Huizenga College of Business & Entrepreneurship … · Measure: Ethical issue assignment in selected sections of MGT 4100 – Business Ethics Sample Size: 40 student writing samples

Huizenga College of Business & Entrepreneurship

Summary of Assurance of Learning Results AY 2016-17

Bachelor Degree Learning Goals, Outcomes, Assessment Plan, and Assessment Results

Learning Goals & Student Learning Outcomes (SLO)

Where, When & How Measured Results

Closing the Loop Activities

Business Knowledge

Business Knowledge: Our students will develop knowledge in the core business disciplines. SLO 1: Our students will demonstrate competence and understanding of basic business disciplines and concepts.

Measure: AY 2016-17 moved to third party exam

ETS’ Master Field Test in Business for All sections of MGT 4880 - Business Strategy and Policy starting in Winter 2017 Sample Size: 65 students Results: Overall students did not meet benchmark standard

See Attached summary of results


Each department given results for their discipline to evaluate coverage of topics in each area – using results for BSBA program redesign

Critical Thinking

Critical Thinking: Our students will apply critical thinking to business situations. SLO 1: Our students will detect problems and opportunities in a business context.

SLO 2: Our students will evaluate quantitative and qualitative information in a business context. SLO 2.3: Our students will formulate logical solutions with appropriate support in a business context.

First Year Assessment Measure: 2016-17: Survivor Quiz – ISM 3660

Sample Size: 72 students

- Benchmark: 75% of students will have meet or exceed the

learning standard (defined as a score of 80% or above on the application quizzes).

Results: Overall and in 4 of 5 areas assessed, students did

not meet the standard

Dimension N % Correct

Explanation of Issues 71 65.1%

Evidence 71 73.6%

Influence of context and assumptions 72 61.6%

Student’s position (perspective, thesis/hypothesis Not tested Conclusion and related outcomes (Implications and consequences) 69 86.1% Overall Results 72 70.6%


In winter 2018, Dr. Brian Deptula, will conduct a faculty development workshop to help faculty members improve their skills in teaching critical thinking and develop assignments that will help students to learn these key skills.

Looking for second measure for AY 2018-19 (possibly 2017-18) to include student position dimension in testing (working with Dr. Chinta to use a case study

from MGT 4880 Business Strategy and Policy)

Learning Goals & Student Learning Outcomes (SLO) – BSBA Program

Where, When & How Measured

Results


Communications – Written Communications – Written: Our students will communicate effectively in a business context. SLO 1: Our students will compose technically proficient and effective business documents. SLO 2: Our students will identify the audience for intended communication and utilize language appropriate for the discipline and the targeted audience.

Measure: Ethical issue assignment

in selected sections of MGT 4100 – Business Ethics Sample Size: 40 student writing

samples - Benchmark: 75% of students will

have meet or exceed the learning standard

- - Results: Overall, Students did not

meet the standard

Average Below Meets Exceeds

1-2 3 4-5

Rhetorical Knowledge 3.40 20.0% 75.0% 5.0%

Use of Sources, Readings 2.43 70.0% 30.0% 0.0%

Conventions (grammar & mechanics) 3.30 27.5% 70.0% 2.5%

Process 3.31 30.0% 65.0% 5.0%

Reflection 3.07 40.0% 60.0% 0.0%


To provide additional support to students to develop their written communication skills, the Huizenga College will participate fully in the new University wide QEP program for student writing.

Huizenga College will be adding writing fellows into MGT 2150 Business Law I starting in the Winter 2018 semester. The director of the QEP was a featured participant in a November 2017 Assessment and Accreditation Thursday event to discuss the new QEP program with

the faculty and exchange ideas on how to improve students’ written communication, including a workshop focused on business writing. Communications – Oral

Communications – Oral: SLO 2: Our students will plan and deliver effective oral presentations on a business topic

Measure: Mid-semester presentations

in selected sections of MGT 4100 – Business Ethics Sample Size: 21 student

presentations (done in groups but each person presented)

- Benchmark: 75% of students will

have meet or exceed the learning standard Results: Overall, Students met the

standard, although in 3 of 6 areas, students did not achieve the standard.


1-2 3 4-5

Organization 3.90 0% 24% 76%

Language & Appropriate Audience

3.95 0% 29% 71%

Delivery Techniques (Professionalism & Mannerisms)

3.05 42% 29% 29%

Delivery - Voice Quality 3.14 38% 24% 38%

Use of Media 2.81 47% 29% 24%

Central Message 3.48 0% 57% 43%


* Look at curriculum for where in program additional learning opportunities for oral presentation skills can be added for development and assessment.

Ethical Reasoning

Ethical Reasoning

Our students will apply ethical reasoning to decision making in a business context. SLO 1: Our students will detect ethical dilemmas in a business context. SLO 2: Our students will utilize various/determine appropriate frameworks to make ethical decisions in a business context. SLO 3: Our students will detect appropriate stakeholders and recognize the potential impact of an ethical decision within a business context. SLO 4: Our students will formulate potential implications in making an ethical decision in a business context.

Measure: Ethical issue assignment

in selected sections of MGT 4100 – Business Ethics

- Sample Size: 40 assignments OL

& Ground (10/2017) - Benchmark: 75% of students will

have meet or exceed the learning standard Results: Overall (68.8%) and in

two of the four dimensions students did not achieve the 75% standard in ethical reasoning.


1-2 3 4-5

Ethical Issue Recognition 3.29 30.0% 67.5% 2.5%

Understanding Differences 3.21 20.0% 77.5% 2.5%

Considers Stakeholder 3.41 22.5% 75.0% 2.5%

Evaluation of Diff Perspectives 2.72 52.5% 45.0% 2.5%

Closing the Loop Activities * Look for courses where students can expand ability to recognize implications of ethical decision-making where students scored lowest overall.

ETS Master Field Test in Business (BSBA) Exam Results by Concentration Area: Highlighted areas represent average score below benchmark target of 40th percentile

Total AI1 Total AI2 Total AI3 Total AI4 Total AI5 Total AI6 Total AI7 Total AI8 Total AI9

Major

# of

Students

Taking Test

Total

Score Accounting Economics Management

Quant

Bus

Analysis Finance Marketing

Legal &

Social

Environ

Info

System

Intnl

Business

Accounting 7 Averages 143.43 42.71 44.00 57.29 34.14 33.00 36.29 46.86 42.86 37.71

Percentile 15 57 72 63 30 5 1 2 10 27

Business Admin 35 Averages 145.69 37.83 33.17 63.14 31.60 38.11 46.23 49.14 47.66 37.03

Percentile 21 23 13 93 15 22 11 4 26 24

Finance 8 Averages 153.63 47.88 40.88 70.50 32.63 51.75 48.38 46.63 53.13 47.13

Percentile 65 85 52 99 21 90 15 2 64 88

Management 8 Averages 145.50 40.50 29.25 62.63 31.50 35.25 48.25 45.50 57.25 36.25

Percentile 22 40 3 92 15 12 15 1 84 21

Marketing 2 Averages 147 41 33 56 38 31 60 55 50 13

Percentile Too small of a cohort to calculate

Sport & Rec Management 5 Averages 140.4 36.6 32 61.2 21.4 40.2 46.6 39.8 40.2 37.8

Percentile 6 18 9 87 1 35 12 1 5 28

Total - All Disciplines 65 Averages 146.02 39.78 34.88 62.96 31.14 39.05 45.93 47.62 48.75 37.75

Standard Deviation12.25 13.73 12.31 16.92 12.64 14.38 14.89 17.53 17.67 16.46

Percentile 24 36 19 92 14 27 10 3 46 28

Mean (average) percent of test questions answered correctly

B.S. Discipline Knowledge Comparison Results – AY 2016 versus 2017:

B.S. Discipline Knowledge Comparison Results – AY 2016 versus 2017

2015 -16 Academic Year (In-House Test) 2016 -17 Academic Year (ETS Exam)

Total (Raw)

Failed Minimum Time Requirement (15 Minutes) % (#)

Total N =

Avg. Score (%)

Avg. Time Min

Avg. Time Min (Raw)

Meets /Exceeds % (#)

Total N =

Low Scores (< 130 - Possible Below Min Time) % (#)

Avg. Percentile Goal = 40th

Avg. Raw Score

Meets /Exceeds 40th Percentile Goal = 80%

Overall 162 17.3% (28) 134 75.0% 39.9 34.8 68.7% 65 12.3% (8) 24th 146.1 48%

Breakdown by Course Format

Ground 80 27% (28) 52 69.1% 29.0 22.8 55.8% 50 10% (5) 24th 146.1 46%

Online 82 0% (0) 82 78.8% 46.8 46.8 76.8% 15 20% (3) 24th 146.1 53%

Breakdown by Majors

Accounting 16 12.5% (2) 14 78.1% 32.6 30.0 78.6% 7 14.3% (1) 15th 143.4 43%

Business Administration

75 10.7% (8) 67 72.2% 39.7 36.7 61.2% 35 11.4% (4) 21st 145.7 49%

Finance 19 36.8% (7) 12 82.8% 42.8 31.1 83% 8 12.5% (1) 65th 153.6 63%

Management 22 13.6% (3) 19 77.4% 44.0 39.4 74% 8 25% (2) 22nd 145.5 50%

Marketing 22 13.6% (3) 19 77.5% 40.3 36.1 78.9% 2* 0% (0) DNR* 147.0 50%

Sport & Rec Management

8 62.5% (5) 3 73.3% 36.9 19.5 66.7% 5 0% (0) 6th 140.4 20%

MBA Degree Learning Goals, Outcomes, Assessment Plan, and Assessment Results Learning Goals & Student Learning Outcomes (SLO)



Business Knowledge

Business Knowledge: Our students will have knowledge in the core business disciplines. SLO 1: Our students will demonstrate competence and apply their knowledge of business concepts and theories Measure: Third Party Exam – Peregrine’s Business

Knowledge Test for MBA programs administered in MGT 5170 - Applying Strategy for Managers

Benchmark: 80% of students will score 60% or above (overall goal for HCBE is for average score to be at the 60% or above). Sample Size: 98 students Results: Overall students did not achieved the 80%

standard

See Attached summary of results


Each department given results for their discipline to evaluate coverage of topics in each area – using results for BSBA program redesign

Critical Thinking

Critical Thinking: Our students will apply critical thinking to business situations. SLO 1: Our students will detect problems and opportunities in a business context. SLO 2: Our students will evaluate quantitative and qualitative information SLO 3: Our students will design solutions with appropriate support in a business context. Measure: Individual case study assignment in selected

sections of QNT 5100 - Data Driven Decision Making Winter 2016 Sample Size: 50 items of student work

- Benchmark: 75% of students will have meet or exceed

the learning standard.

Results: Overall students did achieved the 75% standard

(75.2%) for critical thinking.

Overall 2016-17 Results Prior Year Results

Average Below Meets Exceeds Below Meets Exceeds

Explanation of Issues 3.26 30.0% 66.0% 4.0% 23.9% 52.2% 23.9%

Evidence 3.23 24.0% 72.0% 4.0% 16.3% 60.3% 23.4%

Influence of Context 3.22 22.0% 76.0% 2.0%

Student's Position 3.25 22.0% 74.0% 4.0% Conclusion & Implications 3.31 26.0% 66.0% 8.0% 28.8% 49.5% 21.7%

Overall 3.26 24.8% 70.8% 4.4% 23.0% 54.0% 23.0%


In winter 2018, Management faculty member Dr. Brian Deptula, will conduct a faculty development workshop to help faculty members improve their skills in teaching critical thinking and develop assignments that will help students to learn these key skills.

Faculty to identify core and major-required course where learning experiences (common assignments and activities) could be added to help students develop and practice critical thinking skills.

Faculty members to develop assignments that allow students to fully practice and develop all dimensions of critical thinking, not just focusing on quantitative analysis and problem solving skills.

Learning Goals & Student Learning Outcomes (SLO) – MBA Program

Communications – Written Communications – Written: Our students will communicate effectively in a business context. SLO 1: Our students will compose technically proficient and effective business documents.

Measure: Individual case study

assignment in selected sections of QNT 5100 - Data Driven Decision Making Sample Size: 50 student writing

samples - Benchmark: 75% of students will


- Results: Overall and in four of the

five dimensions students did not achieved the 75% standard in their written communication.




Use of Sources, Reading 2.79 56.0% 40.0% 4.0%

Conventions 3.23 30.0% 66.0% 4.0%

Process 3.38 18.0% 76.0% 6.0%

Reflection 3.15 32.0% 66.0% 2.0%

Overall 3.17 32.4% 62.8% 4.8% 20.1% 52.7% 27.2%



The director of the QEP was a featured participant in a November 2017 Assessment and Accreditation Thursday event to discuss the new QEP program with the faculty and exchange ideas on how to improve students’ written communication, including a workshop focused on business writing.

Communications – Oral Communications – Oral:

SLO 2: Our students will plan and deliver effective and persuasive oral presentations on a business topic. Measure: Final Presentations in

MGT 5170 – Applying Strategy for Managers Selected Sections – Ground Sample Size: 92 student

presentations (done in groups but each person presented)


have meet or exceed the learning standard Results: Overall and in five of the

six dimensions students did not achieved the 75% standard in their oral communication skills.

Totals % Meets

or Exceeds Standard

Below Meets Exceeds

Dimension of Oral Communication N 1-2 3 4-5

Organization 92 40% 46% 13% 59.7%

Language & Appropriate Audience 92 24% 65% 12% 76.2%

Delivery Techniques (Professionalism & Mannerisms) 92 57% 32% 12% 43.1%

Delivery - Voice Quality 92 41% 45% 14% 59.2%

Use of Media 92 66% 28% 6% 34.3%

Central Message 92 63% 22% 15% 36.6%


* Look at curriculum for where in program additional learning opportunities for oral presentation skills can be added for development and assessment including identifying online versions of core courses where oral communication learning experiences can be added to ensure equivalency between modalities. * Additional workshops for students to improve oral communication skills and faculty in teaching this skill to be added through new Writing & Communications Center opening with QEP program in Witner 2018 to help students improve this skill.

Teamwork

Teamwork: Our students will work collaboratively in teams effectively in a team-based environment SLO 1: Our students will contribute to the advancement of business projects. SLO 3: Our students will foster a positive team climate and respond to conflicts constructively

SLO 2: Our students will respond to conflicts constructively

Measure: Peer Evaluations from

- MGT 5170 – Applying Strategy for Managers Sample Size: 404 peer evaluations

and 212 self-evaluations - Benchmark: 75% of students will

have meet or exceed the learning standard Results: : Overall students did

achieved the 75% standard for teamwork

Summary for Peer Evaluations Average Score

(Percentile) % Above Avg

Total Score - Average of Detailed Responses 90.16 Overall per Final Question 89.00 73.3%

Contribution 84.08 90.6%

Outside Contribution 78.09 78.0%

Climate 80.57 82.7%

Facilitates Contribution 79.50 77.0%


HCBE is exploring the use of a standardized peer evaluation survey for all classes where teamwork and peer evaluations are used. The standardized peer evaluation should be developed to align to the teamwork rubric to ensue all dimensions (including responses to conflict) of teamwork are evaluated when students do work in teams.

MBA Business Knowledge Results AY 2016-17 Peregrine Business Knowledge Exam Results by Concentration Area:

Summary of Peregrine Exam: Our preliminary results using Peregrine show that our MBA students scores met the goal on average, but we do have some challenges in that we usually set our targets that 80% of the students reach the target (so 80% of the students will score 60% or higher), we are currently 62% of our students have reached this goal. A challenge is how we can raise the bar for all students. In addition, our Marketing, International Business, and Online students tended to struggle more than students in other areas or taking courses in ground locations. These results should be explored further, especially if this trend continues in future assessments.

Highlighted areas represent average score below benchmark target of 60%

# of Exams

Completed Concentrations Accounting

Business

Ethics

Business

Finance

Business

Integration

and Strategic

Management

Global

Dimensions

of Business

Information

Management

Systems Management

Management:

Organizational

Behavior Marketing

Quantitative

Research

Techniques

and

Statistics

Final

Score

Duration

(min)

11 Entrepreneurship 78.18 65.45 67.27 74.55 68.18 69.09 79.09 78.79 76.36 65.45 71.51 111.59

8 Finance 77.5 71.3 70.0 75.0 73.8 60.0 73.8 70.8 71.3 72.5 71.7 110.1

16 Human Resource Management 72.5 70.6 67.5 72.5 60.6 66.9 68.8 78.1 68.8 63.1 67.9 121.0

9 International Business 60 53.3 57.8 70.0 53.3 58.9 68.9 79.6 57.8 53.3 59.3 87.6

26 Management 74.6 61.5 66.9 71.9 60.8 67.3 65.0 71.5 65.8 57.3 65.7 96.1

8 Marketing 52.5 58.8 52.5 60.0 51.3 52.5 60.0 62.5 56.3 51.3 55.0 104.4

8 Supply Chain Management 82.5 63.8 77.5 76.3 78.8 73.8 76.3 76.0 73.8 71.3 74.9 147.3

8 Other - Less than 5 Less than 5 students in each cohort - Totals not reported 54.72 91.05

94 Totals - Average 70.64 62.87 64.79 70.74 61.81 64.15 68.83 72.43 66.38 60.43 65.62 105.69

Std Deviation 22.71 19.93 22.61 22.54 23.60 18.22 19.22 27.73 21.29 22.28 16.56 44.42

Master of Accounting (MACC & MTAX) Degree Learning Goals, Outcomes, Assessment Plan, and Assessment Results

Learning Goals & Student Learning Outcomes (SLO)



Business Knowledge

Discipline Knowledge: Our students will demonstrate in-depth knowledge of accounting. SLO 1 (MACC): Our students will demonstrate understanding and be able to apply principle accounting principles and concepts SLO 1(MTAX): Our students will demonstrate knowledge of tax principles, concepts, and practices.

Measure: Exam questions For Accounting: ACT 5713-Accounting Theory For Tax: Using prior enrolled agent exam questions in TXX 5772 – Special Topics in Taxation Sample Size: 98 students – 88 OL; 10 ground Benchmark: Overall students will answer 75% questions in each area correctly. Results: Overall and in 4 of the 5 categories, students did not meet benchmark standard

Category Category Subjects # of

Questions # of

Students Number Correct

No. of Attempts

% Correct

Accounting Concepts & Theories

SFAC, agency theory, and more 14

96 1,061 1,449 73.2%

Users' Decision models and Earnings Quality

EMH, CAPM, Valuation, and earnings quality 9

92 512 681 75.2%

Accounting Policies & Standards Policies and standards 15

98 855 1,206 70.9%

Advanced case applications (comprehensive)

PV model, lease transformation, Luca, capital market crash case 5

98 281 448 62.7%

Overall 43 98 2,709 3,784 71.6%


Accounting department was given results to evaluate as they put together core courses in new MACC program

Critical Thinking

Critical Thinking: Our students will apply critical thinking to business situations. SLO 1: Our students will detect problems and opportunities in a business context. SLO 2: Our students will evaluate quantitative and qualitative information in a business context. SLO 3: Our students will develop solutions with appropriate support in a business context. Measure: Individual 10-K assignment

in ACT 5725- Financial Statement Analysis Sample Size: 40 items of student

work - Benchmark: 75% of students will


Results: Overall and in 4 of 5 areas

assessed, students did not meet the standard

Overall Results Prior Year Results


Explanation of Issues 3.09 37.5% 37.5% 25.0%

Evidence 3.23 12.5% 87.5% 0.0%

Influence of Context 3.00 50.0% 50.0% 0.0%

Student's Position 2.96 50.0% 50.0% 0.0%

Conclusion & Implications 2.84 50.0% 50.0% 0.0%

Overall 3.02 40.0% 55.0% 5.0% 29.6% 56.3% 14.2%

Learning Goals & Student Learning Outcomes (SLO) – MACC Program

Where, When & How Measured

Results


Closing the Loop Activities = Critical Thinking

In winter 2018, Management faculty member Dr. Brian Deptula, will conduct a faculty development workshop to help faculty members improve their skills in teaching critical thinking and develop assignments that will help students to learn these key skills.


Communications – Written

Our students will communicate effectively in a business context. SLO 1: Our students will compose technically proficient and effective business documents. Measure: Individual 10-K

assignment in ACT 5725- Financial Statement Analysis Sample Size: 40 items of student

work



- Results: Overall and in each of

the 5 areas assessed, students did not meet the standard

Overall Results Prior Year Results




Conventions 3.11 35.0% 62.5% 2.5%

Process 3.15 35.0% 57.5% 7.5%

Reflection 3.05 35.0% 62.5% 2.5%

Overall 3.18 32.5% 63.0% 4.5% 17.9% 65.4% 16.6%





Master of Science in Real Estate Development Degree Learning Goals, Outcomes, Assessment Plan, and Assessment Results Learning Goals & Student Learning Outcomes (SLO)



Business Knowledge

Our students will demonstrate in-depth knowledge and skills in real estate SLO 1: Our students will demonstrate knowledge of principle concepts and practices in real estate development.

Measure: Industry expert group team scores from the NAIOP Collegiate Challenge (Individual assessment via internally developed business knowledge exam in AY 2018) Benchmark: 75% of students will meet or exceed the learning standard Sample Size: 15 students on 3 teams Results: Overall and in 3 of the 4 areas students

achieved the standard

Overall NAIOP Results


Financial & Mkt Analysis 7.35 33.3% 53.3% 13.3%

Development Strategy 7.67 20.0% 53.3% 26.7%

Zoning, Entitlements, Envir 7.61 20.0% 73.3% 6.7%

Depth of Knowledge 8.03 0.0% 66.7% 33.3%

Overall Bus Knowledge 7.67 18.3% 61.7% 20.0%


MS-RED faculty members will develop a direct measure of individual students’ business knowledge skills. Real Estate faculty should continue to seek learning experiences (common assignments and activities) that help students to further develop their

financial and market analysis skills, an area identified as a student weakness by the industry experts. Analytical Decision Making

Analytical Decision Making: Our students will use data to make appropriate decisions on real estate projects. • SLO 1: Our students will be able to evaluate financial and market information to make decisions on real estate projects (Bloom Level: Evaluation) • SLO 2: Our students will be able to design solutions with appropriate support in a real estate context. (Bloom Level: Creating)

Measure: Final report for the GIS Analysis assignment in REE 5867, Real Estate Development GIS, Sample Size: 6 items of student work

- Benchmark: 75% of students will have meet or exceed

the learning standard.

Results: Overall students did achieved the 75% standard

Overall 2016-17 Results


Define Problem 3.42 16.7% 83.3% 0.0%

Calculation 3.50 16.7% 83.3% 0.0%

Application - Analysis 3.67 16.7% 83.3% 0.0%

Assumptions 3.25 16.7% 83.3% 0.0%

Propose Solutions 3.58 16.7% 83.3% 0.0%

Overall 3.48 16.7% 83.3% 0.0%


Although the students met the standard for analytical decision making skills overall, the MS-RED faculty members should continue to seek learning experiences (common assignments and activities) that help students to further develop their analytical decision making skills.

Master of Science in Real Estate Development Degree Learning Goals, Outcomes, Assessment Plan, and Assessment Results Communications – Written

Communications – Written: Our students will communicate effectively in a business context. SLO 1: Our students will compose technically proficient and effective business documents.

Measure: Individual case study

assignment in selected sections of QNT 5100 - Data Driven Decision Making Sample Size: 50 student writing samples

- Benchmark: 75% of students will have

meet or exceed the learning standard -

Results: Overall and in four of the five

dimensions students did not achieved the 75% standard in their written communication.





Conventions 3.23 30.0% 66.0% 4.0%

Process 3.38 18.0% 76.0% 6.0%

Reflection 3.15 32.0% 66.0% 2.0%

Overall 3.17 32.4% 62.8% 4.8% 20.1% 52.7% 27.2%




Communications – Oral Communications – Oral: Our students will effectively communicate real estate information. SLO: Our students will plan and deliver effective and persuasive oral presentations to convey information on real estate projects. (Bloom Level: Creating)

Measure: End of semester presentations

in REE 5882, Site Planning Sample Size: 10 student presentations

(done in groups but each person presented)

- Benchmark: 75% of students will have

meet or exceed the learning standard -

Results: Overall and in four of the six

dimensions students achieved the 75% standard in their oral communication skills.

Averages of 2 Scorers Average Below Meets Exceeds

Total N = 10 1-2 3 4-5

Organization 2.75 30% 65% 5%

Language & Appropriate Audience 2.95 15% 75% 10%

Delivery Techniques (Professionalism & Mannerisms)

3.00 15% 70% 15%

Delivery - Voice Quality 2.70 40% 50% 10%

Use of Media 3.05 20% 55% 25%

Central Message 2.85 20% 70% 10%


Additional workshops for students to improve oral communication skills and faculty in teaching this skill to be added through new Writing & Communications Center opening with QEP program in Witner 2018 to help students improve this skill.

Master of Science in Real Estate Development Degree Learning Goals, Outcomes, Assessment Plan, and Assessment Results Technology-Related Skills

Technology-Related Skills: Our students will utilize technology to manage real estate projects. SLO 1: Our students will be able to select the appropriate technology to support real-estate development decision making. (Bloom’s Analyzing) SLO 2: Our students will be able to utilize appropriate technology to conduct analysis for real estate development projects. (Bloom ’s Applying) SLO 3: Our students will be able to use technology in a legal and ethical manner (Bloom’s Applying)

Measure: Final report for the GIS Analysis assignment in REE 5867, Real Estate Development GIS

Sample Size: 6 items of student work

- Benchmark: 75% of students will have meet

or exceed the learning standard.

Results: Overall and for the 5 dimensions

students did achieved the 75% standard


1-2 3 4-5

Determine data & Business Issue 3.50 16.7% 83.3% -

Use Appropriate Tech 3.75 16.7% 83.3% -

Process & Evaluate Data 3.83 16.7% 83.3% -

Use Tech to Accomplish Bus Purpose

3.83 16.7% 83.3% -

Use Tech Ethically & Legally 3.50 16.7% 83.3% -


Although the students met the standard for technology-related skills overall, the MS-RED faculty members should continue to seek learning experiences (common assignments and activities) that help students to further develop their technology related skills.

Documents

Huizenga College of Business & Entrepreneurship … · Measure: Ethical issue assignment in selected sections of MGT 4100 – Business Ethics Sample Size: 40 student writing samples