Eduational Effectiveness Assessment plan - MCNY...exams provided by Peregrine, the faculty that these assessments informed results of direct students learning and are directly aligned

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SCHOOL FOR BUSINESS

EDUCATIONAL EFFECTIVENESS

ASSESSMENT PLAN

Associate of Science in Business Administration

Bachelor of Business Administration

Bachelor of Business Administration in

Healthcare Systems Management

Master of Business Administration in

Financial Services


General Management


Health Services and Risk Management


Media Management

School for Business Faculty Updated: October, 2017

Version 25

School for Business Educational Effectiveness Assessment Plan 2 | P a g e

Table of Contents Updates to Plan ............................................................................................................................................. 3

Mission Statement ......................................................................................................................................... 5

Program Introduction .................................................................................................................................... 5

Introduction to the Assessment Process ........................................................................................................ 8

Business Undergraduate Program Goals: ............................................................................. 10

Healthcare Systems Management Program Goals: ............................................................... 11

School for Business Goals .................................................................................................... 14

Undergraduate Program Goals .............................................................................................. 14

Assessment in the School for Business ....................................................................................................... 19

Table 1: Program Outcomes Assessment Measures and Administration ................................................... 23

Table 2: Association of Assessment Measures to Program Outcomes ....................................................... 29

Assessment Implementation & Analysis for Program Improvement.......................................................... 30

Appendix A Direct Assessment by Peregrine ............................................................................................. 33

Appendix B Distance Learning (Online) Courses Assessment ................................................................... 36

Appendix C Constructive Action Assessment ............................................................................................ 42

Appendix D Business Programs Assessment Rubrics ................................................................................ 44

Appendix E Undergraduate Ability & Competency Map ......................................................................... 110

Appendix F Graduate Ability & Competency Map .................................................................................. 113

Appendix G Quality Matters Rubric Standards 2008-2010 edition with Assigned Point Values ............ 115

Appendix H Dimensional Course Assessment ......................................................................................... 120

Appendix I: Evidence of Assessment…………………………………………………………..126

References ................................................................................................................................................. 142


“Assessment is the systematic collection of information about student learning, using the time,

knowledge, expertise, and resources available, in order to inform decisions that affect student learning”

(Walvoord, 2010, p. 2).

Students’ learning outcomes must be assessed in order to determine accomplishment of program

goals as well as effectiveness of delivery methods. However, no such assessments were being performed

for the MCNY’s School for Business. With this perspective, an ongoing assessment plan for the School

for Business was formulated and initiated in August 2010.

In its first phase the plan ran through December 2014 and was reviewed by the faculty and

administrators in its entirety as well as the assessment feedback materials/data that was collected. The

second phase of the assessment plan will begin with version 21 of the document where the updates to the

plan are highlighted for the date of December 9th, 2014.

This document outlines the plan components and schedule of assessment activities to be

implemented within the School for Business.

Updates to Plan

DATE DESCRIPTION PERSON(S)

July 20, 2010 Plan Approved by Business Faculty T. Depoo

August 13, 2010 Included all comments from Faculty T. Depoo

August 23, 2010 Included comments from R. Leal R. Leal

September 29, 2010 Formatted to represent faculty changes D. Kaur

September 30, 2010 Modified instruments T. Depoo

December 22, 2010 Modified to remove specific courses assessment based on

actual progress

M. Bajwa

January 22, 2011 Updated rubric to include dimensions: CA 1 D. Rosner

January 22, 2011 Updated rubric to include dimensions: CA 3 S. Appel

March 02, 2011 Adopted 50 Purpose-Centered Education/CA-specific

questions for assessment exam (MFT)

T. Depoo, R. Yager,

K. Velasco, F. Ran,

M. Bajwa, D.

Rosner,

S. Appel, R. Leal

June 07, 2011 Full-time faculty met and agreed upon assessing Purpose 1

through Purpose 6 for undergrad business courses; also

assessed Purpose 1 of grad courses

T. Depoo, R. Yager,

K. Velasco,

M.Bajwa,

D. Rosner, S. Appel,

R. Leal, F. Ran

June 28, 2011 Removed iCritical (now iSkills) from assessment plan

Updated plan based on recommendations of ACBSP

Mentor

T. Depoo, R. Leal,

D.Kaur, S. Appel

July 29, 2011 Included DL assessment in plan T. Depoo, R. Yager,

D. Kaur

January 19, 2012 Updated Business Programs Objectives in plan T. Depoo, R. Yager,

K. Velasco

February 03, 2012 Included all CAs of undergraduate and graduate courses

being assessed.

D. Kaur

February 09, 2012 Changes made to tables S. Appel

March 01, 2012 BBA career tracks learning objectives added D. Kaur, S. Appel,

T. Depoo


September 26, 2012 ACBSP reviewed assessment plan T. Depoo, D. Kaur,

R. Leal

October 23, 2012 Assessment plan updated to reflect updated data and

analysis

D. Kaur

December 11, 2012 Dimensional course assessment with instrument T. Depoo

February 19, 2013 Assessment plan updated with PCE Assessment tool,

revised undergrad CA courses; updated entire assessment

plan document with recent information and findings

D. Kaur

February 25, 2013 Added Healthcare Systems Mgmt. CA assessment plan and

instrument & assessment overview

D. Kaur, M. Bajwa

March 25, 2014 Updates to document M. Bajwa,

P. Jackson-Figueroa

December 9, 2014 After meeting with the faculty and program coordinators,

the Assessment Plan will be updated to include: New

Learning Outcomes Assessment Instrument (Peregrine),

introduction of a new Healthcare assessment instrument

(Peregrine), update of Table 3: Assessment Implementation

Plan for periods covering 2015-2019, inclusion of the

assessment of distance learning courses utilizing the

Quality Matters (QM) Course Peer Review method, and

additional information covering these new assessment tools

and instruments were added to the assessment plan.

T. Depoo, D. Kaur,

R. Yager, K.

Velasco,

M. Bajwa, D.

Rosner,

S. Appel, R. Leal,

V. Kioulaphides

January 12, 2015

February 23, 2015

August 4, 2015

September 9, 2016

The faculty (adjunct and full-time) met at the spring 2015

semester faculty meeting to discuss assessment updates to

the plan, move to use Peregrine exams in place of MFT

exams and the QM Course Peer Review program. These

changes to the exams and the assessment plan were

approved.

Revised assessment plan to include Peregrine

Included program goals

Update with Peregrine testx

T. Depoo, D. Kaur,

R. Yager, M. Bajwa,

K. Velasco, Adjunct

Faculty

D. Kaur

T. Depoo, M.

Bajwa,

C. Coveleski,

R. Yager, K. Velaso

R. Leal

T. Depoo


Mission Statement The goal of the Metropolitan College of New York’s School for Business is to provide

access and enhance professional mobility of students traditionally denied access or who might

otherwise find it difficult or impossible for reasons of age, race, national origin, gender, sexual

orientation, or income to obtain an education in keeping with their aspirations and abilities; to

engage them in the development and empowerment of the global business and larger social

community; and, to encourage exemplary individual and corporate moral and ethical behavior,

and provide them with the knowledge necessary for mastery of successful business and

managerial skills and responsibilities.

Program Introduction The centerpiece of these academic programs is the College’s Purpose-Centered Education

model, where students work methodically every semester to increase their understanding of the

business world, by formulating a business plan or undertaking an industry analysis of their

choice. These programs also recognize that business is a dynamic field and, as such, the School

for Business is dedicated to updating its curriculum consistent with changes in the industry and

the mission of MCNY. Through Purpose-Centered Education, both the undergraduate and

graduate programs aim to provide students with the necessary skills to perform in the business

world. Specifically, the MBA program seeks to develop an effective business professional who

can lead in a changing global environment. The undergraduate programs seek to prepare students

for entry-level opportunities in the field of business and for the pursuit of graduate level

education in business. The School for Business has also adopted a set of learning

objectives/outcomes which are part of the learning goals identified for the School for Business.

These learning goals are those qualities that students are expected to achieve upon completion of

the respective programs. The outcomes are those variables that measure the effectiveness of the

program goals and student learning. These learning outcomes are mapped to the College’s

universal 24 Abilities.


Assessment Overview The Assessment Plan for the School for Business serves to employ and fulfill the MCNY

Strategic Plan. The School for Business’ assessment plan that covered the first phase of

implementation (2010-2014) sought to satisfy the accrediting bodies of Middle States

Commission on Higher Education and Accreditation Council for Business Schools and Programs

(ACBSP) standards pertaining to assessment of student learning. In November 2012, the School

for Business programs (AS/BBA in Business Administration, MBA in General Management,

MBA in Media Management and MBA in Financial Services) achieved accreditation with

ACBSP. The second phase of the assessment plan covering periods from 2015-2019 will

continue and build upon the efforts to satisfy these accrediting bodies’ criterion.

There are compelling reasons why this plan has been divided into two phases:

The Major Field Test (MFT) was utilized as a measure of direct student learning

outcomes since adoption in 2010. The MFT exam provided several data points, which

were used to inform results that the faculty analyzed for continuous improvement of the

curricula. However, after evaluating the direct student learning outcomes assessment

exams provided by Peregrine, the faculty that these assessments informed results of direct

students learning and are directly aligned to ACBSP’s common professional

competencies (CPC).

In efforts to monitor industry and direct student learning, the faculty concluded that the

Peregrine assessment exams for undergraduate and graduate programs would provide

targeted data to inform specific components of the curricula (i.e., finance, accounting,

marketing, etc.).

In order to increase student responses the Peregrine exam formats will allow for a better

structure of integration with the curricula. That is, students will be able to take the exam

online and off-campus.

Unlike the MFT exam, the Peregrine exams are incentivized for students and they will be

rewarded for participating and demonstrating mastery of materials via certificates of

completion and analysis provided by Peregrine.

The Peregrine feedback and reporting systems will allow for more in-depth analysis and

wider dissemination of direct student learning outcomes.


The planning and implementation process will remain the same, that is: The School for

Business has adopted the recommended four-step planning process as highlighted by the Middle

States Commission on Higher Education: (1) define clear goals; (2) implementation of strategies

to achieve stated goals; (3) assessment of the achievement of stated goals; and (4) use of results

and data from assessment to inform curricula updates/revisions (Assessing Student Learning,

2005). The School for Business has approached assessment of programs including AS/BBA

General Business, BBA in Healthcare Systems Management, MBA in Media Management,

MBA in General Management and MBA in Financial Services with a plan to measure both

indirect and direct student learning.

Spectrum of Assessment

Diagram 1 below illustrates the various direct and indirect measures that have been adopted and

are implemented as a part of the assessment cycle.

Diagram 1: Spectrum of Assessment

Curricula Input &

Modifications

DL Satisfaction

Survey

Online Course QM

Review

Feedback Surveys

International Field

Pracitucm (graduate)

CA Analysis

Peregrine

Indirect Assessment

Direct Assessment

Indirect/Direct Assessment


Introduction to the Assessment Process This document defines the expected student learning outcomes for both the

undergraduate and graduate business programs and outlines a plan for assessing the achievement

of the stated outcomes. The School for Business’ assessment strategy (as illustrated in Diagram 2

below) is to first assess student learning in the respective dimension courses and then assess if

the course is achieving: (1) purpose goals, (2) program goals and ultimately, and (3) College

goals. The objective is to measure student learning within the Purpose and contribution of

Dimension courses to the Constructive Action.

Diagram 2: Assessment Strategy

The development of the outcomes involved the faculty of the School for Business and the

Office of Institutional Research. In addition, representatives in the School for Business are

members of the College’s Student Learning Assessment Committee (SLAC) (formerly “College

Student Learning Assessment Committee”) where the plan for assessment of student learning was

presented and discussed with peers from other academic programs.

The assessment of student learning entailed the following major steps:

Understanding of faculty of the objectives and scope: achieved;

Identification of methods and frequency of assessment: achieved;

Identification of dimension courses to be assessed: achieved;

Training of faculty and identification of rubric to be used in assessment: achieved;

Assessment of Student Learning

1. Course Assessment

2. Purpsoe Goals

3. Program Goals

4. College Goals


Data analysis, and recommendations to make curricular and program goals changes:

achieved and ongoing.

Diagram 3: Mapping of Learning Objectives and Assessment Measures

For each program within the School for Business, the Program Core Competencies sets the high

level standards for each Purpose. These are listed above and illustrated in Diagram 3 as follows:

1. Define the Purpose Learning Objectives (Step 1 in the diagram).

2. Define the requirements for the Constructive Action (CA), such as deliverables and

tasks, for the student achievement of the Purpose Learning Objectives (Step 2). At this

step, the PCE Abilities are further refined to be specific and relevant for the Purpose and

Dimension, and these are developed as a set of CA learning objectives.

3. Courses and course topics (and Dimensional Learning Objectives) are then identified by

taking into account the core professional components and subject matter expertise

required in each Purpose and successful completion of the CA (Step 3).

Note: The faculty met and accepted the learning outcomes and the assessment processes on

July 20, 2010.

Assessment/ Performance

Measures

Quality Assurance

Learning Objectives

Purpose Program

Program

Competencies

Step 1:

Define Purpose Learning Objectives

Purpose Learning Objectives

Guideline for CA Document

CA Document Assessment Rubric

Step 2:

Define CA and its Requirements

Purpose-Centered Education Abilities

Guideline for CA Activities and Deliverables

PCE Exam

Step 3:

Select Courses and Course Topics

Dimension Learning Objectives

Course Development

Quality Review

Learning Objectives Reviews

Course Assessments

Learning Outcomes Assessment Instrument

Dimensional Course Analysis


Program Goals

College-Level Goals:

I. Values and Ethics: Graduates of MCNY programs demonstrate knowledge of ethical

systems critical to their ability to make decisions and solve problems germane to their

professional work and individual lives, as local, national and global citizens.

II. Self and Others: Graduates of MCNY demonstrate knowledge of how individuals are

motivated and act within interpersonal contexts. They understand and apply the functions

of greater self-knowledge, self-management, emotional intelligence, empathy, and mutual

benefit in ameliorating social problems.

III. Systems: Graduates of MCNY demonstrate and apply knowledge of complex social

organizations and broad economic, political, cultural, and historical factors that shape the

development of institutions and governments, and the relationship of individuals and

social groups to the natural and built environments.

IV. Skills: Graduates of MCNY demonstrate relevant research, technological, and

interpersonal abilities for professional practice in their chosen area.

Business Undergraduate Program Goals:

1. Demonstrate skills and abilities to set realistic personal and professional goals (College-

level Goals: II, III)

2. Develop clear, effective reading, writing and presentation skills, and use technology to

solve problems (College-level Goals: IV)

3. Demonstrate ability to work in groups to achieve organizational goals (College-level

Goals: I, III)

4. Show proficiency in obtaining, organizing, analyzing, and categorizing information to

draw valid conclusions (College-level Goals: I, II, III)

5. Apply concepts of Purpose-Centered Education in their professional entrepreneurial

and/or intrapreneurial activities and personal lives (College-level Goals: I, II, III, IV)

6. Show the capacity for change within society (College-level Goals: I, II)

7. Develop the skills to manage people in the global environment(College-level Goals: I,

IV)

8. Develop the skills to efficiently manage financial resources (College-level Goals: IV)

9. Develop the ability to integrate the functional areas of business for economic

opportunities (College-level Goals: III)

10. Demonstrate ability to make informed decisions, fulfill professional commitments, and

meet obligations of community (College-level Goals: I, II)

Business Undergrad

Program Goals

College-Level Goal I (Values & Ethics)

College-Level Goal II (Self & Others)

College-Level Goal III (Systems)

College-Level Goal IV (Skills)

1 x x

2 x

3 x x

4 x x x

5 x x x x

6 x x


7 x x

8 x

9 x

10 x x

Healthcare Systems Management Program Goals:

1. Perform self-assessment, undertake research and develop career goals in healthcare

(College-level Goals: I, II)

2. Link classroom knowledge with infield healthcare delivery systems (College-level Goals:

II, III)

3. Relate medical terms, and human body functioning in health and disease along with

treatment and management options (College-level Goals: IV)

4. Use software to complete medical insurance claims and submit electronically (College-

level Goals: IV)

5. Ensure quality assurance in healthcare delivery systems (College-level Goals: I, II)

6. Understand legal and ethical aspects of healthcare (College-level Goals: I)

7. Use quantitative concepts and skills essential for healthcare business (College-level

Goals: IV)

8. Become familiar with the diverse cultural, social, political and dimorphic aspects of

healthcare industry (College-level Goals: II, III)

9. Value community health with respect to mental, maternal, elderly, infant, and child

health (College-level Goals: II)

10. Consider psychosocial and behavioral aspects of the healthcare system (College-level

Goals: III)

11. Gain skills in planning, administration, evaluation, quality appraisal and management of

health programs (College-level Goals: IV)

Healthcare Undergrad

Program Goals

College-Level Goal I (Values &

Ethics)

College-Level Goal II (Self &

Others)



1 x x

2 x x

3 x

4 x

5 x x

6 x

7 x

8 x x

9 x

10 x

11 x


MBA Program Goals (Common to all four MBAs):

1. Master the personal and professional skills necessary to lead and work within teams

effectively (College-level Goals: II, IV)

2. Master the skills to engage all relevant parties in community development (College-level

Goals: II, III, IV)

3. Master the skills to effectively operate in global environment and develop long term

strategies to positively impact environment and organizations (College-level Goals: III,

IV)

4. Make ethical decisions guided by thought, analysis, and compassion (College-level

Goals: I)

General Management:

5. Manage change in a dynamic global environment and across the value chain (College-

level Goals: I, III)

6. Develop new opportunities for self and others through Constructive Action (College-level

Goals: I, II)

7. Apply emerging technologies for business growth (College-level Goals: III, IV)

MBA Program Goals





1 x x

2 x x x

3 x x

4 x

5 x x

6 x x

7 x x

Media Management:

5. Develop models for successful exploitation and utilization of social and mobile media in

the delivery of traditional entertainment industries (College-level Goals: II, III)

6. Manage and develop new successful business models in changing music and publishing

industries in light of digitization and convergence (College-level Goals: IV, III)

7. Be at the forefront of administration of successful business models for developing “new”

media industries (College-level Goals: II, III, IV)

MBA Program Goals





1 x x

2 x x x

3 x x

4 x

5 X x x

6 x x

7 X x x


Financial Services:

5. Apply key strategies to reshape the future of financial markets in the 21st century

(College-level Goals: III)

6. Apply management principles with the practical perspective of global finance (College-

level Goals: II, III)

7. Navigate the challenge in wealth generation for individual, business, and society

(College-level Goals: II, III)

MBA Program Goals





1 x x

2 x x x

3 x x

4 x

5 x

6 x x

7 x x

Health Services and Risk Management

5. Perform risk analysis for healthcare quality assurance (College Level Goals: I);

6. Apply business principles to healthcare industry operations (College-level Goals: II)

7. Manage healthcare human resources in collective bargaining environment (College-level

Goals: III)

MBA Program Goals





1 x x

2 x x x

3 x x

4 x

5 x

6 x

7 x


School for Business Goals

The goals of the School for Business programs are to enhance students’ professional ability, exhibit

exemplary moral and ethical behavior and engage them within their own communities. Appendices D

and E outline the abilities and professional competencies as they are mapped to the Dimensions within the

undergraduate and graduate curricula. At the completion of this program (undergraduate in 32months and

graduate in 12 months):

Graduates would be satisfied with their educational program;

Employers and industry professionals would be satisfied with the graduates’ professional

competence and performance;

Graduates will apply the concepts of Purpose-Centered Education in their professional endeavors

through entrepreneurial and/or intrapreneurial activities and personal development;

Graduates would complete program within the stated timeframe established by the School for

Business

Undergraduate Program Goals

11. Demonstrate skills and abilities to set realistic personal and professional goals;

12. Develop clear, effective reading, writing and presentation skills, and use technology to

solve problems;

13. Demonstrate ability to work in groups to achieve organizational goals;

14. Show proficiency in obtaining, organizing, analyzing, and categorizing information to

draw valid conclusions;

15. Apply concepts of Purpose-Centered Education in their professional entrepreneurial

and/or intrapreneurial activities and personal lives;

16. Show the capacity for change within society;

17. Develop the skills to manage people in the global environment;

18. Develop the skills to efficiently manage financial resources;

19. Develop the ability to integrate the functional areas of business for economic

opportunities;

20. Demonstrate ability to make informed decisions, fulfill professional commitments, and

meet obligations of community.

The first four learning outcomes (1-4) are specific to the Associate of Business (AS) and all of its

learning outcomes. The complete list of learning outcomes (1-10) applies to the Bachelor of


Business Degree (BBA). These learning outcomes are also mapped to the Purpose (semester)

academic work and the Constructive Action carried out by students.

BBA Career Tracks:

Accounting - Accountants help to ensure that the for-profit and not-for-profit firms are run

efficiently, their financial records kept accurately, and their taxes paid properly and on time. This

track will allow BBA students to acquire sufficient skills in the field of accounting to secure

entry level bookkeeping and analyst positions.

Specific Learning Outcomes

1. Demonstrate basic knowledge of accounting standards and principles;

2. proficiency with accounting tools and software;

3. Follow the ethical guidelines and generally accepted principles;

4. Demonstrate knowledge and skills in the FASB and GAAP

Entrepreneurship – A career in entrepreneurship includes developing or acquiring an existing

business. Additionally, entrepreneurial behavior, also referred to as intrapreneurship in the

corporate environment, is encouraged and rewarded. Students will leave the program with a solid

foundation in how to develop and manage a small business and how to identify and manage

risks.


1. Understand the theory of entrepreneurship and the role of small businesses in the

US economy;

2. Identify alternative small business ventures/models, such as franchises;

3. Identify new industries and growth opportunities.

Project Management – Project Management is the discipline of organizing and managing

resources in such a way they provide deliverables required to complete a project within a defined

scope, allotted time, and cost constraints. This field is becoming increasingly popular as

companies appreciate the methodical and systematic approach to managing resources and

projects in a global economy. Careers in project management include program management,

portfolio management, marketing, and sales, to name a few. Students are also eligible to sit for

http://en.wikipedia.org/wiki/Discipline


the Associate Project Manager (CAPM) certification exam of the project Management Institute

(PMI) after completion of courses.


1. Integrate Project Management guidelines set forth by the Project Management

Institute (PMI);

2. Identify and manage risk, scope, time, and quality in a projectized environment;

3. Demonstrate critical-thinking and analytical skills to investigate complex business

problems to propose project-based solutions;

4. Exhibit the ability to make reasoned, ethical decisions that are based on

professional standards in project management as well as in the best interest of the

project, the organization, the environment, and society as a whole.

Healthcare Systems Management Program Goals

The students in the healthcare programs will also

12. Perform self-assessment, undertake research and develop career goals in healthcare;

13. Link classroom knowledge with infield healthcare delivery systems;

14. Relate medical terms, and human body functioning in health and disease along with

treatment and management options;

15. Use software to complete medical insurance claims and submit electronically;

16. Ensure quality assurance in healthcare delivery system;

17. Understand legal and ethical aspects of healthcare;

18. Use quantitative concepts and skills essential for healthcare business;

19. Become familiar with the diverse cultural, social, political and dimorphic aspects of

healthcare industry;

20. Value community health with respect to mental, maternal, elderly, infant, and child

health;

21. Consider psychosocial and behavioral aspects of the healthcare system;

22. Gain skills in planning, administration, evaluation, quality appraisal and management of

health programs.


Graduate Learning Outcomes

1. Master skills to operate effectively in the global environment and develop long term strategies to

positively impact organizational and global business environment;

2. Master personal and professional skills necessary to lead teams across the value chain;

3. Make ethical decisions guided by thoughtfulness, analysis, and compassion;

4. Apply Purpose-Centered Educational methodology in their professional entrepreneurial and/or

intrapreneurial activities;

5. Master skills to engage all relevant parties for business development.

MBA General Management Program Goals

Identify, assess and develop effective viable businesses opportunities utilizing realistic

business scenarios through Purpose-Centered Educational model.

Integrate theory and practice to critically solve business challenges and do so by

embracing ethical and socially responsible business practices.

Master the interpersonal and leadership skills to effectuate change in society and

organizations and communicate utilizing effective managerial and technological methods.

Demonstrate critical analysis and data analysis to determine the effects of human

behavior on the national and global level.

MBA Media Management Program Goals

Develop models for successful exploitation and utilization of new, social and/or mobile

media in the delivery of traditional media and entertainment industries;

Manage and develop new successful business models in changing media and

entertainment industries in light of new technology, digitization and convergence;

Be at the forefront of the administration of successful business models for developing

“new” media industries, entrepreneurial media ventures or improved service methods

within media businesses with skills acquired through the Dimension classes and the

Constructive Action.

MBA Financial Services Program Goals

Apply key strategies to reshape the future of financial markets in the 21st century.

Apply management principles with the practical perspective of global finance.

Navigate the challenge in wealth generation for individuals, business, and society.


MBA Health Services and Risk Management Program Goals

Perform risk analysis for healthcare quality assurance.

Apply business principles to healthcare industry operations.

Manage healthcare human resources in collective bargaining environment.

Acquire and manage healthcare technology.

Implement healthcare projects.


Assessment in the School for Business

COURSE TO ASSESS RATIONALE FOR ASSESSMENT RESPONSIBLE FACULTY

UNDERGRADUATE (AS/BBA Business Administration)

FLD 112 PCA Developing Career (Constructive Action);

To effectively measure student application of PCE. This course was redesigned for the new curriculum.

David Rosner Solomon Appeal Cheryl Coveleski Adjunct Faculty

FLD 122 PCA Developing Team Dynamics (Constructive Action);


David Rosner Solomon Appel Cheryl Coveleski Adjunct Faculty

FLD 232 PCA Crafting a Marketing Strategy (Constructive Action);



FLD 242 PCA Identifying Ventures (Constructive Action)



FLD 352 PCA Developing Implementation and Change Plans (Constructive Action)



FLD 362 PCA Creating a Human Resource Plan (Constructive Action)



FLD 472 PCA Creating Financial Plans (Constructive Action)



FLD 482 PCA Actualization of the Business Plan (Constructive Action)



UNDERGRADUATE BBA in Healthcare Systems Administration

HSM 111 PCA Self-Assessment & Career Development (Constructive Action);


Mohammad Bajwa Cheryl Coveleski Adjunct Faculty

HSM 121 PCA Developing Professional Relationships in the Healthcare Field (Constructive Action);




HSM 231 PCA Quality Management in the Healthcare Field (Constructive Action);



HSM 241 PCA Assessing Community Healthcare Needs (Constructive Action)



HSM 351 PCA Marketing Healthcare (Constructive Action)



HSM 361 PCA Managing Human Resources in Healthcare (Constructive Action)



HSM 471 PCA Managing Fiscal & Economic Resources in Healthcare (Constructive Action)



HSM 481 PCA Creating an Innovative Business Plan for Healthcare Services (Constructive Action)



GRADUATE

MBA GENERAL MANAGEMENT

GMT 615 PCA Strategic Industry Analysis


Tilokie Depoo Adjunct Faculty

MBA FINANCIAL SERVICES

FIN 615 PCA Strategic Industry Analysis


Rachel Yager Adjunct Faculty

MBA MEDIA MANAGEMENT

MDM 615 PCA Strategic Industry Analysis: Media


Tilokie Depoo Adjunct Faculty

MBA HEALTH SERVICES AND RISK MANAGEMENT

HSM 615 PCA Strategic Industry Analysis: Healthcare

To effectively measure student application of PCE. This course was designed for the new curriculum.

Mohamed Bajwa Adjunct Faculty


DIRECT LEARNING OUTCOMES ASSESSMENT

PEREGRINE TESTING RATIONALE FOR ASSESSMENT RESPONSIBLE FACULTY

Undergraduate Business Education

Undergraduate Healthcare Education

Graduate Business Education

Assess student learning in their respective programs using established industry assessment tools recognized by ACBSP, Peregrine Learning Assessments

Dr. T. Depoo Dr. C. Coveleski Dr. M. Bajwa Prof. R. Leal Dr. R. Yager

QUALITY MATTERS (QM) COURSE PEER REVIEW

RATIONALE FOR ASSESSMENT RESPONSIBLE FACULTY

All undergraduate and graduate courses that are offered fully online

Measuring adherence to best practices and standards set by nationally recognized Quality Matters program for online and hybrid courses.

Dr. T. Depoo Dr. C. Coveleski Dr. M. Bajwa Prof. R. Leal Dr. R. Yager Prof. K. Velasco

PURPOSE-CENTERED EDUCATION




Assess the unique model of the College (Purpose-Centered Education ‘PCE’) via the PCE Exam assessment tool.


DIMENSIONAL COURSE ASSESSMENT




Assess Dimensional courses across the curricula to map course and program outcomes to student learning



Status as of December 2014

The Major Field Test (MFT) was administered to graduating undergraduate and graduate

students, each in their last semester of study where student learning across standardized areas are

measured: Accounting, Economics, Management, Quantitative Business Analysis, Finance,

Marketing, Legal & Social Environment, Information Systems, and International Issues.

Students’ Constructive Action projects continued to be assessed utilizing customized rubrics

provided in this document across all programs each semester. For the graduate programs there

are five areas: Marketing, Management, Finance, Accounting, and Strategic Integration. In the

undergraduate program, best performance by students is in the areas of Management, Business

Law, Marketing and International Business. The weaker performance areas are Quantitative

Analysis, Finance, and Accounting. Faculty evaluates the courses that fall within the weaker

areas with a view to strengthening the curriculum and/or the delivery of these materials. In a

repetition of the undergraduate performance, the graduate areas that show strength are

Marketing, Management and Strategic Integration. The areas that show need for improvement

are Finance and Accounting. The faculty is currently working to strengthen the areas that appear

to need support.

The Dimensional Analysis for courses began in the spring 2013 for selected courses in the

undergraduate and graduate programs. Faculty members have begun to review findings and

document areas of concern for improvement.

TABLE 1: ASSESSMENT MEASURES

A description of the measures used for the assessment of the program outcomes and their

implementation are summarized in Table 2. Measures and their relationships to the program

outcomes are listed in Table 1.

<Table 1 on next page>

Table 1: Program Outcomes Assessment Measures and Administration

Measure Description Type of Measure

Frequency/ Start Date

Collection Method

Frequency Administered by

FLD 112 PCA Developing Career Goals undergraduate

Constructive Action – measure student learning in the Purpose and effectiveness of Dimension courses to inform Constructive Action

Indirect On-going Rubric Created by Faculty

Every Semester All Faculty FT & Adjunct teaching CA courses.

FLD 122 PCA Developing Team Dynamics undergraduate

Constructive Action - measure student learning in the Purpose and effectiveness of Dimension courses to inform Constructive Action.



FLD 232 PCA Crafting a Marketing Strategy undergraduate




FLD 242 PCA Identifying Ventures undergraduate




FLD 352 PCA Developing Implementation and Change Plans undergraduate



Every Semester. All Faculty FT & Adjunct teaching CA courses.

FLD 362 PCA Creating a Human Resource Plan undergraduate




FLD 472 PCA Creating Financial Plans undergraduate




FLD 482 PCA Actualization of the Business Plan

Constructive Action - measure student learning in the Purpose and effectiveness of Dimension courses to inform Constructive



24 | P a g e

undergraduate Action.

HSM 111 PCA Self-Assessment & Career Development undergraduate




HSM 121 PCA Developing Professional Relationships in the Healthcare Field undergraduate




HSM 231 PCA Quality Management in the Healthcare Field undergraduate




HSM 241 PCA Assessing Community Healthcare Needs undergraduate




HSM 351 PCA Marketing Healthcare undergraduate




HSM 361 PCA Managing Human Resources in Healthcare undergraduate




HSM 471 PCA Managing Fiscal & Economic Resources in Healthcare undergraduate




HSM 481 PCA Constructive Action - measure student Indirect On-going Rubric Created Every Semester All Faculty FT &

25 | P a g e

Creating a Business Plan for Healthcare Services undergraduate

learning in the Purpose and effectiveness of Dimension courses to inform Constructive Action.

by Faculty Adjunct teaching CA courses.

GMT 615 PCA: Strategic Industry Analysis MBA: Gen. Mgt.




FIN 615 PCA: Strategic Industry Analysis MBA: Fin. Svrs.




MDM 615 PCA: Strategic Industry Analysis MBA: Media Mgmt




Graduating BBA students - Purpose 8

Major Field Tests (MFT) are used to assess

students’ academic achievement and the

educational outcomes of undergraduate and

graduate business program. This test

provides assessment of student’s

professional level within the program,

business field, and compares their

achievement to national comparative data.

Direct Started Fall 2010

Direct Measure: MFT (Major Field Test) Examination provided by ETS (Education Testing Services)

Every semester D .Kaur Instructors in Systems Purpose 8 courses

Graduating MBA students – Purpose 3

Major Field Tests (MFT) are used to assess

students’ academic achievement and the

educational outcomes of undergraduate and

graduate business program. This test

provides assessment of student’s

professional level within the program,

business field, and compares their

achievement to national comparative data.

Direct Started Fall 2010

Direct Measure: MFT Examination

Every semester M. Bajwa K. Velasco R. Yager D. Kaur Instructors in Capstone Courses

26 | P a g e

Distance Learning Courses

In the spring of 2010, MCNY’s Office of

Institutional Research and Assessment, after

consultation with staff in the business

program, designed a brief Feedback Survey

administered on the Moodle distance

learning class web site. MCNY needs to

evaluate these new DL classes beyond the

ongoing Semester Course Evaluation

Program. The DL Feedback Survey would

provide the initial outcomes assessment for

the new initiative. A short eight question

survey instrument was designed and DL

students were invited to participate. This

survey is administered every semester by

Institutional Research and Assessment

section since spring 2010. Results and

analysis were only published for spring and

summer

Direct Started Spring 2010

Student Satisfaction Survey

Every Semester T. Depoo D. Kaur All DL instructors

Purpose-Centered Education Model

As an added component to the ETS tests

administered to all graduating

undergrad/grad student’s, comprehension

and application of Purpose-Centered

Education (PCE), the College’s unique

education model, is also assessed

Direct Started Spring 2010

PCE Assessment Test

Every Semester T. Depoo D. Kaur R. Yager K. Velasco Instructors

27 | P a g e

Dimensional Course Assessment

Indirect Started Spring 2013

Dimensional Course Assessment

Every Semester for selected courses

T. Depoo D. Kaur R. Yager K. Velasco Instructors

TABLE 2: ASSOCIATION OF ASSESSMENT MEASURES TO PROGRAM OUTCOMES

The table below provides information on various measures used to assess both course objectives and

program goals. Each measure contributes to students’ achievement of a different set of outcomes as

shown in the table. The table also forms the basis of a template for reporting and analyzing data gathered

from these measures shown in the report section.


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Table 2: Association of Assessment Measures to Program Outcomes

0 = Measure not used to measure the associated outcome.

1 = Measure used to measure the associated outcome.

OUTCOMES ASSESSMENT

Lear

nin

g O

bje

ctiv

es

Rev

iew

M

app

ing

Ob

ject

ive

to

Co

urs

e

Top

ics

Map

pin

g A

sses

smen

t

Inst

rum

ents

to

To

pic

s

Maj

or

Fiel

d

Test

Constructive Action – Undergraduate Purposes: 1, 2, 3, 4, 5, 6, 7 <0> <1> <1>

Constructive Action - Graduate Purposes: 1 <0> <1> <1>

Measure students’ knowledge and understanding achieved in the field of business, gauge their ability to analyze and solve problems, and interpret materials using Peregrine Assessment Exams.

<1>

Measure graduate students’ knowledge and understanding achieved in the field of business, gauge their ability to analyze and solve problems, and interpret materials using Peregrine Assessment Exams.

<1>

Evaluate the new DL classes beyond the ongoing Semester Course Evaluation Program. The DL Feedback Survey provides the initial outcomes assessment for the new initiative.

<0>

Conduct Dimensional course assessment each semester. Select dimension courses each semester to provide the critical feedback on student learning against program and course objectives.

<1> <1> <1> <0>

30 | P a g e

Assessment Implementation & Analysis for Program Improvement

General Implementation Strategy

There are four major phases of the learning outcome assessment process:

1. Learning Objectives Review - A review of the learning objectives found in the syllabi will be

conducted to determine the measurability of the objectives and, if not correct, would be

documented to proceed for further action.

2. Assessment/Instruments – A review of the assessment instruments to determine that they are

reflective of program and course goals and provide data for curriculum enhancement.

3. Analysis of Data and Presentation of Findings – Present findings on the effectiveness of the

learning as inferred by an analysis of the assessment instruments.

4. Report on the entire process which includes review and modifications made to learning

objectives, topics, assessment instruments throughout the process and compiled containing

recommendations for course and programs improvements.

5. Reiterates Assessment – Reiterate the entire process of the same course and/or program

objectives to ensure effectiveness of changes.

Table 3 illustrates the general implementation timeframe for assessment of the Constructive Action, MFT

tests, and Dimensional Course Analysis in the School for Business for both undergraduate and graduate

courses from fall 2010 – fall 2015. The matrix outlines the full cycle of assessment for gathering data to

inform changes in curricula.


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Assessment Implementation Plan: 2015 - 2020

2015 2016 2017 2018 2019

Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Summer Fall

Undergraduate (Business and Healthcare) Constructive Action

Purpose 1 x x x x x x x x x x x x x x x








Graduate Constructive Action




Direct Student Learning Assessment

Undergraduate

Purpose 1 (pre-test) x x x x x x x x x x x x x x x

Purpose 8 (post-test) x x x x x x x x x x x x x x x

Graduate

Purpose 1 (pre-test) x x x x x x x x x x x x x x x

Purpose 3 (post-test) x x x x x x x x x x x x x x x

x = assessment

o = assessment not performed

32 | P a g e

Method of Data Analysis and Formulation of Recommendations for Program Improvement

Faculty of the School for Business will meet once per semester to review collected data and completed

analyses to make recommendations. Additionally, there will be an annual “Assessment Day” where data

and findings will be shared with all major stakeholders of the School for Business such as: adjunct

faculty, Advisory Board members, and other College administrators. The purpose of this review is to

recommend changes for the various business degree program offerings. Any recommendation of changes

to course content, scheduling, sequencing, prerequisites, delivery methods, faculty/staff assignments and

advisements will follow a plan for implementation of the recommended changes.

Modification of the Assessment Plan

The faculty, after reviewing the collected data and the processes used to collect may decide to alter the

assessment plan. Changes may be made to any component of the plan, including the outcomes and

assessment measures, or any other aspect(s) of the plan. The changes will be approved by the faculty of

the School for Business. The modified assessment plan will be shared with the Institutional Assessment

office as well the SLAC team.

Status as of December 2014:

The faculty met an as per the updates made to phase 2, version 21 of the assessment plan, have agreed to

move forward with the changes outlined in the table labeled Updates to the Plan.

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Appendix A Direct Assessment by Peregrine The School for Business is utilizing a direct student learning assessment tool specific to business

(undergraduate and graduate) as well as to its healthcare administration program. “The need for

program-level evaluation in higher education includes more than just accreditation, as other stakeholders

also expect greater accountability through learning assessment (Murray, 2009). Although quantifying the

inputs to higher education is important, perhaps even more important is measuring the change that occurs

as a result of the educational experience. Continuous improvement can then be achieved when the results

from the assessment are incorporated into instructional activities” (Peregrine Academic Service, p.1,

2014).

Peregrine exam is a “nationally normed, summative assessment exams in Business Administration used

for internal and external academic program evaluation and benchmarking. The online exam assesses

retained student knowledge related to the degree program’s learning outcomes. The online exam service

is designed to satisfy the AACSB, ACBSP, and IACBE accreditation requirements related to learning

outcomes assessment, quality assurance, and external academic benchmarking” (Peregrine Academic

Service, p.1, 2014).

The exam is administered online with 10 questions per topic for a total of 100-120 questions per exam.

Each exam is unique based upon a random selection of questions from the test bank. Exam questions are

displayed one-at-a-time and ordered by topic:

The topics for the undergraduate business exam are as follows:

Marketing

Business Finance

Accounting

Management

Legal Environment of Business

Economics (Macro & Micro)

Business Ethics

Global Dimensions of Business

Information Management Systems

Quantitative Techniques / Statistics

Business Leadership

Business Integration and Strategic Management

The topics for the undergraduate healthcare exam are as follows:

The topics for the graduate exam are as follows:

Marketing

Business Finance

Accounting

Management

Legal Environment of Business

Economics (Macro & Micro)

Business Ethics

Global Dimensions of Business

Information Management Systems

Quantitative Techniques / Statistics

34 | P a g e

Business Leadership

Business Integration and Strategic Management

The Process:

The process that will be followed and recommend by Peregrine is “the most common assessment

construct is an Inbound/Outbound Exam approach. Students at the start of the academic program

complete the Inbound Exam. The Outbound Exam is administered to the students at the end of the

academic program. All exams are provided online, with or without an exam proctor, using a secure web

service that includes safeguards to ensure exam integrity. The difference in Inbound and Outbound exam

scores, both cumulatively and individually, is the direct measure of learning and the value added by the

academic institution. Program-level and course-level learning outcomes are evaluated, analyzed, and

assessed using the detailed reporting provided with the service. External benchmarking includes the

comparisons of the percent change and the Outbound Exam results to other academic institutions.

Collectively, the assessment construct is designed to satisfy several programmatic and institutional

accreditation needs” (Peregrine Academic Service, p.1, 2014).

Summary of Validity and Reliability:

Peregrine Academic Service reports the following validity and reliability procedures and measures: From

conception of the service, through development and beta-testing, and with ongoing quality assurance

practices in place, the strategic goal of the CPC-based COMP Exam is to provide colleges and

universities with valid and reliable assessment instruments that can be incorporated into the program and

appropriately used to measure learning outcomes in order to fulfill several accreditation and

accountability requirements. The customizable CPC-based COMP Exam is comprehensive for the

academic program as defined by the program’s accreditation organizations. Validity is maintained

through regular and systematic psychometric analysis. Reliability is ensured through the security and

maintenance of the online delivery platform with automated reporting of scores and results” (Peregrine

Academic Service, p.1, 2014).

Measure Description:

“Key education stakeholders including accreditation bodies, government regulators, and local interest

groups are all demanding more accountability in higher education. No longer can academic performance

be based primarily on grades, graduation rates, and perhaps rankings. To close the quality loop, program-

level assessments based on learning outcomes are needed to clearly demonstrate success and drive

continuous improvement.” These exams will:

Measure students’ academic achievement in a multidisciplinary subject matter representative of

business education;

Provide feedback to students regarding their level of achievement;

Provide information to faculty regarding achievement of their students;

Provide information to facilitate development of program goals and accountability of business

programs.

Implementation goals:

Undergraduate:

Short-Term (1 Year)

1. Administer and monitor every spring and fall semester;

2. Increase (2% annually) the number of students taking exam;

3. Show an annual increase in student performance in the 50 MCNY specific questions on

Purpose-Centered Education

Long-Term (3-5 Years)

1. Benchmark to national standards;

35 | P a g e

2. Make changes to programs based on students’ performance and results;

3. Show a progressive increase in student performance from years 1 to 5.

Graduate:

Short-Term (1Year)

1. Administer and monitor every spring and fall semester;

2. Increase (2%) the number of students taking tests on an annual basis.;

3. Show an annual increase in student performance in the 50 MCNY specific questions on Purpose-

Centered Education


1. Benchmark to national standards;

2. Make changes to programs based on students’ performance and results;

3. Show a progressive increase in student performance from years 1 to 5.

Factors that affect data collection:

Test-taking is incentivized. While the program coordinators identify the sections and the target students,

the faculty is advised to encourage the students to take the assessment exam as a part of their course work

and towards extra credit points.

How to interpret data:

Data will be analyzed to determine if the instrument measured the imparted concepts and how well

students performed on the assessment measures of direct student learning outcome.

36 | P a g e

Appendix B Distance Learning (Online) Courses Assessment

Assessment Specific to DL Courses

There are currently four methods of assessment that are performed for DL courses to measure student

satisfaction, faculty performance, course evaluation, and design goals.

Student Satisfaction Survey

In the spring of 2010, MCNY’s Office of Institutional Research and Assessment, after consultation with

staff in the School for Business, designed a brief Feedback Survey which was administered on the

Moodle distance learning class web site. The project was an outgrowth of the realization that MCNY

needed to evaluate these new DL classes beyond the ongoing Semester Course Evaluation Program. The

DL Feedback Survey was designed to provide the initial outcomes assessment for the new initiative. A

short eight question survey instrument was implemented and DL students were invited to participate. This

survey has been administered every semester by Institutional Research and Assessment since Spring

2010. Results and analysis were only published for Spring and Summer 2010 by Institutional Research

and Assessment due to staff changes, however the data is available.

Faculty Observation

The School for Business conducts faculty observation of the DL courses every semester as it does with

onsite courses. Faculty is observed using the existing faculty observation form used for the onsite course.

Student Evaluation of Instructors

Every student enrolled in a DL course is invited to participate in the Student Evaluation of Instruction.

This is administered every semester as is done for onsite courses.

Course Structure and Administration Survey

A selected number of courses are evaluated on a semester basis using standards established by Quality

Matters Rubric Standards 2008-2010 edition with Assigned Point Values. These standards were used to

design and administer the courses. (See Appendix G for rubric)

Online Course Peer Assessment

The School for Business will embark on a systematic assessment of online courses to ensure continuous

quality control, based on widely accepted industry standards, as set by Quality Matters (QM)

www.qualitymatters.org. The QM system is a way to ensure standards of online education through a

peer-based approach. The QM Course Peer Assessment program utilized within the School for Business

at MCNY will ensure that the approach continuous improvement in online learning is met in each course

that is developed for online delivery.

Peer Review Process

There are five phases of the peer review process, which are represented in the diagram below. Phase 1

begins with the identification of the course for peer review. The Program Coordinators and Dean will

assist in this process and outline a timeline for review as well as assist in assembling the review team.

Phase 2 involves the course review by the review team. Phase 3 would provide feedback to the course

developer/course representative in the form of recommendations (where applicable). Phase 4 (where

applicable), would allow for course revisions based on the recommendations made by the review team.

Finally, Phase 5 would enable to the final review of the course and certify it as meeting Quality Matters

expectations.

http://www.qualitymatters.org/

37 | P a g e

Peer Reviewers

The peer reviewers will work in teams consisting of a Master Reviewer who chairs the committee, a

Subject Matter Expert in the field of the course under review, and a Course Representative, the

institutional E-Learning Coordinator; the representative does not review the course, but provides access to

it, completes the Course Worksheet, and consults the review team during the process of assessment.

Within the School for Business, Davinder Kaur and Dr. Mohammad Bajwa hold certifications in the

“Applying the QM Rubric” and “Peer Reviewer Course” from QM.

Methodology

The review committee will indicate clearly which specific QM standards a course under review meets or

does not yet meet. The standards set in the QM Rubric are intended to generate constructive feedback,

which will be used by the Course Representative in the subsequent development of the course.

Criteria

The criteria that will be applied to the assessment process are categorized as follows:

1. Course Overview and Introduction

o Clarity of starting instructions

o Purpose and structure of course

o Etiquette expectations

o Course and institutional policies

o Minimum technology

o Prerequisite knowledge

o Minimum technical skills

o Instructor self-introduction

o Student self-introduction

2. Learning Objectives (Competencies)

o Course learning objectives

o Module/unit learning objectives

o Statement of objectives

o Objectives and activities

o Suitability of objectives

38 | P a g e

3. Assessment and Measurement

o Measurement of stated learning objectives

o Course grading policy

o Specific and descriptive criteria

o Sequenced, varied, and suitable assessment

o Multiple opportunities to track progress

4. Instructional Materials

o Instructional materials contribute to achievement of objectives

o Clear explanation of purpose of instructional materials

o Appropriate citation

o Currency of instructional materials

o Variety of instructional materials

o Distinction between required and optional materials

5. Course Activities and Learner Interaction

o Learning activities promote achievement of objectives

o Learning activities provide opportunities for interaction

o Clearly stated instructor’s plan for classroom response

o Clearly stated requirements for interaction

6. Course Technology

o Course tools support learning objectives and competencies

o Course tools promote learner engagement

o Required technologies are readily available

o Course technologies are current

o Links provided to privacy policies for external tools

7. Learner Support

o Course instructions articulate or link to what support is offered

o Course instructions articulate or link to accessibility policies and services

o Course instructions articulate or link to institutional academic support

o Course instructions articulate or link to student services

8. Accessibility and Usability

o Course navigation facilitates use

o Information provided about accessibility of required technology

o Course provides alternative means of access

o Course design facilitates readability

o Course multimedia facilitate use

Timetable

This assessment will begin in spring 2015, and will sample two (2) undergraduate courses and one (1)

graduate course per term. This review may issue periodic recommendations for further improvement.

39 | P a g e

Course Code

Course Name Fall

2014 Spring 2015

Summer 2015

Fall 2015

Spring 2016

Summer 2016

Fall 2016

Spring 2017

Summer 2017

Fall 2017

Spring 2018

Summer 2018

Fall 2018

Spring 2019

Summer 2019

Fall 2019

MIS CC 130

Computer Applications: For Profit & Non-Profit Management

x o o o o o o o o x o o o o o o

BUS 111 SYS

Principles of Business

o x o o o o o o o x o o o o o o

MIS 121 SYS

Principles of Management

o x o o o o o o o o x o o o o o

SOC 121 SEL

Introduction to Sociology

o o x o o o o o o o x o o o o o

PSC CC 140 Political & Economic Philosophy

o o x o o o o o o o o x o o o o

MKT 231 SEL

Principles of Marketing

o o o x o o o o o o o x o o o

ECO 231 SYS

Macroeconomics o o o x o o o o o o o o x o o o

GOV CC 150

American Government

o o o o x o o o o o o o x o o o

ECO 241 SYS

Microeconomics o o o o x o o o o o o o x o o o

MGT 241 SEL

Entrepreneurship o o o o o x o o o o o o o x o o

ENG 361 VAL

Managerial & Business Writing

o o o o o x o o o o o o o x o o

LAW 351 SYS

Business Law o o o o o o x o o o o o o o x o

MIS 351 SKI

Principles of Project Management

o o o o o o x o o o o o o o x o

MGT 361 SEL

Human Resources Management

o o o o o o o x o o o o o o o x

BUS 472 SEL

International Business & Economies

o o o o o o o x o o o o o o o x

BUS 471 SKI

Operations Management

o o o o o o o o x o o o o o o x

ECO 481 E-Commerce and o o o o o o x o o o o o o x

Schedule of QM Review of Fully Online Courses

40 | P a g e

SEL the Digital Economy

HSM 121 SEL

Health Services Management

o x o o o o x o o o o o o o o o

HSM 241 SKI

Diversity in Healthcare

o x o o o o x o o o o o o o o

HSM 351 SEL

Principles of Psychology

o o o x o o o o x o o o o o o o

HSM 361 SYS

Healthcare HR Management

o o o o x o o o o x o o o o o o

HSM 471 SYS

Healthcare Financing

o o o o o x o o o o x o o o o o

HSM 481 SEL

Introduction to Gerontology

o o o o o o x o o o o x o o o o

HSM 482 VAL

Regulatory Aspects of Healthcare

x o o o o o o x o o o o x o o o

GMT 615 SYS

Intra & Entrepreneurship & Business Management

o x o o o o o o o o o o o o o o

GMT 725 SEL

Marketing in a Flat World

o x o o o o o x o o o o o o o

GMT 735 SYS

Innovation and Knowledge Management

o o o x o o o o o x o o o o o o

GMT 616 VAL

Intra & Entrepreneurship & Business Management

o o o o x o o o o o x o o o o o

GMT 725 VAL

Marketing in a Flat World

o o o o o x o o o o o x o o o o

GMT 735 SEL

Innovation and Knowledge Management

o o o o o o x o o o o o x o o o

Fin 615 SEL Human Focused Technology

o x o o o o o x o o o o o x o o

Fin 725 VAL

Risk Management o o x o o o o x o o o o o o o o

FIN 735 SYS

Investment Analysis

o o o x o o o o x o o o o o o o

FIN 615 Financial Markets o o o o x o o o x o o o o o o

41 | P a g e

SYS

FIN 725 SYS

Corporate Finance o o o o o x o o o o x o o o o o

Fin 735 SEL Contemporary Issues in Financial Services

o o o o o o x o o o o x o o o o

MDM 615 VAL

Entertainment Law o x o o o o o x o o o o o o o

MDM 725 SEL

Media Marketing o o x o o o o x o o o o o o o

MDM 735 SYS

Managing Electronic Broadcast Industries

o o 0 x o o o o x o o o o o o

MDM 615 SEL

New Media o o o o x o o o o o x o o o o o

MDM 725 SYS

Music and Publishing

o o o o o x o o o o o x o o o o

MDM 735 VAL

Media, Culture & Society

o o o o o o x o o o o o x o o o

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Appendix C Constructive Action Assessment

The information on this page is repeated to provide a detailed description of each measure used in the

assessment process.

Measure Description:

Business degree programs provide students with the opportunity to broaden their knowledge of the field

of business and to develop the necessary skills for successful careers in business. Programs include high-

quality associate, baccalaureate, and master’s degree curricula. These programs are oriented towards a

practitioner-based model where management theories are fully integrated into the curricula and students

are expected to complete their respective programs with tangible outcomes, through Purpose Centered

Education, the hallmark of which is the Constructive Action (CA). At the center of each Metropolitan

College degree program is our Constructive Action learning model, a systematic process that ensures that

student master every level in their chosen area. Specifically, this approach enables students to complete a

series of focused tasks at school and at work – each one designed to give them the critical skills necessary

to develop, implement, and assess comprehensive and realistic implementable action plans. As a result,

students will leave Metropolitan College with an unmatched wealth of practical experience backed by a

body of living case studies they can carry with them throughout their careers. The undergraduate degree

consists of the following Purposes:

Associate of Science in Business

Developing Career Goals

Developing Team Dynamics

Crafting a Marketing Strategy

Identifying Ventures

Bachelor of Business Administration

Developing Career Goals

Developing Team Dynamics

Crafting a Marketing Strategy

Identifying Ventures

Developing Implementation and Change Plans

Creating a Human Resource Plan

Creating Financial Plans

Actualization of the Business

The four purposes in the AS degree are seamlessly integrated into the BBA.

Business Administration in Healthcare Systems Management

Self-Assessment & Career Development

Developing Professional Relationships in the Healthcare Field

Quality Management in the Healthcare Field

Assessing Community Healthcare Needs

Marketing Healthcare

Managing Human Resources in Healthcare

Managing Fiscal & Economic Resources in Healthcare

Creating an Innovative Business Plan for Healthcare Service

43 | P a g e

Master of Business Administration

Industry & Venture

Business Planning

Implementation, Actualization, and Evaluation

Implementation Goals:

Undergraduate:

Short-Term (1.5 Years)

1. Assess Purpose 1 (Design and Assessment) and Purpose 3 (Market Analysis, Planning and

Promotion) every semester;

2. Increase the number of students’ Constructive Actions assessed in the previous semester;

3. Show an increase in performance of student’s Constructive Action document from the previous

year, commencing Spring 2012.


1. Expand assessment to all Purposes beginning Fall 2011 (Purposes 1 -6); Spring 2012 (Purpose 7);

Summer 2012 (Purpose 8);

2. Make changes to programs based on students’ academic performance;

3. Show progressive increase in student performance from year 1 to 5.

Graduate:

Short-Term (1 Year)

1. Administer assessment every semester, commencing Fall 2012;

2. Increase the number of assessments that are conducted for the Constructive Action courses;

3. Show an increase in students’ performance in their Constructive Action documents from the

previous year, commencing Fall 2012


1. Make changes to programs based on students’ academic achievement;

2. Show a progressive increase in student performance from year 1 to 5.

Factors that affect data collection:

Instructors may not complete rubric and submit data since it is not part of their teaching requirements. To

address this issue the School for Business will include an agenda item in the faculty meetings.

How to interpret data:

Data is prepared as a summary statement on a semester basis. It will be interpreted by the faculty and

presented at semester faculty meetings, as well as the annual planning retreat.

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Appendix D Business Programs Assessment Rubrics SCHOOL FOR BUSINESS Rubric for Assessment and Grading Criteria for Purpose 1 CA: Self -Assessment & Career Planning

OUTCO

ME DESCRIPTION

EXCEEDS

EXPECTED GOALS

MAXIMUM OF 10

MEETS EXPECTED

GOALS

MAXIMUM OF 9

NEEDS

IMPROVEMENT

MAXIMUM OF 8

MEETS

MINIMUM

REQUIREMENT

MAXIMUM OF 7

DOES NOT MEET

THE MINIMUM

REQUIREMENT

MAXIMUM OF 6.5

AN

AL

YS

I

S

To what extent does the student

provide analytical details of the CA

project?

Detailed analyses

provided in every

category.

Less detailed

analyses provided

in every category.

Moderate analyses

provided in every

category.

Minimally

acceptable

analyses provided

in every category.

Insufficient analysis

provided throughout;

student barely engaged

in the purpose.

CO

MP

LE

TE

NE

SS

To what degree does the completed

CA document contain all the

required chapters? The required

sections of the CA are: Table of

Contents, Topic Statement, Work

Setting, Situation Analysis,

Problem or Needs Analysis, Plan

of Action, Critical Logs,

Background Research, Analysis by

Dimension, Final Assessment, and

Abstract. The parameters of these

categories should be clearly

outlined in the Purpose 1 handbook

and/or in the CA Instructors’

syllabus.

Contains all

required sections,

thorough and

comprehensive.

Contains 5 logs.

Contains all

required sections,

but some less

detailed; Contains 4

logs.

Contains all

sections but some

are brief and vague.

Contains 3 logs.

Some key

sections missing

and others are

brief. Contains 2

logs.

Most sections missing

and those present are

too brief.

PU

RP

OS

E

-

CE

NT

ER

ED

ED

UC

AT

I

ON

INT

EG

RA

TIO

N To what degree has the student

considered integration of Self &

Others dimension into the

Constructive Action process?

Strong integration

of Self & Others

dimension into the

CA.

Very good

integration of Self

& Others

dimension into the

CA.

Moderate

integration of Self

& Others

dimension into the

CA.

Minimal

integration of

Self & Others

dimension into

the CA.

No integration of Self

& Others dimension

into the CA.

45 | P a g e

To what degree has the student

considered the integration of the

Values & Ethics dimension into the


Strong integration

of Values & Ethics

dimension into the

CA.

Very good

integration of

Values & Ethics

dimension into the

CA

Moderate

integration of

Values & Ethics

dimension into the

CA

Minimal

integration of

Values & Ethics

dimension into

the CA

No integration of

Values & Ethics

dimension into the CA.



Skills dimension into the


Strong integration

of Skills

dimension into the

CA.

Very good

integration of Skills

dimension into the

CA.

Moderate

integration of

Skills dimension

into the CA.

Minimal

integration of

Skills dimension

into the CA.

No integration of

Skills dimension into

the CA.


considered integration of the

Systems dimension into the


Strong integration

of the Systems

dimension into the

CA.

Very good

integration of the

Systems dimension

into the CA.

Moderate

integration of the

Systems dimension

into the CA.

Minimal

integration of the

Systems

dimension into

the CA.

No integration of the

Systems dimension into

the CA.

SE

LF

-

AS

SE

SS

ME

NT

To what degree does the CA

document constitute an

introspective and comprehensive

self- assessment on the part of the

student regarding his/her specific

career goals and general value

system?

Thoughtful and

honest self-

assessment.

Concretely and

enthusiastically

addresses CA

project.

A thoughtful and

honest self-

assessment, but

lacking in detail.

Satisfactory

attempt at self-

assessment, but

lacking in insight

and detail.

Vague and brief

self-assessment.

Minimal evidence of

self-assessment.

CO

MM

UN

ICA

TI

ON

To what degree is the CA

document written in clear, coherent

English, free of spelling and

grammatical errors?

Excellent,

effective, clear and

error-free writing

throughout.

Good command of

written English but

some grammatical

and spelling

mistakes still

apparent.

Satisfactory

command of

written English

with several

grammatical and

spelling mistakes.

Minimal

command of

written English

with numerous

grammatical and

spelling mistakes.

CA Document is almost

unintelligible and has

glaring grammatical

and spelling mistakes.

CR

ITIC

AL

TH

INK

ING

To what degree does the student

exhibit critical thinking skills (the

ability to identify a problem, to

devise alternative solutions to the

problem, to enact a reasonable

logical plan of action, and to

monitor/critically evaluate the

Problem clearly

defined. Plan of

action

enthusiastically

enacted and

documented.

Problem relatively

well defined with

sound plan of

action.

Moderately defined

problem with

satisfactory plan of

action.

Vaguely defined

problem with

unclear plan of

action.

No real problem

defined and no clear

plan of action.

46 | P a g e

success or failure of the proposed

plan)?

LO

GIC

/

RE

AS

ON

IN

G


provide logical interpretation of

results and draw valid conclusions

supported by evidence?

Logical

interpretation of

results and valid

conclusions fully

supported by

evidence.

Logical

interpretation of

results adequately

supported by

evidence.

Logical

interpretation of

results; results

partially supported

by evidence.

Unclear

interpretation, of

results; with

minimal

evidence.

Illogical or no

interpretation of results.

47 | P a g e

RE

SE

AR

CH


exhibit research skills

commensurate with the college

level? This includes following

basic competencies:

1. To successfully obtain

information from a number of

different types of sources;

2. To distinguish relevant from

irrelevant information;

3. To distinguish between

credible vs. questionable

sources;

4. To organize information into a

comprehensive and coherent

presentation, including the

ability to summarize and

critically evaluate source

material;

5. To exhibit proper citation

methodology wherever

appropriate.

Six or more

sources consulted,

critically evaluated

with correct

citations.

Five sources

consulted but less

detailed critical

evaluation, correct

citation provided.

Four sources

consulted, with less

detailed critical

evaluation, correct

citations.

Three sources

consulted and

minimally

evaluated with

some incorrect

citations.

Two or fewer sources

consulted, with vague

evaluation and

incorrect (or no)

citations throughout.

CO

MP

RE

HE

NS

IVE

N

ES

S To what degree is the student’s

work thorough, detailed and

comprehensive?

All sections

completed and

presented in detail.

Student has clearly

documented what

was learned in the

CA.

All sections

completed but with

less detail. Student

has mostly

documented what

was learned in the

CA

All sections

completed but with

moderate detail.

Student has

modestly

documented what

was learned in the

CA.

Some incomplete

sections with

minimal detail

and

documentation

about what was

learned in the CA

Most sections

incomplete with little

to no detail and

documentation of what

was learned in the CA

48 | P a g e

SCHOOL FOR BUSINESS Rubric for Assessment and Grading Criteria for Purpose 2 CA: Working in Groups

IND

US

TR

Y

EX

PO

SU

RE

Degree to which student has

identified a clear career path within

the business context and has

explored the requirements for

success in this career path.

Path clearly

defined; plan

thoroughly

researched and

enacted.

Path less clearly

defined; plan well

reached and mostly

enacted.

Path moderately

defined; plan

moderately

researched and

enacted.

Path minimally

defined; plan

minimally

researched and

enacted.

Undefined path; plan

not logically researched

and enacted.

Total Score for CA

Average of the above ten

categories

Numeric Grade Letter Grade

OUTCO

ME DESCRIPTION

EXCEEDS

EXPECTED GOALS

MAXIMUM OF 10

MEETS EXPECTED

GOALS

MAXIMUM OF 9

NEEDS

IMPROVEMENT

MAXIMUM OF 8

MEETS

MINIMUM

REQUIREMENT

MAXIMUM OF 7

DOES NOT MEET

THE MINIMUM

REQUIREMENT

MAXIMUM OF 6.5

AN

AL

YS

I

S



project?

Detailed analyses

provided in every

category.

Less detailed

analyses provided

in every category.

Moderate analyses

provided in every

category.

Minimally

acceptable

analyses provided

in every category.




in the purpose.

CO

MP

LE

TE

NE

SS















Contains all

required sections,

thorough and

comprehensive.

Contains 5 logs.

Contains all

required sections,

but some less


logs.

Contains all

sections but some


Contains 3 logs.

Some key

sections missing

and others are

brief. Contains 2

logs.



too brief.

49 | P a g e

syllabus.

PU

RP

OS

E-C

EN

TE

RE

D E

DU

CA

TIO

N

INT

EG

RA

TIO

N





Strong integration

of Self & Others

dimension into the

CA.

Very good

integration of Self

& Others

dimension into the

CA.

Moderate

integration of Self

& Others

dimension into the

CA.

Minimal

integration of

Self & Others

dimension into

the CA.


& Others dimension

into the CA.





Strong integration

of Values & Ethics

dimension into the

CA.

Very good

integration of

Values & Ethics

dimension into the

CA.

Moderate

integration of

Values & Ethics

dimension into the

CA.

Minimal

integration of

Values & Ethics

dimension into

the CA.

No integration of

Values & Ethics






Strong integration

of Skills dimension

into the CA.

Very good


dimension into the

CA.

Moderate


dimension into the

CA.

Minimal

integration of

Skills dimension

into the CA.

No integration of Skills






Strong integration

of the Systems

dimension into the

CA.

Very good

integration of the

Systems dimension

into the CA.

Moderate

integration of the

Systems dimension

into the CA.

Minimal

integration of the

Systems

dimension into

the CA.



the CA.

WO

RK

ING

IN G

RO

UP

S


document effectively address

issues related to group dynamics in

the work place?

CA project directly

and

comprehensively

addresses the

problem of group

dynamics.

A thoughtful

analysis of group

dynamics. All

sections present,

but less detailed.

Satisfactory

attempt at analysis

of group dynamics

and lacking in

detail.

Vague and brief

analysis of the

Purpose.

Minimal evidence of

analysis; little to no

detail.

50 | P a g e

CO

MM

UN

ICA

TI

ON




grammatical errors?

Excellent,


error-free writing

throughout.

Good command of

written English but

some grammatical

and spelling

mistakes still

apparent.

Satisfactory

command of

written English

with several

grammatical and

spelling mistakes.

Minimal

command of

written English

with numerous

grammatical and

spelling mistakes.



glaring grammatical


CR

ITIC

AL

TH

INK

ING


exhibit critical thinking skills (the







plan)?

Problem clearly

defined. Plan of

action

enthusiastically

enacted and

documented.

Problem relatively

well defined with

sound plan of

action.

Moderately defined

Problem with


action.

Vaguely defined

problem with

unclear plan of

action.

No real problem


plan of action.

LO

GIC

/

RE

AS

ON

IN

G

To what extent the student

provides logical interpretation of

results and draws valid conclusions


Logical

interpretation of

results and valid

conclusions fully

supported by

evidence.

Logical

interpretation of

results adequately

supported by

evidence.

Logical

interpretation of

results; results

partially supported

by evidence.

Unclear

interpretation, of

results; with

minimal

evidence.

Illogical or no


51 | P a g e

RE

SE

AR

CH





basic competencies:








sources;






material;



appropriate.

Six or more

sources consulted,


with correct

citations.

Five sources

consulted but less

detailed critical

evaluation, correct

citation provided.

Four sources


detailed critical

evaluation, correct

citations.

Three sources

consulted and

minimally

evaluated with

some incorrect

citations.



evaluation and

incorrect (or no)


CO

MP

RE

HE

NS

IVE

N

ES



comprehensive?

All sections

completed and


Student has clearly

documented what

was learned in the

CA.

All sections

completed but with

less details. Student

has mostly

documented what

was learned in the

CA.

All sections

completed but with

moderate detail.

Student has

modestly

documented what

was learned in the

CA.

Some incomplete

sections with

minimal detail

and

documentation

about what was

learned in the

CA.

Most sections

incomplete with little to

no detail and


was learned in the CA.

52 | P a g e

SCHOOL FOR BUSINESS Rubric for Assessment and Grading Criteria for 3 CA: Marketing Analysis, Planning & Promotion

IND

US

TR

Y

EX

PO

SU

RE






Path clearly

defined; plan

thoroughly

researched and

enacted.

Path less clearly

defined; plan well

reached and mostly

enacted.

Path moderately

defined; plan

moderately

researched and

enacted.

Path minimally

defined; plan

minimally

researched and

enacted.



and enacted.

Total Score for CA


categories


OUTCO

ME DESCRIPTION

EXCEEDS

EXPECTED GOALS

MAXIMUM OF 10

MEETS EXPECTED

GOALS

MAXIMUM OF 9

NEEDS

IMPROVEMENT

MAXIMUM OF 8

MEETS

MINIMUM

REQUIREMENT

MAXIMUM OF 7

DOES NOT MEET

THE MINIMUM

REQUIREMENT

MAXIMUM OF 6.5

AN

AL

YS

IS



project?

Detailed analyses

provided in every

category.

Less detailed

analyses provided

in every category.

Moderate analyses

provided in every

category.

Minimally

acceptable

analyses provided

in every category.




in the purpose.

CO

MP

LE

TE

NE

SS














Contains all

required sections,

thorough and

comprehensive.

Contains 5 logs.

Contains all

required sections,

but some less


logs.

Contains all

sections but some


Contains 3 logs.

Some key

sections missing

and others are

brief. Contains 2

logs.



too brief.

53 | P a g e


syllabus.

PU

RP

OS

E-C

EN

TE

RE

D E

DU

CA

TIO

N

INT

EG

RA

TIO

N

To what degree has the student considered integration of Self & Others dimension into the Constructive Action process?

Strong integration

of Self & Others

dimension into the

CA.

Very good

integration of Self

& Others

dimension into the

CA.

Moderate

integration of Self

& Others

dimension into the

CA.

Minimal

integration of

Self & Others

dimension into

the CA.


& Others dimension

into the CA.

To what degree has the student considered the integration of the Values & Ethics dimension into the Constructive Action process?

Strong integration

of Values & Ethics

dimension into the

CA.

Very good

integration of

Values & Ethics

dimension into the

CA.

Moderate

integration of

Values & Ethics

dimension into the

CA.

Minimal

integration of

Values & Ethics

dimension into

the CA.

No integration of

Values & Ethics


To what degree has the student considered the integration of the Skills dimension into the Constructive Action process?

Strong integration

of Skills dimension

into the CA.

Very good


dimension into the

CA.

Moderate


dimension into the

CA.

Minimal

integration of

Skills dimension

into the CA.



To what degree has the student considered integration of the Systems dimension into the Constructive Action process?

Strong integration

of the Systems

dimension into the

CA.

Very good

integration of the

Systems dimension

into the CA.

Moderate

integration of the

Systems dimension

into the CA.

Minimal

integration of the

Systems

dimension into

the CA.



the CA.

MA

RK

ET

IN

G

AN

AL

YS

IS/

MA

RK

ET

IN

G P

LA

N


demonstrate appreciation of the

marketing environment and its

relationship to marketing problems

and decisions?

Thoughtful and

honest marketing

plan.

All sections

present.

Thoughtful and

honest marketing

plan.

All sections

present; some

Satisfactory

attempt at

marketing plan.

Some sections too

brief.

Deficient attempt

at marketing

plan.

Marketing plan

both vague and

Incomplete marketing

plan.

Some sections missing.

Some sections too

54 | P a g e

Did the student analyze elements

of the marketing mix, their

interrelationships, and how they

are used in the marketing process?

Was the student able to analyze the

characteristics, motivations, and

behaviors of consumers?

CA project

addressed

concretely and

enthusiastically.

lacking in detail. brief. brief.

CO

MM

UN

ICA

TI

ON




grammatical errors?

Excellent,


error-free writing

throughout.

Good command of

written English but

some grammatical

errors and spelling

mistakes still

apparent.

Satisfactory

command of

written English

with several

grammatical errors

and spelling

mistakes.

Minimal

command of

written English

with numerous

grammatical

errors and

spelling mistakes.



glaring grammatical

errors and spelling

mistakes

CR

ITIC

AL

TH

INK

ING

To what degree does the student exhibit critical thinking skills (the ability to identify a problem, to devise alternative solutions to the problem, to enact a reasonable logical plan of action, and to monitor/critically evaluate the success or failure of the proposed plan)?

Problem clearly

defined. Plan of

action

enthusiastically

enacted and

documented.

Problem relatively

well defined with

sound plan of

action.

Moderately defined

problem with


action.

Vaguely defined

problem with

unclear plan of

action.

No real problem


plan of action.

LO

GIC

/

RE

AS

ON

IN

G

To what extent the student provides logical interpretation of results and draws valid conclusions supported by evidence.

Logical

interpretation of

results and valid

conclusions fully

supported by

evidence.

Logical

interpretation of

results adequately

supported by

evidence.

Logical

interpretation of

results; results

partially supported

by evidence.

Unclear

interpretation of

results; with

minimal

evidence.

Illogical or no


55 | P a g e

RE

SE

AR

CH

To what degree does the student exhibit research skills commensurate with the college level? This includes the following basic competencies: 1. To successfully obtain

information from a number of different types of sources;

2. To distinguish relevant from irrelevant information;

3. To distinguish between credible vs. questionable sources;

4. To organize information into a comprehensive and coherent presentation, including the ability to summarize and critically evaluate source material;

5. To exhibit proper citation methodology wherever appropriate.

Six or more

sources consulted,


with correct

citations.

Five sources

consulted but less

detailed critical

evaluation, correct

citation provided.

Four sources


detailed critical

evaluation, correct

citations.

Three sources

consulted and

minimally

evaluated, with

some incorrect

citations.



evaluation and

incorrect (or no)


CO

MP

RE

HE

NS

IVE

NE

SS

To what degree is the student’s work thorough, detailed and comprehensive?

All sections

completed and


Student has clearly

demonstrated what

was learned in the

CA.

All sections

completed but with

less detail. Student

has mostly

documented what

was learned in the

CA.

All sections

completed but with

moderate detail.

Student has

modestly

documented what

was learned in the

CA.

Some incomplete

sections, with

minimal detail

and

documentation,

about what was

learned in the

CA.

Most sections

incomplete, with little

to no detail and



56 | P a g e

IND

US

TR

Y

EX

PO

SU

RE

Degree to which student has identified a clear career path within the business context and has explored the requirements for success in this career path.

Path clearly

defined. Plan

thoroughly

researched and

enacted.

Path less clearly

defined. Plan well

reached and mostly

enacted.

Path moderately

defined. Plan

moderately

researched and

enacted.

Path minimally

defined. Plan

minimally

researched and

enacted.

Undefined path. Plan


and enacted.

Total Score for CA Average of the above ten categories


57 | P a g e

SCHOOL FOR BUSINESS Rubric for Assessment and Grading Criteria for Purpose 4 CA: Entrepreneurship & Managing the Small Business

OUTCO

ME DESCRIPTION

EXCEEDS

EXPECTED GOALS

MAXIMUM OF 10

MEETS EXPECTED

GOALS

MAXIMUM OF 9

NEEDS

IMPROVEMENT

MAXIMUM OF 8

MEETS

MINIMUM

REQUIREMENT

MAXIMUM OF 7

DOES NOT MEET

THE MINIMUM

REQUIREMENT

MAXIMUM OF 6.5

AN

AL

YS

I

S



project?

Detailed analyses

provided in every

category.

Less detailed

analyses provided

in every category.

Moderate analyses

provided in every

category.

Minimally

acceptable

analyses provided

in every category.




in the purpose

CO

MP

LE

TE

NE

SS















syllabus.

Contains all

required sections,

thorough and

comprehensive.

Contains 5 logs

Contains all

required sections,

but some less


logs.

Contains all

sections but some


Contains 3 logs

Some key

sections missing

and others are

brief. Contains 2

logs.



too brief

PU

RP

OS

E-

CE

NT

ER

ED

ED

UC

AT

ION

INT

EG

RA

TIO





Strong integration

of Self & Others

dimension into the

CA.

Very good

integration of Self

& Others

dimension into the

CA.

Moderate

integration of Self

& Others

dimension into the

CA.

Minimal

integration of

Self & Others

dimension into

the CA.


& Others dimension

into the CA.





Strong integration

of Values & Ethics

dimension into the

CA.

Very good

integration of

Values & Ethics

dimension into the

Moderate

integration of

Values & Ethics

dimension into the

Minimal

integration of

Values & Ethics

dimension into

No integration of

Values & Ethics

dimension into the CA

58 | P a g e

CA CA the CA





Strong integration

of Skills dimension

into the CA.

Very good


dimension into the

CA.

Moderate

integration of

Skills dimension

into the CA.

Minimal

integration of

Skills dimension

into the CA.







Strong integration

of the Systems

dimension into the

CA.

Very good

integration of the

Systems dimension

into the CA.

Moderate

integration of the

Systems dimension

into the CA.

Minimal

integration of the

Systems

dimension into

the CA.



the CA.

EN

TR

EP

RE

NE

UR

SH

IP To what degree does the CA


issues related to entrepreneurship

and small business management?

CA project directly

and

comprehensively

addresses

entrepreneurship

and small business

management.

A thoughtful

analysis of

entrepreneurship

and small business

management. All

sections present,

but less detailed.

Satisfactory

attempt at analysis

of problems related

to entrepreneurship

and small business

management.

Sections are brief.

Vague and brief

analysis of the

Purpose.

Minimal evidence of

analysis of

entrepreneurship and

small business

management; some

sections are missing

and others too brief.

CO

MM

UN

ICA

TI

ON




grammatical errors?

Excellent,


error-free writing

throughout.

Good command of

written English but

some grammatical

and spelling

mistakes still

apparent.

Satisfactory

command of

written English

with several

grammatical and

spelling mistakes.

Minimal

command of

written English

with numerous

grammatical and

spelling mistakes.



glaring grammatical


CR

ITIC

AL

TH

INK

ING


exhibit Critical Thinking skills (the







Problem clearly

defined. Plan of

action

enthusiastically

enacted and

documented.

Problem relatively

well defined with

sound plan of

action.

Moderately defined

Problem with


action.

Vaguely defined

problem with

unclear plan of

action.

No real problem


plan of action.

59 | P a g e

plan)?

LO

GIC

/

RE

AS

ON

IN

G




supported by evidence.

Logical

interpretation of

results and valid

conclusions fully

supported by

evidence.

Logical

interpretation of

results adequately

supported by

evidence.

Logical

interpretation of

results; results

partially supported

by evidence.

Unclear

interpretation, of

results; with

minimal

evidence.

Illogical or no


RE

SE

AR

CH





basic competencies:








sources;






material;



appropriate.

Six or more

sources consulted,


with correct

citations.

Five sources

consulted but less

detailed critical

evaluation, correct

citation provided.

Four sources


detailed critical

evaluation, correct

citations.

Three sources

consulted and

minimally

evaluated with

some incorrect

citations.



evaluation and

incorrect (or no)


60 | P a g e

CO

MP

RE

HE

NS

IVE

N

ES



comprehensive?

All sections

completed and


Student has clearly

demonstrated what

was learned in the

CA.

All sections

completed but with


has mostly

documented what

was learned in the

CA.

All sections

completed but with

moderate details.

Student has

modestly

documented what

was learned in the

CA.

Some incomplete

sections with

minimum details

and

documentation

about what was

learned in the

CA.

Most sections

incomplete with hardly

any details and



IND

US

TR

Y

EX

PO

SU

RE






Path clearly

defined. Plan

thoroughly

researched and

enacted.

Path less clearly

defined. Plan well

reached and mostly

enacted.

Path moderately

defined. Plan

moderately

researched and

enacted.

Path minimally

defined; plan

minimally

researched and

enacted.

Undefined Path. Plan


and enacted.

Total Score for CA


categories


61 | P a g e

SCHOOL FOR BUSINESS Rubric for Assessment and Grading Criteria for Purpose 5 CA: Managing Information & Change

OUTCO

ME DESCRIPTION

EXCEEDS

EXPECTED GOALS

MAXIMUM OF 10

MEETS EXPECTED

GOALS

MAXIMUM OF 9

NEEDS

IMPROVEMENT

MAXIMUM OF 8

MEETS

MINIMUM

REQUIREMENT

MAXIMUM OF 7

DOES NOT MEET

THE MINIMUM

REQUIREMENT

MAXIMUM OF 6.5

AN

AL

YS

I

S


provides analytical details of the

CA project?

Detailed analyses

provided in every

category.

Less detailed

analyses provided

in every category.

Moderate analyses

provided in every

category.

Minimally

acceptable

analyses provided

in every category.




in the purpose

CO

MP

LE

TE

NE

SS















syllabus.

Contains all

required sections,

thorough and

comprehensive.

Contains 5 logs.

Contains all

required sections,

but some less


logs.

Contains all

sections but some


Contains 3 logs.

Some key

sections missing

and others are

brief. Contains 2

logs.



too brief.

PU

RP

OS

E-

CE

NT

ER

ED

ED

UC

AT

ION

INT

EG

RA

TIO





Strong integration

of Self & Others

dimension into the

CA.

Very good

integration of Self

& Others

dimension into the

CA.

Moderate

integration of Self

& Others

dimension into the

CA.

Minimal

integration of

Self & Others

dimension into

the CA.


& Others dimension

into the CA.





Strong integration

of Values & Ethics

dimension into the

CA.

Very good

integration of

Values & Ethics

dimension into the

Moderate

integration of

Values & Ethics

dimension into the

Minimal

integration of

Values & Ethics

dimension into

No integration of

Values & Ethics


62 | P a g e

CA. CA. the CA.





Strong integration

of Skills

dimension into the

CA.

Very good


dimension into the

CA.

Moderate


dimension into the

CA.

Minimal

integration of

Skills dimension

into the CA.







Strong integration

of the Systems

dimension into the

CA.

Very good

integration of the

Systems dimension

into the CA.

Moderate

integration of the

Systems dimension

into the CA.

Minimal

integration of the

Systems

dimension into

the CA.



the CA.

MA

NA

GIN

G

INF

OR

MA

TIO

N

& C

HA

NG

E



issues related to managing

information and change?

CA project directly

and

comprehensively

addresses the

problem of

managing

information and

change.

A thoughtful

analysis of

managing

information and

change in the work

place. All sections

present, but less

detailed.

Satisfactory

attempt at analysis

of problems related

to managing

information and

change. Sections

are brief.

Vague and brief

analysis of the

Purpose.

Minimal evidence of

analysis of managing

information and

change; some sections

are missing and others

too brief.

CO

MM

UN

ICA

TI

ON




grammatical errors?

Excellent,


error- free writing

throughout.

Good command of

written English but

some grammatical

and spelling

mistakes still

apparent.

Satisfactory

command of

written English

with several

grammatical and

spelling mistakes.

Minimal

command of

written English

with numerous

grammatical and

spelling mistakes.



glaring grammatical

and spelling mistakes

CR

ITIC

AL

TH

INK

ING









Problem clearly

defined. Plan of

action

enthusiastically

enacted and

documented.

Problem relatively

well defined with

sound plan of

action

Moderately defined

Problem with


action

Vaguely defined

problem with

unclear plan of

action

No real problem


plan of action

63 | P a g e

plan)?

LO

GIC

/

RE

AS

ON

IN

G



results and draws valid

conclusions supported by evidence

Logical

interpretation of

results and valid

conclusions fully

supported by

evidence

Logical

interpretation of

results adequately

supported by

evidence

logical

interpretation of

results; results

partially supported

by evidence

Unclear

interpretation, of

results; with

minimal

evidence

Illogical or no

interpretation of results

RE

SE

AR

CH





basic competencies:








sources;






material;



appropriate.

Six or more

sources consulted,


with correct

citations.

Five sources

consulted but less

detailed critical

evaluation, correct

citation provided.

Four sources


detailed critical

evaluation, correct

citations.

Three sources

consulted and

minimally

evaluated with

some incorrect

citations.



evaluation and

incorrect (or no)


64 | P a g e

CO

MP

RE

HE

NS

IVE

NE

SS

To what degree is the student’s


comprehensive?

All sections

completed and


Student has clearly

demonstrated what

was learned in the

CA.

All sections

completed but with


has mostly

documented what

was learned in the

CA.

All sections

completed but with

moderate details.

Student has

modestly

documented what

was learned in the

CA.

Some incomplete

sections with

minimum details

and

documentation

about what was

learned in the

CA.

Most sections


any details and



IND

US

TR

Y

EX

PO

SU

RE






Path clearly

defined. Plan

thoroughly

researched and

enacted.

Path less clearly

defined. Plan well

reached and mostly

enacted.

Path moderately

defined. Plan

moderately

researched and

enacted.

Path minimally

defined; plan

minimally

researched and

enacted.



and enacted.

Total Score for CA


categories


65 | P a g e

SCHOOL FOR BUSINESS Rubric for Assessment and Grading Criteria for Purpose 6 CA: Human Resource Management

OUTCO

ME DESCRIPTION

EXCEEDS

EXPECTED GOALS

MAXIMUM OF 10

MEETS EXPECTED

GOALS

MAXIMUM OF 9

NEEDS

IMPROVEMENT

MAXIMUM OF 8

MEETS

MINIMUM

REQUIREMENT

MAXIMUM OF 7

DOES NOT MEET

THE MINIMUM

REQUIREMENT

MAXIMUM OF 6.5

AN

AL

YS

I

S



project?

Detailed analyses

provided in every

category.

Less detailed

analyses provided

in every category.

Moderate analyses

provided in every

category.

Minimally

acceptable

analyses provided

in every category.




in the purpose

CO

MP

LE

TE

NE

SS















syllabus.

Contains all

required sections,

thorough and

comprehensive.

Contains 5 logs

Contains all

required sections,

but some less


logs.

Contains all

sections but some


Contains 3 logs

Some key

sections missing

and others are

brief. Contains 2

logs.



too brief.

PU

RP

OS

E-

CE

NT

ER

ED

ED

UC

AT

ION

INT

EG

RA

TIO





Strong integration

of Self & Others

dimension into the

CA.

Very good

integration of Self

& Others

dimension into the

CA.

Moderate

integration of Self

& Others

dimension into the

CA.

Minimal

integration of

Self & Others

dimension into

the CA.


& Others dimension

into the CA.





Strong integration

of Values & Ethics

dimension into the

CA.

Very good

integration of

Values & Ethics

dimension into the

Moderate

integration of

Values & Ethics

dimension into the

Minimal

integration of

Values & Ethics

dimension into

No integration of

Values & Ethics


66 | P a g e

CA CA the CA





Strong integration

of Skills dimension

into the CA.

Very good

integration of

Skills dimension

into the CA.

Moderate

integration of

Skills dimension

into the CA.

Minimal

integration of

Skills dimension

into the CA.







Strong integration

of the Systems

dimension into the

CA.

Very good

integration of the

Systems dimension

into the CA.

Moderate

integration of the

Systems dimension

into the CA.

Minimal

integration of the

Systems

dimension into

the CA.



the CA.

INT

ER

NA

TIO

NA

L

HU

MA

N

RE

SO

UR

CE

MA

NA

GE

ME

NT



issues related to management of

international human resource

issues?

CA project directly

and

comprehensively

addresses the

problem of the

management of

international

human resource

issues.

A thoughtful

analysis of

management of

international

human resource

issues. All sections

present, but less

detailed.

Satisfactory

attempt at analysis

of management of

international

human resource

issues. Sections are

brief.

Vague and brief

analysis of the

Purpose.

Minimal evidence of

analysis of

management of

international human

resource issues; some



CO

MM

UN

ICA

TI

ON




grammatical errors?

Excellent,


error-free writing

throughout.

Good command of

written English but

some grammatical

and spelling

mistakes still

apparent.

Satisfactory

command of

written English

with several

grammatical and

spelling mistakes.

Minimal

command of

written English

with numerous

grammatical and

spelling mistakes.



glaring grammatical


CR

ITIC

AL

TH

INK

ING








Problem clearly

defined. Plan of

action

enthusiastically

enacted and

documented.

Problem relatively

well defined with

sound plan of

action.

Moderately defined

Problem with


action.

Vaguely defined

problem with

unclear plan of

action

No real problem


plan of action.

67 | P a g e


plan)?

LO

GIC

/

RE

AS

ON

ING





Logical

interpretation of

results and valid

conclusions fully

supported by

evidence.

Logical

interpretation of

results adequately

supported by

evidence.

Logical

interpretation of

results; results

partially supported

by evidence.

Unclear

interpretation, of

results; with

minimal

evidence.

Illogical or no


RE

SE

AR

CH





basic competencies:








sources;






material;



appropriate.

Six or more

sources consulted,


with correct

citations.

Five sources

consulted but less

detailed critical

evaluation, correct

citation provided.

Four sources


detailed critical

evaluation, correct

citations.

Three sources

consulted and

minimally

evaluated with

some incorrect

citations.



evaluation and

incorrect (or no)


68 | P a g e

CO

MP

RE

HE

NS

IVE

N

ES



comprehensive?

All sections

completed and


Student has clearly

demonstrated what

was learned in the

CA.

All sections

completed but with


has mostly

documented what

was learned in the

CA.

All sections

completed but with

moderate details.

Student has

modestly

documented what

was learned in the

CA.

Some incomplete

sections with

minimum details

and

documentation

about what was

learned in the

CA.

Most sections


any details and



IND

US

TR

Y

EX

PO

SU

RE






Path clearly

defined. Plan

thoroughly

researched and

enacted.

Path less clearly

defined. Plan well

reached and mostly

enacted.

Path moderately

defined. Plan

moderately

researched and

enacted.

Path minimally

defined; plan

minimally

researched and

enacted.



and enacted.

Total Score for CA


categories


69 | P a g e

SCHOOL FOR BUSINESS Rubric for Assessment and Grading Criteria for Purpose 7 CA: Managing Capital Markets

OUTCO

ME DESCRIPTION

EXCEEDS

EXPECTED GOALS

MAXIMUM OF 10

MEETS EXPECTED

GOALS

MAXIMUM OF 9

NEEDS

IMPROVEMENT

MAXIMUM OF 8

MEETS

MINIMUM

REQUIREMENT

MAXIMUM OF 7

DOES NOT MEET

THE MINIMUM

REQUIREMENT

MAXIMUM OF 6.5

AN

AL

YS

I

S



CA project?

Detailed analyses

provided in every

category.

Less detailed

analyses provided

in every category.

Moderate analyses

provided in every

category.

Minimally

acceptable

analyses provided

in every category.




in the purpose

CO

MP

LE

TE

NE

SS















syllabus.

Contains all

required sections,

thorough and

comprehensive.

Contains 5 logs

Contains all

required sections,

but some less


logs.

Contains all

sections but some


Contains 3 logs

Some key

sections missing

and others are

brief. Contains 2

logs.



too brief.

PU

RP

OS

E-

CE

NT

ER

ED

ED

UC

AT

ION

INT

EG

RA

TIO





Strong integration

of Self & Others

dimension into the

CA.

Very good

integration of Self

& Others

dimension into the

CA.

Moderate

integration of Self

& Others

dimension into the

CA.

Minimal

integration of

Self & Others

dimension into

the CA.


& Others dimension

into the CA.





Strong integration

of Values & Ethics

dimension into the

CA.

Very good

integration of

Values & Ethics

dimension into the

Moderate

integration of

Values & Ethics

dimension into the

Minimal

integration of

Values & Ethics

dimension into

No integration of

Values & Ethics


70 | P a g e

CA CA the CA





Strong integration

of Skills dimension

into the CA.

Very good

integration of

Skills dimension

into the CA.

Moderate

integration of

Skills dimension

into the CA.

Minimal

integration of

Skills dimension

into the CA.







Strong integration

of the Systems

dimension into the

CA.

Very good

integration of the

Systems dimension

into the CA.

Moderate

integration of the

Systems dimension

into the CA.

Minimal

integration of the

Systems

dimension into

the CA.



the CA.

MA

NA

GIN

G

CA

PIT

AL

MA

RK

ET

S



issues related to managing capital

markets in the work place?

CA project directly

and

comprehensively

addresses the

problem of

managing capital

markets.

A thoughtful

analysis of

managing capital

markets. All

sections present,

but less detailed.

Satisfactory

attempt at analysis

of managing capital

markets. Sections

are brief.

Vague and brief

analysis of the

Purpose.

Minimal evidence of


capital markets; some



CO

MM

UN

ICA

TI

ON




grammatical errors?

Excellent,


error- free writing

throughout.

Good command of

written English but

some grammatical

and spelling

mistakes still

apparent.

Satisfactory

command of

written English

with several

grammatical and

spelling mistakes.

Minimal

command of

written English

with numerous

grammatical and

spelling mistakes.



glaring grammatical


CR

ITIC

AL

TH

INK

ING









plan)?

Problem clearly

defined. Plan of

action

enthusiastically

enacted and

documented.

Problem relatively

well defined with

sound plan of

action.

Moderately defined

Problem with


action.

Vaguely defined

problem with

unclear plan of

action.

No real problem


plan of action.

71 | P a g e

LO

GIC

/

RE

AS

ON

ING





Logical

interpretation of

results and valid

conclusions fully

supported by

evidence.

Logical

interpretation of

results adequately

supported by

evidence.

Logical

interpretation of

results; results

partially supported

by evidence.

Unclear

interpretation, of

results; with

minimal

evidence.

Illogical or no


RE

SE

AR

CH





basic competencies:








sources;






material;



appropriate.

Six or more

sources consulted,


with correct

citations.

Five sources

consulted but less

detailed critical

evaluation, correct

citation provided.

Four sources


detailed critical

evaluation, correct

citations.

Three sources

consulted and

minimally

evaluated with

some incorrect

citations.



evaluation and

incorrect (or no)


72 | P a g e

CO

MP

RE

HE

NS

IVE

NE

SS



comprehensive?

All sections

completed and


Student has clearly

documented what

was learned in the

CA.

All sections

completed but with


has mostly

documented what

was learned in the

CA.

All sections

completed but with

moderate detail.

Student has

modestly

documented what

was learned in the

CA.

Some incomplete

sections with

minimal detail

and

documentation

about what was

learned in the

CA.

Most sections


any details and



IND

US

TR

Y

EX

PO

SU

RE






Path clearly

defined. Plan

thoroughly

researched and

enacted.

Path less clearly

defined. Plan well

reached and mostly

enacted.

Path moderately

defined. Plan

moderately

researched and

enacted.

Path minimally

defined; plan

minimally

researched and

enacted.



and enacted.

Total Score for CA


categories


73 | P a g e

SCHOOL FOR BUSINESS Rubric for Assessment and Grading Criteria for Purpose 8 CA: Long-Term Planning

OUTCO

ME DESCRIPTION

EXCEEDS

EXPECTED GOALS

MAXIMUM OF 10

MEETS EXPECTED

GOALS

MAXIMUM OF 9

NEEDS

IMPROVEMENT

MAXIMUM OF 8

MEETS

MINIMUM

REQUIREMENT

MAXIMUM OF 7

DOES NOT MEET

THE MINIMUM

REQUIREMENT

MAXIMUM OF 6.5

AN

AL

YS

IS



project?

Detailed analyses

provided in every

category.

Less detailed

analyses provided

in every category.

Moderate analyses

provided in every

category.

Minimally

acceptable

analyses provided

in every category.




in the purpose

CO

MP

LE

TE

NE

SS















syllabus.

Contains all

required sections,

thorough and

comprehensive.

Contains 5 logs.

Contains all

required sections,

but some less

detailed. Contains 4

logs.

Contains all

sections but some


Contains 3 logs.

Some key

sections missing

and others are

brief. Contains 2

logs.



too brief.

PU

RP

OS

E-

CE

NT

ER

ED

ED

UC

AT

ION

INT

EG

RA

TIO





Strong integration

of Self & Others

dimension into the

CA.

Very good

integration of Self

& Others

dimension into the

CA.

Moderate

integration of Self

& Others

dimension into the

CA.

Minimal

integration of

Self & Others

dimension into

the CA.


& Others dimension

into the CA.




Strong integration

of Values & Ethics

dimension into the

Very good

integration of

Values & Ethics

Moderate

integration of

Values & Ethics

Minimal

integration of

Values & Ethics

No integration of

Values & Ethics


74 | P a g e

Constructive Action process? CA. dimension into the

CA.

dimension into the

CA.

dimension into

the CA.





Strong integration

of Skills dimension

into the CA.

Very good


dimension into the

CA.

Moderate


dimension into the

CA.

Minimal

integration of

Skills dimension

into the CA.







Strong integration

of the Systems

dimension into the

CA.

Very good

integration of the

Systems dimension

into the CA.

Moderate

integration of the

Systems dimension

into the CA.

Minimal

integration of the

Systems

dimension into

the CA.



the CA.

BU

SIN

ES

S

PL

AN



issues related to the business plan

and its components?

CA project directly

and

comprehensively

addresses the

creation and

organization of the

business plan.

A thoughtful

analysis of the

creation and

organization of the

business plan. All

sections present,

but less detailed.

Satisfactory

attempt at analysis

of the business

plan. Sections are

brief.

Vague and brief

analysis of the

Purpose.

Minimal evidence of

analysis of creation and

organization of the

business plan; some



CO

MM

UN

ICA

TIO

N




grammatical errors?

Excellent,


error-free writing

throughout.

Good command of

written English but

some grammatical

and spelling

mistakes still

apparent.

Satisfactory

command of

written English

with several

grammatical and

spelling mistakes.

Minimal

command of

written English

with numerous

grammatical and

spelling mistakes.



glaring grammatical

and spelling mistakes

CR

ITIC

AL

TH

INK

ING









plan)?

Problem clearly

defined. Plan of

action

enthusiastically

enacted and

documented.

Problem relatively

well defined with

sound plan of

action .

Moderately defined

problem with


action.

Vaguely defined

problem with

unclear plan of

action.

No real problem


plan of action.

75 | P a g e

LO

GIC

/

RE

AS

ON

ING





Logical

interpretation of

results and valid

conclusions fully

supported by

evidence.

Logical

interpretation of

results adequately

supported by

evidence.

Logical

interpretation of

results; results

partially supported

by evidence.

Unclear

interpretation, of

results; with

minimal

evidence.

Illogical or no


RE

SE

AR

CH





basic competencies:








sources;






material;



appropriate.

Six or more

sources consulted,


with correct

citations.

Five sources

consulted but less

detailed critical

evaluation, correct

citation provided.

Four sources


detailed critical

evaluation, correct

citations.

Three sources

consulted and

minimally

evaluated with

some incorrect

citations.



evaluation and

incorrect (or no)


76 | P a g e

CO

MP

RE

HE

NS

IVE

NE

S

S



comprehensive?

All sections

completed and


Student has clearly

demonstrated what

was learned in the

CA.

All sections

completed but with


has mostly

documented what

was learned in the

CA.

All sections

completed but with

moderate details.

Student has

modestly

documented what

was learned in the

CA.

Some incomplete

sections with

minimum details

and

documentation

about what was

learned in the

CA.

Most sections


any details and



IND

US

TR

Y

EX

PO

SU

RE






Path clearly

defined. Plan

thoroughly

researched and

enacted.

Path less clearly

defined. Plan well

reached and mostly

enacted

Path moderately

defined. Plan

moderately

researched and

enacted.

Path minimally

defined; plan

minimally

researched and

enacted



and enacted

Total Score for CA


categories


77 | P a g e

HEALTHCARE SYSTEMS MANAGEMENT – SCHOOL FOR BUSINESS Rubric for Assessment and Grading Criteria for Purpose 1 CA: Self-Assessment & Career Development in Healthcare

OUTCO

ME DESCRIPTION

EXCEEDS

EXPECTED GOALS

MAXIMUM OF 10

MEETS EXPECTED

GOALS

MAXIMUM OF 9

NEEDS

IMPROVEMENT

MAXIMUM OF 8

MEETS

MINIMUM

REQUIREMENT

MAXIMUM OF 7

DOES NOT MEET

THE MINIMUM

REQUIREMENT

MAXIMUM OF 6.5

AN

AL

YS

IS



project?

Detailed analyses

provided in every

category.

Less detailed

analyses provided

in every category.

Moderate analyses

provided in every

category.

Minimally

acceptable

analyses provided

in every category.




in the purpose

CO

MP

LE

TE

NE

SS















syllabus.

Contains all

required sections,

thorough and

comprehensive.

Contains 5 logs

Contains all

required sections,

but some less


logs.

Contains all

sections but some


Contains 3 logs.

Some key

sections missing

and others are

brief. Contains 2

logs.



too brief.

PU

RP

OS

E-

CE

NT

ER

ED

ED

UC

AT

ION

INT

EG

RA

TIO





Strong integration

of Self & Others

dimension into the

CA.

Very good

integration of Self

& Others

dimension into the

CA.

Moderate

integration of Self

& Others

dimension into the

CA.

Minimal

integration of

Self & Others

dimension into

the CA.


& Others dimension

into the CA.




Strong integration

of Values & Ethics

dimension into the

Very good

integration of

Values & Ethics

Moderate

integration of

Values & Ethics

Minimal

integration of

Values & Ethics

No integration of

Values & Ethics


78 | P a g e


CA.

dimension into the

CA.

dimension into

the CA.





Strong integration

of Skills

dimension into the

CA.

Very good


dimension into the

CA.

Moderate

integration of

Skills dimension

into the CA.

Minimal

integration of

Skills dimension

into the CA.







Strong integration

of the Systems

dimension into the

CA.

Very good

integration of the

Systems dimension

into the CA.

Moderate

integration of the

Systems dimension

into the CA.

Minimal

integration of the

Systems

dimension into

the CA.



the CA.

SE

LF

-

AS

SE

SS

ME

NT


document constitute an

introspective and comprehensive

self- assessment on the part of the

student regarding his/her specific

career goals and general value

system?

Thoughtful and

honest self-

assessment.

Concretely and

enthusiastically

addresses CA

project.

A thoughtful self-

assessment. All

sections present,

but less detailed.

Satisfactory

attempt at self-

assessment and

some sections are

brief.

Vague and brief

self-assessment.

Minimal evidence of

self-assessment ; some



CO

MM

UN

ICA

TIO

N




grammatical errors?

Excellent,


error- free writing

throughout.

Good command of

written English but

some grammatical

and spelling

mistakes still

apparent.

Satisfactory

command of

written English

with several

grammatical and

spelling mistakes.

Minimal

command of

written English

with numerous

grammatical and

spelling mistakes.



glaring grammatical


CR

ITIC

AL

TH

INK

ING









plan)?

Problem clearly

defined. Plan of

action

enthusiastically

enacted and

documented.

Problem relatively

well defined with

sound plan of

action.

Moderately defined

problem with


action.

Vaguely defined

problem with

unclear plan of

action.

No real problem


plan of action.

79 | P a g e

LO

GIC

/

RE

AS

ON

ING





Logical

interpretation of

results and valid

conclusions fully

supported by

evidence.

Logical

interpretation of

results adequately

supported by

evidence.

Logical

interpretation of

results; results

partially supported

by evidence.

Unclear

interpretation, of

results; with

minimal

evidence.

Illogical or no


RE

SE

AR

CH





basic competencies:








sources;






material;



appropriate.

Six or more

sources consulted,


with correct

citations.

Five sources

consulted but less

detailed critical

evaluation, correct

citation provided.

Four sources


detailed critical

evaluation, correct

citations.

Three sources

consulted and

minimally

evaluated with

some incorrect

citations.



evaluation and

incorrect (or no)


80 | P a g e

CO

MP

RE

HE

NS

IVE

N

ES



comprehensive?

All sections

completed and


Student has clearly

demonstrated what

was learned in the

CA.

All sections

completed but with


has mostly

documented what

was learned in the

CA.

All sections

completed but with

moderate details.

Student has

modestly

documented what

was learned in the

CA.

Some incomplete

sections with

minimum details

and

documentation

about what was

learned in the

CA.

Most sections


any details and



IND

US

TR

Y

EX

PO

SU

RE






Path clearly

defined. Plan

thoroughly

researched and

enacted.

Path less clearly

defined. Plan well

reached and mostly

enacted.

Path moderately

defined. Plan

moderately

researched and

enacted.

Path minimally

defined; plan

minimally

researched and

enacted.

Undefined Path Plan


and enacted.

Total Score for CA


categories


81 | P a g e

HEALTHCARE SYSTEMS MANAGEMENT – SCHOOL FOR BUSINESS Rubric for Assessment and Grading Criteria for Purpose 2 CA: Developing Professional Relations in Healthcare Field

OUTCO

ME DESCRIPTION

EXCEEDS

EXPECTED GOALS

MAXIMUM OF 10

MEETS EXPECTED

GOALS

MAXIMUM OF 9

NEEDS

IMPROVEMENT

MAXIMUM OF 8

MEETS

MINIMUM

REQUIREMENT

MAXIMUM OF 7

DOES NOT MEET

THE MINIMUM

REQUIREMENT

MAXIMUM OF 6.5

AN

AL

YS

IS



CA project?

Detailed analyses

provided in every

category.

Less detailed

analyses provided

in every category.

Moderate analyses

provided in every

category.

Minimally

acceptable

analyses provided

in every category.




in the purpose

CO

MP

LE

TE

NE

SS















syllabus.

Contains all

required sections,

thorough and

comprehensive.

Contains 5 logs.

Contains all

required sections,

but some less


logs.

Contains all

sections but some


Contains 3 logs.

Some key

sections missing

and others are

brief. Contains 2

logs.



too brief.

PU

RP

OS

E-

CE

NT

ER

ED

ED

UC

AT

ION

INT

EG

RA

TIO


considered integration of Self & Others dimension into the Constructive Action process?

Strong integration

of Self & Others

dimension into the

CA.

Very good

integration of Self

& Others

dimension into the

CA.

Moderate

integration of Self

& Others

dimension into the

CA.

Minimal

integration of

Self & Others

dimension into

the CA.


& Others dimension

into the CA.

To what degree has the student considered the integration of the Values & Ethics dimension into the

Strong integration

of Values & Ethics

dimension into the

Very good

integration of

Values & Ethics

Moderate

integration of

Values & Ethics

Minimal

integration of

Values & Ethics

No integration of

Values & Ethics


82 | P a g e


CA.

dimension into the

CA.

dimension into

the CA.


Strong integration

of Skills

dimension into the

CA.

Very good

integration of

Skills dimension

into the CA.

Moderate

integration of

Skills dimension

into the CA.

Minimal

integration of

Skills dimension

into the CA.

No integration of


the CA.


Strong integration

of the Systems

dimension into the

CA.

Very good

integration of the

Systems dimension

into the CA.

Moderate

integration of the

Systems dimension

into the CA.

Minimal

integration of the

Systems

dimension into

the CA.



the CA.

WO

RK

ING

IN G

RO

UP

S



issues related to group dynamics in

the work place?

CA project directly

and

comprehensively

addresses the

problem of group

dynamics.

A thoughtful

analysis of group

dynamics. All

sections present,

but less detailed.

Satisfactory

attempt at analysis

of group dynamics

and some sections

are brief.

Vague and brief

analysis of the

Purpose.

Minimal evidence of

group analysis; some



CO

MM

UN

ICA

TI

ON




grammatical errors?

Excellent,


error- free writing

throughout.

Good command of

written English but

some grammatical

and spelling

mistakes still

apparent.

Satisfactory

command of

written English

with several

grammatical and

spelling mistakes.

Minimal

command of

written English

with numerous

grammatical and

spelling mistakes.



glaring grammatical


CR

ITIC

AL

TH

INK

ING

To what degree does the student exhibit Critical Thinking skills (the ability to identify a problem, to devise alternative solutions to the problem, to enact a reasonable logical plan of action, and to monitor/critically evaluate the success or failure of the proposed plan)?

Problem clearly

defined. Plan of

action

enthusiastically

enacted and

documented.

Problem relatively

well defined with

sound plan of

action.

Moderately defined

Problem with


action.

Vaguely defined

problem with

unclear plan of

action.

No real problem


plan of action.

83 | P a g e

LO

GIC

/

RE

AS

ON

ING

To what extent does the student provide logical interpretation of results and draw valid conclusions supported by evidence

Logical

interpretation of

results and valid

conclusions fully

supported by

evidence.

Logical

interpretation of

results adequately

supported by

evidence.

Logical

interpretation of

results; results

partially supported

by evidence.

Unclear

interpretation, of

results; with

minimal

evidence.

Illogical or no


RE

SE

AR

CH

To what degree does the student exhibit research skills commensurate with the college level? This includes following basic competencies: 1. To successfully obtain






Six or more

sources consulted,


with correct

citations.

Five sources

consulted but less

detailed critical

evaluation, correct

citation provided.

Four sources


detailed critical

evaluation, correct

citations.

Three sources

consulted and

minimally

evaluated with

some incorrect

citations.



evaluation and

incorrect (or no)


84 | P a g e

CO

MP

RE

HE

NS

IVE

NE

SS


All sections

completed and


Student has clearly

demonstrated what

was learned in the

CA.

All sections

completed but with


has mostly

documented what

was learned in the

CA.

All sections

completed but with

moderate details.

Student has

modestly

documented what

was learned in the

CA.

Some incomplete

sections with

minimum details

and

documentation

about what was

learned in the

CA.

Most sections


any details and



IND

US

TR

Y

EX

PO

SU

RE


Path clearly

defined. Plan

thoroughly

researched and

enacted.

Path less clearly

defined. Plan well

reached and mostly

enacted.

Path moderately

defined. Plan

moderately

researched and

enacted.

Path minimally

defined; plan

minimally

researched and

enacted.



and enacted.



85 | P a g e

HEALTHCARE SYSTEMS MANAGEMENT – SCHOOL FOR BUSINESS Rubric for Assessment and Grading Criteria for 3 CA: Quality Management in the Healthcare Field

OUTCO

ME DESCRIPTION

EXCEEDS

EXPECTED GOALS

MAXIMUM OF 10

MEETS EXPECTED

GOALS

MAXIMUM OF 9

NEEDS

IMPROVEMENT

MAXIMUM OF 8

MEETS

MINIMUM

REQUIREMENT

MAXIMUM OF 7

DOES NOT MEET

THE MINIMUM

REQUIREMENT

MAXIMUM OF 6.5

AN

AL

YS

IS



CA project?

Detailed analyses

provided in every

category.

Less detailed

analyses provided

in every category.

Moderate analyses

provided in every

category.

Minimally

acceptable

analyses provided

in every category.




in the purpose

CO

MP

LE

TE

NE

SS















syllabus.

Contains all

required sections,

thorough and

comprehensive.

Contains 5 logs.

Contains all

required sections,

but some less


logs.

Contains all

sections but some


Contains 3 logs.

Some key

sections missing

and others are

brief. Contains 2

logs.



too brief.

PU

RP

OS

E-

CE

NT

ER

ED

ED

UC

AT

ION

INT

EG

RA

TIO



Strong integration

of Self & Others

dimension into the

CA.

Very good

integration of Self

& Others

dimension into the

CA.

Moderate

integration of Self

& Others

dimension into the

CA.

Minimal

integration of

Self & Others

dimension into

the CA.


& Others dimension

into the CA.


Strong integration

of Values & Ethics

dimension into the

Very good

integration of

Values & Ethics

Moderate

integration of

Values & Ethics

Minimal

integration of

Values & Ethics

No integration of

Values & Ethics


86 | P a g e


CA.

dimension into the

CA.

dimension into

the CA.


Strong integration

of Skills

dimension into the

CA.

Very good

integration of

Skills dimension

into the CA.

Moderate


dimension into the

CA.

Minimal

integration of

Skills dimension

into the CA.

No integration of


the CA.


Strong integration

of the Systems

dimension into the

CA.

Very good

integration of the

Systems dimension

into the CA.

Moderate

integration of the

Systems dimension

into the CA.

Minimal

integration of the

Systems

dimension into

the CA.



the CA.

MA

RK

ET

ING

AN

AL

YS

IS/M

AR

KE

TIN

G P

LA

N To what degree does the student

demonstrate appreciation of the

marketing environment and its

relationship to marketing problems

and decisions?

Did the student analyze elements

of the marketing mix, their

interrelationships, and how they

are used in the marketing process?

Was the student able to analyze the

characteristics, motivations, and

behaviors of consumers?

Thoughtful and

honest marketing

plan.

All sections

present.

CA project

addressed

concretely and

enthusiastically

Thoughtful and

honest marketing

plan.

All sections

present; some

lacking in detail. .

Satisfactory

attempt at

marketing plan.

Some sections too

brief.

Deficient attempt

at marketing

plan.

Marketing plan

both vague and

brief.

Incomplete marketing

plan.

Some sections missing.

Some sections too brief

CO

MM

UN

ICA

TI

ON




grammatical errors?

Excellent,


error-free writing

throughout.

Good command of

written English but

some grammatical

errors and spelling

mistakes still

apparent.

Satisfactory

command of

written English

with several

grammatical errors

and spelling

mistakes.

Minimal

command of

written English

with numerous

grammatical

errors and

spelling mistakes.



glaring grammatical

errors and spelling

mistakes.

87 | P a g e

CR

ITIC

AL

TH

INK

ING

To what degree does the student exhibit critical thinking skills (the ability to identify a problem, to devise alternative solutions to the problem, to enact a reasonable logical plan of action, and to monitor/critically evaluate the success or failure of the proposed plan)?

Problem clearly

defined. Plan of

action

enthusiastically

enacted and

documented.

Problem relatively

well defined with

sound plan of

action.

Moderately defined

problem with


action.

Vaguely defined

problem with

unclear plan of

action.

No real problem


plan of action.

LO

GIC

/

RE

AS

ON

IN

G

To what extent the student provides logical interpretation of results and draws valid conclusions supported by evidence.

Logical

interpretation of

results and valid

conclusions fully

supported by

evidence.

Logical

interpretation of

results adequately

supported by

evidence.

Logical

interpretation of

results; results

partially supported

by evidence.

Unclear

interpretation of

results; with

minimal

evidence.

Illogical or no


RE

SE

AR

CH

To what degree does the student exhibit research skills commensurate with the college level? This includes the following basic competencies: 1. To successfully obtain






Six or more

sources consulted,


with correct

citations.

Five sources

consulted but less

detailed critical

evaluation, correct

citation provided.

Four sources


detailed critical

evaluation, correct

citations.

Three sources

consulted and

minimally

evaluated, with

some incorrect

citations.



evaluation and

incorrect (or no)


88 | P a g e

methodology wherever appropriate.

CO

MP

RE

HE

NS

IVE

NE

SS

To what degree is does the student’s work thorough, detailed and comprehensive?

All sections

completed and


Student has clearly

demonstrated what

was learned in the

CA.

All sections

completed but with


has mostly

documented what

was learned in the

CA.

All sections

completed but with

moderate details.

Student has

modestly

documented what

was learned in the

CA.

Some incomplete

sections, with

minimum details

and

documentation,

about what was

learned in the

CA.

Most sections

incomplete, with hardly

any details and



IND

US

TR

Y

EX

PO

SU

RE


Path clearly

defined. Plan

thoroughly

researched and

enacted.

Path less clearly

defined. Plan well

reached and mostly

enacted.

Path moderately

defined. Plan

moderately

researched and

enacted.

Path minimally

defined. Plan

minimally

researched and

enacted.



and enacted.



89 | P a g e

HEALTHCARE SYSTEMS MANAGEMENT – SCHOOL FOR BUSINESS Rubric for Assessment and Grading Criteria for Purpose 4 CA: Assessing Community Healthcare Needs

OUTCO

ME DESCRIPTION

EXCEEDS

EXPECTED GOALS

MAXIMUM OF 10

MEETS EXPECTED

GOALS

MAXIMUM OF 9

NEEDS

IMPROVEMENT

MAXIMUM OF 8

MEETS

MINIMUM

REQUIREMENT

MAXIMUM OF 7

DOES NOT MEET

THE MINIMUM

REQUIREMENT

MAXIMUM OF 6.5

AN

AL

YS

IS



CA project?

Detailed analyses

provided in every

category.

Less detailed

analyses provided

in every category.

Moderate analyses

provided in every

category.

Minimally

acceptable

analyses provided

in every category.




in the purpose

CO

MP

LE

TE

NE

SS















syllabus.

Contains all

required sections,

thorough and

comprehensive.

Contains 5 logs.

Contains all

required sections,

but some less


logs.

Contains all

sections but some


Contains 3 logs.

Some key

sections missing

and others are

brief. Contains 2

logs.



too brief.

PU

RP

OS

E-

CE

NT

ER

ED

ED

UC

AT

ION

INT

EG

RA

TIO



Strong integration

of Self & Others

dimension into the

CA.

Very good

integration of Self

& Others

dimension into the

CA.

Moderate

integration of Self

& Others

dimension into the

CA.

Minimal

integration of

Self & Others

dimension into

the CA.


& Others dimension

into the CA.


Strong integration

of Values & Ethics

dimension into the

Very good

integration of

Values & Ethics

Moderate

integration of

Values & Ethics

Minimal

integration of

Values & Ethics

No integration of

Values & Ethics


90 | P a g e


CA.

dimension into the

CA.

dimension into

the CA.


Strong integration

of Skills dimension

into the CA.

Very good


dimension into the

CA.

Moderate


dimension into the

CA.

Minimal

integration of

Skills dimension

into the CA.

No integration of


the CA.


Strong integration

of the Systems

dimension into the

CA.

Very good

integration of the

Systems dimension

into the CA.

Moderate

integration of the

Systems dimension

into the CA.

Minimal

integration of the

Systems

dimension into

the CA.



the CA.

EN

TR

EP

RE

NE

UR

S

HIP



issues related to entrepreneurship

and small business management?

CA project directly

and

comprehensively

addresses

entrepreneurship

and small business

management.

A thoughtful

analysis of

entrepreneurship

and small business

management. All

sections present,

but less detailed.

Satisfactory

attempt at analysis

of problems related

to entrepreneurship

and small business

management.

Sections are brief.

Vague and brief

analysis of the

Purpose.

Minimal evidence of

analysis of

entrepreneurship and

small business

management; some



CO

MM

UN

ICA

TI

ON




grammatical errors?

Excellent,


error-free writing

throughout.

Good command of

written English but

some grammatical

and spelling

mistakes still

apparent.

Satisfactory

command of

written English

with several

grammatical and

spelling mistakes.

Minimal

command of

written English

with numerous

grammatical and

spelling mistakes.



glaring grammatical


CR

ITIC

AL

TH

INK

ING

To what degree does the student exhibit Critical Thinking skills (the ability to identify a problem, to devise alternative solutions to the problem, to enact a reasonable logical plan of action, and to monitor/critically evaluate the

Problem clearly

defined. Plan of

action

enthusiastically

enacted and

documented.

Problem relatively

well defined with

sound plan of

action.

Moderately defined

Problem with


action.

Vaguely defined

problem with

unclear plan of

action.

No real problem


plan of action.

91 | P a g e

success or failure of the proposed plan)?

LO

GIC

/

RE

AS

ON

ING

To what extent the student provides logical interpretation of results and draws valid conclusions supported by evidence

Logical

interpretation of

results and valid

conclusions fully

supported by

evidence.

Logical

interpretation of

results adequately

supported by

evidence.

Logical

interpretation of

results; results

partially supported

by evidence.

Unclear

interpretation, of

results; with

minimal

evidence.

Illogical or no


RE

SE

AR

CH







Six or more

sources consulted,


with correct

citations.

Five sources

consulted but less

detailed critical

evaluation, correct

citation provided.

Four sources


detailed critical

evaluation, correct

citations.

Three sources

consulted and

minimally

evaluated with

some incorrect

citations.



evaluation and

incorrect (or no)


92 | P a g e

CO

MP

RE

HE

NS

IVE

NE

SS


All sections

completed and


Student has clearly

demonstrated what

was learned in the

CA.

All sections

completed but with


has mostly

documented what

was learned in the

CA.

All sections

completed but with

moderate details.

Student has

modestly

documented what

was learned in the

CA.

Some incomplete

sections with

minimum details

and

documentation

about what was

learned in the

CA.

Most sections


any details and



IND

US

TR

Y

EX

PO

SU

RE


Path clearly

defined. Plan

thoroughly

researched and

enacted.

Path less clearly

defined. Plan well

reached and mostly

enacted.

Path moderately

defined. Plan

moderately

researched and

enacted.

Path minimally

defined; plan

minimally

researched and

enacted.



and enacted.



93 | P a g e

HEALTHCARE SYSTEMS MANAGEMENT – SCHOOL FOR BUSINESS Rubric for Assessment and Grading Criteria for Purpose 5 CA: Marketing Healthcare

OUTCO

ME DESCRIPTION

EXCEEDS

EXPECTED GOALS

MAXIMUM OF 10

MEETS EXPECTED

GOALS

MAXIMUM OF 9

NEEDS

IMPROVEMENT

MAXIMUM OF 8

MEETS

MINIMUM

REQUIREMENT

MAXIMUM OF 7

DOES NOT MEET

THE MINIMUM

REQUIREMENT

MAXIMUM OF 6.5

AN

AL

YS

IS



CA project?

Detailed analyses

provided in every

category.

Less detailed

analyses provided

in every category.

Moderate analyses

provided in every

category.

Minimally

acceptable

analyses provided

in every category.




in the purpose.

CO

MP

LE

TE

NE

SS















syllabus.

Contains all

required sections,

thorough and

comprehensive.

Contains 5 logs.

Contains all

required sections,

but some less


logs.

Contains all

sections but some


Contains 3 logs .

Some key

sections missing

and others are

brief. Contains 2

logs.



too brief.

PU

RP

OS

E-

CE

NT

ER

ED

ED

UC

AT

ION

INT

EG

RA

TIO



Strong integration

of Self & Others

dimension into the

CA.

Very good

integration of Self

& Others

dimension into the

CA.

Moderate

integration of Self

& Others

dimension into the

CA.

Minimal

integration of

Self & Others

dimension into

the CA.


& Others dimension

into the CA.


Strong integration

of Values & Ethics

dimension into the

Very good

integration of

Values & Ethics

Moderate

integration of

Values & Ethics

Minimal

integration of

Values & Ethics

No integration of

Values & Ethics


94 | P a g e


CA.

dimension into the

CA.

dimension into

the CA.


Strong integration

of Skills

dimension into the

CA.

Very good


dimension into the

CA.

Moderate


dimension into the

CA.

Minimal

integration of

Skills dimension

into the CA.

No integration of


the CA.


Strong integration

of the Systems

dimension into the

CA.

Very good

integration of the

Systems dimension

into the CA.

Moderate

integration of the

Systems dimension

into the CA.

Minimal

integration of the

Systems

dimension into

the CA.



the CA.

MA

NA

GIN

G

INF

OR

MA

TIO

N

& C

HA

NG

E



issues related to managing

information and change?

CA project directly

and

comprehensively

addresses the

problem of

managing

information and

change.

A thoughtful

analysis of

managing

information and

change in the work

place. All sections

present, but less

detailed.

Satisfactory

attempt at analysis

of problems related

to managing

information and

change. Sections

are brief.

Vague and brief

analysis of the

Purpose.

Minimal evidence of


information and

change; some sections

are missing and others

too brief.

CO

MM

UN

ICA

TI

ON




grammatical errors?

Excellent,


error-free writing

throughout.

Good command of

written English but

some grammatical

and spelling

mistakes still

apparent.

Satisfactory

command of

written English

with several

grammatical and

spelling mistakes.

Minimal

command of

written English

with numerous

grammatical and

spelling mistakes.



glaring grammatical


CR

ITIC

AL

TH

INK

ING

To what degree does the student exhibit Critical Thinking skills (the ability to identify a problem, to devise alternative solutions to the problem, to enact a reasonable logical plan of action, and to monitor/critically evaluate the

Problem clearly

defined. Plan of

action

enthusiastically

enacted and

documented.

Problem relatively

well defined with

sound plan of

action.

Moderately defined

Problem with


action.

Vaguely defined

problem with

unclear plan of

action.

No real problem


plan of action.

95 | P a g e

success or failure of the proposed plan)?

LO

GIC

/

RE

AS

ON

ING


Logical

interpretation of

results and valid

conclusions fully

supported by

evidence.

Logical

interpretation of

results adequately

supported by

evidence.

Logical

interpretation of

results; results

partially supported

by evidence.

Unclear

interpretation, of

results; with

minimal

evidence.

Illogical or no


RE

SE

AR

CH







Six or more

sources consulted,


with correct

citations.

Five sources

consulted but less

detailed critical

evaluation, correct

citation provided.

Four sources


detailed critical

evaluation, correct

citations.

Three sources

consulted and

minimally

evaluated with

some incorrect

citations.



evaluation and

incorrect (or no)


96 | P a g e

CO

MP

RE

HE

NS

IVE

NE

SS


All sections

completed and


Student has clearly

demonstrated what

was learned in the

CA.

All sections

completed but with


has mostly

documented what

was learned in the

CA.

All sections

completed but with

moderate details.

Student has

modestly

documented what

was learned in the

CA.

Some incomplete

sections with

minimum details

and

documentation

about what was

learned in the

CA.

Most sections


any details and



IND

US

TR

Y

EX

PO

SU

RE


Path clearly

defined. Plan

thoroughly

researched and

enacted.

Path less clearly

defined. Plan well

reached and mostly

enacted.

Path moderately

defined. Plan

moderately

researched and

enacted.

Path minimally

defined; plan

minimally

researched and

enacted.


not logically

researched and enacted.



97 | P a g e

HEALTHCARE SYSTEMS MANAGEMENT – SCHOOL FOR BUSINESS Rubric for Assessment and Grading Criteria for Purpose 6 CA: Managing Human Resources in Healthcare

OUTCO

ME DESCRIPTION

EXCEEDS

EXPECTED GOALS

MAXIMUM OF 10

MEETS EXPECTED

GOALS

MAXIMUM OF 9

NEEDS

IMPROVEMENT

MAXIMUM OF 8

MEETS

MINIMUM

REQUIREMENT

MAXIMUM OF 7

DOES NOT MEET

THE MINIMUM

REQUIREMENT

MAXIMUM OF 6.5

AN

AL

YS

IS



project?

Detailed analyses

provided in every

category.

Less detailed

analyses provided

in every category.

Moderate analyses

provided in every

category.

Minimally

acceptable

analyses provided

in every category.




in the purpose.

CO

MP

LE

TE

NE

SS















syllabus.

Contains all

required sections,

thorough and

comprehensive.

Contains 5 logs

Contains all

required sections,

but some less


logs.

Contains all

sections but some


Contains 3 logs.

Some key

sections missing

and others are

brief. Contains 2

logs.



too brief.

PU

RP

OS

E-

CE

NT

ER

ED

ED

UC

AT

ION

INT

EG

RA

TIO



Strong integration

of Self & Others

dimension into the

CA.

Very good

integration of Self

& Others

dimension into the

CA.

Moderate

integration of Self

& Others

dimension into the

CA.

Minimal

integration of

Self & Others

dimension into

the CA.


& Others dimension

into the CA.


Strong integration

of Values & Ethics

dimension into the

Very good

integration of

Values & Ethics

Moderate

integration of

Values & Ethics

Minimal

integration of

Values & Ethics

No integration of

Values & Ethics


98 | P a g e


CA.

dimension into the

CA.

dimension into

the CA.


Strong integration

of Skills

dimension into the

CA.

Very good


dimension into the

CA.

Moderate

integration of

Skills dimension

into the CA.

Minimal

integration of

Skills dimension

into the CA.




Strong integration

of the Systems

dimension into the

CA.

Very good

integration of the

Systems dimension

into the CA.

Moderate

integration of the

Systems dimension

into the CA.

Minimal

integration of the

Systems

dimension into

the CA.



the CA.

INT

ER

NA

TIO

NA

L

HU

MA

N

RE

SO

UR

CE

MA

NA

GE

ME

NT



issues related to management of

international human resource

issues?

CA project directly

and

comprehensively

addresses the

problem of the

management of

international

human resource

issues.

A thoughtful

analysis of

management of

international

human resource

issues. All sections

present, but less

detailed.

Satisfactory

attempt at analysis

of management of

international

human resource

issues. Sections are

brief.

Vague and brief

analysis of the

Purpose.

Minimal evidence of

analysis of

management of

international human

resource issues; some



CO

MM

UN

ICA

TIO

N




grammatical errors?

Excellent,


error-free writing

throughout.

Good command of

written English but

some grammatical

and spelling

mistakes still

apparent.

Satisfactory

command of

written English

with several

grammatical and

spelling mistakes.

Minimal

command of

written English

with numerous

grammatical and

spelling mistakes.



glaring grammatical


CR

ITIC

AL

TH

INK

ING

To what degree does the student exhibit Critical Thinking skills (the ability to identify a problem, to devise alternative solutions to the problem, to enact a reasonable logical plan of action, and to

Problem clearly

defined. Plan of

action

enthusiastically

enacted and

documented.

Problem relatively

well defined with

sound plan of

action.

Moderately defined

Problem with


action.

Vaguely defined

problem with

unclear plan of

action.

No real problem


plan of action.

99 | P a g e

monitor/critically evaluate the success or failure of the proposed plan)?

LO

GIC

/

RE

AS

ON

ING

To what extent does the student provide logical interpretation of results and draw valid conclusions supported by evidence

Logical

interpretation of

results and valid

conclusions fully

supported by

evidence.

Logical

interpretation of

results adequately

supported by

evidence.

Logical

interpretation of

results; results

partially supported

by evidence.

Unclear

interpretation, of

results; with

minimal

evidence.

Illogical or no


RE

SE

AR

CH







Six or more

sources consulted,


with correct

citations.

Five sources

consulted but less

detailed critical

evaluation, correct

citation provided.

Four sources


detailed critical

evaluation, correct

citations.

Three sources

consulted and

minimally

evaluated with

some incorrect

citations.



evaluation and

incorrect (or no)


100 | P a g e

CO

MP

RE

HE

NS

IVE

N

ES


work thorough, detailed and comprehensive?

All sections

completed and


Student has clearly

demonstrated what

was learned in the

CA.

All sections

completed but with


has mostly

documented what

was learned in the

CA.

All sections

completed but with

moderate details.

Student has

modestly

documented what

was learned in the

CA.

Some incomplete

sections with

minimum details

and

documentation

about what was

learned in the

CA.

Most sections


any details and



IND

US

TR

Y

EX

PO

SU

RE


Path clearly

defined. Plan

thoroughly

researched and

enacted.

Path less clearly

defined. Plan well

reached and mostly

enacted.

Path moderately

defined. Plan

moderately

researched and

enacted.

Path minimally

defined; plan

minimally

researched and

enacted.



and enacted.



101 | P a g e

HEALTHCARE SYSTEMS MANAGEMENT – SCHOOL FOR BUSINESS Rubric for Assessment and Grading Criteria for Purpose 7 CA: Managing Fiscal & Economic Resources in Healthcare

OUTCO

ME DESCRIPTION

EXCEEDS

EXPECTED GOALS

MAXIMUM OF 10

MEETS EXPECTED

GOALS

MAXIMUM OF 9

NEEDS

IMPROVEMENT

MAXIMUM OF 8

MEETS

MINIMUM

REQUIREMENT

MAXIMUM OF 7

DOES NOT MEET

THE MINIMUM

REQUIREMENT

MAXIMUM OF 6.5

AN

AL

YS

I

S



CA project?

Detailed analyses

provided in every

category.

Less detailed

analyses provided

in every category.

Moderate analyses

provided in every

category.

Minimally

acceptable

analyses provided

in every category.




in the purpose

CO

MP

LE

TE

NE

SS















syllabus.

Contains all

required sections,

thorough and

comprehensive.

Contains 5 logs.

Contains all

required sections,

but some less


logs.

Contains all

sections but some


Contains 3 logs.

Some key

sections missing

and others are

brief. Contains 2

logs.



too brief.

PU

RP

OS

E-

CE

NT

ER

ED

ED

UC

AT

ION

INT

EG

RA

TIO



Strong integration

of Self & Others

dimension into the

CA.

Very good

integration of Self

& Others

dimension into the

CA.

Moderate

integration of Self

& Others

dimension into the

CA.

Minimal

integration of

Self & Others

dimension into

the CA.


& Others dimension

into the CA.


Strong integration

of Values & Ethics

dimension into the

CA.

Very good

integration of

Values & Ethics

dimension into the

Moderate

integration of

Values & Ethics

dimension into the

Minimal

integration of

Values & Ethics

dimension into

No integration of

Values & Ethics


102 | P a g e

Constructive Action process? CA CA the CA.


Strong integration

of Skills

dimension into the

CA.

Very good

integration of

Skills dimension

into the CA.

Moderate

integration of

Skills dimension

into the CA.

Minimal

integration of

Skills dimension

into the CA.




Strong integration

of the Systems

dimension into the

CA.

Very good

integration of the

Systems dimension

into the CA.

Moderate

integration of the

Systems dimension

into the CA.

Minimal

integration of the

Systems

dimension into

the CA.



the CA.

MA

NA

GIN

G

CA

PIT

AL

MA

RK

ET

S



issues related to managing capital

markets in the work place?

CA project directly

and

comprehensively

addresses the

problem of

managing capital

markets.

A thoughtful

analysis of

managing capital

markets. All

sections present,

but less detailed.

Satisfactory

attempt at analysis

of managing capital

markets. Sections

are brief.

Vague and brief

analysis of the

Purpose.

Minimal evidence of


capital markets; some



CO

MM

UN

ICA

TI

ON




grammatical errors?

Excellent,


error-free writing

throughout.

Good command of

written English but

some grammatical

and spelling

mistakes still

apparent.

Satisfactory

command of

written English

with several

grammatical and

spelling mistakes.

Minimal

command of

written English

with numerous

grammatical and

spelling mistakes.



glaring grammatical


CR

ITIC

AL

TH

INK

ING

To what degree does the student exhibit Critical Thinking skills (the ability to identify a problem, to devise alternative solutions to the problem, to enact a reasonable logical plan of action, and to monitor/critically evaluate the success or failure of the proposed

Problem clearly

defined. Plan of

action

enthusiastically

enacted and

documented.

Problem relatively

well defined with

sound plan of

action.

Moderately defined

Problem with


action.

Vaguely defined

problem with

unclear plan of

action.

No real problem


plan of action.

103 | P a g e

plan)?

LO

GIC

/

RE

AS

ON

ING

To what extent does the student provide logical interpretation of results and draw valid conclusions supported by evidence?

Logical

interpretation of

results and valid

conclusions fully

supported by

evidence.

Logical

interpretation of

results adequately

supported by

evidence.

Logical

interpretation of

results; results

partially supported

by evidence.

Unclear

interpretation, of

results; with

minimal

evidence.

Illogical or no


RE

SE

AR

CH







Six or more

sources consulted,


with correct

citations.

Five sources

consulted but less

detailed critical

evaluation, correct

citation provided.

Four sources


detailed critical

evaluation, correct

citations.

Three sources

consulted and

minimally

evaluated with

some incorrect

citations.



evaluation and

incorrect (or no)


104 | P a g e

CO

MP

RE

HE

NS

IVE

NE

SS


All sections

completed and


Student has clearly

demonstrated what

was learned in the

CA.

All sections

completed but with


has mostly

documented what

was learned in the

CA.

All sections

completed but with

moderate details.

Student has

modestly

documented what

was learned in the

CA.

Some incomplete

sections with

minimum details

and

documentation

about what was

learned in the

CA.

Most sections


any details and



IND

US

TR

Y

EX

PO

SU

RE


Path clearly

defined. Plan

thoroughly

researched and

enacted.

Path less clearly

defined. Plan well

reached and mostly

enacted.

Path moderately

defined. Plan

moderately

researched and

enacted.

Path minimally

defined; plan

minimally

researched and

enacted.



and enacted.



105 | P a g e

HEALTHCARE SYSTEMS MANAGEMENT – SCHOOL FOR BUSINESS Rubric for Assessment and Grading Criteria for Purpose 8 CA: Creating a Plan for Innovative Healthcare Services

OUTCO

ME DESCRIPTION

EXCEEDS

EXPECTED GOALS

MAXIMUM OF 10

MEETS EXPECTED

GOALS

MAXIMUM OF 9

NEEDS

IMPROVEMENT

MAXIMUM OF 8

MEETS

MINIMUM

REQUIREMENT

MAXIMUM OF 7

DOES NOT MEET

THE MINIMUM

REQUIREMENT

MAXIMUM OF 6.5

AN

AL

YS

IS



CA project?

Detailed analyses

provided in every

category.

Less detailed

analyses provided

in every category.

Moderate analyses

provided in every

category.

Minimally

acceptable

analyses provided

in every category.




in the purpose.

CO

MP

LE

TE

NE

SS















syllabus.

Contains all

required sections,

thorough and

comprehensive.

Contains 5 logs.

Contains all

required sections,

but some less


logs.

Contains all

sections but some


Contains 3 logs.

Some key

sections missing

and others are

brief. Contains 2

logs.



too brief.

PU

RP

OS

E-

CE

NT

ER

ED

ED

UC

AT

ION

INT

EG

RA

TIO



Strong integration

of Self & Others

dimension into the

CA.

Very good

integration of Self

& Others

dimension into the

CA.

Moderate

integration of Self

& Others

dimension into the

CA.

Minimal

integration of

Self & Others

dimension into

the CA.


& Others dimension

into the CA.


Strong integration

of Values & Ethics

dimension into the

Very good

integration of

Values & Ethics

Moderate

integration of

Values & Ethics

Minimal

integration of

Values & Ethics

No integration of

Values & Ethics


106 | P a g e


CA.

dimension into the

CA.

dimension into

the CA.


Strong integration

of Skills

dimension into the

CA.

Very good


dimension into the

CA.

Moderate

integration of

Skills dimension

into the CA.

Minimal

integration of

Skills dimension

into the CA.




Strong integration

of the Systems

dimension into the

CA.

Very good

integration of the

Systems dimension

into the CA.

Moderate

integration of the

Systems dimension

into the CA.

Minimal

integration of the

Systems

dimension into

the CA.



the CA.

BU

SIN

ES

S

PL

AN



issues related to the business plan

and its components?

CA project directly

and

comprehensively

addresses the

creation and

organization of the

business plan.

A thoughtful

analysis of the

creation and

organization of the

business plan. All

sections present,

but less detailed.

Satisfactory

attempt at analysis

of the business

plan. Sections are

brief.

Vague and brief

analysis of the

Purpose.

Minimal evidence of

analysis of creation and

organization of the

business plan; some



CO

MM

UN

ICA

TI

ON




grammatical errors?

Excellent,


error-free writing

throughout.

Good command of

written English but

some grammatical

and spelling

mistakes still

apparent.

Satisfactory

command of

written English

with several

grammatical and

spelling mistakes.

Minimal

command of

written English

with numerous

grammatical and

spelling mistakes.



glaring grammatical


CR

ITIC

AL

TH

INK

ING

To what degree does the student exhibit Critical Thinking skills (the ability to identify a problem, to devise alternative solutions to the problem, to enact a reasonable logical plan of action, and to monitor/critically evaluate the success or failure of the proposed

Problem clearly

defined. Plan of

action

enthusiastically

enacted and

documented.

Problem relatively

well defined with

sound plan of

action.

Moderately defined

Problem with


action.

Vaguely defined

problem with

unclear plan of

action.

No real problem


plan of action.

107 | P a g e

plan)?

LO

GIC

/

RE

AS

ON

IN

G


Logical

interpretation of

results and valid

conclusions fully

supported by

evidence.

Logical

interpretation of

results adequately

supported by

evidence.

Logical

interpretation of

results; results

partially supported

by evidence.

Unclear

interpretation, of

results; with

minimal

evidence.

Illogical or no


RE

SE

AR

CH







Six or more

sources consulted,


with correct

citations.

Five sources

consulted but less

detailed critical

evaluation, correct

citation provided.

Four sources


detailed critical

evaluation, correct

citations.

Three sources

consulted and

minimally

evaluated with

some incorrect

citations.



evaluation and

incorrect (or no)


108 | P a g e

CO

MP

RE

HE

NS

IVE

N

ES


work thorough, detailed and comprehensive?

All sections

completed and


Student has clearly

demonstrated what

was learned in the

CA.

All sections

completed but with


has mostly

documented what

was learned in the

CA.

All sections

completed but with

moderate details.

Student has

modestly

documented what

was learned in the

CA.

Some incomplete

sections with

minimum details

and

documentation

about what was

learned in the

CA.

Most sections


any details and



IND

US

TR

Y

EX

PO

SU

RE


Path clearly

defined. Plan

thoroughly

researched and

enacted.

Path less clearly

defined. Plan well

reached and mostly

enacted.

Path moderately

defined. Plan

moderately

researched and

enacted.

Path minimally

defined; plan

minimally

researched and

enacted.

Undefined Path. Plan

not logically

researched and enacted.



109 | P a g e

EVALUATION STANDARDS

Please refer to the standards below to assess and assign CA rating

GRADE/RATING STANDARDS

A

90-100

CA document constitutes a thoughtful, introspective, and honest self-assessment of self and career goals. Student

has identified interest in a clear,” actionable” career path, has enacted a specific plan of action to start movement

along this path, and has shown the ability to document this process clearly and comprehensively. Paper has an

adequate number of Critical Logs (e.g., 5). Student has exhibited excellent research skills and has consulted (and

shown evidence of having digested and learned something from) at least 7 credible information sources. Student

has thoughtfully considered the relation of the specific dimension courses to key aspects of the Constructive

Action. The student has written a document in clear and coherent English, free of spelling and grammatical

errors. The student has effectively communicated what he/she learned through this process.

B

80-89

CA document is complete and contains all required sections but in less detail. Fewer than optimal critical logs

(less than 4) are presented. Ditto for number of sources for background research. Writing is less clear, with some

spelling and grammatical errors.

C

70-79

CA document has obvious writing deficiencies. The document is less comprehensive and less detailed with fewer

Critical Logs (e.g., less than 3). Ditto for Background Research sources consulted. The student consulted some

less reputable source (e.g., questionable websites, etc.). The student has discussed the Dimension classes in

relation to the CA, but in a perfunctory manner.

D

65-69

The CA document shows minimal effort, being brief and vague; exhibits clear writing and/or organizational

problems. It lacks some basic sections. Though the student has tried to present adequate citation in Background

Research section, technical errors are apparent.

F

Below 60

CA document does not reflect an entire semester’s work. Key elements of the document are either completely

absent or minimally presented. Paper contains plagiarized material in the Background Research section, with little

or no citation. Student did not engage in the purpose.

110 | P a g e

Appendix E Undergraduate Ability & Competency Map ABILITIES UNDERGRADUATE PROGRAM OBJECTIVES

Purpose Dimension Abilities

a. Explore opportunities to improve the world

3a. Self – Develop knowledge, skills and abilities to set realistic personal and professional goals.

4a. Marketing – Understand how to apply customer-oriented strategies to analyze impact on individuals, businesses, and society.

4g. Entrepreneurship – Describe the unique qualities of entrepreneurs and determine if one has those qualities.

b. Choose the best goal. 4b. Economics –Describe opportunity costs in the allocation of resources and determine the best use

of these scarce resources.

c. Agree on a plan. 4d. Finance - Demonstrate how financial information is used to make organization decisions and manage financial resources.

d. Carry out the plan. Monitor progress and use of knowledge. Change plan as needed.

4c. Accounting – Understand the procedures and process to accurately report and interpret financial data consistent with accounting standards and ethical practices.

4e. Management – Demonstrate an understanding of how to lead change and innovation in an organizational setting.

e. Assess the results and plan the next steps. 4f. Global Management – Demonstrate and understand of how to deal with social, cultural, political,

legal and economic factors that influence international business.

Skills Dimension Abilities

a. Identify and use appropriate critical thinking skills. 3a. Self – Develop knowledge, skills and abilities to set realistic personal and professional goals.

b. Identify and use appropriate mathematical skills.

4b. Economics –Describe opportunity costs in the allocation of resources and determine the best use of these scarce resources.

4c. Accounting – Understand the procedures and process to accurately report and interpret financial data consistent with accounting standards and ethical practices.

4d. Finance - Demonstrate how financial information is used to make organization decisions and manage financial resources.

6a. Computing – Demonstrate skill-sets to effectively use technology and software tools to solve problems and become more efficient.

c. Identify and use specialized skills required by the Purpose. 2c. Computation – Achieve skills to examine, quantify and interpret mathematical data

Self and Others Dimension Abilities

a. Describe self in relation to the Purpose 3b. Diversity – Develop awareness and interface effectively with people from a variety of

111 | P a g e

backgrounds.

b. Appreciate experience and views of others. 2a. Research/Analyze –Understanding of how to obtain information, organize process and categorize industry terminology.

3c. Cultural Beliefs – Achieve understanding of different cultural beliefs and behaviors to obtain a

global perspective of community.

3d. Social & Civics - Achieve ability to view self and industry in a larger context within the community,

its policies, and its processes.

c. Build good relationships. 1b. Listening/Speaking – Acquire effective skills to receive, attend to, interpret and respond to verbal

and non-verbal messages.

d. Communicate through reading, writing, speaking, and other modes of expression.

1a. Reading/Writing -Demonstrate clear and effective reading and writing skills.

1c. Presentation – Demonstrate the skills to prepare and present business documents.

4d. Finance - Demonstrate how financial information is used to make organization decisions and manage financial resources.

e. Promote growth in self and others. 2b. Analyze – Understand of cause-and-effect relationships and use logic to draw conclusions.

Values and Ethics Dimension Abilities

a. Clarify own values in relation to the Purpose. 5a. Behavior – Exhibit the skills to assess ethical behavior in an organization to determine right from wrong.

b. Describe individual and group values in past and present. 5b. Judgment – Develop ability to make decisions and judgments with respect to ethical values.

c. Identify value issues as they arise. 5c. Decisions – Make decisions that are informed by an understanding of professional commitments

and obligations to community.

d. Use ethical reasoning. 5b. Judgment – Develop ability to make decisions and judgments with respect to ethical values.

e. Act on ethical principles. 5c. Decisions – Make decisions that are informed by an understanding of professional commitments

and obligations to community.

f. Respect capacity of others to make the world better.

5c. Decisions – Make decisions that are informed by an understanding of professional commitments and obligations to community.

Systems Dimension Abilities

a. Describe natural, social, and technological systems related to the Purpose.

6a. Computing – Demonstrate skill-sets to effectively use technology and software tools to solve problems and become more efficient.

b. Develop conceptual modes of systems. 6b. Processing – Achieve the capacity to analyze, present and communicate large amounts of information.

c. Identify strengths of systems. 4b. Economics –Describe opportunity costs in the allocation of resources and determine the best use

of these scarce resources.

112 | P a g e

d. Identify weaknesses of systems. 4d. Finance - Demonstrate how financial information is used to make organization decisions and manage financial resources.

e. Make systems better.

4a. Marketing – Understand how to apply customer-oriented strategies to analyze impact on individuals, businesses, and society.

4e. Management – Demonstrate an understanding of how to lead change and innovation in an organizational setting.

4f. Global Management – Demonstrate and understand of how to deal with social, cultural, political, legal and economic factors that influence international business.

113 | P a g e

Appendix F Graduate Ability & Competency Map ABILITIES GRADUATE PROGRAM OBJECTIVES

Purpose Dimension Abilities

a. Explore opportunities to improve the world 1c. Creativity – Develop products, services and organizations to respond to changing market conditions

and growth opportunities.

b. Choose the best goal. 3c. Leadership - Develop organizational goals to identify growth opportunities in the global economy.

c. Agree on a plan. 4b. Planning – Apply strategic methodologies to all corporate initiatives and consider long term implications.

d. Carry out the plan. Monitor progress and use of knowledge. Change plan as needed. 1a. Teamwork – Effectively lead teams across cultures and communities to achieve organizational goals.

e. Assess the results and plan the next steps. 6b. Project Management – Apply methodology to manage organization-wide revenue cycle processes.

Skills Dimension Abilities

a. Identify and use appropriate critical thinking skills.

6a. Innovation – Transform organizations, products and services to keep ahead of changing times and conditions.

b. Identify and use appropriate mathematical skills. 7. FUNCTIONAL AREAS KNOWLEDGE

c. Identify and use specialized skills required by the Purpose.

3a. Management - Employ resources across cultures and countries in a changing global economy to maximize stakeholders’ value.

Self and Others Dimension Abilities

a. Describe self in relation to the Purpose 1b. Learning – Become a life-learner and encourage others to learn.

b. Appreciate experience and views of others. 2b. Engagement – Secure the input of relevant stakeholders including community leaders and

constituents in the decision making process.

c. Build good relationships. 1a. Teamwork – Effectively lead teams across cultures and communities to achieve organizational goals.

d. Communicate through reading, writing, speaking, and other modes of expression. 3c. Leadership - Develop organizational goals to identify growth opportunities in the global economy.

e. Promote growth in self and others. 3a. Management - Employ resources across cultures and countries in a changing global economy to

maximize stakeholders’ value.

Values and Ethics Dimension Abilities

a. Clarify own values in relation to the Purpose. 1b. Learning – Become a life-learner and encourage others to learn.

b. Describe individual and group values in past and present. 5c. Full Disclosure – Provide accurate, timely, and relevant information to all stakeholders.

114 | P a g e

c. Identify value issues as they arise. 7. FUNCTIONAL AREAS KNOWLEDGE

d. Use ethical reasoning. 5a. Practice – Develop and apply organization-wide ethical standards for all stakeholders.

e. Act on ethical principles. 5b. Responsibility – Promote fairness, justice and equality.

f. Respect capacity of others to make the world better.

2a. Development – Apply knowledge to building vibrant, diverse and active communities to improve peoples’ lives.

Systems Dimension Abilities

a. Describe natural, social, and technological systems related to the Purpose. 3b. Organization - Recognize the scarcity of resources and the challenges of its sustainability.

b. Develop conceptual modes of systems. 4a. Creativity – Create innovative techniques to ensure long-term viability of organizations and appropriate outcomes.

c. Identify strengths of systems. 7. FUNCTIONAL AREAS KNOWLEDGE

d. Identify weaknesses of systems. 7. FUNCTIONAL AREAS KNOWLEDGE

e. Make systems better. 1d. Technology - Adoption of contemporary technologies for business competitive edge

6a. Innovation – Transform organizations, products and services to keep ahead of changing times and conditions.

115 | P a g e

Appendix G Quality Matters Rubric Standards 2008-2010 edition with

Assigned Point Values To meet Quality Matters review expectations a course must: Answer ‘Yes’ to all 3-point Essential Standards AND Earn 72 or more points. MarylandOnline, Inc. ©2009. All rights reserved. Please contact MarylandOnline, Inc. (www.qualitymatters.org) for information or reprint permission.

Standard Points

Course Overview and Introduction 1.1 Instructions make clear how to get started and where to find various course components; 1.2 A statement introduces the student to the purpose of the course and to its components; in the case of a hybrid course, the statement clarifies the relationship between the face-to-face and online components; 1.3 Etiquette expectations (sometimes called “netiquette” for online discussions, email, and other forms of communication are stated clearly; 1.4 The self-introduction by the instructor is appropriate and available online; 1.5 Students are asked to introduce themselves to the class; 1.6 Minimum student preparation, and, if applicable, prerequisite knowledge in the discipline are clearly stated; 1.7 Minimum technical skills expected of the student are clearly stated.

3 3 1 1 1 1 1

Learning Objectives 2.1 The course learning objectives describe outcomes that are measurable; 2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives; 2.3 All learning objectives are stated clearly and written from the students’ perspective; 2.4 Instructions to students on how to meet the learning objectives are adequate and stated clearly;

3 3 3 3 2

116 | P a g e

2.5 The learning objectives are appropriately designed for the level of the course.

Assessment and Measurement 3.1 The types of assessments selected measure the stated learning objectives and are consistent with course activities and resources; 3.2 The course grading policy is stated clearly; 3.3 Specific and descriptive criteria are provided for the evaluation of students’ work and participation; 3.4 The assessment instruments selected are sequenced, varied, and appropriate to the content being assessed; 3.5 “Self-check” or practice assignments are provided, with timely feedback to students.

3 3 3 2 2

117 | P a g e

Resources and Materials 4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives; 4.2 The relationship between the instructional materials and the learning activities is clearly explained to the student; 4.3 The instructional materials have sufficient breadth, depth, and currency for the student to learn the subject; 4.4. All resources and materials used in the course are appropriately cited.

3 3 2 1

Learner Engagement 5.1 The learning activities promote the achievement of the stated learning objectives; 5.2 Learning activities foster instructor-student, content-student, and if appropriate to the course, student-student interaction; 5.3 Clear standards are set for instructor responsiveness and availability (turn-around time for email, grade posting, etc.); 5.4 The requirements for student interaction are clearly articulated.

3 3 2 2

Course Technology 6.1 The tools and media support the learning objectives, and are appropriately chosen to deliver the content of the course; 6.2 The tools and media support student engagement and guide the student to become an active learner; 6.3 Navigation throughout the online components of the course is logical, consistent, and efficient; 6.4 Students have ready access to the technologies required in the course; 6.5 The course components are compatible with current standards for delivery modes; 6.6 Instructions on how to access resources at a distance are sufficient and easy to understand; 6.7 The course design takes full advantage of available tools and media.

3 3 3 2 1 1 1

Learner Support 7.1 The course instructions articulate or link to clear description of the technical support offered;

2 2 1 1

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7.2 Course instructions articulate or link to an explanation of how the institution’s academic support system can assist the student in effectively using the resources provided; 7.3 Course instructions articulate or link to an explanation of how the institution’s student support services can help students reach their educational goals; 7.4 Course instructions answer basic questions related to research, writing, technology, etc., or link to tutorials or other resources that provide the information.

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Accessibility 8.1 The course incorporates ADA standards and reflect conformance with institutional policy regarding accessibility in online and hybrid courses; 8.2 Course pages and course materials provide equivalent alternatives to auditory and visual content; 8.3 Course pages have links that are self-describing and meaningful. 8.4 The course ensures screen readability.

3 2 2 1

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Appendix H Dimensional Course Assessment

Dimensional (courses) Assessment

The School for Business has implemented a process to assess direct student learning in the dimensional

courses. This assessment will include the following process:

Review of learning outcomes listed in each course syllabi to ensure that they reflect the nature of

the course and measurable;

Map the learning outcomes to instruction for the course;

Map the assessment of student learning as measured by exams, quizzes, projects, papers, etc., to

the stated leaning outcomes.

Analyze results of student learning based on results of the mapping and publish results to faculty.

Recommend changes to faculty, Academic Council on changes to increase student learning.

Repeat the process to assess if changes did in fact increase student learning.

Data to be gathered:

Student performance by stated learning objectives;

Cohort performance based on stated learning objectives by course;

Student performance of specific courses;

Effectiveness of assessment tools used;

Relevance of specific assessment questions and projects;

Relevance of course and ability to inform students’ Constructive Action project.

Implementation Strategy:

The goal is to methodically assess each of the dimensional courses begging with Purpose 1. On an

academic yearly basis, three purposes or 12 courses will be assessed. Courses that are offered by other

departments, will also share the same assessment strategy. The entire dimensional curriculum (32

courses) is expected to be assessed over a period of 2.5 years.

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Dimensional (courses) Assessment Tool

Metropolitan College of New York - School for Business

Dimensional Assessment Course: Principles of Business - BUS 111 SYS

Academic Term and Year: Spring 2013

Faculty member: T. Depoo

Course Objective Where/how it aligns with curriculum?

How objective will be assessed?

Summary of Findings

Explain the similarities and differences between public and private sectors, goods and service organizations, and other major business sub-categories

Week 1: Chapter 1 Week 3: Chapter 3 Week 9: Chapter 8 Week 13: Chapter 14

Exams Final Exams Term Project

TBA

Explain the role of entrepreneurs in the economy

Week 4: Chapter 4 Week 5: Chapter 5


TBA

Describe the role of employees, customers and partners in the organizational setting

Week 3: Chapter 3 Week 6: Chapter 6 Week 7: Chapter 7 Week 9: Chapter 8 Week 11: Chapter 10


TBA

Describe and interpret basic business and financial information in newspapers and periodicals

Week 5: Chapter 5 Week 14: Chapter 17

Describe how organizations can act in a socially responsible manner in the production and delivery of their goods and services.

Week 1: Chapter 1 Week 2: Chapter 2 Week 3: Chapter 3


TBA

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Summary Report

Answer all questions below:

1. What student outcomes data was collected?

(What kind of data? When was it collected? etc.)

2. What are the conclusions?

(How was data analyzed? What did the data reveal? etc.)

3. What recommendations, if any, are made?(What changes in curriculum, testing, or program

should be made given these results?)

Please append to this report any description of projects, exams and/or any other assessment used to

measure student learning.

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BUS 111 SYS – Principles of Business

At the conclusion of this dimensional course, students should be able to:

1. Explain the similarities and differences between public and private sectors, goods and service

organizations, and other major business sub-categories;

2. Explain the role of entrepreneurs in the economy;

3. Describe the role of employees, customers and partners in the organizational setting;

4. Describe and interpret basic business and financial information in newspapers and periodicals;

5. Describe how organizations can act in a socially responsible manner in the production and

delivery of their goods and services.

Course Topics:

1. Exploring the World of Business and Economics

2. Being Ethical and Socially Responsible

3. Exploring Global Business

4. Choosing a Form of Business Ownership

5. Small Business, Entrepreneurship, and Franchises

6. Understanding the Management Process

7. Creating a Flexible Organization

8. Producing Quality Goods and Services

9. Attracting and Retaining the Best Employees

10. Motivating and Satisfying Employees and Teams

11. Building Customer Relationships Through Effective Marketing

12. Creating and Price Products That Satisfy Customers

13. Wholesaling, Retailing, and Physical Distribution

14. Understanding Information and E-Business

15. Using Accounting Information

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Map of Topics to Objectives

Learning Objectives Course Topics 1 2 3 4 5

1 X X

2 X

3 X X X

4 X

5 X X

6 X

7 X

8

9 X X

10

11 X

12

13 X

14 X

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Mapping of Final Exam to Course Topics

Course Topics

Questions 1 2 3 4 5 6 7 8 9 10 11

1 X 2 X

3 X 4 X 5 X 6 X

7 X 8 X 9 X

10 X

11 X 12 X 13 X 14 X

15 X 16 X 17 X 18 X

19 X 20 X 21 X 22 X

23 X 24 X 25 X 26 X

27 X 28 X 29 X 30 X

31 X 32 X 33 X 34 X

35 X 37 X 38 X 39 X 40 X 41 X X 42 X

1 4 3 6 5 8 5 6 2 2 0

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Assessment Results A student learning outcome is one that measures a specific competency attainment.

Examples of a direct assessment (evidence) of student learning attainment that might be used

include: capstone performance, third-party examination, faculty-designed examination,

professional performance, licensure examination).

Various assessment measures used for the School for Business are:

Direct - Assessing student performance by examining samples of student work.

Indirect - Assessing indicators other than student work such as getting feedback from the

students or other persons who may provide relevant information.

Formative – An assessment conducted during the student’s education.

Summative – An assessment conducted at the end of the student’s education.

Internal – An assessment instrument that was developed within the business unit.

External – An assessment instrument that was developed outside the business unit.

Comparative – Compare results between classes, between online and on ground classes,

Between professors, between programs, between campuses, or compare to external results such as results from the U.S. Department of Education Research and Statistics, or results from a vendor providing comparable data. The results of these assessment tools are summarized below in two sections: 2010-2014 and 2014-2017 and as well as depicted graphically.

Assessments Results

2010-2014

Utilizing information and performance data gathered from the administration of the MFT and our

PCE program specific MFT questions, we have begun to identify a number of trends that have

suggested areas in need of improvement regarding delivery of the core competency and industry

specific material.

For example, in the Media Management MBA Program, based on identified student deficiencies

in applying theoretical concepts to real world situations in the industry specific classes, the

decision was made to incorporate a minimum of two professionally prepared case studies as part

of the required course work. The response in class has been positive and we anticipate an

increase in the performance by our students in the PCE MFT industry specific assessment

questions in future administrations of the exam. Similarly, a trend was recognized where

international students with limited English Proficiency who had demonstrated a mastery of the

material during in class presentations and discussions of the materials, demonstrated deficiencies

in the application of the concepts during the PCE section of the MFT. As a result, asynchronous

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discussion forums of real world applications of the concepts were added to the class as

“homework” to give these students exposure to reading and writing about real world applications

of the business theories being learned in class.

Furthermore, under the supervision of the Dean, and with the assistance of the Coordinator of the

Undergraduate Business Programs, members of the full time faculty of the School for Business

undertook the task of identifying areas for revision in the undergraduate Purpose Handbooks that

outline the course objectives and each Purpose’s Constructive Action for all eight semesters of

the students study.

In addition, again under the supervision of the Dean, members of the faculty worked with the

MBA Program Coordinators on the revision of the course objectives, reading materials and

weekly assignments in the three graduate Skills Dimension Classes (Managerial Accounting,

Managerial Economics and Managerial Finance.) This was the first step in the process of

strengthening the integration of these skills Dimensions into the Constructive Action.

Major specific revisions to our MBA curricula and modification of course material has been

undertaken in our teaching of International Business as a result of assessment of presentations by

our MBA students during and upon returning from our intensive International Field Practicum.

As part of our Purpose Centered International Field Experiential learning, students were asked to

collaborate across MBA specializations in developing and presenting the “internationalization”

of their CA business venture, it was expected that students would be able to demonstrate mastery

and competency in the following fields:

a. Management - Employ resources across cultures and countries in a changing global

economy to maximize stakeholders’ value.

b. Organization - Recognize the scarcity of resources and the challenges of its sustainability.

c. Leadership - Develop organizational goals to identify growth opportunities in the global

economy.

Through interviews with the international business CEOs and leaders who participate in our field

practicum and interact with the students during our scheduled CEO and business seminars, and

the feedback and assessment of the student’s presentations by members of our faculty upon their

return from Europe, it became evident that a number of our MBA students had weaknesses and

were deficient in meeting our identified goals for their competencies in Global Management.

Since mastery of these competencies did not follow any predictable trends, it was decided to

develop one universal graduate Global Business course that all of the MBA students would take

together to ensure that all students received a standardized presentation of the information to be

learned. In the General Management and Financial Services MBA programs this only required

an adjustment to the existing International Business class that was being offered, but in the

Media Management MBA Program effectuating this change required discontinuing the Arts

Administration and Cultural Heritage class and replacing it with a Global Business course as part

of the degree requirements.

The full time faculty of the School for Business determined that inclusion of online discussion

forums and homework assignments to supplement in class learning would be integral in allowing

students to more fully explore the various business and management topics that arise in

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international or global applications of business concepts. The online component would also

facilitate students navigating different program schedules and enable them to more easily

collaborate across programs. In addition, since each of our Dimension classes informs each

semester’s Purpose in our educational model, a cross disciplinary assignment representing 20%

of their final CA grade was created whereby all students would be expected to develop and

present a plan to “launch” or expand their Constructive Action business venture into London or

Frankfurt, one of the global cities students visit and study during the International Field

Practicum.

We have seen significant improvements in the integration of Dimension courses covering

technology, marketing, ethics, management, legal, globalization and the specialized industry

fields, as well as modest improvements in the integration of the Dimension addressing

Economics into the Media CAs since the pilot began. However, continued deficiencies are

evident in accounting and finance.

Seven Semester Summary: Major Field Tests

Educational Testing Service: Fall 2010 Semester through Spring 2013 Semester

The Major Field Tests of Educational Testing Service have been administered to School of

Business Undergraduates since the fall 2010 semester. We now have seven data points from

which to draw inferences about undergraduate achievements in the areas covered by the MFT in

Business. The combined average of all the tests taken through the spring 2013 semester is 133

out of a maximum of 200. The performance has been consistent throughout the period under

discussion, ranging from a low of 127 to a high of 137. The average places our students in the

50th

percentile, with about 15% of those taking the exam ranking in the 90th

percentile, another

10% ranking in the 80th

percentile, and the remaining students ranking at or below the 50th

percentile. Of particular concern is the fact that about 40% of the students taking the test rank in

the lowest 20% of the distribution.

Although it is difficult to establish a trend given the limited number of data points. It is clear that

student performance in the tests has been steadily improving, from an average low of 127 in the

spring 2011 semester to an average high of 137 in the spring 2013 semester. The 10 percentage

point difference between the two data points implies an eight percent gain in average grades for

our undergraduate students.

The MFT for undergraduates tests their proficiency in nine areas. These areas are in the fields

generally covered in the undergraduate business curriculum and include Accounting, Economics,

Management, Marketing, International Business, Business Law, Management Information

Systems, Finance, and Quantitative Analysis.

For the seven data points available for analysis, average percentage of correct answers for our

undergraduates is about one-third, with a range between a high of 51% (Business Law) and a low

of 11% (Finance).

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When we average student performance over the seven semester period, we find a clear difference

between those areas in which our students do reasonably well and those in which further work

needs to be done.

The two areas in which students perform best are Business Law and Management, in which

correct responses average about forty percent. The next four areas, with correct responses

averaging between thirty-two and thirty-seven percent, are: International Business, Marketing,

Management Information Systems, and Economics.

There are three areas grouped around the need to understand and perform mathematical

calculations: Accounting, Quantitative Analysis, and Finance, in which average responses were

below thirty percent.

There are a number of positive steps that the School for Business is taking to improve student

performance in the quantitative areas. First, two senior professors, Appel and Leal, have been

concentrating in the areas of Accounting and Finance, in order to bolster student performance

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Graduate Skills Courses Dimensional Analysis

Managerial Accounting Spring 2014

Faculty Member: J. Fawundu Course Objective Where/How It

Aligns with

Curriculum

How Objective will

be assessed

Summary of

Findings

1. Define Accounting System within the

context of the business world and identify

the users of accounting information and

how to prepare financial statements for

decision making. The Service and the

Merchandising organizations are

illustrated as examples. Topics for

individual Term Projects with relevance

to Constructive Action and Group Case

Projects are discussed.

Week1, Chapter

1, Week2,

Chapter 3 and

Week 3,

Chapter 5.

Quiz is given, two

major problems and

10 multiple-choice

questions based on

accounting theories

in those three

chapters

47 students took

the in-class Quiz,

91% passed it and

9% failed it

2. Examine the Stockholders’ Equity

Section of the Corporate Balance Sheet,

accounting for dividends and preparation

of the Statement of Retained Earnings,

the Classified Balance Sheet and the

Multi-Step Income Statement, Treasury

stocks and effect on Retained earnings,

and Restrictions on Retained Earnings.

Week 4,

Chapter 12,

Week 5,

Chapter 13

Quiz 1 is given in

class, Excel

Assignments, Self-

Study exercises and

problems are

reviewed and further

analyzed.

46 students took

Quiz 2 and 46

passed with a grade

range from 70% to

100%. One student

did not take this

Quiz

3. Discussion of the Statement of Cash

Flows as a major decision making tool

with problem illustrations of the Direct

and Indirect Methods; financial statement

analyses and computations of financial

ratios.

Week 6

Chapter 14,

Week 7,

Chapter 15.

Self-Study Quizzes

and Excel

Assignments

Performance was

excellent

4. Accounting for Manufacturing

Organizations, preparing the Schedule of

the Cost of Goods Manufactured and

determining the Unit Cost for decision

making.

5. Preparation of the Cash Budget as a

major decision making tool.

6. Review Cash Flow Analyses, Financial

Statement Analyses, Accounting for

Manufacturing Organizations and Cash

Budgets in preparation for the Final

Take-Home Exam.

7. Oral Group Presentations on Group Case

Project

Week 8,

Chapter 16

Weeks 9.

Weeks 10, 11

and 12.

Weeks 13 and

14.

Self-study Quizzes

and Excel

Assignments.

Self-Study end Excel

Assignments.

Performance was

excellent.

Performance was

excellent.

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Dimensional Assessment Course: Managerial Finance - MBA 735 SKI

Academic Term and Year: Spring 2014

Faculty member: Pooya Farahvash

Course Objective Where/how it aligns

with curriculum?

How objective

will be assessed? Summary of Findings

1. Develop and interpret financial

statements, including balance sheet and

income statement, and manage to extract

important information, such as operating

cash flow and working capital, out of

data provided through such statements.

Week 1: Ch 1, 2, 3

Assignments

Exams

Term Project

Report

Materials that were

presented to students as

part of this objective built

the ground work of

knowledge for the rest of

the course

2. Analyze cash flows utilizing tools

in valuation of financial securities such

as common stocks and fixed-rate bonds.

Week 2, 3: Ch 4, 5, 6,

7

Assignments

Exams

Term Project

Report

Compare to previous

semester larger

percentage of students

showed the need for some

background knowledge

especially in the area of

mathematics to be able to

master the materials

presented here

3. Assess project viability and the

merit of undertaking a project from a

financial point of view.

Week 4, 5: Ch 8, 9

Assignments

Exams

Term Project

Report

This course objective is

closely related to other

purpose-centered

curriculum of school of

management and material

learned here can be

utilized practically in

other area. Student

showed great interest in

learning the material

associated with this object

as they realized the

applied aspect of the

topics

4. Calculate return on investments

and discusses type of risks associated

with different investments.

Week 7, 8: Ch 10, 11

Assignments

Exams

Term Project

Report

The mathematical

background weakness of

major body of students

was more dominant in this

area as the material is

more analytical

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5. Synthesize elements of a company

capital structure, importance of leverage

and its risks and limitations to inform

sound financial decisions.

Week 9, 10: Ch 12, 13

Assignments

Exams

Term Project

Report

6. Demonstrate how a firm finances

its operation, how capital market

provides funding services and what

private and public funding resources are

available to the company.

Week 11: Ch 14, 15

Assignments

Exams

Term Project

Report

7. Develop and apply financial

analyses specific to CA project.

Case Studies, Term

Project

Case Study

Reports

Term Project

Report

While students were

enthusiastic about these

assignments the heavy

workload seemed to be

affecting the quality of the

work

2014 Spring Semester Finding 1:

Managerial Finance Performance for Learning Objectives is weakest in:

• LO 4. Calculate return on investments and discusses type of risks associated with

different investments.

• LO 2. Analyze cash flows utilizing tools in valuation of financial securities such as

common stocks and fixed-rate bonds.

• LO 7. Develop and apply financial analyses specific to CA project.

• LO 3. Assess project viability and the merit of undertaking a project from a financial

point of view.

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2014 Spring Semester Finding 2:

Managerial Finance Performance for Course Topics is weakest in:

Valuing Stocks and Bonds

Risk and Return

Understanding Financial Statements and Cash Flow

Valuation of Future Cash Flows

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MFT Trend Analysis 2013:

Observations:

There is an upward trend observed in the MBA MFT Scores during the period of 2010 – 2013

with 5 data points (and cohorts); in particularly, we can see a significant improvement that

started in summer 2012. The following pages provide detail analysis of the 5 Assessment

Indicators (Marketing,

Management, Finance, Accounting, Strategic Integration).

In summary, we observe the following trends in the period of 2010-2013:

Accounting Assessment Indicator is the weakest and showing gradual improvements.

Both Finance and Strategic Integration Assessment Indicators are also weak, but they are

showing significant improvement over time.

MBA program shows stable and relatively stronger performance in the following areas:

0

20

40

60

80

100

120

140

160

180

200

12/15/2011 6/1/2012 8/1/2012 12/11/2012 4/15/2013

Marketing 31.4 41.63636364 38.95652174 37.76923077 37.08695652

Management 26.2 47 36.73913043 35.5 33.52173913

Strategic Integration 15 39.09090909 31.30434783 32.80769231 34.82608696

Finance 20.6 28.90909091 28.43478261 34.23076923 37.91304348

Accounting 20 33.81818182 29.13043478 30 31.82608696

MBA MFT Score Trend Analysis (2010 - 2013)

Accounting Finance Strategic Integration Management Marketing

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o Marketing

o Management

From the chart above, we can observe the following:

The weakest Asessment Indicators are:

Accounting

Finance

Strategic Integration

The strongest Asessment Indicators are:

Marketing

Management

0 20 40 60 80 100 120 140 160 180 200

Accounting

Finance

Strategic Integration

Management

Marketing

MBA Assessment Indicators (2010-2013)

12/15/2011 6/1/2012 8/1/2012 12/11/2012 4/15/2013

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The following charts show the overall trend observed in each of the Assessment

Indicators during the period of 2010 – 2013.

From the chart above, we can observe the following:

The weakest Asessment Indicators are:

Finance

Quantitative Business Analysis

Accounting

Economics

The strongest Asessment Indicators are:

Legal and Social Environment

Management

International Issues

Marketing

Information Systems

0 50 100 150 200 250 300

Finance

Quantitative Business Analysis

Accounting

Economics

Information Systems

Marketing

International Issues

Management

Legal and Social Environment

Assessment Indicators (2010-2013)

12/20/2010 4/11/2011 12/13/2011 6/1/2012 8/1/2012 11/1/2012 4/15/2013

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2015-2017

Performance Measure

What is your measurement instrument or process?

Current Results

Analysis of Results

Action Taken or Improvement made

Direct, Summative Assessment:

Graduate students will improve by two percentage points annually in competency areas that demonstrate knowledge of the following areas: Accounting, Business Ethics, Business Finance, Business Integration and Strategic Management, Business Leadership, Economics, Economics: Macroeconomics, Economics: Microeconomics, Global Dimensions of Business, Information Management Systems, Legal Environment of Business Management, Management: Human Resource Management, Management: Operations/Production Management, Management: Organizational Behavior, Marketing, PCE, Quantitative Research Techniques and Statistics.

Summative, External, Comparative data derived from Peregrine Assessments.

There is an stable trend observed in the MBA Peregrine Scores during the period of 2015 – 2017 with 7 data points (and cohorts). In summary, we observe the following trends in the period of 2015-2017: (1) Business Finance and Economics remain the weakest performance areas. (2) MBA program shows stable and relatively stronger performance in the following areas: o Marketing o Management o Global Dimensions of Management These result are consistent with the observations we made in period of 2010-13. (3) Accounting topical performance has improved significantly compared to previous period 2010-13.

Evaluation of all courses in areas of low performance for more consistency including group assignments, case studies and oral presentations. The Managerial Accounting and Finance Instructors have both performed in Spring 2014 detailed dimension analysis (see enclosed docs). This analysis has helped to improve both courses. The Finance instructor recommended a general mathematics refresher course as a prerequisite. The Accounting Instructor recommended and implemented a general quiz in early weeks of the semester to harness key accounting concepts.

The action taken by the Accounting Instructor in 2014 spring has improved student performance in accounting. The accounting performance result has been stable. Future Actions: (1) Actions need to be taken to follow Finance Instructor's recommendation of math refresher course, and examine other methods to improve the quantitative skills of the students. (2) For Economics course, a dimension analysis will take place in the summer semester to make changes for the fall semester.

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Direct, Summative Assessment:

Undergraduate students will improve by two percentage points annually in competency areas that demonstrate knowledge of the following areas: Accounting, Business Ethics, Business Finance, Business Integration and Strategic Managemen,t Business Leadership, Economics, Economics: Macroeconomics, Economics: Microeconomics, Global Dimensions of Business, Information Management Systems, Legal Environment of Business Management, Management: Human Resource Management, Marketing, Quantitative Research Techniques and Statistics.

Summative, External, Comparative data derived from Peregrine Assessments.

Student performance in the period of 2015 spring to 2016 fall has been stabilized. The areas of lowest performance are: o Marketing o Quantitative Research Techniques o Global Dimensions of Management

Practical understanding of Global Management and marketing need to be enforced in the PCE (Purpose-Centered Education) and Constructive Action.

Revision in the undergraduate textbooks and course curriculum for all eight semesters of the students study have been done in each semester. Future Actions: (1) Actions need to be taken for instituting a math refresher course, and examine other methods to improve the quantitative skills of the students. (2) Constructive Action needs to be put in place to implement specific marketing and global management aspects, so as to cultivate student's understanding of the subject matters.

Dimensional Course Assessment Tool:

The goal is to methodically assess the dimension course, Global Business MBA 735 INT (graduate) on an academic yearly basis.

Indirect, Summative, Internal.

This assessment is to measure students’ perceived intrinsic value of the international immersion program utilizing a self-reporting study methodology.

Students reported that the immersion broadened their global management perspective and exposure to global business, which were one of the intended goals of the immersion with 95 percent in both 2016 and 2015 reporting “happy” with the entire experience of the Study Abroad Program.

Students continued to be required to work in teams and focus on developing a case study and presentation as a part of the final project. The high degree of unhappiness (24%) with the business component in 2015 was analyzed and structural changes were introduced which resulted in the major improvement (and lowered the unhappy rating to to 8%) in the ratings in 2016.

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PCE and Constructive Action Assessments: The goal is to use course rubric for a consistent evaluation of the Constructive Actions (CA) performed by students, and to assess student's understanding of Purpose-Centered Education (PCE) pedagogy.

Direct, Summative, both Internal (via course rubric) and External (via Peregrine Assessment).

This assessment is to measure students’ application of PCE in the Constructive Action, and to develop life-long knowledge of PCE in learning. The PCE assessments as measured in 2015 spring - 2017 spring have shown a stable trend of students understanding of the PCE pedagogy. Individual CA rubrics are being assessed by course instructor (see example of Media Management MBA CA 1 - Fall 2013 v. Spring 2014).

PCE knowledge is generally the strongest performance area as evidenced in the Peregrine Assessment results. From the analysis of the benefit of using Moodle Course Shell, the MBA program has started using a consistent online course shell to conducting CA course activities.

Student Handbooks that provide PCE descriptions were provided to students at the beginning of semester. CA Rubric analysis continue to be conducted by each instructor at the end of each semester.

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0

50

100

150

200

250

300

350

400

450

500

MBABusinessTopicalAssessements(in2015Spring- 2017Spring)

2015Spring 2015Summer 2015Fall 2016Spring

2016Summer 2016Fall 2017Spring

0

500

1000

2015Spring 2015Summer 2015Fall 2016Spring 2016Summer 2016Fall 2017Spring

MBATrendonAssessmentIndicators

(in2015Spring- 2017Spring)

Accounting BusinessEthics

BusinessFinance BusinessIntegrationandStrategicManagement

BusinessLeadership Economics

Economics:Macroeconomics Economics:Microeconomics

GlobalDimensionsofBusiness InformationManagementSystems

LegalEnvironmentofBusiness Management

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0

500

1000

1500

2015 Spring 2015 Fall 2016 Summer 2016 Fall

BBA Trend on Assessment Indicators (2015 Spring - 2016 Fall)

Quantitative Research Techniques and StatisticsMarketingManagement: Organizational BehaviorManagement: Operations/Production ManagementManagement: Human Resource ManagementManagementLegal Environment of BusinessInformation Management SystemsGlobal Dimensions of BusinessEconomics: MicroeconomicsEconomics: MacroeconomicsEconomicsBusiness LeadershipBusiness Integration and Strategic Management

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0

10

20

30

40

50

60

70

80

90

2015Spring 2015Summer

2015Fall 2016Spring 2016Summer

2016Fall 2017Spring

PCE(PeregrineAssessments)

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Rferences

Middles States Commission on Higher Education. (2005). Assessing Student Learning and

Institutional Effectiveness: Understanding Middle States Expectations. (p. 3).

Philadelphia, PA: Middles States Commission on Higher Education.

Murray, F. (2009). An accreditation dilemma: The tension between program accountability and

program improvement in programmatic accreditation. New Directions for Higher

Education, 145, 59-68.

Peregrine Academic Services. (2014). The CPC-based COMP Exam: Development, validity, and

reliability (Report No. 2014-1). Gillette, WY: Author.

Walvoord, E. B. (2010). Assessment Clear & Simple. (2nd ed.). San Francisco, CA: John Wiley

& Sons, Inc.

Documents

Eduational Effectiveness Assessment plan - MCNY...exams provided by Peregrine, the faculty that these assessments informed results of direct students learning and are directly aligned