Student Learning Outcomes Assessment
Department: Business & Economics
Academic Year: 2014-15
Program: AS-Business
Program Objective
Assessed
Direct
Measure
Direct
Indirect Indirect Proposed Proposed Action
Measure Measure Measure Action
Items for Program
Results
Results Items for
Assessment
Tool
AS
LO1: Students
Business will correctly
analyze and
interpret
quantitative
data as a basis
for business
decisionmaking.
Assessed in LO not
ACCT220
met.
LO2: Students
will apply the
concept of
elasticity of
demand.
Assessed in LO not
ECON220 met.
through
three
multiple
choice
questions.
Action Items Objective to
Implemented be Assessed
This Year
Next Year
None
None
None
Faculty should assign Measure was
additional in-class
implemented
exercises/discussions through a
emphasizing the
take-home
ratios used in
exam
evaluating credit and emphasizing
investment risk, how ratio
those ratios are
calculation
calculated, and how and
the ratios are used in interpretation.
evaluating credit and
investment risk.
None
None
None
Additional classNone
time and class
provided by
assignments must be faculty
devoted to the
interpretation of
demand elasticity.
Paper and
rubric
See
description
below for
more
information.
The intent is
to assess this
objective in
the coming
year.
However,
plan is to
revamp LO’s
in the coming
year, which
may result in
modifications
to what is
assessed.
The intent is
to assess this
objective in
the coming
year.
However,
plan is to
revamp LO’s
in the coming
year, which
may result in
modifications
LO3: Students
will apply the
supply/demand
models for the
analysis of
economic
events.
Assessed in LO not
ECON220 & met.
ECON225
None
None
None
ECON220 - Integrate
discussion of
externalities
throughout the
semester in several
related topics to help
retention and
comprehension
without devoting too
much additional classtime to the subject.
ECON225 – Have more
in-class discussions on
externalities. Include
more questions about
externalities in the
homework
assignments.
Assessed in LO met. None
ACCT220.
See
description
below for
more
information
about
assessment
method.
None
None
As performance
None
continues to meet
provided by
targets with less than faculty.
10% of students not
performing at an
acceptable level
during the three
most recent
assessment periods,
no further action is
required in
ACCT220.
Accounting faculty
recommend future
ECON220:
Assessed
through
three
multiple
choice
questions.
ECON225:
Assessed
through a
word
problem.
LO5: Students
will interpret
the meaning of
the four basic
financial
reports, which
include the
income
statement,
balance sheet,
statement of
cash flows, and
the statement
ECON220 –
None
provided by
faculty
ECON225 –
None
provided by
faculty
to what is
assessed.
The intent is
to assess this
objective in
the coming
year.
However,
plan is to
revamp LO’s
in the coming
year, which
may result in
modifications
to what is
assessed.
The intent is
to assess this
objective in
the coming
year.
However,
plan is to
revamp LO’s
in the coming
year, which
may result in
modifications
to what is
assessed.
assessments in
ACCT220 focus on a
managerial
accounting topic.
of stockholders’
equity.
LO6: Students Assessed in
will describe the MGMT300.
Class was
concept of
organizational taught by
adjunct who
structure,
teamwork and has not yet
submitted
communication.
report.
Report will
be modified
once
professor
submits
assessment
report.
LO8: Students Assessed in LO met. None
BUAD260
will produce
through an
reports and
essay
business
correspondence assignment
of professional using an
evaluation
quality.
rubric.
The intent is
to assess this
objective in
the coming
year.
However,
plan is to
revamp LO’s
in the coming
year, which
may result in
modifications
to what is
assessed.
None
None
I believe the essay
None provided
should continue to
in faculty
be used as part of an report.
exam rather than as
an in-class
assignment. This
helps to ensure that
the students will
undertake a
reasonable effort
when answering the
essay question. Also,
I do not believe the
course outline and
content coverage
needs to be changed
in order to improve
The intent is
to assess this
objective in
the coming
year.
However,
plan is to
revamp LO’s
in the coming
year, which
may result in
modifications
to what is
assessed.
student learning of
pertinent concepts.
A review of the data
reveals that the
overwhelming
majority of students
in the class met or
exceeded
expectations.
LO10: Students
will identify the
difference
between legal
and ethical
decisionmaking.
Assessed in LO met. None
BUAD260
through
three
multiple
choice
questions.
None
None
I believe the
None reported
multiple-questions by faculty.
should continue to
be used as part of an
exam rather than as
an in-class
assignment. This
helps to ensure that
the students will
undertake a
reasonable effort
when preparing to
answer the
questions. Also, I do
not believe the
course outline and
content coverage
needs to be changed
in order to improve
student learning of
pertinent concepts.
A review of the data
reveals that the
overwhelming
majority of students
in the two sections
The intent is
to assess this
objective in
the coming
year.
However,
plan is to
revamp LO’s
in the coming
year, which
may result in
modifications
to what is
assessed.
met or exceeded
expectations.
Note: LO 7 (Students will describe each element of the marketing mix: product, price, promotion and place) and LO 9 (Students will
demonstrate competence in the use of productivity software) were not assessed last year. The department’s outcomes assessment committee
will need to work with the faculty to review these items and identify means to assess these LO’s.
Table 1: Direct Measure Assessment Methods for ACCT220
LO1: Students will
correctly analyze and
interpret quantitative
data as a basis for
business decisionmaking.
ACCT220: Students were required to use condensed financial statement data (Balance Sheet, Income
Statement, Statement of Retained Earnings, Cash Flow Statement) and selected beginning of year data, to
compute several financial ratios and to analyze selected financial ratios in the context of investing and
lending decision-making (see ACCT220 Assessment Question below). Accordingly, this assignment
required students to use/develop the following decision-making skills:
 Analytic: Analytic skills were developed by having them (1) determine the appropriate data from the financial
statements to use in computing financial ratios, and (2) apply basic financial statement analysis in determining
the appropriate ratio(s) to use in making investing and lending decisions in a business context.
 Critical Thinking: Students’ critical thinking skills were developed by having them use the analysis results in
determining which entity represented a better potential investment and which entity represented a lessor credit
risk.
Students’ papers were assessed using a grading rubric (see ACCT220 Assessment Question Rubric below).
Program: BS-Business
Program Objective
Assessed
Direct
Measure
Direct
Measure
Results
Indirect Indirect Proposed Proposed
Action Items Objective to
Measure Measure Action
Action Items Implemented be Assessed
Results Items for
for Program This Year
Next Year
Assessment
Tool
BS
LO1: Analytical
Business and
Collaborative
ProblemSolving Skills:
Various as
LO is
assessed in
the following
classes:
Mixed
Results
None
LO Met In:
FIN300
None
None
Since LO was Since we are
met in several coming off a
classes, many self-study year
report no
and many of
change to
our faculty are
The intent is
to assess this
objective in
the coming
year.
Each student can
determine and
apply appropriate
quantitative and
analytical skills to
solve practical
business
problems. Each
student can
function
effectively as a
team member for
collaborative
business decisionmaking.
FIN300
QUAN340
MGMT300
MKTG300
BUAD475
ECON225
ACCT220
QUAN340
MGMT300
MKTG300
ECON225
current
teaching
methods.
Proposed
changes
mainly
suggest that
more class
time needs to
be spent
develop skills
or knowledge
and/or
incorporating
addition
exercises and
assignments.
new, several However,
did not report plan is to
any
revamp LO’s
implemented in the coming
action items. year, which
Those who did may result in
report actions, modifications
suggest that
to what is
many made
assessed.
modifications
to devote more
time to the
learning
objective or
incorporating
activities and
lectures
specifically
designed to
See Table 2 develop the
below for
necessary
action items knowledge
identified for and skills.
each class
where
measured
See Table 2
below for
action items
identified for
each class
where
measured
LO
Partially
Met In:
BUAD475
Measures
Used:
Case Study LO Not
T/F
Met In:
Questions
ACCT220
Papers
Exam Essays
Simulation
Team Project
Homework
See Table 1
Below
LO2: Discipline Various as
Competence:
LO is
Each student can assessed in
Mixed
Results
None
None
None
MTK300
&QUAN340
professor
Since we are The intent is
coming off a to assess this
self-study year objective in
demonstrate
competence in the
application of
economic,
financial,
managerial, and
marketing
knowledge in the
analysis of
business problems
in a global
business
environment.
the following
classes:
ECON220
MKTG300
ECON225
QUAN340
FIN300
ACCT220
BUAD475
ETS-MFT
Exam
MGMT300
See Table 1
Below
Measures
Used:
Mult. Choice
Word
Problem
Exam Essays
Papers
Simulation
LO is also
supposed to
be assessed
in
MGMT300.
This class
was taught by
adjunct who
did not
submit
report.
Assessment
report will be
LO Met In:
QUAN340
FIN300
MKTG300
LO
Partially
Met In:
ECON220
ECON225
ACCT220
LO Not
Met In:
BUAD475
The ETSMFT
average
scores were
154 for fall
2014 and
149 for
spring
2015.
These
scores are
consistent
with past
results.
indicate no
change since
LO was met.
Proposed
changes in
other classes
mainly
suggest that
more class
time needs to
be spent
develop skills
or knowledge
and/or
incorporating
addition
exercises and
assignments.
Some suggest
that they
need to
discuss LO
results with
other faculty.
Since
BUAD475 is
capstone
course
professor
suggests that
results
should be
discussed
with faculty.
See Table 2
below for
and many of the coming
our faculty are year.
new, several However,
did not report plan is to
any
revamp LO’s
implemented in the coming
action items. year, which
Those who did may result in
report actions, modifications
suggest that
to what is
many made
assessed.
modifications
to devote more
time to the
learning
objective or
incorporating
activities and
lectures
specifically
designed to
develop the
necessary
knowledge
and skills.
See Table 2
below for
action items
identified for
each class
where
measured
revised if
submitted.
LO3:
Various as
LO Met in: None
Communication LO is
BUAD320
Skills. Each
assessed in BUAD475
student can
the following FIN300
effectively
classes:
MKTG300
communicate a
FIN300
BUAD260
complicated
BUAD320
business issue in MKTG300
both written and BUAD475
oral form using
BUAD260
appropriate
See Table 1
presentation
Below
technology.
Measures
Used:
Essay
Mult. Choice
Indiv. &
Group
Presentations
Case Study
LO is also
supposed to
be assessed
in BUAD160
and
BUAD001.
This class
was taught by
adjunct who
action items
identified for
each class
where
measured
None
None
Since LO was
met, either
minor
modifications
suggested or
no change.
Since we are The intent is
coming off a to assess this
self-study year objective in
and many of the coming
our faculty are year.
new, several However,
did not report plan is to
See Table 2 any
revamp LO’s
below for
implemented in the coming
action items action items. year, which
identified for Those who did may result in
each class
report actions, modifications
where
suggest that
to what is
measured
many made
assessed.
modifications
to devote more
time to the
learning
objective or
incorporating
activities and
lectures
specifically
designed to
develop the
necessary
knowledge
and skills.
did not
submit
report.
Assessment
report will be
revised if
submitted.
LO4 Competence in
the Application
of Technology:
Each student can
demonstrate
knowledge of
information
technology and
competence in
technology
applications for
making business
decisions.
Various as
LO is
assessed in
the following
classes:
BUAD320
QUAN340
BUAD475
Measures
Used:
Essay
Homework
Exams
In-Class
Assign.
Group Proj.
Presentation
See Table 1
Below
See Table 2
below for
action items
identified for
each class
where
measured
LO Met In: None
BUAD320
QUAN340
BUAD475
None
None
Since LO was
met, either
minor
modifications
suggested or
no change.
Since we are The intent is
coming off a to assess this
self-study year objective in
and many of the coming
our faculty are year.
new, several However,
did not report plan is to
See Table 2 any
revamp LO’s
below for
implemented in the coming
action items action items. year, which
identified for Those who did may result in
each class
report actions, modifications
where
suggest that
to what is
measured
many made
assessed.
modifications
to devote more
time to the
learning
objective or
incorporating
activities and
lectures
specifically
designed to
develop the
necessary
knowledge
and skills.
See Table 2
below for
action items
identified for
each class
where
measured
LO5 - Ethical
Decisionmaking. Each
student can
identify and
evaluate ethical
dilemmas and
corporate
responsibility in
business
situations and
effectively
communicate
defensible
solutions.
Various as
LO is
assessed in
the following
classes:
FIN300
MKTG300
BUAD260
Measures
Used:
Mult. Choice
See Table 1
Below
LO Met In: None
FIN300
MKTG300
BUAD260
None
None
Since LO was
met, either
minor
modifications
suggested or
no change.
BUAD1609
prof. did
suggest that
the textbook
used should
be
reevaluated
and
modification
of the
questions.
Since we are The intent is
coming off a to assess this
self-study year objective in
and many of the coming
our faculty are year.
new, several However,
did not report plan is to
any
revamp LO’s
implemented in the coming
action items. year, which
Those who did may result in
report actions, modifications
suggest that
to what is
many made
assessed.
modifications
to devote more
time to the
learning
See Table 2 objective or
below for
incorporating
action items activities and
identified for lectures
each class
specifically
where
designed to
measured
develop the
necessary
knowledge
and skills.
See Table 2
below for
action items
identified for
each class
where
measured
Table 1: Direct Measure Assessment Methods
Sub LO
Course Embedded
Courses for Measurement & Description of Direct Measure Used
Learning Objective
(LO)
Program LO1: Analytical and Collaborative Problem-Solving Skills. Each student can determine and apply appropriate
quantitative and analytical skills to solve practical business problems. Each student can function effectively as a team member for
collaborative business decision-making.
LO 1.a
Students will correctly
FIN300: Case study assignment (used a homework assignment, in-class assignment, or as
identify and apply
part of an examination); Part I of the case study assignment assesses LO1.a and Part II will
appropriate quantitative be used to assess LO 3.c.
methods for solving
QUAN340: One True or False question and two multiple choice questions serve the
business problems.
“identify” portion of LO 1a. A simple linear case study problem will serve the “apply”
portion of LO 1a.
LO 1.b
Students will correctly
ACCT220: Students were required to use condensed financial statement data (Balance
analyze and interpret
Sheet, Income Statement, Statement of Retained Earnings, Cash Flow Statement) and
quantitative data as a
selected beginning of year data, to compute several financial ratios and to analyze selected
basis for business
financial ratios in the context of investing and lending decision-making (see ACCT220
decision-making.
Assessment Question below). Accordingly, this assignment required students to
use/develop the following decision-making skills:
 Analytic: Analytic skills were developed by having them (1) determine the appropriate data
from the financial statements to use in computing financial ratios, and (2) apply basic financial
statement analysis in determining the appropriate ratio(s) to use in making investing and
lending decisions in a business context.

Critical Thinking: Students’ critical thinking skills were developed by having them use the
analysis results in determining which entity represented a better potential investment and
which entity represented a lessor credit risk.
Students’ papers were assessed using a grading rubric (see ACCT220 Assessment Question
Rubric below).
QUAN340: Students are required to analyze statistical data in a case study and then answer
related questions. Assessment is based on points earned for the five questions.
1.c
Students will correctly
determine causes of
business problems and
contrast the results of
alternative decisions.
BUAD475: Students were required to complete Capsim’s CompXM exam as part of the
class’ requirements. Part of this exam evaluates each student’s decision making and critical
thinking skills. The learning objective relevant to the parts that measure these skills is as
follows: Demonstrating proficiency in areas such as complex problem solving, logical
reasoning, and idea generation for making business related decisions (this LO was copied
from the CompXM assurance of learning guide). The CompXM exam measures this
learning outcome in two ways: (1) total balanced scorecard score and (2) students’
responses to multiple choice questions specifically related to this learning objective.
MGMT300: A team project composing a business plan as well as exam questions were used
to assess LO. Business Plan was assessed through use of a rubric.
MKTG300: Assessed through one essay question.
1.d
Students will recognize
and demonstrate
effective teamwork.
BUAD475: The Capsim Capstone simulation required students to work in teams to run a
company in a simulated sensor industry. Team performance was evaluated on two
dimensions: performance in the simulation as measured by their balanced scorecard recap
score percentile ranking and a team measurement instrument. Please note that the
balanced scorecard recap score captures each team’s overall performance on the simulation
as compared to the performance of student teams at other universities or educational
institutions. The team measurement instrument (Capsim’s TeamMate evaluation
instrument) requires students to evaluate their team along the dimensions of confidence,
cooperation, coordination and cohesion.
MGMT300: A team project composing a business plan as well as exam questions were used
to assess LO. Business Plan was assessed through use of a rubric.
1.e
Students will
demonstrate an
understanding of
cultural diversity,
economic and
commercial trends that
affect global business.
BUAD475: Students were required to complete Capsim’s CompXM exam as part of the
class’ requirements. Part of this exam evaluates each student’s analytical and
computational skills. The learning objective relevant to the parts of the CompXM exam
that measure these skills is as follows: Demonstrating proficiency in areas such as
statistical and other mathematical techniques, data analysis, and quantitative modeling
of business related information. (this LO was copied from the CompXM assurance of
learning guide). The CompXM exam measures this learning outcome in two ways: (1)
student scores on the Financial, Internal Process, & Customer Quadrants of their balanced
scorecard score and (2) students’ responses to multiple choice questions specifically related
to this learning objective.
ECON225: Assessed through a homework assignment that required students to analyze two
case studies and then answer related questions.
MKTG300: Assessed through four essay questions; questions are either applied on an exam
or used for a homework assignment; multiple essays are used since they capture different
aspects of this multifaceted LO and require relatively short answers; essays are scored using
3-point holistic rubric.
LO2: Discipline Competence: Each student can demonstrate competence in the application of economic, financial,
managerial, and marketing knowledge in the analysis of business problems in a global business environment.
2.a.i
Students will apply the
ECON220: Assessed through three multiple choice questions.
concept of elasticity of
demand.
MKTG300: Assessed through three multiple choice questions.
2.a.ii
2.a.iii
2.a.iv
Students will apply the
supply/demand models
for the analysis of
economic events.
Student will analyze the
concept of externalities
in macro and micro
applications.
Students will interpret
exchange rates and
ECON220: Assessed through three multiple choice questions.
ECON225: Assessed through a word problem.
ECON220: Assessed through three multiple choice questions.
ECON225: Assessed through three multiple choice questions.
ECON225: Assessed through three multiple choice questions.
2.b.i
2.b.ii
2.b.iii
describe their impact on
global trade.
QUAN340: Assessed through four multiple choice questions that pertain to a
case/situation.
Students will apply the
concept of time value of
money and explain the
concept of present value
to business applications.
Students will interpret
the meaning of the four
basic financial reports,
which include the
income statement,
balance sheet, statement
of cash flows, and the
statement of
stockholders’ equity.
Students will calculate
financial ratios
applicable to business
firms and interpret those
ratios for the purpose of
business decisionmaking.
FIN300: Assessed through word problem/essay exam questions.
ACCT220: Students were required to analyze condensed financial statement data (Balance
Sheet, Income Statement, Statement of Retained Earnings, Cash Flow Statement) of two
companies to answer questions related to the financial statements and identify which
statements can be used to answer those questions (see ACCT220 Assessment Question
below). Students’ abilities were assessed using a rubric (see ACCT220 Assessment
Question Rubric below).
FIN300: Assessed through four multiple choice questions.
ACCT220: Students were required to use condensed financial statement data (Balance
Sheet, Income Statement, Statement of Retained Earnings, Cash Flow Statement) and
selected beginning of year data, to compute several financial ratios and to analyze selected
financial ratios in the context of investing and lending decision-making (see ACCT220
Assessment Question below). Accordingly, this assignment required students to
use/develop the following decision-making skills:
 Analytic: Analytic skills were developed by having them (1) determine the appropriate data
from the financial statements to use in computing financial ratios, and (2) apply basic financial
statement analysis in determining the appropriate ratio(s) to use in making investing and
lending decisions in a business context.
 Critical Thinking: Students’ critical thinking skills were developed by having them use the
analysis results in determining which entity represented a better potential investment and
which entity represented a lessor credit risk.
Students’ papers were assessed using a grading rubric (see ACCT220 Assessment Question
Rubric below).
FIN300: Assessed through word problem/essay question.
2.b.iv
2.c.i
2.c.ii
2.c.iii
2.d.i
2.d.ii
Students will explain the
nature and functions of
international financial
markets including the
determination of interest
rates.
Students will describe
the concept of
organizational structure,
teamwork and
communication.
Students will identify the
methods and practices
utilized to lead and
motivate people within
the organization.
Students will describe
the major activities
related to the strategic
planning process.
Students will examine
how each of the 4 Ps
(Product, Price,
Promotion and Place),
collectively and
individually, is used to
meet marketing's goals.
Students will describe
the uncontrollable
environments
(economic, competitive,
social, cultural,
technological,
governmental/legal),
and explain how current
and anticipated
FIN300: Assessed through word problem/essay question.
MGMT300: Assessed through three multiple choice questions.
MGMT300: Assessed through three essay questions.
MGMT300: Assessed through an exam essay question using a scoring rubric.
MKTG300: Assessed through three essay questions.
MKTG300: Assessed through five multiple choice questions.
2.d.iii
2.d.iv
2.e
conditions in these
environments influence
marketing planning.
Student will describe and
apply the concept of
market segmentation
and positioning.
Students will explain the
distinction between
standardization and
customization when
companies craft global
marketing programs.
Students will integrate
knowledge across
functional areas of
business in solving a
business problem in a
global business
environment.
MKTG300: Assessed through five multiple choice questions.
MKTG300: Assessed through three multiple choice essay questions.
BUAD475: Students were required to complete Capsim’s CompXM exam as part of the
class’ requirements. Part of this exam evaluates each student’s ability to integrate
knowledge across functional areas of business in solving business problems. The learning
objective relevant to the parts that measure these skills is as follows: Demonstrating
proficiency in areas such as complex problem solving, logical reasoning, and idea
generation for making business related decisions (this LO was copied from the CompXM
assurance of learning guide). The CompXM exam measures this learning outcome in two
ways: (1) total balanced scorecard score and (2) students’ responses to multiple choice
questions specifically related to this learning objective
ETS-MFT: Test administered each semester in BUAD475.
LO3: Communication Skills. Each student can effectively communicate a complicated business issue in both written and oral form
using appropriate presentation technology.
Program LO
Courses for Measurement
3.a
Students will effectively
BUAD260: Assessed through an essay assignment using an evaluation rubric.
and concisely
communicate ideas and
MKTG300: May be applied on an exam or used for a homework assignment; a single essay
opinions related to a
is used to assess effective communication of ideas/opinion, as this LO is also measured in
complex business issue.
other courses.
3.b
3.c
3.d
Students will create and
deliver professional
presentations using
appropriate business
presentation technology.
BUAD320: Group presentation assessed with rubric.
Students will produce
reports and business
correspondence of
professional quality.
BUAD260: Assessed through an essay assignment using an evaluation rubric.
Students will
demonstrate active
listening skills.
BUAD475: Students’ presentation abilities were assessed using a presentation rubric.
FIN300: Case study assignment (used a homework assignment, in-class assignment, or as
part of an examination); Part I of the cased study assignment assesses LO1.a and Part II will
be used to assess LO 3.c.
BUAD001
BUAD160
LO4 - Competence in the Application of Technology: Each student can demonstrate knowledge of information technology
and competence in technology applications for making business decisions.
4.a
Students will effectively
BUAD320: One assignment of integrating Microsoft Excel and Access and one midterm
employ spreadsheets for exam questions were used to assess LO 4.a.
statistical, relational, and
graphical analyses of
QUAN340: Three labs were held by faculty in computer lab, and each student had access to
business data.
the Microsoft Excel.
Faulty created the online videos to give the further instruction on Excel implementation in
business case analysis.
Students were required to finish homework related to the lab lecture. At the end of the
semester, students took the computer software test. Students also used Excel to finish the
group project.
4.b
4.c
Students will
demonstrate knowledge
of Enterprise Resource
Planning (ERP) system
functions in support of
business decisions.
Students will
demonstrate competence
in the integration of
BUAD320: A total of 9 hands-on in class SAP ERP exercises were used to assess students’
knowledge in ERP system (LO 4.b). Students needs to complete 9 exercises in a live (real)
SAP ERP system, which covers procurement process, fulfillment process, production
process, inventory process, material planning process, and process integration.
BUAD320: One assignment of integrating Microsoft Excel, Word, and Access was used to
assess LO 4.c.
software functions for
the professional and
effective electronic
communication of ideas.
4.d
Students will identify
appropriate technology
for support of business
analysis and decisions.
QUAN340: Students were separated into different project groups, and required to finish
two group projects. Students were allowed to pick up a project topic/study question.
Students were required to answer their research questions using simple linear and multiple
regression model. The Excel, proper interpretation for statistics and two well-written
reports (including 4 parts, namely, abstract, introduction, analysis and conclusion) are
required.
BUAD320: A team project of conducting an online survey was used to assess LO 4.d.
Students need to use appropriate technology to collaborate with others to solve a business
problem. In short, students need to formulate a business problem, use online survey to
collect data, analyze the data, and turn in a report with solutions to the problem. Students
need to use various technologies (Google drive, Google doc, Google spreadsheet, Google
form, etc.).
BUAD475: As part of the presentation, each student was evaluated – using a rubric - as to
how well they used Microsoft PowerPoint.
LO5 - Ethical Decision-making. Each student can identify and evaluate ethical dilemmas and corporate responsibility in
business situations and effectively communicate defensible solutions.
5.a
Students will identify an BUAD160: Assessed through five multiple choice questions.
ethical dilemma in a
business case, and
propose and defend
alternative courses of
action.
5.b
Students will
BUAD260: Assessed through three multiple choice questions.
demonstrate an
understanding of the
FIN300: Assessed through four multiple choice questions.
legal environment of
business.
5.c
Students will identify the BUAD260: Assessed through three multiple choice questions.
difference between legal
and ethical decisionMKTG300: Assessed through three multiple choice questions.
making.
Table 2: Action items
Course
Proposed Action Items
Action Items Implemented Last Year
Program LO1: Analytical and Collaborative Problem-Solving Skills. Each student can determine and apply appropriate
quantitative and analytical skills to solve practical business problems. Each student can function effectively as a team member for
collaborative business decision-making
FIN300
More class time on professional document
 More class time was devoted to: 1) identify strengths and
LO1.a
development and identifying company strengths
weaknesses and 2) professional document development.
LO 3.c
and weaknesses.
 Videos were also posted on D2L for reinforcement associated
with identifying strengths and weaknesses within a company.
QUAN340
LO 1.a
LO 1.b
For LO 1.a. The faculty should keep achieving the
high standard and satisfaction rate.
For LO 1.b. Faculty suggested that students good at
math need to put effort on developing business
intuition, and students good at business intuition
need to put effort on building up math skill.
The faculty adopted four-phase to achieve this learning
objective.
1. In the orientation phase, students were assigned the reading
assignment and motivated to learn the topic and retrieve the
statistics concepts learnt from elementary statistics class.
2. In the restructuring phase, the faculty and students (study
groups) clarified and exchanged views through in-class
discussion or activities. The faculty stressed the differences,
advantages and disadvantages of different statistical methods.
The Multiple Choices and True/False questions in weekly
homework and quizzes were assigned to consolidate their
knowledge.
3. In the application phase, the faculty introduced the real
business/economics cases, and raised the decision-making
related questions. Students were required to join in the inclass discussion to choose and apply the appropriate
quantitative methods to solve the problem. The faculty also
required students to evaluate the quantitative methods other
students applied. The faculty emphasized the interpretation,
and calculation using Excel. The analysis questions in weekly
homework, exams and peer review reports were used to
evaluate students’ understanding.
4. The review phase, the faculty posted practice questions,
made the review notes and held review sessions prior to most
exams or quizzes.
ACCT220
LO 1.b
Faculty should assign additional in-class
exercises/discussions emphasizing the ratios used
in evaluating credit and investment risk, how those
ratios are calculated, and how the ratios are used in
evaluating credit and investment risk.
MKTG300
LO 1.c
No change.
ECON225
LO 1.e
Recommendations:
 Essay questions are better tested in paper format to
receive better responses.
Measure was implemented through a take-home exam
emphasizing ratio calculation and interpretation.

Multiple choice Question 1: How to avoid products from
failing?

--I assigned student to read the case studies on "Chobani
Greek Yogurt" which outlined an example of a new product success
story.

--Participative lecture (Chapter 1)


Multiple choice Question 2: Meaning of Demographic?

-- I assigned students to find out advertisements that are
related to specific age group

--Participative lecture (Chapter 3, 5, and 9)


Multiple choice Question 3: Examples of why product fail?

-- I assigned students to do online research on why product
can fail and bring examples to class.

--Participative lecture (Chapter 10)


Essay 5: Meaning and example of customer centricity

-- I assigned students to conduct library research on articles
related to customer centricity and document its advantages and
disadvantages and submit it back to me.

--Participative lecture (Chapter 5)

--Take home essay
None reported by faculty.


MKTG300
LO 1.e
Include more class discussions that involve
reading and interpretation of tables and
numbers.
Give students more guidance as to good
business writing
No change.
Essays 1 to 4: Meanings of (i) Symbols, (ii) Cultural values, (iii)
Globalization trends, and (iv) Economic trade blocks.
--Participative lecture (Chapter 7)
--Take home essay
--YouTube brief videos on symbol and meaning of culture.
MGMT300 None provided in faculty report.
LO 1.c
LO 1.d
None provided in faculty report.
BUAD475
LO 1.c
LO 1.d
LO 1.e
LO 3.b
LO 4.d
The following were changes that I planned to make in the
coming semester:
o Provide Example: Provide students with an example
that illustrates proper analysis and effective
argumentation.
o Teaching Analysis and Critical Thinking: Devote more
class time towards teaching students how to analyze a
case and craft an effective argument.
o Presentation Skills: Devote more class time towards
teaching students how to develop/produce an effective
presentation.
Since I switched from the Harvard Business Review case study
format to the simulation, the first two bullet points were items
that I did not implement in my classes. However, I did take
steps to implement strategies to address the issues I observed
with students’ presentation skills, given the results my efforts
seem to have produced positive results.
All items were above the threshold except for LO
1.c, which demonstrated mixed results as the
multiple choice measurement item the threshold.
Upon examining LO 1.e, which also used a multiple
choice evaluation methodology, was within the
threshold but only by a slim margin.
At this time, the results do not offer any indication that
action items should be taken. Instead, I recommend
that we see what the results are for the next cycle. That
said, I have two minor observations:
 Based on my observation above, I need to
review how we assess LO 4.d to see if I can
come up with a more valid measure.
 I am still moving down a learning curve with
respect to the individual presentations. In the
Spring 2015 semester I continued to refine this
assignment, which will hopefully reveal new
insights come Fall 2015.
LO2: Discipline Competence: Each student can demonstrate competence in the application of economic, financial,
managerial, and marketing knowledge in the analysis of business problems in a global business environment.
ECON220 ECON220 - Additional class-time and class
ECON220 – None provided by faculty
MKTG300 assignments must be devoted to the interpretation
MKTG300 - --Defined the concept of Elasticity of Demand
LO 2.a.i
of demand elasticity.
& demonstrated the mathematical calculations (Lecture on
MKTG300 - No Change
Chapter 13)--Discussed the types of products which their
demands are prone to be more or less elastic as a result of
changes in: their own price, consumer income, and availability
of substitutes, and taste. In addition to the above, the
reasoning behind their elasticity patterns was also explained
(Lecture on Chapter 13)
ECON220
ECON225
LO 2.a.ii
ECON220 - Additional class-time and class assignments
must be devoted to the interpretation of demand
elasticity.
ECON225 - More class exercise of graph question with
multiple shifts. Add a homework on basic graphing to
prepare the online students for doing graph questions
online.
ECON220 – None provided by faculty
ECON225 – None provided by faculty
ECON220
ECON225
LO 2.a.iii
ECON220 - Integrate discussion of externalities
throughout the semester in several related topics to
help retention and comprehension without devoting too
much additional class-time to the subject.
ECON225 – Have more in-class discussions on
externalities. Include more questions about
externalities in the homework assignments.
ECON220 – None provided by faculty
ECON225 – None provided by faculty
ECON220
QUAN340
LO 2.a.iv
ECON225 – Have more in-class discussions on impact of
currency appreciation/depreciation. Include more
questions about international finance in the homework
assignments.
QUAN340 - The faculty should keep achieving the high
standard and satisfaction rate.
ECON225 – None provided by faculty
QUAN340 - The faculty adopted three-phase to achieve this
learning objective.
1. The orientation phase. For online class, students were
assigned the discussion assignment to discuss how U.S.
government applied weighted-mean to construct the tradeweighted exchange rate; for face-to-face class, the faculty
instructed students to calculate the trade-weighted exchange
rate. Faculty used the example to motivate students connect
statistics to the international trade.
2. The restructuring and application phase. Due to no statistics
textbook cover the exchange rate, the faculty prepared the
special lecture for students. Students were given handout and
slides. The purpose for this special lecture is to help students
understand how to read exchange rate, how to convert
products priced in U.S dollar to the foreign currency, how to
measure the currency appreciation/depreciation and
understand the impact of exchange rates changes on
international trade. Students separated into study groups were
required to participate into in-class discussion and practice.
The representative of each group wrote down answer on the
board, and the faculty discussed answer key in class.
3. The review phase. The faculty posted practice questions
online for online class, made the practice question handout for
face-to-face class prior to the final exam.
FIN300
LO 2.b.i
FIN300
ACCT220
LO 2.b.ii
Discuss best practices with Finance and Accounting
Faculty (especially Instructor for ACCT 220.) Given high
expectations associated with “apply” and “explain”, case
studies or other in class/ homework might be good
options. (Students did not meet expectation in Spring
2013 – 60% of Spring 2013 Students scored “Acceptable
or Higher”,i.e., 10% less than 70% benchmark.)

FIN300 – Continue prior methods and consider
increasing benchmark, i.e., include homework
assignment near the beginning of the semester to
review the topic from ACCT 220. (Spring 2013 students
exceeded 70% expectation. 80% of students performed
at or above acceptable level in Spring 2013.)
FIN300: Numerous in-class exercises, out of class
assignments, quizzes, and videos were used to improve
performance with: time value of money, financial statement
analysis, and international financial markets. Reinforcement
of the legal environment of business was primarily
accomplished through quizzes. Videos were also posted on
D2L for reinforcement associated with identifying strengths

Numerous in-class exercises, out of class assignments, quizzes,
and videos were used to improve performance with: time value
of money, financial statement analysis, and international
financial markets. Reinforcement of the legal environment of
business was primarily accomplished through quizzes.
Videos were also posted on D2L for reinforcement associated
with identifying strengths and weaknesses within a company,
i.e., financial statement analysis.
ACCT220 – As performance continues to meet targets
with less than 10% of students not performing at an
acceptable level during the three most recent
assessment periods, no further action is required in
ACCT220. Accounting faculty recommend future
assessments in ACCT220 focus on a managerial
accounting topic.
and weaknesses within a company, i.e., financial statement
analysis.
FIN300
ACCT220
LO 2.b.iii
FIN300 – Finance 300 students should be reinforced the
ratios that are discussed in ACCT 220. (Spring 2013
students met expectation, i.e., 80% at or above
acceptable level.)
ACCT220 – Faculty should assign additional in-class
exercises/discussions emphasizing the ratios used in
evaluating credit risk.
FIN300: Numerous in-class exercises, out of class
assignments, quizzes, and videos were used to improve
performance with: time value of money, financial statement
analysis, and international financial markets. Reinforcement
of the legal environment of business was primarily
accomplished through quizzes. Videos were also posted on
D2L for reinforcement associated with identifying strengths
and weaknesses within a company, i.e., financial statement
analysis.
FIN300
LO 2.b.vi
Finance 300 faculty should discuss best practices for
presenting international financial markets and testing
the same. Case studies or other in-class and homework
assignments might be good options. (Spring 2013
students failed to meet expectations of 70% at or above
acceptable level of performance. Roughly 55% of Spring
2013 students performed at or above acceptable level.).
Add more discussion on global markets, interest rate
parity, and modifying rubric for first assessment
question to allow for broader range of acceptable
answers.
MKTG300
LO 2.d.i
No change.
ACCT220 – None provided by faculty
ACCT220 – None provided by faculty
FIN300: Numerous in-class exercises, out of class
assignments, quizzes, and videos were used to improve
performance with: time value of money, financial statement
analysis, and international financial markets. Reinforcement
of the legal environment of business was primarily
accomplished through quizzes. Videos were also posted on
D2L for reinforcement associated with identifying strengths
and weaknesses within a company, i.e., financial statement
analysis.
Defined marketing Mix: Product, Price, Place, and Promotion
(Lecture on Chapter 1&2). Explained the importance of
marketing mix elements for 3M Company when they
MKTG300
LO 2.d.ii
No change.
MKTG300
LO 2.d.iii
No change.
MKTG300
LO 2.d.iv
No change.
BUAD475
2.e
Given that the simulation was a key focus of the
semester, the students’ low balanced scorecard
scores is somewhat puzzling. Also, when compared
to the fall semester, the results are substantially
lower. As for the multiple choice questions, the low
scores and not meeting threshold levels is
consistent with fall 2014 results. Since much of the
class relies on what students have learned in other
classes, a natural action item would be to discuss
developed the new Flag Highlighter and Pen ®? (Lecture on
Chapter 1 & 2).
Explained how the environmental forces: Social, Economy,
Technological, Competitive, and Regulatory, can influence the
4 P's (Product; Price, Place, and Promotion) (Lecture on
Chapter 2 &3). Assigned print advertisement to students and
asked them to highlight and discuss the underlying
environmental force(s) that was (were) depicted in the
advertisement (Mini presentation during lecture on Chapter 3)
Explained and discussed the definition of market segmentation
and product positioning concepts and described their
applications (Lecture on Chapter 9). Discussed the two types
of positioning and demonstrated their application using
YouTube video clips on Samsung's and Apple's smart phone
advertisements. Asked students to select a print advertisement
and map the segmentation variables depicted in the
advertisement i.e., Demographic, Geographic, Psychographic
and Behavioral variables (Mini presentation during lecture on
Chapter 9).
Explained and discussed the different strategy types of going
global and described their applications (Lecture on Chapter 7).
Discussed the importance of standardization and adaptation
strategy (Lecture on Chapter 7). Discussed different
product/business types that are prone to fall between the
continuum of standardization and adaptation strategy (Lecture
on Chapter 7).
The following were changes that I planned to make in the coming
semester:
o Provide Examples: Continue to provide students with
examples that illustrates proper analysis and effective
argumentation.
o Teaching Analysis and Critical Thinking: While I devoted
more class time towards teaching critical thinking and
analysis, I do believe I can devote more time towards
with the faculty these results to see how we can
teaching these skills or I can try or develop new pedagogical
improve. In past assessment reports I have
techniques designed to improve these outcomes.
suggested that the faculty need to construct how
o Presentation Skills: Continue to devote class time towards
skills and knowledge are developed over the course
teaching students how to develop/produce an effective
of a student’s academic career. As for my class I
presentation. In addition, I could try or develop new
need to delve further into the questions to see where
pedagogical techniques designed to improve these
students are struggling. Also, I could spend more
outcomes.
calss time devoted to business integration and
However, I switched from Harvard Business case study to a
decision-making.
simulation format. Given the these adjustments were designed to
help improve students’ performance on these assignments and that
I no longer require such assignments, all of these objectives were
not applied. However, I did spend extra time to devote more class
time to analysis and critical thinking as well as developing these
skills through the homework assignments and weekly team
meetings.
LO3: Communication Skills. Each student can effectively communicate a complicated business issue in both written and oral form using
appropriate presentation technology.
MKTG300
Lo 3.a
--In fall 2015, I will highlight and discuss more
extensively on the difference between "Subculture"
and "National Culture."
No Change
BUAD260
LO 3.a
LO 3.c
I believe the essay should continue to be used as
part of an exam rather than as an in-class
assignment. This helps to ensure that the students
will undertake a reasonable effort when answering
the essay question. Also, I do not believe the course
outline and content coverage needs to be changed in
order to improve student learning of pertinent
Essay 6: Meaning of Subculture and its effects on
consumption.
-- I assigned students to conduct library research on articles
related to subculture and how it affects consumption pattern
and present their findings to the class.
--Take home essay
--Participative lecture (Chapter 5 and 7)
None provided in faculty report.
concepts. A review of the data reveals that the
overwhelming majority of students in the class met
or exceeded expectations.
BUAD320
LO 3.b
None provided in faculty report.
None provided in faculty report.
BUAD475
LO 1.c
LO 1.d
LO 1.e
LO 3.b
LO 4.d
All items were above the threshold except for LO
1.c, which demonstrated mixed results as the
multiple choice measurement item the threshold.
Upon examining LO 1.e, which also used a multiple
choice evaluation methodology, was within the
threshold but only by a slim margin.
At this time, the results do not offer any indication that
action items should be taken. Instead, I recommend
that we see what the results are for the next cycle. That
said, I have two minor observations:
 Based on my observation above, I need to
review how we assess LO 4.d to see if I can
come up with a more valid measure.
 I am still moving down a learning curve with
respect to the individual presentations. In the
Spring 2015 semester I continued to refine this
assignment, which will hopefully reveal new
insights come Fall 2015.
The following were changes that I planned to make in the
coming semester:
o Provide Example: Provide students with an example
that illustrates proper analysis and effective
argumentation.
o Teaching Analysis and Critical Thinking: Devote more
class time towards teaching students how to analyze a
case and craft an effective argument.
o Presentation Skills: Devote more class time towards
teaching students how to develop/produce an effective
presentation.
Since I switched from the Harvard Business Review case study
format to the simulation, the first two bullet points were items
that I did not implement in my classes. However, I did take
steps to implement strategies to address the issues I observed
with students’ presentation skills, given the results my efforts
seem to have produced positive results.
FIN300
LO1.a
LO 3.c
More class time on professional document
development and identifying company strengths
and weaknesses.


More class time was devoted to: 1) identify strengths and
weaknesses and 2) professional document development.
Videos were also posted on D2L for reinforcement associated
with identifying strengths and weaknesses within a company.
LO4 - Competence in the Application of Technology: Each student can demonstrate knowledge of information technology
and competence in technology applications for making business decisions.
QUAN340 More individual homework assignments are needed None reported.
LO 4.a
to consolidate the knowledge learnt in the lab.
BUAD320
LO 4.a
None provided in faculty report.
More in class Excel exercises will be suggested for the future.
That enables students to get familiar with the software and get
the feedback immediately when they have questions.
BUAD320
LO 4.b
None provided in faculty report.
Students need to complete the exercises in class and they have
the opportunities to ask questions when they ran into
problems, which lead to a large number of students who
exceeds expectations.
QUAN340
LO 4.c
None reported.
BUAD320
LO 4.c
LO 4.d
None provided in faculty report.
The faculty suggested that more reading assignments related
to professional business statistics reports should be included
into class.
None provided in faculty report.
BUAD475
LO 1.c
LO 1.d
LO 1.e
LO 3.b
LO 4.d
All items were above the threshold except for LO
1.c, which demonstrated mixed results as the
multiple choice measurement item the threshold.
Upon examining LO 1.e, which also used a multiple
choice evaluation methodology, was within the
threshold but only by a slim margin.
At this time, the results do not offer any indication that
action items should be taken. Instead, I recommend
that we see what the results are for the next cycle. That
said, I have two minor observations:
 Based on my observation above, I need to
review how we assess LO 4.d to see if I can
come up with a more valid measure.
 I am still moving down a learning curve with
respect to the individual presentations. In the
Spring 2015 semester I continued to refine this
assignment, which will hopefully reveal new
insights come Fall 2015.
The following were changes that I planned to make in the
coming semester:
o Provide Example: Provide students with an example
that illustrates proper analysis and effective
argumentation.
o Teaching Analysis and Critical Thinking: Devote more
class time towards teaching students how to analyze a
case and craft an effective argument.
o Presentation Skills: Devote more class time towards
teaching students how to develop/produce an effective
presentation.
Since I switched from the Harvard Business Review case study
format to the simulation, the first two bullet points were items
that I did not implement in my classes. However, I did take
steps to implement strategies to address the issues I observed
with students’ presentation skills, given the results my efforts
seem to have produced positive results.
LO5 - Ethical Decision-making. Each student can identify and evaluate ethical dilemmas and corporate responsibility in
business situations and effectively communicate defensible solutions.
BUAD160
This outcome assessment was conducted as part of
None provided in faculty report.
LO 5.a
the student’s exam process at the end of the
semester. We had taken time to review similar like
questions in regards to the assessment. These
assessment questions are not built around any
specific textbook that has been utilized in the course
and can often times be a stretch from the material
being covered. The disparity in how business ethics
are presented both by textbook selected and
instructor of the course can cause some disconnect
between how the topics are discussed to what these
assessment questions are asking. A
recommendation for future assessments would be
to review the business ethics texts that are being
used and modifying questions to reflect how that
content is being presented.
FIN300
LO 5.b


BUAD260
LO 5.b
LO 5.c
Numerous in-class exercises, out of class
assignments, quizzes, and videos were used to
improve performance with: time value of money,
financial statement analysis, and international
financial markets. Reinforcement of the legal
environment of business was primarily
accomplished through quizzes.
Videos were also posted on D2L for reinforcement
associated with identifying strengths and
weaknesses within a company, i.e., financial
statement analysis.
The department should work with faculty to ensure assessments are
properly given each year of assessment cycle. Ensure coverage in
lecture and in text book in FIN 300. Introduce and review legal
environment of business. Also additional homework and/or
assignments pertaining to legal environment of business may be
used for reinforcement of material. Spring 2013 students exceeded
the 70% threshold, i.e., 90% of Spring 2013 students scored at or
above an acceptable level.
I believe the multiple-questions should continue to None reported by faculty.
be used as part of an exam rather than as an in-class
assignment. This helps to ensure that the students
will undertake a reasonable effort when preparing to
answer the questions. Also, I do not believe the
course outline and content coverage needs to be
changed in order to improve student learning of
pertinent concepts. A review of the data reveals that
the overwhelming majority of students in the two
sections met or exceeded expectations.
MKTG300
LO 5.c
Defined and discussed the concept of ethics and business ethics
and their applications (Lecture on Chapter 4). Discussed the
different scenarios ranging from: ethical and legal, unethical
but legal, ethical but illegal, to unethical and illegal, that could
lead businesses to experience ethical decision making dilemma
(Lecture on Chapter 4). Asked students to provide example of
each of the above four ethical and legal scenario/framework
(Lecture on Chapter 4).
No change.
Program: BS-Economics
Program Objective
Assessed
LO 1.Students
will
demonstrate
understanding
of fundamental
economic
concepts.
Direct Measure Direct
Measure
Results
ECON 220
(Prin. of
Microeconomics
)
and ECON 225
(Prin. of
Macroeconomic
s
Most students
demonstrated
good
understanding
of the concepts.
In general, the
results are
slightly better
than the results
from last year.
Indirect Indirect Proposed
Proposed Action Items
Measure Measure Action Items for Program
Results for
Assessment
Tool
None
More practice
problems/homework
may be implemented to
increase the level of
students’ understanding
for topics such as
externalities and
elasticities.
Action Items Objective
Implemented to be
This Year
Assessed
Next
Year
More practice
problems/
homework
were
implemented.
LO 1
ECON 420
Students did
 LO 2. Students (Econometrics) not meet the
will effectively
acceptable
communicate
performance
economic ideas
target. The
in writing.
combined 2
and 3 on 1-3
scale (where 3
is the highest)
accounts for
50%.
 LO 3.Students
will
demonstrate an
understanding
of core
economic
theories.
ECON 320
(Intermediate
Microeconomics
)
and ECON 319
(Intermediate
Macroeconomic
s
LO 4.Students ECON 420
will evaluate an (Econometrics)
economic
problem using
quantitative
methods.
None
Students should be
required to submit a
rough draft of their paper
to the instructor, the
writing center and to
class-mates for review.
LO 2
Students met
the acceptable
performance
target in both
ECON 320 and
ECON 319
assessments.
None
Enhance student
calculation skills through
in-class and after-class
exercises.
LO 3
Students met
the acceptable
performance
target.
None
More energy/class
time/assignments should
be devoted to identifying
the correct quantitative
method for the economic
problem. This could be
accomplished through
greater use of published
papers and peer review of
class projects.
LO 4
 LO 5.Students
will display
critical and
analytical
thinking skills
by applying
economic
models to real
world and
hypothetical
situations.
ECON 420
Students met
(Econometrics) the acceptable
performance
target.
None
Greater emphasis will be
placed on understanding
the difference between
application of economic
models and data-mining
within econometrics.
LO 5