Detailed Assessment Report
As of: 3/05/2013 11:23 AM EST
2011-2012 Computer Information Systems BS
(Includes those Action Plans with Budget Amounts marked One-Time, Recurring, No
Request.)
Mission / Purpose
The Computer Information Systems department creates and maintains a technologically
enriched learning environment that through quality student-centered instruction, research
and service produces information technology entrepreneurs and professionals capable of
succeeding in a competitive global environment.
Goals
G 1:Goals as reported in the Budget Papers
1. To effectively and efficiently handle student enrollment. Pay special emphasis on
"services" including student advisement. Strive to improve retention and recruitment. 2. To
have the state-of-the-art computing facilities in COBA and to improve the upkeep of COBA
labs. 3. To provide tutoring services in CIS and to initiate a new program for video recording
student presentations. 4. To use the state-of-the-art technologies in the classroom and to
use our Web presence http://www.cobanetwork.com and http://cis.cobanetwork.com
effectively and efficiently. 5. To establish a Center of Excellence in International Business
partly funded through a US Department of Education grant.
Student Learning Outcomes/Objectives, with Any Associations and
Related Measures, Targets, Findings, and Action Plans
SLO 1:Demonstrate Proficiency in Application Software.
Applications Software-Each student will be able to demonstrate proficiency in the use of
word- processing, presentation development and management, spreadsheet, and database
software programs to solve business related problems. This is a Criterion-referenced
Outcome. (CIS 205, CIS 206)
Relevant Associations:
Strategic Plan Associations:
Alabama State University
2 To ensure the academic integrity of the University.
4 To enhance the public's perception of the University and thus increase
external support
7 To improve programs and services that will contribute to the development of
wholesome student life
Related Measures:
M 1:Measure for Objective 1
ASSESSMENT PLAN/REPORT: OUTCOME #1 FOR COMPUTER
INFORMATION SYSTEMS (CIS) UNDERGRADUATE (Instructional Degree
Program) (Degree Level) September 2009 - August 2010 (Assessment Period
Covered) Intended Educational (Student) Learning Outcome #1 (repeated from
Linkage Page): Outcome #1: Applications Software-Each student will be able
demonstrate proficiency in the use of word-processing, presentation development
and management, spreadsheet, and database software programs to solve
business related problems. This is a Criterion-referenced Outcome. (CIS 205, CIS
206) How many Means of Assessment are proposed for this Outcome? _ 2 _ First
Means of Assessment for Outcome #1: 1.1-1. State Means of Assessment and
Describe Data Collection Plan: Using an online Skills Assessment Manager, each
student must satisfactorily complete assigned tasks within each application
software program simulation (i.e. MS Word, PowerPoint, EXCEL and ACCESS).
Student performances are automatically archived and reported individually to the
student and instructor. Student performance reports for one academic year will be
collected and analyzed to determine the success levels of this student-centered
teaching and learning activity. 1.1-2. Define Criteria for Success: Each student
must complete accurately 70% of the assigned skills/tasks contained in each
simulation. Consequently, the criteria for success for this outcome is to require a
minimum of 70% of all students within any 12 month data collection period to
accurately complete 70% of the assigned tasks. After data collection, at the end of
the Assessment Period, you will complete blocks 1.1-3 and 1.1-4. 1.1-3. Describe
Data Collected, Data Analysis, and Whether Criteria for Success Were Met: The
College uses an on-line assessment tool for measuring students' performance
within MS Word and Excel. During 2010-11 AY, 368 students completed the Word
assessment while 320 students completed the Excel assessment. The average
scores of the students were as follows: 77.9 for Word and 68.2% for Excel. 276
(76%) students scored above 70 in the Word assessment while 160 (50%)
students scored above 70 in the Excel assessment. 1.1-4. Describe How
Assessment Results Were Used to Improve Instructional Program: The syllabus
for CIS 205 was modified to increase the coverage of Excel. An advanced module
of Excel has also been introduced in CIS 206-Business Programming Languages.
We expect to see an improvement in the 2011-2012 AY. Second Means of
Assessment for Outcome #1: 1.2-1. State Means of Assessment and Describe
Data Collection Plan: A five-point Rating Scale will be developed that indexes
observable student performance on assigned tasks. Upper-course level (300-400)
faculty will use the Rating Scale to indicate their global observation of students'
skills in using the application software programs to accomplish assigned tasks.
This rating will be conducted for every 300-400 level class taught during the Fall
and Spring semester. 1.2-2. Define Criteria for Success: An average score of 3.0
or higher will be the criterion for success. After data collection, at the end of the
Assessment Period, you will complete blocks 1.2-3 and 1.2-4. 1.2-3. Describe
Data Collected, Data Analysis, and Whether Criteria for Success Were Met: Every
student (a total of 586) enrolled in 300-400 level classes were assessed by the
faculty on their knowledge, skills, and abilities in the use of Word and Excel. A 5point Likert scale was used (1-Not Proficient and 5-Very Proficient). The results
were: Excel 3.60(Average) [1.2 was the low and 5.0 was the high] Word 3.95
(Average) [1.8 was the low and 5.0 was the high] 1.2-4. Describe How
Assessment Results Were Used to Improve Instructional Program: There was an
improvement in scores compared to the scores reported in 2009-2010. Excel
modules in CIS 206 and CIS 331 have had some impact on Excel scores. You
may add more Means of Assessment by copying blocks 1.2.1- through 1.2-4.
Source of Evidence: Evaluations
Target:
Each student must complete accurately 70% of the assigned skills/tasks contained in each
simulation. Consequently, the criteria for success for this outcome is to require a minimum of
70% of all students within any 12 month data collection period to accurately complete 70% of
the assigned tasks.
Findings (2011-2012) - Target: Met
The College uses an on-line assessment tool for measuring students' performance within
MS Word and Excel. During 2011-12 AY, 521 students completed the Word assessment
while 653 students completed the Excel assessment. The average scores of the students
were as follows: 70.3 for Word and 75 for Excel.
SLO 2:Demonstrate Proficiency in Programming
Programming-Each student will be able to use VISUAL BASIC, COBOL, JAVA and C# (Csharp) programming languages without assistance to design and develop small-to-mid-size
programs to solve business related problems to include website design and development.
Sufficient VISUAL BASIC, COBOL, JAVA and C# (C-sharp) programming skills will require
LOGICAL PRACTICE, i.e., good variable names, good use of computational units,
appropriate commenting strategies, etc. This is a Criterion-referenced Outcome. (CIS 206,
CIS 302, CIS 304, CIS 309, CIS 319, CIS 461)
Relevant Associations:
Strategic Plan Associations:
Alabama State University
2 To ensure the academic integrity of the University.
4 To enhance the public's perception of the University and thus increase
external support
7 To improve programs and services that will contribute to the development of
wholesome student life
Related Measures:
M 2:Outcome #2
ASSESSMENT PLAN / REPORT: OUTCOME #2 FOR COMPUTER
INFORMATION SYSTEMS (CIS) UNDERGRADUATE (Instructional Degree
Program) (Degree Level) September 2009 - August 2010 (Assessment Period
Covered) Intended Educational (Student) Learning Outcome #2 (repeated from
Linkage Page): Outcome #2: : Programming-Each student will be able to use
VISUAL BASIC, COBOL, JAVA and C# (C-sharp) programming languages without
assistance to design and develop small-to-mid-size programs to solve business
related problems to include website design and development. Sufficient VISUAL
BASIC, COBOL, JAVA and C# (C-sharp) programming skills will require LOGICAL
PRACTICE, i.e., good variable names, good use of computational units,
appropriate commenting strategies, etc. This is a Criterion-referenced Objective.
(CIS 302, CIS 304, CIS 309, CIS 404, CIS 461) How many Means of Assessment
are proposed for this Outcome? _ 2 _ First Means of Assessment for Outcome #2:
2.1-1. State Means of Assessment and Describe Data Collection Plan: All
programming classes will involve hands-on testing. The results of the hands-on
test will be a means of assessment. 2.1-2. Define Criteria for Success: An average
score of 70% in the hands-on test will be the criteria for success. After data
collection, at the end of the Assessment Period, you will complete blocks 2.1-3 and
2.1-4. 2.1-3. Describe Data Collected, Data Analysis, and Whether Criteria for
Success Were Met: The data for all hands-on tests conducted in various classes
were analyzed. The average score of all students on hands-on tests was 78.572.
The hands-on exam components for the programming classes were at least 50%
of the final grade (classes analyzed were CIS 302, CIS304, CIS320, CIS404,
CIS415). 2.1-4. Describe How Assessment Results Were Used to Improve
Instructional Program: We will continue with the practice of testing students'
knowledge through hands-on testing. The weightage of hands-on test on the final
grade will be increased. Six of our students are working with the Alabama
Department of Transportation for a 12-month internship program. We have got
positive feedback on the performance of the students. Second Means of
Assessment for Outcome #2: 2.2-1. State Means of Assessment and Describe
Data Collection Plan: Prior to graduation, all CIS Majors will be required to take the
State of Alabama programmers test. 2.2-2. Define Criteria for Success: 40% of all
COBA CIS majors taking the State of Alabama Programmer's Test will score in the
top band. After data collection, at the end of the Assessment Period, you will
complete blocks 2.2-3 and 2.2-4. 2.2-3. Describe Data Collected, Data Analysis,
and Whether Criteria for Success Were Met: The state of Alabama did away with
the programmers test. Students are placed on the register based on their
educational qualifications. 2.2-4. Describe How Assessment Results Were Used to
Improve Instructional Program: You may add more Means of Assessment by
copying blocks 2.2-1 through 2.2-4.
Source of Evidence: Evaluations
Target:
An average score of 70% in the hands-on test will be the criteria for success.
Findings (2011-2012) - Target: Met
The data for all hands-on tests conducted in various classes were analyzed. The average
score of all students on hands-on tests was 75.572. The hands-on exam components for the
programming classes were at least 50% of the final grade (classes analyzed were CIS 302,
CIS304, and CIS461). Although the targets were met, we need more improvements.
SLO 3:Demonstrate Proficiency in Systems A&D
System Analysis and Design-Each student will be able to use appropriately system design
notations and apply system design strategies and processes to design, plan, and implement
practical and theoretical information systems. This is a Criterion-referenced Outcome. (CIS
329, CIS 331, CIS 404, CIS 410, CIS 415)
Relevant Associations:
Strategic Plan Associations:
Alabama State University
2 To ensure the academic integrity of the University.
4 To enhance the public's perception of the University and thus increase
external support
7 To improve programs and services that will contribute to the development of
wholesome student life
Related Measures:
M 3:Outcome #3
ASSESSMENT PLAN / REPORT: OUTCOME #3 FOR COMPUTER
INFORMATION SYSTEMS (CIS) UNDERGRADUATE (Instructional Degree
Program) (Degree Level) September 2009 - August 2010 (Assessment Period
Covered) Intended Educational (Student) Learning Outcome #3 (repeated from
Linkage Page): Outcome #3: System Analysis and Design-Each student will be
able to use appropriately system design notations and apply system design
strategies and processes to design, plan, and implement practical and theoretical
information systems. This is Criterion-referenced Objective. (CIS 329, CIS 331,
CIS 404, CIS 410, CIS 415) How many Means of Assessment are proposed for
this Outcome? _1 _ First Means of Assessment for Outcome #3: 3.1-1. State
Means of Assessment and Describe Data Collection Plan: Each student, working
in a group and using modern programming tools, will develop a practical feasibility
study and design a "real-world" project that satisfy the criteria for meeting a small
business objective. 3.1-2. Define Criteria for Success: Client feedback that the
small business objective has been satisfied. After data collection, at the end of the
Assessment Period, you will complete blocks 3.1-3 and 3.1-4. 3.1-3. Describe
Data Collected, Data Analysis, and Whether Criteria for Success Were Met: During
Fall 2010, fourteen (14) students worked on and completed feasibility studies for
the following four projects: COBA (Printing Room), ASU Tennis Court(Players,
Coaches, and Schedules), Eyecare System (Doctor's Office) and PALS (People
Against A Littered State). During Spring 2011, twelve (12) students worked on and
completed feasibility studies for the following four projects: ASU Continuing
Education (Wesite), Uncle Bob Storage, Walmart (Recruitment) and Verizon
Wireless (Insurance for Phones). We received positive and satisfactory feedback
for all the projects from managers of the businesses. A feedback from one of the
client is produced below: Dr. Chun, I am one of the IT Managers at the Department
of Transportation and have the opportunity to be a part of the staff that manage
our IT Student Intern Program that works with some of the local universities. As
you are aware, we selected a student project for the senior-level IT students at
ASU in order to give them the opportunity to gain "real work" experience. This
project gave them countless opportunities to enforce some of their classroom
learning as well as a chance to experience working on a real IT project. During this
assignment, the students perform analysis, develop programming specs, create
reports, developed online panels that included adding, updating, deleting, and
inquiring on data, developed databases, data conversion, meet with end users,
and finally made a presentation to show the project to the users. I would like to
congratulate your students Courtney Williams, Joseph Harris, Renaldo Johnson,
Denys Alyeksyeyev, and Chris Harris on an outstanding presentation. It was very
professional. They dressed professionally and they did an exceptional job
presenting the project. I just want you and your staff to know that these students
not only did an excellent job representing themselves, but your university as well.
You and the ASU CIS Department should be very proud of producing these
outstanding students. 3.1-4. Describe How Assessment Results Were Used to
Improve Instructional Program: We will continue to encourage students to develop
projects for local firms. Second Means of Assessment for Outcome #3: 3.2-1.
State Means of Assessment and Describe Data Collection Plan: 3.2-2. Define
Criteria for Success: After data collection, at the end of the Assessment Period,
you will complete blocks 3.2-3 and 3.2-4. 3.2-3. Describe Data Collected, Data
Analysis, and Whether Criteria for Success Were Met: 3.2-4. Describe How
Assessment Results Were Used to Improve Instructional Program: You may add
more Means of Assessment by copying blocks 3.2-1 through 3.2-4.
Source of Evidence: Evaluations
Target:
Client feedback that the small business objective has been satisfied.
Findings (2011-2012) - Target: Met
The followings were the projects completed by the class. Fall 2011: ASU Developing Student
IS Card Systems for the improvement of service ASU Help Desk Systems for Students
Feasibility Study for Conversion from Excel to Oracle Database Spring 2012: Alabama
Department of Correction (ADOC) Time checking in/out system COBA Student Organization
web site development Home Depot Inventory Management Database. All the groups
submitted letters from their clients stating that the system project met their requirements.
SLO 4:Demonstrate Proficiency in Data Networking
Data Networking-Each student will be able to apply appropriately knowledge of data
networking equipment, protocols, software and security to successfully configure router and
routing protocols, create router access list and manage CISCO IOS Software, This is a
Criterion-referenced Outcome.. (CIS 310)
Relevant Associations:
Strategic Plan Associations:
Alabama State University
2 To ensure the academic integrity of the University.
4 To enhance the public's perception of the University and thus increase
external support
7 To improve programs and services that will contribute to the development of
wholesome student life
Related Measures:
M 4:Outcome #4
ASSESSMENT PLAN / REPORT: OUTCOME #4 FOR COMPUTER
INFORMATION SYSTEMS (CIS) UNDERGRADUATE (Instructional Degree
Program) (Degree Level) September 2009 - August 2010 (Assessment Period
Covered) Intended Educational (Student) Learning Outcome #4 (repeated from
Linkage Page): Outcome 4: Data Networking-Each student will be able to apply
appropriately knowledge of data networking equipment, protocols, software and
security to successfully configure router and routing protocols, create router
access list and manage CISCO IOS Software, This is a Criterion-referenced
Outcome.. (CIS 310) How many Means of Assessment are proposed for this
Outcome? _ 1 _ First Means of Assessment for Outcome #4: 4.1-1. State Means
of Assessment and Describe Data Collection Plan: 1. Through online testing on
modules developed by CISCO-the worldwide leader in networking. 4.1-2. Define
Criteria for Success: 80% of the students will score greater than 70% in the tests
designed by CISCO. Students are awarded a Certification of Completion if they
score over 70% in each of the eleven modules. They earn a Letter of Achievement
if they score over 80% in each of the 11 modules. After data collection, at the end
of the Assessment Period, you will complete blocks 4.1-3 and 4.1-4. 4.1-3.
Describe Data Collected, Data Analysis, and Whether Criteria for Success Were
Met: The course CIS 310 was offered in Fall 2010 semester. Thirtyone (31)
students took the course, 21 of them (scored 70% or above) received Cisco's
Certificate of Course Completion and 16 of them (scored 80% or above) were also
eligible for Letter of Achievement. The average score made on the course's
comprehensive Final Exam was 67.32. The Criteria for Success were met. 4.1-4.
Describe How Assessment Results Were Used to Improve Instructional Program:
Although our students performed very well in the theory portion, we were unable to
expose them to hands-on training on routers/switches. Current plans are to
introduce hands-on component in the courses during the 2011-2012 cycle. Second
Means of Assessment for Outcome #4: 4.2-1. State Means of Assessment and
Describe Data Collection Plan: 4.2-2. Define Criteria for Success: After data
collection, at the end of the Assessment Period, you will complete blocks 4.2-3 and
4.2-4. 4.2-3. Describe Data Collected, Data Analysis, and Whether Criteria for
Success Were Met: 4.2-4. Describe How Assessment Results Were Used to
Improve Instructional Program: You may add more Means of Assessment by
copying blocks 4.2-1 through 4.2-4.
Source of Evidence: Evaluations
Target:
80% of the students will score greater than 70% in the tests designed by CISCO. Students
are awarded a Certification of Completion if they score over 70% in each of the eleven
modules. They earn a Letter of Achievement if they score over 80% in each of the 11
modules.
Findings (2011-2012) - Target: Met
The course CIS 310 was offered in Fall 2011 and Spring 2012 semester. During Fall 2011,
13 students took the course, 9 of them (scored 70% or above) received Cisco's Certificate of
Course Completion and 4 of them (scored 80% or above) were also eligible for Letter of
Achievement. The average score made on the course's comprehensive Final Exam was
72.2. During Spring 2012, 23 students took the course, 17 of them (scored 70% or above)
received Cisco's Certificate of Course Completion and 13 of them (scored 80% or above)
were also eligible for Letter of Achievement. The average score made on the course's
comprehensive Final Exam was 74.2. The Criteria for Success were met.
SLO 5:Demonstrate Core Business Knowledge
CORE Business Knowledge-Each student will be able to apply basic skills in accounting,
finance, economics, management and marketing in solving business related problems.
Effective interpersonal communications skills (verbal and non-verbal) are paramount within
this student-centered learning outcome. (ACT 214/215, CIS205/206,
ECO201/202/251/252/331, FIN 321, MGT 204/255/304/321/324/422/462 and MKT 321)
Relevant Associations:
Strategic Plan Associations:
Alabama State University
2 To ensure the academic integrity of the University.
4 To enhance the public's perception of the University and thus increase
external support
7 To improve programs and services that will contribute to the development of
wholesome student life
Related Measures:
M 5:Outcome #5
ASSESSMENT PLAN / REPORT: OUTCOME #5 FOR COMPUTER
INFORMATION SYSTEMS (CIS) UNDERGRADUATE (Instructional Degree
Program) (Degree Level) September 2009 - August 2010 (Assessment Period
Covered) Intended Educational (Student) Learning Outcome #5 (repeated from
Linkage Page): Outcome #5: CORE Business Knowledge-Each student will be
able to apply basic knowledge and skills in accounting, finance, economics,
management, marketing and information technology to solve basic business
related problems. Effective interpersonal communications skills (verbal and nonverbal) are paramount with this student-centered outcome. (ACT 214/215, CIS
205/206, ECO 201/202/251/252/331,FIN 321, MGT 204/255/304/321/324/422/462
and MKT 321. How many Means of Assessment are proposed for this Outcome? _
1 _ First Means of Assessment for Outcome #5: 5.1-1. State Means of
Assessment and Describe Data Collection Plan: All graduating seniors must enroll
in and satisfactorily complete the COBA CAPSTONE course, MGT 462. The MGT
462 grade distribution sheets for each academic will be collected and analyzed to
determine the level of success of the student-centered teaching and learning
activity. 5.1-2. Define Criteria for Success: A minimum of 70% of all MGT 462
enrolled students for the given observation period must satisfactorily complete this
course. After data collection, at the end of the Assessment Period, you will
complete blocks 5.1-3 and 5.1-4. 5.1-3. Describe Data Collected, Data Analysis,
and Whether Criteria for Success Were Met: Nine CIS students passed the course
with a B grade while 13 CIS students received a grade of C. One student got a D
and he is repeating the class.. The criteria for success were met. 5.1-4. Describe
How Assessment Results Were Used to Improve Instructional Program: We have
entered into an agreement with Bell Microproducts- a Fortune 1000 company. All
students in MGT 462 now make their final presentations in the offices of Bell
Microproducts in the presence of senior executives. The feedbacks from the
executives have been very positive. At times, they have also suggested weak
areas where the students need to improve. Second Means of Assessment for
Outcome #5: 5.2-1. State Means of Assessment and Describe Data Collection
Plan: The students' score in the Peregrine Assessment Test will be another level
of observation. 5.2-2. Define Criteria for Success: Success will be met if the mean
score of our students is 140. After data collection, at the end of the Assessment
Period, you will complete blocks 5.2-3 and 5.2-4. 5.2-3. Describe Data Collected,
Data Analysis, and Whether Criteria for Success Were Met: The results of the
Peregrine Outcome Assessment Test in Business are attached. The criterion for
success was an average score of 40. The average score during the cycle was
43.07, a score that was higher than our internal target. 5.2-4. Describe How
Assessment Results Were Used to Improve Instructional Program: We achieved a
substantial improvement during the year. We would like the average on the MFT
exam to exceed 140 in the next cycle. You may add more Means of Assessment
by copying blocks 5.2-1 through 5.2-4 Section Last First Name Status Max Acad
Plan Grade In 01 E CISBS B 02 E CISBS B 02 E CISBS B 02 E CISBS B 02 E
CISBS B 01 E CISBS B 01 E CISBS B 01 E CISBS B 02 E CISBS B 01 E CISBS
C 02 E CISBS C 02 E CISBS C 01 E CISBS C 01 E CISBS C 01 E CISBS C 01 E
CISBS C 01 E CISBS C 02 E CISBS C 02 E CISBS C 02 E CISBS C 01 E CISBS
C 01 E CISBS C 02 E CISBS C Results of the Peregrine Outcome Assessment
Exam ACCOUNTING BUSINESS ETHICS BUSINESS FINANCE BUSINESS
INTEGRATION AND STRATEGIC MANAGEMENT BUSINESS LEADERSHIP
GLOBAL DIMENSIONS OF BUSINESS INFORMATION MANAGEMENT
SYSTEMS LEGAL ENVIRONMENT OF BUSINESS MANAGEMENT MARKETING
QUANTITATIVE RESEARCH TECHNIQUES AND STATISTICS FINAL SCORE
Count Category 46.21 45.73 45.63 42.23 44.56 49.81 55.63 50.49 48.16 30.58
32.72 44.33 103 ALL 46.62 46.36 46.75 43.38 44.68 51.43 54.03 52.34 47.66
31.43 31.43 44.76 77 Others 45.00 43.85 42.31 38.85 44.23 45.00 60.38 45.00
49.62 28.08 36.54 43.07 26 CIS Score Interpretation 80-100 Very High 70-79 High
60-69 Above Average 40-59 Average 30-39 Below Average 20-29 Low 0-19 Very
Low None of the CIS students scored higher than 60. The highest score for a CIS
student was 58.3 Eight of our students were in the Below Average Category
Source of Evidence: Evaluations
Target:
Objectives Targets Written and Oral Communications skills are measured in four courses
(MGT 204, MGT 321, MKT 321 and MGT 400). They also measured in all sections and in all
semesters. Our internal target is a median score of 3.0. Quantitative Skills are measured in
three courses (ECO 202, FIN 321, and MGT 422). They also measured in all sections and in
all semesters. Our internal target is a median score of 3.0. IT Skills are measured in three
courses (CIS 206, CIS 329, and MGT 400). They also measured in all sections and in all
semesters. Our internal target is a median score of 3.0. Professional Development Skills are
measured in five courses (MGT 201, MGT 321, MKT 321, FIN 321, and MGT 422). They
also measured in all sections and in all semesters. Our internal target is a median score of
3.0. CPC Content Knowledge is measured in twenty specific courses. They also measured
in all sections and in all semesters. Our internal target are a median pre-test score 50 and a
median post-test score of 80. Peregrine CPC Outbound test is a requirement for graduation.
This test is administered to all graduating seniors in the capstone class- MGT 462. Our
internal target are a mean score of 50 and mean scores on individual areas to be higher than
the national average.
Findings (2011-2012) - Target: Met
The learning outcomes for the CORE Business Knowledge are detailed below: Objective 1:
Students will be able to demonstrate an understanding and mastery of the written and oral
communication skills required in business. Objective 2: Students will be able to demonstrate
an understanding and mastery of the quantitative skills required in business. Objective 3:
Students will be able to demonstrate an understanding and mastery of the information
technology skills required in business. Objective 4: Students will be able to demonstrate the
professional development and critical thinking skills required in business. Objective 5:
Students will be able to demonstrate an understanding and mastery of core
business/curriculum content (subject matter) required in business. Objectives one through
three also aligns well with Alabama State University's Quality Enhancement Plan (QEP) (a
requirement of SACS-COC) which is "Enhancing the Culture of Learning Through Literacy in
the First-Year Experience". For information on the University's QEP please visit
http://www.alasu.edu/about-asu/accreditation/qep/index.aspx. Internal learning outcomes
assessment information and data Outcomes (Objectives) one through four for the
undergraduate Core Business Knowledge are measured through the rubrics focused on
communication skills, information technology skills, quantitative skills, and professional
development. To measure the fifth objective, pre- and post-tests are used which are
administered in all the courses including the CPC courses. For centralized data collection
and data analysis, internal assessment data (rubrics and the course pre- and post-test
scores) are enter on web-based systems that was developed in-house
(coba.alasu.edu/testscores and coba.alasu.edu/rubrics). External learning outcomes
assessment information and data The College uses the ETS Proficiency Profile test as one
of the external assessment data. All COBA students are administered this test in MGT 201
to measure their competencies in four key areas (critical thinking, reading, writing and
mathematics). The College also uses the Peregrine Academic Services' (Peregrine)
Common Professional Component (CPC) outbound exam for external data analysis and
benchmarking with other universities. The Peregrine CPC outbound exam covers the
following areas: accounting, business ethics, business finance, economics, information
management systems, global dimensions, leadership, legal environment of business,
management, marketing, quantitative techniques, and strategic management. Formative and
Summative learning outcomes assessment information and data The ETS proficiency test
scores is a formative assessment data which is being used to help design specialized
instruction for students who do not meet the minimum expectations. The ETS Proficiency
Profile scores will also be measured at graduation to identify gaps and improve teaching and
learning for the program. The Peregrine exam is the most important summative learning
assessment information and data. Formative Assessment The College uses the ETS
Proficiency Profile as one of the Formative data and analysis. This test was administered to
330 students. The average scores are shown in Table 4.2. Table 1.0 ETS Proficiency Profile
Results Fall 2010-Fall 2012 Every student enrolled in MGT 201 is administered this test.
CORE Business Knowledge Objectives 1-4 were assessed using rubrics for written
communication skills, oral communications skills, quantitative skills, IT skills, and
Professional Development skills. Figure 1.1 through 1.5 shows the results for three
semesters The college used the median score for all internal data analysis to target the 50th
percentile. Figure 1.1 Objective 1.1. Written Communication Skills- Rubric Median Scores
Fall 2011, Spring 2012, and Fall 2012 Figure 1.2 Objective 1.2. Oral Communication SkillsRubric Median Scores Fall 2011,Spring 2012, and Fall 2012 Figure 1.3 Objective 2.
Quantitative Skills- Rubric Median Scores Fall 2011,Spring 2012, and Fall 2012 Figure 1.4
Objective 3. IT Skills- Rubric Median Scores Fall 2011,Spring 2012, and Fall 2012 Figure 1.5
Objective 4. Professional Development Skills- Rubric Median Scores Fall 2011, Spring 2012,
and Fall 2012 Objective 5 of the Core Business Knowledge was measured through pre and
post test scores. The results for all CPC courses are shown in Figure 1.6. Figure 1.6
Objective 5. CPC Content Pre-test and Post-test Scores- Overall Median Scores Fall 2011,
Spring 2012, and Fall 2012 Figure 1.7 presents the Peregrine CPC exam results (mean and
lower and upper standard deviation scores) for seven administrations. Figure 1.7 Peregrine
Common Performance Component Outbound Exam Results Fall 2010-Fall 2012 Figure 1.8
and Table 1.1 show the mean scores for the eight common professional components. Figure
1.9 shows the CPC scores for the Spring 2012 administration bench marked with all schools
(traditional) that are using the Peregrine assessment in their program. Figure 1.8 Peregrine
Common Performance Component Results Fall 2010-Fall 2012 Table 1.1 Peregrine
Common Performance Component Results Fall 2010-Fall 2012 Figure 1.9 Benchmarking
Data - Spring 2012 for Peregrine CPC Outbound Exam (Traditional) Comparative
Information and Data Targets/Performance Improvements Results Written and Oral
Communications skills are measured in four courses (MGT 204, MGT 321, MKT 321 and
MGT 400). They also measured in all sections and in all semesters. Our internal target is a
median score of 3.0. Written communication skills continue to be a focus area in COBA. We
have instituted writing in all courses that will be graded by an instructor that has specialized
training. A special topic course (MGT 203) has been made a requirement for students who
are deficient in reading and writing skills as measured by the ETS PP. The oral
communication skills met the target in all the three semesters. For written communication
skills, the target was met in only one semester. Our requirement of one oral presentation in
all courses has had the desired impact. Quantitative Skills are measured in three courses
(ECO 202, FIN 321, and MGT 422). They also measured in all sections and in all semesters.
Our internal target is a median score of 3.0. The new course MGT 201 has a module on
Quantitative skills. All students are required to take the course. The target was met in all the
three semesters. We are wary of our internal analysis as the data is not corroborated by the
Peregrine and the ETS PP results. IT Skills are measured in three courses (CIS 206, CIS
329, and MGT 400). They also measured in all sections and in all semesters. Our internal
target is a median score of 3.0. We have introduced SPSS in the curriculum which was
impacting our scores. The target was met in all the three semesters. This fact has been
corroborated by our external stakeholders. Professional Development Skills are measured in
five courses (MGT 201, MGT 321, MKT 321, FIN 321, and MGT 422). They also measured
in all sections and in all semesters. Our internal target is a median score of 3.0. The college
enforces a very strict dress code policy. Tardiness has been reduced by the successful
implementation of the RFID attendance system that also tracks the time. The target was met
in all the three semesters. The dress code requirements is being emulated by other colleges
in our university. CPC Content Knowledge is measured in twenty specific courses. They also
measured in all sections and in all semesters. Our internal target are a median pre-test score
50 and a median post-test score of 80. Faculty have been advised to review their post tests
and the teaching methodology to improve the performance of the students. The pre-test
target was met in all the semesters. We did achieve the post test target for a total of 23
courses (total courses analyzed were 60). Peregrine CPC Outbound test is a requirement for
graduation. This test is administered to all graduating seniors in the capstone class- MGT
462. Our internal target are a mean score of 50 and mean scores on individual areas to be
higher than the national average. We have shared the data with all faculty and we are
working toward improving scores on Accounting, Finance, and Marketing. Our two recent
Ph.D. hires in Marketing will also have an impact on the marketing scores. We do not teach
to the test. We did not meet the targets for the mean scores during any of the semesters.
The upper standard deviation scores suggest that the score of 50 is approximately the 85
percentile for our students. As regards the benchmarks, we did score higher than the
national averages on Business Integration and Global Dimensions of Business. Our results
are close to the national averages on Information System Management, Ethics, and
Leadership. The following changes to the educational process have been made after
reviewing results on a regular basis. Objective 1: Communication Skills · To address this
issue, faculty instituted writing across the curriculum with a minimum of two writing
assignments in each course. Additionally, an instructor in Business Administration
Department was hired with graduate level training in technical writing to teach a special
topics course (MGT 203) in writing to assist student in improving writing skills. A second
course (MGT 201) focused on the communications learning objectives was created to
improve student performance. · Another consideration is that there has been turnover in the
faculty teaching these courses and there may need to be additional training to ensure the
use of the rubric is consistent across the faculty members. Objective 2: Quantitative Skills ·
To level off performance and address student readiness basic quantitative skills were
included in the MGT 201 course. · Tutors (Graduate Assistants) have been made available
to assist students with their homework and class assignments. · Software such as Aleks
have also been used to improve the quantitative skills. Objective 3: Information Technology
Skills · The CIS faculty are encouraged to keep the technology at the cutting edge. We have
introduced software such as Articulate (audio recording of Power Point presentations),
Camtasia (developing online tutorials and documentation), Wix (developing flash based web
pages), Prezi (developing cloud based presentations) and a module on SPSS. All courses in
the College of Business are web enhanced through use of Blackboard. All CIS classes are
taught in computer labs in support of our "More Coaching, Less Teaching" approach.
Objective 4: Professional Development · To improve student understanding a five week
module on PD was incorporated in MGT 201 · The COBA dress code is being strictly
enforced. · RFID attendance has reduced the incidence of tardiness. Students scanning 10
minutes late are marked late and the RFID system disables itself after 20 minutes. Objective
5: CPC Content Knowledge · More use of less expensive e-text. An informal survey
indicated that the students did not read or purchase the text which hindered their
performance. · Copies of the required text books have been made available in the reference
section of the library. The students can check out these books for use within the library. ·
Incorporation of Connect product offered with McGraw-Hill textbooks, in many courses. This
system provides students with immediate feedback and allows faculty to assign and grade
more homework. · The requirements and methods of assessment were overhauled for the
capstone course - MGT 462, Business Policies