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Program Director Self-Study Report
For Program: Bachelor of Science in Retail Merchandising and Management
Submitted by Program Director Name: Adel Mekraz
Year: 2014-2015
Planning and Review Committee
1.
UW-STOUT’S STRATEGIC PLAN
1.1 UW-Stout's Strategic Plan – Respond to the following:
1.1.1 Describe early and ongoing experiential learning opportunities to students
within the program.
Experiential learning has been and will continue to be a critical part of RMM
students’ educational experience at Stout. During their first year, freshmen
students in the program take the Introduction to Retail Merchandising &
Management course which requires them to attend career conference after
having prepared a professional resume with the help of Career Services. RMM
freshmen students get to learn about and experience professionalism by
interacting with employers and discussing internship and employment
opportunities with representatives from industry. During the sophomore year,
RMM students typically go on a study abroad program for one semester. Those
students who are in the Store Operations and Fashion marketing concentrations
take the Visual Merchandising course, and they get an opportunity to create
their own visual presentations in the lab. During the junior or senior year,
students complete their capstone experience either by completing an internship
or a coop, or taking the Retail Practicum I and Practicum II courses that
involve running the Niche. Many RMM courses offer the opportunity for
students to go on field trips and visit retail stores as well as corporate offices of
companies, and interact with retail professionals which leads to better
understanding of how the retail industry works. Examples of these courses are:
Store Management, Assortment Planning, and Advanced Merchandise
Planning & Control which are courses offered to junior and senior level
students, along with the National Study Tour courses which take students from
all levels to NYC and Las Vegas to visit buying shows, and retailer companies.
The RMM program has also organized faculty-led study abroad programs to
China and Europe. Those study abroad trips have provided opportunities for
students to visit manufacturers and retailers and interact with professionals in
the field in foreign countries. The most valuable opportunity for RMM
students is when they satisfy the senior level capstone requirement. In addition
to the capstone experiences that typically provides them with about 400-500
hours of experience, the RMM program also requires that students complete
another 500 hours of retail work experience before graduation.
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1.1.2 Describe program initiatives employed to support and/or increase student
enrollment, retention and graduation rates.
In relationship to increasing program enrollment, the RMM program director
and faculty members from the Business Department have been coordinating on
regular basis with the Office of Undergraduate Admissions to meet with
perspective students who visit campus to learn about the retail program. The
program director has been involved in campus preview days by meeting with
perspective students and their families throughout the academic year as well as
during the summer. Because of a drop in freshman enrollment during fall of
2013, the new program director initiated visits to high schools in the twin cities
and their suburbs area. During the spring of 2014 semester the program
director visited two high schools in suburbs of the Minneapolis area as well as
the Minnesota DECA conference accompanied by a junior/senior level student
who is a graduate from the high school being visited. The two high school
visits were successful, and the program director plans to continue these in the
spring of 2015.
In relationship to retention and graduation rates, in addition to the accounting
tutoring help offered to students including retail majors and minors, and the
tutoring help offered to retail students taking Merchandise Planning & Control
and Advance Merchandise Planning & Control, the RMM program director
with the help the Supply Chain Management program director and the Business
department chair was able to start offering tutoring help to RMM students
taking the Logistics course. The course content being taught in the
Introduction to Retail Merchandising & Management includes covering topics
aimed at ensuring the success of the new freshman students in their new
environment at Stout. The content being discussed in the intro course includes
going into details about RMM Degree Program Requirements, discussing the
important campus resources available for students on campus such as the
Library, the Writing Center and the Counselling Center, and explaining to the
freshman class the university policy concerning academic honesty and
integrity, and what the consequences are for academic dishonesty, plagiarism,
cheating and fabrication. As reflected by Table 1. below, the RMM program is
doing better in one year retention rate than the university average.
Table 1. Comparing RMM One Year Retention Rate to University
Retention Rate
RMM Program
University
2009
58.5%
57.9%
2010
62.0%
57.4%
2011
57.1%
57.0%
2012
63.8%
49.8%
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Table. 2
College of Management Program Enrollment
University of Wisconsin-Stout
2013-2014 Fact Book
Fall Semester Undergraduate Enrollment by Program* (continued)
College of Management
2009 2010 2011 2012 2013
2,427 2406 2285 2192 2097
Business Administration
889
805
756
683
666
Golf Enterprise Management
183
187
171
161
130
Hotel, Restaurant & Tourism Management
534
543
506
476
457
Management
425
465
445
455
446
9
24
35
30
29
Retail Merchandising & Management
303
303
303
309
273
Service Management
55
30
11
3
1
-
10
15
30
50
29
39
43
45
45
Real Estate Property Management
Supply Chain Management
Sustainable Management
1.1.3 Describe, provide examples and explain how the program intentionally
integrates diversity efforts, functions and contributes to the program in support
of Inclusive Excellence: “UW-Stout’s plan to intentionally integrate diversity
and includes, but is not limited to, race/ethnicity, gender, sexual orientation,
and age and disability status.”
Several courses in the retail program have for many years covered diversity
related topics. These courses include International Economic Trends where
students examine the impact of globalization on small local mills and apparel
manufacturers in Africa, Asia, and South America. The Social &
Psychological Aspects of Clothing course engages students to study the impact
of local culture, local environment and climate on clothing. In the past three
years, two faculty members from the RMM program took part in the Nakatani
Teaching and Learning Center’s Infusing Diversity into the Curriculum
program. As a result of participating in the program, new diversity content was
added to several new courses. These courses included Basic Merchandising
and Store Management. RMM students taking the store Management course
attend a Multicultural event on campus during spring of 2014. The event was
Breaking Barriers: Empowering Students’ Cultural Narratives. The students,
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who attended, had an opportunity to listen to the narratives of minority and
international students as well as students with alternative sexual orientations
who are studying at Stout. This semester, in her International Economic
Trends course, Dr. Chida who is a new faculty member in the RMM program
invited a panel of faculty members who teach on campus and also have African
heritage to show students their traditional African clothing and discuss how the
emergence of China as a global force in the textiles and clothing industries
have impacted the local manufacturing of African indigenous clothing in North
and Sub-Saharan Africa. The program plans are for the diversity component in
Basic Merchandising, International Economic Trends, and Store Management
to become permanent.
1.1.4 Describe environmental sustainability initiatives embedded and supported by
the program: “UW-Stout’s attempt to make students, faculty, and staff more
aware of the importance of sustaining our environment through energy
conservation, waste reduction, and other measures that will not bring harm to
the environment, and to provide students with innovative research
opportunities in these areas.”
As part of the Capstone experience, students in the Practicum II course have
created several environmental sustainability initiatives. One of those was to
celebrate and promote Earth Day. Students also promoted recycling by
encouraging customers to recycle soda cans, and bottled water. The Practicum
II students also sold hand-made eco-friendly line of products from a company
called “A World Good” that imports products from craftsmen and women in
villages in Africa, India, and South America. The sale of the eco-friendly fairtrade products at the Niche resulted in an article about the Niche in the Eau
Claire Leader Telegram. RMM faculty have also increased the number of
assignments submitted on D2L in a dropbox therefore reducing the amount of
paper printed for assignments.
2. DESCRIPTION OF THE PROGRAM
2.1 Curriculum Design – Respond to the following:
2.1.1 State the approved program objectives.
1. Create effective and efficient oral and written business communications.
2. Utilize sound critical thinking, problem-solving and decision making skills in
retail applications.
3. Demonstrate sound business acumen in the operation of a retail organization.
4. Exhibit broad knowledge and skills needed to operate a retail organization in the
areas of merchandising, operations management, marketing and promotions,
human resource management, and supply chain management.
5. Demonstrate international, cultural, and global competence in the retail
organizations and the greater community.
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2.1.2 Describe processes and initiatives employed in determining the need for
program revision?
The need for a program revision is often discussed amongst retail faculty
members after faculty members return from attending professional
development activities such as attending conferences, workshops or seminars,
and are also discussed during and after RMM advisory board meetings, and as
a result of discussions retail faculty members have with executives from the
retail industry. RMM faculty members will also often get feedback from
industry recruiters after they have attended career conference and interviewed
our students for internships as well as employment after graduation. PRC
surveys are also a good source of feedback about program curriculum that we
receive from all stakeholders including students, faculty, and members of the
advisory board.
2.1.3 Check all that apply regarding the program:
_X_ Traditional, on campus program
___ Offsite location
___Online program
2.1.4 Briefly describe the components of your program where students participate in
scholarly activity such as: research, scholarship, experiential learning and
creative endeavor. “programs are presented through an approach to learning
which involves combining theory, practice and experimentation” (UW-Stout’s
Mission Statement).
RMM students get opportunities to do research, be creative, and participate in
experiential learning in different courses in the program, and at different levels
of Bloom’s taxonomy. For example, students do projects in the Trend
Forecasting and Analysis, and Visual Merchandising courses in their
sophomore year that require creativity. During the junior year students in the
Store Management course create a store concept, do sales plan projections as
well as estimate the number of transactions and the payroll budget for the store.
At the senior level students do a company analysis in the Current Retail
Strategies course, and create an assortment plan for a category or a
classification in the Assortment Planning course, and go through much
experiential learning in their internships as well in the practicum I and
Practicum II courses where they get an opportunity to go to wholesale buying
shows and purchase merchandise for the Niche.
2.1.5 Does your program currently have an accreditation or certification agency that
reviews the program? If so, which agency and to what extent does it influence
the structure of the curriculum?
The Accreditation Council for Business School and Programs (ACBSP)
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is the accredited body for the RMM program, and the initial accreditation for
10 years was granted in June of 2012. Students in an ACBSP accredited
program have 12 common professional components they are evaluated on. As
part of the continuing accreditation, the RMM program administers the
Peregrine exam to senior students in one of their capstone courses such as
Current Retail Strategies. Senior students take a 120 question exam covering
12 Common Professional Components (CPC) which include the following
areas:
1. Accounting
2. Business Ethics
3. Business Finance
4. Business Integration and Strategic Management
5. Business Leadership
6. Economics (Macro and Micro)
7. Global Dimensions of Business
8. Information Management Systems
9. Legal Environment of Business
10. Management (Operations/Production Management, Human Resource
Management and Organizational Behavior.)
11. Marketing
12. Quantitative Techniques and Business Statistics
2.2 Faculty/Academic Staff Expertise – Respond to the following:
2.2.1 List key instructors in the program. A key instructor is one who teaches at least
one required professional course in your program (this should be the combined
faculty of Key A and Key B who were surveyed by the PRC).
Dr. Adel Mekraz, program director
Dr. Meriem Chida, faculty member
Dr. George Duychak, academic staff
2.2.2 What additional faculty/academic staff expertise is needed?
An additional instructor is needed with the expertise and experience in buying
to teach some of the advanced buying concentration courses such as Advanced
Merchandise Planning & Control, a course that Nancy Murray taught before
leaving UW-Stout. The program weakness for the past few years has been the
lack of stability in its instructional staff. When I joined the program back in
2003, we had four faculty members including the program director. Currently,
the program only has two faculty members including the program director. This
is in addition to one fulltime academic staff, and one adjunct.
2.3
Facilities – Respond to the following:
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2.3.1 Describe facilities and or capital equipment currently used and how it supports
or strengthens the program? What program specific facilities (unique
classrooms, labs, additional space involving minor construction) have been
requested and provided?
The RMM program has two labs, which are: the visual merchandising lab, and
the Niche. Both labs have a stock of hardware, props, silk plants, display
fixtures, mannequins, and other material, all of which are used for displaying
merchandise both at the visual merchandising lab and the Niche. The Niche
also has a POS & inventory control system which is used for keeping inventory
data, and as a cash register to ring up customer transactions. The equipment
and hardware carried by the Niche and visual merchandising lab are essential
to the visual merchandising lab and the Niche. In the Visual Merchandising
course, students create displays that communicate a marketing message to
targeted consumers, and are taught the art of visual communications. Without
the visual merchandising lab, the course will amount to nothing more than an
intellectual discussion about the visual art and visual communications. The
visual merchandising lab makes the concepts real, and gives students the
opportunity to apply them, be creative and problem solve which results in
learning. The Niche went through renovations several years ago that upgraded
the store image. The visual merchandising lab was also upgraded with new
mannequins and other equipment three years ago.
2.3.2 What added facilities needs (if any) such as unique classrooms, labs, additional
space involving minor construction exist in the program?
There is a need in the retail program for a lab with computers carrying retail
design software that will allow students to create store layouts, designs and do
assortment plans. Such software can be used for classroom assignments and
projects, and would provide students with much needed skills. The courses that
could benefit from the software and the creation of this lab are: Basic
Merchandising, Trend Forecasting, Visual Merchandising, Retail Promotions,
Store Management, Assortment Planning, Retail Practicum I, Retail Practicum
II, and Current Retail Strategies. We are trying to raise the needed funds by
asking members of the our Advisory Board to talk to talk to their employers
about our need for the software, and how it can result in additional skills our
graduates will have. I do not anticipate there will be a need for additional
space for this project, and think that we can incorporate a set up with 5-6
computers in the current space used as a visual merchandising lab.
2.4
Resources for the Program – Respond to the following:
2.4.1 Evaluate the quality, relevance, and quantity of the library resources to support
the program. Include a brief statement as to how these needs have been met by
the library.
The UW-Stout Swanson Library does a good job providing retail students and
faculty with good resources. With the RMM program becoming a partner with
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the National Retail Federation (NRF) in the fall of 2013, students in the
program now have gained additional access to a data base of articles and
reports which are specific to the retail industry. The web address to the NRF
web resources have been made available to students through the library web
pages.
2.4.2 List any special resources used to meet program and/or student needs such as:
Learning Technology Services for curriculum materials development, ASPIRE,
Research Services, Advisement Center, Disability Services, Multicultural
Student Services, etc.
The retail program finds the services of the Advisement Center for first year
students to be very helpful considering the student population’s unique needs.
We also work with Students Disability Services to accommodate students with
special needs. The Writing Center has also been providing our students with
much needed help and guidance in writing their research papers and projects.
The Library and MSC Event Services provide essential services to help
Practicum II students plan events such as the Niche Fashion Shows.
2.4.3 Describe other resources (if any) needed to meet the program objectives?
No additional resources have been identified at this time.
3.
Quality of the graduates of the program – Respond to the following:
3.1 Describe program graduate demand and/or anticipated changes or trends impacting the
future demand.
Demand for graduates from the RMM program continues to be strong, with a
placement rate of 98% achieved as reflected by Career Services’ 2012-2013 Annual
Undergraduate Employment Report. The unique RMM degree with its offering of four
concentration areas continues to be successful in preparing students for different career
paths within the retail industry. Strong demand for graduates from the program is
expected to continue as long as curriculum is revised and continues to be strong and
relevant, and the retail program experiences stability in its teaching instructors of
faculty and academic staff.
3.2 Interpret the data provided by the Planning, Assessment, Research and Quality
(PARQ) office of the alumni follow-up surveys.
The list of skills and competencies used in the survey have been developed by faculty
members who have long years of work experience in the industry as well as from
discussions we have twice per year with members of our advisory board. In the one
year Alumni Follow-Up Survey, when RMM graduates were asked to rate how
important certain competencies and skills to their current or most recent jobs, out of
the 28 items given, the 2012 RMM graduates rated the following competencies and
skills in the top 10:
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-
Problem-solving techniques
Critical thinking skills
Written communication skills
Selling skills & product knowledge
Merchandise planning & control skills
Oral communication skills
Analyzing & interpreting data
Basic understanding of markup, markdown, inventory turnover, pricing
strategies, stock planning
Leadership skills
Negotiation skills
Advertising & Promotional strategies & techniques
For the 2008 RMM graduates, the competencies and skills survey question resulted in
the following top 10 items:
-
-
Problem-solving techniques
Oral communication skills
Written communication skills
Leadership skills
Critical thinking skills
Negotiation skills
Delegation/supervision/coaching skills
Selling skills & product knowledge
Analyzing & interpreting data
How to allocate resources to improve productivity or other goals
From both the 2008 and 2012 surveys, we can conclude that critical thinking and
problem solving sills, communication and leadership skills, as well as data analysis
and selling skills are considered very important for professionals who are employed in
the retail industry. Due to consultations with industry professionals who are members
in the RMM advisory board, the program for many years now has realized the
importance of these competencies and skills, and has emphasized teaching and
learning of them in the classroom throughout the curriculum.
3.3 Interpret program specific surveys (students, faculty and advisory committee)
conducted by the Planning and Review Committee.
The students survey resulted in 39 responding out of the 140 surveyed, giving a
28% response rate broken down as follows: 13 junior students and 26 seniors. The
PRC survey contained 20 questions which are related to a variety of topics
concerning different resources in the university, sills students are learning in their
education at Stout, and duplication of topics in courses they have completed in the
program. A five point Likert Scale was used with 1=strongly disagree,
2=disagree, 3=neutral, 4=agree and 5=strongly agree. See the table 3 below for
question and the mean score.
There are many areas where the program has scored well, but the one area with
the lowest score is item # 14 that deals with repetition and overlap in the program
content. We are aware of this issue, because it is a phenomenon that reoccurs
whenever there is change in instructional staff. As the program director, my plan
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is to go through the course content with the new retail instructors as well as other
instructors in the Business department in the next year to reduce the amount of
repetition and overlap in the program content. I would like to also mention that
students sometimes are not able to make a distinction between how one topic is
taught in one course at one level, and in another course at a different level.
Table 3. PRC Student Survey
#
Mean
3
4
Question
A. The library resources and access to collections are adequate for my program
of study.
B. My written communication skills have been enhanced through my
coursework.
C. My oral communication skills have been enhanced through my coursework.
D. My critical thinking skills have been enhanced through my coursework.
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E. My problem solving skills have been enhanced through my coursework.
4.38
6
7
8
F. The classroom facilities meet the needs of students in my program.
G. The laboratory equipment for my program is up-to-date.
H. My advisor is accessible on a routine basis.
I. Instructors in my program are accessible for help outside of regular class
time.
J. Instructors in my program provide current and relevant information.
K. Instructors in my program achieve the stated objectives as presented in their
course syllabi.
L. The evaluation procedures for my courses in my program appropriately
measure my learning.
3.97
3.49
3.64
1
2
9
10
11
12
13
14
15
16
17
18
19
20
M. My program's objectives were made clear to me and are being met.
N. My program has few or no problems with unnecessary repetition or overlap
of content (if you disagree or strongly disagree with this question, please list the
courses and/or content in which unnecessary repetition or overlap occurs in
Question #7).
O. My program requirements can be completed in a reasonable time.
P. As I near the completion of my degree, I feel confident that my program has
prepared me to be successful in my profession.
Q. Overall, this is a quality program.
R. If I had to do it all over again, I would choose this program.
S. The coursework in ethnic studies that I have taken discourages racism and
has given me a greater appreciation of ethnic diversity.
T. I have developed a global perspective.
3.38
4
4.36
4.38
3.87
4.08
4.13
3.74
4
2.77
3.87
4.05
4.26
4
4
4
With a mean of 4.38, the student survey indicated students thought their critical
thinking and problem solving skills were most improved as a result of the
coursework they took in the RMM program. The next highest score for improved
skills went to communication skills. Instructors’ ability to provide current and
relevant material and stating course objectives in the course syllabus scored 4.08
and 4.13, while the overall quality of the program score was an impressive 4.26.
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Table 4. PRC’s Instructor Survey Results
#
Mean
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Question
Quality of classroom facilities for my course(s) is
adequate.
Quality of laboratory facilities for my course(s) is
adequate (if applicable)
Instructional technology for my course(s) is adequate.
I received adequate training to develop my online course
site (D2L).
The students entering my course(s) are adequately
prepared to be successful.
Communication between me and the program director is
satisfactory.
Program Director's leadership is satisfactory.
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I have the opportunity to participate in program decisions.
5
1
2
3
4
5
6
10
Departments schedule an adequate number of course
sections.
Clerical support for my course(s) is adequate.
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Supplies for my course(s) are adequate.
9
12
13
The Library meets the needs of the students in my class
(es).
The Library meets my needs for research and
professional development.
4.5
5
5
4
4
5
4.5
5
5
5
5
3.5
Two instructors out of three have responded giving a response rate of 67%. The
Instructors’ ratings of the program and other resources on campus were high with mean
scores mostly ranging between 4.5-5.0 on a scale of 5.0. One of the reasons for the high
scores in the instructor survey is the emphasis we have placed in the RMM program on
keeping communications open, and scheduling many one-on-one meetings to ensure
everyone understood what was expected of them, and that we were all on the same page.
The surveyed instructors expressed their lack of satisfaction with the library resources
with a low score of 3.5. The two areas the instructors have expressed to me they were not
satisfied with are the availability of DVD’s with material they can use in the classroom,
as well as the availability of case studies. Another factor could be that those two
instructors only taught in the program for a short time, and were not familiar with the
library resources. We have been working with the library by giving them a list of
resources they can provide for instructors including the DVD’s and case studies.
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4.
Program evidence of continuous improvement – Respond to the following:
4.1 Describe program strengths distinguishing it from similar programs. Describe and
explain program weaknesses?
The program strengths can be summarized in the following points:
1. The RMM program is one of few university programs that offer students the choice
of four different concentration areas. These concentrations allow students to pursue
different career paths within the retail industry. Each concentration area is design to
have a different set of courses that emphasize a different set of skills that are related
to the career path the concentration area leads to.
2. The RMM program has for more than a decade consistently held job placement
rates of more than 90%. The 2012-2013 Undergraduate Employment report puts
the RMM program at 98% compared to the university’s 97.1%.
3. The program’s strong ties with industry have resulted in coop and internship
opportunities to students with top retail companies such as Target, Kohl's, JC
Penny's, Shopko, and many more.
4. The retail program offers two practicum courses that involve the student operated
store (The Niche). The courses are designed for students who are not successful in
securing off-campus internships.
5. Program offers many experiential learning courses that take students to cities like
New York, Las Vegas and Chicago to learn about top retail companies and top
buying shows in the U.S.
6. The successful student organization (Stout Retail Association) is a strong selling
point especially to new students looking for a support system in their new
environment.
The program weakness for the past few years has been the lack of stability in its
instructional staff. A little more than four years ago the program had four faculty
members who taught retail courses and advised RMM students. During the 20132014 academic year, the program director was the only full time faculty instructor
in the program. Currently the RMM program has two faculty members, one
fulltime academic staff, and two adjunct faculty members. Ideally, in order to
provide stability, the program needs a minimum of three fulltime faculty members.
The other weakness as reflected in the PRC student survey is the repetition and
overlap in the course content. I have a plan to tackle this with other instructors in
the coming year.
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4.2 Submit evidence of program response to the concerns and recommendations from
previous program review.
In the previous program review, the first major concern was course availability for
students in light of ballooning program enrollment. Enrollment continued to grow in
the following four years going from 303 in 2009, 2010, 2011 to 309 in 2012.
Enrollment for the 2013 year however declined to 273. The program director and
department chair have been working together to manage the course offering and make
sure students are able to find space in courses they want to register for. Additional
sections have been created during the fall and spring semesters, and in some cases
during Winterm and summer sessions to deal with course availability. This has
worked well in reducing the wait lists, and has resulted in improving our mix of course
offerings to students every semester.
The second issue raised by the last program review was student preparations
particularly with math skills, considering that a program revision resulted in the
increase of math requirement for some students. The switch to new the math
requirement has gone well with our students. The largest increase in the math
requirement was targeting Buying and Product Management concentration students
who needed to take Math-123 to gain higher level of analytical as well as quantitative
and data analysis skills. The other group was students in the Store Operations
Management concentration who needed to take Math-120. These requirements
resulted in better and higher quality graduates with Buying and Product Management
as well as Store Operation concentrations. The increase in the math requirement did
not result in lower retention rates, but has caused some students to switch from Buying
to Fashion Marketing or Human Resource concentrations which only require Math118.
The third issue raised by the last program review was the repetition and duplication of
content in different retail courses. The four retail faculty members met on regular
basis for one year after the last program review in order to go through all the courses
and eliminate duplication and repetition. The efforts of the retail instructors were
successful as evident by student course evaluations, and consequent PRC surveys.
This issue has come up again due to turnover of retail instructional staff, and we are
planning to tackle this in the same way we did before which resulted in reducing
repetition and overlap. The plan is to get this done in the next year.
The last point raised by the previous review was the inadequacy of retail labs. Since
the last PRC review in 2007-2008, both the visual merchandising lab and the Niche
have gone through upgrades and purchased new equipment, fixtures and mannequins,
and in better shape today than they were before.
4.3 In the next seven years, what major improvements or changes are planned for
implementation to improve program quality?
The retail program instructional staff has noticed that many recent RMM graduates
have been offered opportunities to work for a retail company’s online division. With
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the increased growth and expansion of online retailing, the opportunities for college
graduates who have the technical skills and know-how for the online environment will
become enormous in the near future, and the Stout RMM program does not want to
miss out on this trend. In response to the trend, the PD brought this topic to the
discussion during the spring 2014 Advisory Board meeting. Members of the RMM
Advisory Board were unanimous in their support for increasing course content that
leads to teaching skills related to online retailing. The RMM program director has
engaged in discussions with Steve Schlough, the Department Chair of
Telecommunications Technologies about how the program can begin to add new
courses in order to teach RMM students the necessary skills such as web design and
development, web marketing, online advertising and technical evangelism. Some of
the content will be added horizontally, and become required for all RMM students,
while other content will be vertical in nature, and will target specific concentration,
with the goal of establishing an online retailing concentration sometime in the next
three to four years from now.
We have plans for introducing new courses to the program that include courses in the
areas of sustainability, innovation, and grocery retailing. This is the case because
these are areas of strength for the new retail instructional staff, in addition to being
important and relevant topics that are worth pursuing. On the marketing end of things,
we are in the process of developing new program brochure as well as a new program
web page with the help of university marketing.
5.
Attachments - Include electronic links to the following:
5.1 Links of specific program information to be included:
 Current assessment in the major
 Program plan sheet
 Current assessment in the major
 Individual program facts
 Current program advisory committee
 Other items that may be helpful to PRC
 Other items requested by the consultant
15
College of Management
B.S. Retail Merchandising & Management
Assessment Report
University of Wisconsin - Stout
Adel Mekraz, Ph.D.
Program Director
10/17/2014
16
Table of Content
Page
Program Objective and Student Learning Objectives……………………………………..3
Indirect Assessment Methods……………………………………………………………..4
Direct Assessment Methods……………………………………………………………….6
Indirect Assessment Results……………………………………………………………….7
Direct Assessment Results……………………………………………………………….11
Improvements Implemented this Year…………...………………………………………15
Plans for Improvements………..………………………………………………………...15
17
PROGRAM OBJECTIVES & STUDENT LEARNING OBJECTIVES (SLO)
Annual program assessment in Retail Merchandising & Management (RMM) program aims at
evaluating student learning outcomes (SLO) related to the knowledge and skills necessary for
success in a retail career. Each program objective is shown below with it’s associated (SLO).
The RMM graduate will:
1. Create effective and efficient oral and written business communications.
1.1 Use effective oral communication skills in course-related presentations.
1.2 Demonstrate effective and efficient written communications in course related
assignments
2. Utilize sound critical thinking, problem-solving and decision making skills in retail
applications.
2.1 Employ sound critical thinking, problem solving and decision making skills in
answers to
mock-interview questions.
2.2 Demonstrate effective problem-solving, decision making and judgment skills
3. Demonstrate sound business acumen in the operation of a retail organization
3.1 Demonstrate sound application of financial accounting procedures including
principles of accounting records, working sheets, balance sheets, and income
statement.
3.2 Evaluate the operations of a retail organization over a period of 5 years, comparing
key performance indicators with industry standards, and projecting future
performance.
4. Exhibit broad knowledge and skills needed to operate a retail organization in the areas of
merchandising, operations management, marketing and promotions, human resource
management, and supply chain management.
4.1 Demonstrate understanding and application of principles of merchandise planning
and control.
4.2 Design a promotional activity to effectively reach a specific target customer while
maintaining cost effectiveness.
4.3 Operations
(SLO to be developed 2014-2015)
4.4 Supply Chain
(SLO to be developed 2014-2015)
5
Demonstrate international, cultural, and global competence in the retail organizations and the
greater community
18
5.1 Exhibit understanding of cultural and consumer behavior norms important for
success in the global retail environment.
DESCRIPTION OF METHODS
Indirect Assessment Methods
Indirect Assessment Method
Office of Career Services
Annual Placement Report
PRC Student Surveys
PRC Faculty Surveys
PRC Advisory Board Surveys
PARQ Alumni Follow-Up
Survey (general)
PARQ Alumni Follow-Up
Survey (program specific)
PARQ Alumni Follow-Up
Survey (employer)
PARQ National Survey of
Student Engagement (NSSE)
PARQ Student Satisfaction
Survey
Co-op/Internship SelfAssessments
Retention rates (program
facts)
Enrollment by Segmented
Groups (program facts)
Graduation rates (program
facts)
GPA (program facts)
Used in
Program
Program Objective Assessed
X
1,2,3,4,5
X
X
X
X
1,2,3,4,5
X
1,2,3,4,5
X
N/A
X
N/A
X
N/A
X
RMM Enrollment
Data on student enrollment by first major is taken on the 10th day of classes each fall semester,
and is published in the UW-Stout Fact Book by the Office of Planning, Assessment, Research
and Quality. Program success is indirectly measured by the number of students enrolled in the
program, and over time strong enrollment can be an indication of the quality of educational
19
preparation students receive in their program of study.
UW-Stout Undergraduate Employment Report
Employment data is collected from RMM alumni by UW-Stout Career Services and their
employers one year after graduation and is reported in the annual UW-Stout Undergraduate
Employment Report.
UW--Stout Alumni Follow-Up Survey:
Feedback from RMM alumni is collected by the office of Planning, Assessment, Research and
Quality (PARQ) using the standard One -Year and Five-Year Alumni Follow-Up Survey. The
RMM program-Specific Survey instrument is also administered at the same time to measure
student perceptions of their learning experiences in the RMM program at Stout.
Feedback from Industry Advisors Employers
Feedback and comments from Advisory Board members as well as employers regarding the
retail students’ educational preparedness and skills are being collected on an ongoing basis. This
includes information concerning common strengths and weaknesses Advisory Board members
and employers have observed while interacting with our students in formal and informal settings.
The feedback collected from industry partners is valuable, and is often used in making revisions
to the program content.
20
Direct Assessment Methods
Direct Assessment Method
ETS Proficiency Profile
Standardized tests
Locally designed quizzes, tests, and
inventories
Portfolio artifacts
Capstone projects (research
papers, presentations, theses,
dissertations, oral defenses,
exhibitions, or performances)
Team/group projects and
presentations
Oral examinations
Internships, clinical experiences,
practica, student teaching, or other
professional/ content-related
experiences engaging students in
hands-on experiences in their
respective fields of study
(accompanied by ratings or
evaluation forms from field/clinical
supervisors)
Service-learning projects or
experiences
Authentic and performance-based
projects or experiences engaging
students in opportunities to apply
their knowledge to the larger
community (accompanied by
ratings, scoring rubrics or
performance checklists from
project/experience coordinator or
supervisor)
Formative and Summative Coop
Student Evaluations by Employers
Online course D2L discussions
analyzed by class instructors
Used in Program
Program Objective Assessed
X
3
X
1,3,4,5
X
1,3,4,5
X
3
X
1,2,3,4,5
X
2,3,4,5,
21
BUACT-206 Final Exam
A comprehensive and standardized final exam is given to all Accounting 206 students. The exam
measures basic understanding of accounting concepts such as financial statements, financial
ratios, and accounting transactions.
Merchandise Planning & Control Pre/Post Test:
A pre-test and post-test are administered to students enrolled in BURTL-390 Merchandise
Planning & Control to measure students’ understanding of buying and inventory management
concepts and metrics.
Peregrine Comprehensive CPC Exam
The Peregrine Comprehensive Exam (COMP) is an online exam that measures learning
outcomes and retained knowledge at the academic program level, and is given to students
enrolled in the BURTL-425 Current Retail Strategies, which is a senior level course in the
program. The exam is based on the Common Professional Core requirements as defined by the
Accreditation Council for Business Schools and Programs (ACBSP) and the International
Assembly for Collegiate Business Education (IACBE). The subjects covered by the CPC exam
include: marketing, accounting, management, legal environment of business, economics,
business ethics, MIS. Global dimensions of business, statistics and quantitative techniques,
business leadership, and business integration and strategic management.
Retail Company Profile Oral Presentation
Oral communication skills for RMM senior level students were measured in the BURTL-425,
Current Retail Strategies course. The RMM program has in the past measured oral
communications skills, but for the purpose of the 2013-2014 academic year, a newly developed
rubric has been introduced. The rubric is provided in Appendix A.
22
Indirect Assessment Results:
The results of indirect assessment measures for the 2013-2014 academic year are provided
below.
RMM Enrollment
The official 10th day enrollment of students by first major for fall 2013 was 273. This makes the
RMM program the fourth largest program in the College of Management after Business
Administration, Hospitality, Restaurant & Tourism Management, and the Management program.
The 2013 enrollment number was about 10% below what enrollment had been in the previous
four years, and was the source of some concern.
College of Management Program Enrollment
University of Wisconsin-Stout
2013-2014 Fact Book
Fall Semester Undergraduate Enrollment by Program* (continued)
College of Management
2009 2010 2011 2012 2013
2,427 2406 2285 2192 2097
Business Administration
889
805
756
683
666
Golf Enterprise Management
183
187
171
161
130
Hotel, Restaurant & Tourism Management
534
543
506
476
457
Management
425
465
445
455
446
9
24
35
30
29
Retail Merchandising & Management
303
303
303
309
273
Service Management
55
30
11
3
1
-
10
15
30
50
29
39
43
45
45
Real Estate Property Management
Supply Chain Management
Sustainable Management
UW-Stout Undergraduate Employment Report
Based on the survey results conducted by the UW-Stout Career Services, and reported in the
2012-2013 Undergraduate Employment report, 65 out of the 70 students who graduated at the
end of the academic year were available for employment at the time of the survey. Of the 65 who
were available for employment, 98% were employed, compared to 97.1% of graduates in all
majors, and 98% of Information and Communication Technology graduates, 98% of Hotel,
Restaurant & Tourism Management, and 94% of Human Development & Family Studies.
23
Comparing Graduates Available for
Employment From Four Different Programs
at UW-Stout
RMM
65
ICT
Merchandising & Mgmt.
42
HRMT
108
HDFS
44
RMM:
Retail
ICT:
Information
& Communication Technologies.
HRMT:
HDFS:
Hotel, Restaurant & Tourism Mgmt.
Human Development & Family Studies.
2012-2013 Percent of Employed Graduates by Major
98
97
96
95
94
93
92
RMM
ICT
HRTM
HDFS
RMM, ICT & HRTM: 98%, HDFS 94%
Starting salaries for RMM graduates excluding commissions, bonuses, incentives and fringe
benefits ranged from a low of $20,000 to a high of $53,000 and an average of $41,000. These
salaries compare favorably to salaries earned by graduates from other majors.
UW-Stout Alumni follow-Up Survey
The spring 2014 Alumni follow-up survey results showed that Stout graduates from 2008 are
earning an average salary of $52,787, whereas those who graduated in 2012 are earning an
average salary of $45,597. On the scale of 4.0, when RMM alumni’s were asked if their
employment were directly related to their program, the RMM received a rating of 3.34. On the
second question of how alumni’s would rate the lab facilities & equipment of the RMM program,
the program received 3.44 out of 4.0. When asked in the third question if they would enroll in the
same program again, the program received a rating of 3.38. These scores are on the low end of
the spectrum compared to scores of other programs at UW-Stout. Although the RMM program
24
has made some updates to the visual merchandising lab, it is still lacking, particularly in the area
of technology such as having store design and assortment planning software available for
students in the labs as many of our competitors do. These software programs are very expensive;
however the RMM program will continue to seek industry partners who would consider helping
with the purchase by providing a grant.
Employer Evaluation of a Coop Student
Employer Evaluations
of Coop Student
Performance
Stores
Corporate
All
Quality of Work
Verbal
Communication
Written
Communication
Organization
Team Work
Problem Solving
Decision Making
Ethical Behavior
4.29
4.33
4.31
4.31
4.00
4.16
4.17
4.15
4.71
3.86
3.79
4.67
4.33
4.33
4.78
4.11
4.22
4.56
4.25
4.24
4.75
3.99
4.01
4.62
Global Society
Motivation
Dependability
Flexibility
4.43
4.36
4.64
4.36
4.50
4.22
4.56
4.67
4.47
4.29
4.60
4.52
Judgment
Punctuality
Appearance
Attendance
4.14
4.43
4.71
4.50
4.11
4.67
4.67
4.67
4.13
4.55
4.69
4.59
Initiative
Overall
4.00
3.93
3.89
4.11
3.95
4.02
Overall, corporate interns received higher evaluations than store interns, with an average score of
4.11 compared to 3.93 of stores. See Exhibit B, the Coop evaluation form.
Feedback from Industry Advisors and Employers
The RMM program Advisory Board has recommended the expansion of technology related
content that will prepare students for careers in online retailing. The RMM program is working
with the Information and Communication Technologies department in order to make such
courses available to RMM students within the next year.
25
Direct Assessment Results
BUACT-206 Final Exam
A total of 45 RMM students took the Accounting 206 Final Exam during the 2013-2014
academic year. These students were mostly sophomore, and their scores had a mean of 66.95
percent which is 2.41 percent lower than the College of Management mean score of 69.36. When
comparing the mean score of RMM students to that of the overall score, RMM students are 3.6
below that of the overall mean of everyone who took the course during the 2013-2014 academic
year.
ACCOUNTING 206 FINAL EXAM SCORES BY PROGRAM AFFILIATION
Statisti
c
N
Mean
Median
Mode
SD
Range
BA
146
70.89
72.00
73.33
11.49
56.00
GEM
21
67.17
68.00
52.00
13.57
47.14
AY 2013-14
MGT
1
62.67
-----
HRTM
101
69.24
70.67
77.33
12.08
57.33
PM
8
67.00
63.34
62.67
12.44
36.00
RMM
45
66.95
66.67
56.00
10.37
44.00
SCM
21
75.44
73.33
73.33
9.45
32.00
ACCOUNTING 206 FINAL EXAM SCORES OF COM VERSUS NON-COM STUDENTS
Statisti
c
N
Mean
Median
Mode
SD
Range
COM
179
70.68
72.00
73.33
11.89
54.67
Fall 2013
Non-COM
112
73.54
74.29
72.00*
10.50
52.00
Overall
291
71.78
72.00
72.00
11.44
54.67
COM
148
67.77
69.33
73.33
11.38
53.33
Spring 2014
Non-COM
106
70.88
72.00
68.00
13.15
68.00
Overall
254
69.07
70.67
72.00
12.22
68.00
COM
327
69.36
70.67
73.33
11.73
60.00
AY 2013-14
Non-COM Overall
218
545
72.25
70.52
73.33
72.00
72.00
72.00
11.91
11.88
68.00
68.00
*Multiple modes exist. The smallest value is shown.
Merchandise Planning & Control Pre/Post Test:
A pre-test and a post-test are administered to retail students enrolled in BURTL-390
Merchandise Planning & Control to measure their understanding of buying and inventory
management concepts and metrics.
26
MPC Pre/Post Tests
Fall 2012
Spring 2013
N=
31
26
Pretest
6.98
12
Posttest
73.77
58.25
Points
Gained
66.79
46.25
Summer 2013
22
8.11
79.82
71.71
Fall 2014
Spring 2014
Summer 2014
33
32
24
10.79
12.86
20.24
71.23
70.64
71.59
60.44
57.78
51.35
168
11.83
70.88
59.05
Session
Total/Average
Peregrine Comprehensive CPC Exam
The exam publisher provides the following table for use in interpreting the CPC-Based COMP
Exam scores. Based on the calculated overall mean average, the approximate relationship
between the results and relative student performance can be determined by competency level.
2013-2014 Final CPC Scores
Final CPC Score: Fall 2013
Final CPC Score: Spring 2014
Business
Retail Merch.
Management
Administration
& Mgmt
Business
Retail Merch.
Management & Mgmt
Administration
N
N
55
40
30
10
37
23
Mean
35.76
53.37
47.53
Mean
42.86
Median
50.83
55.83
48.33
Median
42.5
52.50
47.94
Std. Dev.
26.26
13.06
9.73
Std. Dev.
12.96
14.33
8.51
Range
62.50
86.66
51.67
Range
69.17
77.50
37.50
Minimum
0.83
0
9.16
Minimum
1.66
0.83
30
Maximum
63.33
86.66
60.83
Maximum
70.83
78.33
67.50
52.37
49.50
27
Interpreting Exam Scores
CPC-Based COMP Exam
Score
80-100%
70-79%
60-69%
40-59%
30-39%
20-29%
0-19%
Relative Interpretation of
Student Competency
Very High
High
Above Average
Average
Below Average
Low
Very Low
A total of 53 RMM seniors enrolled in BURTL-425 took the Peregrine Comprehensive CPC
Exam as a summative measure to assess retained knowledge as a result of their academic
experience in the 12 CPC areas. An overall mean score from the combined CPC scores was
calculated and is reported in the charts above, along with the mean scores from Business
Administration and Management majors. RMM students’ scores had a mean of 47.53 ad 49.50
consecutively in the fall 2013 and spring 2014 semester. RMM students mean scores in both
semesters were between 40-59% therefore putting them in the average category along with their
fellow students from both Business Administration and Management programs.
Retail Company Profile Oral Presentation
RMM students scored better in oral communication skills in the in-person course section than
they did in the online section, as illustrated by the graph below. It is not clear at this point what
the reason is other than the perhaps because of the difference in the method of course delivery. It
would be interesting to see if we get similar results in the next year’s assessment.
Strengths and weaknesses: RMM students are clearly strong in the organization of their
presentation, v and in providing supporting the arguments and positions they take. The category
with the lowest score in both sections was their verbal and non-verbal delivery of their
presentations.
28
BURTL-425 Spring 2014
Oral Communication Skills
3.9
3.8
3.7
3.6
3.5
3.4
3.3
3.2
3.1
3.7
3.8
3.6
3.5
3.3
3.7
3.5
3.5
3.4
3.3
Sec. 1 (In-person)
Sec. 2 (On-line)
IMPROVEMENTS IMPLEMENTED THIS YEAR
A new rubric has been introduced this year for the measurement of Oral Communication Skills,
while the COM team of program directors and assessment coordinator all have been working
together on the development of a rubric which will be used to measure critical thinking, problem
solving and analytical skills.
The direct measures that were added last year including the Retailer Profile Oral Presentation
(internal summative measure), the BUACT-206 Final Exam (internal formative measure) and the
Peregrine Comprehensive CPC Exam have all been used and expanded in terms of the number of
RMM students being assessed by them.
The direct measure of competencies in the senior capstone experience in the past have only
included those who completed a senior-level retail co-op experience. However, starting the
2013-2014 academic year, the BURTL-451 Retail Practicum II course has started using the same
measurement instrument that was used to assess student performance in the senior-level co-op
experience.
No curriculum changes have been made during the 2013-2014 academic year.
PLANS FOR IMPROVEMENT
In addition to measuring oral communication skills in a senior level course, the RMM program
will also begin assessing those skills at the freshman and sophomore levels. The goal is for the
program to see if there is any significant improvement between the oral communication skills for
29
RMM freshman and sophomore students compared to those of senior level students.
The plan is for the RMM program to start using critical thinking rubric to assess critical thinking
skills during the 2015-2016 academic year.
PROGRAM FACTS
RMM Enrollment in the Past Five Years
Academic Year
Enrollment
2009
303
2010
303
2011
303
2012
309
2013
273
Percent RMM Graduates Employed
One Year after Graduation
Academic Year
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
Graduates Employed
98
97
98
98
64
Out of the students who were ready for employment during the 2012-2013 academic
Year, 65 graduates were employed. The drop in the number of graduates employed was due to
an overall drop in enrollment during the 2013-2014 academic year.
Develop Student Learning Outcomes 4.2 Operations and 4.5 Supply Chain
Development of the student learning outcomes in Operations and Supply Chain and the
associated educational activities and measuring instruments are planned for the 2014-2015
academic year.
PRC Advisory Board Survey
B.S. Retail Merchandising & Management
Program Advisory Committee
Response Rate: 5/9 = 56%
30
4. Does the program share student learning data (Assessment in the
Major, Strategic Plan, etc.) with the advisory committee?
#
Answer
1
2
Yes
No
Total
Response
%
5
0
5
100%
0%
100%
What are the strengths of the program?
Solid curriculum. Good placement and starting salaries
Variety of experience on the board.
This is a very well educated, well-rounded informative and diverse group of people that all
collaborate together and exchange valuable information, data and experiences.
Hands-on learning Experienced professors
Strong faculty and diverse careers that students can enter through it
What are the opportunities for improvement of the program?
Integrate more technology CRM, ERP e-commerce web
Retailers on the board really don't have too much input. It is really just listening to Stout
Professors or Administrators.
I don't think that there are any necessary improvements at this time. I think it will be uplifting
to be able to measure some of the results via direct feedback or even as far job placement and
direct application of the changes that were implemented. I hope these statistics are shared with
us in the future.
Computer retail programs - I have missed a couple of meetings so this might have been
addressed by now
Messaging the program to prospective students and capture a greater percentage of male
students
B.S. Retail Merchandising & Management
Key Instructors
Response Rate: 2/3 = 67%
What are the strengths of the program?
Increased percentage of graduates obtaining employment and career success in corporate
buying/merchandising positions; increase in job satisfaction expressed by graduates employed in
corporate positions noted in Alumni Follow-up Surveys; and strong experiential learning
31
opportunities in store management and corporate coop positions, as well as the retail practicum
experience in which students operate THE NICHE.
What are the opportunities for improvement of the program?
Desperate need to replace approximately 2.75 FTE tenure/tenure-track faculty lost to
reassignments or resignation, particularly with expertise in buying & merchandising.
B.S. Retail Merchandising & Management
Junior/Senior Student Surveys
Response Rate: 39/140 = 28%
Initial Report
Last Modified: 04/21/2014
1. Please indicate your rank:
#
Answer
Response
%
1
2
Junior
Senior
Total
13
26
39
33%
67%
100%
What do you perceive to be the major strengths of the program?








The program offers a diverse range of classes.
The professors definitely know what they are talking about because they have had many
jobs in the retail industry.
The strengths include the experiential learning opportunities, such as the Magic
Tradeshow in Las Vegas and other retail conferences.
I think the biggest strength of the program is how it gives us hands-on experience in our
given fields.
Having the Niche available for people to take is a wonderful thing Stout offers. I like that
we have to do either the Niche or have an internship before we graduate because it
prepares us even more.
M.I.S., Quality Analysis, Textiles, and MPC/AMPC have been great classes. (There are
more great classes too.)
The business and analytic classes such as MIS and accounting are very beneficial, and the
apparel classes are very helpful. The course work we do definitely sets us apart in
comparison to other retail merchandising programs at other universities.
I like that Stout has a great reputation for the program and they recruit a lot of retailers
from all around to come and speak to us.
32


SRA is great. It’s great that we have the niche or a required coop. Career services is nice
but it’s unfair that you have to take a coop course if you get an internship through their
services.
The wealth of knowledge from the departmental instructors. They take their real world
experiences and use it as a tool to aid our learning.
What do you perceive to be the major weaknesses of the program?

The major weakness of this program is that there is a lot of overlap in the materials that
all of the courses required. Many of the classes are virtually the same thing, and it feels
like a huge waste of time.

I have not been able to get into necessary classes due to limited availability, and
therefore, had to stay an extra 2 semesters to take the required classes in sequence, and
once I was taking the class, it was very frustrating because it was material that we had
already covered in previous classes.

I feel that there are only three retail jobs that this program talks about: in store
management positions, buying jobs, and product development jobs. But there are so
many more jobs that we can explore in retail. While these three retail careers are the most
prominent in our program, I know a lot of students, including myself, feel that we are not
being exposed to the other areas of retail

I wish I hadn't concentrated in Fashion Marketing along with Buying and Product
Management. I feel that it isn't benefitting me any. Instead I wish there was an
Ecommerce concentration, since that is taking the industry by storm.
Interpretation of Program Fact Sheet, Advisory Board, Faculty and Students Surveys

Program enrollment dropped by 10 percent during fall of 2013 due to a reduction in
outside recruitment activities. This has resulted in new recruitment efforts which
included high school visits.

One of the major challenges the program has struggled with in the past six years or so has
been the lack of a stable teaching faculty. In the past six years, the program has lost three
fulltime faculty members and the department had to hire adjunct faculty members as well
as academic staff.

The instability in the teaching instructors is the prime cause of the course repetition that
many students have complained about in the survey. This issue surfaced in the past, but
was fixed by the table team of faculty members. No doubt this issue needs to be revisited
again and fixed no later than fall 2015.
33

The program has also had a challenge with the lack of stable faculty members who can
provide strong academic advising to RMM students. During the 2012-2013 academic
year, the RMM program received the advising assistance of an academic staff who was a
member of another department. The program appreciated the assistance, but the lack of
faculty members who teach in the program and can provide academic advising is clearly
needed.

There is a need to purchase store layout and design software that can be used in courses
such as Store Management, Assortment Planning, and the Retail Practicum. This will
provide RMM students with valuable experience and skills.

The program currently lacks a faculty member or a fulltime academic who has a strong
working knowledge of merchandising practices. The departure of Nancy Murray and Cari
Gelle has created a void in this area.
Exhibit A: COM Oral Communication Skills Rubric
Student ID#___________________
Major: _______________________
Criteria/
Essential Elements
Organization
Essential Elements
· Introduction
· Body
· Conclusion
· Transitions from one
section to another
COM Oral Communication Skills Rubric
Course # and Section _______________
Date_______________________
Evaluator/Instructor
_____________________
Beginning
1
Irrelevant or
undeveloped
introduction; main
points and conclusion
are unclear; speaker
often loses focus
during presentation;
audience cannot
follow presentation.
Developing
2
Audience has difficulty
following presentation due to
abrupt jumps from one main
point to another; some main
points are unclear or
insufficiently stressed.
Proficient
3
Well-organized;
clear
introduction;
main points are
well stated but
some transitions
may be abrupt;
clear conclusion.
Exemplary
4
Superbly
organized; clear
introduction;
main points well
stated, focused
and
argued/explained
with each point
leading to the
next; clear
summary and
conclusion.
34
Content: Essential Elements
Main idea/purpose
· Evidence to support
main idea/purpose
· References cited
within presentation,
not at end.
· Appropriate for
audience.
· Clear & concise, yet
. complete, · Response to questions from
audience
Central idea/purpose is
not stated; inaccurate
or vague evidence
provided; little/no
references cited during
speech; consistently
inappropriate to
audience or context;
grammar,
pronunciation and/or
word choice are
severely deficient.
Central idea/purpose is
poorly developed or loosely
related to the assignment;
provides some evidence of
research with sources during
speech; portions of
presentation are inappropriate
for audience; some poorly
chosen words and/or
grammatical or pronunciation
errors.
Central
idea/purpose is
clearly stated;
presents
evidence from
multiple credible
sources during
speech; level of
presentation is
generally
appropriate for
audience; selects
words
appropriate for
context and uses
correct grammar
and
pronunciation.
Speaker clearly
and accurately
explains central
idea/purpose
with helpful
examples/applica
tions from
credible and
varied sources;
level of
presentation is
appropriate for
the audience;
rich and varied
words used in
complete
sentences that
flow smoothly
with correct
pronunciation
and grammar.
Criteria/
Essential Elements
Supporting Materials/ Presentational
Aids (Slides, posters, handouts, computergenerated materials, props, etc.)
Essential Elements
· Aids/materials
support main point
· Professional
appearance
· Clear & concise
· Easily read &
understood.
Beginning
1
Few/no graphics used
to enhance message or
inappropriate graphics
that are so poorly
prepared that they
detract from message;
font is too small to be
easily seen;
presentational aids are
unprofessional and
poorly integrated into
speech.
Developing
2
Occasional use of graphics
that rarely support message;
choppy , time wasting
multimedia; lacks smooth
transition from one material
to another; font is too small
to be easily seen;
Proficient
3
Graphics relate
to and support
message; font
size is
appropriate for
reading;
multimedia is
informative and
enhances the
overall
presentation, but
not outstanding.
Verbal and
Non-Verbal
Delivery
Essential Elements
· Voice volume & tone
· Attire
· Eye contact
· Posture
· Movement
· Facial expressions
· Audience
engagement
· Clear & concise
Verbal delivery is too
soft or too fast, lacks
confident tone;
unintended silence,
repeated words or
sections and filled
pauses (e.g. “um” or
“you know”) or nonverbal cues (eye
contact, posture, attire,
movement or facial
expressions)
frequently distract
audience.
Vocal delivery is audible.
Rate, volume or speech
disruptions only occasionally
distract from audience
comprehension; eye contact,
posture, attire, gestures,
movement and facial
expressions neither enhance
nor hinder effectiveness
significantly.
Vocal delivery is
clear and
distinct. Rate,
volume and tone
facilitate
audience
comprehension.
Some of the
following
enhance the
presentation: eye
contact, posture,
attire, gestures,
and movement or
facial
expressions.
Exemplary
4
Graphics used
effectively to
reinforce central
idea and
maximize
audience
understanding;
varied media are
used
appropriately,
not added simply
for the sake of
use; visuals are
easily seen and
read by even
those in back of
room;
outstanding use
of professional
materials to
accentuate main
points with
smooth
transitions from
one material to
another.
Vocal delivery is
varied and
dynamic.
Speech rate,
volume and tone
enhance listener
interest and
understanding.
Most or all of the
following
enhance the
presentation: eye
contact, posture,
attire, gestures,
and movement
and/or facial
expressions.
Did student meet standard for outcome?
Yes
No
Total points
35
__________________
A wide range of sources were consulted during the creation of this rubric, including rubrics from Susan Hatfield’s “Sample Ru brics” page at
http://course1.winona.edu/shatfield/air/rubrics.htm.
1/21/2014 tkc
APPENDIX B
Senior Capstone Employer/Instructor Evaluation Instrument
36