LEARNING GOAL # 5: Each student can analyze a business ...
Stevens Institute of Technology
School of Business
AACSB
ASSURANCE OF LEARNING
Undergraduate BS in Business
LEARNING GOAL # 1
Students can communicate effectively in written and oral communications.
Responsibility: Zvi Aronson & Andrew Stein
December 2018
Table of Contents
1. INTRODUCTION: COMMUNICATION SKILLS EDUCATION FOR B&T UNDREGRADUATES 4
2. LEARNING OBJECTIVES AND TRAITS 5
3. RUBRICS 6
4. ASSESSMENT PROCESS 9
5. RESULTS OF LEARNING GOAL ASSESSMENT - INTRODUCTION 10
6. RESULTS OF ASSESSMENT: SPRING 2007 11
7. RESULTS OF ASSESSMENT: SPRING 2008 14
8. SPECIFIC STEPS TAKEN IN FALL 2008 16
9. RESULTS OF ASSESSMENT: SPRING 2009 17
10. SPECIFIC STEPS TAKEN IN FALL 2009 20
11. RESULTS OF ASSESSMENT: SPRING 2010 21
12. SPECIFIC STEPS TAKEN IN FALL 2010 23
13. RESULTS OF ASSESSMENT: SPRING 2011 24
14. RESULTS OF ASSESSMENT: FALL 2013 26
15. RESULTS OF ASSESSMENT: FALL 2014 29
16. RESULTS OF ASSESSMENT: FALL 2015 32
17. RESULTS OF ASSESSMENT: FALL 2016 35
18. RESULTS OF ASSESSMENT: FALL 2017 38
19. RESULTS OF ASSESSMENT: FALL 2018 41
20. OUTCOMES: BSB LEARNING GOAL # 1 AFTER ROUNDS OF ASSESSMENT 44
21. CLOSE LOOP PROCESS – CONTINUOUS IMPROVEMENT RECORD 46
In subsequent years in addition to the above, this assessment process will also be conducted earlier in the 4-year program during either sophomore or junior year in order to provide ample time opportunity for remedial training prior to graduation. 46
Sampling: Rubrics are completed for a sample of at least 30 students for the course. 46
Closing the Loop: Actions taken on specific objectives 46
APPENDIX A 55
ASSESSMENT EXERCISE 55
APPENDIX B 57
ASSESSMENT DATA REVIEW 57
APPENDIX C. PREVIOUS PRESENTATION RUBRIC 59
LEARNING GOAL #1: Students can communicate effectively in written and oral communications.
Students will be able to write effectively.
Students will be able to deliver presentations effectively.
1. INTRODUCTION: COMMUNICATION SKILLS EDUCATION FOR B&T UNDREGRADUATES
Humanities Courses (100 level courses): All students are required to take 4 lower level humanities courses as part of their overall requirements within the program. These courses require 6 writing assignments per semester (2-3pages), plus one oral communication assignment. Each of these exercises is evaluated assessing student performance in written and oral communications. These courses are conducted by the College of Arts and Letters, and are dependent upon individual student course schedules, so it is difficult to comment on specific performance results other than to say that is being accomplished in that College for our students.
Notes:
1. Above also appears in Section 8 of the Learning Goal write-up.
2. “Additionally, throughout all of the Business and Technology Program courses, as indicated on the B&T Program curriculum alignment map, numerous written reports and oral presentations are developed and evaluated in fulfillment of both the specific course requirements and learning goal assessment process.
Specifically, students are assessed both as to their written and oral presentations skills in BT402 Business Plan VIII: Plan Perfection and Presentation, the capstone course that brings together everything they have learned as to core business knowledge and personal self-development.”
3. Next Action Steps:
May, 2009 Major assessment of learning goal #1 conducted in BT402 course.
Both as to written and oral communications skills
Section 8 of this Learning Goal write-up to be modified.
2. LEARNING OBJECTIVES AND TRAITS
|Learning Goal: | |
|B&T – 1 |Students can communicate effectively in writing and oral presentations. |
|Learning Objectives |
|Objective 1: |Students will be able to write effectively |
|Traits | |
|Trait 1: |Logical flow |
|Trait 2: |Grammar and sentence structure |
|Trait 3: |Spelling and word choice |
|Trait 4: |Development of ideas |
|Objective 2: |Students will be able to deliver presentations effectively |
|Traits | |
|Trait 1: |Organization and logic |
|Trait 2: |Voice Quality |
|Trait 3: |Physical Presence |
|Trait 4: |Use of slides to enhance communications |
|Trait 5: |Transitions/Time Management/Q&A |
|3. RUBRICS |
| |B&T Program Goal 1: RUBRIC #1 |
|B&T – 1 |Students can communicate effectively in writing and oral presentations |
|Objective 1: Students will be able to write effectively |
| |Trait |Poor |Good |Excellent |
| |Value |0 |5 |10 |
|Trait 1: |Logical flow |Unclear introduction or conclusion. Does not |Develops ideas through effective use of |Maintains clear focus, uses structure to |
| | |use a sequence of material to lead reader |paragraphs, transitions, opening and |build the paper's conclusions. Presents |
| | |through the paper. Draws illogical conclusions |concluding statements. Generally well |analysis using sequence of ideas, clarity |
| | | |structured to suggest connection between |of flow and continuous voice or point of |
| | | |sub-topics. |view. |
|Trait 2: |Grammar and sentence |Frequently uses inappropriate grammar and |Generally complies with standard English and |Sophisticated use of English language, |
| |structure |incomplete or poorly structured sentences which|grammar and sentence usage. |using varied sentence structured, phrasing|
| | |interfere with comprehension. | |and cadence. Grammar is error-free |
|Trait 3: |Spelling and word choice |Frequent misspellings. Poor or limited choice |Has proofread or checked spelling, and uses |Demonstrates good use of words to support |
| | |of words for expression ideas. |vocabulary correctly. Minor errors. |written expression of topic. Spelling is |
| | | | |error-free. |
|Trait 4: |Development of ideas |Many unsupported statements offered. Uses |Most statements supported, ideas explained |Shows thoughtful reasoning and explores |
| | |flawed or unclear reasoning. |with examples and written with sufficient |alternatives. Uses existing, supported |
| | | |explanation. |ideas to develop well-formed, readable |
| | | | |output. |
|Criterion: |Does not meet expectations: 0 – 15; Meets: 16-30 ; Exceeds: 31-40 |
|Objective 2 |Students will be able to deliver presentations effectively |
| |Trait |Poor |Good |Excellent |
| |Value |0 |5 |10 |
|Trait 1: |Organization and logic |Fails to introduce topic; no |Prepares listeners for sequence and flow of |Engages listeners with overview, guides listeners |
| | |evidence of or poor logical flow of|topic. Loses place occasionally but flow and |through connections between sections, and alerts |
| | |topic. |structure are still clear. |audience to key details and concepts. |
|Trait 2: |Voice Quality |Cannot be heard or understood well |Clear delivery with well-modulated voice. |Exemplary delivery, with a voice that sounds fully|
| | |due to volume, mumbling, speed, |Displays some confidence and enthusiasm, but may |engaged, conveys enthusiasm and confidence, and |
| | |monotone delivery, and/or heavily |also contain flatter periods or sound overly |relates to the audience well. |
| | |accented English. |rehearsed. | |
|Trait 3: |Physical Presence |Turns away from audience or uses |Speaker is relaxed in front of the room and keeps|Speaker’s body language is superb and fully |
| | |distracting gestures, such as |distracting movements and gestures to a minimum. |engages the room. Strong, consistent eye contact |
| | |pacing or tugging clothing. Speaker|Generally faces audience and makes eye contact. |to the entire audience. Uses confident gestures to|
| | |seems stiff, awkward or | |underscore key verbal points. |
| | |uncomfortable. Little eye contact. | | |
|Trait 4: |Use of slides to enhance |Misspelled, too busy, too much |Slides are readable, containing a reasonable |Slides are well written/designed, engaging to the |
| |communications |text, too many slides for allotted |amount of material per slide. Good use of |audience, and used as support to verbal content |
| | |time, and/or poor use of graphics |graphics or illustrations. |presentation. |
| | |like charts. | | |
|Trait 5: |Transitions |Transitions are awkward or |Transitions are smooth. Speakers generally stay |Transitions are professional and very smooth. |
| |Time Management |non-existent. Speakers go over time|within time limits. Speakers respond to questions|Speakers respond convincingly and address all |
| |Q&A |limits. Answers are disorganized or|well and provide sufficient response. |aspects of question. |
| | |non-responsive. | | |
|Criterion: |Does not meet expectations: 0 – 19; Meets: 20-35 ; Exceeds: 36-50 |
4. ASSESSMENT PROCESS
|Where and when measured? | How measured? |Criterion |
|Initially, assessed at the end of Term 8 |Student presentations are graded for both oral |For both the oral and written |
|(2nd semester, senior year) in Course BT402|PowerPoint presentations and for written reports, |evaluations for presentation |
| |consistent with the communications evaluation |skills, 80% of students must |
|In subsequent years in addition to the |standards established for the course. |receive a grade of “A” or “B”. |
|above, this assessment process will also be|Student evaluations will be completed by a panel of |Students receiving “C” or “D” |
|conducted earlier in the 4-year program |business faculty members. |grades will be given a complete |
|during either sophomore or junior year in |Sampling: Rubrics are completed for a sample of at |evaluation summary for areas that |
|order to provide ample time opportunity for|least 30 students for the course. |need improvement. |
|remedial training prior to graduation. | | |
5. RESULTS OF LEARNING GOAL ASSESSMENT - INTRODUCTION
The results of the initial learning goal assessments carried out to date are included below.
Explanation
Each learning goal has a number of learning objectives and performance on each objective is measured using a rubric that in turn contains a number of desired “traits”. Students are scored individually on each trait.
The grading sheets for each student are used to develop a Summary Results Sheet for each learning goal objective. A selection of these Summaries is included below.
The first table in the Summary Results Sheet for a learning objective and trait gives the counts of students falling in each of the three categories:
- Does not meet expectations
- Meets expectations
- Exceeds expectations
The right-hand column in the table is used to record the average score of the students on each trait. This table provides an indication of the relative performance of students on each trait.
The second table on each sheet provides the counts of students who fall in each of the above three categories for the overall learning objective.
The person doing the assessment provides explanatory comments and recommendations on the bottom of the Results Summary Sheet. The recommendations improve content or pedagogy changes for the next time the course is given.
6. RESULTS OF ASSESSMENT: SPRING 2007
LEARNING GOAL #: 1 Students can communicate effectively in writing and oral communications.
LEARNING OBJECTIVE # 1: Students will be able to write effectively.
ASSESSMENT DATE: May 1-15, 2007 ASSESSOR: Prof. Skown
NO. OF STUDENTS TESTED: 14/26 with all data available.
|Learning Goal Traits |Not Meet Expectations |Meet |Exceed Expectations |Avg. Grade on Trait |
| | |Expectations | | |
|1: Logical Flow |0 |8 |6 |7.1 |
|2: Grammar and |0 |3 |11 |8.9 |
|sentence structure | | | | |
|3: Spelling and word |0 |2 |12 |9.28 |
|choice | | | | |
|4: Development of ideas|0 |7 |7 |7.5 |
|Average Grade (Maximum 10) |8.19 |
| |Not meet |Meets Expectations |Exceeds Expectations|
| |Expectations | | |
|Total Students by Category |0 |5 |9 |
|(Based on Average score across all traits) | | | |
|Students meeting or exceeding expectations: |100% |
COMMENTS:
We feel that our students are doing an acceptable job in putting together professional, written business reports. But there still is room for improvement. One area that needs improvement is better organization and logical flow to written reports. Too often, the student jumps from one topic to another, without clear transitions and stepping stones to the next topic. For the most part, logical conclusions are reached. Grammar, sentence structure, and spelling is acceptable and good in most papers. As to development of business ideas, supporting material and data could be stronger.
REMEDIAL ACTIONS:
We will continue to emphasize these weaknesses and work with students, particularly in the earlier years. Throughout the spine courses, there are amble opportunities to stress these traits in student reports and presentations. Accordingly in all the business planning courses, we are adding to the curriculum more time spent on these subjects. This will take place in courses BT101, BT102, BT302, and BT401.
RESULTS OF ASSESSMENT: SPRING 2007 (CONTINUED)
LEARNING OBJECTIVE # 2: Students will be able to deliver presentations effectively.
ASSESSMENT DATE: May 1-15, 2007 ASSESSOR: Prof. Skown
NO. OF STUDENTS TESTED: 26 with all data available.
|Learning Goal Traits |Not Meet Expectations |Meet |Exceed Expectations |Avg. Grade on Trait |
| | |Expectations | | |
|1: Logic and |0 |20 |6 |6.15 |
|Organization | | | | |
|2: Voice and body |0 |18 |8 |6.53 |
|language | | | | |
|3: Use of slides to |0 |17 |9 |6.73 |
|enhance communication | | | | |
|4: Ability to answer |2 |13 |11 |6.73 |
|questions | | | | |
|5: Content |2 |15 |9 |6.34 |
|Average Grade (Maximum 10) |6.49 |
| |Not meet |Meets Expectations |Exceeds Expectations|
| |Expectations | | |
|Total Students by Category |1 |17 |8 |
|(Based on Average score across all traits) | | | |
|Students meeting or exceeding expectations: |96% |
COMMENTS:
Faculty believes that the B&T students do a creditable job in making effective business presentations. However, there is always room for improvement. One area of concern that needs additional reinforcement is a good organization and flow to the presentation, particularly in a good opening to the presentation. Also, while students are able to answer questions effectively, we need to work on preparing students to think about the questions they might be asked. Some of this might be due to language barriers, as a few are still struggling a bit in basic English understanding and speaking ability.
REMEDIAL ACTIONS:
One area that we are placing greater emphasis on in the course instruction will be in the area of presentation organization and introducing the presentation subject to your audience. During April, a month prior to final senior presentations, we will be reviewing with students these weaknesses and working on improving student performance.
7. RESULTS OF ASSESSMENT: SPRING 2008
LEARNING GOAL #: 1 Students can communicate effectively in writing and oral communications.
LEARNING OBJECTIVE # 1: Students will be able to write effectively.
ASSESSMENT DATE: Spring 2008 ASSESSOR: Prof. Skown
NO. OF STUDENTS TESTED: 14/26 with all data available.
|Learning Goal Traits |Not Meet Expectations |Meet Expectations |Exceed Expectations |Avg. Grade on Trait |
|1: Logical Flow |2 |26 |12 |6.67 |
|2: Grammar and |0 |10 |30 |8.65 |
|sentence structure | | | | |
|3: Spelling and word |0 |11 |29 |8.55 |
|choice | | | | |
|4: Development of ideas|3 |21 |16 |6.50 |
|Average Grade (Maximum 10) |7.60 |
| |Not meet |Meets Expectations |Exceeds Expectations|
| |Expectations | | |
|Total Students by Category |0 |21 |19 |
|(Based on Average score across all traits) | | | |
|Students meeting or exceeding expectations: |100% |
Comments. As first measured at the end of the 2007 academic year, we continue to feel that students overall are doing an acceptable job in preparing professional business reports. The same student weaknesses continue to be noticed one year later, i.e., the end of the 2008 academic year. That is, the student’s report organization and logic can be improved, as students too often jump from one topic to another, without clear transitions and stepping stones to the next topic. For the most part, logical conclusions are reached. In some cases, grammar and sentence structure remains weak. Spelling is reasonably good. Overall report content in many cases could be stronger.
Remedial Actions. This year, we will more effectively reinforce those traits that used for criteria to assess this learning goal and objective with students in the classroom. For example, in all four business spine years (Freshmen:BT101; Sophomores: BT201/BT202; Juniors: BT301/BT302; and Seniors:BT401/BT402; as well as the senior design courses BT411/BT412) students will have special classes where these concepts are reviewed in class with them. While in prior years, we just talked generally about good writing, this up0coming academic year, we will be much more specific in educating students as to the hallmarks of good professional business writing.
Results of Assessment: Spring 2008 (continued)
LEARNING OBJECTIVE # 2: Students will be able to deliver presentations effectively.
ASSESSMENT DATE: Spring 2008 ASSESSOR: Prof. Skown
NO. OF STUDENTS TESTED: 32 with all data available.
|Learning Goal Traits |Not Meet Expectations |Meet Expectations |Exceed Expectations |Avg. Grade on Trait |
|2: Voice and body |0 |10 |22 |7.90 |
|language | | | | |
|3: Use of slides to |0 |8 |24 |8.37 |
|enhance communication | | | | |
|4: Ability to answer |1 |11 |20 |7.90 |
|questions | | | | |
|Average Grade (Maximum 10) |7.94 |
| |Not meet |Meets Expectations |Exceeds Expectations|
| |Expectations | | |
|Total Students by Category |2 |12 |18 |
|(Based on Average score across all traits) | | | |
|Students meeting or exceeding expectations: |94% |
Comments. As first measured at the end of the 2007 academic year, we continue to feel that students overall are doing an acceptable job in preparing professional business presentations. Throughout the business and technology program, students have amble opportunities (course requirements) to prepare and deliver PowerPoint presentations. This year, when we measured the student presentations, virtually all of the students delivered reasonably good or excellent presentations. However, there is always room for improvement. One area where we will reinforce the student development process will be in the area of their ability to answer questions.
Remedial Actions. As is the case for the learning goal objective related to preparing professional written business reports, we will emphasize the same remedial actions here as for that objective; i.e., working more closely with students in preparing good presentations. We will be more formal in evaluating them this year (several graders present) and do a much better job in providing student feedback.
8. SPECIFIC STEPS TAKEN IN FALL 2008
We devoted significant class time to discussing effective written communications as applicable in the current course and in providing them examples of good report writing, stressing proper grammar, logical flow of ideas, and writing format. In essence, class material covered those traits defined later in the AACSB assessment report as outlined as being appropriate for that specific learning goal and objective.
BT101: Discussed these issues in class on September 24th and November 19th. Term projects (company research project and a Business Plan project), coupled with 2 individual assigned papers (3-5pages) all were evaluated in regards to effective written and oral communications.
BT201: Devoted three (3) whole classes on student’s term project, stressing report format, organization of ideas, logical flow of ideas, and grammar. This was in regards to making presentations (both written and oral PowerPoint) more effective than in prior years.
Humanities Courses (100 level courses): All students are required to take 4 lower level humanities courses as part of their overall requirements within the program. These courses require 6 writing assignments per semester (2-3pages), plus one oral communication assignment. Each of these exercises is evaluated assessing student performance in written and oral communications. These courses are conducted by the College of Arts and Letters, and are dependent upon individual student course schedules, so it is difficult to comment on specific performance results other than to say that is being accomplished in that College for our students.
This learning goal and objective are measured in the BT402 spring semester senior course, a semester that has just started. Hence, no specific action steps can yet be reported for accomplishment in the Spring Semester, 2009 (second round of assessment).
9. RESULTS OF ASSESSMENT: SPRING 2009
LEARNING GOAL #: 1 Students can communicate effectively in writing and oral communications.
LEARNING OBJECTIVE # 1: Students will be able to write effectively.
ASSESSMENT DATE: Spring 2009 ASSESSOR: Prof. Skown
NO. OF STUDENTS TESTED: 47 with all data available.
|Learning Goal Traits |Not Meet Expectations |Meet Expectations |Exceed Expectations |Avg. Grade on Trait |
|1: Logical Flow |2 |17 |28 |7.6 |
|2: Grammar and |0 |20 |27 |7.7 |
|sentence structure | | | | |
|3: Spelling and word |0 |22 |25 |7.6 |
|choice | | | | |
|4: Development of ideas|3 |18 |26 |7.2 |
|Average Grade (Maximum 10) |7.5 |
| |Not meet |Meets Expectations |Exceeds Expectations|
| |Expectations | | |
|Total Students by Category |1 |21 |25 |
|(Based on Average score across all traits) | | | |
|Students meeting or exceeding expectations: |98% |
Comments: Overall, our students continue to do well in their communications skills. We have seen some improvement in the past year in written communications skills, particularly as relates to those traits concerning organization and logic. 53% of students rated achieved a rating of “Exceeds Expectations” when measured at the end of the Spring 2009 semester, when compared to 47.5% of students for the similar period in 2008. Admittedly, we did measure one failure for the Spring, 2009, assessment, but that constituted only 2% of the total students assessed. We feel that the measures implemented for the AY 2008-2009, particularly spending some classroom time to review key traits, did improve student performance as to this learning goal and objective.
Remedial Action. We will continue to emphasize in course instruction those action steps that were outlined in the Spring, 2008, assessment. We feel that these action steps are proper and are paying dividends as to student performance. As stated above, overall our student performance remains strong. We need to insure that this continues as we move into the future.
Results of Assessment: Spring 2009 (continued)
LEARNING OBJECTIVE # 2: Students will be able to deliver presentations effectively.
ASSESSMENT DATE: Spring 2009 ASSESSOR: Prof. Skown
NO. OF STUDENTS TESTED: 47 with all data available.
|Learning Goal Traits |Not Meet Expectations |Meet Expectations |Exceed Expectations |Avg. Grade on Trait |
|1: Logic and |2 |20 |25 |7.4 |
|Organization | | | | |
|2: Voice and body |1 |28 |18 |7.0 |
|language | | | | |
|3: Use of slides to |0 |23 |24 |7.8 |
|enhance communication | | | | |
|4: Ability to answer |3 |23 |21 |7.2 |
|questions | | | | |
|Average Grade (Maximum 10) |7.4 |
| |Not Meet Expectations |Meet Expectations |Exceed Expectations |
|TOTAL students by category (Based on Average |1 |21 |25 |
|score across all traits) | | | |
Comments. Overall, our students continue to demonstrate strong performance in effective oral presentations. Even though those students achieving a rating of “Exceeds Expectations” went down slightly, when compared to 2008, the absolute number of students improved significantly. Our ratings in the other two measurements (“Met Expectations” and “Failed”) did rise significantly.
• 56.3% of students exceeded expectations in 2008, but this dropped to 51.1% in the Spring, 2009. However, the number of students in this rating rose to 24 total, from 18 the year before.
• Whereas in 6.1% if students failed in the Spring, 2008 (2 students), for the Spring, 2009 semester, only 1 student (2.1%) failed this measurement.
• And we had almost a 10% increase in “Met Expectations” this past semester when compared to 2008 (46.8% vs. 37.5%).
Remedial Action. We will continue to emphasize proven remedial action steps, much the same as relates to the above objective regarding effective written communications. We will work closely with them in helping them prepare good presentations. We will be more formal in evaluating them and will continue to monitor progress and provide student feedback.
10. SPECIFIC STEPS TAKEN IN FALL 2009
We will continue those initiatives that were begun during the past academic year. This includes devoting significant class time in discussing effective written communications as applicable in the current courses and in providing them examples of good report writing, stressing proper grammar, logical flow of ideas, and writing format. One area of increased emphasis this year will be to share on a more complete basis the results of the prior academic year’s assessment results with all of the B&T faculty members. Another way of expressing this thought is to say that we will be more formal and disciplined in communicating to faculty the AACSB assessment performance results appropriate to the B&T program and asking for their commitment in supporting this goal through specific action steps within their classes. As a result of this initiative, it is felt that overall and significant class time will be achieved in discussing effective written communications as applicable in the current course and in providing students with examples of good report writing, stressing proper grammar, logical flow of ideas, and writing format.
In the business spine courses, where many of these learning goals in particular are emphasized, we will continue those classes where communications skills, particularly writing skills, will be discussed and highlighted. This specifically includes the BT101 and BT201 courses. The same reports and PowerPoint presentations as during the past academic year will be maintained, and more time will be allocated to classroom discussion of effective written and oral communications.
The humanities courses (100 level courses) will be continued as was the case for last year. All students are required to take 4 lower level humanities courses as part of their overall requirements within the program. These courses require 6 writing assignments per semester (2-3pages), plus one oral communication assignment. Each of these exercises is evaluated assessing student performance in written and oral communications. These courses are conducted by the College of Arts and Letters, and are dependent upon individual student course schedules, so it is difficult to comment on specific performance results other than to say that is being accomplished in that College for our students.
At the end of the program, that is, spring semester of the student’s senior year, we measure and evaluate overall performance as to learning goal #1. Over the past two years when we measured this goal, overall performance met our expectations and achieved the standards that we want to produce in our students.
11. RESULTS OF ASSESSMENT: SPRING 2010
LEARNING GOAL #: 1 Students can communicate effectively in writing and oral communications.
LEARNING OBJECTIVE # 1: Students will be able to write effectively.
ASSESSMENT DATE: April 29, 2010 ASSESSOR: Prof. Skown
NO. OF STUDENTS TESTED: 55 with all data available.
|Learning Goal Traits |Not Meet Expectations |Meet |Exceed Expectations |Avg. Grade on Trait |
| | |Expectations | | |
|1: Logical Flow |0 |23 |32 |7.8 |
|2: Grammar and |0 |18 |37 |8.0 |
|sentence structure | | | | |
|3: Spelling and word |0 |18 |37 |8.0 |
|choice | | | | |
|4: Development of ideas|0 |23 |32 |7.8 |
|Average Grade (Maximum 10) |7.9 |
| |Not meet |Meets Expectations |Exceeds Expectations|
| |Expectations | | |
|Total Students by Category |0 |24 |31 |
|(Based on Average score across all traits) | | | |
|Students meeting or exceeding expectations: |100% |
COMMENTS:
Overall, our students continue to do well with their writing skills. As shown on the attached chart summarizing average grades per trait, the academic year 2009-10 showed modest improvement over prior years. That is, students achieved an average overall trait grade of 7.9 this past year, up from the 7.6 and 7.5 average grades measured in the past two prior academic years. This reflects our continued emphasis on good writing skills throughout all four years of the program.
REMEDIAL ACTIONS:
We feel that our students are doing an acceptable job in putting together professional, well-written business reports. One area that continues to be a candidate for improvement is for better report organization and logical flow from one topic to another in their written reports. For the most part, logical conclusions are reached. Grammar, sentence structure, and spelling are acceptable in most papers. As to development of business ideas, supporting material and data could be stronger.
We will continue to emphasize these weaknesses and work with students, particularly in the earlier years. Throughout the spine courses, there are amble opportunities to stress these traits in student reports and presentations. Accordingly in all the business planning courses, we are adding to the curriculum more time spent on these subjects.
RESULTS OF ASSESSMENT: SPRING 2010 (CONTINUED)
LEARNING OBJECTIVE # 2: Students will be able to deliver presentations effectively.
ASSESSMENT DATE: April 29, 2010 ASSESSOR: Prof. Skown and Prof. Calhoun
NO. OF STUDENTS TESTED: 55 with all data available.
|Learning Goal Traits |Not Meet Expectations |Meet |Exceed Expectations |Avg. Grade on Trait |
| | |Expectations | | |
|1: Logic and |0 |22 |33 |7.9 |
|Organization | | | | |
|2: Voice and body |0 |21 |34 |7.8 |
|language | | | | |
|3: Use of slides to |0 |18 |37 |8.0 |
|enhance communication | | | | |
|4: Ability to answer |0 |23 |32 |7.9 |
|questions | | | | |
|Average Grade (Maximum 10) |7.9 |
| |Not meet |Meets Expectations |Exceeds Expectations|
| |Expectations | | |
|Total Students by Category |0 |24 |31 |
|(Based on Average score across all traits) | | | |
|Students meeting or exceeding expectations: |100% |
Comments.
Faculty believes that the B&T students continue to do well in making effective business presentations. As was true for the writing skills assessment above, one area of concern remains better organization and flow to the presentation. This particularly is true for a good opening (attention-getter) for the presentation. A second area is improving the student’s ability to answer questions effectively. But all in all, students across the board are well prepared in their ability to present their ideas orally and make an effective presentation.
Remedial Action.
One area that we will continue to emphasize in the spine courses lies in the area of presentation organization and introducing the presentation subject to your audience. During April, a month prior to final senior presentations, we will be reviewing with students these weaknesses and working on improving student performance.
12. SPECIFIC STEPS TAKEN IN FALL 2010
We believe that our students are reasonably well prepared as they enter their professional careers as to writing skills and oral presentation skills. We are producing a good product and will continue to monitor and evaluate their performance in the program.
The steps that were initiated in prior years are effective and will be continued into the upcoming academic year 20010-11. This includes devoting significant class time in discussing effective written communications as applicable in the current courses and in providing them examples of good report writing, stressing proper grammar, logical flow of ideas, and writing format. One area of that was helpful in the past year and will be continued this year is to share on a more complete basis the results of the prior academic year’s assessment results with all of the B&T faculty members. Another way of expressing this thought is to say that we will be more formal and disciplined in communicating to faculty the AACSB assessment performance results appropriate to the B&T program and asking for their commitment in supporting this goal through specific action steps within their classes. As a result of this initiative, it is felt that overall and significant class time will be achieved in discussing effective written communications as applicable in the current course and in providing students with examples of good report writing, stressing proper grammar, logical flow of ideas, and writing format.
In the business spine courses, where many of these learning goals in particular are emphasized, we will continue those classes where communications skills, particularly writing skills, will be discussed and highlighted. This specifically includes the BT101 and BT201 courses. The same reports and PowerPoint presentations as during the past academic year will be maintained, and more time will be allocated to classroom discussion of effective written and oral communications.
The humanities courses (100 level courses) will be continued as was the case for last year. All students are required to take 4 lower level humanities courses as part of their overall requirements within the program. These courses require 6 writing assignments per semester (2-3pages), plus one oral communication assignment. Each of these exercises is evaluated assessing student performance in written and oral communications. These courses are conducted by the College of Arts and Letters, and are dependent upon individual student course schedules, so it is difficult to comment on specific performance results other than to say that is being accomplished in that College for our students.
At the end of the program, that is, spring semester of the student’s senior year, we measure and evaluate overall performance as to learning goal #1. Over the past two years when we measured this goal, overall performance met our expectations and achieved the standards that we want to produce in our students.
13. RESULTS OF ASSESSMENT: SPRING 2011
LEARNING GOAL #: 1 Students can communicate effectively in writing and oral communications.
LEARNING OBJECTIVE # 1: Students will be able to write effectively.
ASSESSMENT DATE: April 28-May 17, 2011 ASSESSOR: Prof. Skown
NO. OF STUDENTS TESTED: 11
|Learning Goal Traits |Not Meet Expectations |Meet |Exceed Expectations |Avg. Grade on Trait |
| | |Expectations | | |
|1: Logical Flow |1 |4 |6 |7.3 |
|2: Grammar and |0 |6 |5 |7.8 |
|sentence structure | | | | |
|3: Spelling and word |0 |5 |6 |7.9 |
|choice | | | | |
|4: Development of ideas|0 |5 |6 |7.1 |
|Average Grade |7.5 |
| |Not meet |Meets Expectations |Exceeds Expectations|
| |Expectations | | |
|Total Students by Category |0 |6 |5 |
|(Based on Average score across all traits) | | | |
|Students meeting or exceeding expectations: |100% |
COMMENTS:
Overall, the past year can be best described as a transition year, as the academic curriculum has made some major changes, thereby altering the assessment process to some degree. For example, this past year we continued to use BT402 as the vehicle by which to access Learning Goal #1. However, as this course is no longer a required core course, nor will it be continued going forward, only eleven (11) students were used as the measurement base, when compared to 55 students last academic year. This reduction in the student base population used to assess student learning has caused some slippage downward in overall assessment results. In particular, one reason was that some of our brighter and better performing students chose to take other courses of interest. Hence we did not have as many outstanding students in this year’s population base as in prior years.
Nonetheless, students continue to perform as a reasonably high level of competence in their writing skills. As shown on the attached chart, and as explained in the above paragraph, academic year 2010-2011 indicated a slight deterioration in performance results from the prior year. The overall trait grade for writing skills was down to 7.5 from the 7.9 as measured in the prior year. It should be noted that this 7.5 grade is consistent with the two years prior to last year. It also should be noted that all students either met or exceeded expectations, a most commendable performance. This reflects our continued emphasis on good writing skills throughout all four years of the program. We continue to believe that our students are well prepared in their writing abilities as they go forward into the professional world.
REMEDIAL ACTIONS Spring 2011:
We feel that our students are doing an acceptable job in putting together professional, well-written business reports. One area that continues to be a candidate for improvement is for better report organization and logical flow from one topic to another in their written reports. For the most part, logical conclusions are reached. Grammar, sentence structure, and spelling are acceptable in most papers. As to development of business ideas, supporting material and data is much stronger this year than in prior years, primarily due to closer supervision by faculty this past semester and the better student preparation in developing their final paper.
As the curriculum will have some major changes going forward, the new faculty team will need to revisit all the learning goals and where each one will be assessed in the four year program. It is our belief that the lessons learned from these prior years still remain valid going forward and should serve as a most helpful guide for future assessment policies and methodologies.
And it also should be noted that the new academic curriculum provides for a required 3-credit academic course in writing and communications for all incoming freshmen throughout the Institute.
14. RESULTS OF ASSESSMENT: FALL 2013
LEARNING GOAL #1:
Our students will communicate effectively in written and oral communications.
LEARNING OBJECTIVE #1:
Students will be able to write effectively.
ASSESSMENT DATE:
Nov-Dec 2013
ASSESSOR:
Bruce, Hardin, Grullon, Kreisler, Wirtsiuk, Pelphrey, Kephart
NUMBER OF STUDENTS & COURSE:
26 Students – BT 401
| |Number of Students | |
|Learning Goal Traits |Not Meet |Meets Expectations |Exceeds Expectations |Average Grade |
| |Expectations | | | |
|1: Logical flow |1 |22 |3 |5.7 |
|2: Grammar & Sentence Structure |4 |22 |0 |4.8 |
|3: Spelling & word choice |1 |23 |2 |5.6 |
|4: Development of ideas |1 |24 |1 |5.7 |
|Average Grade (Out of 10) = |5.4 |
| |Not meet |Meets Expectations |Exceeds Expectations|
| |Expectations | | |
|Total Students by Category |2 |24 |0 |
|(Based on Average score across all traits) | | | |
|Students meeting or exceeding expectations: |92% |
COMMENTS:
Once again, the large majority of students in the BSB program met or exceeded expectations in terms of their overall writing ability. As we have seen in the past, these students tend to do better in the areas of logical flow and development of ideas, indicating that they understand what they want to say and the right way to organize their ideas. Their scores in the areas that rate sentence and paragraph structure, grammar and word choice are somewhat lower. This may be attributable to several factors, including the students having less experience with longer-form writing due to the rise of smartphones and social media, plus the fact that a significant portion of the students are English Language Learners.
REMEDIAL ACTIONS:
Instructors in the BSB program should continue to provide specific, written feedback to student papers, indicating not just where mistakes have been made but also, in some cases, showing examples of how the writing can be fixed to read smoother or better get across the ideas. As always, the Writing and Communications Center (WCC) can be a great resource to all students, and instructors should encourage students who are in need of additional assistance to take advantage of it. There is also a growing collection of online webinars, seminars and videos (Ted Talks, Khan Academy) that are available to students to allow them to build their skills and understanding of the writing process outside of the classroom.
LEARNING OBJECTIVE #2:
Students will be able to deliver presentations effectively.
ASSESSMENT DATE:
Oct-Dec 2013
ASSESSOR:
Billy Middleton, Mary Robin Whitney, Andrew Stein
NUMBER OF STUDENTS & COURSE:
66 Students – BT401
| |Number of Students | |
|Learning Goal Traits |Not Meet |Meets Expectations |Exceeds Expectations |Average Grade |
| |Expectations | | | |
|1: Organization & Logic |1 |25 |40 |7.0 |
|2: Voice Quality |0 |47 |19 |6.8 |
|3: Physical Presence |0 |55 |11 |6.2 |
|4: Use of Slides to Enhance Comm |0 |59 |7 |6.5 |
|5: Transitions, Time Mgt, Q&A |0 |38 |26 |6.9 |
|Average Grade (Out of 10) = |6.7 |
| |Not meet |Meets Expectations |Exceeds Expectations|
| |Expectations | | |
|Total Students by Category |0 |32 |34 |
|(Based on Average score across all traits) | | | |
|Students meeting or exceeding expectations: |100% |
COMMENTS:
A large majority of students in the BSB program were at or above expectations in their overall ability to deliver oral presentations. Scores for Organization and Logic were universally high, but this is likely attributable to the fact that they often model similar presentations done by the instructor. Similarly, time management and Q&A were often not a major factor. The largest variances occurred in the areas of voice quality, physical presence and the slides themselves. Some students are more natural “performers” and some clearly rehearsed more than others. Body language was generally professional, but eye contact was a major issue for some speakers. The quality of the slides varied significantly from group to group, but in most cases the students recognized the flaws in their slides once they were pointed out.
It should also be noted that the Presentation Rubric was slightly revised for fall 2013. The criteria for voice and body language were split apart (as these are very different aspects) and several new elements such as time management and transitions were added. We believe that this revised rubric better represents the skills the students will have to master in the outside world.
REMEDIAL ACTIONS:
Perhaps more than with any other kind of business communication, the key to improving public speaking ability is practice. Of course, students can and should rehearse their presentations before they deliver them, but this also means that students should push themselves to speak publicly at every opportunity, not just when it is required by an academic exercise. From a vocal perspective, many students need to work on injecting more enthusiasm into their delivery, and use vocal dynamics to convey engagement and excitement about the material. Maintaining eye contact was a major problem for some speakers, and it is recommended that students rehearse their material while not sitting in front of a computer. If staring at a computer while speaking feels normal, then it is more likely they will disengage from the audience and talk to the screen while presenting.
15. RESULTS OF ASSESSMENT: FALL 2014
LEARNING GOAL #1:
Our students will communicate effectively in written and oral communications.
LEARNING OBJECTIVE #1:
Students will be able to write effectively.
ASSESSMENT DATE:
November-December 2014
ASSESSOR:
Bruce, Hardin, Pelphrey, Kephart, Minsloff, Ketchum
NUMBER OF STUDENTS & COURSE:
52 Students – BT 401
| |Number of Students | |
|Learning Goal Traits |Not Meet |Meets Expectations |Exceeds Expectations |Average Grade |
| |Expectations | | | |
|1: Logical flow |1 |30 |21 |6.8 |
|2: Grammar & Sentence Structure |1 |41 |10 |5.8 |
|3: Spelling & word choice |0 |41 |11 |5.9 |
|4: Development of ideas |1 |37 |14 |6.3 |
|Average Grade (Out of 10) = |6.2 |
| |Not Meet Expectations |Meets Expectations |Exceeds Expectations |
|Total Students by Category |0 |40 |12 |
|(Based on average score across all traits) | | | |
COMMENTS:
A significantly majority of students in this program meets or exceeds expectations in their written communication. By and large, these documents are clearly organized and professionally structured, with enough specific detail and supported arguments. As has been the case for several semesters, the areas which lag behind are those dedicated to paragraph- and sentence-level issues such as grammar, punctuation, word choice and sentence length. The vast majority of these documents would benefit from more deliberate writing, and specifically from more careful and dedicated proofreading.
REMEDIAL ACTIONS:
Instructors should continue to encourage students to begin projects early to allow enough time for attention to the quality of their writing. Students should also be encouraged (or even mandated) to visit the Writing and Communications Center on a regular basis for feedback. It might also be beneficial for instructors to dedicate some portion of class time to peer feedback – where students get to read and evaluate the writing of other members of the class. This can serve as a useful way to highlight common issues and errors that can more easily be recognized when reading a paper that the student did not write.
LEARNING OBJECTIVE #2:
Students will be able to deliver presentations effectively.
ASSESSMENT DATE:
December 2014
ASSESSOR:
Billy Middleton, Mary Robin Whitney, Andrew Stein, Zachary Balog
NUMBER OF STUDENTS & COURSE:
51 Students – BT 401
| |Number of Students | |
|Learning Goal Traits |Not Meet |Meets Expectations |Exceeds Expectations |Average Grade |
| |Expectations | | | |
|1: Organization & Logic |0 |18 |33 |7.6 |
|2: Voice Quality |0 |43 |8 |6.6 |
|3: Physical Presence |0 |38 |13 |6.7 |
|4: Use of Slides to Enhance Comm |0 |37 |5 |5.2 |
|5: Transitions, Time Mgt, Q&A |0 |21 |30 |7.4 |
|Average Grade (Out of 10) = |6.7 |
| |Not Meet Expectations |Meets Expectations |Exceeds Expectations |
|Total Students by Category |0 |33 |18 |
|(Based on average score across all traits) | | | |
COMMENTS:
Students in this program continue to perform at or above expectations in the delivery of oral presentations. Although certain issues continue to plague the group overall (such as a lack of enthusiasm and not enough eye contact) the fundamentals of clear organization, stable and professional body language, and speaking loudly and slowly enough, were firmly in evidence. PowerPoint slides were generally strong, with clear labels, good use of color and professional layouts. The consistent negatives were use of small fonts and generally placing too much data/text on the slides.
REMEDIAL ACTIONS:
The most obvious means of improving presentation skills are obvious and unchanging: be familiar with the material and practice. Beyond that, the two elements that need the most work are eye contact and enthusiasm. For that, it is recommended that students are encouraged, and given opportunities, to practice their presentations in front of a group prior to the official presentation. A mandated peer review practice session, where other members of the group, and of other groups, can see the errors that are being made, and encourage their peers to improve their style, would be most beneficial. It would also be useful if the instructor could grade on their presentation style, which would encourage students to focus more of their attention on their delivery.
16. RESULTS OF ASSESSMENT: FALL 2015
LEARNING GOAL #1:
Our students will communicate effectively in written and oral communications.
LEARNING OBJECTIVE #1:
Students will be able to write effectively.
ASSESSMENT DATE:
December 2015
ASSESSOR:
Bruce, Hardin, Grullon, Pelphrey, Kephart
NUMBER OF STUDENTS & COURSE:
39 Students – BT 401
| |Number of Students | |
|Learning Goal Traits |Not Meet |Meets Expectations |Exceeds Expectations |Average Grade |
| |Expectations | | | |
|1: Logical flow |0 |7 |32 |7.6 |
|2: Grammar & Sentence Structure |0 |17 |22 |6.6 |
|3: Spelling & word choice |0 |20 |19 |6.6 |
|4: Development of ideas |0 |19 |20 |6.5 |
|Average Grade (Out of 10) = |6.8 |
| |Not Meet Expectations |Meets Expectations |Exceeds Expectations |
|Total Students by Category |0 |25 |14 |
|(Based on average score across all traits) | | | |
COMMENTS:
Most of the students in this program meet or exceed expectations in their writing. Overall development and support of arguments remain consistently strong. Organization and document structure are generally clear and professional. On the sentence and word level, quality begins to diminish. Sentences are more often long and hard to break down. Word choice is sometimes repetitive or incorrect. Ineffective proofreading often results in poor grammar and/or inconsistent style.
REMEDIAL ACTIONS:
Faculty need to encourage more and more effective proofreading. This can be accomplished by requiring early drafts to be turned in for feedback or setting aside class time for dedicated peer review. Faculty should also require at least one visit to the Writing & Communications Center on campus, where common errors and issues can be pointed out. It would also be helpful for faculty to bring in examples of professional and successful writing for the students to analyze and discuss.
LEARNING OBJECTIVE #2:
Students will be able to deliver presentations effectively.
ASSESSMENT DATE:
December 2015
ASSESSOR:
Billy Middleton, Mary Robin Whitney, Zachary Balog, Andrew Stein
NUMBER OF STUDENTS & COURSE:
37 Students – BT401
| |Number of Students | |
|Learning Goal Traits |Not Meet |Meets Expectations |Exceeds Expectations |Average Grade |
| |Expectations | | | |
|1: Organization & Logic |0 |0 |37 |7.6 |
|2: Voice Quality |0 |5 |32 |7.2 |
|3: Physical Presence |0 |13 |24 |6.5 |
|4: Use of Slides to Enhance Comm |0 |28 |9 |5.3 |
|5: Transitions, Time Mgt, Q&A |0 |7 |30 |7.6 |
|Average Grade (Out of 10) = |6.8 |
| |Not Meet Expectations |Meets Expectations |Exceeds Expectations |
|Total Students by Category |0 |22 |12 |
|(Based on average score across all traits) | | | |
COMMENTS:
Students in this program continue to excel at some aspects of presenting, while other areas continue to need work. Overall organization remains very strong, with virtually all of the material presented logically and professionally. Students clearly know how to get their points across. Body language is generally strong. Certain aspects of voice quality, usually volume and clarity, remain relatively high, while enthusiasm and dynamics are much more hit and miss. Some speakers clearly make an attempt to engage the audience, while others have a much flatter delivery. Eye contact is also very inconsistent, with some speakers talking to the screen too much, seemingly because they need to pull data from the slides. The one area where almost all presenters need work is in slide quality. Slides contain too much information, are too cluttered, and text is too small. Despite these issues, when all of the scores are considered, the majority of students in this group perform at or above expectations.
REMEDIAL ACTIONS:
Students should be required to complete their PowerPoint decks at least three days prior to their presentation, so they have time for feedback and the opportunity to avoid some of the slide construction issues that consistently occur. Students should also be encouraged to project these slides onto a screen and view them from the back of a room. Very possibly, some of these problems would then be discovered and addressed. It would also give the speakers more opportunity to rehearse the oral component and get more comfortable with the material, reducing the need to look at the slides while they speak.
17. RESULTS OF ASSESSMENT: FALL 2016
LEARNING GOAL #1:
Our students will communicate effectively in written and oral communications.
LEARNING OBJECTIVE #1:
Students will be able to write effectively.
ASSESSMENT DATE:
December 2016
ASSESSOR:
Pelphrey, Kephart, Carlson
NUMBER OF STUDENTS & COURSE:
76 Students – QF101, BT401
| |Number of Students | |
|Learning Goal Traits |Not Meet |Meets Expectations |Exceeds Expectations |Average Grade |
| |Expectations | | | |
|1: Logical flow |1 |22 |53 |8.0 |
|2: Grammar & Sentence Structure |1 |32 |43 |7.3 |
|3: Spelling & word choice |0 |34 |42 |7.4 |
|4: Development of ideas |2 |22 |52 |7.9 |
|Average Grade (Out of 10) = |7.6 |
| |Not Meet Expectations |Meets Expectations |Exceeds Expectations |
|Total Students by Category |1 |28 |47 |
|(Based on average score across all traits) | | | |
COMMENTS:
In Fall 2016 every BT student assessed (except one) received a passing score on the writing assessment, meeting or exceeding expectations in their writing. All areas of their writing were strong, but Logical Flow and Development of Ideas continue to be assessed higher. Word and sentence-level errors and issues continue to be a factor, but this may be attributable as much to rushing through the writing and poor proofreading rather than a lack of knowledge about how to put together a clear an well-written sentence.
REMEDIAL ACTIONS:
Poor proofreading continues to plague this group, and this is something that the faculty can and should address in a very direct way. Asking students to bring in drafts of their work for proofreading exchanges could help the students recognize the most common errors they are committing. Showing students “before” and “after” versions of professional documents, allowing them to see the amount of improvement that stronger proofreading can bring, may be an excellent motivator.
LEARNING OBJECTIVE #2:
Students will be able to deliver presentations effectively.
ASSESSMENT DATE:
December 2016
ASSESSOR:
Middleton, Balog, Pelphrey, Stein
NUMBER OF STUDENTS & COURSE:
34 Students – QF101, BT401
| |Number of Students | |
|Learning Goal Traits |Not Meet |Meets Expectations |Exceeds Expectations |Average Grade |
| |Expectations | | | |
|1: Organization & Logic |0 |0 |34 |8.2 |
|2: Voice Quality |0 |4 |30 |7.2 |
|3: Physical Presence |0 |16 |19 |6.3 |
|4: Use of Slides to Enhance Comm |0 |15 |19 |6.3 |
|5: Transitions, Time Mgt, Q&A |0 |11 |23 |7.6 |
|Average Grade (Out of 10) = |7.1 |
| |Not Meet Expectations |Meets Expectations |Exceeds Expectations |
|Total Students by Category |0 |15 |19 |
|(Based on average score across all traits) | | | |
COMMENTS:
All students in this group met or exceeded overall expectations for presenting this semester. Organization and Logic (Trait 1) continues to be strong. It is worth noting that scores for Physical Presence (Trait 3) and Use of Slides to Enhance Communication (Trait 4) edged higher compared to previous years. It is too early to tell is this is a normal fluctuation in scores, or if it is attributable to the attention and additional resources that the faculty and the Writing and Communication Center are providing. Regardless, it is a step in the right direction.
REMEDIAL ACTIONS:
No major change in remedial action is recommended. Starting work on the PowerPoint slides early is the key to a successful presentation, both in terms of slide quality and also because it allows additional time for practice and confidence building. Workshopping of presentations as they are being developed, and in-class practice and peer feedback, should continue to be fostered and encouraged.
18. RESULTS OF ASSESSMENT: FALL 2017
LEARNING GOAL #1:
Our students will communicate effectively in written and oral communications.
LEARNING OBJECTIVE #1:
Students will be able to write effectively.
ASSESSMENT DATE:
December 2017
ASSESSOR:
Pelphrey, Kephart, Hardin
NUMBER OF STUDENTS & COURSE:
61 Students – QF101, BT401
| |Number of Students | |
|Learning Goal Traits |Not Meet |Meets Expectations |Exceeds Expectations |Average Grade |
| |Expectations | | | |
|1: Logical flow |0 |19 |42 |8.0 |
|2: Grammar & Sentence Structure |0 |39 |22 |6.7 |
|3: Spelling & word choice |0 |32 |29 |7.1 |
|4: Development of ideas |0 |19 |42 |8.0 |
|Average Grade (Out of 10) = |7.5 |
| |Not Meet Expectations |Meets Expectations |Exceeds Expectations |
|Total Students by Category |1 |22 |38 |
|(Based on average score across all traits) | | | |
COMMENTS:
The majority of students in this program continue to meet or exceed expectations in their writing. The documents are generally clearly developed and writers continue to use supporting evidence effectively in creating their arguments. As some of these students are non-native English speakers, word- and sentence-level issues continue to be the largest source of problems. Grammar errors and overall inconsistencies in writing style and are also present, and reflect a deficiency in the ability to proofread and recognize certain repeated writing issues.
REMEDIAL ACTIONS:
Writers are strongly encouraged to seek assistance from the Writing & Communication Center on campus to refine and improve their proofreading abilities. Recognizing common errors is the first (and most crucial) step to addressing them. Allowing students extra class time to submit their documents for peer review would also be helpful. Wherever possible, instructors should give out samples of documents (both academic and professional) to model professional-level writing for all students.
LEARNING OBJECTIVE #2:
Students will be able to deliver presentations effectively.
ASSESSMENT DATE:
December 2017
ASSESSOR:
Middleton, Balog, Pelphrey, Whitney, Stein
NUMBER OF STUDENTS & COURSE:
62 Students – QF101, BT401
| |Number of Students | |
|Learning Goal Traits |Not Meet |Meets Expectations |Exceeds Expectations |Average Grade |
| |Expectations | | | |
|1: Organization & Logic |0 |17 |45 |7.7 |
|2: Voice Quality |0 |27 |35 |7.3 |
|3: Physical Presence |0 |43 |22 |6.6 |
|4: Use of Slides to Enhance Comm |0 |31 |31 |7.3 |
|5: Transitions, Time Mgt, Q&A |0 |51 |11 |7.1 |
|Average Grade (Out of 10) = |7.2 |
| |Not Meet Expectations |Meets Expectations |Exceeds Expectations |
|Total Students by Category |0 |4 |58 |
|(Based on average score across all traits) | | | |
COMMENTS:
Most of the students met or exceeded expectations for presenting this semester. The strongest areas continue to be Organization and Logic. This is likely due to the fact that they are given examples of successful pitches in class and model their own pitches on them. Traits 2, 3 and 4 continue to vary (sometimes wildly) from group to group. Different levels of speaking comfort and experience led to wide variations in #2. All students should take every opportunity to speak publicly in order to get more comfortable with the process. Poor and inconsistent eye contact continues to be a problem. In slide creation, the biggest issues were small text size and slides cramped with tables and other data. These are due, at least in part, to students mimicking sample presentations, and so it is recommended that instructors be more aware of pointing out these problems when giving out samples in class.
REMEDIAL ACTIONS:
As mentioned above, faculty should be aware of the pros and cons of giving out presentation examples to students. They tend to copy what they see, both the good and the bad. Faculty can also make an explicit distinction between what they require in an academic presentation, and the different expectations that may come into play when preparing a presentation for external stakeholders.
19. RESULTS OF ASSESSMENT: FALL 2018
LEARNING GOAL #1:
Our students will communicate effectively in written and oral communications.
LEARNING OBJECTIVE #1:
Students will be able to write effectively.
ASSESSMENT DATE:
Dec 2018
ASSESSOR:
Hardin, Kephart, Minsloff, Mendez-Booth
NUMBER OF STUDENTS & COURSE:
3 Students –BT 401, QF 401
| |Number of Students | |
|Learning Goal Traits |Not Meet |Meets Expectations |Exceeds Expectations |Average Grade |
| |Expectations | | | |
|1: Logical flow |0 |1 |2 |8.0 |
|2: Grammar & Sentence Structure |0 |2 |1 |6.7 |
|3: Spelling & word choice |0 |2 |1 |7.0 |
|4: Development of ideas |0 |3 |0 |6.7 |
|Average Grade (Out of 10) = |7.1 |
| |Not Meet Expectations |Meets Expectations |Exceeds Expectations |
|Total Students by Category |0 |2 |1 |
|(Based on average score across all traits) | | | |
COMMENTS:
Students overall continue to perform better in the technical/sentence-level aspects of writing. Sentences are generally clear and word choice is appropriate for the type of document. Scores tended to be slightly lower in the areas of developing cohesive arguments and supporting points with specific details and facts. Some of this is attributed to the types of documents we assess, which often rely more on recounting information than developing new ideas. However, some of this may be caused by the students not fully grasping the distinction between stating an opinion and supporting an argument.
REMEDIAL ACTIONS:
Given the comments above, it is recommended that faculty read student work with a specific eye toward developing arguments and providing support. Point out were students are presenting their interpretation of data as facts, or when they are making arguments without providing supporting data. This may require rethinking the writing assignments within class, or possibly creating new assignments which can highlight these issues and force students to develop these skills.
LEARNING OBJECTIVE #2:
Students will be able to deliver presentations effectively.
ASSESSMENT DATE:
December 2018
ASSESSOR:
Middleton, Whitney, Pelphrey, Balog, Stein
NUMBER OF STUDENTS & COURSE:
55 Students – BT 401, QF 401
| |Number of Students | |
|Learning Goal Traits |Not Meet |Meets Expectations |Exceeds Expectations |Average Grade |
| |Expectations | | | |
|1: Organization & Logic |0 |26 |29 |8.0 |
|2: Voice Quality |0 |32 |23 |7.5 |
|3: Physical Presence |0 |34 |21 |7.8 |
|4: Use of Slides to Enhance Comm |0 |40 |15 |7.2 |
|5: Transitions, Time Mgt, Q&A |0 |39 |16 |7.0 |
|Average Grade (Out of 10) = |7.6 |
| |Not Meet Expectations |Meets Expectations |Exceeds Expectations |
|Total Students by Category |0 |32 |23 |
|(Based on average score across all traits) | | | |
COMMENTS:
The large majority of students across all of these groups continue to perform at or above expectations in delivering oral presentations. While there is clear variation of style and comfort levels, as well as challenges presented by English Language Learners, almost everyone presents in a professional way. The biggest challenge to the students seems to be breaking out of the restrictive Powerpoint style and finding a way to present their information in a unique, interesting and compelling way. Judging by the general similarity of slide layouts across groups, it can be assumed that most groups are mirroring samples provided by the instructor. What is necessary to pass a course, may not work in all professional environments. Also, since some groups are now presenting remotely it is impossible to assess their physical presence. And there are so many groups presenting that Q&A (a critical component in a “real” presentation( is often abandoned due to time demands.
REMEDIAL ACTIONS:
It is recommended that faculty focus more attention on the visual representation of class data and include this as a component of the final project grade. Faculty can also provide additional opportunities for oral presentation during the semester (even if these are done in smaller groups) and to encourage peer feedback. Allowing time for a brief Q&A after each presentation would also be greatly beneficial.
20. OUTCOMES: BSB LEARNING GOAL # 1 AFTER ROUNDS OF ASSESSMENT
After 1st Round of Review – Spring 2008
We believe that the steps taken have improved student performance in improving student’s ability to communicate effectively in written and oral communications. This is certainly demonstrated by the enhanced quality of student papers received and presentations made when compared to prior years.
Again, as to specific measurement and recording of performance results, this will not occur until the 2nd semester.
After 2nd Round of Review – Spring 2009
In the academic year ending in May, 2008, we found that the steps taken in academic year 2007-2008 improved student performance as to this learning goal. This was evidenced by improved student’s ability to communicate effectively in written and oral communications. This is certainly demonstrated by the enhanced quality of student papers received and presentations made that academic year when compared to prior years.
When we assessed and evaluated this learning goal at the end of the academic year 2008-2009, we find that our students continue to meet the demanding expectations we set for this learning goal. Our students are doing well in their written communications and oral presentations and continue to maintain the high standards for the B&T program. Overall, results were somewhat comparable to the prior academic year and the goal is to continue to maintain these performance results.
After 3rd Round of Review – Spring 2010
The assessment of student performance for the past academic year pretty much mirrors what we mentioned last year. Namely, those steps taken to maintain and improve student performance are effective and will continue to be effective.
In essence, we find that our students continue to meet the demanding expectations we set for this learning goal. Our students are doing well in their written communications and oral presentations and continue to maintain the high standards for the B&T program. Overall, results were somewhat comparable to the prior academic year and the goal is to continue to maintain these performance results.
After 4th Round of Review – Spring 2011
The course, BT 402 Business Plan VIII: Plan Perfection and Presentation, that has been used as a vehicle for assessing this learning goal has been discontinued, the assessment process for written and oral communications will be redesigned before the beginning of the next academic year.
A major advance in terms of writing skills at the undergraduate level is a new requirement that all freshmen must take a new 3-credit academic course in writing and communications.
The new assessment process should take this new course into account.
The following table shows the average scores on each goal objective for the last 5 years.
| |Objective 1 |Objective 1 |
| |Written Communication |Oral Communication |
|Spring 2007 |8.2 |6.5 |
|Spring 2008 |7.6 |7.9 |
|Spring 2009 |7.5 |7.4 |
|Spring 2010 |7.9 |7.9 |
|Spring 2011 |7.5 | |
|Fall 2013 |5.4 |6.7 |
|Fall 2014 |6.2 |6.7 |
|Fall 2015 |6.8 |6.8 |
|Fall 2016 |7.6 |7.1 |
|Fall 2017 |7.5 |7.2 |
|Fall 2018 |7.1 |7.6 |
21. CLOSE LOOP PROCESS – CONTINUOUS IMPROVEMENT RECORD
Assurance of Learning
Assessment/Outcome Analysis
Close Loop Process - Continuous Improvement Record
Program: Undergraduate Business and Technology
Goal 1: Students can communicate effectively in written and oral communications.
Goal Owner: B. Skown
Where Measured: Initially, assessed at the end of Term 8 (2nd semester, senior year) in Course BT402
In subsequent years in addition to the above, this assessment process will also be conducted earlier in the 4-year program during either sophomore or junior year in order to provide ample time opportunity for remedial training prior to graduation.
How Measured: Student presentations are graded for both oral PowerPoint presentations and for written reports, consistent with the communications evaluation standards established for the course.
Student evaluations will be completed by a panel of business faculty members.
Sampling: Rubrics are completed for a sample of at least 30 students for the course.
Closing the Loop: Actions taken on specific objectives
|Objective 1 |Students will be able to write effectively. |
|When Assessed: |Fall 2018 |
|Remedial |Given the comments above, it is recommended that faculty read student work with a specific eye toward |
|Action |developing arguments and providing support. Point out were students are presenting their interpretation of |
| |data as facts, or when they are making arguments without providing supporting data. This may require |
| |rethinking the writing assignments within class, or possibly creating new assignments which can highlight |
| |these issues and force students to develop these skills. |
|When Assessed: |Fall 2017 |
|Remedial |Writers are strongly encouraged to seek assistance from the Writing & Communication Center on campus to |
|Action |refine and improve their proofreading abilities. Recognizing common errors is the first (and most crucial) |
| |step to addressing them. Allowing students extra class time to submit their documents for peer review would |
| |also be helpful. Wherever possible, instructors should give out samples of documents (both academic and |
| |professional) to model professional-level writing for all students. |
|Outcome from | |
|previous assessment:| |
|When Assessed: |Fall 2016 |
|Remedial |Poor proofreading continues to plague this group, and this is something that the faculty can and should |
|Action |address in a very direct way. Asking students to bring in drafts of their work for proofreading exchanges |
| |could help the students recognize the most common errors they are committing. Showing students “before” and |
| |“after” versions of professional documents, allowing them to see the amount of improvement that stronger |
| |proofreading can bring, may be an excellent motivator. |
|Outcome from | |
|previous assessment:| |
|When Assessed: |Fall 2015 |
|Remedial |Faculty should strongly encourage students to leave extra time for the writing process, and mandate that |
|Action |students to go through multiple drafts for the major writing assignments. Requiring students to bring early |
| |drafts to class for a round of peer review can be an effective way to accomplish this. It would also be |
| |helpful if faculty could assign one revision assignment during the semester, requiring students to |
| |incorporate the written feedback they received from the instructor (and peers) into a subsequent draft. |
|Outcome from | |
|previous assessment:| |
|When Assessed: |Fall 2014 |
|Remedial |Instructors should continue to encourage students to begin projects early to allow enough time for attention|
|Action |to the quality of their writing. Students should also be encouraged (or even mandated) to visit the Writing |
| |and Communications Center on a regular basis for feedback. It might also be beneficial for instructors to |
| |dedicate some portion of class time to peer feedback – where students get to read and evaluate the writing |
| |of other members of the class. This can serve as a useful way to highlight common issues and errors that can|
| |more easily be recognized when reading a paper that the student did not write. |
|Outcome from | |
|previous assessment:| |
|When Assessed: |Fall 2013 |
|Remedial |Instructors in the BSB program should continue to provide specific, written feedback to student papers, |
|Action |indicating not just where mistakes have been made but also, in some cases, showing examples of how the |
| |writing can be fixed to read smoother or better get across the ideas. As always, the Writing and |
| |Communications Center (WCC) can be a great resource to all students, and instructors should encourage |
| |students who are in need of additional assistance to take advantage of it. There is also a growing |
| |collection of online webinars, seminars and videos (Ted Talks, Khan Academy) that are available to students |
| |to allow them to build their skills and understanding of the writing process outside of the classroom. |
|Outcome from | |
|previous assessment:| |
|When Assessed: |Spring 2011 |
|Remedial Action |We feel that our students are doing an acceptable job in putting together professional, well-written |
| |business reports. One area that continues to be a candidate for improvement is for better report |
| |organization and logical flow from one topic to another in their written reports. For the most part, logical|
| |conclusions are reached. Grammar, sentence structure, and spelling are acceptable in most papers. As to |
| |development of business ideas, supporting material and data is much stronger this year than in prior years, |
| |primarily due to closer supervision by faculty this past semester and the better student preparation in |
| |developing their final paper. |
| |As the curriculum will have some major changes going forward, the new faculty team will need to revisit all |
| |the learning goals and where each one will be assessed in the four year program. It is our belief that the|
| |lessons learned from these prior years still remain valid going forward and should serve as a most helpful |
| |guide for future assessment policies and methodologies. |
| |And it also should be noted that the new academic curriculum provides for a required 3-credit academic |
| |course in writing and communications for all incoming freshmen throughout the Institute. |
|Overview in Spring |After 4th Round of Review – Spring 2011 |
|2011 |The course, BT 402 Business Plan VIII: Plan Perfection and Presentation, that has been used as a vehicle |
| |for assessing this learning goal has been discontinued, the assessment process for written and oral |
| |communications will be redesigned before the beginning of the next academic year. |
| |A major advance in terms of writing skills at the undergraduate level is a new requirement that all freshmen|
| |must take a new 3-credit academic course in writing and communications. |
| |The new assessment process should take this new course into account. |
|Outcome from | |
|previous assessment:| |
|When Assessed: |Spring 2010 |
|Remedial Action |We feel that our students are doing an acceptable job in putting together professional, well-written |
| |business reports. One area that continues to be a candidate for improvement is for better report |
| |organization and logical flow from one topic to another in their written reports. For the most part, logical|
| |conclusions are reached. Grammar, sentence structure, and spelling are acceptable in most papers. As to |
| |development of business ideas, supporting material and data could be stronger. |
| |We will continue to emphasize these weaknesses and work with students, particularly in the earlier years. |
| |Throughout the spine courses, there are amble opportunities to stress these traits in student reports and |
| |presentations. Accordingly in all the business planning courses, we are adding to the curriculum more time |
| |spent on these subjects. |
|Specific Steps Taken|We believe that our students are reasonably well prepared as they enter their professional careers as to |
|in Fall 2010 |writing skills and oral presentation skills. We are producing a good product and will continue to monitor |
| |and evaluate their performance in the program. |
| | |
| |The steps that were initiated in prior years are effective and will be continued into the upcoming academic |
| |year 20010-11. This includes devoting significant class time in discussing effective written communications|
| |as applicable in the current courses and in providing them examples of good report writing, stressing proper|
| |grammar, logical flow of ideas, and writing format. One area of that was helpful in the past year and will |
| |be continued this year is to share on a more complete basis the results of the prior academic year’s |
| |assessment results with all of the B&T faculty members. Another way of expressing this thought is to say |
| |that we will be more formal and disciplined in communicating to faculty the AACSB assessment performance |
| |results appropriate to the B&T program and asking for their commitment in supporting this goal through |
| |specific action steps within their classes. As a result of this initiative, it is felt that overall and |
| |significant class time will be achieved in discussing effective written communications as applicable in the |
| |current course and in providing students with examples of good report writing, stressing proper grammar, |
| |logical flow of ideas, and writing format. |
| | |
| |In the business spine courses, where many of these learning goals in particular are emphasized, we will |
| |continue those classes where communications skills, particularly writing skills, will be discussed and |
| |highlighted. This specifically includes the BT101 and BT201 courses. The same reports and PowerPoint |
| |presentations as during the past academic year will be maintained, and more time will be allocated to |
| |classroom discussion of effective written and oral communications. |
| | |
| |The humanities courses (100 level courses) will be continued as was the case for last year. All students |
| |are required to take 4 lower level humanities courses as part of their overall requirements within the |
| |program. These courses require 6 writing assignments per semester (2-3pages), plus one oral communication |
| |assignment. Each of these exercises is evaluated assessing student performance in written and oral |
| |communications. These courses are conducted by the College of Arts and Letters, and are dependent upon |
| |individual student course schedules, so it is difficult to comment on specific performance results other |
| |than to say that is being accomplished in that College for our students. |
| | |
| |At the end of the program, that is, spring semester of the student’s senior year, we measure and evaluate |
| |overall performance as to learning goal #1. Over the past two years when we measured this goal, overall |
| |performance met our expectations and achieved the standards that we want to produce in our students. |
|Overview in Spring |After 3rd Round of Review – Spring 2010 |
|2010 |The assessment of student performance for the past academic year pretty much mirrors what we mentioned last |
| |year. Namely, those steps taken to maintain and improve student performance are effective and will continue|
| |to be effective. |
| | |
| |In essence, we find that our students continue to meet the demanding expectations we set for this learning |
| |goal. Our students are doing well in their written communications and oral presentations and continue to |
| |maintain the high standards for the B&T program. Overall, results were somewhat comparable to the prior |
| |academic year and the goal is to continue to maintain these performance results. |
|Outcome from | |
|previous assessment:| |
|When Assessed: |Spring 2009 |
|Remedial Action |We will continue to emphasize in course instruction those action steps that were outlined in the Spring, |
| |2008, assessment. We feel that these action steps are proper and are paying dividends as to student |
| |performance. As stated above, overall our student performance remains strong. We need to insure that this |
| |continues as we move into the future. |
|Specific Steps Taken|We will continue those initiatives that were begun during the past academic year. This includes devoting |
|in Fall 2009 |significant class time in discussing effective written communications as applicable in the current courses |
| |and in providing them examples of good report writing, stressing proper grammar, logical flow of ideas, and |
| |writing format. One area of increased emphasis this year will be to share on a more complete basis the |
| |results of the prior academic year’s assessment results with all of the B&T faculty members. Another way of|
| |expressing this thought is to say that we will be more formal and disciplined in communicating to faculty |
| |the AACSB assessment performance results appropriate to the B&T program and asking for their commitment in |
| |supporting this goal through specific action steps within their classes. As a result of this initiative, it|
| |is felt that overall and significant class time will be achieved in discussing effective written |
| |communications as applicable in the current course and in providing students with examples of good report |
| |writing, stressing proper grammar, logical flow of ideas, and writing format. |
| |In the business spine courses, where many of these learning goals in particular are emphasized, we will |
| |continue those classes where communications skills, particularly writing skills, will be discussed and |
| |highlighted. This specifically includes the BT101 and BT201 courses. The same reports and PowerPoint |
| |presentations as during the past academic year will be maintained, and more time will be allocated to |
| |classroom discussion of effective written and oral communications. |
| |The humanities courses (100 level courses) will be continued as was the case for last year. All students |
| |are required to take 4 lower level humanities courses as part of their overall requirements within the |
| |program. These courses require 6 writing assignments per semester (2-3pages), plus one oral communication |
| |assignment. Each of these exercises is evaluated assessing student performance in written and oral |
| |communications. These courses are conducted by the College of Arts and Letters, and are dependent upon |
| |individual student course schedules, so it is difficult to comment on specific performance results other |
| |than to say that is being accomplished in that College for our students. |
| |At the end of the program, that is, spring semester of the student’s senior year, we measure and evaluate |
| |overall performance as to learning goal #1. Over the past two years when we measured this goal, overall |
| |performance met our expectations and achieved the standards that we want to produce in our students. |
|Overview in Spring |After 2nd Round of Review – Spring 2009 |
|2009 |In the academic year ending in May, 2008, we found that the steps taken in academic year 2007-2008 improved |
| |student performance as to this learning goal. This was evidenced by improved student’s ability to |
| |communicate effectively in written and oral communications. This is certainly demonstrated by the enhanced |
| |quality of student papers received and presentations made that academic year when compared to prior years. |
| | |
| |When we assessed and evaluated this learning goal at the end of the academic year 2008-2009, we find that |
| |our students continue to meet the demanding expectations we set for this learning goal. Our students are |
| |doing well in their written communications and oral presentations and continue to maintain the high |
| |standards for the B&T program. Overall, results were somewhat comparable to the prior academic year and the|
| |goal is to continue to maintain these performance results. |
|Outcome from | |
|previous assessment:| |
|When Assessed: |Spring 2008 |
|Remedial Action |This year, we will more effectively reinforce those traits that used for criteria to assess this learning |
| |goal and objective with students in the classroom. For example, in all four business spine years |
| |(Freshmen:BT101; Sophomores: BT201/BT202; Juniors: BT301/BT302; and Seniors:BT401/BT402; as well as the |
| |senior design courses BT411/BT412) students will have special classes where these concepts are reviewed in |
| |class with them. While in prior years, we just talked generally about good writing, this up0coming academic|
| |year, we will be much more specific in educating students as to the hallmarks of good professional business |
| |writing. |
|Specific Steps Taken|We devoted significant class time to discussing effective written communications as applicable in the |
|in Fall 2008 |current course and in providing them examples of good report writing, stressing proper grammar, logical flow|
| |of ideas, and writing format. In essence, class material covered those traits defined later in the AACSB |
| |assessment report as outlined as being appropriate for that specific learning goal and objective. |
| |BT101: Discussed these issues in class on September 24th and November 19th. Term projects (company |
| |research project and a Business Plan project), coupled with 2 individual assigned papers (3-5pages) all were|
| |evaluated in regards to effective written and oral communications. |
| |BT201: Devoted three (3) whole classes on student’s term project, stressing report format, organization of |
| |ideas, logical flow of ideas, and grammar. This was in regards to making presentations (both written and |
| |oral PowerPoint) more effective than in prior years. |
| |Humanities Courses (100 level courses): All students are required to take 4 lower level humanities courses |
| |as part of their overall requirements within the program. These courses require 6 writing assignments per |
| |semester (2-3pages), plus one oral communication assignment. Each of these exercises is evaluated assessing|
| |student performance in written and oral communications. These courses are conducted by the College of Arts |
| |and Letters, and are dependent upon individual student course schedules, so it is difficult to comment on |
| |specific performance results other than to say that is being accomplished in that College for our students. |
| |This learning goal and objective are measured in the BT402 spring semester senior course, a semester that |
| |has just started. Hence, no specific action steps can yet be reported for accomplishment in the Spring |
| |Semester, 2009 (second round of assessment). |
|Overview in Spring |After 1st Round of Review – Spring 2008 |
|2008 |We believe that the steps taken have improved student performance in improving student’s ability to |
| |communicate effectively in written and oral communications. This is certainly demonstrated by the enhanced |
| |quality of student papers received and presentations made when compared to prior years. |
| | |
| |Again, as to specific measurement and recording of performance results, this will not occur until the 2nd |
| |semester. |
|Outcome from | |
|previous assessment:| |
|When Assessed: |Spring 2007 |
|Remedial Action |We will continue to emphasize these weaknesses and work with students, particularly in the earlier years. |
| |Throughout the spine courses, there are amble opportunities to stress these traits in student reports and |
| |presentations. Accordingly in all the business planning courses, we are adding to the curriculum more time |
| |spent on these subjects. This will take place in courses BT101, BT102, BT302, and BT401. |
|Objective 2 |Students will be able to deliver presentations effectively. |
|When Assessed: |Fall 2018 |
|Remedial |It is recommended that faculty focus more attention on the visual representation of class data and include |
|Action |this as a component of the final project grade. Faculty can also provide additional opportunities for oral |
| |presentation during the semester (even if these are done in smaller groups) and to encourage peer feedback. |
| |Allowing time for a brief Q&A after each presentation would also be greatly beneficial. |
|When Assessed: |Fall 2017 |
|Remedial |Faculty should be aware of the pros and cons of giving out presentation examples to students. They tend to |
|Action |copy what they see, both the good and the bad. Faculty can also make an explicit distinction between what |
| |they require in an academic presentation, and the different expectations that may come into play when |
| |preparing a presentation for external stakeholders. |
|Outcome from | |
|previous assessment:| |
|When Assessed: |Fall 2016 |
|Remedial |Students should be required to complete their PowerPoint decks at least three days prior to their |
|Action |presentation, so they have time for feedback and the opportunity to avoid some of the slide construction |
| |issues that consistently occur. Students should also be encouraged to project these slides onto a screen and|
| |view them from the back of a room. Very possibly, some of these problems would then be discovered and |
| |addressed. It would also give the speakers more opportunity to rehearse the oral component and get more |
| |comfortable with the material, reducing the need to look at the slides while they speak. |
|Outcome from | |
|previous assessment:| |
|When Assessed: |Fall 2015 |
|Remedial |Students should be required to complete their PowerPoint decks at least three days prior to their |
|Action |presentation, so they have time for feedback and the opportunity to avoid some of the slide construction |
| |issues that consistently occur. Students should also be encouraged to project these slides onto a screen and|
| |view them from the back of a room. Very possibly, some of these problems would then be discovered and |
| |addressed. It would also give the speakers more opportunity to rehearse the oral component and get more |
| |comfortable with the material, reducing the need to look at the slides while they speak. |
|Outcome from | |
|previous assessment:| |
|When Assessed: |Fall 2014 |
|Remedial |The most obvious means of improving presentation skills are obvious and unchanging: be familiar with the |
|Action |material and practice. Beyond that, the two elements that need the most work are eye contact and enthusiasm.|
| |For that, it is recommended that students are encouraged, and given opportunities, to practice their |
| |presentations in front of a group prior to the official presentation. A mandated peer review practice |
| |session, where other members of the group, and of other groups, can see the errors that are being made, and |
| |encourage their peers to improve their style, would be most beneficial. It would also be useful if the |
| |instructor could grade on their presentation style, which would encourage students to focus more of their |
| |attention on their delivery. |
|Outcome from | |
|previous assessment:| |
|When Assessed: |Fall 2013 |
|Remedial Action |Perhaps more than with any other kind of business communication, the key to improving public speaking |
| |ability is practice. Of course, students can and should rehearse their presentations before they deliver |
| |them, but this also means that students should push themselves to speak publicly at every opportunity, not |
| |just when it is required by an academic exercise. From a vocal perspective, many students need to work on |
| |injecting more enthusiasm into their delivery, and use vocal dynamics to convey engagement and excitement |
| |about the material. Maintaining eye contact was a major problem for some speakers, and it is recommended |
| |that students rehearse their material while not sitting in front of a computer. If staring at a computer |
| |while speaking feels normal, then it is more likely they will disengage from the audience and talk to the |
| |screen while presenting. |
|Outcome from | |
|previous assessment:| |
|When Assessed: |Spring 2010 |
|Remedial Action |One area that we will continue to emphasize in the spine courses lies in the area of presentation |
| |organization and introducing the presentation subject to your audience. During April, a month prior to |
| |final senior presentations, we will be reviewing with students these weaknesses and working on improving |
| |student performance. |
|Outcome from | |
|previous assessment:| |
|When Assessed: |Spring 2009 |
|Remedial Action |We will continue to emphasize proven remedial action steps, much the same as relates to the above objective |
| |regarding effective written communications. We will work closely with them in helping them prepare good |
| |presentations. We will be more formal in evaluating them and will continue to monitor progress and provide |
| |student feedback. |
|Outcome from | |
|previous assessment:| |
|When Assessed: |Spring 2008 |
|Remedial Action |As is the case for the learning goal objective related to preparing professional written business reports, |
| |we will emphasize the same remedial actions here as for that objective; i.e., working more closely with |
| |students in preparing good presentations. We will be more formal in evaluating them this year (several |
| |graders present) and do a much better job in providing student feedback. |
|Outcome from | |
|previous assessment:| |
|When Assessed: |Spring 2007 |
|Remedial Action |One area that we are placing greater emphasis on in the course instruction will be in the area of |
| |presentation organization and introducing the presentation subject to your audience. During April, a month |
| |prior to final senior presentations, we will be reviewing with students these weaknesses and working on |
| |improving student performance. |
APPENDIX A
ASSESSMENT EXERCISE
Students are assessed both as to their written and oral presentations skills in BT402, the capstone course. Their final term papers are a testament to the success of the B&T written communications program.
APPENDIX B
ASSESSMENT DATA REVIEW
|2010 AACSB ASSESSMENT DATA REVIEW |
| | | | | | | | |
| | | | | | | |
|Year |Students |Trait 1 |Tra|Trait 3 |Trait 4 |Overall |
| | | |it | | | |
| | | |2 | | | |
|Year |Students |Trait|Trait 2 |Trait |Trait 4 |Overal| |
| | |1 | |3 | |l | |
|Trait 1: |
|Trait |Poor (0) |Good (5) |Excellent (10) |Score |
|Trait 1: |Fails to introduce topic; no evidence of or |Prepares listeners for sequence and flow of|Engages listeners with overview, guides | |
|Organization & Logic |poor logical flow of topic; does not manage |topic. Loses place occasionally. Maintains |listeners through connections between | |
| |time. |pace, without need to rush. |sections, and uses time to good effect. | |
|Trait 2: |Cannot be heard well due to volume, mumbling, |Clear delivery with well-modulated voice |Exemplary delivery, using voice and gestures | |
|Voice & Body Language |speed, rote delivery, and/or heavily accented |and self-carriage. |as part of medium. Uses vocal and physical | |
| |English. Turns away from audience or uses | |resources to aid in communicating topic. | |
| |distracting gestures, such as scratching or | | | |
| |tugging clothing. | | | |
|Trait 3: |Misspelled, too busy, too many slides for |Slides are readable, containing a |Slides are well written/designed, and used as | |
|Use of Slides to Enhance |allotted time, and/or poor use of graphics |reasonable amount of material per slide. |support to verbal content presentation. | |
|Communications |like charts. |Good use of graphics or illustrations. | | |
|Trait 4: |Student does not answer questions that are |Student responds to questions well and |Student responds convincingly and addresses | |
|Ability to Answer Questions |asked. |provides sufficient response. |all aspects of question. Knows material | |
| | | |thoroughly. | |
|Trait 5: |Student does not satisfy assignment |Student provides good analysis of subject, |Student shows evidence of strong research and | |
|Content |requirements. Misuses theory or selects poor |satisfying intent of assignment and |highly competent use of analyses to reach | |
| |examples. |demonstrating knowledge. |conclusions and recommendations. | |
|Does not meet expectations: 0 – 19; Meets: 20-35; Exceeds: 36-50 Total Score: | |
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