International Assembly for Collegiate Business Education ... · International Assembly for...
Transcript of International Assembly for Collegiate Business Education ... · International Assembly for...
Outcomes Assessment Plan
Institution Baker College
Academic Business Unit College of Business
Date March 16, 2017
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© 2013-2016 by the International Assembly for Collegiate Business Education Lenexa, Kansas
USA
Outcomes Assessment Plan i
Table of Contents
Table of Contents .......................................................................................................................................... i
Section I: Mission and Broad-Based Goals .................................................................................................. 1
Mission Statement .................................................................................................................................... 1
Broad-Based Goals .................................................................................................................................... 1
Section II: Student Learning Assessment ..................................................................................................... 3
ASSOCIATE-LEVEL PROGRAMS .................................................................................................................. 3
Student Learning Assessment for Associate of Business in Businesss Administration ......................... 3
Student Learning Assessment for Associate of Business in Accounting ............................................... 5
BACHELOR’S-LEVEL PROGRAMS ............................................................................................................... 6
Student Learning Assessment for BBA-Accounting .............................................................................. 6
Student Learning Assessment for BBA-Accelerated Program .............................................................. 8
Student Learning Assessment for BBA-Finance ..................................... .............................................10
Student Learning Assessment for BBA-Human Resource Management.............................................11
Student Learning Assessment for BBA-Management ......................................................................... 13
Student Learning Assessment for BBA-Marketing ..............................................................................15
Student Learning Assessment for BBA-Supply Chain Management ...................................................16
Section III: Operational Assessment .......................................................................................................... 18
Section IV: Linkage of Outcomes Assessment with Strategic Planning and Budgeting ........................... 20
Section V: Appendices ................................................................................................................................ 21
Outcomes Assessment Plan 1
OUTCOMES ASSESSMENT PLAN Baker College
College of Business
Section I: Mission and Broad-Based Goals
Mission Statement
Mission of the College of Business
The Mission of the College of Business is to enable graduates to meet the challenges of the dynamic and complex business environment. Our quality-focused, market-driven, and rigorous program curricula will establish and enhance core business knowledge and the ability to anticipate and react to societal changes, as well as provide students with technological proficiency, the ability to make ethical decisions, and the communication skills that embody the professional acumen graduates need to make positive contributions to their chosen fields.
Broad-Based Goals
Broad-Based Student Learning Goals:
1. Students will acquire the relevant disciplinary knowledge and competencies appropriate to their programs of study.
2. Students will demonstrate behaviors and attitudes that promote success in the workplace.
3. Students will demonstrate effective communication (both written and oral), including the use of technology, in various environment and
situations.
4. Students will acquire critical thinking skills including analysis and synthesis both within the career field and for the purpose of life-long learning.
5. Students will acquire relevant knowledge, which includes an understanding of cultural, social, political, and global issues.
6. Students will acquire the knowledge and demonstrate the ability to follow and support the ethical standards of their profession.
Outcomes Assessment Plan 2
Broad-Based Operational Goals:
1. The College of Business will offer significant project based and active learning opportunities for
students.
2. The College of Business will offer highly effective programs and delivery systems degree that prepare students to be career ready.
3. The College of Business will provide students opportunity to advance critical thinking skills and the use of technology.
4. The College of Business will attract and retain career oriented faculty who are experts in their field.
Outcomes Assessment Plan 3
Section II: Student Learning Assessment
ASSOCIATE-LEVEL PROGRAMS
Student Learning Assessment for the Associate of Business in Business Administration (AB-BA)
Program Intended Student Learning Outcomes (Program ISLOs)
1. Students will be able to describe the introductory concepts, basic theories, and fundamental practices in the principal functional areas of business.
Broad-Based Student Learning Goals Associated with this Outcome: 1, 2, 3,
Key Learning Outcomes for Associate-Level Business Programs to which this Outcome is Linked: 1
2. Students will be able to use current technology in support of business administration.
Broad-Based Student Learning Goals Associated with this Outcome: 3
Key Learning Outcomes for Associate-Level Business Programs to which this Outcome is Linked: 2
3. Students will be able to produce and to present effectively in written and oral communication formats.
Broad-Based Student Learning Goals Associated with this Outcome: 3
Key Learning Outcomes for Associate-Level Business Programs to which this Outcome is Linked: 3
4. Students will apply relevant business knowledge to their field of study.
Broad-Based Student Learning Goals Associated with this Outcome: 1, 2, 4, 5, 6
Key Learning Outcomes for Associate-Level Business Programs to which this Outcome is Linked: 3
Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Direct Measures:
1. Company Change Proposal Presentation (MGT2210)
Program ISLOs Assessed by this Measure: 1, 2, 3, 4
At least 75% of all AB-BA students will score 70% or higher on each rubric criterion associated with the program ISLOs assessed by this measure.
Outcomes Assessment Plan 4
Assessment Instruments for Intended Student Learning Outcomes— Indirect Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Indirect Measures:
1. AB-BA Exit Interview
Program ISLOs Assessed by this Measure: 1, 2, 3, 4
On the exit survey instrument, at least 75% of all graduating AB-BA students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.
Outcomes Assessment Plan 5
Student Learning Assessment for Associate of Business-Accounting
Program Intended Student Learning Outcomes (Program ISLOs)
1. Students will be able to implement accounting concepts, principles, standards, and processes.
Broad-Based Student Learning Goals Associated with this Outcome: 1, 2, 4
Key Learning Outcomes for Associate-Level Business Programs to which this Outcome is Linked: 1
2. Students will be able to integrate technology into work processes.
Broad-Based Student Learning Goals Associated with this Outcome: 3
Key Learning Outcomes for Associate-Level Business Programs to which this Outcome is Linked: 2
3. Students will be able to use relevant information and individual judgment to determine whetherevents or processes comply with laws, regulations, or standards.
Broad-Based Student Learning Goals Associated with this Outcome: 5, 6
Key Learning Outcomes for Associate-Level Business Programs to which this Outcome is Linked: 3
Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Direct Measures:
1. NOCTI Test: 4900 v. 1 (Accounting Advanced)
Program ISLOs Assessed by this Measure: 1, 2, 3
At least 75% of all graduating AB-ACC students will score 70% or higher on each subset of examination questions related to each of the program ISLOs assessed by this measure.
Assessment Instruments for Intended Student Learning Outcomes— Indirect Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Indirect Measures:
1. AB-ACC Exit Survey
Program ISLOs Assessed by this Measure: 1, 2, 3
On the exit survey instrument, at least 75% of all graduating AB-ACC students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.
Outcomes Assessment Plan 6
BACHELOR’S-LEVEL PROGRAMS
Student Learning Assessment for Bachelor of Business in Business Administration in Accounting (BBA-ACC)
Program Intended Student Learning Outcomes (Program ISLOs)
1. Students will be able to implement accounting concepts, principles, standards, and processes.
Broad-Based Student Learning Goals Associated with this Outcome: 1, 5, 6
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2
2. Students will be able to integrate technology into work processes.
Broad-Based Student Learning Goals Associated with this Outcome: 3
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 3, 4
3. Students will be able to use relevant information and individual judgment to determine whetherevents or processes comply with laws, regulations, or standards.
Broad-Based Student Learning Goals Associated with this Outcome: 1, 4, 5
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 4, 5
4. Students will be able to examine the ethical obligations and responsibilities of members of the
accounting profession.
Broad-Based Student Learning Goals Associated with this Outcome: 1, 2, 4, 5, 6
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2
5. Students will be able to demonstrate the audit process from engagement planning through issuance
of the report.
Broad-Based Student Learning Goals Associated with this Outcome: 1, 6
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 6
6. Students will be able to compose reports that communicate the work done and resultant findings
clearly and objectively.
Outcomes Assessment Plan 7
Broad-Based Student Learning Goals Associated with this Outcome: 3, 4
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 2, 6
Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Direct Measures:
1. Peregrine CPC Exam
Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5, 6
At least 70% of all graduating BBA-ACC students will score above the 50th percentile or higher overall and on each subset of examination questions related to each of the BBA-ACC program ISLOs assessed by this measure.
2. WRK4950 Employer Internship Evaluation
Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5, 6
On the employer evaluation instrument, employers will indicate that at least 75% of all graduating BBA-ACC “met” or “exceeded” expectations in achieving each of the program ISLOs assessed by this measure.
Assessment Instruments for Intended Student Learning Outcomes— Indirect Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Indirect Measures:
1. BBA-ACC Exit Survey
Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5, 6
On the exit survey instrument, at least 75% of all graduating BBA-ACC students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.
Outcomes Assessment Plan 8
Student Learning Assessment for Bachelor of Business in Business Administration – Accelerated Program (BBA-AP)
Program Intended Student Learning Outcomes (Program ISLOs)
1. Students will be able to distinguish between management and leadership and apply the principles and best practices of each as appropriate.
Broad-Based Student Learning Goals Associated with this Outcome: 1, 4, 5, 6
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 2
2. Students will be able to demonstrate practical knowledge of the functional areas of business including: accounting, marketing, finance, and human resourcesand the interrelationship among them.
Broad-Based Student Learning Goals Associated with this Outcome: 1, 4
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 2
3. Students will be able to analyze and evaluate the environment in which businesses operate, and the role each component of that environment plays in strategydevelopment, decision-making, and day-to-day operations.
Broad-Based Student Learning Goals Associated with this Outcome: 2, 4
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 4, 5
4. Students will be able to analyze, interpret, and manage financial and operational data and information.
Broad-Based Student Learning Goals Associated with this Outcome: 1, 4
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2, 3, 6
5. Students will be able to identify, evaluate, and discuss practical resolutions to ethical dilemmas and issues of corporate social responsibility.
Broad-Based Student Learning Goals Associated with this Outcome: 5, 6
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2, 5
6. Students will be able to formulate and implement strategic objectives that enhance organizational effectiveness and operational performance.
Broad-Based Student Learning Goals Associated with this Outcome: 3, 4
Outcomes Assessment Plan 9
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2, 3
Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Direct Measures:
1. Peregrine CPC Exam
Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5, 6
At least 70% of all graduating BBA-AP students will score above the 50th percentile or higher overall and on each subset of examination questions related to each of the BBA-AP program ISLOs assessed by this measure.
2. Strategic Management Case Study Analysis
Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5, 6
On the rating scale in the case-study evaluation rubric (with “excellent” being the highest rating), at least 70% of all graduating BBA students will achieve a performance rating of “good” or higher on each evaluation criterion associated with the program ISLOs assessed by this measure.
Assessment Instruments for Intended Student Learning Outcomes— Indirect Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Indirect Measures:
1. BBA-AP Exit Survey
Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5, 6
On the exit survey instrument, at least 75% of all graduating BBA-AP students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.
Outcomes Assessment Plan 10
Student Learning Assessment for Bachelor of Business in Business Administration in Finance (BBA-FIN)
Program Intended Student Learning Outcomes (Program ISLOs)
1. Students will be able to assess, analyze, and formulate strategies needed in financial decisionmaking situations in corporate finance.
Broad-Based Student Learning Goals Associated with this Outcome: 1, 3, 4, 6
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 3, 4
2. Students will be able to evaluate an individual customer's situation and formulate both a short- andlong-term strategy to help that customer meet financial objectives.
Broad-Based Student Learning Goals Associated with this Outcome: 2, 4
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2, 6
3. Students will be able to assess, analyze, and synthesize banking, financial markets, and riskexposures in the financial services environment.
Broad-Based Student Learning Goals Associated with this Outcome: 4, 5
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2, 5, 6
Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Direct Measures:
1. Peregrine CPC Exam
Program ISLOs Assessed by this Measure: 1, 2, 3,
At least 70% of all graduating BBA-FIN students will score above the 50th percentile or higher overall and on each subset of examination questions related to each of the BBA-FIN program ISLOs assessed by this measure.
2. WRKBS4010 Employer Internship Evaluation
Program ISLOs Assessed by this Measure: 1, 2, 3,
On the employer evaluation instrument, employers will indicate that at least 75% of all graduating BBA-FIN “met” or “exceeded” expectations in achieving each of the program ISLOs assessed by this measure.
Assessment Instruments for Intended Student Learning Outcomes— Indirect Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Indirect Measures:
Outcomes Assessment Plan 11
1. BBA-FIN Exit Survey
Program ISLOs Assessed by this Measure: 1, 2, 3
On the exit survey instrument, at least 75% of all graduating BBA-FIN students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.
Student Learning Assessment for Bachelor of Business in Business Administration in Human Resource Management (BBA-HRM)
Program Intended Student Learning Outcomes (Program ISLOs)
1. Students will be able to analyze, plan, and support activities and programs for sourcing, recruiting, hiring, onboarding, orientation, and retention.
Broad-Based Student Learning Goals Associated with this Outcome: 1
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2
2. Students will be able to compare, develop, and recommend strategies to address appropriate
expectations for performance and behavior from employees including performance standards andmeasures.
Broad-Based Student Learning Goals Associated with this Outcome: 2, 4
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2, 4
3. Students will be able to identify and create learning opportunities that increase employee capabilityand organizational knowledge.
Broad-Based Student Learning Goals Associated with this Outcome: 4
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2
4. Students will be able to describe and recommend compensation systems and programs (e.g., basepay, benefits, incentive pay, leave, perquisites, retirement) that support recruitment and retentionefforts.
Broad-Based Student Learning Goals Associated with this Outcome: 1, 5
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2, 6
Outcomes Assessment Plan 12
5. Students will be able to evaluate and consider workplace issues related to workforce management, employee relations, technology and data, the global context, diversity and inclusion, risk management, corporate social responsibility, and employment law and regulations.
Broad-Based Student Learning Goals Associated with this Outcome: 5, 6
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 2, 3, 4, 5
6. Students will be able to interpret and apply organizational strategy, mission, vision, and values in developing an HR strategy and tactical plan that addresses stakeholder needs, considers the impact of decisions on the overall workforce, and enhances organizational effectiveness and performance.
Broad-Based Student Learning Goals Associated with this Outcome: 3
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 2, 6
Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Direct Measures:
1. Peregrine CPC Exam
Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5, 6
At least 70% of all graduating BBA-HRM students will score above the 50th percentile or higher overall and on each subset of examination questions related to each of the BBA-HRM program ISLOs assessed by this measure.
2. HRM Research Paper
Program ISLOs Assessed by this Measure: 5, 6
On the rating scale in the case-study evaluation rubric (with “excellent” being the highest rating), at least 70% of all graduating BBA students will achieve a performance rating of “good” or higher on each evaluation criterion associated with the program ISLOs assessed by this measure.
3. WRKBS4010 Employer Internship Evaluation
Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5, 6
On the employer evaluation instrument, employers will indicate that at least 75% of all graduating BBA-HRM “met” or “exceeded” expectations in achieving each of the program ISLOs assessed by this measure.
Assessment Instruments for Intended Student Learning Outcomes— Indirect Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Indirect Measures:
1. BBA-HRM Exit Survey
Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5, 6
On the exit survey instrument, at least 75% of all graduating BBA-HRM students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.
Outcomes Assessment Plan 13
Student Learning Assessment for Bachelor of Business in Business Administration in Management (BBA-MGT)
Program Intended Student Learning Outcomes (Program ISLOs)
1. Students will be able to analyze, plan, and manage resources, projects, and programs for the functional areas of business in order to attain organizational
goals.
Broad-Based Student Learning Goals Associated with this Outcome: 1
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2
2. Students will be able to examine ways in which business and management are responding to issues related to demographics and society, politics, economics,
law and regulations, technology and data, risk management, corporate social responsibility, and the global context.
Broad-Based Student Learning Goals Associated with this Outcome: 5, 6
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2, 3, 4, 5
3. Students will be able to examine the role of management and its importance to organizational success.
Broad-Based Student Learning Goals Associated with this Outcome: 2, 4
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2
4. Students will be able to apply effective communication, management ethics, professional behavior, and interpersonal skills to management situations.
Broad-Based Student Learning Goals Associated with this Outcome: 2, 3
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2
5. Students will be able to evaluate various scenarios to determine the details of the case, the data available, the data yet to be obtained, and the outcomes
required for effective decision making.
Broad-Based Student Learning Goals Associated with this Outcome: 4
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2
Outcomes Assessment Plan 14
6. Students will be able to research, create and present a strategic plan in response to the industry that addresses stakeholder needs and enhances organizational
effectiveness and performance including implementation, specific measures, and methods of monitoring.
Broad-Based Student Learning Goals Associated with this Outcome: 3
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2, 3, 6
Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Direct Measures:
1. Peregrine CPC Exam
Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5, 6
At least 70% of all graduating BBA-MGT students will score above the 50th percentile or higher overall and on each subset of examination questions related to each of the BBA-MGT program ISLOs assessed by this measure.
2. Strategic Management Case Analysis
Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5, 6
On the rating scale in the case-study evaluation rubric (with “excellent” being the highest rating), at least 70% of all graduating BBA students will achieve a performance rating of “good” or higher on each evaluation criterion associated with the program ISLOs assessed by this measure.
3. WRKBS4010 Employer Internship Evaluation
Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5, 6
On the employer evaluation instrument, employers will indicate that at least 75% of all graduating BBA-MGT “met” or “exceeded” expectations in achieving each of the program ISLOs assessed by this measure.
Assessment Instruments for Intended Student Learning Outcomes— Indirect Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Indirect Measures:
1. BBA-MGT Exit Survey
Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5, 6
On the exit survey instrument, at least 75% of all graduating BBA-MGT students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.
Outcomes Assessment Plan 15
Student Learning Assessment for Bachelor of Business in Business Administration in Marketing (BBA-MKT)
Program Intended Student Learning Outcomes (Program ISLOs)
1. Students will be able to apply effective communication and interpersonal skills to marketing situations.
Broad-Based Student Learning Goals Associated with this Outcome: 3
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 2, 6
2. Students will be able to produce, revise, and present a marketing plan in response to the market.
Broad-Based Student Learning Goals Associated with this Outcome: 1, 3, 5, 6
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2, 6
3. Students will be able to design an integrated marketing campaign.
Broad-Based Student Learning Goals Associated with this Outcome: 1, 2, 3, 4, 5, 6
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 3 , 5
4. Students will be able to translate an understanding of marketing ethics into professional behavior.
Broad-Based Student Learning Goals Associated with this Outcome: 6
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2, 4
5. Students will be able to examine the role of marketing and its importance to organizational success.
Broad-Based Student Learning Goals Associated with this Outcome: 1
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 2
Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Direct Measures:
1. Peregrine CPC Exam
Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5
At least 70% of all graduating BBA-MKT students will score above the 50th percentile or higher overall and on each subset of examination questions related to each of the BBA-MKT program ISLOs assessed by this measure.
Outcomes Assessment Plan 16
2. Integrated Strategic Marketing Plan
Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5
On the rating scale in the case-study evaluation rubric (with “excellent” being the highest rating), at least 70% of all graduating BBA students will achieve a performance rating of “good” or higher on each evaluation criterion associated with the program ISLOs assessed by this measure.
3. WRKBS4010 Employer Internship Evaluation
Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5, 6
On the employer evaluation instrument, employers will indicate that at least 75% of all graduating BBA-MKT “met” or “exceeded” expectations in achieving each of the program ISLOs assessed by this measure.
Assessment Instruments for Intended Student Learning Outcomes— Indirect Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Indirect Measures:
1. BBA-MKT Exit Survey
Program ISLOs Assessed by this Measure: 1, 2, 3, 4, 5, 6
On the exit survey instrument, at least 75% of all graduating BBA-MKT students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.
Student Learning Assessment for Bachelor of Business in Business Administration in Supply Chain Management (BBA-SCM)
Program Intended Student Learning Outcomes (Program ISLOs)
1. Students will be able to evaluate the supply chain process, through value stream mapping, for potential risks including bottlenecks, shortages, and removal of
waste in terms of time, quality, and cost.
Broad-Based Student Learning Goals Associated with this Outcome: 1, 4, 6
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2, 3
2. Students will be able to analyze industry trends.
Broad-Based Student Learning Goals Associated with this Outcome: 4, 5
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 2
3. Students will be able to generate solutions to improve the supply chain of a business.
Broad-Based Student Learning Goals Associated with this Outcome: 1, 2, 3, 4
Outcomes Assessment Plan 17
Key Learning Outcomes for Bachelor’s-Level Business Programs to which this Outcome is Linked: 1, 2, 3, 4, 5, 6
Assessment Instruments for Intended Student Learning Outcomes— Direct Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Direct Measures:
1. Peregrine CPC Exam
Program ISLOs Assessed by this Measure: 1, 2, 3
At least 70% of all graduating BBA-SCM students will score above the 50th percentile or higher overall and on each subset of examination questions related to each of the BBA-SCM program ISLOs assessed by this measure.
2. SCM Industry Trends and Technology Research Paper
Program ISLOs Assessed by this Measure: 1, 2, 3
On the rating scale in the research paper evaluation rubric (with “excellent” being the highest rating), at least 70% of all graduating BBA students will achieve a performance rating of “good” or higher on each evaluation criterion associated with the program ISLOs assessed by this measure.
3. WRKBS4010 Employer Internship Evaluation
Program ISLOs Assessed by this Measure: 1, 2, 3
On the employer evaluation instrument, employers will indicate that at least 75% of all graduating BBA-SCM “met” or “exceeded” expectations in achieving each of the program ISLOs assessed by this measure.
Assessment Instruments for Intended Student Learning Outcomes— Indirect Measures of Student Learning:
Performance Objectives (Targets/Criteria) for Indirect Measures:
1. BBA-SCM Exit Survey
Program ISLOs Assessed by this Measure: 1, 2, 3
On the exit survey instrument, at least 75% of all graduating BBA-SCM students will indicate that they were “successful” or “very successful” in achieving each of the program ISLOs assessed by this measure.
Outcomes Assessment Plan 18
Section III: Operational Assessment
Intended Operational Outcomes for the College of Business
1. Students in the College of Business will participate in at least 1 relevant internships at each, degree level.
Broad-Based Operational Goals Associated with this Outcome: 1
2. The College of Business will be successful in placing its graduates in degree-related careers and entry-level positions.
Broad-Based Operational Goals Associated with this Outcome: 2
3. College of Business faculty will meet and exceed qualifications in their teaching disciplines.
Broad-Based Operational Goals Associated with this Outcome: 4
4. The College of Business will be successful in providing high-quality learning and technological resources to its students.
Broad-Based Operational Goals Associated with this Outcome: 3
5. The College of Business will integrate professionalism and career readiness interventions on an annual basis.
Broad-Based Operational Goals Associated with this Outcome: 2
Assessment Measures/Methods for Intended Operational Outcomes: Performance Objectives (Targets/Criteria) for Operational Assessment Measures/Methods:
1. Baker College Career Services – Program Internship Annual Reports
Intended Operational Outcomes Assessed by this Measure: 1
75% of College of Business students will successfully complete at least one internship (120 field hours) prior to graduation.
2. First Destination Survey
Intended Operational Outcomes Assessed by this Measure: 2
The College of Business will place 90% or more of its undergraduate students in degree-related positions or in graduate school within six months of graduation.
3. Baker College Faculty Credential Compliance
Intended Operational Outcomes Assessed by this Measure: 3
90% of College of Business faculty will meet or exceed (annually) the Baker College Faculty Credential in the assigned teaching area/discipline.
Outcomes Assessment Plan 19
4. BBA Programs’ Exit Surveys
Intended Operational Outcomes Assessed by this Measure: 4
On the BBA Programs’ exit survey instruments and in the interviews, at least 90% of all graduating students will indicate that they were “satisfied” or “very satisfied” with the college’s learning and technological resources.
5. Achieving Career Excellence (ACE) Program Monitoring
Intended Operational Outcomes Assessed by this Measure: 5
At least 90% of all College of Business students will complete all ACE assignments prior to beginning, WRK4950, WRKBS2010, or WRKBS4010.
Outcomes Assessment Plan 20
Section IV: Linkage of Outcomes Assessment with Strategic Planning and Budgeting Baker College is currently in the process of developing a new 4-year strategic plan for 2017-2021. Additionally, the Business Division (College of Business), is also following suit, with its own 3-year College of Business Strategic Plan for 2018-2021. The outcomes assessment plan has been and will be an integral component of our plan as we devise our 3-5 strategic directions, goals, action plans, and key measures. Our strategic directions will consist of a. Quality & Continous Improvement; b. Growth and Focused Expansion; c. Outreach and Community Engagement will certainly tie directly to our Broad-based Operational Goals and the mission of the College of Business. We currently review student learning outcomes annually using all of the measure and instruments noted throughout our plan. Within the College of Business, there are several subcommittees. a. IACBE Accreditation Committee b. Curriculum Committee c. Faculty Professional Development d. Strategic Planning Committee e. Student Professional Development Subcommittees meet to review, revise, and address current concerns, projects, issues, challenges and needs of the College. These committees report out and share insights with the College of Business on a monthly basis, during College of Business meetings. In the realm of Institutional budgeting, the needs of the College of Business are addressed through the business unit (System Academics) budgeting process. Budgetary resources for HR (faculty), software, professional development, and academic support services are administered at the campus–levels, and through System Academics, annually.
Outcomes Assessment Plan 21
Section V: Appendices Appendix A: End of Program – ABBA Case Study and Rubric Appendix B: End of Program – ABACC NOCTI Exam Pathway Appendix C: End of Program – BBBA Peregrine CPC Exam Outline Appendix D: End of Program – BBBA-HRM Research Paper and Rubric Appendix E: End of Program – BBBA-AP/MGT Strategic Management Case Study and Rubric Appendix F: End of Program – BBBA-MKT Integrated Marketing Plan and Rubric Appendix G: End of Program – BBBA-SCM Industry Trends Technology Paper and Rubric Appendix H: End of Program – Exit Interview Templates (for each program) Appendix I: Employer ISLO Evaluations (for each program) Appendix J: First Destination Graduate Survey Questions Appendix K: ACE Assignments Appendix L: Faculty Credentials Guidelines
MGT2210 Company Change Proposal Presentation 300 Points
Your presentation should include all of your research on your selected company and your proposal for change for that company based on your research. Your research should address all of the following elements:
• Analyze employee and business performance. • Identify the philosophy of how employees feel about management—What are they doing to try
to improve employee labor relations? • Identify the technologies and/or tools you would use for business decision-making, and explain
why you would use them. • Analyze the impact of internal and external customer service for the company. • Research and analyze management situations at the company that display problem-based
decision-making (if you cannot find examples of problem-based decision-making, then your proposal should address problem-based decision-making).
• Find different training methods and decide which would be effective for the company—How would you recommend training be conducted for the company?
• Characterize the leadership styles at the company—does this work, why or why not? • Come up with a plan/communication methods that would improve employee relations. • How should this company conduct benchmarking? Identify the technology they use to
benchmark, or make recommendations for technology to be used for benchmarking. • Who are they networking with? Who should they be networking with? Why? • Research ethical problems within the industry. What are some problems that this company has
or could have dealt with? What is their code of ethics? • Analyze the impact of personal ethical decisions, organization ethical decisions, corporate social
responsibility, and cultural diversity and globalization on the company. You might find it is useful to use different management blogs as resources: LinkedIn, Michigan Employee Engagement Network (or another state’s network if in a different state), American Management Association. The presentation should include specific examples of research to support the proposal. You may select the presentation format that will work best to present your company research and change proposal (Recommendations include: PowerPoint, Prezi, YouTube, Google Sites [or other similar website program: Wix, Weebly, etc.]). The presentation should be professional, and you should frame the proposal as though you are presenting it to the President/CEO/Leader(s) of the company. Use the Final Presentation Rubric
to guide your work.
MGT2210 – (Company Change Proposal Presentation) Final Presentation Rubric- 300 points
Content-Required Elements
Points 120-108 107-96 95-84 83-0 Comments Content- Research Required Research Elements: (ISLO 1, 3)
• Analyze employee and business perfor-mance.
• Identify the philosophy of how employees feel about management—What are they do-ing to try to improve employee labor rela-tions?
• Identify the technologies and/or tools you would use for business decision-making, and explain why you would use them.
• Analyze the impact of internal and external customer service for the company.
• Research and analyze management situa-tions at the company that display problem-based decision-making (if you cannot find examples of problem-based decision-mak-ing, then your proposal should address prob-lem-based decision-making).
• Find different training methods and decide which would be effective for the company—How would you recommend training be con-ducted for the company?
• Characterize the leadership styles at the company—does this work, why or why not?
• Come up with a plan/communication meth-ods that would improve employee relations.
• How should this company conduct bench-marking? Identify the technology they use to benchmark, or make recommendations for technology to be used for benchmarking.
• Who are they networking with? Who should they be networking with? Why?
• Research ethical problems within the indus-try. What are some problems that this com-pany has or could have dealt with? What is their code of ethics?
• Analyze the impact of personal ethical deci-sions, organization ethical decisions, corpo-rate social responsibility, and cultural diver-sity and globalization on the company.
Presentation provides research and addresses all of the 12 required elements in detail.
Presentation provides research and addresses at least 10 of the 12 required elements, OR may be missing some key details from several of the required research elements.
Presentation provides research and addresses at least 9 of the 12 required elements. May or may not also be missing some key details from the research about the company.
Research on the company addresses 8 or fewer of the 12 required elements. Research is incomplete and is missing key information about the company.
MGT2210 – (Company Change Proposal Presentation) Final Presentation Rubric- 300 points
Content-Required Elements (Continued)
Points 120-108 107-96 95-84 83-0 Comments
Content- Proposal (ISLO 4)
Presentation includes a change proposal directed to the President/CEO/Leader(s) of the company. The change proposal is logical, in sync with the direction of the company, and the presentation includes specific examples from the research to justify the change proposal. In the presentation, the student explains in detail all aspects of the business that could potentially be impacted by the change proposal.
Presentation includes a change proposal directed to the President/CEO/Leader(s) of the company. The presentation includes specific examples from the research to justify the change proposal, but the change proposal might not be very logical or a good fit for the direction of the company. In the presentation, the student briefly addresses the aspects of the business that could potentially be impacted by the change proposal.
Presentation includes a generic change proposal. The presentation might reference a few examples from the research to justify the proposal, but the proposal is not strongly supported and does not appear to be a logical fit for the company. In the presentation, the student briefly addresses some of the aspects of the business that could potentially be impacted by the change proposal, but is clearly missing some important aspects that would be impacted by the change proposal.
The change proposal is incomplete. It is generic and does not appear to apply specifically to the selected company. It is not supported with details or examples of research to justify the proposed change. The presentation may or may not address some of the aspects that could potentially be impacted by the change proposal, but it is clearly missing several very important aspects that would be impacted by the change proposal.
Presentation Mechanics
Points 15-14 13-12 11-10 9-0 Comments
Presentation Format
Well organized and neat presentation of information; strong and appropriate transitions throughout presentation. Expresses ideas clearly and logically. The selected presentation format is used effectively and is a logical format for the information.
Adequate organization; appropriate transitions through most of presentation. Expresses most ideas clearly; occasional lapse in logical order.
Transitions are unclear and presentation is not well organized. Several ideas are not clear or there are several areas that do not follow a logical order. The selected presentation format is not used effectively and is not conducive to coherence.
Unclear; fails to use transitions appropriately. Lacks coherence. Disjointed connection of ideas; difficult to follow. Lacks clarity. Does not follow a logical format to present information. The selected presentation format is inappropriate for the content and is not conducive to coherence.
Points 15-14 13-12 11-10 9-0 Comments
Presentation Format-Technical Aspects (ISLO 2)
Student uses technology effectively to conduct a clear and concise presentation. All visuals are clear and aesthetically pleasing. Any audio components are clearly audible and are in line with the visual components. Any audio or visual elements support the content of the presentation.
Student uses technology to conduct the presentation. Most visuals are visibly clear. Most audio components are clearly audible and are in line with the visual components. Most audio or visual elements support the content of presentation.
Student uses technology to conduct the presentation, but with several technology-related errors. Several visuals are not visibly clear, and audio components are not very audible or are not in line with the visual components. Several audio and/or visual elements do not support the content of presentation.
Use of technology for the presentation is poor; technology is used inefficiently, incorrectly, or functions poorly, OR technology is not used at all. Visual and/or audio elements are unclear, not discernable, or not aesthetically pleasing. Most audio and/or visual elements do not support the content of presentation.
MGT2210 – (Company Change Proposal Presentation) Final Presentation Rubric- 300 points
Points 15-14 13-12 11-10 9-0 Comments
Professionalism Presentation is professional-looking is appropriate quality to present to a work superior or CEO. Uses language and terminology appropriate for the industry.
Presentation is fairly professional-looking. Uses professional language but not industry-specific terminology.
Presentation is not professional or top-quality in some areas. Uses mostly professional language, but not industry-specific terminology, and there are several instances of language that is not very professional.
Presentation is not professional and does not reach a quality that would be appropriate to present to a work superior or CEO. There are many instances of unprofessional language.
Points 15-14 13-12 11-10 9-0 Comments
Writing Mechanics (ISLO 3) Grammar, spelling, punctuation, capitalization.
Demonstrates knowledge and use of writing mechanics, enhances the readability. No spelling or grammar errors. Correctly uses in-text citations for all sources according to APA formatting.
Demonstrates knowledge and use of writing mechanics with minor errors that do not detract from the readability. Uses in-text citations with minor errors to identify sources.
Several major errors in writing mechanics. Several major errors with in-text citations.
Difficulties with readability due to inappropriate use of writing mechanics. Lacks proper use of writing mechanics, lacks readability. Student has many obvious errors in APA citations
Instructor Comments: Total Points: ___________
Accounting-Advanced
Test Code: 4900 / Version: 01Copyright © 2012. All Rights Reserved.
Job Ready Assessment Blueprint
Test Type: The Accounting-Advanced industry-based credential is included in NOCTI’s Job Ready assessment battery. Job Ready assessments measure technical skills at the occupational level and include items which gauge factual and theoretical knowledge. Job Ready assessments typically o�er both a written and performance component and can be used at the secondary and post-secondary levels. Job Ready assessments can be delivered in an online or paper/pencil format.
Revision Team: The assessment content is based on input from secondary, post-secondary, and business/industry representatives from the states of Georgia, Maryland, Michigan, Missouri, Pennsylvania, South Carolina, Tennessee, and Virginia.
52.0302- Accounting Technology/Technician
and Bookkeeping
43-3031.00- Bookkeeping, Accounting, and Auditing Clerks
CodeCIP
The Association for Career and Technical Education (ACTE), the leading professional organization for career and technical educators, commends all students who participate in career and technical education programs and choose to validate their educational attainment through rigorous technical assessments. In taking this assessment you demonstrate to your school, your parents and guardians, your future employers and yourself that you understand the concepts and knowledge needed to succeed in the workplace. Good Luck!
Accounting-Advanced
General Assessment Information
Career Cluster 4-Business, Management,
and Administration
General Assessment InformationWritten Assessment InformationSpeci�c Competencies Covered in the Test
Sample Written ItemsPerformance Assessment InformationSample Performance Job
Blueprint Contents
Page 2 of 10
In the lower division baccalaureate/associate degree category, 3 semester hours in Accounting
NOCTI Job Ready Assessment
NOCTI Job Ready Assessment
NOCTI written assessments consist of questions to measure an individual’s factual theoretical knowledge.
Administration Time: 3 hoursNumber of Questions: 225Number of Sessions: This assessment may be administered in one, two, or three sessions.
Wri�en Assessment
Accounting-Advanced
Page 3 of 10
Areas Covered
12%
8%
13%
4%
16%
10%
8%
4%
7%
of Source DataMechanical and Electronic
Accounting DevicesSecurity
Basic Accounting Knowledge
Advanced Accounting Principles
6%
12%
Cash and Banking Procedures
Speci�c Standards and Competencies Included in this Assessment
Accounting-Advanced
Journalizing • Journalize an opening entry • Interpret information contained in source documents • Follow principles of double-entry bookkeeping in the journalizing process • Record entries in special journals • Total and post special journals • Adjust for bad debts using direct write-off or allowance methods • Analyze transactions involving owners’ equity
Posting • Post from special journals to general and subsidiary ledger accounts • Demonstrate understanding of multicolumn ledgers • Demonstrate familiarity with computerized posting methods • Use appropriate posting references • Prove accuracy of posting to ensure entries are in balance
Payroll Preparation • Calculate employee earnings • Enter payroll data in a payroll earnings record • Demonstrate familiarity with electronic payroll data entry • Complete a payroll register • Prepare a payroll check and check stub with appropriate information • Record information found on W-4 forms in employee data section • Calculate appropriate employee payroll taxes • Calculate appropriate employer payroll tax liabilities • Determine appropriate deposit dates, documentation, and prepare quarterly state and federal tax forms • Journalize payroll entries at end of earnings period in appropriate journals
NOCTI Job Ready Assessment
(Continued on the following page)
Page 4 of 10
(Continued on the following page)
Speci�c Standards and Competencies (continued)
Accounting-Advanced
NOCTI Job Ready Assessment
Cash and Banking Procedures • Complete check stubs and checks • Enter appropriate data on a deposit slip • Reconcile a bank statement • Follow up on outstanding checks, including voiding and/or reissuing checks • Demonstrate familiarity with online and electronic banking procedures • Exhibit understanding of credit cards and/or debit cards • Manage multiple bank accounts and transactions • Reconcile and replenish petty cash funds
Merchandise Inventory • Demonstrate knowledge of a merchandise inventory account • Analyze effects on accounts by the purchase of merchandise • Calculate the cost of merchandise sold • Prepare adjusting entries based on physical inventory • Calculate for obsolete or a shrinkage of inventory
Completion of Accounting Cycle • Complete 8 or 10 column worksheets • Prepare the needed financial statements from a completed worksheet • Verify the financial statements against the worksheet for accuracy • Record and post adjusting and closing entries • Locate and correct accounting errors • Prepare post-closing trial balance from general ledger
Identi�cation and Application of Source Data • Identify and locate appropriate business forms used in bookkeeping and/or accounting • Apply procedures for using electronic data for various bookkeeping and/or accounting purposes
Page 5 of 10
Speci�c Standards and Competencies (continued)
Mechanical and Electronic Accounting Devices • Demonstrate ability to use calculator, adding machine, and computer • Generate and interpret charts and graphs • Generate and interpret spreadsheets
Security • Exhibit familiarity with the internal controls for sensitive source documents • Exhibit familiarity with the internal controls for e-commerce • Exhibit familiarity with internal control for the protection of company assets • Exhibit familiarity with confidentiality and ethics
Basic Accounting Knowledge • Exhibit understanding of terminology relating to accounting • Exhibit understanding of careers in accounting • Exhibit understanding of regulatory bodies
Advanced Accounting Practices • Exhibit understanding of cash or accrual accounting • Differentiate between proprietorship, partnership, corporation, and departmental accounting procedures • Record accounting entries for installment payment systems • Calculate the amount of uncollectable accounts through aging of accounts receivable • Exhibit understanding of stocks, declarations, and payment of dividends • Calculate and record depreciation and amortization • Calculate and analyze financial ratios
NOCTI Job Ready Assessment
Accounting-Advanced
Page 6 of 10
(Continued on the following page)
A cash discount entry is based on A. invoice terms B. vendor relationships C. purchase volume D. a trade reduction Posting is a process whereby A. account titles are copied from a chart of accounts to a ledger B. debits and credits are copied from a journal to a ledger C. general purpose �nancial statements are published D. account balances are carried to a trial balance Using an electronic data interchange format, employers can now �le A. Coupon 8906 B. vouchers C. seasonal payments D. Form 941 The original deposit ticket A. accompanies the money to the bank B. stays with the company’s records C. is mailed to the bank after the deposit is made D. remains in the ledger A purchase of merchandise on account A. decreases an asset B. decreases a liability C. increases a liability D. increases an expense
Sample Questions
NOCTI Job Ready Assessment Page 7of 10
Accounting-Advanced
Sample Questions (continued)
Bill started his business by investing $5,000 cash and computer equipment valued at $3,500. The balance in capital is A. $3,000 B. $3,500 C. $5,000 D. $8,500 A summary of an employee’s payroll data is maintained in a/an A. payroll requisition B. employee’s W-4 form C. payroll journal D. employee’s earnings records An inventory method that shows a change in the amounts on hand as the changes occur is called a _______ inventory. A. physical B. perpetual C. merchandise control D. sales In automated accounting, an audit trail A. ensures accuracy of processed information B. is generated on a yearly basis C. is always on a CD or disk D. corrects the data The declaration of a cash dividend is recorded as a A. debit to Retained Earnings and a credit to Dividends Payable B. credit to Stock Dividends and a debit to Owner’s Equity C. debit to Stock Dividends and a credit to Owner’s Equity D. credit to Retained Earnings and a debit to Dividends Payable
NOCTI Job Ready Assessment Page 8 of 10
Accounting-Advanced
NOCTI performance assessments allow individuals to demonstrate their acquired skills by completing actual jobs using the tools, materials, machines, and equipment related to the technical area.
Administration Time: 3 hours and 15 minutes Number of Jobs: 7
Areas Covered:
27% Journal Entries Participants will �ll out multiple forms legibly. 10% Posting Veri�cation Participants will schedule accounts receivable, and make a trial balance legibly.
12% PayrollParticipants will compute net pay for multiple employees and complete the payroll register legibly.
7% Complete WorksheetParticipants will complete worksheet legibly. 14% Financial StatementsParticipants will complete an income statement, balance sheet, and statement of owner’s equity correctly and legibly.
10% Ratio and Partial Horizontal Analysis Participants will complete partial horizontal analysis, working capital, current ratio, and acid-test.
20% Advanced Journal Entries Participants will complete multiple entries legibly and timely.
Performance Assessment Accounting-Advanced
NOCTI Job Ready Assessment Page 9 of 10
10%
14%
20%
7% 12%
27%
10%
Posting Veri�cation
Sample Job
Maximum Time: 15 minutes
Participant Activity: The participant will be asked to prepare a schedule of accounts receivable and trial balance.
Accounting-Advanced
NOCTI Job Ready Assessment Page 10 of 10
August, 2015
Citation:
Peregrine Academic Services. (2015). The CPC-based COMP Exam: Development, validity, and
reliability (Report No. 2014-1). Gillette, WY: Author.
Peregrine Academic Services, LLC
The CPC-based COMP Exam: Development, Validity, and Reliability
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.
The purpose of this report is to describe the developmental history of the Common Professional
Component (CPC)-based Comprehensive (COMP) Exam services provided by Peregrine
Academic Services to assess the retained knowledge of students enrolled in higher education for
the purposes of program-level evaluation and to discuss exam validity and reliability.
Conceptually and throughout the development, evaluation, and administration of the test bank,
the developmental principles instituted by the entities listed were followed: American
Educational Research Association, the American Psychological Association, and the National
Council on Measurement in Education (1985) and Cozby (2001).
EXAM SERVICES
Currently, Peregrine Academic Services provides eight distinct exam services used for
programmatic assessment, learning outcomes evaluation, and satisfying accreditation
requirements. The eight distinct services are:
1. Business (BUS), with undergraduate, masters, and doctoral level test banks
2. Global Business Education (GBE), with undergraduate and graduate test banks
3. Accounting and Finance (ACPC), with undergraduate and graduate test banks
4. Public Administration (PUB), with undergraduate and graduate test banks
5. Early Childhood Education (ECE), with undergraduate and graduate test banks
6. Healthcare Administration (HCA), one test bank used for both graduate and
undergraduate assessments based on topic selection
The CPC-Based COMP Exam: Development, Validity, and Reliability
2
7. Criminal Justice (CJ), with both graduate and undergraduate test banks
8. General Education (GEN ED), one test bank used for assessing the undergraduate GEN
ED curriculum based on topic selections
Each of the exam services was developed and is maintained based upon the following
procedures.
EXAM DEVELOPMENT
The exam services were each developed based upon the Common Professional Components
[knowledge] as defined by the accreditation/certification organization associated with the
academic degree program, including the ACBSP, IACBE, AACSB, CAEP, ACJS, AACTE,
AUPHA, and NASPAA. The accreditation standards and principles from each organization were
used to provide direction and focus related to the topic and subject identification. Program
managers of schools typically structure their curriculum based upon the CPC topics and most
course-level and program-level learning outcomes are associated with the CPC topics (Cripps et
al., 2011).
The overall construct for a summative program-level assessment for academic programs in
higher education was developed in consultation with accreditation officials using identified
scientific standards for measurement as described by Allen & Yen (1979). As a summative
program-level instrument, the construct was to use foundational concepts associated with each
CPC topical area for the exam questions in order to assess student retained knowledge and thus
provide the institution with valuable information related to program-level learning outcomes.
The following procedures were taken, in order, to identify the specific exam concepts (a.k.a.,
subject areas) to include with the foundational aspects of each topic:
1. Academic officials were consulted for each of the represented disciplines.
2. Course curriculum at the undergraduate and graduate levels was reviewed.
3. Accreditation officials were engaged in order to determine accreditation-related
expectations.
Based upon the concept identification activities, content for the exams was developed using a
variety of techniques including subject-matter experts and commonly used course materials.
Approximately 300-500 exam questions (multiple-choice with four or five responses) were
developed for each exam topic in order to create the exam test bank. Unique test banks were
developed based on the academic degree level as appropriate for the academic program. Exam
questions focus on concept application at the foundational level, with only a limited number of
questions that are definitional-based.
The CPC-Based COMP Exam: Development, Validity, and Reliability
3
The test banks were then prepared for exam administration to a beta-test group of students at
different universities, both within the US and when appropriate, outside of the US (the GBE
Exam Service). 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. Topic order is
also randomized for each exam.
An exam proctor is not required to administer the exam and there are several exam integrity
measures that are built into the process, including:
Randomized questions
Randomized topic order
Timed response periods for questions
Full restriction to copy/paste from the exam window
The exams were then beta-tested with students at different universities. The beta-test included
approximately 1,000 exams. The psychometric analysis (Kuder & Richardson, 1937; Nunnally &
Bernstein, 1994) of beta-test data:
Facilitated the creation of the normed scoring/grading scale
Identified exam questions with substandard quality, which were then
eliminated
Established how subject-level scores can be combined to generate topic-level
scores;
Established the average completion time requirements, both per question and
by per exam
The exams were then administered to additional students from other universities. Once an
additional sample of 5,000 completed exams was obtained, further psychometric analyses were
conducted on the test bank and additional refinements and improvements of exam questions were
made. Periodically, a similar review of the test bank is conducted to ensure the quality of the
exam and the test bank. More information regarding reliability processes is presented later in this
paper.
VALIDITY
Validity is defined as the extent to which the exam results are relevant and meaningful for the
purpose of the exam (Cronbach, 1971), and in this case, to assess the student retained knowledge
of the selected program topics in order to assist university program managers with evaluating
The CPC-Based COMP Exam: Development, Validity, and Reliability
4
learning outcomes. To ensure that the exam service is valid and fit for its purpose, evidence was
collected from the first stages of test development and the first beta-testing along with ongoing
validation efforts. Some of the exam validity measures include:
Content validity was performed with exam questions written and reviewed by
academic professionals within each academic discipline. All exam questions
were linked to the established CPC topics.
All exam questions have a subject-level designation with 4-8 subjects per
topic. Subject-level designation and subsequent reporting allows for direct
measurement of learning outcomes based upon institution’s own defined
criteria.
Regarding criterion-related validity, exam questions are based upon the
accreditation requirements for program-level assessments as defined and
described by the associated accreditation organization.
Exam responses are either correct or incorrect with only one possible correct
choice.
Exam scores are determined by summarizing the percent correct: per subject,
per topic, and by total score.
Test bank quality reviews eliminated substandard questions following the
initial beta-testing.
Regarding face validity, there have been more than 5,000 reviews of the
services in their online delivery format by higher education officials
representing over 400 academic institutions (both within the US and outside
of the US) as of August 2015.
For construct validity, the exam service was designed in consultation with
accreditation officials.
RELIABILITY
Reliability is defined as the extent to which the exam results can be relied upon and that the
results will be similar on repeated occurrences. Reliability processes that are employed to ensure
a reliable service are extensive.
Item Analysis
Item analysis is a technique that evaluates the effectiveness of items (i.e. questions) in a test. The
two principal measures used in item analysis are item difficulty and item discrimination.
The CPC-Based COMP Exam: Development, Validity, and Reliability
5
Item Difficulty
The difficulty of an item (i.e. a question) in a test is the percentage of the sample taking the test
that answers that question correctly. This metric takes a value between 0 and 1 (or 0-100%).
High values indicate that the question is easy, while low values indicate that the question is
difficult.
Example 1: 56 of the 100 students who were given a test containing question Q1
answered the question correctly. The item difficulty for this question is therefore 56/100
= 56%.
Targets and Evaluation Criteria: A target item difficulty of 60% has been set with an
acceptable range of 40 – 80%. We periodically examine the item difficulty of all the questions in
the test bank. Any question whose item difficulty is outside this range is eliminated or modified
and retested.
Example 2: The questions in the test bank shown in Figure 1 have a range of item
difficulty from 11.5% to 89.6%. The mean item difficulty is 5.62, which is just below our
target. 15 questions have an item difficulty below 40% and 13 have an item difficulty
above 80% .
Figure 1 – Item Difficulty Distribution
Item difficulty is related to the difficulty of the test as a whole, which in this case is either the
test score or the percentage correct, i.e. the number of correct answers divided by the number of
questions (10 in our case). The distribution of test scores in a 1,000-student sample is as follows:
The CPC-Based COMP Exam: Development, Validity, and Reliability
6
Figure 2 – Distribution of Test Scores
Item Discrimination
Item discrimination is a measure of how well an item (i.e. a question) distinguishes between
those with more skill (based on the subject that the test measures) from those with less skill. We
track two measures of item discrimination: the index of discrimination and the point-biserial
correlation.
Index of Discrimination
A principal measure of item discrimination is the index of discrimination (a.k.a., the
discrimination index). This index is measured by selecting two groups: high skill and low skill
based on the total test score. We assign the high skilled group to be those students whose total
score is in the top 27% and the low skilled group to those students in the bottom 27%.
The discrimination index for a specific question is the percentage of students in the high skilled
group who answer that question correctly minus the percentage of students in the low skilled
group who answer the question correctly.
The discrimination index takes values between -1 and +1. Values close to +1 indicate that the
question does a good job of discriminating between high performers and low performers. Values
near zero indicate that the question does a poor job of discriminating between high performers
and low performers. Values near -1 indicate that the question tends to be answered correctly by
those who perform the worst on the overall test and incorrectly by those who perform the best on
the overall test, which is clearly not desirable
The CPC-Based COMP Exam: Development, Validity, and Reliability
7
Example 3: 100 students are asked to respond to question Q1. The scores on this
question (1 for correct and 0 for incorrect) along with the total scores for the 100 students
is shown in Figure 3.
Figure 3 – Scores for Q1 vs. total scores
A histogram of the total scores for these 100 students is shown in Figure 4.
Figure 4 – Histogram of total scores
We now show how to calculate the index of discrimination. The best 27 total scores are 8, 9 and
10 (high skill group) and the worst 27 scores are 0, 1, 2, 3 and 4 (low skill group). Of the 27
students who got a score of 8 or higher, 23 students answered question Q1 correctly. Of the 27
students who got a score of 4 or lower, 9 students answered Q1 correctly.
Q1 Total Q1 Total Q1 Total Q1 Total Q1 Total
1 8 0 4 0 7 0 8 1 7
0 5 1 9 1 8 1 6 0 6
0 5 0 3 0 2 1 4 1 2
1 4 0 7 1 6 0 5 0 6
0 1 1 9 1 7 0 6 1 6
1 8 1 8 0 5 0 7 0 5
0 9 1 10 1 6 1 8 1 10
1 5 0 4 1 4 1 9 1 7
0 4 0 5 1 7 0 3 0 7
1 3 1 5 1 6 1 7 1 6
1 8 0 3 0 5 0 6 1 9
0 6 1 7 1 8 1 7 0 6
1 8 0 4 0 3 0 5 1 10
0 0 1 4 1 9 1 10 1 6
1 5 1 6 0 5 1 4 1 7
1 8 1 6 1 9 0 4 1 6
1 7 1 9 0 2 1 3 1 8
0 8 0 5 0 4 0 5 0 2
1 8 0 7 0 1 1 3 0 4
0 2 0 9 1 7 1 9 1 6
Frequency Table
Item Analysis
item freq cum
0 1 1 1 Discrim cutoff 0.27
1 2 3 3
2 5 8 8 Q1
3 7 15 15 Difficulty 0.56
4 12 27 27 Discrimination0.518519
5 14 41 Correlation0.449713
6 17 58
7 15 73
8 13 86 27
9 10 96
10 4 100
100
0
2
4
6
8
10
12
14
16
18
0 1 2 3 4 5 6 7 8 9 10
Frequency
Bin
Histogram
The CPC-Based COMP Exam: Development, Validity, and Reliability
8
Thus the index of discrimination is
23
27−
9
27=
14
27= .5185
Targets and Evaluation Criteria: We use the following guidelines for the index of
discrimination.
Less than 0%: Defective item
0 – 19.9%: Poor discrimination
20 – 29.9%: Acceptable discrimination
30 – 39.9%: Good discrimination
40% or more: Excellent discrimination
Defective questions and questions with poor discrimination are eliminated or modified and
retested. We evaluate questions in the acceptable discrimination range to determine which should
be eliminated or modified and retested.
Example 4: A 10 question multiple choice test is given to 40 students. Each question has
four choices (plus blank if the student didn’t answer the question). We now interpret
questions Q1 through Q6 based on the data in Figure 5 where the 20 students with the
highest exam scores (High skill) are compared with the 20 students with the lowest exam
scores (Low skill). The correct answer for each question is highlighted. We use 𝐷 for the
discrimination index and 𝐷𝑓 for the item difficulty.
Figure 5 – Item Analysis for multiple choice test
The CPC-Based COMP Exam: Development, Validity, and Reliability
9
For Q1, 𝐷𝑓 = .25 and 𝐷 = 0. The four choices were selected by approximately the same
number of students. This indicates that the answers were selected at random, probably
because the students were guessing. Possible reasons for this are that the question was too
difficult or poorly worded.
For Q2, 𝐷 = 0.05, indicating there is no differentiation for this question between the
students who did well on the whole test and those that did more poorly. The question may
be valid, but not reliable, i.e. not consistent with the other questions on the test.
For Q3, 𝐷 is negative, indicating that the high skilled students are doing worse on this
question than the low skilled students. One cause for this may be that the question is
ambiguous, but only the top students are getting tricked. It is also possible that the
question, although perfectly valid, is testing something different from the rest of the test.
In fact, if many of the questions on the test have a negative index of discrimination, this
may indicate that you are actually testing more than one skill. In this case, you should
segregate the questions by skill and calculate 𝐷 for each skill.
Too many students did not even answer Q4. Possible causes are that the question was too
difficult or the wording was too confusing. If the question occurs at the end of the test, it
might be that these student ran out of time or got too tired to answer the question or
simply didn’t see the question.
Too many students got the correct answer to Q5. This likely means that the question was
too easy (𝐷𝑓 = .875).
For Q6, approximately half the student chose the incorrect response C and almost no one
chose B or D. This indicates that choice C is too appealing and B and D are not appealing
enough. In general, one of the incorrect choices shouldn’t garner half the responses and
no choice should get less than 5% of responses.
Point-biserial Correlation
Another measure of item discrimination is the point-biserial correlation coefficient (aka the item-
total correlation) which is the Pearson’s correlation coefficient between the scores on the entire
test and the scores on the single item (where 1 = correct answer and 0 = incorrect answer). Two
versions of this measurement are calculated: one where the total score is used and the other, the
corrected point-biserial correlation coefficient (a.k.a., the corrected item-total correlation), where
the total score without the item under consideration is used.
Example 5: Calculate the two versions of the point-serial correlation coefficient for
question Q1 in Example 3.
In general, suppose that 𝑛 students take a test containing the question under study, where
𝑛0 answer the question incorrectly and 𝑛1 answer the question correctly (thus 𝑛 = 𝑛0 +
The CPC-Based COMP Exam: Development, Validity, and Reliability
10
𝑛1). Suppose also that 𝑚0 is the mean of the total scores for the 𝑛0 students who
answered the question under study incorrectly, 𝑚1 is the mean of the total scores for the
𝑛1 students who answered the question correctly and 𝑠 is the standard deviation of all the
total scores. Then the point-biserial correlation coefficient can be calculated by the
formula
𝑟 =𝑚1 − 𝑚0
𝑠√
𝑛0𝑛1
𝑛(𝑛 − 1)
For Example 5 the (uncorrected) point-biserial correlation coefficient is
𝑟 =𝑚1 − 𝑚0
𝑠√
𝑛0𝑛1
𝑛(𝑛 − 1)=
6.82 − 4.77
2.27√
44(56)
100(99)= .45
The corrected point-biserial correlation coefficient is
𝑟 =𝑚1 − 𝑚0
𝑠√
𝑛0𝑛1
𝑛(𝑛 − 1)=
5.82 − 4.77
2.10√
44(56)
100(99)= .25
Targets and Evaluation Criteria: In addition to the discrimination index evaluation criteria, we
use the following guidelines for the uncorrected point-biserial correlation:
Less than 0: Defective item
0 - .10: Poor discrimination
.10 – .20: Fair discrimination
.20 – .40: Good discrimination
.40 or more: Excellent discrimination
We see that the uncorrected point-biserial correlation for Example 4 is excellent. We generally
check that the corrected point-biserial correlation is at least .2 as well, which it is for Example 5.
Reliability Coefficients
Because the questions for each student are chosen at random from the questions in the test bank
for that subject, the usual measures of reliability (split-half, KR20, and Cronbach’s alpha) cannot
be used, although we will have more to say about this later. Instead, we use question
interchangeability as our principal measure of reliability.
The CPC-Based COMP Exam: Development, Validity, and Reliability
11
Question Interchangeability
By question interchangeability, we mean the ability to substitute one question in the test bank
with another without significantly affecting the total score that an individual would receive on
the test. Our objective is to weed out any questions that fail the question interchangeability test.
For each question Q in the test bank, the specific question interchangeability test we use is to
perform a two-tailed t-test between the total score of all the students who had question Q in their
test versus the total score of the students who did not have question Q in their test. We set the
significance level at 5%. Thus, any question that shows a significant difference based on this
statistical test will be viewed as failing the question interchangeability test.
We know that some perfectly good questions will fail the test, but we want to be on the safe side.
In fact, we are willing to reject 5% of the questions (Type I error) even though they meet the
interchangeability criterion (i.e., the null hypothesis is true).
Although the data are not normal, it is not highly skewed either, and so the t test should be
adequate. Even though the variances for each of the two samples (total scores for tests containing
question Q vs. those that do not contain question Q) are generally quite similar, we use the t test
with unequal variances just to be on the safe side.
Furthermore, we perform a Mann-Whitney test as well on each question and flag for further
investigation questions that do not fail the t test version of the question interchangeability test but
do fail the MW version of the test, once again to be on the safe side.
For our purposes, we also need to be concerned about Type II errors, i.e., cases where we do not
reject a question even though it does not actually meet the interchangeability criterion. If we
have, say 100 questions, in a test bank and each test consists of 10 questions, then on average
each question occurs in 10% of the students’ tests. If we test 2,500 students then we should be
able to limit our Type II error to 5% (i.e. statistical power of 95%) and still be able to detect an
effect of size .24 or more (with a sample of 4,000 we should be able to detect an effect size of
.19).
Given that the pooled variance for each t-test is about 4.18, an effect size of .19 is equal to a
difference of sample means of about .39 and an effect size of .24 is equal to a difference of
sample means of about .49.
Example 6: In general, we conduct the question interchangeability test on each of the
approximately 100 different questions in a test bank based on the responses to tests
consisting of 10 randomly selected questions taken by at least 1,000 students.
In order to demonstrate how this is done, we conduct the question interchangeability test
for a much simpler situation, consisting of the questions in a 10 question test bank based
The CPC-Based COMP Exam: Development, Validity, and Reliability
12
on the responses to tests consisting of 3 randomly selected questions taken by 24
students. The data are summarized in Figure 6.
Figure 6 – Question interchangeability test
For example, we see that 7 students answered question Q1, and so 24 – 7 = 17 students
did not answer Q1. From Figure 7 we see the total scores for the students that answered
question Q1 and the total scores for those that did not.
The mean total scores for these two groups are 1.571429 and 1.588235, which as we can
see from Figure 6 are not significantly different (p-value = .973463).
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Score
1 1 1 1 3
2 0 1 0 1
3 1 0 1 2
4 0 1 1 2
5 0 1 1 2
6 1 0 1 2
7 1 1 1 3
8 1 0 0 1
9 0 1 1 2
10 0 1 0 1
11 1 0 1 2
12 0 1 1 2
13 1 0 0 1
14 0 0 0 0
15 1 1 0 2
16 0 0 0 0
17 0 0 0 0
18 1 0 0 1
19 1 1 1 3
20 0 0 0 0
21 0 0 1 1
22 1 1 1 3
23 1 0 0 1
24 1 1 1 3
Correct 4 3 4 4 5 4 5 1 3 5 1.583333
Total 7 7 7 9 7 7 9 8 5 6 24
t-test 0.973463 0.666403 0.970823 0.024386 0.118838 0.975508 0.107669 0.048105 0.21982 0.422047
The CPC-Based COMP Exam: Development, Validity, and Reliability
13
Figure 7 – Total scores for student with and w/o Q1
We see from Figure 7 that question Q4 fails the question interchangeability test since there is a
significant difference in the total scores for those who answered question Q4 from those that
didn’t (p-value = .024386 < .05 = α). Similarly Q8 fails the test (p-value = .048105). All the
other questions pass the test.
Cronbach’s Alpha via Bootstrapping
Bootstrapping is methodology based on the assumption that the underlying population
distribution is the same as that in a given sample. The approach used is to create a large number
of bootstrap samples from the given sample (which serves as our pseudo-population) and then
draw some conclusions about some statistic (Cronbach’s alpha in our case) from these bootstrap
samples.
Bootstrapping is useful when the population distribution is unknown or other techniques are not
available. This our case since the specific questions used for each person are randomly generated
and so the samples required to perform the usual reliability tests (Cronbach’s alpha, split-half,
etc.) are not available. In fact in our case, there about 17 trillion different ways of generating 10
questions from a test bed of about 100 questions, and so the likelihood that even two students
will answer the same ten questions is quite remote. We are now experimenting with using
bootstrapping to create a large sample of virtual students who answer the same set of ten
questions. We can then calculate Cronbach’s alpha from this sample to get an approximate value
for reliability.
w/ Q1 w/o Q1
2 3
2 1
2 2
2 2
0 2
0 3
3 1
1
2
1
0
1
3
0
1
3
1
1.571429 1.588235
The CPC-Based COMP Exam: Development, Validity, and Reliability
14
For example, suppose we have collected data (the pseudo-population) on the test results of 3,000
students who answered 10 randomly generated questions from a test bank containing 100
questions. We perform the following steps:
1. We randomly select 10 questions from the test bank (called the target questions). Note
that for each target question on average about 3,000 x 10/100 = 300 students were asked
to respond to that question.
2. For each of the target questions Q, based on the data from the pseudo-population for the
approximately 300 students who answered question Q we perform a logistic regression
between the total score (0 to 10) and the score on question Q (0 or 1). In this way, we
calculate the probability that a student will answer question Q correctly based on the total
score they received.
3. We use the results of the logistic regression and the total scores of the 3,000 students in
the pseudo-population to create a random sample (i.e. a bootstrap sample) of 3,000 virtual
students who answer just the 10 target questions
4. We perform Cronbach’s alpha on the bootstrap sample
5. We perform steps 1 through 4 many times (average a 1,000 times) to obtain a mean
Cronbach’s alpha value and a 95% confidence interval. We next check to see whether
these values are within the usual acceptable ranges for Cronbach’s alpha (at least .6,
preferably more than .7). If not we take corrective action.
Other Reliability Measures
Other exam reliability measures include:
Detailed peer review and sensitivity analysis included as part of exam
question development procedures.
Exam scoring is 100 objective based upon automated item marking (questions
are either correct or incorrect).
Secure electronic item banking. The exam services meet the security
requirements for Management of Information Technology (MIS) Sarbanes-
Oxley (SOX) compliant organizations.
Strict client confidentiality of client-specific data and reports is maintained
within a SOX-compliant framework of security measures.
Quality assurance procedures are in place at every stage of the process, from
exam question development through delivery, scoring, and reporting.
The CPC-Based COMP Exam: Development, Validity, and Reliability
15
Reliability stability was confirmed during the initial beta-testing of the CPC-
based COMP exam when selected student groups were administered the same
exam twice with no statistically significant difference in scores (p<.05).
Abandoned exams are excluded from summary reports. Only completed
exams are used when reporting summarized results used for internal and
external benchmarking.
As of August 2015, institutional use of the exam services ranges from as few
as 5 per institution to as high as 8,000+ per year per institution with multiple
years of use and multiple cohorts of students from the same institution. A
comparison of exam results with individual student GPA scores based on a
sample of 200 exam scores from three different institutions showed a direct
and positive correlation of GPA with the Exam Score.
Reliability equivalence was established based upon the Alabama State
University study (McNeal et al., 2012) that included students completing both
the CPC-based COMP exam and the ETS MFT.
Summary of Validity and Reliability
From conception of the service, through development and beta-testing, and with ongoing quality
assurance practices in place, the strategic goal of the programmatic assessment service 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 exam service 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, and with ongoing and regular psychometric processes.
The CPC-Based COMP Exam: Development, Validity, and Reliability
16
References
Accreditation Council for Business Schools and Programs (2014). ACBSP standards and criteria
for demonstrating excellence in baccalaureate/graduate degree schools and programs.
Overland Park, KS: Author.
Allen, M. J., & Yen, W. M. (1979). Introduction to measurement theory. Monterey, CA:
Brooks/Cole.
American Educational Research Association, American Psychological Association, & National
Council on Measurement in Education. (1985). Standards for educational and
psychological testing. Washington, DC: Authors.
Association to Advance Collegiate Schools of Business. (2013). Eligibility procedures and
accreditation standards for business accreditation. Tampa, FL: Author.
Cozby, P.C. (2001). Measurement Concepts. Methods in Behavioral Research (7th ed.).
California: Mayfield Publishing Company.
Cripps, J., Clark, C., & Oedekoven, O (2011). The undergraduate common professional
component (CPC): Origins and process. International Journal of Business &
Management Tomorrow, 1(1), 1-24.
Cronbach, L. J. (1971). Test validation. In R. L. Thorndike (Ed.). Educational Measurement (2nd
ed.). Washington, D. C.: American Council on Education.
Gould, R. (2002) Bootstrap hypothesis test, Stats 110A, UCLA
http://www.stat.ucla.edu/~rgould/110as02/bshypothesis.pdf
Hanlon, B. and Larget, B. (2011) Power and sample size determination, University of
Wisconsin, Madison (www.stat.wisc.edu/~st571-1/10-power-2.pdf)
Hesterberg, T., Monaghan, S. et al (2003) Bootstrap methods and permutation tests, Chapter 18
of The practice of business statistics, W.H. Freeman and
Company.http://bcs.whfreeman.com/pbs/cat_160/PBS18.pdf
Howell, D. (2007) Resampling statistics: randomization and the bootstrap.
http://www.uvm.edu/~dhowell/StatPages/Resampling/Resampling.html
Howell, D. C. (2010). Statistical methods for psychology (7th
ed.). Wadsworth, Cengage
Learning.
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International Assembly for Collegiate Business Education. (2013). Self study manual. Lenexa,
KS: Author.
Kuder, G. F., & Richardson, M. W. (1937). The theory of the estimation of test reliability.
Psychometrika, 2, 151-160.
León, R. (2004) Nonparametric tests and bootstrapping, Statistics 571: Statistical Methods,
University of Tennessee.
http://web.utk.edu/~leon/stat571/2004SummerPDFs/571Unit14.pdf
McNeal, R. C., Oedekoven, O. O., & Prater, T. (2012). Evaluating comprehensive exams using
common professional components. Proceeding from the ACBSP Region 8 annual
meeting. Ashville, NC: Accreditation Council for Business Schools and Programs.
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.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. New York: McGraw-Hill.
University of Arizona, College of Medicine Phoenix (2015) Assessment and Evaluations – Item
Analysis. http://phoenixmed.arizona.edu/students/assessment/assessment-and-
evaluations-item-analysis
University of Illinois at Champagne-Urbana (2015) Test Item Performance: The Item Analysis.
http://cte.illinois.edu/testing/exam/testperf.html
Zaiontz, C. (2015) Real statistical analysis using Excel. http://www.real-statistics.com
HRM491/HRM4910 Final Research Paper Points: 150 The final in this course is a research paper. You will analyze the HRM function of an organization that you are familiar with and propose how the organization might strategically leverage its human resources in order to meet organizational needs. You may use your own company or study one. You will need to demonstrate knowledge of the organization's strategic plan and long-term goals. Your research and analysis process should include interviews with management. In this final research paper you will need to apply the theoretical knowledge or real models and philosophical thinking regarding strategically managing human resources that we consider throughout this course. You are expected to use at least seven credible sources to support your analysis and solutions. Remember that interviews are a reference that should be cited per APA requirements. At least five of your resources should be from scholarly journal articles which can be found in the Baker online library. Two resources may be from additional sources (i.e., such as a business magazine like Fortune, or a company website you have researched). Interview references would be in addition to the scholarly and additional resources. The paper is to be in APA style with title page and reference page. The paper needs to be 12 pages in length (10 pages will comprise the body of report). A grading rubric is attached which will provide you guidelines when working on your Final Research Paper. Be sure to review the criteria in the rubric carefully. Make sure you identify each key component completely in your paper. This rubric will be used by the instructor to grade your Final Research Paper. Please ask questions to clarify any area you are not clear on so you can be successful in completing the report requirements.
Alignments:
IACBE 06
HRM491 SLO 4
HRM491 SLO 2
IACBE 05
IACBE 04
IACBE 02
ISLO 6
IACBE 03
HRM491 SLO 7
HRM491 SLO 8
HRM491 SLO 1
HRM491 SLO 3
HRM491 SLO 5
ISLO 1
ISLO 2
BUS431 MANAGEMENT STRATEGY F15 https://ol.baker.edu/webapps/rubric/do/course/manageRubrics?dispatch=...
1 of 3 1/5/2016 9:45 AM
ISLO 6
ISLO 6
ISLO 6
BUS431 MANAGEMENT STRATEGY F15 https://ol.baker.edu/webapps/rubric/do/course/manageRubrics?dispatch=...
2 of 3 1/5/2016 9:45 AM
ISLOs 2, 3, 6
ISLOs 2, 3, 5, 6
ISLO 1
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3 of 3 1/5/2016 9:45 AM
ISLOs 2, 3, 4, 6
BUS431/BUS4310 Case Study – Final Assessment Points: 100
(Case assignments located in Part 2 of the textbook, Crafting and Executing Strategy)
• 4 Outside resources are required and they must be current within the last 3 years.• Analyze the current situation of the company by examining the strategic management challenges facing the
company you selected. The outside research will help with this part of the case study. The analysis can alsoinclude a review of current challenges, future developments, and future trends.
• Conduct an analysis of the mission statement and vision by analyzing the case itself.• Examine the internal and external environmental aspects and also a competitive analysis which have or currently
impacting the company.• Provide a competitive analysis of the industry environment by carefully reviewing the five forces model and trying
to determine the organization's core competencies. Any other relevant analytical tools and techniques should alsobe used.
• Include a formal, formatted SWOT analysis. Your analysis needs to include all four components.• Write a value chain analysis and other important components contained in the case itself. Relate these
components to strategic management concepts contained in the textbook.• Explain the organization's current situation and the problems and/or challenges it faces and look at its future
choices and options, based on your analysis above. Attention should be given to the results of various analysesrelated to both strategic and financial issues as appropriate.
• Identify the strategic steps the enterprise now needs to implement, and your recommendations for doing all ofthis. Your research from outside publications will help write this conclusion.
• Your final case analysis should be double-spaced-APA formatted. Follow APA (6th edition) and that means thatthey must include a formal Title Page, a Header (the first 3 words of the actual title and a page number in theupper-right hand corner of the paper starting on the Title page) [Use the "View "header/Footer and the Headerposition-It is right-aligned]; a Heading (a copy of the actual title pasted atop the first page of text) and In-textcitations for each and every reference used. References must be properly formatted in accordance with APAstandards on a separate page at the end of the paper. A minimum of 4 outside references must be utilized andthey should be from recognized high quality business journals like Fortune or Forbes, etc.
Case Study Selections The cases contained in Part 2 of the textbook, Crafting and Executing Strategy are as follows. Select the case for this assignment and submit the selection to the Seminar 1 Case Study Thread.
• #3 Whole Foods Market in 2014: Vision, Core Values and Strategy.• #5 Under Armour’s Strategy in 2014: Potent Enough to Win Market Share from Nike and Adidas• #9 Panera Bread Company in 2014: Can a Slowdown in the Company Growth be Avoided• #14 J.Crew in 2014: Will its Turnaround Strategy Improve its Competitiveness• #17 Tesla Motor’s Strategy to Revolutionize the Global Automotive Industry• #21 PepsiCo’s Diversification Strategy in 2014• #22 The Walt Disney Company: Its Diversification Strategy.• #26 Nordstrom: Focusing on a Culture of Service• #30 TOMS Shoes: A Dedication to Social Responsibility
MKT4310 Integrated Strategic Marketing Plan Rubric Program Outcome Assessment Points: 100
STEPS FOR COMPLETING THIS ASSESSMENT TOOL
1. MKT4310 classes on all campuses must administer the Integrated Strategic Marketing Plan each time the course is taught. 2. The scores should reflect the student’s cumulative performance on the entire Integrated Strategic Marketing Plan. The student
will make a submission to the “Waypoint” link for each assignment. The rubric is available in the course. 3. A summary of student performance on the Integrated Strategic Marketing Plan is used to assess Program Outcomes for the
Marketing degree. The Waypoint link is located in the class.
THE PROGRAM OUTCOMES: The Integrated Strategic Marketing Plan rubric measures the following Program Outcomes:
1. Apply effective communication and interpersonal skills to marketing situations.
2. Produce, revise, and present a marketing plan in response to the market.
3. Design an integrated marketing campaign.
4. Manage resources and projects in order to attain organizational goals.
5. Translate an understanding of marketing ethics into professional behavior.
6. Examine the role of marketing and its importance to organizational success.
MKT4310 Integrated Strategic Marketing Plan Rubric Program Outcome Assessment Points: 100
Points 10
Excellent
9-8
Good
7
Needs Improvement
6-0
Unsatisfactory
PO, ISLO, IACBE
Alignment
Comments
Section One
The Marketing Plan includes
an edited and revised
version of Section One,
including all of the following
elements:
• Product Overview: product
introduction, problem
statement and issues,
marketing objectives, and
aims of the campaign.
• Product Profile: name,
classification,
characteristic, distribution,
product life cycle, brand.
The Marketing Plan includes
Section One, including the
following elements:
• Product Overview: product
introduction, problem
statement and issues,
marketing objectives, and
aims of the campaign.
• Product Profile: name,
classification,
characteristic, distribution,
product life cycle, brand.
Section One has a few small
errors or is missing a few
small details.
The Marketing Plan includes
Section One, including the
following elements:
• Product Overview: product
introduction, problem
statement and issues,
marketing objectives, and
aims of the campaign.
• Product Profile: name,
classification, characteristic,
distribution, product life cycle,
brand.
Section One has a several
errors or is missing several
major details. Displays minimal
signs of editing or revision.
Section One is missing key
information. Missing one of
the following elements or
significant details from both
elements:
• Product Overview: product
introduction, problem
statement and issues,
marketing objectives, and
aims of the campaign.
• Product Profile: name,
classification,
characteristic, distribution,
product life cycle, brand.
Section One does not
display any signs of editing
or revision.
ISLOs 1, 3, 5
Points 15-14 13-12 11-10 9-0 PO Comments
Section Two
The Marketing Plan includes
an edited and revised
version of Section Two,
including all of the following
elements:
• The Company: overview,
description, history, key
people, location and
subsidiaries, brands, major
products and services,
corporate vision and
mission, current
promotional strategy,
product sales history,
The Marketing Plan includes
Section Two, including the
following elements:
• The Company: overview,
description, history, key
people, location and
subsidiaries, brands, major
products and services,
corporate vision and
mission, current
promotional strategy,
product sales history,
current marketing
The Marketing Plan includes
Section Two, including the
following elements:
• The Company: overview,
description, history, key
people, location and
subsidiaries, brands, major
products and services,
corporate vision and mission,
current promotional strategy,
product sales history, current
marketing objective, media
expenditure.
Section Two is missing key
information. Missing one of
the following elements or
significant details from both
elements:
• The Company: overview,
description, history, key
people, location and
subsidiaries, brands, major
products and services,
corporate vision and
mission, current
promotional strategy,
product sales history,
ISLOs 1, 3, 5
MKT4310 Integrated Strategic Marketing Plan Rubric Program Outcome Assessment Points: 100
current marketing
objective, media
expenditure.
• SWOT analysis: strengths,
weaknesses, opportunities,
threats.
objective, media
expenditure.
• SWOT analysis: strengths,
weaknesses, opportunities,
threats.
Section Two has a few small
errors or is missing a few
small details.
• SWOT analysis: strengths,
weaknesses, opportunities,
threats.
Section Two has a several
errors or is missing several
major details. Displays minimal
signs of editing or revision.
current marketing
objective, media
expenditure.
• SWOT analysis: strengths,
weaknesses, opportunities,
threats.
Section Two does not
display any signs of editing
or revision.
Points 15-14 13-12 11-10 9-0 PO Comments
Section Three
The Marketing Plan includes
an edited and revised
version of Section Three,
including all of the following
elements:
• Industry and Marketplace:
industry, definition of the
industry, shape of the
industry, development of
the industry, marketplace,
current condition of
marketplace, changes in
the marketplace.
• Competitive situation:
direct and indirect
competitors.
The Marketing Plan includes
Section Three, including the
following elements:
• Industry and Marketplace:
industry, definition of the
industry, shape of the
industry, development of
the industry, marketplace,
current condition of
marketplace, changes in
the marketplace.
• Competitive situation:
direct and indirect
competitors.
Section Three has a few
small errors or is missing a
few small details.
The Marketing Plan includes
Section Three, including the
following elements:
• Industry and Marketplace:
industry, definition of the
industry, shape of the
industry, development of the
industry, marketplace, current
condition of marketplace,
changes in the marketplace.
• Competitive situation: direct
and indirect competitors.
Section Three has a several
errors or is missing several
major details. Displays minimal
signs of editing or revision.
Section Three is missing key
information. Missing one of
the following elements or
significant details from both
elements:
• Industry and Marketplace:
industry, definition of the
industry, shape of the
industry, development of
the industry, marketplace,
current condition of
marketplace, changes in
the marketplace.
• Competitive situation:
direct and indirect
competitors.
Section Three does not
display any signs of editing
or revision.
ISLOs 2, 3,
Points 15-14 13-12 11-10 9-0 PO Comments
MKT4310 Integrated Strategic Marketing Plan Rubric Program Outcome Assessment Points: 100
Section Four
The Marketing Plan includes
an edited and revised
version of Section Four,
including all of the following
elements:
• Consumer and
Stakeholder: current
consumer characteristics,
demographics,
physiographic,
stakeholder’s
characteristics, primary,
secondary.
• Strategic target audience:
proposed primary and
secondary target audience
The Marketing Plan includes
Section Four, including the
following elements:
• Consumer and
Stakeholder: current
consumer characteristics,
demographics,
physiographic,
stakeholder’s
characteristics, primary,
secondary.
• Strategic target audience:
proposed primary and
secondary target audience
Section Four has a few small
errors or is missing a few
small details.
The Marketing Plan includes
Section Four, including the
following elements:
• Consumer and Stakeholder:
current consumer
characteristics,
demographics, physiographic,
stakeholder’s characteristics,
primary, secondary.
• Strategic target audience:
proposed primary and
secondary target audience
Section Four has a several
errors or is missing several
major details. Displays minimal
signs of editing or revision.
Section Four is missing key
information. Missing one of
the following elements or
significant details from both
elements:
• Consumer and
Stakeholder: current
consumer characteristics,
demographics,
physiographic,
stakeholder’s
characteristics, primary,
secondary.
• Strategic target audience:
proposed primary and
secondary target audience
Section Four does not
display any signs of editing
or revision.
ISLOs 2, 3, 4,
Points 15-14 13-12 11-10 9-0 PO Comments
Section Five
The Marketing Plan includes
an edited and revised
version of Section Five,
including all of the following
elements:
• Research Development:
Marketplace research,
observation, online survey
analysis.
• Precedent studies:
advertising strategy and
precedent studies.
• Marketing programs and
strategies: advertising,
sales promotions,
consumer and trade, public
The Marketing Plan includes
Section Five, including the
following elements:
• Research Development:
Marketplace research,
observation, online survey
analysis.
• Precedent studies:
advertising strategy and
precedent studies.
• Marketing programs and
strategies: advertising,
sales promotions,
consumer and trade, public
The Marketing Plan includes
Section Five, including the
following elements:
• Research Development:
Marketplace research,
observation, online survey
analysis.
• Precedent studies: advertising
strategy and precedent
studies.
• Marketing programs and
strategies: advertising, sales
promotions, consumer and
trade, public relations,
Section Five is missing key
information. Missing one of
the following elements or
significant details from both
elements:
• Research Development:
Marketplace research,
observation, online survey
analysis.
• Precedent studies:
advertising strategy and
precedent studies.
• Marketing programs and
strategies: advertising,
sales promotions,
consumer and trade, public
ISLOs 1, 2, 3, 5,
MKT4310 Integrated Strategic Marketing Plan Rubric Program Outcome Assessment Points: 100
Instructor Comments: Total Points: ___________
relations, personal selling,
direct marketing.
relations, personal selling,
direct marketing.
Section Five has a few small
errors or is missing a few
small details.
personal selling, direct
marketing.
Section Five has a several
errors or is missing several
major details. Displays minimal
signs of editing or revision.
relations, personal selling,
direct marketing.
Section Five does not
display any signs of editing
or revision.
Points 10 9-8 7 6-0 PO Comments
Resources The Marketing Plan includes
a section listing all
references and resources.
Follows all APA guidelines
for citations without errors.
The Marketing Plan includes
a section listing all
references and resources.
Follows APA guidelines for
citations with 1-2 small
errors.
The Marketing Plan includes a
section listing references and
resources. Several major
errors with APA citations.
The Resources section of
the Marketing Plan does not
follow APA citation or is
missing information.
ISLOs 1, 3
Points 10 9-8 7 6-0 PO Comments
Blog The blog is neat, organized, and aesthetically pleasing. The blog uses colors, font size, pictures, graphics, and all visual elements in an effective way. The blog is easy to navigate and all links and pages work properly.
The blog is neat and organized. There are a few small visual elements that are difficult to discern. The blog is fairly easy to navigate and most links and pages work properly.
There are 1-2 major elements on the blog that make it difficult to read, see, or navigate (broken links, text too small/large, colors difficult to see, etc.).
The blog is poorly organized and does not use visual elements effectively. It is difficult to see, read, and navigate the blog.
ISLOs 1, 5
Points 10 9-8 7 6-0 PO Comments
Writing
Marketing Plan is well-written with no grammatical or spelling errors. Writing is neat and organized. The marketing plan flows logically from section to section.
Marketing Plan has a few grammatical or spelling errors. Writing is fairly neat and organized. The marketing plan flows logically from section to section.
Marketing Plan has several obvious grammatical and/or spelling errors. The marketing plan is somewhat disjointed between sections.
Marketing Plan has many grammatical and/or or spelling errors that detract from readability. The marketing plan is disjointed and does not flow logically between sections.
ISLOs 1
MKT4310 Team Strategic Marketing Plan Final: 200 points
Team Strategic Marketing Plan: Final (200 points) Your final plan includes the following elements:
1. Product overview 2. Product profile 3. Company description 4. SWOT analysis 5. Industry/marketplace 6. Competitive situation 7. Primary & secondary market 8. Description of stakeholders 9. Market research 10. Precedent /preceding studies 11. Marketing programs & marketing strategies 12. Sources, references for the paper
Refer to the Final plan rubric and one team member posts to your blog by Sunday and also to the Integrated Strategic Marketing plan Direct Measure assessment link.
Post your blog link to the Discussion Board so your instructor has access.
SCM4210 Industry Trends and Technology Research Paper Due: Module 8-Wednesday
Points: 100
Research industry trends and the technology associated with these trends. In a written paper,
analyze the current and future trends related to:
• Procurement and Supply
• Bench Marking and Best Practices
• Inventory Methods
• Quantitative Decision Making
• Lean Supply Systems
For each trend, list at least one technology associated with that trend and explain how it is used.
Use the Industry Trends and Technology Research Paper Rubric to guide your work.
Upload and submit your work to the Assignment Submission Link.
Industry Trends and Technology Research Paper Rubric – 100 Points SCM4210
Excellent Good Needs Improvement/Poor
Points 15-14 13-10 9-0 Score Content: Procurement and Supply
(15 points for this section)
ISLOs 1, 2, 3
Student discusses in depth current and future industry trends related to procurement and supply. Lists more than one technology associated with the trends discussed, and explains in detail how the technology is used. Supports discussion with examples and references.
Student discusses current and future industry trends related to procurement and supply. Lists one technology associated with the trends discusses, and briefly explains how it is used. May be missing a few key details or supporting references.
Student is missing key information from discussion about current and future industry trends related to procurement and supply. May or may not include example of technology associated with trends.
Feedback Comments:
Points 15-14 13-10 9-0 Score Content: Bench Marking and Best Practices
(15 points for this section)
ISLOs 1, 2, 3
Student discusses in depth current and future industry trends related to bench marking and best practices. Lists more than one technology associated with the trends discussed, and explains in detail how the technology is used. Supports discussion with examples and references.
Student discusses current and future industry trends related to bench marking and best practices. Lists one technology associated with the trends discusses, and briefly explains how it is used. May be missing a few key details or supporting references.
Student is missing key information from discussion about current and future industry trends related to bench marking and best practices. May or may not include example of technology associated with trends.
Feedback Comments:
Points 15-14 13-10 9-0 Score Content: Inventory Methods
(15 points for this section)
ISLOs 1, 2, 3
Student discusses in depth current and future industry trends related to inventory methods. Lists more than one technology associated with the trends discussed, and explains in detail how the technology is used. Supports discussion with examples and references.
Student discusses current and future industry trends related to inventory methods. Lists one technology associated with the trends discusses, and briefly explains how it is used. May be missing a few key details or supporting references.
Student is missing key information from discussion about current and future industry trends related to inventory methods. May or may not include example of technology associated with trends.
Feedback Comments:
Industry Trends and Technology Research Paper Rubric – 100 Points SCM4210
Points 15-14 13-10 9-0 Score Content: Quantitative Decision Making
(15 points for this section)
ISLOs 1, 2, 3
Student discusses in depth current and future industry trends related to quantitative decision making. Lists more than one technology associated with the trends discussed, and explains in detail how the technology is used. Supports discussion with examples and references.
Student discusses current and future industry trends related to quantitative decision making. Lists one technology associated with the trends discusses, and briefly explains how it is used. May be missing a few key details or supporting references.
Student is missing key information from discussion about current and future industry trends related to quantitative decision making. May or may not include example of technology associated with trends.
Feedback Comments:
Points 15-14 13-10 9-0 Score Content: Lean Supply Systems
(15 points for this section)
ISLOs 1, 2, 3
Student discusses in depth current and future industry trends related to lean supply systems. Lists more than one technology associated with the trends discussed, and explains in detail how the technology is used. Supports discussion with examples and references.
Student discusses current and future industry trends related to lean supply systems. Lists one technology associated with the trends discusses, and briefly explains how it is used. May be missing a few key details or supporting references.
Student is missing key information from discussion about current and future industry trends related to lean supply systems. May or may not include example of technology associated with trends.
Feedback Comments:
Points 10-9 8-7 6-0 Score
Writing Mechanics (10 points for this section)
Demonstrates knowledge and use of writing mechanics, enhances the readability
Demonstrates knowledge and use of writing mechanics but
Difficulties with readability due to inappropriate use of writing mechanics
Feedback Comments:
Industry Trends and Technology Research Paper Rubric – 100 Points SCM4210
sentence structure, run-ons, fragments, agreement, punctuation, capitalization, spelling, etc.
with errors that may detract from the readability
Points 5 4 3 - 0 Score
Writing Organization (5 points for this section)
Coherence: all writing fits together, makes sense, and flows in effective order – beginning, middle, end Clarity: all writing is consistent and logical
Coherence: Well organized and purposeful writing; has beginning, middle, and end; strong and appropriate transitions
Clarity: Expresses ideas clearly and logically
Coherence: Sequence of information difficult to follow; lacks a clear beginning, middle, and end; few or inappropriate transitions
Clarity: Attempts to express ideas clearly; sometimes difficult to follow
Coherence: Unclear; lacks beginning, middle and end; fails to use transitions appropriately
Clarity: Disjointed connection of ideas; difficult to follow
Feedback Comments:
Points 10-9 8-7 6-0 Score
APA Format (10 points for this section)
APA format for writing report and referencing sources is followed.
APA format followed with only a couple minor mistakes or less. Includes a neat title page and reference page, and meets the 750 word minimum in the body of the paper.
General format followed with a few noticeable mistakes. Includes a title page and reference page, but may include a few minor errors with these. Meets the 750 word minimum in the body of the paper.
APA format not followed. Several noticeable mistakes. Title page and reference page are incorrect or missing. Does not meet the 750 word minimum in the body of the paper.
Feedback Comments:
Total Points Earned ___________
Student Name_______________________________________
Industry Trends and Technology Research Paper Rubric – 100 Points SCM4210
Instructor Name _________________________________________ Date ____________ Additional Comments:
1
Baker College - CoB – AB-Accounting Program– Exit Survey
Part I. AB-ACC Program-ISLOs - The College of Business has identified several intended student learning outcomes that it expects students to have achieved upon completion of the Associate of Business in Accounting Program. For each of the following intended learning outcomes, mark the box in the rating scale that most closely corresponds to your assessment of the degree to which you believe that you have been successful in achieving that outcome. Please also provide comments and suggestions for changes and improvements. 1. Students will be able to implement accounting concepts, principles, standards, and processes.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
2. Students will be able to integrate technology into work processes.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
3. Students will be able to use relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
Part II. Your evaluation of the College of Business is very important to us. For each item, mark the box in the rating scale that most closely corresponds to your evaluation of the college’s program/learning environment. Please also provide comments and suggestions for changes and improvements.
1. Faculty teaching in the College of Business Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
2
2. Faculty advising in the AB-ACC Program Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
3. Curriculum and course variety in the AB-ACC Program
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
4. Relevance of courses to your career goals Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
5. Classroom and lab facilities
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
3
6. Support and learning assistance outside of the classroom Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
7. Library resources in the functional areas of business (i.e. accounting, finance, human resource
management, marketing, management, supply chain management) Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
8. Internship placement and career counseling Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
9. Student organizations and clubs (business related)
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
4
10. Overall quality of the AB-ACC Program and the College of Business Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
1
Baker College - CoB – AB-Business Administration Program– Exit Survey
Part I. AB-BA Program-ISLOs - The College of Business has identified several intended student learning outcomes that it expects students to have achieved upon completion of the Associate of Business in Business Administration Program. For each of the following intended learning outcomes, mark the box in the rating scale that most closely corresponds to your assessment of the degree to which you believe that you have been successful in achieving that outcome. Please also provide comments and suggestions for changes and improvements. 1. Students will be able to describe the introductory concepts, basic theories, and fundamental
practices in the principal functional areas of business. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
2. Students will be able to use current technology in support of business administration.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
3. Students will be able to produce and to present effectively in written and oral communication
formats. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
4. Students will be able to apply relevant business knowledge to their field of study. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
2
Part II. Your evaluation of the College of Business is very important to us. For each item, mark the box in the rating scale that most closely corresponds to your evaluation of the college’s program/learning environment. Please also provide comments and suggestions for changes and improvements.
1. Faculty teaching in the College of Business Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
2. Faculty advising in the AB-BA Program Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
3. Curriculum and course variety in the AB-BA Program
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
4. Relevance of courses to your career goals Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
3
5. Classroom and lab facilities
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
6. Support and learning assistance outside of the classroom Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
7. Library resources in the functional areas of business (i.e. accounting, finance, human resource
management, marketing, management, supply chain management) Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
8. Internship placement and career counseling Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
4
9. Student organizations and clubs (business related) Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
10. Overall quality of the AB-BA Program and the College of Business Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
1
Baker College - CoB – BBA-Accounting– Exit Survey
Part I. BBA-ACC-ISLOs - The College of Business has identified several intended student learning outcomes that it expects students to have achieved upon completion of the Bachelor of Business Administration in Accounting. For each of the following intended learning outcomes, mark the box in the rating scale that most closely corresponds to your assessment of the degree to which you believe that you have been successful in achieving that outcome. Please also provide comments and suggestions for changes and improvements. 1. Students will be able to implement accounting concepts, principles, standards, and processes.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
2. Students will be able to integrate technology into work processes.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
3. Students will be able to use relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
4. Students will be able to examine the ethical obligations and responsibilities of members of the
accounting profession. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
5. Students will be able to demonstrate the audit process from engagement planning through issuance
of the report. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
2
6. Students will be able to compose reports that communicate the work done and resultant findings clearly and objectively.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
Part II. Your evaluation of the College of Business is very important to us. For each item, mark the box in the rating scale that most closely corresponds to your evaluation of the college’s program/learning environment. Please also provide comments and suggestions for changes and improvements.
1. Faculty teaching in the College of Business Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
2. Faculty advising in the BBA Program
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
3. Curriculum and course variety in the BBA Program
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
3
4. Relevance of courses to your career goals Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
5. Classroom and lab facilities
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
6. Support and learning assistance outside of the classroom
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
7. Library resources in the functional areas of business (i.e. accounting, finance, human resource
management, marketing, management, supply chain management) Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
4
8. Internship placement and career counseling Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
9. Student organizations and clubs (business related)
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
10. Overall quality of the BBA Program and the College of Business
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
1
Baker College - CoB – BBA-Accelerated Program– Exit Survey
Part I. BBA-Accelerated Program-ISLOs - The College of Business has identified several intended student learning outcomes that it expects students to have achieved upon completion of the Bachelor of Business Administration-Accelerated Program. For each of the following intended learning outcomes, mark the box in the rating scale that most closely corresponds to your assessment of the degree to which you believe that you have been successful in achieving that outcome. Please also provide comments and suggestions for changes and improvements. 1. Students will be able to distinguish between management and leadership and apply the principles
and best practices of each as appropriate. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
2. Students will be able to demonstrate practical knowledge of the functional areas of business
including: accounting, marketing, finance, and human resources and the interrelationship among them.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
3. Students will be able to analyze and evaluate the environment in which businesses operate, and the
role each component of that environment plays in strategy development, decision-making, and day-to-day operations.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
4. Students will be able to analyze, interpret, and manage financial and operational data and
information. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
5. Students will be able to identify, evaluate, and discuss practical resolutions to ethical dilemmas and
issues of corporate social responsibility. 1. Very Unsuccessful 2. Unsuccessful 3. Successful
2
4. Very Successful
6. Students will be able to formulate and implement strategic objectives that enhance organizational
effectiveness and operational performance. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
Part II. Your evaluation of the College of Business is very important to us. For each item, mark the box in the rating scale that most closely corresponds to your evaluation of the college’s program/learning environment. Please also provide comments and suggestions for changes and improvements.
1. Faculty teaching in the College of Business Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
2. Faculty advising in the BBA Program
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
3. Curriculum and course variety in the BBA Program
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
3
4. Relevance of courses to your career goals Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
5. Classroom and lab facilities
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
6. Support and learning assistance outside of the classroom
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
7. Library resources in the functional areas of business (i.e. accounting, finance, human resource
management, marketing, management, supply chain management) Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
4
8. Internship placement and career counseling Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
9. Student organizations and clubs (business related)
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
10. Overall quality of the BBA Program and the College of Business
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
1
Baker College - CoB – BBA-Finance Program– Exit Survey
Part I. BBA-FIN Program-ISLOs - The College of Business has identified several intended student learning outcomes that it expects students to have achieved upon completion of the Bachelor of Business Administration in Finance Program. For each of the following intended learning outcomes, mark the box in the rating scale that most closely corresponds to your assessment of the degree to which you believe that you have been successful in achieving that outcome. Please also provide comments and suggestions for changes and improvements. 1. Students will be able to assess, analyze, and formulate strategies needed in financial decision making situations in corporate finance.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
2. Students will be able to evaluate an individual customer's situation and formulate both a short- and
long-term strategy to help that customer meet financial objectives. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
3. Students will be able to assess, analyze, and synthesize banking, financial markets, and risk exposures in the financial services environment.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
Part II. Your evaluation of the College of Business is very important to us. For each item, mark the box in the rating scale that most closely corresponds to your evaluation of the college’s program/learning environment. Please also provide comments and suggestions for changes and improvements.
1. Faculty teaching in the College of Business Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
2
2. Faculty advising in the BBA Program Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
3. Curriculum and course variety in the BBA Program
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
4. Relevance of courses to your career goals Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
5. Classroom and lab facilities
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
3
6. Support and learning assistance outside of the classroom Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
7. Library resources in the functional areas of business (i.e. accounting, finance, human resource
management, marketing, management, supply chain management) Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
8. Internship placement and career counseling Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
9. Student organizations and clubs (business related)
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
4
10. Overall quality of the BBA Program and the College of Business Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
1
Baker College - CoB – BBA-HRM– Exit Survey
Part I. BBA-HRM-ISLOs - The College of Business has identified several intended student learning outcomes that it expects students to have achieved upon completion of the Bachelor of Business Administration in Human Resource Management. For each of the following intended learning outcomes, mark the box in the rating scale that most closely corresponds to your assessment of the degree to which you believe that you have been successful in achieving that outcome. Please also provide comments and suggestions for changes and improvements. 1. Students will be able to analyze, plan, and support activities and programs for sourcing, recruiting,
hiring, onboarding, orientation, and retention. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
2. Students will be able to compare, develop, and recommend strategies to address appropriate
expectations for performance and behavior from employees including performance standards and measures.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
3. Students will be able to identify and create learning opportunities that increase employee capability and organizational knowledge.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
4. Students will be able to describe and recommend compensation systems and programs (e.g., base pay, benefits, incentive pay, leave, perquisites, retirement) that support recruitment and retention efforts.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
2
5. Students will be able to evaluate and consider workplace issues related to workforce management, employee relations, technology and data, the global context, diversity and inclusion, risk management, corporate social responsibility, and employment law and regulations.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
6. Students will be able to interpret and apply organizational strategy, mission, vision, and values in developing an HR strategy and tactical plan that addresses stakeholder needs, considers the impact of decisions on the overall workforce, and enhances organizational effectiveness and performance.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
Part II. Your evaluation of the College of Business is very important to us. For each item, mark the box in the rating scale that most closely corresponds to your evaluation of the college’s program/learning environment. Please also provide comments and suggestions for changes and improvements.
1. Faculty teaching in the College of Business Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
2. Faculty advising in the BBA Program
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
3
3. Curriculum and course variety in the BBA Program Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
4. Relevance of courses to your career goals Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
5. Classroom and lab facilities
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
6. Support and learning assistance outside of the classroom
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
4
7. Library resources in the functional areas of business (i.e. accounting, finance, human resource management, marketing, management, supply chain management)
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
8. Internship placement and career counseling
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
9. Student organizations and clubs (business related)
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
10. Overall quality of the BBA Program and the College of Business
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
ISLO Evaluation Student Name: Program:_ Name of Company: Supervisor:_ Date Reviewed with Student:
CORE ISLOs (Questions 1 -10) BBA-MGT ISLOs (Questions 11-16)
1. The student demonstrates effective listening and oral communication skills. Example: Listens to others in an active and attentive manner, comprehends and follows verbal
instructions, participates effectively in meetings or group settings Exceeded Expectations Met Expectations Does Not Meet Expectations
2. The student's written communication skills are appropriate for the industry. Example: Communicates ideas and concepts clearly in writing, pays attention to accuracy and
detail Exceeded Expectations Met Expectations Does Not Meet Expectations
3. a. The student exhibits a positive and constructive attitude and brings a sense of value and
integrity to the position. Example: Exhibits a positive and constructive attitude, brings a sense of value and integrity to the position, seeks to serve others, respects the diversity (religious/cultural/ethnic/gender) of others
Exceeded Expectations Met Expectations Does Not Meet Expectations
b. The student displays strong interpersonal skills as evidenced by positive working relationships with others.
Exceeded Expectations Met Expectations Does Not Meet Expectations
4. The student demonstrates positive interactions with others. Example: Relates to others effectively, manages and resolves conflict in a team atmosphere,
supports and contributes to a team atmosphere, controls emotions in an appropriate manner Exceeded Expectations Met Expectations Does Not Meet Expectations
5. a. The student displays a well-groomed appearance and appropriate, modest dress.
Example: Reports to site as scheduled, dress and appearance are appropriate for the organization
Exceeded Expectations Met Expectations Does Not Meet Expectations
b. The student reports promptly to work as scheduled. Exceeded Expectations Met Expectations Does Not Meet Expectations
c. The student avoids frequent absences and reports necessary absences according to policy.
Exceeded Expectations Met Expectations Does Not Meet Expectations
6. The student makes appropriate decisions when faced with ethical or confidential matters. Example: Maintains confidentially, refrains from unprofessional discussions, respects the privacy of
others, behaves in an ethical manner Exceeded Expectations Met Expectations Does Not Meet Expectations
7. The student demonstrates critical thinking and problem solving skills. Example: Seeks to comprehend and understand the big picture, breaks down complex
tasks/problems, brainstorms options and ideas Exceeded Expectations Met Expectations Does Not Meet Expectations
8. The student demonstrates professional knowledge/skills of his/her field of study. Example: Demonstrates required job related skills, uses appropriate resources (manual, policy
manuals, etc.) Exceeded Expectations Met Expectations
Does Not Meet Expectations 9. The student understands the equipment/software needed to be successful in the field of study.
Exceeded Expectations Met Expectations Does Not Meet Expectations
10. The student demonstrated observable improvement/growth during the work experience.
Exceeded Expectations Met Expectations Does Not Meet Expectations
COMMENTS:
Q
11. t1The student’s ability to analyze, plan, and manage resources, projects, and programs for the functional areas of business in order to attain organizational goals
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment: 12. The student's ability to examine ways in which business and management are responding to
issues related to demographics and society, politics, economics, law and regulations, technology and data, risk management, corporate social responsibility, and the global context
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
13. The student’s ability to examine the role of management and its importance to
organizational success Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment: 14. The student’s ability to apply effective communication, management ethics, professional
behavior, and interpersonal skills to management situations Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
15. The student’s ability to evaluate various scenarios to determine the details of the case,
the data available, the data yet to be obtained, and the outcomes required for effective decision making
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment
16. The student’s ability to research, create and present a strategic plan in response to the industry that addresses stakeholder needs and enhances organizational effectiveness and performance including implementation, specific measures, and methods of monitoring
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment
1
Baker College - CoB – BBA-Marketing– Exit Survey
Part I. BBA-MKT-ISLOs - The College of Business has identified several intended student learning outcomes that it expects students to have achieved upon completion of the Bachelor of Business Administration in Marketing. For each of the following intended learning outcomes, mark the box in the rating scale that most closely corresponds to your assessment of the degree to which you believe that you have been successful in achieving that outcome. Please also provide comments and suggestions for changes and improvements. 1. Students will be able to apply effective communication and interpersonal skills to marketing
situations. 1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
2. Students will be able to produce, revise, and present a marketing plan in response to the market.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
3. Students will be able to design an integrated marketing campaign.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
4. Students will be able to translate an understanding of marketing ethics into professional behavior.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
5. Students will be able to examine the role of marketing and its importance to organizational success.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
2
Part II. Your evaluation of the College of Business is very important to us. For each item, mark the box in the rating scale that most closely corresponds to your evaluation of the college’s program/learning environment. Please also provide comments and suggestions for changes and improvements.
1. Faculty teaching in the College of Business Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
2. Faculty advising in the BBA Program
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
3. Curriculum and course variety in the BBA Program
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
4. Relevance of courses to your career goals
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
3
5. Classroom and lab facilities
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
6. Support and learning assistance outside of the classroom
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
7. Library resources in the functional areas of business (i.e. accounting, finance, human resource
management, marketing, management, supply chain management) Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
8. Internship placement and career counseling Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
4
9. Student organizations and clubs (business related) Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
10. Overall quality of the BBA Program and the College of Business
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
1
Baker College - CoB – BBA-Supply Chain Management Program– Exit Survey
Part I. BBA-SCM Program-ISLOs - The College of Business has identified several intended student learning outcomes that it expects students to have achieved upon completion of the Bachelor of Business Administration in Supply Chain Management Program. For each of the following intended learning outcomes, mark the box in the rating scale that most closely corresponds to your assessment of the degree to which you believe that you have been successful in achieving that outcome. Please also provide comments and suggestions for changes and improvements. 1. Students will be able to evaluate the supply chain process, through value stream mapping, for
potential risks including bottlenecks, shortages, and removal of waste in terms of time, quality, and cost.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
2. Students will be able to Students will be able to analyze industry trends.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
3. Students will be able to generate solutions to improve the supply chain of a business.
1. Very Unsuccessful 2. Unsuccessful 3. Successful 4. Very Successful
Part II. Your evaluation of the College of Business is very important to us. For each item, mark the box in the rating scale that most closely corresponds to your evaluation of the college’s program/learning environment. Please also provide comments and suggestions for changes and improvements.
1. Faculty teaching in the College of Business Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
2
2. Faculty advising in the BBA Program Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
3. Curriculum and course variety in the BBA Program
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
4. Relevance of courses to your career goals Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
5. Classroom and lab facilities
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
3
6. Support and learning assistance outside of the classroom Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
7. Library resources in the functional areas of business (i.e. accounting, finance, human resource
management, marketing, management, supply chain management) Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
8. Internship placement and career counseling Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
9. Student organizations and clubs (business related)
Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
4
10. Overall quality of the BBA Program and the College of Business Not applicable 1. Unsatisfactory 2. Satisfactory 3. Good 4. Exemplary Comments:
ISLO Evaluation Student Name: Program:_ Name of Company: Supervisor:_ Date Reviewed with Student:
CORE ISLOs (Questions 1 -10) BBA-ACC ISLOs (Questions 11-16)
1. The student demonstrates effective listening and oral communication skills. Example: Listens to others in an active and attentive manner, comprehends and follows verbal
instructions, participates effectively in meetings or group settings Exceeded Expectations Met Expectations Does Not Meet Expectations
2. The student's written communication skills are appropriate for the industry. Example: Communicates ideas and concepts clearly in writing, pays attention to accuracy and
detail Exceeded Expectations Met Expectations Does Not Meet Expectations
3. a. The student exhibits a positive and constructive attitude and brings a sense of value and
integrity to the position. Example: Exhibits a positive and constructive attitude, brings a sense of value and integrity to the position, seeks to serve others, respects the diversity (religious/cultural/ethnic/gender) of others
Exceeded Expectations Met Expectations Does Not Meet Expectations
b. The student displays strong interpersonal skills as evidenced by positive working relationships with others.
Exceeded Expectations Met Expectations Does Not Meet Expectations
4. The student demonstrates positive interactions with others. Example: Relates to others effectively, manages and resolves conflict in a team atmosphere,
supports and contributes to a team atmosphere, controls emotions in an appropriate manner Exceeded Expectations Met Expectations Does Not Meet Expectations
5. a. The student displays a well-groomed appearance and appropriate, modest dress.
Example: Reports to site as scheduled, dress and appearance are appropriate for the organization
Exceeded Expectations Met Expectations Does Not Meet Expectations
b. The student reports promptly to work as scheduled. Exceeded Expectations Met Expectations Does Not Meet Expectations
c. The student avoids frequent absences and reports necessary absences according to policy.
Exceeded Expectations Met Expectations Does Not Meet Expectations
6. The student makes appropriate decisions when faced with ethical or confidential matters. Example: Maintains confidentially, refrains from unprofessional discussions, respects the privacy of
others, behaves in an ethical manner Exceeded Expectations Met Expectations Does Not Meet Expectations
7. The student demonstrates critical thinking and problem solving skills. Example: Seeks to comprehend and understand the big picture, breaks down complex
tasks/problems, brainstorms options and ideas Exceeded Expectations Met Expectations Does Not Meet Expectations
8. The student demonstrates professional knowledge/skills of his/her field of study. Example: Demonstrates required job related skills, uses appropriate resources (manual, policy
manuals, etc.) Exceeded Expectations Met Expectations
Does Not Meet Expectations 9. The student understands the equipment/software needed to be successful in the field of study.
Exceeded Expectations Met Expectations Does Not Meet Expectations
10. The student demonstrated observable improvement/growth during the work experience.
Exceeded Expectations Met Expectations Does Not Meet Expectations
COMMENTS:
Q
11. t1The student’s ability to implement accounting concepts, principles, standards, and processes Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment: 12. The student's ability to integrate technology into work processes
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
13. The student’s ability to use relevant information and individual judgment to determine
whether events or processes comply with laws, regulations, or standards Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment: 14. The student’s ability to examine the ethical obligations and responsibilities of members
of the accounting profession Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
15. The student’s ability to demonstrate the audit process from engagement planning
through issuance of the report Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
16. The student’s ability to o compose reports that communicate the work done and
resultant findings clearly and objectively Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
ISLO Evaluation Student Name: Program:_ Name of Company: Supervisor:_ Date Reviewed with Student:
CORE ISLOs (Questions 1 -10) BBA-FIN ISLOs (Questions 11-13)
1. The student demonstrates effective listening and oral communication skills. Example: Listens to others in an active and attentive manner, comprehends and follows verbal
instructions, participates effectively in meetings or group settings Exceeded Expectations Met Expectations Does Not Meet Expectations
2. The student's written communication skills are appropriate for the industry. Example: Communicates ideas and concepts clearly in writing, pays attention to accuracy and
detail Exceeded Expectations Met Expectations Does Not Meet Expectations
3. a. The student exhibits a positive and constructive attitude and brings a sense of value and
integrity to the position. Example: Exhibits a positive and constructive attitude, brings a sense of value and integrity to the position, seeks to serve others, respects the diversity (religious/cultural/ethnic/gender) of others
Exceeded Expectations Met Expectations Does Not Meet Expectations
b. The student displays strong interpersonal skills as evidenced by positive working relationships with others.
Exceeded Expectations Met Expectations Does Not Meet Expectations
4. The student demonstrates positive interactions with others. Example: Relates to others effectively, manages and resolves conflict in a team atmosphere,
supports and contributes to a team atmosphere, controls emotions in an appropriate manner Exceeded Expectations Met Expectations Does Not Meet Expectations
5. a. The student displays a well-groomed appearance and appropriate, modest dress.
Example: Reports to site as scheduled, dress and appearance are appropriate for the organization
Exceeded Expectations Met Expectations Does Not Meet Expectations
b. The student reports promptly to work as scheduled. Exceeded Expectations Met Expectations Does Not Meet Expectations
c. The student avoids frequent absences and reports necessary absences according to policy.
Exceeded Expectations Met Expectations Does Not Meet Expectations
6. The student makes appropriate decisions when faced with ethical or confidential matters. Example: Maintains confidentially, refrains from unprofessional discussions, respects the privacy of
others, behaves in an ethical manner Exceeded Expectations Met Expectations Does Not Meet Expectations
7. The student demonstrates critical thinking and problem solving skills. Example: Seeks to comprehend and understand the big picture, breaks down complex
tasks/problems, brainstorms options and ideas Exceeded Expectations Met Expectations Does Not Meet Expectations
8. The student demonstrates professional knowledge/skills of his/her field of study. Example: Demonstrates required job related skills, uses appropriate resources (manual, policy
manuals, etc.) Exceeded Expectations Met Expectations
Does Not Meet Expectations 9. The student understands the equipment/software needed to be successful in the field of study.
Exceeded Expectations Met Expectations Does Not Meet Expectations
10. The student demonstrated observable improvement/growth during the work experience.
Exceeded Expectations Met Expectations Does Not Meet Expectations
COMMENTS:
Q
t1 11. The student’s ability to assess, analyze, and formulate strategies needed in financial decision making situations in corporate finance.
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment: 12. The student's ability to evaluate an individual customer's situation and formulate both a
short- and long-term strategy to help that customer meet financial objectives. Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
13. The student’s ability to assess assess, analyze, and synthesize banking, financial
markets, and risk exposures in the financial services environment. Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
ISLO Evaluation Student Name: Program:_ Name of Company: Supervisor:_ Date Reviewed with Student:
CORE ISLOs (Questions 1 -10) BBA-MKT ISLOs (Questions 11-15)
1. The student demonstrates effective listening and oral communication skills. Example: Listens to others in an active and attentive manner, comprehends and follows verbal
instructions, participates effectively in meetings or group settings Exceeded Expectations Met Expectations Does Not Meet Expectations
2. The student's written communication skills are appropriate for the industry. Example: Communicates ideas and concepts clearly in writing, pays attention to accuracy and
detail Exceeded Expectations Met Expectations Does Not Meet Expectations
3. a. The student exhibits a positive and constructive attitude and brings a sense of value and
integrity to the position. Example: Exhibits a positive and constructive attitude, brings a sense of value and integrity to the position, seeks to serve others, respects the diversity (religious/cultural/ethnic/gender) of others
Exceeded Expectations Met Expectations Does Not Meet Expectations
b. The student displays strong interpersonal skills as evidenced by positive working relationships with others.
Exceeded Expectations Met Expectations Does Not Meet Expectations
4. The student demonstrates positive interactions with others. Example: Relates to others effectively, manages and resolves conflict in a team atmosphere,
supports and contributes to a team atmosphere, controls emotions in an appropriate manner Exceeded Expectations Met Expectations Does Not Meet Expectations
5. a. The student displays a well-groomed appearance and appropriate, modest dress.
Example: Reports to site as scheduled, dress and appearance are appropriate for the organization
Exceeded Expectations Met Expectations Does Not Meet Expectations
b. The student reports promptly to work as scheduled. Exceeded Expectations Met Expectations Does Not Meet Expectations
c. The student avoids frequent absences and reports necessary absences according to policy.
Exceeded Expectations Met Expectations Does Not Meet Expectations
6. The student makes appropriate decisions when faced with ethical or confidential matters. Example: Maintains confidentially, refrains from unprofessional discussions, respects the privacy of
others, behaves in an ethical manner Exceeded Expectations Met Expectations Does Not Meet Expectations
7. The student demonstrates critical thinking and problem solving skills. Example: Seeks to comprehend and understand the big picture, breaks down complex
tasks/problems, brainstorms options and ideas Exceeded Expectations Met Expectations Does Not Meet Expectations
8. The student demonstrates professional knowledge/skills of his/her field of study. Example: Demonstrates required job related skills, uses appropriate resources (manual, policy
manuals, etc.) Exceeded Expectations Met Expectations
Does Not Meet Expectations 9. The student understands the equipment/software needed to be successful in the field of study.
Exceeded Expectations Met Expectations Does Not Meet Expectations
10. The student demonstrated observable improvement/growth during the work experience.
Exceeded Expectations Met Expectations Does Not Meet Expectations
COMMENTS:
Q
11. t1The student’s ability to apply effective communication and interpersonal skills to marketing situations
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment: 12. The student's ability to produce, revise, and present a marketing plan in response to the market
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
13. The student’s ability to design an integrated marketing campaign
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment: 14. The student’s ability to translate an understanding of marketing ethics into professional
behavior Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
15. The student’s ability to examine the role of marketing and its importance to
organizational success Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment
ISLO Evaluation Student Name: Program:_ Name of Company: Supervisor:_ Date Reviewed with Student:
CORE ISLOs (Questions 1 -10) BBA-MKT ISLOs (Questions 11-15)
1. The student demonstrates effective listening and oral communication skills. Example: Listens to others in an active and attentive manner, comprehends and follows verbal
instructions, participates effectively in meetings or group settings Exceeded Expectations Met Expectations Does Not Meet Expectations
2. The student's written communication skills are appropriate for the industry. Example: Communicates ideas and concepts clearly in writing, pays attention to accuracy and
detail Exceeded Expectations Met Expectations Does Not Meet Expectations
3. a. The student exhibits a positive and constructive attitude and brings a sense of value and
integrity to the position. Example: Exhibits a positive and constructive attitude, brings a sense of value and integrity to the position, seeks to serve others, respects the diversity (religious/cultural/ethnic/gender) of others
Exceeded Expectations Met Expectations Does Not Meet Expectations
b. The student displays strong interpersonal skills as evidenced by positive working relationships with others.
Exceeded Expectations Met Expectations Does Not Meet Expectations
4. The student demonstrates positive interactions with others. Example: Relates to others effectively, manages and resolves conflict in a team atmosphere,
supports and contributes to a team atmosphere, controls emotions in an appropriate manner Exceeded Expectations Met Expectations Does Not Meet Expectations
5. a. The student displays a well-groomed appearance and appropriate, modest dress.
Example: Reports to site as scheduled, dress and appearance are appropriate for the organization
Exceeded Expectations Met Expectations Does Not Meet Expectations
b. The student reports promptly to work as scheduled. Exceeded Expectations Met Expectations Does Not Meet Expectations
c. The student avoids frequent absences and reports necessary absences according to policy.
Exceeded Expectations Met Expectations Does Not Meet Expectations
6. The student makes appropriate decisions when faced with ethical or confidential matters. Example: Maintains confidentially, refrains from unprofessional discussions, respects the privacy of
others, behaves in an ethical manner Exceeded Expectations Met Expectations Does Not Meet Expectations
7. The student demonstrates critical thinking and problem solving skills. Example: Seeks to comprehend and understand the big picture, breaks down complex
tasks/problems, brainstorms options and ideas Exceeded Expectations Met Expectations Does Not Meet Expectations
8. The student demonstrates professional knowledge/skills of his/her field of study. Example: Demonstrates required job related skills, uses appropriate resources (manual, policy
manuals, etc.) Exceeded Expectations Met Expectations
Does Not Meet Expectations 9. The student understands the equipment/software needed to be successful in the field of study.
Exceeded Expectations Met Expectations Does Not Meet Expectations
10. The student demonstrated observable improvement/growth during the work experience.
Exceeded Expectations Met Expectations Does Not Meet Expectations
COMMENTS:
Q
11. t1The student’s ability to apply effective communication and interpersonal skills to marketing situations
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment: 12. The student's ability to produce, revise, and present a marketing plan in response to the market
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
13. The student’s ability to design an integrated marketing campaign
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment: 14. The student’s ability to translate an understanding of marketing ethics into professional
behavior Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
15. The student’s ability to examine the role of marketing and its importance to
organizational success Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment
ISLO Evaluation Student Name: Program:_ Name of Company: Supervisor:_ Date Reviewed with Student:
CORE ISLOs (Questions 1 -10) BBA-SCM ISLOs (Questions 11-13)
1. The student demonstrates effective listening and oral communication skills. Example: Listens to others in an active and attentive manner, comprehends and follows verbal
instructions, participates effectively in meetings or group settings Exceeded Expectations Met Expectations Does Not Meet Expectations
2. The student's written communication skills are appropriate for the industry. Example: Communicates ideas and concepts clearly in writing, pays attention to accuracy and
detail Exceeded Expectations Met Expectations Does Not Meet Expectations
3. a. The student exhibits a positive and constructive attitude and brings a sense of value and
integrity to the position. Example: Exhibits a positive and constructive attitude, brings a sense of value and integrity to the position, seeks to serve others, respects the diversity (religious/cultural/ethnic/gender) of others
Exceeded Expectations Met Expectations Does Not Meet Expectations
b. The student displays strong interpersonal skills as evidenced by positive working relationships with others.
Exceeded Expectations Met Expectations Does Not Meet Expectations
4. The student demonstrates positive interactions with others. Example: Relates to others effectively, manages and resolves conflict in a team atmosphere,
supports and contributes to a team atmosphere, controls emotions in an appropriate manner Exceeded Expectations Met Expectations Does Not Meet Expectations
5. a. The student displays a well-groomed appearance and appropriate, modest dress.
Example: Reports to site as scheduled, dress and appearance are appropriate for the organization
Exceeded Expectations Met Expectations Does Not Meet Expectations
b. The student reports promptly to work as scheduled. Exceeded Expectations Met Expectations Does Not Meet Expectations
c. The student avoids frequent absences and reports necessary absences according to policy.
Exceeded Expectations Met Expectations Does Not Meet Expectations
6. The student makes appropriate decisions when faced with ethical or confidential matters. Example: Maintains confidentially, refrains from unprofessional discussions, respects the privacy of
others, behaves in an ethical manner Exceeded Expectations Met Expectations Does Not Meet Expectations
7. The student demonstrates critical thinking and problem solving skills. Example: Seeks to comprehend and understand the big picture, breaks down complex
tasks/problems, brainstorms options and ideas Exceeded Expectations Met Expectations Does Not Meet Expectations
8. The student demonstrates professional knowledge/skills of his/her field of study. Example: Demonstrates required job related skills, uses appropriate resources (manual, policy
manuals, etc.) Exceeded Expectations Met Expectations
Does Not Meet Expectations 9. The student understands the equipment/software needed to be successful in the field of study.
Exceeded Expectations Met Expectations Does Not Meet Expectations
10. The student demonstrated observable improvement/growth during the work experience.
Exceeded Expectations Met Expectations Does Not Meet Expectations
COMMENTS:
Q
t1 11. The student’s ability to analyze industry trends
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment: 12. The student's ability to evaluate the supply chain process, through value stream
mapping, for potential risks including bottlenecks, shortages, and removal of waste in terms of time, quality, and cost
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
13. The student’s ability to generate solutions to improve the supply chain of a business
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
ISLO Evaluation Student Name: Program:_ Name of Company: Supervisor:_ Date Reviewed with Student:
CORE ISLOs (Questions 1 -10) BBA-HRM ISLOs (Questions 11-16)
1. The student demonstrates effective listening and oral communication skills. Example: Listens to others in an active and attentive manner, comprehends and follows verbal
instructions, participates effectively in meetings or group settings Exceeded Expectations Met Expectations Does Not Meet Expectations
2. The student's written communication skills are appropriate for the industry. Example: Communicates ideas and concepts clearly in writing, pays attention to accuracy and
detail Exceeded Expectations Met Expectations Does Not Meet Expectations
3. a. The student exhibits a positive and constructive attitude and brings a sense of value and
integrity to the position. Example: Exhibits a positive and constructive attitude, brings a sense of value and integrity to the position, seeks to serve others, respects the diversity (religious/cultural/ethnic/gender) of others
Exceeded Expectations Met Expectations Does Not Meet Expectations
b. The student displays strong interpersonal skills as evidenced by positive working relationships with others.
Exceeded Expectations Met Expectations Does Not Meet Expectations
4. The student demonstrates positive interactions with others. Example: Relates to others effectively, manages and resolves conflict in a team atmosphere,
supports and contributes to a team atmosphere, controls emotions in an appropriate manner Exceeded Expectations Met Expectations Does Not Meet Expectations
5. a. The student displays a well-groomed appearance and appropriate, modest dress.
Example: Reports to site as scheduled, dress and appearance are appropriate for the organization
Exceeded Expectations Met Expectations Does Not Meet Expectations
b. The student reports promptly to work as scheduled. Exceeded Expectations Met Expectations Does Not Meet Expectations
c. The student avoids frequent absences and reports necessary absences according to policy.
Exceeded Expectations Met Expectations Does Not Meet Expectations
6. The student makes appropriate decisions when faced with ethical or confidential matters. Example: Maintains confidentially, refrains from unprofessional discussions, respects the privacy of
others, behaves in an ethical manner Exceeded Expectations Met Expectations Does Not Meet Expectations
7. The student demonstrates critical thinking and problem solving skills. Example: Seeks to comprehend and understand the big picture, breaks down complex
tasks/problems, brainstorms options and ideas Exceeded Expectations Met Expectations Does Not Meet Expectations
8. The student demonstrates professional knowledge/skills of his/her field of study. Example: Demonstrates required job related skills, uses appropriate resources (manual, policy
manuals, etc.) Exceeded Expectations Met Expectations
Does Not Meet Expectations 9. The student understands the equipment/software needed to be successful in the field of study.
Exceeded Expectations Met Expectations Does Not Meet Expectations
10. The student demonstrated observable improvement/growth during the work experience.
Exceeded Expectations Met Expectations Does Not Meet Expectations
COMMENTS:
Q
11. t1The student’s ability to able to analyze, plan, and support activities and programs for sourcing, recruiting, hiring, onboarding, orientation, and retention
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment: 12. The student's ability to compare, develop, and recommend strategies to address appropriate
expectations for performance and behavior from employees including performance standards and measures
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
13. The student’s ability to identify and create learning opportunities that increase employee
capability and organizational knowledge Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
14. The student’s ability to describe and recommend compensation systems and programs that
support recruitment and retention efforts Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
15. The student’s ability to evaluate and consider (some) workplace issues related to
workforce management, employee relations, technology and data, the global context, diversity and inclusion, risk management, corporate social responsibility, and employment law and regulations.
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
16. The student’s ability to interpret and apply organizational strategy, mission, vision, and
values in developing an HR strategy and tactical plan that addresses stakeholder needs, considers the impact of decisions on the overall workforce, and enhances organizational effectiveness and performance
Exceeded Expectations Met Expectations Does Not Meet Expectations
Comment:
First Destination Survey Questions for Graduate Employment Reporting Survey will prepopulate with the following student details
o Name o Campus o Academic Program o Degree Level o Graduate Quarter/Semester o UIN o Baker College email address
Standard questions for all graduates
(1) Are you authorized to permanently work in the U.S.?
(2) Which of the following BEST describes your PRIMARY status? Employed full time (on average 30 hours or more per week) Employed part time (on average less than 30 hours per week) Participating in a volunteer or service program (e.g., Peace Corps) Serving in the U.S. military Enrolled in a program of continuing education Seeking employment Planning to continue education but not yet enrolled Not seeking employment or continuing education at this time
If primary status is EMPLOYED FULL TIME or EMPLOYED PART TIME =
(3) Please select the category which BEST describes your employment: Employed as an entrepreneur Employed in a temporary/contract work assignment Employed freelance Employed in a postgraduate internship or fellowship Employed in all other work categories
Grad will be prompted to provide the following information concerning their employment:
(4) Employing organization: (5) Position location-city, state, and country: (6) Job title: (7) Annual base salary amount in U.S. dollars: (8) Guaranteed first-year bonus amount in U.S. dollars, if you are receiving one:
(9) Is your position related to your field of study at Baker College, i.e., are you utilizing the skills and knowledge gained from your education in your current position?
(10) Did you complete an Experience (internship, externship, practicum, clinical, student teaching, etc.) with this employer?
If response to #10 is “No” then…
(11) This position was acquired by: Handshake Direct application to employer Referral from Baker College personnel Referral from family or friend Other
If primary status is participating in a VOLUNTEER or SERVICE PROGRAM, grad will be prompted to provide the following information:
(3) Organization: (4) Assignment location-city, state, and country: (5) Role or title:
If primary status is SERVING IN THE U.S. MILITARY, grad will be prompted to provide the following information:
(3) Service Branch: (4) Rank:
If primary status is ENROLLED IN A PROGRAM OF CONTINUING EDUCATION, grad will be prompted to provide the following information:
(3) Name of institution: (4) Location of institution-city, state, and county: (5) Program of study: (6) Degree you are pursuing:
ACE ASSIGNMENTS
17 Assignments
Interview Skills I (Select 2 for Certificate; Complete all 5 for Associate and Bachelor):
1. Research Organization
2. Types of Interviews
3. Interview Questions
4. Questions for the Interviewer
5. Thank You Email
Employment Documents:
6. Cover Letter Information and Assignment
7. Resume Information and Assignment
8. Sample Reference page and Assignment
Associate (Include Certificate Requirements) Professionalism I & II
9. Professional Attributes - I
10. Work Readiness Self-Assessment - I
11. Cultural Experience Reflection - II
12. Workplace Etiquette - II
Professional Organization and Credentials
13. Professional Organization - Research Summary
14. Professional Credentials - Research Summary
Career Exploration I, II & III
LinkedIn - I
15. Informational Interview - II
Bachelor (Include Certificate and Associate Requirements) Interview Skills II
16. Questions for the Interviewer - II
17. Thank you Email - II
Professional Credentials - II
May complete Professional Credential here for BA degrees
Career Exploration III
May complete Informational Interview here for BA degree
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Baker College Academic Faculty Credentials Policy and Guidelines
Faculty Teaching Credential Policy for Undergraduate / Graduate Courses
Please review this policy before using the credential document. OFFICIAL DOCUMENT DATED 1.16.17
Following are the overall requirements for all Baker College undergraduate faculty. All campuses must meet these requirements. Additionally, all requirements are identified in the Credentials Workbook. ● Faculty are required to have earned degrees (i.e., not honorary) from regionally accredited institutions, or the
equivalent, if the degree is not from the United States.
● Faculty teaching in undergraduate programs should have completed a program of study in the discipline or subfield in which they teach, and/or for which they develop curricula, with coursework at least one level above that of the courses being taught or developed. If the degree is in another area, the faculty must have extensive work experience in the area they are teaching and meet the criteria outlined for each area (including tested experience, etc.). A master’s degree or higher is required for at least two-thirds of all faculty throughout the Baker College System. Note: Specific targets and goals will be identified for each campus based on the program offering mix on campus.
● Faculty teaching general education courses (courses offered through the School of Education, College of
Interdisciplinary Studies, and College of Social Science) should possess a master’s degree in the discipline or subfield of the course content he or she is teaching. If a faculty member holds a master’s degree or higher in a discipline other than that in which he or she is teaching, that faculty member should have completed a minimum of 18 graduate credit hours in the discipline in which he or she is teaching (for junior and senior level courses – 3000 and above) OR have 18 graduate credit hours obtained by documenting 12 semester credits in the discipline/subfield combined with equivalent tested experience (for freshmen and sophomore level courses – 2000 and below).
Equivalent Tested Experience (three semester credit hours each category/maximum of six credits towards the
required 18 graduate credit hours) o Category #1: Quality teaching experience Three years within the last five years college teaching in the discipline, successful evaluation Three years within the last five years training institution teaching in the discipline, successful evaluation Three years within the last five years high school/tech center teaching experience, highly qualified in
content area, and rated highly effective or effective on evaluation o Category #2: Discipline-specific professional organization leadership/contributions (minimum one year) o Category #3: Discipline-specific professional development (minimum of thirty hours professional
development participation) o Category #4: Research, presentations, and/or publications within the last five years Research:
Discipline-specific thesis or dissertation research Discipline-specific teaching research Discipline-specific research
Presentations Minimum of two presentations at regional, state, or national discipline-specific conferences with proposal approval process
Publications Discipline-specific book published or minimum of two peer-reviewed articles ● Faculty teaching in career and technical education college-level certificate and occupational associate’s degree
programs should hold a bachelor’s degree in the field and/or a combination of education, training, and tested
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experience. Baker College will use the following statement for the purpose of defining career and technical education programs:
o Federal legislation (2006 Perkins Act, P.L. 109270) defines career/technical education as education leading to a postsecondary credential below the bachelor's degree level.
● Baker College will use these guidelines along with the Credential Workbook when reviewing a transcript to determine qualified faculty to teach in a CTE program. (Reference the Credential Workbook for programs designated as CTE). The minimum threshold of qualifications in CTE programs include the following three areas:
o Education: Bachelor’s degree in the discipline/field, and/or Bachelor’s degree in education with major/minor in discipline/field, and/or Bachelor’s degree, and/or Appropriate education identified for industry standards, and/or
o Professional/Occupational Certification: Valid teaching certificate in the discipline/field, and/or Valid occupational certificate or occupational education certificate, and/or Valid industry certification/licensure, and
o Experience: Three years (within the last five years) of successful work experience in the discipline/field Three years (within the last five years) of successful teaching experience (secondary/post-secondary,
industry, or trade apprenticeship) in the discipline/field within the last five years Successful teaching experience verified by documented evaluations
Secondary—rating of highly effective/effective Post-secondary—TBD by institutional evaluation rubric
● Faculty teaching in graduate programs should hold the terminal degree determined by the discipline and
have a record of research, scholarship, or achievement appropriate for the graduate program. ● Faculty guiding doctoral education should have a record of scholarship and preparation to teach at the doctoral
level. Research and scholarship should be appropriate to the program and degree offered. Levels of Credential Categories in each Division Each division has specific credential requirements, which are listed first under the divisional name. Two credential category levels are listed for each division: Preferred and Required. ● Preferred
o Highest credential in the field o The expectation is that each campus will actively pursue the hiring of faculty members from the PREFERRED
category (those who have obtained the highest degree or credential in their field of study). o Campuses will be expected to maintain documentation as evidence of their efforts to recruit PREFERRED category
faculty. o This evidence could include copies of job postings, advertisements, or interview data. o It is understood that it is not always possible to hire someone with this level of credential.
● Required
o All faculty hired must have the credentials listed in this category unless a documented exception is reviewed by the dean of the college. In this case, a faculty action plan must be developed, which outlines the expectation of the faculty member (including timeline) for completing the REQUIRED or PREFERRED degree/credential.
Additional Considerations ● Each division has specific credential requirements, which are listed first under the divisional name. ● Specific courses in programs within a division may have additional credential requirements or credential requirements
that may be used in lieu of the divisional requirements. These courses are listed under Additional Considerations.
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College of Business Preferred • Doctoral degree in business-related field with a major, minor, or concentration
• Juris Doctoral (JD), if teaching in legal environment of business and/or business law courses • JD with a business-related master’s degree if teaching in other business-related areas or
significant work experience in the content field. • Out-of-field doctoral degree and significant graduate course work, or professional experience,
scholarly achievement, and extensive documented college level teaching experience Required • ABD with a major, minor, or concentration
• Master’s degree in a business-related field and professional certification (e.g., CPA, CMA, PHR, SPHR, PMP, Etc.)
• Master’s degree in a business-related field plus five or more years of professional and management experience, or extensive documented college level teaching experience, or completion of a special post-graduate program
• Out-of-field master’s degree plus additional (12-15) graduate semester hours in business (i.e., finance, management, accounting, marketing, and operations) plus (AND) MUST have bachelor’s degree to teach business-related courses to teach one level above certificate or degree and 9-12 certified teacher and Highly Qualified (HQ) in content area or appropriate occupational certificate or appropriate interim occupational certificate
Additional Considerations For the specific Business Administration courses listed below, additional considerations are identified. If a course is not listed below, only the above Business Administration credentials apply. Baking and Pastry All BPA courses
Preferred: Master’s degree Required: Bachelor’s degree Servsafe certification required with both degrees
Culinary Arts All CUL courses
Preferred: Master’s degree Required: Bachelor’s degree Servsafe certification required with both degrees
All CUL lab-based courses
Preferred: Bachelor’s degree Required: Associate’s degree with either related ACF certification or related work experience ACF certification preferred in all cases
Food and Beverage Management All FBM courses
Preferred: Master’s degree with related work experience Required: Bachelor’s degree with related work experience
Paralegal All courses
Preferred: JD and relevant work experience Required: Master’s degree and paralegal degree/certification and relevant work experience
Supply Chain Management All courses
Preferred: Master’s degree in related area Required: Bachelor’s degree in related area