Fifth Year Maintenance Report - University of Minnesota

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Learning Goals Measurement/ Methodology Date Last Measured BBA Program Learning Goals Assessment Results Changes needed in the assessment measurement Other changes needed (program, course) How changes were implemented CATEGORY: DEVELOP AND ENHANCE CORE SKILLS evaluate situations. lower post-test scores than pre-test scores. Pre-test scores were below pure guessing (
Learning Goals Measurement/ Methodology Date Last Measured BBA Program Learning Goals Assessment Results Changes needed in the assessment measurement Other changes needed (program, course) How changes were implemented CATEGORY: DEVELOP AND ENHANCE CORE SKILLS dents scoring higher than 7 in the post-test of > 70%). will be made available during Spring Semester 2009. Fall 2007 The Fall 2007 results were similar to those in the Fall of 2005. The only target that was reached was a pre-test pooled mean score of < 5. Two questions in the assessment instrument will be revised to be more challenging on the assessment pre-test. Three questions will be revised that appear to be too difficult for students on the assessment post-test. The topics covered in the FMIS 2201 preand post-test instruments do not appear to need significant revision. However, improvements continue to be needed in the course delivery process. The new LSBE laptop requirement coming in Fall 2008 is likely to have some significant impacts on the ways in which the course will be delivered. There is ongoing monitoring and discussion among faculty teaching FMIS 2201 regarding both content and assessment instrument. These discussions did not occur prior to assessment activities associated with Assurance of Learning standards. Pre-test/post-test of key constructs in FMIS 2201 Fall 2008 The Fall 2008 results were similar to the Fall 2005 and Fall 2007 results. The only target that was reached was a pre-test pooled mean score of
Page 1 and 2: AACSB INTERNATIONAL FIFTH YEAR MAIN
Page 3 and 4: Table of Contents Transmittal Note
Page 5 and 6: Executive Summary The Labovitz Scho
Page 7 and 8: University of Minnesota Duluth UMD'
Page 9 and 10: winners (recognition by the Univers
Page 11 and 12: I. Situational Analysis A. Factors
Page 13 and 14: − Each year the CED works with mo
Page 15 and 16: Boundary Waters Canoe Area Wilderne
Page 17 and 18: contributions, but also value contr
Page 19 and 20: • It is prominently displayed in
Page 21 and 22: III. Strategic Management Planning
Page 23 and 24: IV. Assessment Tools and Procedures
Page 25 and 26: − − − − − recognize, desc
Page 27 and 28: In addition to the formal assessmen
Page 29 and 30: • Acquire knowledge of human reso
Page 31: Learning Goals Measurement/ Methodo
Page 35 and 36: Learning Goals Measurement/ Methodo
Page 45 and 46: TABLE 4. BACC PROGRAM LEARNING GOAL
Page 47 and 48: Spring 2008 results also showed stu
Page 57 and 58: TABLE 6. MBA LEARNING ASSESSMENT GO
Page 63 and 64: Issue Discovered through Non-course
Page 65 and 66: 9. Explore opportunities for implem
Page 67 and 68: 3. Obtain Funding for Additional Fa
Page 69 and 70: Also in April, Dave Anderson (found
Page 71 and 72: AACSB TABLE 9-1: SUMMARY OF FACULTY
Page 73 and 74: Name AACSB TABLE 9-1: SUMMARY OF FA
Page 79 and 80: Name AACSB TABLE 9-1: SUMMARY OF FA
Page 81 and 82: Name Highest Earned Degree & Year A
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Name Highest Earned Degree & Year A
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Name AACSB TABLE 10-2: CALCULATIONS
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AACSB TABLE 10-2: CALCULATIONS RELA
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Name AACSB TABLE 10-2: CALCULATIONS
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Fifth Year Maintenance Report - University of Minnesota

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