shenandoah university · shenandoah university detailed assessment report ... fall 2010 assessment...

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Shenandoah University

Detailed Assessment Report As of: 1/17/2015 08:19 PM EST

2011-2012 Bachelor of Business Administration (Includes those Action Plans with Budget Amounts marked One-Time, Recurring, No

Request.) Mission / Purpose

The mission of the Harry F. Byrd, Jr. School of Business is to educate its students to become successful, principled leaders with a global perspective.

Goals

G 1:Successful Make and communicate effective decisions

G 2:Principled Act ethically

G 3:Leaders Demonstrate leadership qualities.

G 4:Global Perspective Function effectively in global business environment Student Learning Outcomes/Objectives, with Any Associations and Related Measures, Targets, Findings, and Action Plans

SLO 1:Decision Making Identify the objectives and constraints in making a decision

Related Measures:

M 3:Course Embedded Assessment BA 307 Achievement of Assurances of Learning will be based primarily on course-embedded assessment. Source of Evidence: Academic direct measure of learning - other

Target: Students will discuss the key personal, interpersonal and group dynamics including traits, personalities, and dimensions of individual and organizational factors that impact effective decision-making. / List the key individual and organizational factors that had an impact on the leadership of Coke and Pepsi during the Cola Wars. [Rev. Sp2010] (BA 307) Findings (2011-2012) - Target: Met Using the Cola Wars case, students were to answer four extended questions, one each per learning objective/goal, in a test essay question. The goal of the questions were to analyze the case in addressing the questions through appropriate and sophisticated use of the terminology, models and concepts studied throughout the course. Wide latitude was granted in answer construction as long as answers were supported with reasonable justification.

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Considerable advance instruction, modeling and collaborative discussion was conducted with the students to prepare them with tools to handle the responses. Final submissions were individual work. · BA 307/DCP 90% ·

Related Action Plans (by Established cycle, then alpha):

Action Plan for BA 307.101, DCP

BA 307.101- Review of the above set of postings for each student indicated that a majority of students did satisfy the expectations of this course, including learning goals. The questions posed to students are coordinated with AACSB learning objectives, are coordinated with the textbook used for this course, and are applied to the standard "Cola Wars case". Satisfactory results were achieved for a majority of students as witnessed by above audit learning goals for the course and within the mission statement for BSB. These questions will be updated and used in future instances. Student AOL postings have improved and are expected to continuously improve as their exposure to AOL talks are experienced across the core curriculum. BA 307.DCP-Review of the above set of postings for each student indicated that all three students did satisfy the expectations of this course, including learning goals. These AoL questions posed to students are coordinated with AACSB learning objectives, are coordinated with the textbook used for this course, and are applied to the standard "Cola Wars case". Satisfactory results were achieved for a majority of students as witnessed by above audit learning goals for the course and within the mission statement for BSB. These questions will be updated and used in future instances. Student AOL postings have improved and are expected to continuously improve as their exposure to AOL talks are experienced across the core curriculum.

Established in Cycle: 2010-2011 Implementation Status: Planned Priority: High Relationships (Measure | Outcome/Objective):

Measure: Course Embedded Assessment BA 307 | Outcome/Objective: Decision Making


The current strategy is effective in meeting the success criteria of 80% for each goal. However, these scores can be improved and in the spirit of continuous improvement are being reflected upon with such intent. The 'principled' goal, with a criterion of 80%, is the target identified for immediate improvement, as the performance was only 84%. Additional instruction, modeling and time will be devoted on ethical frameworks as applied to contextual examples to better prepare students to conduct the analysis and articulate a suitable response. As the other performance levels were 90% or better, they will not at this time be the focus of corrective attention.


Measure: Course Embedded Assessment BA 307 | Outcome/Objective: Leadership Models | Action Plan for Developing Leadership Skills | Applying Ethical Foundations and

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Issues | Decision Making | Developing Leadership Skills | Global Versus Domestic Business. | Identify Key Decision Drivers | Principles of Ethical Decision Making | Support Your Decision Making | Understand Business Ethics Concepts

Projected Completion Date: 05/15/2013 Responsible Person/Group: Good/ Simpson

M 4:Course Embedded Assessment BA 330 Achievement of Assurances of Learning will be based primarily on course-embedded assessment. [Preview Formatting] Source of Evidence: Academic direct measure of learning - other

Target: Identify objective of the firm to be maximize shareholder wealth subject to constraints imposed by other stakeholders. (BA 330) Findings (2011-2012) - Target: Not Met Based on the pre-determined benchmarks, the class only met one learning goal (2c). But compared to spring 2011, there was a noticeable improvement this semester. On average, the class got 6.0 questions right out of 8. This number was 5.3 out of 8 in spring 2011. The success rates for goals 1a, 1c, 2a, and 3a all increased by more than 10 percentage points. Success rates for all other learning goals (1b, 2a, and 3b) were consistent with those in spring 2011 (see table 1 below). Since Spring 2011 saw a significant improvement from the previous semester, the assessment results this semester were quite encouraging. Table 1. Comparison of Success Rates in Fall 2011 and Spring 2011 1a 1b 1c 2a 2b 2c 3a 3b Fall11 63% 82% 74% 80% 59% 89% 63% 93% Spring 11 47% 88% 63% 66% 63% 84% 25% 91%


Fall 2010 BA 330

To: Dr. Bruce Gouldey and the Curriculum and Assessment Committee From: Lili Zhu, Ph.D., Assistant Professor of Finance Date: December 15, 2010 Subject: Assurance of Learning Report: BA330.DCP Introduction to Finance, Fall 2010 Assessment Method This semester's BA330 class contains 3 Degree Completion Program (DCP) students and 4 students from our regular undergraduate program. Based on the case entitled "Cola Wars Continue: Coke and Pepsi in 2006" (Yoffie, 2006), we again used the eight multiple-choice questions we have been using since fall 2009 in the Assurance of Learning assessment. Each question directly tested one of the eight learning objectives associated to the course. These multiple-choice questions were included in a separate quiz given at the end of the semester. The quiz would account for 10% of students' overall grade. The students received the case two weeks prior to the quiz and were encouraged to read in advance. The instructor went over several sample questions in class so the students were familiar with the format of the questions. The students were allowed to bring a copy of the case to the test. Results Summary Success rate for each learning objective is calculated and reported in the Excel sheet entitled "Aggregate Results." Student-by-student data can be found in the "By Student" worksheet. On average, the class got 6.4 questions right out of 8. Based on our pre-established AOL criteria, the class met 2 out of 8 learning objectives (i.e., 2c and 3a). The results are still far from satisfactory. But the fact that the success rates for the 8 objectives were all higher than 70% is a significant improvement from previous semesters, including both DCP and regular classes. This time we do have a very small sample size, which is not unusual for our weekend DCP courses. Action Plan Compared to our students

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in the regular undergraduate program, DCP students were generally more self-motivated. Although we had a mixed group this semester, the class had a very good learning atmosphere thanks to the great learning attitude the three DCP students displayed. As a result, I decided to pair more motivated students with less motivated ones next semester. In class, students will solve problems and discuss cases together in small groups assigned by the instructor. By doing that, students may become more motivated and can truly learn form each other. We used a new text this semester. I found that students used the book more frequently probably because it is written in a concise manner and it is more up-to-date. One tool I could use again in the future is to provide online sample quizzes (that come with the new text) on Blackboard after the completion of each chapter. This semester, students were told that their average sample quiz score would replace their lowest "actual" quiz score in the calculation of their final grade. As a result, all the students took sample quizzes seriously. I believe it is a good way to encourage students to review course materials on a timely manner.



Implementation of teaching methods.

Although our AoL methods are about to change in the following semesters, I will continue the implementation of the following teaching methods, which probably have contributed to the improvement of assessment results in the recent two semesters. First, pay attention to good textbooks out there in the market. A book that is well written, up-to-date, and affordable is essential in stimulating learning interest. Second, when exercises or sample quizzes are provided through an on-line format (as opposed to the old-fashioned paper format), students were more motivated to try it out. Instant feedback provided by the "internet" also allows students to review their errors immediately. I would seek out online teaching tools like these and incorporate more of them into my class. Third, students are more motivated when they have a chance to work with their peers. More team projects/case discussions will be incorporated into the class. Finally, collect problem-solving sheets to check student attendance. By doing that, students will pay more attention to the in-class exercises since the teacher will check them. This is also one way to ensure student attendance.



Projected Completion Date: 05/15/2013 Responsible Person/Group: Zhu/Simpson

M 5:Course Embedded Assessment BA 360

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Achievement of Assurances of Learning will be based primarily on course-embedded assessment. [Preview Formatting] [Preview Formatting] Source of Evidence: Academic direct measure of learning - other

Target: Identify the marketing strategy issues related to product, price, promotion, and distribution and discuss how these are related to the firm's goals/objectives. (BA 360)


Action Plan for BA 360

Students were tested in the following areas relating to the Cola Wars case. They were given a list of topics to study in advance, and the instructor went through the case on four different occasions, explaining the content and answering questions. 1. Branding. Students were required to explain why Coca-Cola became synonymous with American culture (supplied troops during wars, made early investments in international markets, used "lifestyle" advertising, etc). 2. Marketing mix and product development. Students were required to identify critical incidents in the case that helped drive this trend. For example, federal nutrition guidelines identified regular soda drinks as the largest source of obesity-causing sugars in the American diet. Students also had to explore the operational implications of these marketing decisions. For example, some of the new beverage types required bottlers to buy costly new equipment and make major production process changes. 3. Competitive strategy. Students were required to identify how Pepsi fought back from bankruptcy during the Great Depression (price reductions), what legal strategy Coca-Cola used to try and kill the Pepsi brand (trademark infringement), and the outcomes. 4. Ethical principles. Students were required to understand the principles of ethical market research and use these to explain how Coca-Cola violated marketing research ethics by rigging a consumer test involving Burger King. Students were also required to understand broader ethical issues thrown up by the cola industry relating to individual choice, public health, water scarcity and sustainability. 5. Global environment. Students were required to explain what international trends and forces the leaders of these firms must take into account in the development and execution of international marketing strategies, including maturation of developed country markets, the continued growth in emerging markets, and the spread of health-related concerns to emerging markets. Students were also required to demonstrate understanding of differences between countries and the need to adjust accordingly. For example Japanese distribution systems were immature so Coke established a network of vending machines. Plan for the future: We need to develop the leadership section to address AoL #3.



M 6:Course Embedded Assessment BA 395 Achievement of Assurances of Learning will be based primarily on course-embedded assessment. [Preview Formatting] [Preview Formatting]

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Source of Evidence: Academic direct measure of learning - other

Target: Identify the activities and their functions within supply chain management and operations management. (BA 395)



Assessment of Metrics: There were 28 students in this class. Students were asked to read the Cola Wars case and watch the "Virtual Tour of Coca-Cola". A set of T/F questions were included as apart of the Final exam. Results: The assessment results met all the pre-established goals and objectives from the metrics except "1B" and "1C". The percentage is close to the goal of 1C. I am surprised to see the result if far from the goal of "1B". Maybe the reason is that the student did not see clearly the word "cannot" in the statements. Action Plan: I revised question #1. The revised question served well this semester. I will continue to use those methods in the next semester.



M 7:Embedded Course Assessment BA 490 Achievement of Assurances of Learning will be based primarily on course-embedded assessment. [Preview Formatting] [Preview Formatting] [Preview Formatting] Source of Evidence: Academic direct measure of learning - other

Target: Identify the activities and their functions within strategic management and strategic planning. (BA 490)

SLO 2:Identify Key Decision Drivers Interpret causes and potential effects of elements pertaining to a decision in order to identify key decision drivers.

Related Measures:


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Target: Students will conduct self-assessment exercises on their type of intelligence, motivational needs, and problem-solving styles. The students analyze their strengths and weaknesses and provide conclusions on how they can improve their decision-making skills./ describe the decision-making approaches of Coke and Pepsi leadership.[Rev. Sp2010] (BA 307) Findings (2011-2012) - Target: Met Using the Cola Wars case, students were to answer four extended questions, one each per learning objective/goal, in a test essay question. The goal of the questions were to analyze the case in addressing the questions through appropriate and sophisticated use of the terminology, models and concepts studied throughout the course. Wide latitude was granted in answer construction as long as answers were supported with reasonable justification. Considerable advance instruction, modeling and collaborative discussion was conducted with the students to prepare them with tools to handle the responses. Final submissions were individual work. · · BA 307/DCP 90% ·





Measure: Course Embedded Assessment BA 307 | Outcome/Objective: Leadership Models | Action Plan for Developing Leadership Skills | Applying Ethical Foundations and Issues | Decision Making | Developing Leadership Skills | Global Versus Domestic Business. | Identify Key Decision Drivers | Principles of Ethical Decision Making | Support Your Decision Making | Understand Business Ethics Concepts



Target: Understand that an investment is acceptable if and only if its cost does not exceed its value

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and that a bond should be issued if and only if its proceeds are at least as large as the value of its promised payments. (BA 330) Findings (2011-2012) - Target: Not Met Based on the pre-determined benchmarks, the class only met one learning goal (2c). But compared to spring 2011, there was a noticeable improvement this semester. On average, the class got 6.0 questions right out of 8. This number was 5.3 out of 8 in spring 2011. The success rates for goals 1a, 1c, 2a, and 3a all increased by more than 10 percentage points. Success rates for all other learning goals (1b, 2a, and 3b) were consistent with those in spring 2011 (see table 1 below). Since Spring 2011 saw a significant improvement from the previous semester, the assessment results this semester were quite encouraging. Table 1. Comparison of Success Rates in Fall 2011 and Spring 2011 1a 1b 1c 2a 2b 2c 3a 3b Fall11 63% 82% 74% 80% 59% 89% 63% 93% Spring 11 47% 88% 63% 66% 63% 84% 25% 91%





Measure: Course Embedded Assessment BA 330 | Outcome/Objective: Identify Key Decision Drivers


M 5:Course Embedded Assessment BA 360 Achievement of Assurances of Learning will be based primarily on course-embedded assessment. [Preview Formatting] [Preview Formatting] Source of Evidence: Academic direct measure of learning - other

Target: Identify situational factors (e.g., economic, political, technological, demographic) that have affected or may affect marketing strategies of the firm. (BA 360)

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Target: Understand that supply chain management and operations management is critical for the success of any business. Understand how to make specific operations decisions (i.e., quality management, inventory management, forecasting, etc.). (BA 395)


Target: Understand that strategic management and strategic planning is critical for the success of any business. Understand how to make specific strategic decisions (i.e., setting objectives, industry and competitive analysis, competing in global markets, etc.). (BA 490)

SLO 3:Support Your Decision Making Gather, validate, and structure information in support of decision making.

Related Measures:


Target: List the key external forces that had an impact on decision making at Coke and Pepsi. (BA 307) Findings (2011-2012) - Target: Met Using the Cola Wars case, students were to answer four extended questions, one each per learning objective/goal, in a test essay question. The goal of the questions were to analyze the case in addressing the questions through appropriate and sophisticated use of the terminology, models and concepts studied throughout the course. Wide latitude was granted in answer construction as long as answers were supported with reasonable justification. Considerable advance instruction, modeling and collaborative discussion was conducted with the students to prepare them with tools to handle the responses. Final submissions were individual work. · · BA 307/DCP 90% ·



The current strategy is effective in meeting the success criteria of 80% for each goal. However, these scores can be improved and in the spirit of continuous improvement are being reflected upon with such intent. The 'principled' goal, with a criterion of 80%, is the

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target identified for immediate improvement, as the performance was only 84%. Additional instruction, modeling and time will be devoted on ethical frameworks as applied to contextual examples to better prepare students to conduct the analysis and articulate a suitable response. As the other performance levels were 90% or better, they will not at this time be the focus of corrective attention.





Target: Given a series of cash flows from an investment, compute the value of the investment. (BA 330) Findings (2011-2012) - Target: Not Met Based on the pre-determined benchmarks, the class only met one learning goal (2c). But compared to spring 2011, there was a noticeable improvement this semester. On average, the class got 6.0 questions right out of 8. This number was 5.3 out of 8 in spring 2011. The success rates for goals 1a, 1c, 2a, and 3a all increased by more than 10 percentage points. Success rates for all other learning goals (1b, 2a, and 3b) were consistent with those in spring 2011 (see table 1 below). Since Spring 2011 saw a significant improvement from the previous semester, the assessment results this semester were quite encouraging. Table 1. Comparison of Success Rates in Fall 2011 and Spring 2011 1a 1b 1c 2a 2b 2c 3a 3b Fall11 63% 82% 74% 80% 59% 89% 63% 93% Spring 11 47% 88% 63% 66% 63% 84% 25% 91%



Although our AoL methods are about to change in the following semesters, I will continue the implementation of the following teaching methods, which probably have contributed to the improvement of assessment results in the recent two semesters. First, pay attention to good textbooks out there in the market. A book that is well written, up-to-date, and affordable is essential in stimulating learning interest. Second, when exercises or sample quizzes are provided through an on-line format (as opposed to the old-fashioned paper format), students

of 59

were more motivated to try it out. Instant feedback provided by the "internet" also allows students to review their errors immediately. I would seek out online teaching tools like these and incorporate more of them into my class. Third, students are more motivated when they have a chance to work with their peers. More team projects/case discussions will be incorporated into the class. Finally, collect problem-solving sheets to check student attendance. By doing that, students will pay more attention to the in-class exercises since the teacher will check them. This is also one way to ensure student attendance.


Measure: Course Embedded Assessment BA 330 | Outcome/Objective: Support Your Decision Making



Target: Evaluate the current marketing strategies and identify the types of information you will need to gather to solve the problem. (BA 360)


Target: Given a case, students should be able to use the theories of OM/SCM to analyze it and make correct recommendations and decisions \ (BA 395)


Target: Given a case, students should be able to use the theories of SM/SP to analyze it and make correct recommendations and decisions. (BA490)

SLO 4:Principles of Ethical Decision Making Define and distinguish among the philosophical theories that represent the principles of ethical decision making.

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Related Measures:


Target: Students will discuss ethical practices, frameworks and models used by management including examples of moral and corrupt leadership and company codes of conduct. / Describe the ethics credo of Coke and Pepsi. (Use outside sources for this including company websites) [Rev. Sp2010] (BA 307) Findings (2011-2012) - Target: Met Using the Cola Wars case, students were to answer four extended questions, one each per learning objective/goal, in a test essay question. The goal of the questions were to analyze the case in addressing the questions through appropriate and sophisticated use of the terminology, models and concepts studied throughout the course. Wide latitude was granted in answer construction as long as answers were supported with reasonable justification. Considerable advance instruction, modeling and collaborative discussion was conducted with the students to prepare them with tools to handle the responses. Final submissions were individual work. · · BA 307/DCP 84% ·







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Target: Identify the roles, rights, and responsibilities of all stakeholders of a corporation: customers, employees, managers, directors, and holders of financial claims. (BA 330) Findings (2011-2012) - Target: Not Met Based on the pre-determined benchmarks, the class only met one learning goal (2c). But compared to spring 2011, there was a noticeable improvement this semester. On average, the class got 6.0 questions right out of 8. This number was 5.3 out of 8 in spring 2011. The success rates for goals 1a, 1c, 2a, and 3a all increased by more than 10 percentage points. Success rates for all other learning goals (1b, 2a, and 3b) were consistent with those in spring 2011 (see table 1 below). Since Spring 2011 saw a significant improvement from the previous semester, the assessment results this semester were quite encouraging. Table 1. Comparison of Success Rates in Fall 2011 and Spring 2011 1a 1b 1c 2a 2b 2c 3a 3b Fall11 63% 82% 74% 80% 59% 89% 63% 93% Spring 11 47% 88% 63% 66% 63% 84% 25% 91%





Measure: Course Embedded Assessment BA 330 | Outcome/Objective: Principles of Ethical Decision Making



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Target: Identify ethical issues related to the function of marketing. (BA 360)


Target: Identify the roles, rights, and responsibilities, as an operations manager or supply chain manager. (BA 395)


Target: Identify the roles, rights, and responsibilities of senior leadership within an organization, and the bases for ethical decision-making. (BA 490)

SLO 5:Understand Business Ethics Concepts Understand concepts associated with business ethics and the impact of business ethics on corporate governance.

Related Measures:


Target: Students will read or view (video) examples of unethical and ethical practices in business and discuss the implications on management, stockholders, board of directors, and other stakeholders of the organization. / What kind of leadership transitions occurred in the Cola Wars case? [Rev. Sp2010] (BA 307) Findings (2011-2012) - Target: Met Using the Cola Wars case, students were to answer four extended questions, one each per learning objective/goal, in a test essay question. The goal of the questions were to analyze the case in addressing the questions through appropriate and sophisticated use of the terminology, models and concepts studied throughout the course. Wide latitude was granted in answer construction as long as answers were supported with reasonable justification. Considerable advance instruction, modeling and collaborative discussion was conducted

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with the students to prepare them with tools to handle the responses. Final submissions were individual work. · · BA 307/DCP 84% ·








Target: Understand how corporate governance is effected through agent incentives (e.g., pay systems), regulation, and market forces. (BA 330) Findings (2011-2012) - Target: Not Met Based on the pre-determined benchmarks, the class only met one learning goal (2c). But compared to spring 2011, there was a noticeable improvement this semester. On average, the class got 6.0 questions right out of 8. This number was 5.3 out of 8 in spring 2011. The success rates for goals 1a, 1c, 2a, and 3a all increased by more than 10 percentage points. Success rates for all other learning goals (1b, 2a, and 3b) were consistent with those in spring 2011 (see table 1 below). Since Spring 2011 saw a significant improvement from the previous semester, the assessment results this semester were quite encouraging. Table 1. Comparison of Success Rates in Fall 2011 and Spring 2011 1a 1b 1c 2a 2b 2c 3a 3b Fall11 63% 82% 74% 80% 59% 89% 63% 93% Spring 11 47% 88% 63% 66% 63% 84% 25% 91%

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Measure: Course Embedded Assessment BA 330 | Outcome/Objective: Understand Business Ethics Concepts

Projected Completion Date: 05/15/2013 Responsible Person/Group: Shu/Simpson


Target: Discuss how decisions of marketing managers affect stakeholders such as customers, employees, stockholders and community. (BA 360)


Target: Recognize the central role of the board of directors in the strategic management process. (BA 490)

SLO 6:Applying Ethical Foundations and Issues Apply ethical foundations and issues with respect to social responsibilities to the role of business professionals

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Related Measures:


Target: Students will take exercises on values, ethical choices and types of organizational morality and discuss their responses and how it would impact their decisions in an organization. / If you were a consultant for Coke and Pepsi what would you advise them to do to develop leadership skills in their management team? [Rev. S 2010] (BA 307) Findings (2011-2012) - Target: Met Using the Cola Wars case, students were to answer four extended questions, one each per learning objective/goal, in a test essay question. The goal of the questions were to analyze the case in addressing the questions through appropriate and sophisticated use of the terminology, models and concepts studied throughout the course. Wide latitude was granted in answer construction as long as answers were supported with reasonable justification. Considerable advance instruction, modeling and collaborative discussion was conducted with the students to prepare them with tools to handle the responses. Final submissions were individual work. · BA 307/DCP 84% ·







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Target: Given a description of events and outcomes that have ethical implications, describe the ethical dimensions and how corporate governance (or lack thereof) influenced the outcomes. (BA 330) Findings (2011-2012) - Target: Met Based on the pre-determined benchmarks, the class only met one learning goal (2c). But compared to spring 2011, there was a noticeable improvement this semester. On average, the class got 6.0 questions right out of 8. This number was 5.3 out of 8 in spring 2011. The success rates for goals 1a, 1c, 2a, and 3a all increased by more than 10 percentage points. Success rates for all other learning goals (1b, 2a, and 3b) were consistent with those in spring 2011 (see table 1 below). Since Spring 2011 saw a significant improvement from the previous semester, the assessment results this semester were quite encouraging. Table 1. Comparison of Success Rates in Fall 2011 and Spring 2011 1a 1b 1c 2a 2b 2c 3a 3b Fall11 63% 82% 74% 80% 59% 89% 63% 93% Spring 11 47% 88% 63% 66% 63% 84% 25% 91%





Measure: Course Embedded Assessment BA 330 | Outcome/Objective: Applying Ethical Foundations and Issues



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Target: Discuss how the ethical issues may have been perceived differently if they arose in a different business setting (e.g., corporate, partnership or small business). (BA 360)


Target: Demonstrate the ability to identify and resolve ethical issues and social responsibilities that may come about in the strategic management/planning process. [Rev. Fa2010] (BA 490)

SLO 7: Leadership Models Recognize common leadership models.

Related Measures:


Target: ·Students will discuss leadership styles, types, models, theories, schools of thought, dimensions and elements of effective leadership./ Describe the leadership styles of Coke and Pepsi CEOs. [Rev. Sp2010] (BA 307) Findings (2011-2012) - Target: Met Using the Cola Wars case, students were to answer four extended questions, one each per learning objective/goal, in a test essay question. The goal of the questions were to analyze the case in addressing the questions through appropriate and sophisticated use of the terminology, models and concepts studied throughout the course. Wide latitude was granted in answer construction as long as answers were supported with reasonable justification. Considerable advance instruction, modeling and collaborative discussion was conducted with the students to prepare them with tools to handle the responses. Final submissions were individual work. · · BA 307/DCP 93% ·



The current strategy is effective in meeting the success criteria of 80% for each goal. However, these scores can be improved and in the spirit of continuous improvement are being reflected upon with such intent. The 'principled' goal, with a criterion of 80%, is the target identified for immediate improvement, as the performance was only 84%. Additional instruction, modeling and time will be devoted on ethical frameworks as applied to contextual

of 59

examples to better prepare students to conduct the analysis and articulate a suitable response. As the other performance levels were 90% or better, they will not at this time be the focus of corrective attention.





Target: Identify the primary responsibility of the three key financial positions in most corporations: CFO, controller, and treasurer. (BA 330) Findings (2011-2012) - Target: Not Met Based on the pre-determined benchmarks, the class only met one learning goal (2c). But compared to spring 2011, there was a noticeable improvement this semester. On average, the class got 6.0 questions right out of 8. This number was 5.3 out of 8 in spring 2011. The success rates for goals 1a, 1c, 2a, and 3a all increased by more than 10 percentage points. Success rates for all other learning goals (1b, 2a, and 3b) were consistent with those in spring 2011 (see table 1 below). Since Spring 2011 saw a significant improvement from the previous semester, the assessment results this semester were quite encouraging. The success rate for each learning goal is calculated and reported in the Excel sheet entitled "Aggregate Results." Student-by-student data can be found in the "By Student" worksheet. Table 1. Comparison of Success Rates in Fall 2011 and Spring 2011 1a 1b 1c 2a 2b 2c 3a 3b Fall11 63% 82% 74% 80% 59% 89% 63% 93% Spring 11 47% 88% 63% 66% 63% 84% 25% 91%



Although our AoL methods are about to change in the following semesters, I will continue the implementation of the following teaching methods, which probably have contributed to the improvement of assessment results in the recent two semesters. First, pay attention to good textbooks out there in the market. A book that is well written, up-to-date, and affordable is essential in stimulating learning interest. Second, when exercises or sample quizzes are

of 59

provided through an on-line format (as opposed to the old-fashioned paper format), students were more motivated to try it out. Instant feedback provided by the "internet" also allows students to review their errors immediately. I would seek out online teaching tools like these and incorporate more of them into my class. Third, students are more motivated when they have a chance to work with their peers. More team projects/case discussions will be incorporated into the class. Finally, collect problem-solving sheets to check student attendance. By doing that, students will pay more attention to the in-class exercises since the teacher will check them. This is also one way to ensure student attendance.


Measure: Course Embedded Assessment BA 330 | Outcome/Objective: Leadership Models



Target: Identify the primary responsibility of an operations manager or supply chain manager and understand the importance of OM/SCM for the enterprise's overall strategy. (BA 395)


Target: Identify the primary responsibilities of mid- and senior level leaders and understand the importance of SM/SP for the enterprise's overall direction. (BA 490)

SLO 8:Developing Leadership Skills Recognize how leadership skills are developed.

Related Measures:


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Target: Students will conduct a series of exercises on effective delegation, different styles of learning, coaching and developing others and discuss how their new insight can improve others leadership skills. / What kind of leadership transitions occurred in the Cola Wars case? [Rev. Sp2010] (BA 307) Findings (2011-2012) - Target: Met Using the Cola Wars case, students were to answer four extended questions, one each per learning objective/goal, in a test essay question. The goal of the questions were to analyze the case in addressing the questions through appropriate and sophisticated use of the terminology, models and concepts studied throughout the course. Wide latitude was granted in answer construction as long as answers were supported with reasonable justification. Considerable advance instruction, modeling and collaborative discussion was conducted with the students to prepare them with tools to handle the responses. Final submissions were individual work. · · BA 307/DCP 93% ·







SLO 9:Action Plan for Developing Leadership Skills

Create action plan to develop leadership skills.

Related Measures:

M 3:Course Embedded Assessment BA 307 Achievement of Assurances of Learning will be based primarily on course-embedded assessment.

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Target: Discuss the key dimensions of national culture and the impact on successful international management through examinations. Students should also provide a short presentation on a few guidelines for doing business in a chosen nation outside of their homeland. / In the internationalization of Coke and Pepsi what dimensions of organizational culture should the leadership consider in their decision making in different regions of the world? [Rev. Sp2010] (BA 307) Findings (2011-2012) - Target: Met Using the Cola Wars case, students were to answer four extended questions, one each per learning objective/goal, in a test essay question. The goal of the questions were to analyze the case in addressing the questions through appropriate and sophisticated use of the terminology, models and concepts studied throughout the course. Wide latitude was granted in answer construction as long as answers were supported with reasonable justification. Considerable advance instruction, modeling and collaborative discussion was conducted with the students to prepare them with tools to handle the responses. Final submissions were individual work. · · BA 307/DCP 93% ·







SLO 10:Global Versus Domestic Business.

Identify and describe elements of global versus domestic business.

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Related Measures:


Target: In the internationalization of Coke and Pepsi what dimensions of organizational culture should the leadership consider in their decision making in different regions of the world? Findings (2011-2012) - Target: Met Using the Cola Wars case, students were to answer four extended questions, one each per learning objective/goal, in a test essay question. The goal of the questions were to analyze the case in addressing the questions through appropriate and sophisticated use of the terminology, models and concepts studied throughout the course. Wide latitude was granted in answer construction as long as answers were supported with reasonable justification. Considerable advance instruction, modeling and collaborative discussion was conducted with the students to prepare them with tools to handle the responses. Final submissions were individual work. · · BA 307/DCP 96% ·








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Achievement of Assurances of Learning will be based primarily on course-embedded assessment. [Preview Formatting] Source of Evidence: Academic direct measure of learning - other

Target: Identify the reason why corporations generally issue publicly traded common stock in only one country. (BA 330) Findings (2011-2012) - Target: Not Met Based on the pre-determined benchmarks, the class only met one learning goal (2c). But compared to spring 2011, there was a noticeable improvement this semester. On average, the class got 6.0 questions right out of 8. This number was 5.3 out of 8 in spring 2011. The success rates for goals 1a, 1c, 2a, and 3a all increased by more than 10 percentage points. Success rates for all other learning goals (1b, 2a, and 3b) were consistent with those in spring 2011 (see table 1 below). Since Spring 2011 saw a significant improvement from the previous semester, the assessment results this semester were quite encouraging. Table 1. Comparison of Success Rates in Fall 2011 and Spring 2011 1a 1b 1c 2a 2b 2c 3a 3b Fall11 63% 82% 74% 80% 59% 89% 63% 93% Spring 11 47% 88% 63% 66% 63% 84% 25% 91%





Measure: Course Embedded Assessment BA 330 | Outcome/Objective: Global Versus Domestic Business.


M 5:Course Embedded Assessment BA 360 Achievement of Assurances of Learning will be based primarily on course-embedded assessment. [Preview Formatting] [Preview Formatting]

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Target: Describe the marketing mix elements that should be considered when the firm expands to the global market. (BA 360)


Target: Identify globalization is a major a characteristic of many companies' operations and supply chains. (BA 395)


Target: Identify globalization as a major consideration of the strategic management and planning process. (BA 490)

SLO 11:Opportunities and Challenges with Global Business Analyze opportunities and challenges with global business experience.

Related Measures:


Target: Describe pros and cons of expanding the business to the global market and its implications for marketing managers. (BA 360)


Target: Understand the challenges and issues for global supply chain management and operations. (BA 395)

M 7:Embedded Course Assessment BA 490

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Achievement of Assurances of Learning will be based primarily on course-embedded assessment. [Preview Formatting] [Preview Formatting] [Preview Formatting] Source of Evidence: Academic direct measure of learning - other

Target: Understand the challenges and issues associated with managing a global enterprise. (BA 490)

SLO 12:Adjust Business Goals to Global Changes. Demonstrate the ability to adjust business goals to global changes.

Related Measures:


Target: Discuss how marketing goals for both domestic and global markets should be adapted when the firm goes global. (BA 360)


Target: Given a case of global operations, students should be able to use the theories of OM/SCM to analyze it and make correct recommendations and decisions within the global context. (BA 395)


Target: Given a case of global operations, students should be able to use the theories of SM/SP to analyze it and make correct recommendations and decisions within the global context. (BA 490) Details of Action Plans for This Cycle (by Established cycle, then alpha)

BA 307- Fall 2007 The self-assessment exercises and personal analysis of leadership presentations were very successful in achieving most of the learning goals for BA 307 in the Fall 2007. I will continue with this approach and add a few more exercises for the students to further understand,

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analyze, apply and synthesize their self analysis. I did not use the case study or field interview because of a lack of time. In the future I will use the Cola Wars case study as part of the final exam. Students will be asked to assess their impressions of the leadership and management issues that could have been discussed as consultants to the top management team for each firm in the case. Regarding 4.A the film approach was not effective. Instead in future BA 307 courses I will add additional material to lectures on the key dimensions of national culture and cross-cultural management and test knowledge of those dimensions in an exam. .

Established in Cycle: 2007-2008 Implementation Status: Planned Priority: Medium Implementation Description: next semester offered Responsible Person/Group: instructor / Curriculum & Assessment Committee Additional Resources Requested: Utilize Cola Wars case

BA 307 Spring 2008

Review of the set of postings for each student indicated that a majority of students do satisfy the expectations of this course, including learning goals. Given that the questions posed to students are coordinated with AACSB learning objectives, i.e. and also within the textbook use for this course, the AOL task may be attained without use of suggested "Cola Wars case". While satisfactory results were achieved as witnessed by earlier audit results that were supplied, use of specific questions or problems addressing learning goals for the course and within the mission statement for BSB will be updated and used in future instances. Student AOL postings are expected to continuously improve as their exposure to AOL tasks are experienced across the core curriculum.

Established in Cycle: 2007-2008 Implementation Status: Planned Priority: High Implementation Description: next semester offered Responsible Person/Group: instructor/Curriculum & Assessment Committee Additional Resources Requested: Utilize Cola Wars case.

BA 310- Fall 2007

In order to develop these questions to support the Assurance of Leaning Standards developed by Dr Conteh, it was necessaryt to assume that certian things were going on in the case since the case does not have a specific MIS or e-Commerce component.

Established in Cycle: 2007-2008 Implementation Status: Planned Priority: Medium Implementation Description: next semester offered Responsible Person/Group: instructor / Curriculum & Assessment Committee

BA 310 Spring 2008

In order to develop these questions to support the Assurance of Leaning Standards developed by Dr Conteh, it was necessaryt to assume that certian things were going on in the case since the case does not have a specific MIS or e-Commerce component.

Established in Cycle: 2007-2008

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Implementation Status: Planned Priority: Medium Implementation Description: next semester offered Responsible Person/Group: instructor/Assessment & Curriculum Committe

BA 310.dcp Spring 2008

There were only five(5) students enrolled in this course. Hence if just one student failed to comply with the metric the percentage would only be 80 percent.

Established in Cycle: 2007-2008 Implementation Status: Planned Priority: Low Implementation Description: next semester offered Responsible Person/Group: instructor/Assessment & Curriculum Committe

BA 330 - Spring 2007

While ensuring that students have passed the prerequisite courses should improve learning in BA 330, the poor performance on the assurance of learning metrics will also require changes in the course administration, in the emphasis of course material, in the presentation of the case, and in the questions pertaining to the metrics. Course Administration. Class attendance throughout the semester was erratic. Too many students missed too many classes. I have always told students that it was their responsibility to learn the material and that I thought it would be difficult for them to learn the material without attending classes. However I have never included class attendance in the calculation of final grades. That policy will change in spring 2008 when class attendance will be included as a graded item. Emphasis of Course Material. Learning goals and objectives will be identified to students and emphasized throughout the semester. Case Presentation. Students will be required to demonstrate knowledge of the case prior to the final exam through an assignment. Question Specific Remedies. In addition to the aforementioned general remedies, specific remedies will be applied to the following learning goals and objectives. 1.c.(0.0% correct) This question was not presented well. In particular, students were required to both identify cash flows and compute the net present value of the cash flows, whereas the metric is for students to compute NPV given the cash flows. Identifying the cash flows is a more advanced requirement. The question will be reworded to conform more closely to the metric. 2.a.(73.1% correct) Parts of the question were ambiguous and will be reworded. 2.c.(17.9% correct) The question had 3 correct answers. Students were required to supply all three correct answers to get credit for the metric. Nearly all students were able to identify at least one of the correct answers. The question will be reworded.

Established in Cycle: 2007-2008 Implementation Status: Planned Priority: High Implementation Description: spring 2008 Responsible Person/Group: instructor / Curriculum & Assessment Committee


Many students continued to be unprepared for this course in that they have not completed all the classes that will be required under BSB junior status. While ensuring that students have passed the prerequisite courses should improve learning in BA 330, the poor performance on the assurance of learning metrics will also require changes in the course administration, in the emphasis of course material, in the presentation of the case, and in the questions pertaining to the metrics. Course Administration. Class attendance throughout the fall 2007 semester was erratic. Too many students missed too many classes. In 2008

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students were penalized by 1 point for each class missed above 3 absences. However, attendance was still erratic and many students who came to class did not pay attention choosing instead to play with their computers. Whereas these students got little from coming to class and some students who performed well on exams were penalized on their final grades for missing too many classes, I am undecided whether I will require class attendance again. Emphasis of Course Material. Learning goals and objectives were identified to students and emphasized nearly daily throughout the semester with limited success. I will continue to relate the class material to the learning goals. Case Presentation. Students were required to demonstrate knowledge of the case prior to the final exam through an assignment. However, students were not able to generalize certain information from the case when questioned on the final exam. I will continue the quiz show format to present the case as the students liked the presentation. Question Specific Remedies. In addition to the aforementioned general remedies, specific remedies will be applied to learning goal 1.c where students seemed to confuse present and future values. Additional emphasis will be added in the course so that students better understand when to apply present value and future value.

Established in Cycle: 2007-2008 Implementation Status: Planned Priority: High Implementation Description: next semester offered Responsible Person/Group: instructor / Curriculum & Assessment Committee

BA 360 Spring 2007

Since assessment results are very positive, I would contiue the same.

Established in Cycle: 2007-2008 Implementation Status: Planned Priority: Low Implementation Description: next semester offered Responsible Person/Group: instructor / Curriculum & Assessment Committee

BA 360.101/102 Spring 2008

Students were directly questioned on business cases, on interviews and presentations on marketing from the Stanford Technology Ventures Program website, on seminal articles in the field of marketing(e.g. Kotler's Marketing Myopia), and on research reports by practitioners(e.g. TACK International). Independently, students were asked at the very end of the course to write down what they perceived they had learned(examples below). This is an additional metric I developed to help me determine if I have reached my learning objectives. I have since spoken with many of the students individually to discuss the issues they raised, so I can continuously improve.

Established in Cycle: 2007-2008 Implementation Status: Planned Priority: Medium Implementation Description: next semester offered Responsible Person/Group: instructor/Assessment & Curriculum Committee Additional Resources Requested: Utilize Cola Wars case.

BA 360.dcp Spring 2007

Since assessment results are very positive, I would contiue the same.

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BA 395- Fall 2007

I did some adjustments by testing in both team and individual formats this semester. It worked very well. I will continue doing the same.


BA 395.102 - Spring 2008



BA 395.dcp- Fall 2007



BA 395.wkd - Spring 2008



BA 453 - Fall 2007

Since assessment results are very positive, I would follow this same model in the future.

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Since assessment results are very positive, I would follow this same model in the future


BA 453 - Summer 2007

Will incorporate and expand those portions of the case study that address the need to maintain good faith with bottlers, rigging marketing tests, managing employment discrinimation, and dealing with aspects of labor unrest in bottling plants in South America(ie the real case of "Killer Coke." Continue current assessment metrics.


BA 453 Spring 2008

Since assessment results are very positive, I would follow this same model in the future.

Established in Cycle: 2007-2008 Implementation Status: Planned Priority: Low Implementation Description: next semester offered Responsible Person/Group: instructor/Assessment & Curriculum Committee

BA 490 Spring 2007

While the performance of students overall was satisfactory there is still room for improvement and the questions asked need to be monitored for continuous improvement. Additionally, the instructor returned the assessment to students thereby negating the ability to have an effective audit trail. This will not be done in future assessments.

Established in Cycle: 2007-2008 Implementation Status: Planned Priority: High Implementation Description: next semester offered Responsible Person/Group: instructor / Curriculum & Assessment Committee


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BA 307.101- Review of the above set of postings for each student indicated that a majority of students did satisfy the expectations of this course, including learning goals. The questions posed to students are coordinated with AACSB learning objectives, are coordinated with the textbook used for this course, and are applied to the standard "Cola Wars case". Satisfactory results were achieved for a majority of students as witnessed by above audit learning goals for the course and within the mission statement for BSB. These questions will be updated and used in future instances. Student AOL postings have improved and are expected to continuously improve as their exposure to AOL talks are experienced across the core curriculum. BA 307.DCP-Review of the above set of postings for each student indicated that all three students did satisfy the expectations of this course, including learning goals. These AoL questions posed to students are coordinated with AACSB learning objectives, are coordinated with the textbook used for this course, and are applied to the standard "Cola Wars case". Satisfactory results were achieved for a majority of students as witnessed by above audit learning goals for the course and within the mission statement for BSB. These questions will be updated and used in future instances. Student AOL postings have improved and are expected to continuously improve as their exposure to AOL talks are experienced across the core curriculum.



Action Plan for BA 307.101, DCP BA 307.101- Review of the above set of postings for each student indicated that a majority of students did satisfy the expectations of this course, including learning goals. The questions posed to students are coordinated with AACSB learning objectives, are coordinated with the textbook used for this course, and are applied to the standard "Cola Wars case". Satisfactory results were achieved for a majority of students as witnessed by above audit learning goals for the course and within the mission statement for BSB. These questions will be updated and used in future instances. Student AOL postings have improved and are expected to continuously improve as their exposure to AOL talks are experienced across the core curriculum. BA 307.DCP-Review of the above set of postings for each student indicated that all three students did satisfy the expectations of this course, including learning goals. These AoL questions posed to students are coordinated with AACSB learning objectives, are coordinated with the textbook used for this course, and are applied to the standard "Cola Wars case". Satisfactory results were achieved for a majority of students as witnessed by above audit learning goals for the course and within the mission statement for BSB. These questions will be updated and used in future instances. Student AOL postings have improved and are expected to continuously improve as their exposure to AOL talks are experienced across the core curriculum. (Final) [Preview Formatting]

Established in Cycle: 2010-2011 Implementation Status: Planned Priority: High


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BA 307.101- Review of the above set of postings for each student indicated that a majority of students did satisfy the expectations of this course, including learning goals. The questions posed to students are coordinated with AACSB learning objectives, are coordinated with the textbook used for this course, and are applied to the standard "Cola Wars case". Satisfactory results were achieved for a majority of students as witnessed by above audit learning goals for the course and within the mission statement for BSB. These questions will be updated and used in future instances. Student AOL postings have improved and are expected to continuously improve as their exposure to AOL talks are experienced across the core curriculum. BA 307.DCP-Review of the above set of postings for each student indicated that all three students did satisfy the expectations of this course, including learning goals. These AoL questions posed to students are coordinated with AACSB learning objectives, are coordinated with the textbook used for this course, and are applied to the standard "Cola Wars case". Satisfactory results were achieved for a majority of students as witnessed by above audit learning goals for the course and within the mission statement for BSB. These questions will be updated and used in future instances. Student AOL postings have improved and are expected to continuously improve as their exposure to AOL talks are experienced across the core curriculum. (Final) [Preview Formatting]




Established in Cycle: 2010-2011 Implementation Status: Planned Priority: High Projected Completion Date: 05/14/2012


BA 307.101- Review of the above set of postings for each student indicated that a majority of students did satisfy the expectations of this course, including learning goals. The questions posed to students are coordinated with AACSB learning objectives, are coordinated with the textbook used for this course, and are applied to the standard "Cola Wars case". Satisfactory

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results were achieved for a majority of students as witnessed by above audit learning goals for the course and within the mission statement for BSB. These questions will be updated and used in future instances. Student AOL postings have improved and are expected to continuously improve as their exposure to AOL talks are experienced across the core curriculum. BA 307.DCP-Review of the above set of postings for each student indicated that all three students did satisfy the expectations of this course, including learning goals. These AoL questions posed to students are coordinated with AACSB learning objectives, are coordinated with the textbook used for this course, and are applied to the standard "Cola Wars case". Satisfactory results were achieved for a majority of students as witnessed by above audit learning goals for the course and within the mission statement for BSB. These questions will be updated and used in future instances. Student AOL postings have improved and are expected to continuously improve as their exposure to AOL talks are experienced across the core curriculum. (Final) [Preview Formatting]






BA 307.101- Review of the above set of postings for each student indicated that a majority of students did satisfy the expectations of this course, including learning goals. The questions posed to students are coordinated with AACSB learning objectives, are coordinated with the textbook used for this course, and are applied to the standard "Cola Wars case". Satisfactory results were achieved for a majority of students as witnessed by above audit learning goals for the course and within the mission statement for BSB. These questions will be updated and used in future instances. Student AOL postings have improved and are expected to continuously improve as their exposure to AOL talks are experienced across the core curriculum. BA 307.DCP-Review of the above set of postings for each student indicated that

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all three students did satisfy the expectations of this course, including learning goals. These AoL questions posed to students are coordinated with AACSB learning objectives, are coordinated with the textbook used for this course, and are applied to the standard "Cola Wars case". Satisfactory results were achieved for a majority of students as witnessed by above audit learning goals for the course and within the mission statement for BSB. These questions will be updated and used in future instances. Student AOL postings have improved and are expected to continuously improve as their exposure to AOL talks are experienced across the core curriculum. (Final) [Preview Formatting]






BA 307.101- Review of the above set of postings for each student indicated that a majority of students did satisfy the expectations of this course, including learning goals. The questions posed to students are coordinated with AACSB learning objectives, are coordinated with the textbook used for this course, and are applied to the standard "Cola Wars case". Satisfactory results were achieved for a majority of students as witnessed by above audit learning goals for the course and within the mission statement for BSB. These questions will be updated and used in future instances. Student AOL postings have improved and are expected to continuously improve as their exposure to AOL talks are experienced across the core curriculum. BA 307.DCP-Review of the above set of postings for each student indicated that all three students did satisfy the expectations of this course, including learning goals. These AoL questions posed to students are coordinated with AACSB learning objectives, are coordinated with the textbook used for this course, and are applied to the standard "Cola Wars case". Satisfactory results were achieved for a majority of students as witnessed by above audit learning goals for the course and within the mission statement for BSB. These

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questions will be updated and used in future instances. Student AOL postings have improved and are expected to continuously improve as their exposure to AOL talks are experienced across the core curriculum. (Final) [Preview Formatting]






Students were tested in the following areas relating to the Cola Wars case. They were given a list of topics to study in advance, and the instructor went through the case on four different occasions, explaining the content and answering questions. 1. Branding. Students were required to explain why Coca-Cola became synonymous with American culture (supplied troops during wars, made early investments in international markets, used "lifestyle" advertising, etc). 2. Marketing mix and product development. Students were required to identify critical incidents in the case that helped drive this trend. For example, federal nutrition guidelines identified regular soda drinks as the largest source of obesity-causing sugars in the American diet. Students also had to explore the operational implications of these marketing decisions. For example, some of the new beverage types required bottlers to buy costly new equipment and make major production process changes. 3. Competitive strategy. Students were required to identify how Pepsi fought back from bankruptcy during the Great Depression (price reductions), what legal strategy Coca-Cola used to try and kill the Pepsi brand (trademark infringement), and the outcomes. 4. Ethical principles. Students were required to understand the principles of ethical market research and use these to explain how Coca-Cola violated marketing research ethics by rigging a consumer test involving Burger King. Students were also required to understand broader ethical issues thrown up by the cola industry relating to individual choice, public health, water scarcity and sustainability. 5. Global environment. Students were required to explain what international

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trends and forces the leaders of these firms must take into account in the development and execution of international marketing strategies, including maturation of developed country markets, the continued growth in emerging markets, and the spread of health-related concerns to emerging markets. Students were also required to demonstrate understanding of differences between countries and the need to adjust accordingly. For example Japanese distribution systems were immature so Coke established a network of vending machines. Plan for the future: We need to develop the leadership section to address AoL #3.



Action Plan for BA 395 Assessment of Metrics: There were 28 students in this class. Students were asked to read the Cola Wars case and watch the "Virtual Tour of Coca-Cola". A set of T/F questions were included as apart of the Final exam. Results: The assessment results met all the pre-established goals and objectives from the metrics except "1B" and "1C". The percentage is close to the goal of 1C. I am surprised to see the result if far from the goal of "1B". Maybe the reason is that the student did not see clearly the word "cannot" in the statements. Action Plan: I revised question #1. The revised question served well this semester. I will continue to use those methods in the next semester.



Action Plan for BA 490 Based on their demonstrated abilities to cite examples that illustrate various SM/SP theories related to the case, but not specifically cite the theories, indicates that the AoL assessment tool itself may need to be improved. Two specific actions are warranted for the next time this course is offered. Reexamine and modify the questions to ensure that they correspond to Bloom's taxonomy. Remind students to integrate specific SM/SP theories with examples from the Cola Wars case in their answers to essay questions.



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Based on their demonstrated abilities to cite examples that illustrate various SM/SP theories related to the case, but not specifically cite the theories, indicates that the AoL assessment tool itself may need to be improved. Two specific actions are warranted for the next time this course is offered. Reexamine and modify the questions to ensure that they correspond to Bloom's taxonomy. Remind students to integrate specific SM/SP theories with examples from the Cola Wars case in their answers to essay questions.











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Action Plan for BA 490 Based on their demonstrated abilities to cite examples that illustrate various SM/SP theories related to the case, but not specifically cite the theories, indicates that the AoL assessment tool itself may need to be improved. Two specific actions are warranted for the next time this course is offered. Reexamine and modify the questions to ensure that they correspond to Bloom's taxonomy. Remind students to integrate specific SM/SP theories with examples from the Cola Wars case in their answers to essay questions.











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BA 330 action plan 2010

To: Dr. Bruce Gouldey and the Curriculum and Assessment Committee From: Lili Zhu, Ph.D., Assistant Professor of Finance Date: December 15, 2010 Subject: Assurance of Learning Report: BA330.DCP Introduction to Finance, Fall 2010 Assessment Method This semester's BA330 class contains 3 Degree Completion Program (DCP) students and 4 students from our regular undergraduate program. Based on the case entitled "Cola Wars Continue: Coke and Pepsi in 2006" (Yoffie, 2006), we again used the eight multiple-choice questions we have been using since fall 2009 in the Assurance of Learning assessment. Each question directly tested one of the eight learning objectives associated to the course. These multiple-choice questions were included in a separate quiz given at the end of the semester. The quiz would account for 10% of students' overall grade. The students received the case two weeks prior to the quiz and were encouraged to read in advance. The instructor went over several sample questions in class so the students were familiar with the format of the questions. The students were allowed to bring a copy of the case to the test. Results Summary Success rate for each learning objective is calculated and reported in the Excel sheet entitled "Aggregate Results." Student-by-student data can be found in the "By Student" worksheet. On average, the class got 6.4 questions right out of 8. Based on our pre-established AOL criteria, the class met 2 out of 8 learning objectives (i.e., 2c and 3a). The results are still far from satisfactory. But the fact that the success rates for the 8 objectives were all higher than 70% is a significant improvement from previous semesters, including both DCP and regular classes. This time we do have a very small sample size, which is not unusual for our weekend DCP courses. Action Plan Compared to our students in the regular undergraduate program, DCP students were generally more self-motivated. Although we had a mixed group this semester, the class had a very good learning atmosphere thanks to the great learning attitude the three DCP students displayed. As a result, I decided to pair more motivated students with less motivated ones next semester. In class, students will solve problems and discuss cases together in small groups assigned by the instructor. By doing that, students may become more motivated and can truly learn form each other. We used a new text this semester. I found that students used the book more frequently probably because it is written in a concise manner and it is more up-to-date. One tool I could use again in the future is to provide online sample quizzes (that come with the new text) on Blackboard after the completion of each chapter. This semester, students were told that their average sample quiz score would replace their lowest "actual" quiz score in the calculation of their final grade. As a result, all the students took sample quizzes seriously. I believe it is a good way to encourage students to review course materials on a timely manner. (Final) [Preview Formatting]

Established in Cycle: 2010-2011 Implementation Status: Planned

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Priority: High





To: Dr. Bruce Gouldey and the Curriculum and Assessment Committee From: Lili Zhu, Ph.D., Assistant Professor of Finance Date: December 15, 2010 Subject: Assurance of Learning Report: BA330.DCP Introduction to Finance, Fall 2010 Assessment Method This semester's BA330 class contains 3 Degree Completion Program (DCP) students and 4 students from our regular undergraduate program. Based on the case entitled "Cola Wars Continue: Coke and Pepsi in 2006" (Yoffie, 2006), we again used the eight multiple-choice questions we have been using since fall 2009 in the Assurance of Learning assessment. Each question directly tested one of the eight learning objectives associated to the course.

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These multiple-choice questions were included in a separate quiz given at the end of the semester. The quiz would account for 10% of students' overall grade. The students received the case two weeks prior to the quiz and were encouraged to read in advance. The instructor went over several sample questions in class so the students were familiar with the format of the questions. The students were allowed to bring a copy of the case to the test. Results Summary Success rate for each learning objective is calculated and reported in the Excel sheet entitled "Aggregate Results." Student-by-student data can be found in the "By Student" worksheet. On average, the class got 6.4 questions right out of 8. Based on our pre-established AOL criteria, the class met 2 out of 8 learning objectives (i.e., 2c and 3a). The results are still far from satisfactory. But the fact that the success rates for the 8 objectives were all higher than 70% is a significant improvement from previous semesters, including both DCP and regular classes. This time we do have a very small sample size, which is not unusual for our weekend DCP courses. Action Plan Compared to our students in the regular undergraduate program, DCP students were generally more self-motivated. Although we had a mixed group this semester, the class had a very good learning atmosphere thanks to the great learning attitude the three DCP students displayed. As a result, I decided to pair more motivated students with less motivated ones next semester. In class, students will solve problems and discuss cases together in small groups assigned by the instructor. By doing that, students may become more motivated and can truly learn form each other. We used a new text this semester. I found that students used the book more frequently probably because it is written in a concise manner and it is more up-to-date. One tool I could use again in the future is to provide online sample quizzes (that come with the new text) on Blackboard after the completion of each chapter. This semester, students were told that their average sample quiz score would replace their lowest "actual" quiz score in the calculation of their final grade. As a result, all the students took sample quizzes seriously. I believe it is a good way to encourage students to review course materials on a timely manner. (Final) [Preview Formatting]



To: Dr. Bruce Gouldey and the Curriculum and Assessment Committee From: Lili Zhu, Ph.D., Assistant Professor of Finance Date: December 15, 2010 Subject: Assurance of Learning Report: BA330.DCP Introduction to Finance, Fall 2010 Assessment Method This semester's BA330 class contains 3 Degree Completion Program (DCP) students and 4 students from our regular undergraduate program. Based on the case entitled "Cola Wars Continue: Coke and Pepsi in 2006" (Yoffie, 2006), we again used the eight multiple-choice questions we have been using since fall 2009 in the Assurance of Learning assessment. Each question directly tested one of the eight learning objectives associated to the course. These multiple-choice questions were included in a separate quiz given at the end of the semester. The quiz would account for 10% of students' overall grade. The students received the case two weeks prior to the quiz and were encouraged to read in advance. The instructor went over several sample questions in class so the students were familiar with the format of the questions. The students were allowed to bring a copy of the case to the test. Results Summary Success rate for each learning objective is calculated and reported in the Excel sheet entitled "Aggregate Results." Student-by-student data can be found in the "By Student" worksheet. On average, the class got 6.4 questions right out of 8. Based on our pre-established AOL criteria, the class met 2 out of 8 learning objectives (i.e., 2c and 3a). The results are still far from satisfactory. But the fact that the success rates for the 8 objectives were all higher than 70% is a significant improvement from previous semesters, including both DCP and regular classes. This time we do have a very small sample size,

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which is not unusual for our weekend DCP courses. Action Plan Compared to our students in the regular undergraduate program, DCP students were generally more self-motivated. Although we had a mixed group this semester, the class had a very good learning atmosphere thanks to the great learning attitude the three DCP students displayed. As a result, I decided to pair more motivated students with less motivated ones next semester. In class, students will solve problems and discuss cases together in small groups assigned by the instructor. By doing that, students may become more motivated and can truly learn form each other. We used a new text this semester. I found that students used the book more frequently probably because it is written in a concise manner and it is more up-to-date. One tool I could use again in the future is to provide online sample quizzes (that come with the new text) on Blackboard after the completion of each chapter. This semester, students were told that their average sample quiz score would replace their lowest "actual" quiz score in the calculation of their final grade. As a result, all the students took sample quizzes seriously. I believe it is a good way to encourage students to review course materials on a timely manner. (Final) [Preview Formatting]



To: Dr. Bruce Gouldey and the Curriculum and Assessment Committee From: Lili Zhu, Ph.D., Assistant Professor of Finance Date: December 15, 2010 Subject: Assurance of Learning Report: BA330.DCP Introduction to Finance, Fall 2010 Assessment Method This semester's BA330 class contains 3 Degree Completion Program (DCP) students and 4 students from our regular undergraduate program. Based on the case entitled "Cola Wars Continue: Coke and Pepsi in 2006" (Yoffie, 2006), we again used the eight multiple-choice questions we have been using since fall 2009 in the Assurance of Learning assessment. Each question directly tested one of the eight learning objectives associated to the course. These multiple-choice questions were included in a separate quiz given at the end of the semester. The quiz would account for 10% of students' overall grade. The students received the case two weeks prior to the quiz and were encouraged to read in advance. The instructor went over several sample questions in class so the students were familiar with the format of the questions. The students were allowed to bring a copy of the case to the test. Results Summary Success rate for each learning objective is calculated and reported in the Excel sheet entitled "Aggregate Results." Student-by-student data can be found in the "By Student" worksheet. On average, the class got 6.4 questions right out of 8. Based on our pre-established AOL criteria, the class met 2 out of 8 learning objectives (i.e., 2c and 3a). The results are still far from satisfactory. But the fact that the success rates for the 8 objectives were all higher than 70% is a significant improvement from previous semesters, including both DCP and regular classes. This time we do have a very small sample size, which is not unusual for our weekend DCP courses. Action Plan Compared to our students in the regular undergraduate program, DCP students were generally more self-motivated. Although we had a mixed group this semester, the class had a very good learning atmosphere thanks to the great learning attitude the three DCP students displayed. As a result, I decided to pair more motivated students with less motivated ones next semester. In class, students will solve problems and discuss cases together in small groups assigned by the instructor. By doing that, students may become more motivated and can truly learn form each other. We used a new text this semester. I found that students used the book more frequently probably because it is written in a concise manner and it is more up-to-date. One tool I could use again in the future is to provide online sample quizzes (that come with the new text) on Blackboard after the completion of each chapter. This semester, students were told that their average sample quiz score would replace their lowest "actual" quiz score in the

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calculation of their final grade. As a result, all the students took sample quizzes seriously. I believe it is a good way to encourage students to review course materials on a timely manner. (Final) [Preview Formatting]






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Case Study

Students were tested in the following areas relating to the Cola Wars case. They were given a list of topics to study in advance, and the instructor went through the case on four different occasions, explaining the content and answering questions. 1. Branding. Students were required to explain why Coca-Cola became synonymous with American culture (supplied troops during wars, made early investments in international markets, used "lifestyle" advertising, etc). 2. Marketing mix and product development. Students were required to identify critical incidents in the case that helped drive this trend. For example, federal nutrition guidelines identified regular soda drinks as the largest source of obesity-causing sugars in the American diet. Students also had to explore the operational implications of these marketing decisions. For example, some of the new beverage types required bottlers to buy costly new equipment and make major production process changes. 3. Competitive strategy. Students were required to identify how Pepsi fought back from bankruptcy during

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the Great Depression (price reductions), what legal strategy Coca-Cola used to try and kill the Pepsi brand (trademark infringement), and the outcomes. 4. Ethical principles. Students were required to understand the principles of ethical market research and use these to explain how Coca-Cola violated marketing research ethics by rigging a consumer test involving Burger King. Students were also required to understand broader ethical issues thrown up by the cola industry relating to individual choice, public health, water scarcity and sustainability. 5. Global environment. Students were required to explain what international trends and forces the leaders of these firms must take into account in the development and execution of international marketing strategies, including maturation of developed country markets, the continued growth in emerging markets, and the spread of health-related concerns to emerging markets. Students were also required to demonstrate understanding of differences between countries and the need to adjust accordingly. For example Japanese distribution systems were immature so Coke established a network of vending machines. Plan for the future: We need to develop the leadership section to address AoL #3. (Final) [Preview Formatting]


Case Study

Students were tested in the following areas relating to the Cola Wars case. They were given a list of topics to study in advance, and the instructor went through the case on four different occasions, explaining the content and answering questions. 1. Branding. Students were required to explain why Coca-Cola became synonymous with American culture (supplied troops during wars, made early investments in international markets, used "lifestyle" advertising, etc). 2. Marketing mix and product development. Students were required to identify critical incidents in the case that helped drive this trend. For example, federal nutrition guidelines identified regular soda drinks as the largest source of obesity-causing sugars in the American diet. Students also had to explore the operational implications of these marketing decisions. For example, some of the new beverage types required bottlers to buy costly new equipment and make major production process changes. 3. Competitive strategy. Students were required to identify how Pepsi fought back from bankruptcy during the Great Depression (price reductions), what legal strategy Coca-Cola used to try and kill the Pepsi brand (trademark infringement), and the outcomes. 4. Ethical principles. Students were required to understand the principles of ethical market research and use these to explain how Coca-Cola violated marketing research ethics by rigging a consumer test involving Burger King. Students were also required to understand broader ethical issues thrown up by the cola industry relating to individual choice, public health, water scarcity and sustainability. 5. Global environment. Students were required to explain what international trends and forces the leaders of these firms must take into account in the development and execution of international marketing strategies, including maturation of developed country markets, the continued growth in emerging markets, and the spread of health-related concerns to emerging markets. Students were also required to demonstrate understanding of differences between countries and the need to adjust accordingly. For example Japanese distribution systems were immature so Coke established a network of vending machines. Plan for the future: We need to develop the leadership section to address AoL #3. (Final) [Preview Formatting]

Established in Cycle: 2010-2011 Implementation Status: Planned

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Priority: High

Case Study



Case Study

Students were tested in the following areas relating to the Cola Wars case. They were given a list of topics to study in advance, and the instructor went through the case on four different occasions, explaining the content and answering questions. 1. Branding. Students were required to explain why Coca-Cola became synonymous with American culture (supplied troops during wars, made early investments in international markets, used "lifestyle" advertising, etc). 2. Marketing mix and product development. Students were required to identify critical incidents in the case that helped drive this trend. For example, federal nutrition guidelines identified regular soda drinks as the largest source of obesity-causing sugars in the American diet. Students also had to explore the operational implications of these marketing decisions. For example, some of the new beverage types required bottlers to buy costly new equipment and make major production process changes. 3. Competitive strategy. Students were required to identify how Pepsi fought back from bankruptcy during the Great Depression (price reductions), what legal strategy Coca-Cola used to try and kill the Pepsi brand (trademark infringement), and the outcomes. 4. Ethical principles. Students were required to understand the principles of ethical market research and use these to explain how Coca-Cola violated marketing research ethics by rigging a consumer test

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involving Burger King. Students were also required to understand broader ethical issues thrown up by the cola industry relating to individual choice, public health, water scarcity and sustainability. 5. Global environment. Students were required to explain what international trends and forces the leaders of these firms must take into account in the development and execution of international marketing strategies, including maturation of developed country markets, the continued growth in emerging markets, and the spread of health-related concerns to emerging markets. Students were also required to demonstrate understanding of differences between countries and the need to adjust accordingly. For example Japanese distribution systems were immature so Coke established a network of vending machines. Plan for the future: We need to develop the leadership section to address AoL #3. (Final) [Preview Formatting]


Case Study



Case Study

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Established in Cycle: 2010-2011 Implementation Status: Planned Priority: High Projected Completion Date: 05/14/2013

Case Study

Students were tested in the following areas relating to the Cola Wars case. They were given a list of topics to study in advance, and the instructor went through the case on four different occasions, explaining the content and answering questions. 1. Branding. Students were required to explain why Coca-Cola became synonymous with American culture (supplied troops during wars, made early investments in international markets, used "lifestyle" advertising, etc). 2. Marketing mix and product development. Students were required to identify critical incidents in the case that helped drive this trend. For example, federal nutrition guidelines identified regular soda drinks as the largest source of obesity-causing sugars in the American diet. Students also had to explore the operational implications of these marketing decisions. For example, some of the new beverage types required bottlers to buy costly new equipment and make major production process changes. 3. Competitive strategy. Students were required to identify how Pepsi fought back from bankruptcy during the Great Depression (price reductions), what legal strategy Coca-Cola used to try and kill the Pepsi brand (trademark infringement), and the outcomes. 4. Ethical principles. Students were required to understand the principles of ethical market research and use these to explain how Coca-Cola violated marketing research ethics by rigging a consumer test involving Burger King. Students were also required to understand broader ethical issues thrown up by the cola industry relating to individual choice, public health, water scarcity and sustainability. 5. Global environment. Students were required to explain what international

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trends and forces the leaders of these firms must take into account in the development and execution of international marketing strategies, including maturation of developed country markets, the continued growth in emerging markets, and the spread of health-related concerns to emerging markets. Students were also required to demonstrate understanding of differences between countries and the need to adjust accordingly. For example Japanese distribution systems were immature so Coke established a network of vending machines. Plan for the future: We need to develop the leadership section to address AoL #3. (Final) [Preview Formatting]


Case Study



Case Study

Assessment of Metrics: There were 28 students in this class. Students were asked to read the Cola Wars case and watch the "Virtual Tour of Coca-Cola". A set of T/F questions were included as apart of the Final exam. Results: The assessment results met all the pre-established goals and objectives from the metrics except "1B" and "1C". The percentage is

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close to the goal of 1C. I am surprised to see the result if far from the goal of "1B". Maybe the reason is that the student did not see clearly the word "cannot" in the statements. Action Plan: I revised question #1. The revised question served well this semester. I will continue to use those methods in the next semester. (Final) [Preview Formatting]


Case Study

Assessment of Metrics: There were 28 students in this class. Students were asked to read the Cola Wars case and watch the "Virtual Tour of Coca-Cola". A set of T/F questions were included as apart of the Final exam. Results: The assessment results met all the pre-established goals and objectives from the metrics except "1B" and "1C". The percentage is close to the goal of 1C. I am surprised to see the result if far from the goal of "1B". Maybe the reason is that the student did not see clearly the word "cannot" in the statements. Action Plan: I revised question #1. The revised question served well this semester. I will continue to use those methods in the next semester. (Final) [Preview Formatting]


Case Study



Case Study


Established in Cycle: 2010-2011

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Implementation Status: Planned Priority: High

Case Study



Case Study



Case Study



Fall 2010 BA 330

To: Dr. Bruce Gouldey and the Curriculum and Assessment Committee From: Lili Zhu, Ph.D., Assistant Professor of Finance Date: December 15, 2010 Subject: Assurance of

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Learning Report: BA330.DCP Introduction to Finance, Fall 2010 Assessment Method This semester's BA330 class contains 3 Degree Completion Program (DCP) students and 4 students from our regular undergraduate program. Based on the case entitled "Cola Wars Continue: Coke and Pepsi in 2006" (Yoffie, 2006), we again used the eight multiple-choice questions we have been using since fall 2009 in the Assurance of Learning assessment. Each question directly tested one of the eight learning objectives associated to the course. These multiple-choice questions were included in a separate quiz given at the end of the semester. The quiz would account for 10% of students' overall grade. The students received the case two weeks prior to the quiz and were encouraged to read in advance. The instructor went over several sample questions in class so the students were familiar with the format of the questions. The students were allowed to bring a copy of the case to the test. Results Summary Success rate for each learning objective is calculated and reported in the Excel sheet entitled "Aggregate Results." Student-by-student data can be found in the "By Student" worksheet. On average, the class got 6.4 questions right out of 8. Based on our pre-established AOL criteria, the class met 2 out of 8 learning objectives (i.e., 2c and 3a). The results are still far from satisfactory. But the fact that the success rates for the 8 objectives were all higher than 70% is a significant improvement from previous semesters, including both DCP and regular classes. This time we do have a very small sample size, which is not unusual for our weekend DCP courses. Action Plan Compared to our students in the regular undergraduate program, DCP students were generally more self-motivated. Although we had a mixed group this semester, the class had a very good learning atmosphere thanks to the great learning attitude the three DCP students displayed. As a result, I decided to pair more motivated students with less motivated ones next semester. In class, students will solve problems and discuss cases together in small groups assigned by the instructor. By doing that, students may become more motivated and can truly learn form each other. We used a new text this semester. I found that students used the book more frequently probably because it is written in a concise manner and it is more up-to-date. One tool I could use again in the future is to provide online sample quizzes (that come with the new text) on Blackboard after the completion of each chapter. This semester, students were told that their average sample quiz score would replace their lowest "actual" quiz score in the calculation of their final grade. As a result, all the students took sample quizzes seriously. I believe it is a good way to encourage students to review course materials on a timely manner.



Action Plan for BA 307.101, DCP The current strategy is effective in meeting the success criteria of 80% for each goal. However, these scores can be improved and in the spirit of continuous improvement are being reflected upon with such intent. The 'principled' goal, with a criterion of 80%, is the target identified for immediate improvement, as the performance was only 84%. Additional instruction, modeling and time will be devoted on ethical frameworks as applied to contextual examples to better prepare students to conduct the analysis and articulate a suitable response. As the other performance levels were 90% or better, they will not at this time be the focus of corrective attention.

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Measure: Course Embedded Assessment BA 330 | Outcome/Objective: Global Versus Domestic Business.



Although our AoL methods are about to change in the following semesters, I will continue the implementation of the following teaching methods, which probably have contributed to the improvement of assessment results in the recent two semesters. First, pay attention to good textbooks out there in the market. A book that is well written, up-to-date, and affordable is essential in stimulating learning interest. Second, when exercises or sample quizzes are provided through an on-line format (as opposed to the old-fashioned paper format), students were more motivated to try it out. Instant feedback provided by the "internet" also allows students to review their errors immediately. I would seek out online teaching tools like these and incorporate more of them into my class. Third, students are more motivated when they

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have a chance to work with their peers. More team projects/case discussions will be incorporated into the class. Finally, collect problem-solving sheets to check student attendance. By doing that, students will pay more attention to the in-class exercises since the teacher will check them. This is also one way to ensure student attendance.


Measure: Course Embedded Assessment BA 330 | Outcome/Objective: Understand Business Ethics Concepts

Projected Completion Date: 05/15/2013 Responsible Person/Group: Shu/Simpson




Measure: Course Embedded Assessment BA 330 | Outcome/Objective: Applying Ethical Foundations and Issues



Although our AoL methods are about to change in the following semesters, I will continue the implementation of the following teaching methods, which probably have contributed to the improvement of assessment results in the recent two semesters. First, pay attention to good textbooks out there in the market. A book that is well written, up-to-date, and affordable is essential in stimulating learning interest. Second, when exercises or sample quizzes are provided through an on-line format (as opposed to the old-fashioned paper format), students were more motivated to try it out. Instant feedback provided by the "internet" also allows students to review their errors immediately. I would seek out online teaching tools like these

of 59

and incorporate more of them into my class. Third, students are more motivated when they have a chance to work with their peers. More team projects/case discussions will be incorporated into the class. Finally, collect problem-solving sheets to check student attendance. By doing that, students will pay more attention to the in-class exercises since the teacher will check them. This is also one way to ensure student attendance.


Measure: Course Embedded Assessment BA 330 | Outcome/Objective: Leadership Models





Measure: Course Embedded Assessment BA 330 | Outcome/Objective: Identify Key Decision Drivers



Although our AoL methods are about to change in the following semesters, I will continue the implementation of the following teaching methods, which probably have contributed to the improvement of assessment results in the recent two semesters. First, pay attention to good textbooks out there in the market. A book that is well written, up-to-date, and affordable is essential in stimulating learning interest. Second, when exercises or sample quizzes are provided through an on-line format (as opposed to the old-fashioned paper format), students were more motivated to try it out. Instant feedback provided by the "internet" also allows

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students to review their errors immediately. I would seek out online teaching tools like these and incorporate more of them into my class. Third, students are more motivated when they have a chance to work with their peers. More team projects/case discussions will be incorporated into the class. Finally, collect problem-solving sheets to check student attendance. By doing that, students will pay more attention to the in-class exercises since the teacher will check them. This is also one way to ensure student attendance.







Measure: Course Embedded Assessment BA 330 | Outcome/Objective: Principles of Ethical Decision Making



Although our AoL methods are about to change in the following semesters, I will continue the implementation of the following teaching methods, which probably have contributed to the improvement of assessment results in the recent two semesters. First, pay attention to good textbooks out there in the market. A book that is well written, up-to-date, and affordable is essential in stimulating learning interest. Second, when exercises or sample quizzes are provided through an on-line format (as opposed to the old-fashioned paper format), students

of 59

were more motivated to try it out. Instant feedback provided by the "internet" also allows students to review their errors immediately. I would seek out online teaching tools like these and incorporate more of them into my class. Third, students are more motivated when they have a chance to work with their peers. More team projects/case discussions will be incorporated into the class. Finally, collect problem-solving sheets to check student attendance. By doing that, students will pay more attention to the in-class exercises since the teacher will check them. This is also one way to ensure student attendance.


Measure: Course Embedded Assessment BA 330 | Outcome/Objective: Support Your Decision Making


shenandoah university · shenandoah university detailed assessment report ... fall 2010 assessment...

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