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 MANAGEMENT-SPECIFIC KNOWLEDGE AND SKILLS (Management, Quantitative Business Analysis, Finance, Marketing, Legal & Social Environment and International Issues.) Academic year 2007– 2008 LSBE mean responses were significantly better than the mean responses for all business schools taking the ETS MFT in Business in all nine assessment indicators. Results cannot be compared with 02/03 results, since changes were introduced in the MFT in Business in 2006. Since the results were extremely successful, no changes are recommended. No changes were needed. 1a. Acquire knowledge of the core areas of Business: Accounting, Pre-test/post-test of key constructs in ACCT 2001 (Principles of Financial Accounting). Fall 2006 The results showed that two of the four targets were reached. A pre-test pooled mean score was +2. The post-test pooled mean score target and the percentage of students scoring 70% or higher on the post-test target were not met. The objectives of the course need to be reevaluated for the next assessment iteration. Once the department has agreed upon the ten objectives, ten representative questions will be written and approved by the department. These questions will be piloted the semester prior to the next assessment iteration. All instructors of ACCT 2001 will integrate the improved concepts into the course. All instructors of ACCT 2001 will utilize this assessment instrument in both pre- and posttests in the course. No changes were recommended to the course or the concepts taught within the course. There is ongoing monitoring and discussion among faculty teaching Principles of Financial Accounting regarding both content and assessment instrument. These discussions did not occur prior to assessment activities associated with Assurance of Learning standards. Furthermore, not all instructors covered the approved concepts upon which the test instrument is based nor did all instructors integrate the post-test in to their final exam for credit. In the next round of assessments, all instructors __ 26
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 MANAGEMENT-SPECIFIC KNOWLEDGE AND SKILLS will be required to cover the agreed upon objectives and to integrate the post-test in to the final exam. In other words, faculty within the Accounting Department have agreed to take the assessment of Financial Accounting seriously in the next rounds. 1b. Acquire knowledge of the core areas of business: Finance. Pre-test/post-test of key constructs in FMIS 3601 (Corporate Finance). Fall 2007 The pre-test score of 3.1 met the target of < 5. The post-test score of 5.3 fell short of the target of > 7. The 2.2 point change from pre- to post-test exceeded the targeted change of > +2. Finally, the percentage of students scoring 70% or higher on the posttest was not met. One question on the assessment instrument was determined to be too ambiguous in relation to the way the topic is covered in other classes. In two questions, the available answers were determined not to be very representative of the basic concepts covered in those areas. These three questions will be modified for the next assessment round. Comparing the preand post-test results for individual questions, the instructors noticed that students seemed to have a very uneven background and showed only mild improvement in areas where they have strong prior knowledge. In areas where they had weak prior knowledge, students showed low pre-test scores and considerable improvement on the post-test. Therefore, the instructors decided to take advantage of the students’ prior knowledge by shifting more attention from areas where they have strong prior knowledge into areas where they had weak prior knowledge. The Corporate Finance instructors decided to test the generalizations mentioned above before shifting emphasis on course content within FMIS Fall 2008 Questions in both areas on the spring 2008 FMIS 3601 mid-term exam, students scored between 75–80% correct. Improve the quality of the questions in the pre-test and post-test exams The instructors concluded that these mid-term results show no discernable relationship between __ 27
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 and 32: Learning Goals Measurement/ Methodo
Page 35: 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
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Name AACSB TABLE 10-2: CALCULATIONS
Page 95 and 96:
AACSB TABLE 10-2: CALCULATIONS RELA
Page 97 and 98:
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Name AACSB TABLE 10-2: CALCULATIONS
Page 101:
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