Continuing Cycles of Improvement

Improving Student Performance Across Time

Dr. Ann Saurbier

Walsh College

Troy MI

Continuing Cycles of Improvement


Improving Student Performance across Time• Four-year time span – 2011 – 2014• MBA Capstone course• Specifically targeted competency• Written Communication

• Actions taken• Online course content and activities• In-class activities

• Results of actions• Closing – but continuing - the loop activities

@ACBSPAccredited

#ACBSP2015

Walsh College

• Established 1922 • Professional accounting school• Night courses for working adults

• Legacy • ‘practical’ business education for working adults

• Upper division undergraduate / graduate programs• Headcount < 4,000• 91% Part-time attendance @ACBSPAccredited

#ACBSP2015


Walsh College Mission

• Provide a relevant business education that integrates theory and application to prepare graduates for successful careers through:

• Faculty who bring meaningful scholarship, academic credentials and professional work experience to the learning process

• Close ties with the business community• A supportive environment that inspires student

achievement@ACBSPAccredited

#ACBSP2015


Walsh College Core Competencies

• Problem Solving• Research•Written Communication•Oral Communication

•Master a Business Discipline @ACBSPAccredited

#ACBSP2015


Written Communication Core Competency

•Organization• Tone, word choice, and style• Sources and evidence•Grammar and mechanics• Format

@ACBSPAccredited

#ACBSP2015


Assessment of Written Communication – MBA Program

• Cycle • Annually - End of the Fall term

• Assessment Course• MBA Capstone – Strategic Management

• Assignment • Final Exam / Final Paper

• Case-based Organizational Analysis@ACBSPAccredited

#ACBSP2015


MBA Capstone Assignment

Final Exam / Researched Paper• Select a Fortune 500 company• Analyze the organization’s environment• Analyze the organization’s financial position• Determine the strategic issues facing the company• As a consultant hired by that organization

• Propose strategic recommendations to the Board of Directors @ACBSPAccredited

#ACBSP2015


• Category Gap

• Sources/Evidence • Formatting

@ACBSPAccredited

#ACBSP2015

2011 – 2012 Identifiable Areas for Improvement


• Modality Gap

Online

performance

vs.

On Ground

performance @ACBSPAccredited

#ACBSP2015


Identifiable Areas for Improvement

Written Communication

Common Struggles?@ACBSPAccredited

#ACBSP2015


‘Bad’ news = ‘Good’ news

Data = Actionable Areas for Improvement

•Plan for Improvement• Target specific categories• Target modality differences @ACBSPAccredited

#ACBSP2015


@ACBSPAccredited

#ACBSP2015

Criteria Issue

Sources are relevant, verifiable, and authoritative.

Poor source quality

Sources are incorporated and attributed properly. Improper/no attribution

Compelling evidence is provided to support claims and perspectives.

Limited number of sourcesLow quality sources

Statements of fact and opinion are clearly differentiated.

Poor attributionLimited analysis

Document has a professional appearance and is appropriate for the intended audience.

Poor section headingsNot written for ‘audience’

Format meets the assignment requirements.

‘Book report’ rather than organizational analysis

2011 and 2012 Written Communication Results


@ACBSPAccredited

#ACBSP2015

Issue

Disconnection

• Assignment instructions/outcomes

• Targeted Student Learning Outcome

Not ‘bad’ assignmentNot improper SLO

Missing • direct tie of Assignment to SLO


Data Driven Improvement Plan

Action Taken – Assignment Revision1. Specified Connections between Problem Solving and

Written Communication

2. Revised Assignment Instructions

3. Provided Guided Instruction @ACBSPAccredited

#ACBSP2015


Action #1

Clarify – and specify – the connection between the assignment’s focus on Problem Solving and Written Communication

• Retitled Assignment• From – Research Paper• To – Analytical Organizational Assessment

• Focused Attention Directly on the ‘Author’ and ‘Audience’• YOUR Recommendations to the Board of Directors @ACBSPAccredited

#ACBSP2015


Action #2

Revised Assignment Instructions

1. Required page minimums/maximums by section

2. Provided specific requirements on ‘allowable’ sources• High quality sources• Number /type of websites allowed• Highlighted use of APA format for source referencing/citations

3. Embedded Core Competency Rubric INTO instructions@ACBSPAccredited

#ACBSP2015


Action #3

Guided Instruction

1. Sources / Evidence• Additional Online Content• Formatting Conventions/Examples

2. Format• Do / Don’t areas of focus - by paper section @ACBSPAccredited

#ACBSP2015


Identifiable MethodsOf Improvement

For Issues Identified

Ideas?@ACBSPAccredited

#ACBSP2015


Written Communication Results - 2013

@ACBSPAccredited

#ACBSP2015


Differences

Sources/Evidence

• On ground vs. Online

Format

• Online vs. On ground @ACBSPAccredited

#ACBSP2015

Data Analysis – 2013 Results


Modality Gap

• Sources/Evidence• On ground sections

outperformed Online

• Formatting• Online sections

outperformed On ground@ACBSPAccredited

#ACBSP2015

2013 Identifiable Areas for Improvement

Sources/ Evidence

Format


Differences

On Ground• In class student questions

• Appropriate sources• Source formatting

Online• Writing proficiency of Online

students• WRITTEN ‘practice’ cases

• vs. Presented practice cases

@ACBSPAccredited

#ACBSP2015


Action Taken – Assignment Revision1. Revised formative assignments – all modalities

2. Scaffolded content mastery AND written communication mastery

3. Fundamentally revised summative assessment assignment

@ACBSPAccredited

#ACBSP2015

Data Driven Improvement Plan – Phase II


Actions #1 and #2

Revised formative assignments / Scaffolded mastery

• Semester long in-depth case analysis• Weekly concept application writing assignments – all modalities• Structured ‘discussion’ of concept application – all modalities

• Scenario-based weekly concept application• Mirroring exam format

• Executive Summary of weekly concept analysis• Mirroring exam format

@ACBSPAccredited

#ACBSP2015


Action #3

Fundamental Summative Assessment Revision – Performance Task

1. Connected Mid-term / Final papers• Scaffolded writing – two part written assignment

• Mid-term conclusions become basis for Final

2. Feedback loops• Feedback from Mid-term exam applied to Final

3. Personal inclusion scenario• Student in the direct role of decision-maker• ‘Personal’ contact with the CEO

@ACBSPAccredited

#ACBSP2015


Improving on Good Ideas

For Solutions Identified

Phase II Ideas? @ACBSPAccredited

#ACBSP2015


Written Communication Results - 2014

@ACBSPAccredited

#ACBSP2015


Closed the Gap

Sources/Evidence

• On ground vs. Online

Format

• Online vs. On ground @ACBSPAccredited

#ACBSP2015

Data Analysis – 2014 Results

Sources/ Evidence Format


Improved Student Performance - 2011/12 to 2014Written Communication

@ACBSPAccredited

#ACBSP2015

Sources / Evidence• 57% increase

Format• 13% increase


Improved Student Performance across Time

@ACBSPAccredited

#ACBSP2015

Rebuild Assignment/SLO Connections

Scaffold Learning


Improved Student Performance across Time

@ACBSPAccredited

#ACBSP2015

Revise Assignment Instructions

Personalized Scenario


Continuing the Loop

Phase III Plans

• Revise Institutional Written Communication Rubric• better articulate/target results desired

• Continue assignment revisions

• Continue online content revisions• Mirror information shared in the classroom

@ACBSPAccredited

#ACBSP2015


Continuing the Loop

Building Successes Forward

Next Step Ideas?@ACBSPAccredited

#ACBSP2015


Continuing the LoopCriterion 4.4

use results to improve educational processes in the interest of

continuously improving student learning outcomes

• Identify the problem•Target the issue•Experiment•Assess results

@ACBSPAccredited

#ACBSP2015Identify

Experiment

Target

Assess

Repeat


@ACBSPAccredited

#ACBSP2015

Dr. Ann Saurbier Walsh College

[email protected]

Education

Continuing Cycles of Improvement