University of North Carolina Wilmington
Educational Program Assessment Plan and Report
Assessment Plan for 2009 – 2010
Cameron School of Business
Primary Contact Name/Info: Becky Porterfield, AoL Director, Cameron School of Business
Program Outcome
UNCW Strategic Goal
BSBA
PO 1:
A minor in Information
Technology was proposed
as a joint program between
the ISOM and Computer
Science Departments. The
intent is to meet the
requests of surveyed
student and community
persons to allow a minor in
technology to enhance their
major. The taking of extra
classes in information
technology without
recognition on the
transcripts was not seen as
sufficient recognition.
UNCW Strategic Goal 1.
Tools
Implementation
Summary of Findings
Actions Taken
Measured outcome will be
student credit hours
generated and also number
of minors completed in
information technology.
The Registrar’s Office
collects this information and
reports are available
through the Report Writing
system in mySeaport.
The surveys showed a
strong interest among
students wanting a minor in
information technology to
enhance their degree.
The ISOM and Computer
Sciences created a proposal
(which has since been
accepted by General
Administration) to offer a
minor in Information
Technology. We have not
implemented the minor yet
because of budgetary
restrictions and offering the
minor requires additional
faculty. Said faculty lines
are not yet available.
MBA Program Goals
PO 1: MBA teams
conducted Learning Alliance
and Practicum projects for
30 regional organizations
(including non-profits).
UNCW Strategic Goal: I & V
Faculty & client assessment
of oral and written reports.
Survey conducted Fall 10 to
assess satisfaction and
likelihood to
repeat/recommend.
Vince Howe, MBA Director
Clients were very satisfied
with value added reports.
Only key recommendation
was to shorten cycle
between Learning Alliance
Environmental Analysis
project and Growth & Profit
Project.
Working with MBA faculty
and SBTDC counselors to
accelerate Growth & Profit
project process.
PO2: Princeton Review Best
Business Schools Award.
UNCW Strategic Goal: I
Independent survey of
current students to assess
experience.
Princeton Review, MBA
Director coordinator
student survey
implementation.
Highly rated on access to
faculty and overall learning
experience.
None necessary.
1. Survey of
Orientation Events
on Career
Development
2. Survey Firms
Attending Meet the
Firms
3. Number of Firms
Recruiting on
Campus
4. Student Exit surveys
5. Informal dialogue
with Advisory Board
Placement of students
MSA Director;
Survey data; informal data
collected talking to
students, faculty, advisory
board and recruiters
Student response indicated
 lack of knowledge
to make career
track decisions
(audit, tax, systems)
 uncomfortable with
networking at social
events
Placement in the Charlotte
area was declining.
MSA Program Goals
PO 1: To provide effective
career development and
placement opportunities for
all students.
Students will be supported
in their placement activities
through access to
accounting firm personnel
(at the local, regional, and
national/international firm
levels) and industry
personnel through the
UNCW career placement
center, placement events,
and through other oncampus
UNCW Strategic Goal 1
1. Accounting Career
Day (set up panels
on
Audit,
Tax,
Industry)
2. Revised
topics
presented
during
Orientation
a. One day is
devoted to
developing
career skills
(including
networking)
b. One day is
devoted to
developing
academic
skill
c. Added
session with
former
graduates
of
the
program
3. Revised
schedule
for Meet the Firms
to make the event
less stressful to
students and firms
Added another
MSCSIS Program
PO 1: Increase dialogue
between industry and MS
CSIS program .
Wilmington IT Exchange and
Conference and Career Day
Dr. Tom Janicki; number of
industry people, faculty and
students who attend events
Events are popular with
industry, faculty, and
students all actively
participating
Invited keynote speaker to
give the annual WITX
conference more of a focal
point.
IT Breakfast Series
Dr. Tom Janicki; number of
breakfast meetings and
attendance data
Breakfast event typically
gets 20 people in
attendance regardless of
topic
Modify topics to include
suggestions from Industry
Advisory Board
New web site
Dr. Tom Janicki; number of
visitors to web site
There are a modest number
of external visitors to web
site
Exploring the use of Google
AdWords to increase traffic
(visitors) to web site
Summary of Findings
Actions Taken
UNCW Goal 5
PO2: Provide learning
opportunities for faculty
UNCW Goal 2
PO3: Improve student
recruitment
UNCW Goal 1
Student Learning Outcome
UNCW-wide Learning Goal
CSB Undergraduate BSBA
UNCW Learning Goal
SLO1: Our students will be
able to integrate discipline-
Tools
a. Content Knowledge
Sixty question multiple
Implementation
Required for all students
registered in MGT 455 class
Appendix A
Based on AACSB
recommendation , the CSB
specific knowledge across
functional areas and utilize
leadership and team skills to
accomplish group tasks.
choice assessment
representing five key areas
each for 13 business core
classes.
UNCW Goal 1
b. Integration
Method: Rubric use
d in MGT 455 capstone class
by faculty member to assess
functional integration
c. Team Building
Method: Rubric used in MGT
455 course by students that
assess each team member in
their project team groups
d. Leadership
Method: Rubric used in MGT
455 by all students to assess
the leadership skills of their
team leaders in their project
teams.
(capstone strategy course
required for all BSBA
students). Administered
every semester on-line.
Each department reviews its
set of questions relevant to
its business core class for
student learning
improvement and makes
changes as needed.
faculty voted in fall 2010 to
require a student to make
at least 60% on the
assessment to be able to
pre-register for MGT 455.
Additionally some questions
have been changed; syllabi
and course content material
have been changed to
improve student learning in
MKT340, FIN335, ECN221,
ACG203, BLA361 and QMM
280 based on the data.
Every semester MGT 455 is
offered including summer
for all students in course.
Management faculty review
data for improvements.
The management faculty
met, reviewed data and
concluded: Students rate
leadership and teamwork
with higher performance—
professors have rated
integration and oral
communication
performance as mid-range.
The Department consider
ed changes 1)standardize
peer evaluation (tied to
grades) to show
differentiation of student
performance, 2)considered
curricular or pedagogical
improvements: 1 hour
strategy lab (for
integration)—long-term
Every semester in MGT 455
class (capstone strategy
course). Management
faculty review data for
improvements.
A very semester in MGT 455
class (capstone strategy
course). Management
faculty review data for
improvements.
solution or 1 hours class
along with 455 (to run
simulation and collect rubric
data from a captive
audience)
SLO2: Our students will
demonstrate critical
thinking and problem
solving skills through
problem identification,
analysis and synthesis of
data, evaluation of
alternatives, and defense of
a solution.
UNCW Goal 1
a. Problem Solving
Method: At the end of the
semester in the Production
Management course (POM
370), a non-graded problem
is added to assess problem
solving. Using a problem
solving rubric, a faculty
member who does not teach
the course, assesses the
ability to problem solve for
each student.
b. Critical Thinking
Method: At the end of the
semester in the Production
Management course (POM
370), a non-graded problem
is added to assess problem
solving. Using a critical
thinking rubric, a faculty
member who does not teach
the course, assesses the
ability to problem solve for
each student.
SLO3: Our students will be
able to conceptualize a
complex issue into a
a.Written Communication
Method: The CSB subscribes
to ETS’s written
communication instrument
Assessment is conducted
every semester POM 370 is
taught from a sample of
student work. The AOL
committee reviews the
work and passes it to the
curriculum committee as
needed.
Appendix B
The AOL committee
determined the rubric
method was not sustainable
for both problem solving
and critical thinking and
converted the method to a
multiple choice, non-graded
method. This was
implemented in spring
2009. To date insufficient
data has been collected for
changes.
Appendix C
The curriculum committee
developed a sub-committee
to investigate potential
areas for writing
Assessment is conducted
every semester POM 370 is
taught from a sample of
student work. The AOL
committee reviews the
work and passes it to the
curriculum committee as
needed.
The ETS written assessment
is administered in each
concentration’s capstone
course or in lieu of a
coherent written statement
and oral presentation,
demonstrated with the
effective use of technology.
for assessing writing ability
within the CSB.
UNCW Goal 1
b.Oral
Communication/Technology
Use
Method: All faculty in the
MGT 455 CSB capstone
course (strategy course) use
a rubric (encompassing
components of oral
communication and the use
of technology) to assess
individuals as they present
in their project teams for the
semester.
SLO4:
Our students will
understand the importance
of social responsibility,
diversity, ethics and legal
a. Ethics, Social
Responsibility, and
Diversity
Method: This assessment is
conducted by utilizing
questions directly related to
capstone course a
designated course within
the concentration every
semester to all students in
each class. Double majors
need only take it in one of
their capstone classes.
Results are reviewed by the
AOL committee and passed
on to the CSB curriculum
committee for actions.
improvements. The
committee determined
through statistical analysis
that ETS was not effective.
The curriculum committee
determined to assess the
extent “of the writing
problem”. In spring 2009 a
survey on writing
effectiveness was given to
the faculty and in fall 2010
focus groups are being
conducted with students.
Based on these results a
new method of assessment
will be developed.
This assessment is
conducted every semester
MGT 455 is offered by all
faculty teaching a class to all
students. The management
faculty review the data for
recommended actions.
See SLO1 actions by
Management Department
Appendix D
This assessment is
conducted every semester
and is evaluated by the
Insufficient data was being
gathered on the dimensions
of ethics, social
responsibility, and diversity.
This assessment is included
in the content knowledge of
issues.
UNCW Goal 3
these three areas from the
content knowledge
assessment conducted for
students registered in MGT
455. The assessment
instrument is required for all
students and is online.
a. Legal Issues
Method: This assessment is
conducted by utilizing
questions directly related to
the legal environment (BLA
361) from the content
knowledge assessment
conducted for students
registered in MGT 455. The
assessment instrument is
required for all students and
is online.
SLO5: Our students will
demonstrate an
understanding of global
business practices that
embraces the opportunities
of multicultural, diverse
environments, as they
relate to local, national and
global operations.
UNCW Goal 4
Undergraduate BA
Economics
SLO1: Our students will
understand key economic
curriculum committee.
SLO1. The assessment
instrument will be changed
to include more extensive
assessment of these
qualities and will be
included in the 60%
requirement for preregistration in MGT 455.
This assessment is
conducted every semester
and is evaluated by the
international business
committee.
The BLA faculty have
changed some of the
questions as a result of this
analysis.
Method: This assessment is
conducted by utilizing
questions directly related to
international business (INB
300 course) from the
content knowledge
assessment conducted for
students registered in MGT
455. The assessment
instrument is required for all
students and is online.
This assessment is
conducted every semester
and is evaluated by the
international business
committee
Appendix E
The IB committee has
reviewed the data and is
now in the process of
evaluating a potential
capstone course for IB
majors as a result of this
information. The IB
committee is presently
satisfied with the results.
Methods: Ten multiple
choice questions will be
Administration: ECN 321 is
offered in the fall semester
No data received
No actions.
principles and models.
UNCW Goal 1
SLO2: Our students will be
able to analyze and
interpret quantitative data.
UNCW Goal 1
SLO3: Our students will be
able to conceptualize a
complex issue into a
coherent written statement
and oral presentation,
demonstrated with the
effective use of technology.
UNCW Goal 1
GRADUATE PROGRAMS
MSA Program
SLO1: Our graduates will
have the skills necessary for
critical thinking,
professional research, and
continuous learning.
imbedded in the BA in
Economics capstone classes
in ECN 321 and ECN 322
theory courses for
assessment of economic
principles and models.
and ECN 322 is offered in
the spring semester. The
questions will be nongraded
items in the final exam.
Review of the assessment
and associated changes to
curriculum will be
conducted by the
economics faculty.
Methods: Five multiple
choice questions will be
imbedded in the BA in
Economics ECN377 and ECN
422 classes for assessment
of data analysis and
interpretation.
Administration: ECN 3377 is
offered in the fall semester
and ECN 422 is offered in
the spring semester. The
questions will be nongraded items imbedded in
the final exam. Review of
the assessment and
associated changes to
curriculum will be
conducted by the
economics faculty.
Administration: ETS for
economics is administered
in the ECN 422 course.
Results are reviewed by the
economics faculty for
actions.
No data received
No actions.
No data received
No actions.
Administration: The rubric is
used by faculty to evaluate
all students in a class
exercise. This course is
offered each spring. Results
Appendix F
Method: The CSB subscribes
to ETS’s written
communication instrument
for assessing writing ability
within the CSB.
A: Critical Thinking
Method: A critical thinking
rubric is used in the MSA
518 Risk Based Auditing
course.
are reviewed by the MSA
faculty committee.
UNCW Goal 1
SLO2: Our graduates will
demonstrate a global
perspective of business and
accounting practices.
B: Professional Research
Method: A rubric is used to
assess a case analysis
conducted by students in
the MSA 500 Financial
Accounting Research and
Theory course.
Administration: This course
is offered each fall, and the
assessment is conducted on
all students by the faculty
member. Results are
reviewed by the MSA
faculty committee.
C: Continuous Learning
Method: Assessment is
conducted by both indirect
and direct measures.
Students complete and exit
survey when leaving the
program. The pass rate for
the CPA exam is assessed.
Additionally all students are
required to participate in
continuous learning
activities such as BAP, IMA,
etc. Hours of attendance are
logged and monitored.
Administration: This
assessment is administered
and evaluated by the MSA
director and reported each
spring. Results are reviewed
by the MSA faculty
committee.
Method: An online
assessment of multiple
choice questions developed
by the faculty is used for
assessment
Administration: To be
administered in the MSA
500 Financial Accounting
Research and Theory course
each fall semester to all
students.
Appendix G
Method: Rubrics for
Administration: Student
Appendix H
UNCW Goal 1
SLO3: Our graduates will
have leadership and team
building skills.
leadership and teamwork
are used.
peer assessment is used by
all students for the term
project in MSA 516 Systems
Assurance course offered
each fall.
A: Ethics
Method: Online multiple
choice assessments are
used.
Administration: The
assessment is conducted in
the MSA 500 Financial
Accounting Research and
Theory course each fall to
all students.
UNCW Goal 1
SLO4: Our graduates will
recognize the importance of
social responsibility and
making ethical business
decisions.
Appendix I
B: Social Responsibility
UNCW Goal 3
SLO5: Our graduates will
have effective
communication skills and
strong interpersonal skills.
Method: Method:
Assessment is conducted by
both indirect and direct
measures. Students
complete and exit survey
when leaving the program.
The pass rate for the CPA
exam is assessed.
Additionally all students are
required to participate in
continuous learning
activities such as BAP, IMA,
etc. Hours of attendance are
logged and monitored.
A: Communication—
Written
Method: The CSB subscribes
to ETS’s written
communication instrument
Administration: This
assessment is administered
and evaluated by the MSA
director and reported each
spring. Results are reviewed
by the MSA faculty
committee for action
Appendix J
Administration: ETS is
conducted in the MSA 530
Management Decisions and
UNCW Goal 1
for assessing writing ability
within the CSB.
B: Communication- Oral
Method: A rubric is used to
assess practicum
presentations by all
students.
IMBA
SLO1: Analyze the global
implications of multinational decisions and
demonstrate a critical
awareness of complex,
incomplete or contradictory
information.
Method: Rubrics developed
for each learning goal are
used to assess student
learning
UNCW Goal 1, 4
SLO2: Synthesize
information relating to
global business
management issues, events
and cases.
Method: Rubrics developed
for each learning goal are
used to assess student
learning
Control course to all
students. It is conducted
each spring and results are
reviewed by the MSA
committee for actions.
Administration: The
assessment is conducted by
faculty teaching the two
practicum classes MSA 534
and 535 and is reviewed by
the MSA faculty committee
for action.
Administration: At the end
of the core classes (ending
for all institutions late
January), sample work is
taken from courses in
marketing, finance, and
strategy and core teaching
faculty assess the sample
work against the rubrics. In
the summer core teaching
meeting faculty from all
institutions discuss results
and make curriculum
changes.
Administration: At the end
of the core classes (ending
for all institutions late
January), sample work is
taken from courses in
Fall 2010, first year for all
partner schools to send
data. Data anticipated
spring, 2011
Fall 2010, first year for all
partner schools to send
data. Data anticipated
spring, 2011
UNCW Goal 1, 4
SLO3: Evaluate conceptual
outcomes and practical
approaches to complex
situations within
organizational contexts
where affected by global
issues.
Method: Rubrics developed
for each learning goal are
used to assess student
learning
UNCW Goal 1, 4
SLO4: Apply problem
solving techniques with
autonomy, judgment and
originality.
Method: Rubrics developed
for each learning goal are
used to assess student
learning
UNCW Goal 1, 4
SLO5: Demonstrate critical
evaluation of perspectives
Method: Rubrics developed
for each learning goal are
marketing, finance, and
strategy and core teaching
faculty assess the sample
work against the rubrics. In
the summer core teaching
meeting faculty from all
institutions discuss results
and make curriculum
changes.
Administration: At the end
of the core classes (ending
for all institutions late
January), sample work is
taken from courses in HRM,
marketing, strategy and
finance, and core teaching
faculty assess the sample
work against the rubrics. In
the summer core teaching
meeting faculty from all
institutions discuss results
and make curriculum
changes.
Administration: At the end
of the core classes (ending
for all institutions late
January), sample work is
taken from courses in HRM,
finance, and strategy, and
core teaching faculty assess
the sample work against the
rubrics. In the summer core
teaching meeting faculty
from all institutions discuss
results and make curriculum
changes.
Administration: At the end
of the core classes (ending
Fall 2010, first year for all
partner schools to send
data. Data anticipated
spring, 2011
Fall 2010, first year for all
partner schools to send
data. Data anticipated
spring, 2011
Fall 2010, first year for all
partner schools to send
of leadership, clarify tasks,
demonstrate commitment,
negotiate and delegate in
groups where the members
have different cultural and
educational backgrounds.
used to assess student
learning
UNCW Goal 1, 4
SLO6: Work and lead in a
way that respects the
cultural diversity of
multinational and multilanguage groups.
Method: Rubrics developed
for each learning goal are
used to assess student
learning
UNCW Goal 1, 3, 4
SLO7: Manage information
related to business
management in a global
context and act
autonomously.
UNCW Goal 1, 4
Method: Rubrics developed
for each learning goal are
used to assess student
learning
for all institutions late
January), sample work is
taken from courses in HRM,
marketing, finance, and
strategy, and core teaching
faculty assess the sample
work against the rubrics. In
the summer core teaching
meeting faculty from all
institutions discuss results
and make curriculum
changes.
Administration: At the end
of the core classes (ending
for all institutions late
January), sample work is
taken from courses in HRM,
marketing, finance, and
strategy, and core teaching
faculty assess the sample
work against the rubrics. In
the summer core teaching
meeting faculty from all
institutions discuss results
and make curriculum
changes.
Administration: At the end
of the core classes (ending
for all institutions late
January), sample work is
taken from courses in
marketing, finance, and
strategy, and core teaching
faculty assess the sample
work against the rubrics. In
the summer core teaching
meeting faculty from all
institutions discuss results
data. Data anticipated
spring, 2011
Fall 2010, first year for all
partner schools to send
data. Data anticipated
spring, 2011
Fall 2010, first year for all
partner schools to send
data. Data anticipated
spring, 2011
SLO8: Solve problems and
communicate original
solutions at a professional
level (both written and
spoken) in matters related
to business management in
a global context.
Method: Rubrics developed
for each learning goal are
used to assess student
learning
UNCW Goal 1, 4
SLO9: Operate in the
complex and unpredictable
context, as the global
economy and exercise
initiative and personal
responsibility at
professional level.
Method: Rubrics developed
for each learning goal are
used to assess student
learning
UNCW Goal 1, 4
SLO10: Be precise and
effective in applying
procedures, models and
techniques.
UNCW Goal 1, 4
Method: Rubrics developed
for each learning goal are
used to assess student
learning
and make curriculum
changes.
Administration: At the end
of the core classes (ending
for all institutions late
January), sample work is
taken from courses in HRM,
marketing, finance, and
strategy, and core teaching
faculty assess the sample
work against the rubrics. In
the summer core teaching
meeting faculty from all
institutions discuss results
and make curriculum
changes.
Administration: At the end
of the core classes (ending
for all institutions late
January), sample work is
taken from the strategy
course and core teaching
faculty assess the sample
work against the rubrics. In
the summer core teaching
meeting faculty from all
institutions discuss results
and make curriculum
changes.
Administration: At the end
of the core classes (ending
for all institutions late
January), sample work is
taken from courses in
finance and strategy, and
core teaching faculty assess
the sample work against the
rubrics. In the summer core
Fall 2010, first year for all
partner schools to send
data. Data anticipated
spring, 2011
Fall 2010, first year for all
partner schools to send
data. Data anticipated
spring, 2011
Fall 2010, first year for all
partner schools to send
data. Data anticipated
spring, 2011
SLO11: Identify the key
success factors for the
management of
international projects and
apply these principles to the
analysis of a complex
business situation.
Method: Rubrics developed
for each learning goal are
used to assess student
learning
UNCW Goal 1, 4
MBA Program
SLO1: Our graduates will
understand the importance
of ethics, corporate social
responsibility and the need
to reflect that
understanding in their
actions and decisions.
UNCW Goal 3
teaching meeting faculty
from all institutions discuss
results and make curriculum
changes.
Administration: At the end
of the core classes (ending
for all institutions late
January), sample work is
taken from courses in HRM,
marketing, finance, and
strategy, and core teaching
faculty assess the sample
work against the rubrics. In
the summer core teaching
meeting faculty from all
institutions discuss results
and make curriculum
changes.
Fall 2010, first year for all
partner schools to send
data. Data anticipated
spring, 2011
A: Ethics
Method: A rubric is used to
evaluate write-ups on
critical incidents written by
all students.
Administration: This
Appendix K
assessment is conducted by
faculty in MBA 556—
Executive Challenge on all
students each spring and in
MBA 541 Marketing
Decision Making in Summer
1 each year. Results are
reviewed and changes made
by the MBA Committee.
B: Social Responsibility
Method: a rubric is used to
evaluate write-ups on
critical incidents written by
all students.
Administration: This
assessment is conducted by
faculty in MBA 556—
Executive challenge on all
students each spring each
year. Results are reviewed
and changes made by the
MBA Committee.
All data being used in
comprehensive program
review to be completed in
Fall 2010.
SLO2: Our graduates will
have the leadership and
team-building skills
necessary to lead
organizations in a dynamic
environment, i.e. can act as
change agents.
A: Teamwork and
Leadership
Method: A scaled peer
evaluation form is used on
both dimensions for
assessment.
UNCW Goal 1
Appendix L
All data being used in
comprehensive program
review to be completed in
Fall 2010.
Appendix M
All data being used in
comprehensive program
review to be completed in
Fall 2010.
Administration: All learning
alliance teams conduct this
assessment in the MBA 553
Learning Alliance
Integration projects. All
students participate. The
assessment is conducted
each fall and the results are
reviewed and changes made
by the MBA committee.
B: Change
Method: A rubric is used to
assess a course exercise
focused on understanding
change.
SLO3: Our graduates will
have the necessary oral and
written communication
skills to effectively interact
with their stakeholders.
UNCW Goal 1
Administration: A faculty
member reviews the change
exercises against the rubric
for all students in the MBA
555 Leading Organizational
Change course. Data is
collected each fall and is
reviewed by the MBA
Committee for
recommended changes to
the curriculum.
A: Oral Communication
Method: A rubric is used to
assess student presentations
and additionally peer
assessment is reviewed on
relevant item assessments
on Learning Alliances.
Administration: Faculty
members in MBA 553
Learning Alliance
Integration use the rubric to
assess all student
presentations. This is
conducted upon completion
of the Learning Alliance and
is generally done in the fall
semester. Results are
reviewed and changes made
by the MBA Committee.
B: Written Communication
Method: ETS Criterion online
essay assessment is used.
SLO4: Our graduates will be
able to apply knowledge in
unfamiliar and dynamic
circumstances through a
conceptual understanding
of relevant disciplines.
Administration: This
assessment is conducted
every spring with students
in the MBA 556 Executive
Challenge course. Results
are reviewed and changes
made by the MBA
Committee.
A: Critical Thinking and
Decision Making
Method: Rubrics are used to
assess both critical thinking
and decision making.
UNCW Goal 1
Appendix N
Administration: Practicum
projects (MBA 557 Industry
Practicum) and MBA 556
Executive Challenge critical
incident write-ups are
evaluated against the
rubrics by faculty members.
These assessments are
conducted each spring.
Results are reviewed and
changes made by the MBA
Committee.
B: Integration
Method: A rubric is used for
integration.
Administration: Practicum
projects (MBA 557 Industry
Practicum) and MBA 556
Executive Challenge critical
All data being used in
comprehensive program
review to be completed in
Fall 2010.
incident write-ups are
evaluated against the
rubrics by faculty members.
These assessments are
conducted each spring.
Results are reviewed and
changes made by the MBA
Committee.
SLO5: Our graduates will
have the capacity to adapt
and innovate to solve
problems, to cope with
unforeseen events, and to
manage in unpredictable
environments.
Method: a rubric is used for
integration.
Administration: Practicum
projects (MBA 557 Industry
Practicum) and MBA 556
Executive challenge critical
incidents write-ups are
evaluated against the
rubrics by faculty members.
These assessments are
conducted each spring.
Results are reviewed and
changes made by the MBA
Committee.
Appendix O
All data being used in
comprehensive program
review to be completed in
Fall 2010.
Method: Rubric used for
assessment.
Administration: Project
conducted in MBA 541
Marketing Decision Making
is used for assessment by
the faculty member.
Assessment is conducted in
Summer 1 session each
year. Results are reviewed
and changes made by the
MBA Committee.
Appendix P
All data being used in
comprehensive program
review to be completed in
Fall 2010.
UNCW Goal 1
SLO6: Our graduates will
demonstrate an
understanding of global
business practices that
embrace the opportunities
of multicultural, diverse
environments, as they
relate to local, national and
global operations.
UNCW Goal 3,4
MSCSIS Program
SLO1: Graduates will be
able to formulate and solve
problems using advanced
mathematics and numerical
methods, and computer
information systems-based
techniques.
Method: Multiple choice
questions were developed
to assess content
knowledge.
Administration: Questions
are administered to all
students in CSC/MIS 532
Network Services
Administration each spring
by a faculty member. The
MSCSIS faculty committee
reviews the data and
initiates any changes.
Appendix Q
Method: Multiple choice
questions were developed
to assess content
knowledge.
Administration: Questions
are administered to all
students in CSC/MIS 534
Information Security
Management each spring by
a faculty member. The
MSCSIS faculty committee
reviews the data and
initiates any changes.
Appendix R
Method: Multiple-choice
questions were developed
to assess content
knowledge.
Administration: Questions
are administered in
CSC/MIS 550 and 565,
Software Engineering and
Analysis, Modeling, and
Design courses, respectively
by each faculty member in
all semesters in which
either course is offered. The
assessment is taken by all
students. The MSCSIS
faculty committee reviews
the data and initiates any
changes.
Appendix S
UNCW Goal 1
SLO2: Graduates will
demonstrate knowledge of
ethics and professionalism,
and understand
contemporary issues such
as green computing, data
security, privacy, and
compliance with
regulations.
UNCW Goal 3
SLO3: Graduates will be
able to complete analysis
and design of business
processes employing the
latest information
technology techniques,
including the unified
process model.
UNCW Goal 1
SLO4: :Graduates will be
able to apply science and
business principles to
analyze and interpret data,
using analytic and
computer-based
techniques.
UNCW Goal 1
Method: Multiple-choice
questions were developed
to assess content
knowledge.
SLO5: Graduates will
demonstrate effective
communication through
written and oral
presentations.
A: Written Communication
Method: A capstone
assessment survey was
developed for all projects for
evaluation, including thesis.
UNCW Goal 1
Administration: Questions
are administered in CSC 555
Data Management Systems
course each fall by a faculty
member to all students. The
MSCSIS faculty committee
reviews the data and
initiates any changes.
Administration: The faculty
team evaluates the work
using the assessment survey
to determine if effective
written communication was
evident. This is conducted
when the major culminating
project for the degree is
completed. The MSCSIS
faculty committee reviews
the data and initiates any
changes
B: Oral Communication
Method: Oral
communication rubric is
used for assessment.
Administration: The rubric
is administered in CSC/MIS
550 and 565, Software
Engineering and Analysis,
Modeling, and Design
courses, respectively by
each faculty member in all
semesters in which either
course is offered on a major
project. The MSCSIS faculty
committee reviews the data
Appendix T
SLO6: Graduates will be
exposed to a variety of
advanced technology
communications tools, such
as Web conferencing, wikis,
and social networking
software.
UNCW Goal 1
Method: Multiple-choice
questions were developed
to assess content
knowledge.
and initiates any changes.
Administration: Assessment
is administered by faculty
member in the CSC 544
Network Programming
course every fall semester
to all students. The MSCSIS
faculty committee reviews
the data and initiates any
changes
During a review of AOL
results from Fall 2008
(see MSCSIS Committee
meeting minutes for April
24, 2009), the MSCSIS
faculty committee
recommended that the
results of the content
knowledge assessments
be reviewed by respective
faculty who taught core
courses to get their
feedback on the results of
the content knowledge
assessments. While most
instructors found the
results of the content
knowledge assessments to
be acceptable, the
instructor for the CSC 544
course, part of learning
goal 6 – advanced
technology
communication, found
that students performed
relatively poor on
question 4
Appendix U
The committee/faculty
member decided that
more emphasis needed to
be placed on distributed
computing concepts,
including expanded
course coverage and
additional programming
assignments for
client/server computing,
web services (n-tier
programming) and grid
computing.
Changes to syllabus for
CSC 544 – Network
Programming, Fall 2009
have been made to reflect
more emphasis on
distributed programming.
Two additional days of
lecture were devoted to
grid computing and web
services and two
additional labs were
added.
Appendix A: BSBA SLO1 Findings
A: Content Knowledge
Content-Knowledge Assessment Results as of October 2010
B. Integration
Integration Assessment Results as of October 2010
C. Team Building
Teamwork Assessment Results as of October 2010
D. Leadership
Leadership Assessment Results as of October 2010
Teamwork Assessment Results as of October 2010
Appendix B: BSBA SLO 2 Findings
A. Problem Solving Assessment Results as of October 2010
B. Critical Thinking Assessment Results as of October 2010
Appendix C: BSBA SLO3 Findings
A. Written Communication Assessment Results as of October 2010
B. Oral Communication Assessment Results as of October 2010
Appendix D: BSBA SLO4 Findings
A. Ethics Assessment Results as of October 2010
Social Responsibility/Diversity Assessment Results as of October 2010
The AOL Plan called for social responsibility to be captured in the content knowledge multiple choice assessments. However, no business core courses
reflected social responsibility in their questions. January 2010 AOL meetings are focusing discussion on how to effectively capture assessment on this
critical issue. During the January 15, 2010 AOL meeting, multiple options were ‘brainstormed’. The focus of the January 22, 2010 meeting will be to gain
closure on assessment for social responsibility and diversity.
B. Legal Issues Assessment Results as of October 2010
Appendix E: BSBA SLO5 Findings
Global Business Assessment Results as of October 2010
Appendix F: MSA SLO1 Findings
A. Critical Thinking Assessment Results
Criterion
Understanding the Issue
Formulates Clear and
Concise Perspective
Considering Tradeoffs
Identify and Evaluate ALL
important evidence offered
Score
Spring
2008
(N=20)
Spring
2009
(N=20)
0
0.0%
0.0%
2
15.0%
10.0%
4
85.0%
90.0%
0
0.0%
0.0%
2
50.0%
50.0%
4
50.0%
50.0%
0
5.0%
0.0%
2
85.0%
85.0%
4
10.0%
15.0%
B. Professional Research Assessment Results
Criteria
Fall 2008
Avg.
(N=12)
Spring
2010 Avg.
(N=12)
Researcher(s) identified the critical technical issues presented by the
case.
4.00
5.00
Researcher(s) employed appropriate strategies to identify and access
relevant authoritative and professional literature bearing on the
technical issues presented by the case.
3.75
4.92
Researcher(s) correctly interpreted and applied relevant authoritative
and professional literature and identified alternatives consistent with
generally accepted accounting principles and other governing
authorities.
3.25
4.83
Researcher(s) identified and expressed resolutions to the primary issues
raised in the case.
3.50
4.83
Researcher(s) supported the above resolutions by reference to
appropriate authoritative and professional literature and provided
appropriate documentation and attribution.
3.25
4.42
Researcher(s) prepared a professional quality document evidencing
both a solid command of the mechanical aspects of technical writing,
and the ability to communicate complex constructs in a clear, concise
manner.
3.33
5.00
C. Continuous Learning Assessment Results
Exit Survey Results, July 2009
Average
(N = 48)
1. I was encouraged and taught how to learn new material and find
information on my own.
4.15
2. I was encouraged to participate in professional society activities and
events. (Beta Alpha Psi)
4.06
3. I became aware that to stay current in today’s world, I must continue
my education by attending short courses, workshops, seminars,
conferences and/or graduate school.
3.98
4. The curriculum has increased my ability to access information from
a variety of sources.
4
5. The curriculum has increased my ability to read critically and assess
the quality of information available
4
6. The curriculum has increased my ability to analyze new content by
breaking it down, asking key questions, comparing and contrasting,
4.08
7. I plan to write the CPA exam (or have already started).
4.48
8. I plan to write other professional exams (CMA, CFE, etc)
2.5
9. I plan to join the AICPA or other professional societies.
4.17
Another measure of continuous learning was Beta Alpha Psi attendance. For the 14 technical meetings during the 2007-2008 academic year, on average
5.36 MSA students attended each meeting (high of 12 and a low of 1). This constitutes 22.39% of the average attendance for each meeting (23.93
students). Six MSA students were inducted into BAP. This constitutes 24% of all new student inductees (25 students).
Appendix G: MSA SLO2 Findings
Knowledge Assessment, September 2009 Update
MSA 534 & 535 Results
Summer I 2008
Knowledge
Summer I 2009
Score
Knowledge Score
(N = 49)
(N = 51)
Mean
67%
63%
Median
65%
69%
Maximum
88%
100%
Minimum
52%
2%
Appendix H: MSA SLO3 Findings
Leadership Assessment Results as of October 2010
Teamwork Assessment Results as of October 2010
Appendix I: MSA SLO4 Findings
A. Ethics Assessment Results, Summer 2009
Summer 2008
Summer 2009
Ethics Score
Ethics Score
(N = 49)
(N = 51)
Mean
61%
62%
Median
50%
43%
Maximum
100%
100%
Minimum
25%
39%
B. Social Responsibility Assessment Results, July 2009
Appendix J: MSA SLO5 Findings
A. Written Communication Assessment Results, Spring 2009
B. Oral Communication Assessment Results, Summer 2009
Appendix K: MBA SLO1 Findings
A. Ethics Assessment Results, Spring 2009
B. Corporate and Social Responsibility Assessment Results, Spring 2009
Appendix L: MBA SLO2 Findings
A. Leadership Assessment Results, Fall 2009
Rating Scale: 1 = poor performance level; 2 = below expected performance level; 3 = met expected performance level; 4 = exceeded expected performance level; 5 =
superior performance level
Teamwork Assessment Results, Fall 2009
Rating Scale: 1 = poor performance level; 2 = below expected performance level; 3 = met expected performance level; 4 = exceeded expected performance level; 5 =
superior performance level
B. Change Assessment Results, Fall 2009
Student
Fall 2007
Performance*
rating
1
4
Fall 2008
Fall 2009
Performance* Performance*
rating
rating
4
2
2
2
4
2
3
2
2
0
4
4
2
2
5
4
4
2
6
4
2
2
7
4
2
2
8
2
2
2
9
2
2
4
10
4
4
2
11
4
2
4
12
2
4
4
13
2
2
2
14
2
2
2
15
2
4
2
16
2
2
4
17
2
4
2
18
4
4
2
19
2
2
2
20
2
4
2
21
2
2
4
22
4
2
4
23
2
2
4
24
2
2
2
25
4
2
4
26
2
4
2
27
4
2
4
28
4
2
2
29
2
2
4
30
0
2
2
31
2
4
2
32
2
4
4
33
2
4
2
34
2
0
35
2
2
36
2
2
37
4
4
38
2
2
39
4
4
40
4
2
41
2
2
Appendix M: MBA SLO3 Findings
A. Oral Communication Assessment Results, Fall 2008
B. Written Communication Assessment Results, Spring 2010
Appendix N: MBA SLO4 Findings
A. Critical Thinking Assessment Results, Spring 2010
B. Integration Assessment Results, Spring 2010
Appendix O: MBA SLO5 Findings
Problem Solving Assessment Results, Spring 2010
Appendix P: MBA SLO6 Findings
Valuing Diversity Assessment Results, Spring 2009
Appendix Q: MSCSIS SLO1 Findings
Content Knowledge Assessment Results, Spring 2009
CSC 532 Content Knowledge Assessment--Spring 2009 (N = 1)
Question and Answers
1 Is the following true or false?
f(n) = O(g(n)) implies g(n) = O(f(n))
Avg. %
Correct
0.0
a TRUE
b FALSE
2 Is the following true or false?
100.0
f(n) = O(g(n)) implies g(n) = Ω(f(n))
a TRUE
b FALSE
3 What is the O() complexity for the following function.
Give your answer as a function of n.
float PiPower(n)
{
int i = 1;
float prod = 3.14;
while (i < n)
{
prod = prod * prod;
i = 2 * i;
}
return (prod);
}
a O(n)
100.0
b O(n^2)
c O(n^3)
d O(log n)
4 What is the O() complexity for the following segment of
program which multiplies two matrices a and b (resident
in 2-d arrays) to find the result matric in c. Assume that
the assignment statement takes constant time.
100.0
int i = 0, j = 0, k = 0;
float a[n][n], b[n][n], c[n][n];
for (i = 0; i < n; i++)
for (j = 0; j < n; j++)
for (k = 0; k < n; k++)
c[i, j] = c[i, j] + a[i, k] * b[k, j];
a O(n)
b O(n^2)
c O(n^3)
d O(log n)
5 The two most common algorithms (Prim and Kruskal
Algorithms) to solve Minimum Spanning Tree problem
belong to which of the following class of techniques.
a Dynamic Programming
100.0
b Divide and Conquer
c Greedy
6 Which of the following characterizes the applicability of
Dynamic Programming technique to solve problems?
100.0
a Solution of the problem is always composed of the
solution of two almost equal sized sub problems
b Solution of the problem uses solution of sub-problems
which have been solved earlier.
c Problem can be formulated by a set of linear inequality
constraints and the objective is to optimize a linear
function.
7 Write a recurrence for the running time T(n) of f(n), and
solve that recurrence. Assume that addition can be done
in constant time.
def f(n):
if n == 1:
return 1
else:
return f(n - 1) + f(n - 1)
a T(n) = T(n - 1) + T(n - 1) + Θ(1)
b T(n) = T(n - 1) + Θ(1)
c T(n) = T(n - 1)
0.0
d T(n) = Θ(1)
8 Decide whether you think the following statement is true
or false.
0.0
In a flow network which has maximum flow from node s
to node t the flow across any s-t cut (no matter which cut
is considered) is the same.
a TRUE
b FALSE
9 Which of the following characterizes the applicability of
Linear Programming technique to solve problems?
100.0
a Solution of the problem is always composed of the
solution of two almost equal sized sub problems
b Solution of the problem uses solution of sub-problems
which have been solved earlier.
c Problem can be formulated by a set of linear inequality
constraints and the objective is to optimize a linear
function.
10 Decide whether you think the following statement is true
or false.
Let G be a flow network, with a source s and a sink t, and
a positive integer capacity c(e) on every edge e. If f is a
maximum flow in G, then f saturates every edge out of s
with flow (i.e. for all edges e out of s, we have f(e) = c(e)
).
0.0
a TRUE
b FALSE
Average Correct
60.0
Appendix R: MSCSIS SLO2 Findings
Ethics Assessment Results, Spring 2009
Questions and Answers
1.
Identifying, assessing, and reducing risk to an acceptable level and maintaining the achieved level
is referred to as _________.
a.
Risk planning
b.
Risk management
c.
Security management
d.
Operations management
2.
What are the three fundamental principles (AIC triad) that serve as a security program’s
objectives?
a.
Confidentiality, ignorance and Authenticity
b.
Collision, Integrity and Availability
c.
Confidentiality, Integrity and Availability
d.
Consistency, Integrity and Authorization
3.
The steps of an access control model should follow which logical flow?
a.
Identification, authorization, authentication, accountability
Correct
Responses
(N = 9)
Percentage
Correct
8
88.9%
6
66.7%
6
66.7%
b.
Authorization, authentication, accountability, identification
c.
Identification, authentication, authorization, accountability
d.
Identification, accountability, authentication, authorization
4.
What is the new program/standard that evaluates the computer security in the United States?
a.
TCSEC
b.
Common criteria
c.
National security standards
d.
ITSEC
5.
Which of the following items is Not considered a preventive physical control?
a.
Fencing
b.
Access logs
c.
Security guards
d.
Security dogs
6.
A function that takes a variable-length string and creates a fixed-length value is called ______.
a.
One-way hash
b.
Digital signature
c.
PKI
d.
Encryption
7.
When considering an IT system Development life-cycle, security should be:
a.
Mostly considered during the initiation phase
3
33.3%
9
100.0%
9
100.0%
9
100.0%
b.
Mostly considered during the development phase
c.
Treated as an integral part of the overall system design
d.
Add once the design is completed
8.
Preparing for a damaging event before it takes place in order to minimize loss and ensure that
the business continues to operate is the definition of ________?
a.
Business impact analysis
b.
Business continuity planning
c.
Recovery planning
d.
Emergency response
9.
A hospital is trying to select a facility backup option. They want to ensure no downtime and
extremely focused on contingency planning and testing capability through the year. Which of the
following alternatives would serve the hospital best?
a.
Warm site
b.
Hot site
c.
Reciprocal agreement
d.
Redundant site
10.
Which of the following is the science of studying and breaking encryption algorithms and
cryptosystem?
a.
Cryptography
b.
Encryption
c.
Monoalphabetic substitution
d.
Cryptoanalysis
9
100.0%
4
44.4%
9
100.0%
Total
72
80.0%
Appendix S: MSCSIS SLO3 Findings
Content Knowledge Assessment Results, Spring 2010
1)
Questions and Answers
Fall 09
Percentage
Correct
(N=13)
Spring 10
Percentage
Correct
(N=6)
In general, academics and professionals read research literature for all but one of the
following reasons.
69.23%
67%
38.46%
17%
100.00%
83%
a)
Gain breadth of understanding across many areas.
b)
Gain depth of understanding in specific areas.
c)
Gain understanding of what has been done.
d)
Gain understanding of what cannot be done.
2)
Which of these questions is least important in assessing research articles?
a)
What is the contribution or significance of the paper?
b)
What problem is being investigated?
c)
What is the primary research area of the author(s)?
d)
What kind of paper is it?
3)
To which scientist is the origin of separation of concerns principle normally attributed?
a)
Barry Boehm
b)
Fred Brooks
c)
E. W. Dijkstra
d)
D. L. Parnas
4)
Which of the following is not a fundamental AOSD concept
a)
Advice
b)
Component
c)
Join point
d)
Weaving
5)
A meta-model is:
a)
A model that describes other models.
b)
A description of the four levels of the UML.
c)
An instance of a correct model.
d)
Any analysis of a model from a specific perspective.
6)
Software testing shows all of the following, except:
a)
The presence of faults.
b)
The absence of faults.
c)
Test effectiveness.
d)
Test efficiency.
92.31%
83%
100.00%
100%
46.15%
100%
7)
It is difficult to find all the bugs in large complex software because:
a)
The software testers may not know what to do.
b)
The tools may be inappropriate for the testing tasks.
c)
Exhaustive testing is not possible.
d)
Testing is expensive.
8)
Validation is:
a)
Determining if developers are building a software artefact according to user requirements.
b)
Determining if developers are building a software artefact according to industry standards.
c)
Determining if developers are building a software artefact according to its specification.
d)
Making sure users know what they want.
9)
A test oracle is:
a)
A list of expected and actual results.
b)
A list of prefix values, input, postfix values and expected output.
c)
The description of the purpose of a set of tests.
d)
The set of predicted results for a set of tests.
10)
Identify the concept that is not fundamental to model-driven software development.
a)
Metamodeling
b)
UML
c)
Diagrams
92.31%
100%
38.46%
50%
53.85%
83%
30.77%
33%
d)
Model transformations
Total
66.15%
72%
Appendix T: MSCSIS SLO4 Findings
Content Knowledge Assessment Results, Fall 2008
MIS 555 Content Knowledge Assessment--Fall 2008 (N = 7)
Question & Answers
Response
Percentage
1. The main purpose of referential integrity constraints in a relational database is to:
Maintain data quality
57%
2. Structured Query Language is a(n):
All of the above
57%
3. A foreign key must:
Refer to a valid value in the referenced table
43%
4. As compared to other data structures, Balanced Trees are used in relational databases because they:
Reduce physical data access
86%
5. Data fragmentation is helpful in what type of system?
Online transaction processing (OLTP)
100%
6. The "I" in the ACID transaction requirements stands for:
Independent
7. One purpose of an SQL view is to:
100%
Control user access to data
100%
8. Transaction collisions without loss of data integrity are accomplished with:
Locks
100%
9. Relational databases were created to:
Reduce program-data dependence
57%
10. Clustered indexes perform especially well on:
Range conditions in the where clause
71%
Appendix U: MSCSIS SLO5 Findings
Written Communication Assessment Results, Fall 2009
Oral Communication Assessment Results
Fall 2009
Spring 2009
Appendix V: MSCSIS Goal 6 Findings
Content Knowledge Assessment Results, Fall 2009
Question & Answers
Fall 2008
% Correct
(N=13)
Fall 2009
% Correct
(N=2)
1. The main difference between TCP and UDP is:
TCP is connection-oriented and UDP is connectionless
69%
100%
92%
50%
2. World Wide Web technologies include:
All of the above
3. When developing a network application, the primary programming interface is:
Sockets
92%
100%
62%
100%
92%
100%
100%
100%
100%
100%
92%
100%
92%
50%
4. Examples of distributed computing/programming paradigms include:
All of the above
5. Which of the following are social networking sites:
All of the above
6. Wireshark is an example of:
Network Sniffer
7. ARP refers to:
Address Resolution Protocol
8. DNS refers to:
Domain Name System
9. Network security technologies include:
All of the above
10. Database management systems used for web programming include:
All of the above
92%
100%