Fifth Year Maintenance Report - University of Minnesota

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
gether to create better
consistency in the
course content and
delivery.
The Management Information
Sciences faculty members are
proposing that FMIS 2201
course content and delivery be
modified to make the material
more relevant to current business
needs.
Spring 2009
The course modification
is based upon
the purchase of a Dell
PowerEdge 2900
server. It will be used
to provide students
with a virtualized controlled
learning environment
for creating
web pages, wikis,
blogs, podcasts and
other online capabilities.
The course modification
will be fieldtested
during Summer
session 2009. If
successful, it will be
implemented for all
students in FMIS
2201 beginning Fall
2009.
4. Demonstrate
the ability to
work effectively
in a team.
MGTS 4443 (Teams course)
assessed this via a survey. All
LSBE students were invited to
respond. Also, LSBE faculty
were surveyed to determine
their assessment of students’
team-related knowledge and
skills.
Spring
and
Fall 2007
Generally acceptable.
Students rated themselves
more highly than
faculty rated them on
every skill that was assessed
by both samples.
Faculty averaged slightly
agree (5.07/7) on the
quality of group project
outcomes in their courses,
but are less sure (4.30/7)
that students are learning
to work collaboratively as
a result of those group
projects. Students do not
believe that group project
experiences are helping
them obtain desirable internships
and jobs.
LSBE should identify a list of key
skill areas within Teamwork that
can then be directly taught in the
core curriculum. The list used in
these surveys might need to be
amended. After teaching these
skills, more thorough measurement
of them would be beneficial.
In addition to student selfreport
of these skills, other
measures might include:
Faculty assessment of the key
skill areas (with an a priori expectation
that they will be expected
to assess them).
Direct observation and measurement
of some representative
sample of groups actually
functioning, by a select faculty
member or two.
Structured peer assessment of
these skills in a representative
sample of LSBE student project
groups. The peer assessment
would be structured and super-
With the exception of
one faculty member
who teaches Groups,
LSBE faculty have not
focused on teaching
group skills. Instead,
LSBE faculty have assumed
that students
are learning them indirectly
from working
in groups on course
projects. Perhaps a
more focused way in
which team skills
could be taught
within the BBA and
BAcc curriculum
should be considered.
Finally, students
should be
aware of the key
skills areas they are
expected to develop,
and of the professional
benefits for
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