highly effective programs and delivery system degrees that

prepare students to be career ready

The Business Division will provide

students opportunity to advance critical thinking skills and

the use of technology.

The Business Division will attract and retain career oriented faculty

who are experts in their field.


x x x


x


x x


x x x


x x

6. Students will practice effective communication, x x x


using technology as appropriate, in the classroom and in business settings.


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/Method Intended Operational Outcomes

Career Services Annual Report

Supervisor Evaluation

Faculty Growth & Evaluation

Plan

Graduate Exit Survey

CA Critical Thinking Skills Test

Alumni Survey


x x x x x


x x x


x x x


x x x


x x x

6. Students will practice effective communication, using technology as appropriate, in the classroom and in business settings.

x x x



Section IV: Linkage of Outcomes Assessment with Strategic Planning and Budgeting A. Provide a narrative that describes the ways in which the results from implementing your outcomes

assessment plan (i.e., changes and improvements needed) are linked to the strategic planning processes of the academic business unit and the institution.

SPW and Assessment Achievement Level & Process Map The above documents outline the process for the following:

• Decision to assign capstone or milestone course to be the direct measure for the program • Create path or process, rubric, link to collection tool • The System Program Workshop (SPW) and Assessment Achievement Levels are the method

programs use to meet standards for programs set by the college, collection of data for review for program to revise, connected to planning for intervention by Instructional Design (ID), which affects budgets for planning and implementation.

Business Initiatives

• Movement to ebooks, no books-‐We are replacing books with Library built Research guides which include many resources for students and faculty.

• BYOD (Bring your own device)-‐bring to class to use for research, group projects, access research guides, etc.

• Project based learning-‐initially in the capstone courses for Management and Marketing. We will be expanding this as we go to include other courses. We are also planning to link the assessments to the program or course outcomes.

• Business as a deliberate choice-‐students often end up in Business because they did not meet the requirements for a program of their choice.

• Program identification-‐Business shirts-‐We have found that students in the health science programs have a definite and quicker connection with their program due to early conversation about internships, wearing uniform, preparing for the end projects from the beginning.

B. If possible, the academic business unit’s outcomes assessment process should also be connected to

the institutional budgeting process. If applicable, provide a narrative that describes this connection.


Section V: Appendices A. Provide blank copies of all the assessment instruments that will be used as measures of intended

student learning outcomes and intended operational outcomes. These should be separated by tabs and identified in a table of contents.

B. Provide blank copies of all the evaluation rubrics associated with the assessment instruments

identified in Part A above. These should be separated by tabs and identified in a table of contents. Note: For security and copyright reasons, if you are using a purchased exam from an external vendor as

a direct measure of student learning, do not include a copy of the exam in your outcomes assessment plan. Most vendors will provide an exam content outline that summarizes the types of questions included on the exam. Please use this content summary for this purpose.

Section V : Appendices Appendix A: Graduate Exit Survey Appendix B: CCTST (California Critical Thinking Skills Test) Appendix C: Alumni Survey Appendix D: Supervisor Evaluation Appendix E: System Annual Graduate Employment Report Appendix F: Faculty Growth and Evaluation Observation Appendix G: Evaluation rubric for AB ACC 231 Appendix H: Evaluation rubric for AB EN 291 Appendix I: Evaluation rubric for AB HRM 291 Appendix J: Evaluation rubric for AB MGT 222 Appendix K: Evaluation rubric for AB MKT 261 Appendix L: Evaluation rubric for BBA ACC 303 Appendix M: Evaluation rubric for BBA FIN 491 Appendix N: Evaluation rubric for BBA HRM 491 Appendix O: Evaluation rubric for BBA MGT 431 Appendix P: Evaluation rubric for BBA MKT 436 Appendix A:#4 Graduate Exit Survey has not been developed yet. This survey was distributed

previous to IACBE Accreditation. Appendix B:#5 CCTST (California Critical Thinking Skills Test) is a pilot project using the Business

Core, three courses. Instructional Design deliberately inserted Critical Thinking cases for entry level students in MGT 101, MKT 111b, and FIN 101. The students will be pre-‐tested in their Critical Thinking Skills and then post tested after they finish the three courses within two quarters. We will run the pilot again in 2015 Fall and Winter 2016. Identifying the need to introduce Critical Thinking early one will ensure that students are prepared for project based learning.


Appendix C :#6 Alumni Survey currently consists of identifying employment and if it is related to your college program. We want to enhance it to include questions concerning career preparation through the curriculum, return to college for additional training, etc. This is not yet completed.

Appendix D: Supervisor Evaluation

SUPERVISOR EVALUATION #2 BAKER COLLEGE WORK EXPERIENCE/CAREER CAPSTONE COURSE -‐Student Evaluation completed by Supervisor Student Name:________________________________ Program:__________________________ Name of Company: ____________________________ Supervisor:________________________ Date Reviewed with Student: ______________________ Instructions: Complete each statement using the scale and definitions below. The standards for your Industry should

be considered when completing the evaluation. Exceeded expectations-‐ The student displays knowledge and skills equal to an entry-‐level employee with

minimal supervision and guidance. Met expectations-‐ The student displays knowledge and skills equal to an entry-‐level employee with

supervision and guidance. Did not meet expectations-‐ The student does not meet the expectations of an entry level employee. 1. The student demonstrates effective listening and oral communication skills. Example: Listens to others in an active and attentive manner, comprehends and follows verbal

instructions, participates effectively in meetings or group settings £ Exceeded expectations £ Met expectations £ Did not meet expectations Comments: 2. The student's written communication skills are appropriate for the industry. Example: Communicates ideas and concepts clearly in writing, pays attention to accuracy and detail £ Exceeded expectations £ Met expectations £ Did not meet expectations Comments: 3. a. The student exhibits a positive and constructive attitude and brings a sense of value and

integrity to the position. Example: Exhibits a positive and constructive attitude, brings a sense of value and integrity to the

position, seeks to serve others, respects the diversity (religious/cultural/ethnic/gender) of others


£ Exceeded expectations £ Met expectations £ Did not meet expectations Comments: b. The student displays strong interpersonal skills as evidenced by positive working relationships with

others. £ Exceeded expectations £ Met expectations £ Did not meet expectations Comments: 4. The student demonstrates positive interactions with others. Example: Relates to others effectively, manages and resolves conflict in a team atmosphere, supports

and contributes to a team atmosphere, controls emotions in an appropriate manner £ Exceeded expectations £ Met expectations £ Did not meet expectations Comments: 5. a. The student displays a well-‐groomed appearance and appropriate, modest dress. Example: Reports to site as scheduled, dress and appearance are appropriate for the organization £ Exceeded expectations £ Met expectations £ Did not meet expectations Comments: b. The student reports promptly to work as scheduled. £ Exceeded expectations £ Met expectations £ Did not meet expectations Comments: c. The student avoids frequent absences and reports necessary absences according to policy. £ Exceeded expectations £ Met expectations £ Did not meet expectations Comments: 6. The student makes appropriate decisions when faced with ethical or confidential matters. Example: Maintains confidentially, refrains from unprofessional discussions, respects the privacy of

others, behaves in an ethical manner £ Exceeded expectations £ Met expectations £ Did not meet expectations Comments:


7. The student demonstrates critical thinking and problem solving skills. Example: Seeks to comprehend and understand the big picture, breaks down complex tasks/problems,

brainstorms options and ideas £ Exceeded expectations £ Met expectations £ Did not meet expectations Comments: 8. The student demonstrates professional knowledge/skills of his/her field of study. Example: Demonstrates required job related skills, uses appropriate resources (manual, policy manuals,

etc.) £ Exceeded expectations £ Met expectations £ Did not meet expectations Comments: 9. The student understands the equipment/software needed to be successful in the field of study. £ Exceeded expectations £ Met expectations £ Did not meet expectations Comments: 10. The student demonstrated observable improvement/growth during the work experience. £ Exceeded expectations £ Met expectations £ Did not meet expectations Comments: 11. Did you extend an offer of employment to the student? YES /NO If yes, did the student accept the offer of employment? YES/NO £ Full-‐time £ Part-‐time or £ Hours per week____________ GENERIC BAKER COLLEGE INSTITUTIONAL QUESTIONS (not concerning this specific student) 12. Would you hire another Baker College student/graduate? 13. Based on your experience working with this student, what training /courses /topics should be

emphasized/addressed in the college program? 14. In your opinion, what new training /educational programs should be considered by Baker College? 15. …………. PROGRAM SPECIFIC 16. Indicate the equipment, software, instruments, tools, technology, etc. the student used: 17. What are the student’s major strengths and assets? 18. What are the student’s major professional development needs?


19. How many hours has the student completed at your site? ____________ Supervisor’s additional comments: Student’s Signature:____________________________________ Date:____ ____________________ Site Supervisor’s Signature:_______________________________Date:________________________ Appendix E: System Annual Graduate Employment Report System Annual Graduate Employment Report #1


Appendix F: Faculty Growth and Evaluation Observation

FACULTY GROWTH AND EVALUATION OBSERVATION #3

Faculty Observation Component of the Faculty Evaluation and Growth Process – including Rubric

Draft as of 2/29/12

This Faculty Observation Form includes four key areas, each located on a separate page. A brief definition of the area is provided at the top of the page. The four areas include:

• Planning and Preparation

• Professional Expertise

• Learning Environment

• Learning Facilitation

Instructions:

• For each area, there are three overall ratings listed at the top of the page. Upon completion of your observation, select the rating that best describes the instructor’s overall performance in this area. NOTE: In all cases, an instructor who “exceeds expectations” also satisfies all criteria under “meets expectations.”

• Below the overall ratings is a list of behaviors related to that area. Note specific behaviors that you see during this observation. Add written observations and comments as needed. NOTE: There is no hierarchy to the bulleted behaviors listed in each area.

IMPORTANT NOTES:

• The purpose of this process is to improve teaching and not pure evaluation. An observation debrief discussion with the faculty member is an important part of the process.

• The same observation/evaluation instrument and scale is used for all faculty. It should be anticipated and communicated that a new faculty member may not “meet expectations” in some areas during their first Baker teaching experience, especially considering Baker’s adjunct faculty model where many faculty members have no prior college teaching experience.

• A rating of “meets expectations” within an area is perfectly acceptable and should be acknowledged with pride. Most faculty will be in the “meets expectations” category.

• A rating of “exceeds expectations” is used for very high performance within an area, as the definition describes. There is no overall rating, only ratings for each area.

PROCESS:


• Arrange a time and date for the faculty observation. While a pre-meeting would be ideal, it is

not essential to the process. • Prior to the observation, share the observation form with the faculty member. Give him/her a

copy of the form, and encourage him/her to fill in the form on themselves prior to the post-conference debrief.

• New faculty should be observed during their first quarter of teaching. Existing faculty should be observed annually, if possible.


Name: ______________________ Course: _________ Date and Time: ________________

BAKER COLLEGE Faculty Evaluation and Growth Observation Form

PLANNING AND PREPARATION Planning and preparation encompasses instructional design and evaluation strategies aligned with student learning outcomes. EXCEEDS:

The instructor demonstrates seamless transition of planned instruction to keep students engaged in the learning process. The instructor connects learning beyond the content of the course to the program and to the profession.

MEETS: The instructor demonstrates preparation through managing instructional time effectively and adjusting instruction based on student feedback. The instructor transitions and connects between topics within the lesson and within the course.

DOES NOT MEET: The instructor does not demonstrate evidence of a coherent plan for maximizing instructional time.

The examples below illustrate planning and preparation. It is not expected that an instructor will demonstrate all (or even most) of these during the observation. The focus should be on quality of planning and preparation, not on quantity of bullets achieved.

• Instructor develops assessments aligned to student learning.

• Instructor checks frequently for student understanding using a variety of evaluation techniques.

• Instructor enhances course delivery through a variety of multimedia sources.

• Instructor provides opportunities to practice listening skills and demonstrate comprehension.

• Instructor uses a variety of instructional methods.

• Instructor provides opportunities for students to integrate and apply multiple concepts.

• Instructor promotes student creativity through varied approaches to problem solving and critical thinking.

• Instructor provides opportunities to practice communication through relevant technology.

• Instructor uses a variety of technologies to deliver information and requires students to use technology in assignments as appropriate.

• The instructor adapts to unforeseen issues that may impact the implementation of his/her plan.

• Instructor transitions smoothly between topics/content.

• Instructor makes connections beyond the classroom.

• Instructor plans for student engagement in learning.

• Instructor provides an overview of the structure for the class session.

• Instructor explains the relevance of the class material.

• Instructor aligns instruction to the student learning outcomes.

OBSERVATIONS AND COMMENTS


PROFESSIONAL EXPERTISE Professional Expertise encompasses subject matter competence and the career-specific behaviors expected in the field.

EXCEEDS: The instructor displays broad and varied content knowledge which crosses courses and disciplines. The instructor helps students connect course content to practical application. The instructor exemplifies professionalism and inspires students, faculty and others to do the same.

MEETS: The instructor demonstrates an appropriate depth and breadth of content knowledge. The instructor bridges content knowledge to the workplace and models attitudes and behaviors required for success in the workplace.

DOES NOT MEET: The instructor does not demonstrate an appropriate depth and breadth of content knowledge and/or connections to the workplace. The instructor does not model attitudes and behaviors required for success in the workplace.

The examples below illustrate professional expertise. It is not expected that an instructor will demonstrate all (or even most) of these during the observation. The focus should be on level of professional expertise, not on quantity of bullets achieved.

• Instructor models and discusses appropriate behaviors or responses related to issues in the career field.

• Instructor shares real world experiences and helps students relate them to course materials and outcomes.

• Instructor encourages students to relate life experiences to the course content.

• Instructor incorporates the appropriate use of content-area language and teaches students to respond with appropriate and relevant terms.

• Instructor models, demonstrates, and discusses the processes important to the content area.

• Instructor models effective communication and professionalism pertinent to the career field.

• Instructor explores issues, topics, and best practices from current professional sources.

• Instructor discusses professional standards, licensing, and certifications.

• Instructor models life-long learning and emphasizes its importance.

• Instructor models appropriate verbal and non-verbal skills in both formal and informal communication.

• Instructor discusses the appropriate professional use of social networking, both web-based tools and face-to-face contacts.

• Instructor helps students make connections across courses and disciplines.



LEARNING ENVIRONMENT

Learning Environment encompasses the organization, structure, and atmosphere of respect, collaboration and intellectual curiosity that fosters successful learning.

EXCEEDS: The instructor creates an environment for students to expand their personal, academic and professional horizons, embrace multiple viewpoints, and display a passion for learning.

MEETS: The instructor encourages tolerance, inquiry and an appreciation for diversity. The instructor promotes a positive learning environment through the establishment of and adherence to routines and classroom processes.

DOES NOT MEET: The instructor does not establish and/or adhere to routines or classroom processes that provide the structure necessary to promote a positive learning environment. The instructor does not actively encourage tolerance, inquiry and/or an appreciation for diversity.

The examples below illustrate learning environment. It is not expected that an instructor will demonstrate all (or even most) of these during the observation. The focus should be on quality of the learning environment, not on quantity of bullets achieved.

• Instructor creates a safe and respectful learning environment.

• Instructor provides experiences in which all attempts (successful or not) are valued and provide an opportunity for growth.

• Instructor provides opportunities for student cooperative and collaborative learning.

• Instructor shows respect for students.

• Instructor models compromise, inclusion, and tolerance in the classroom.

• Instructor challenges students to stretch beyond simple knowledge and facts.

• Instructor provides students with opportunities to change and expand their perspectives.

• Instructor assesses student learning in ways that are relevant to the information taught and appropriate to the development of career skills.

• Instructor organizes classroom spaces/creates classroom environment in a manner that enhances learning activities.

• Instructor develops classroom routines and rules that enhance the learning experience.

• Instructor uses the entire class time to maximize learning.

• Instructor promotes an environment that provides opportunities for all students to be engaged in


the learning process.

• Instructor demonstrates rapport with each student and the group at large.



LEARNING FACILITATION Learning facilitation encompasses the implementation of instructional strategies that promotes student learning.

EXCEEDS: The instructor challenges students to develop and apply problem solving and critical thinking skills and to transfer learning to new situations

MEETS: The instructor demonstrates a variety of strategies to engage students in the instructional process. The instructor holds students accountable for the student learning outcomes through learning activities, evaluations and self-reflection.

DOES NOT MEET: The instructor does not engage all students in the learning experience.

The examples below illustrate learning facilitation. It is not expected that an instructor will demonstrate all (or even most) of these during the observation. The focus should be on level of learning facilitation, not on quantity of bullets achieved.

• Instructor holds students accountable for improving their written and oral communication skills.

• Instructor uses a variety of technology to deliver information and requires students to use technology in assignments.

• Instructor facilitates experiences that engage all learners.

• Instructor encourages students to reflect on their development as professionals in their field.

• Instructor facilitates discussions which respect diverse opinions or positions.

• Instructor guides open and honest discussions of relevant social issues to develop cultural competence.

• Instructor expects professional behavior from students in regard to time management, meeting deadlines, etc.

• Instructor responds to students with timely and appropriate feedback.

• Instructor encourages participation and promotes discussion/debate.

• Instructor challenges students to develop higher order thinking skills, including applying, analyzing, evaluating and creating.

• Instructor helps students understand risks and consequences that result from various decisions.

• Instructor models and provides opportunities for self-reflection.

• Instructor challenges students to recognize and analyze the ways in which global issues impact them personally and professionally.

• Instructor clearly communicates what is expected for class activities and assignments.

• Instructor clearly communicates and explains concepts in a way students can understand.

• Instructor demonstrates enthusiasm and holds student attention.

• Instructor adapts his/her strategy when students are having difficulty understanding a concept.

• Instructor provides closure to the lesson (or portions of the lesson) before moving on.

• Instructor chooses strategies to maximize student attention and learning.



This page is ONLY on the observer’s version of the form…

From the following list, identify any areas in which the faculty member does not meet the College’s expectations:

Records student attendance and final grades in a timely manner.

Utilizes the Notice of Concern when appropriate.

Syllabi meets college standards

Responds promptly to all communications with Baker College, e.g., newsletters, emails, mail box, voice mail, etc.

Participates in Faculty PD sessions (and new faculty PD sessions if applicable).

Participates in college meetings in a constructive and professional manner.

Follows acceptable attendance practices; such as, reports to work on time, lunch hours, etc.

Follows college dress code

Exhibits professional behavior in dealing with others

Treats individuals courteously and respectfully

Maintains a positive demeanor

Responds promptly and appropriately to student communication

Appropriately involved in other duties as assigned for your position (advising, orientations…)

Follows college policies and procedures

Comments: Final Evaluation Comments: Appendix G: Evaluation rubric for AB ACC 231


Appendix H: Evaluation rubric for AB EN 291 Appendix I: Evaluation rubric for AB HRM 291 Appendix J: Evaluation rubric for AB MGT 222 Appendix K: Evaluation rubric for AB MKT 261 Appendix L: Evaluation rubric for BBA ACC 303 Appendix M:Evaluation rubric for BBA FIN 491 Appendix N: Evaluation rubric for BBA HRM 491 Appendix O: Evaluation rubric for BBA MGT 431 Appendix P: Evaluation rubric for BBA MKT 436

Documents

Outcomes)Assessment)Plan) - Baker College Assessment Plan 2 ... Program(Intended(Student(Learning(Outcomes ... solving$skillswhich$are$applicable$to$the$field$of$study,$the$workplace,$and$other