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DEPARTMENTAL ASSESSMENT

DIRECTORS’

FIRST SEMI-ANNUAL REPORT:

2009-2010 ACADEMIC YEAR

Submitted to

Dr. Jess Boronico

Dean of the School of Management

New York Institute of Technology

Old Westbury

New York

USA

By

Dr. Faisal Al Khateeb and Dr. Stephen Blythe,

Departmental Assessment Directors,

School of Management, Abu Dhabi Campus

12 April 2010

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INTRODUCTION

A Departmental Assessment Directors‘ (DADs) Retreat was held on 8 February 2010.

The following faculty members attended: Dr. Basel Awartani, Dr. Stephen Blythe,

Dr. Sanjoy Bose, Dr. Carmen Castro, Dr. Naim El Sayed, Dr. Faisal Al Khateeb,

Dr. Stefania Mariano, Dr. Vanaja Vadakepat and Dr. Hassan Younies.

The purpose of the DADs‘ Retreat and of this report is to:

(1) assess the School of Management‘s (―SOM‖) undergraduate courses taught in Fall

Semester 2009; and

(2) make recommendations for improvement of teaching and enhancement of student

performance in those courses.

The following Table of Contents is organized according to the agenda of the DAD‘s

Retreat.

TABLE OF CONTENTS

Page

Introduction……………………………………………………………………………..2

1. Master Syllabi Compliance……………………………………………………...……...5

Corrective Action……………………………………………………………………….5

2. Review of the courses taught in Fall of 2009 Using the BSBA Programmatic

Learning Goals as the Indicators………………………………………………………..6

Corrective Action………………………………………………………………..……...8

3. Grade Distribution and Inflation………………………………………………………..9

Corrective Action……………………………………………………………………….9

4. Rubrics For Improvement in Grading of Subjective Exam Questions

and Written Assignments…………………………………………………………….10

Corrective Action.………………………………………………………………….…10

5. Review of Executive Summaries Submitted by Faculty Members…………………11

6. Professional Enrichment Programs……………………………………………………15

7. Experiential Learning………………………………………………………………….16

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TABLE OF CONTENTS (Continued) Page

8. Fine-Tuning the English Program to Improve Achievement

of SOM Learning Goals………………………………………………………………17

9. Conclusion and Recommendations……………………………………………………18

Appendices:

1. Fall Semester 2009 Courses: Compliance/Non-Compliance

With Master Syllabi………………………………………………………...…………22

2. Master Syllabi Compliance Form………………………………………………..,…...23

3. Mapping Matrix……………………………………………………………….………24

4. Grade Distributions of Faculty………………………………………………………...25

5. Rubric Forms of Faculty………………………………………………………………30

6. Executive Summaries by Dr. Basel Awartani…………………………………………32

7. Executive Summaries by Dr. Stephen Blythe…………………………………………35

8. Executive Summaries by Dr. Sanjoy Bose…………………………………….…….38

9. Executive Summaries by Dr. Carmen Castro……………………………………...….39

10. Executive Summaries by Dr. Naim El-Sayed………………………………………..43

11. Executive Summaries by Dr. Murat Erogul………………………………………….47

12. Executive Summaries by Dr. Faisal Al Khateeb………...…………………………..48

13. Executive Summaries by Dr. Mirek Majewski……………………………………....50

14. Executive Summaries by Dr. Stefania Mariano………………………………...…....47

15. Executive Summaries by Dr. Hassan Younies.....…………………...………………53

16. Executive Summaries by Dr. Vanaja Vadakepat……………...………………...…..55

17. Professional Enrichment (Student Advancement) Programs………………...………58

4

18. Experiential Learning Programs………………………………………………..……62

19. Fine-Tuning the English Program to Improve Achievement

of SOM Learning Goals………………………………………………..…………..64

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1. MASTER SYLLABI COMPLIANCE

o Dr. Faisal stated that a total of 17 courses were scheduled to be taught using the

Master Syllabi and 11 were in compliance with the same, giving an average of

64.7% compliance rate. Refer to Appendix 1: ―Fall Semester 2009 Courses:

Compliance/Non-compliance of Master Syllabi.‖

o He brought to the attention of all present that it is imperative that all instructors

follow the Master syllabi.

o The courses that did not adhere to the Master syllabi were as listed below.

MIST 300 – Dr. Mirghani Mohammed

INTL 301, MGMT 200, MGMT 315 – Dr. Carmen Castro

QANT 200 – Dr. Mirek Majewski

SBES 410 – Prof. Murat Erogul

Dr. Carmen brought to the attention that the books for the courses taught by her

were not available and so compliance with the Master Syllabi was not possible.

The other instructors listed above were not present to justify non-adherence to the

Master Syllabi.

o Dr. Faisal suggested that individual meetings could be held with any of those who

wished to discuss any issues regarding the same.

o It was suggested that faculty whose courses do not have a book available should

meet with the Assistant Dean prior to the start of the semester to discuss a suitable

course of action. The DADs also pointed out that most of the Assessment of

Learning validations are capable of being implemented independently of the

textbook; accordingly, although the late arrival of a textbook may be a partial

excuse for failure to achieve the learning objectives in the syllabi, it is not a total

excuse because other alternatives exist for achievement of those objectives.

o Faculty brought to light the excessive number of assignments and that some

students were unable to cope with it and did not submit all of the assignments.

o Faculty requested that they have control over the assignments and the possibility

of making adjustments (e.g. changing an individual assignment to a group

assignment depending on the strength of the class) which was unanimously

accepted by all faculty.

CORRECTIVE ACTION:

In order to further ensure that the Master Syllabi will be adhered to during the Spring

Semester of 2010, all of the SOM faculty teaching undergraduate courses were

required to complete and sign a form entitled ―Confirmation of Charge To Comply

With Master Syllabi.‖ The form is attached as Appendix 2. The purpose of this action

is ensure that each faculty member is in receipt of the Master Syllabi of their

undergraduate courses and that they will, to the best of their ability, completely

implement the Master Syllabi. This action should result in a reduction of excuses

offered by faculty members for non-compliance with the syllabi because they have

pledged to carry out this action. The DADs will keep the compliance forms on file

and they plan to continue to administer the forms at the beginning of each semester.

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2. REVIEW COURSES TAUGHT IN FALL 2009 USING THE

B.S.B.A. PROGRAMMATIC LEARNING GOALS.

o Dr. Faisal discussed the average in the matrix and brought to light the ones that

have an average of below 3 the same was discussed as stated below.

o The courses that did not follow the Master syllabus are not listed in the ―Mapping

Matrix,‖ attached as Appendix 3.

Gen PLG#1, LO#1

Utilize effective written communication (substance and style) to demonstrate knowledge

Observation Corrective Action

1. The prose submitted by the students

were not clear.

2. The students are not able to articulate

what they want to say

3. The rubric is general and measures the

English Skills of the student

1. This issue should be dealt with by the

School of Arts & Sciences

The students should have effective research

skills, and should be able to write a

research paper, how to document the paper

and references, and learn about business

research methods

2. Assistant Dean and the DAD‘s should

communicate with the English Department

regarding this issue

Gen PLG#2, LO#1

Establish and support an ethical position on an emerging or contemporary business

matter


1. More related material re ethical issues

related to companies should have been

introduced

1. The Master syllabus must have more

related material on ethical issues related to

companies

Gen PLG#2, LO#2

Explore, compare or contrast global value judgments and perspectives


1. No Suggestions in Master Syllabus 1. The Master syllabus must have more

related material

7

Gen PLG#3, LO#2

Demonstrate the impact of globalization in a business discipline


1. No Submission from students as they are

overloaded with work

2. Students do not submit related

assignments (do not conform to the given

tasks) thus instructors unable to grade

3. MRKT 200 & QANT 405 had no score

in the syllabi

4. International Business course cases are

out of date

1. Compare the number of assignments

given at NYiT to the number of

assignments given at other universities.

2. Prepare syllabi with more realistic

course goals and with higher quality of

assignments designed to achieve those

goals. Don‘t overwork the students because

it may discourage and de-motivate them.

3. The syllabi should be similar in the

number of assignments and the scoring of

points.

4. The scoring information is missing in the

syllabi for MRKT 200 & QANT 405; this

needs to be added.

5. Instructors should be given some

discretion to change the syllabus pertinent

to projects and assignments.

However, in reference to Recommendation 3, above, Dr. Stephen Blythe pointed out that

the syllabi were revised in response to the Ministry of Education‘s directive for our

courses to be more rigorous.

MGMT PLG#1 LO#1

Demonstrate comprehension and scope of knowledge across each functional area


1. MRKT 200 has no scoring

2. ‗N‘ indicating that there is nothing in the

syllabi to match score

1. Link between assessment and rubric is

broken

2. Master Syllabi should be corrected

MGMT PLG#2, LO#4

Prepare reports and presentation using MS-Office products


1. Syllabi measured with unrelated topics 1. Move this point to Gen Plg#1 as it is a

general skill

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2. Add a new software instead of MS-

Office

MGMT PLG#3, LO#2

Innovate or survey recent innovations


1. This LO was not used in BUSI 435 1. Need to add relevant topic to BUSI 435

syllabus

MGMT PLG#4, LO#1

Contribute an analysis in support of, or develop, a business plan


1. Courses not able to do business plan 1. All courses should to be required to do a

business plan

Conclusion:

1. Students are not submitting assignments as they feel they are overloaded, making

it difficult to grade and use the scoring sheet.

2. To improve group assignments, students will perform an in-university survey

3. Rubrics are not measuring what they are intended to measure.

4. Students who are not able to meet a satisfactory level of proficiency in English

should not be allowed to take business courses.

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3. GRADE DISTRIBUTION AND INFLATION

Dr. Faisal presented a graph of the grade distributions for each SOM faculty member.

They are attached in Appendix 2. Overall, most of the faculty members seemed to be

adhering to a normal distribution which assumes that average work is assigned the grade

of ―C.‖ However, it was observed that two of the faculty members (Drs. Sanjoy Bose and

Carmen Castro)—are assigning entirely too many ―A‖ grades. Each of them has routinely

assigned 90% or more of their students either an ―A‖ or an ―A-.‖ A majority of the other

faculty members agreed this was unacceptable because it diminishes the integrity of the

grading system and because it destroys the comparability of these two professors‘ grades

with other professors whose grades are evenly distributed.

CORRECTIVE ACTION:

Drs. Bose and Castro have been advised by the DADs to immediately begin to work

toward a normal distribution of grades in their classes. The DADs will continue to

monitor the grade distributions in the future and will take additional corrective

action if necessary.

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4. RUBRICS FOR IMPROVEMENT IN GRADING OF SUBJECTIVE

EXAM QUESTIONS AND WRITTEN ASSIGNMENTS

During the Fall Semester, the DADs encouraged, but did not mandate, the faculty to

develop a table of rubrics for use in grading of subjective exam questions and written

assignments. The rubrics table lists and describes specific types of answers that would

result in a grade of A, B, C, D or F on the exam or written assignment. One purpose in

using rubrics is to ensure that the students understand how an exam or assignment was

graded. Another purpose is to ensure that the grader is consistent in grading each

student‘s paper. Two of the SOM faculty—Dr. Carmen Castro and Dr. Vanaja

Vadakepat—voluntarily complied with this request to produce a rubrics table. Those

tables are attached as Appendix 3. The DADs lauded the faculty members for their extra

efforts.

CORRECTIVE ACTION:

No specific corrective action was necessary because rubrics tables were not required

to be used by the faculty. The DADs will continue to encourage the faculty to use

rubrics in the future. Eventually, there is a possibility that the use of rubrics tables

may become mandatory.

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5. REVIEW OF EXECUTIVE SUMMARIES SUBMITTED BY

FACULTY MEMBERS

A. Dr. Basel Awartani: Refer to Appendix 6.

Course: ECON 105 – Principles of Economics

a. Four out of five of the Invariant Learning Goals were not achieved. This was due to a

failure to define the baseline to be used as a point of reference. It was also due to a failure

to design macro policy, especially in regard to monetary policy.

b. None of the Localized Learning Goals were achieved.

c. The Instructor‘s Learning Goals were satisfactorily achieved.

B. Dr. Stephen Blythe: Refer to Appendix 7.

Course: LLAW 101 – Business Law

a. All of the Invariant Learning Goals were satisfactorily achieved.

b. However, one of the Localized Learning Goals was not achieved: ―Discuss a current

business issue in Abu Dhabi and present data and an analysis in view of UAE law.‖

This project was not undertaken because many of the students enrolled in the course were

first-semester freshmen; in the instructor‘s opinion, they did not possess sufficient

research skills to carry out the project. Henceforth, the instructor suggests that LLAW

101 not be open to freshmen students because more experienced, more mature students

would be able to carry out the project successfully. Furthermore, the Master Syllabi needs

to be amended to better define the Assurance of Learning Validations B2, B3 and B4 to

provide linkages from the Validations to the Goals. Currently, B1 is the only Assurance

of Learning Validation which can be used for the Localized Learning Goals because it is

the only Validation with linkages to the Goals.

c. It is impossible to determine whether the Instructor‘s Learning Goals were achieved.

Currently, no Assurance of Learning Validation is available for the Instructor‘s Learning

Goals because of the absence of those linkages.

C. Dr. Sanjoy Bose: Refer to Appendix 8.

Course: MGMT 311 – Knowledge Management

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a. One of the five Invariant Learning Goals was achieved to an above average degree,

three were achieved to a satisfactory degree, and one was not achieved.

b. To improve achievement of the Invariant Learning Goal that was not achieved, it is

recommended that: (1) the percentage of Incomplete grades should be minimized by

imposing penalties for failure to submit the assignment on time; and (2) the rubric

template used in assessment of assignments and projects should be revised.

Course: FINC 325 - Principles of Investment and Security Analysis

MISSING

D. Dr. Carmen Castro: Refer to Appendix 9.

Course: MGMT 200 - Principles of Management

MISSING

Course: INTL 301 - Introduction to International Business

a. The Invariant Learning Goals were satisfactorily achieved.

b. Recommendations for improvement: (1) get the textbooks delivered on time—the

unavailability of the textbooks made it virtually impossible to follow the Master Syllabus;

and (2) provide better mentoring of new faculty members.

Course: MGMT 315 - Human Resource Management

a. The Invariant Learning Goals were satisfactorily achieved.

b. Recommendations for improvement: (1) get the textbooks delivered on time—the

unavailability of the textbooks made it virtually impossible to follow the Master Syllabus;

and (2) provide better mentoring of new faculty members.

E. Dr. Naim El-Sayed: Refer to Appendix 10.

Course: ACCT 101 - Accounting Principles I

a. All of the Invariant Learning Goals were satisfactorily achieved.

b. Recommendations for improvement of achievement of Learning Goals: (1) reduce the

amount of weight assigned to the mid-term and final exams; (2) assign more exercises;

(3) give more coverage to Peachtree accounting software; and (4) try to increase the

degree of motivation of the students.

Course: ACCT 105 - Accounting Principles II

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a. The assigned syllabus did not include Learning Goals.

b. Recommendations for improvement: (1) Learning Goals should be included in the

syllabus; (2) Assessment methodologies should be modified in order to motivate the

students to work harder, i.e., give more assignments and quizzes; and (3) teach

accounting software which records, summarizes, adjusts and reports financial statements.

F. Prof. Murat Erogul: Refer to Appendix 11.

Course: SBES 410 – New Venture Creation

MISSING

Course: MRKT 320 – Management of New Product Development

MISSING

G. Dr. Faisal Al Khateeb: Refer to Appendix 12.

Course: BUSI 435 – Business Policy & Strategy Capstone

a. All of the Invariant Learning Goals were achieved to a satisfactory degree.

b. These are recommendations for improving the achievement of the Learning Goals: (1)

Reduce the number of group projects and assignments because it leads to group conflict

since the students will divide the work among each other, but fail to coordinate and work

together to achieve the group goals; and (2) assign more points to individual projects in

order to motivate students to put forth more effort on them.

H. Dr. Mirek Majewski: Refer to Appendix 13.

Course: QANT 201 - Statistical Sampling Theory

a. Two of the Invariant Learning Goals were achieved to a satisfactory degree, two to an

above average degree, and one to an excellent degree.

b. Recommendation for improvement of achievement of Learning Goals: Add 15 hours

of computer lab time so students can learn more about the tools for solving real-life

quantitative problems.

I. Dr. Stefania Mariano: Refer to Appendix 14.

Fall 2009 taught in Bahrain Campus and submitted to Bahrain Campus DAD, Dr.

Abdulla Alhemoud.

14

J. Dr. Vanaja Vadakepat: Refer to Appendix 15.

Course: MRKT 201 - Introduction to Marketing

a. Five of the seven Invariant Learning Goals were satisfactorily achieved, and two were

achieved to a less than satisfactory degree.

b. Recommendations to improve achievement of the Learning Goals: (1) reduce the

number of points assigned to mid-term and final exams, and assign more points to papers

and projects; (2) revise the rubric template used; (3) devote more class time to ethical

issues; (4) assign more exercises in which students use Word and Excel; and (5) the

programmatic learning goals M101 and M402 should be included in the assessments of

A1 and A3.

K. Dr. Hassan Younies: Refer to Appendix 16.

Course: QANT 300 - Production and Operations Management

a. All of the Invariant Learning Goals were achieved to a satisfactory degree.

b. These are recommendations for improvement of achievement of Learning Goals: (1)

reduce the number of research assignments to one instead of two because the students did

not work hard since the number of points assigned was small in relation to the amount of

work; (2) reduce the number of assignments and cases; and (3) allow the students several

options to choose from in carrying out the localized research.

Course: QANT 405 - Management Science

a. Only one of the five Invariant Learning Goals was satisfactorily achieved. Four of

them were not satisfactorily achieved.

b. These are recommendations for improving the achievement of the Learning Goals: (1)

replace the old, out-of-date textbook with a new one; (2) Reduce the number of group

projects and assignments because it leads to group conflict since the students will divide

the work among each other, but fail to coordinate and work together to achieve the group

goals; and (3) assign more points to individual projects in order to motivate students to

put forth more effort on them.

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6. PROFESSIONAL ENRICHMENT PROGRAMS

In order to enhance the quality of education, the Director of Professional Enrichment

Programs is implementing several types of enrichment programs. They often include use

of guest lecturers, scheduling of field trips, and assignment of real-life cases. Refer to

Appendix 17 for specific examples of these professional enrichment and student

advancement programs.

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7. EXPERIENTIAL LEARNING

The Director of Experiential Learning has launched several new programs relating to

experiential learning. Refer to Appendix 18 for specific examples of these activities.

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8. FINE-TUNING THE ENGLISH PROGRAM TO

IMPROVE ACHIEVEMENT OF SOM LEARNING GOALS

For most of the SOM students, English is not their first language. Accordingly, many of

them encounter difficulties in English-language oral and written communication. The

DADs have been coordinating with the English Department, looking for ways in which to

calibrate the English courses in order to improve student performance and to enhance

achievement of the SOM learning goals. Refer to Appendix 19 for a proposal for refining

the English courses that was recently submitted by one of the English professors.

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9. CONCLUSION AND RECOMMENDATIONS

CONCLUSION

I. MASTER SYLLABI COMPLIANCE

A. The overriding majority of the SOM faculty is adhering to the Master Syllabi.

B. Only two full-time, permanent faculty members failed to follow the Master Syllabi:

1. Dr. Carmen Castro, in three courses:

a. INTL 301 - Introduction to International Business

b. MGMT 200 - Principles of Management

c. MGMT 315 - Human Resource Management

2. Dr. Miroslaw Majewski, in one course:

a. QANT 200 - Statistical Theory

C. Only one full-time visiting faculty member failed to follow the Master Syllabi:

1. Dr. Mirghani, in one course:

a. MIST 300 - Introduction to Management Information Systems

D. Only one adjunct faculty member failed to follow the Master Syllabi:

1. Mr. Murat, in two courses:

a. SBES 410 - New Venture Creation

b. MRKT 320 - Management of New Product Development

II. REVIEW OF THE COURSES TAUGHT IN FALL 2009 USING THE B.S.B.A.

PROGRAMMATIC LEARNING GOALS AS INDICATORS

A. All faculty members opined that the Master Syllabi currently include too much

work for students.

B. Some faculty members complained that part of the assessment scoring information

and linkages is missing for some of the learning goals.

III. GRADE DISTRIBUTIONS AND GRADE INFLATION

A. Only two faculty members appear to have a grade inflation problem: Dr. Sanjoy

Bose and Dr. Carmen Castro.

B. The other faculty members‘ grades are approximately normally distributed.

IV. RUBRICS FOR IMPROVEMENT OF GRADING OF SUBJECTIVE EXAM

QUESTIONS AND WRITTEN ASSIGNMENTS

A. Two faculty members developed rubrics for use in grading subjective exam

questions and written assignments: Dr. Carmen Castro and Dr. Vanaja Vadadepat.

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B. The other faculty members did not develop or use rubrics.

V. REVIEW OF EXECUTIVE SUMMARIES SUBMITTED BY FACULTY

MEMBERS

A. Though certain standards are in place regarding the organization of the end-of-

course assessment materials handed over at the end of a semester to the Faculty

Coordinator, Ms. Shobha Sequeira, there will be a few changes/additions made to the

same for SOM submissions.

B. As a result of the dearth of standards, faculty members have been submitting the

assessment materials in a disorganized and haphazard manner. The new procedures will

be in place and implemented beginning Summer 2010.

RECOMMENDATIONS

I. MASTER SYLLABI COMPLIANCE

A. The following courses of action are recommended for the faculty members who

failed to adhere to the Master Syllabi:

1. Dr. Carmen Castro: In a private meeting, the Departmental Assessment Directors

advised her that the late arrival of textbooks does not excuse a faculty member from

adhering to the Master Syllabi because:

a. of the availability of alternate sources of materials, e.g., online and in the

library; and

b. some of the Assurance of Validations can be implemented independently of

the textbook.

2. Dr. Miroslaw Majewski refused to cooperate. He would not agree to adhere to

the Master Syllabi. Henceforth, the statistics course will be taught by Dr. Hassan

Younies, who has pledged to follow the Master Syllabi.

3. Dr. Mirghani has departed the Abu Dhabi Campus. Henceforth, the Departmental

Assessment Directors will ensure that all visiting professors are fully informed of their

duty to comply with the Master Syllabi.

4. Dr. Murat‘s non-compliance was due to the fact that the Departmental Assessment

Directors were unaware that he had been assigned as an adjunct until late in the Fall

Semester. To prevent a re-occurrence of this situation, the DADs have requested the

Assistant Dean, Dr. Bose, to inform them of the identity of the adjuncts (and the courses

they have been assigned) at the beginning of each future semester.

B. In order to ensure future compliance of Master Syllabi by all faculty members, the

Departmental Assessment Directors, commencing the Spring Semester of 2010, will

require all faculty members to sign the ―Master Syllabi Compliance Form; see Appendix

2.

II. REVIEW OF THE COURSES TAUGHT IN FALL 2009 USING THE B.S.B.A.

PROGRAMMATIC LEARNING GOALS

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A. All B.S.B.A. students are required to take several courses in English. In order to

ensure that the English courses are taught in a manner which better achieves the B.S.B.A.

Learning Goals, the DADs contacted the English instructor, Prof. Peter Karagianakis. In

response to the DADs‘ request, he has proposed a program to improve the attainment of

the B.S.B.A.Learning Goals; see Appendix 20.

B. Any missing assessment scoring mechanisms, and respective linkages, should be

added to the Master Syllabi.

C. In response to the faculty members‘ contentions that the Master Syllabi contain too

many assignments and are overworking the students, there should be a reduction in the

maximum number of courses that students are allowed to enroll in each semester.

III. GRADE DISTRIBUTION AND INFLATION

The Department Assessment Directors want to avoid a situation in which students search

for a professor who is an easy grader. In order to achieve comparability among grades

assigned in School of Management courses, the grade distributions of all faculty should

approach that of a normal distribution. To begin working toward this goal, the DADs held

private meetings with Drs. Bose and Castro and strongly recommended to them they

should become more rigorous in their grading. Henceforth, the DADs will continue to

monitor this situation.

IV. RUBRICS FOR IMPROVEMENT OF GRADING OF SUBJECTIVE EXAM

QUESTIONS AND WRITTEN ASSIGNMENTS

A. The Departmental Assessment Directors encouraged the faculty members to use

rubrics.

B. However, the DADs realize that development of rubrics is time-consuming. As a

result, it may not be possible for faculty members to develop rubrics for every subjective

question or written assignment.

V. REVIEW OF EXECUTIVE SUMMARIES SUBMITTED BY FACULTY

MEMBERS

A. The faculty were asked to make recommendations for improvement of their courses

in order to enhance student performance. The following recommendations were made by

a majority of the faculty:

1. Invite more guest speakers to the class, which would improve the degree of

experiential learning;

2. Schedule more Field Trips to local Business Firms and Government Departments;

and

3. Assign more local cases.

B. Henceforth, all faculty members will be required to submit their end-of-course

assessment materials according to the order in the following template:

21

End of Term materials

Instructor Name:

Course Title:

Course Cod:

ITEM Yes? NOTES

A signed instructor timesheet;

Grade sheet-containing all elements:

signed/dated by instructor + dean

Attendance sheet: signed/dated by instructor

Course report (Executive Summary)

Scoring Sheet

Syllabus

Clean copy of each quiz/test/exam

Answer Key for each quiz/test/exam

Assignment/project descriptions and grading

criteria

Examples of work (optional)

Final exam clean copy

Final exam answer key

Final exam attendance sheet

Final exams by students

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APPENDIX 1:

FALL SEMESTER 2009 COURSES:

COMPLIANCE/NON-COMPLIANCE WITH MASTER SYLLABI

Code Course Name Instructor MS Compliance

ACCT 101

Accounting I Dr. Naim El Sayed Yes

ACCT 315

Financial Statement Analysis Dr. Naim El Sayed Yes

BUSI 435 (MGMT 405)

Business Policy & Strategy Capstone

Dr. Faisal Al Khateeb

Yes

ECON 105

Principles of Economics I Dr. Basel Awartani Yes

FINC 325 (FINC 210)

Principles of Investment & Security Analysis

Dr. Sanjoy Bose

Yes INTL 301 (MGMT 301)

Intro. to International Business Dr. Carmen Castro

No

LLAW 101

Business Law I Dr. Stephen Blythe Yes

MGMT 200 (MGMT 201)

Principles of Management Dr. Carmen Castro

No

MGMT 311

Knowledge Management Dr. Sanjoy Bose Yes

MGMT 315

Human Resource Management Dr. Carmen Castro No

MIST 300 (MIST 101)

Introduction to Mgmt Information Systems

Dr. Mohamed Mirghani

No MRKT 200 (MRKT 101)

Introduction to Marketing Dr. Vanaja Vadakepat

Yes MRKT 320 (MGMT 305)

Management of New Product Development

Prof. Murat Erogul

Yes QANT 201 (QANT 301)

Statistical Sampling Theory Dr. Mirek Majewski

No QANT 300 (MGMT 401)

Production & Operations Management

Dr. Hassan Younies

Yes QANT 405 (QANT 305)

Management Systems Dr. Hassan Younies

Yes SBES 410 (MGMT 310)

New Venture Creation Prof. Murat Erogul

No

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APPENDIX 2: MASTER SYLLABI COMPLIANCE FORM

CONFIRMATION OF CHARGE TO COMPLY WITH MASTER SYLLABI

1. During the Spring Semester of 2010, I have been assigned to teach the following

undergraduate courses (please list course names and numbers):

2. I confirm that I have received the Master Syllabus for each of the undergraduate

courses listed in (1), above.

3. I understand the requirements stated in the Master Syllabi.

4. I confirm that I am charged with the responsibility of compliance with the

requirements stated in the Master Syllabi, including but not limited to, the assessment of

the achievement of the Learning Goals listed therein.

Signature: ________________________________________

Name (block letters): _______________________________

Date _______________________________________

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APPENDIX 3: MAPPING MATRIX

BSBA UNDERGRADUATE PROGRAMMATIC LEARNING GOAL MAPPING MATRIX

Undergraduate Program Mission Statement: The mission of the School of Management undergraduate BSBA

program is to ensure workforce readiness by means of providing contemporary and competitive academic curricula, supplemented by co-curricular activities that contribute to student success. Grand

Ave

BSBA Undergraduate Programmatic Learning Goals

Upon graduation from the SOM undergraduate BSBA program, the graduating student will be able to:

Gen

eral

GEN PLG#1 …. Communicate clearly and concisely

LO#1: utilize effective written communication (substance and style) to demonstrate knowledge. 2.69

LO#2: utilize oral communication to effectively demonstrate knowledge. 3.00

LO#3: work effectively in teams. 3.20

GEN PLG#2…… Compare, contrast, and apply basic ethical concepts

LO#1: establish and support an ethical position on an emerging or contemporary business matter 3.00

LO#2: explore, compare, or contrast global value judgments and perspectives. 2.33

GEN PLG#3…… Illustrate cultural awareness and analyze the impact of globalization on business

LO#1: conduct a multinational or international study on a contemporary business issue 2.17

LO#2: demonstrate the impact of globalization in a business discipline 2.67

Man

agem

ent

Spec

ific

MGT PLG #1 ….. Demonstrate competency and make decision in each of the functional business disciplines

LO#1: demonstrate comprehension and scope of knowledge across each functional area. 3.50

LO#2: solve business problems in a functional area. 3.19

MGT PLG #2 ….. Use technology as a decision support tool in business and in the major

LO#1: access an information system to collect data and then conduct an analysis. 3.14

LO#2: use technology to model and solve an operational problem. 3.17

LO#3: utilize field specific software. 3.67

LO#4: prepare reports and presentations using MS-Office products. 2.83

MGT PLG#3 ….. Conduct and utilize research to support business innovation

LO#1: conduct business research. 3.25

LO#2: innovate or survey recent innovations. 2.00

MGT PLG#4…. Integrate functional disciplines together to affect sound policy making and business planning

LO#1: contribute an analysis in support of, or develop, a business plan. 2.66

LO#2: solve business problems that integrate multiple functional areas together. 3.00

25

APPENDIX 4: GRADE DISTRIBUTIONS OF FACULTY

Basel

Number of Students

0

0.5

1

1.5

2

2.5

3

3.5

A A- B+ B B- C+ C C- D+ D F

Number of

Students

Stephen

Number of Students

0

1

2

3

4

5

6

7


Number of

Students

26

Carmen

Number of Students

0

2

4

6

8

10

12

14

16

18

20


Number of

Students

Vanaja

No. of Students

0

1

2

3

4

5

6

7

8

A A- B+ B- C+ C C- D+ D F

No. of Students

27

Faisal

No. of Students

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

A A- B+ B B - C+ C C- D+ D F

No. of Students

Naim

No. of Students

0

2

4

6

8

10

12


No. of Students

28

Hassan

Number of Students

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5


Number of

Students

Sanjoy

No. of Students

0

2

4

6

8

10

12

A A- B+ B B - C+ C C- D+ D F

No. of Students

29

Mirek

No. of Students

0

1

2

3

4

5

6

A B B- C+ C D F

No. of Students

30

APPENDIX 5: RUBRIC FORMS OF FACULTY

A. Dr. Carmen Castro

31

B. Dr. Vanaja Vadakepat

32

APPENDIX 6: EXECUTIVE SUMMARIES BY DR. BASEL AWARTANI

Course Portfolio

Executive Summary

Course: ECON 105 – Principles of Economics I

REVIEWER‘S NAME: Dr. Awartani

Learning Goal Assurance Average

LG 01 A1 4

LG 02 A2 2.13

LG 03 A3 1.67

LG 04 A4 2.14

LG 05 A5 2.20

LOCALIZED B01 and B02 A6 1.85

Instructor C01 A07 3.0

Clear failure to describe a baseline scenario and to design macro policy. The failure is

because the level is inconsistent with the goal. More has to be done in this area

Clear failure in monetary policy and some others

33

Grade Distribution:

Grade Number of Students

A 2

A- 1

B+ 1

B 1

B- 3

C+ 3

C 1

C- 1

D+ 1

D 0

F 3

Recommendations for Improvement of Student Performance:

Course: ECON 105 - Principles of Economics I

Get Students to be exposed to the IMF site and the IFS statistics

and other macro data on the net. Also would be good to invite a

guest speaker to talk about macro economic management policies.

Participation in near around conferences that talk about the

global economy. Also a field trip to the Bureau of national

accounts is good.

Course: ECON110 - Principles of Economics II

Would be good to invite a guest speaker to talk about the anti

trust policies in the UAE. Also would be good to analyze market

forces of supply and demand using an excel sheet.

Course: ECON 201 - Money and Banking

Get Students to be exposed to the analysis of the IFS statistics

34

of the IMF. Also the use of finance yahoo and Bloomberg sites and

screen . A field trip to the central bank will be good. A speaker

to talk about the monetary policy is also recommended.

Course: QANT 201 - Statistical Sampling Theory

Get Students to be exposed to statistical analysis using Minitab (

statistical package). Classes will be split into lecture and

practical using Minitab

35

APPENDIX 7: EXECUTIVE SUMMARIES BY DR. STEPHEN BLYTHE

Course: LLAW 101 - Business Law

A. INVARIANT LEARNING GOALS

1. Analyze the facts of a case, using research technology and

demonstrate writing skills.

A1: Avg. = 3.14

Comments:

This learning goal was satisfactorily achieved.

2. Communicate effective oral arguments to support an ethical position

regarding a business issue.

A2: Avg. = 3.13

Comments:


3. Identify the impact of globalization on contract law.

A3: Avg. = 3.28

Comments:


4. Demonstrate knowledge of contract law.

A3: Avg. = 3.28

Comments:


5. Apply contract law to business issues.

A3: Avg. = 3.28

Comments:


B. LOCALIZED LEARNING GOALS

1. Discuss a current business issue in Abu Dhabi and present data and an

analysis in view of UAE law.

B1: Avg. = 2.75

Comment 1: The degree of achievement of this learning goal was less than satisfactory.

Henceforth, more class time should be devoted to the Abu Dhabi project. Also, refer to

Comment 2, below.

Comment 2: The Master Syllabus needs to be amended to better define the Assurance of

Learning Validations B2, B3 and B4 to provide linkages from the Validations to the

Goals. Currently, B1 is the only Assurance of Learning Validation which can be used for

the Localized Learning Goals because it is the only Validation with linkages to the Goals.

36

C. INSTRUCTOR’S LEARNING GOALS

1. Communicate the law.

2. Analyze a contract.

3. Report the types of contracts.

4. Communicate how a contract may be terminated.

5. Debate the rights of third parties.

6. Debate the impact of the Commercial Company Law on business firms.

Comments on Assessment of Instructor‘s Learning Goals: The Master Syllabus needs to

be amended to better define Assurance of Learning Validation C1 to provide linkages

from the Validations to the Goals. Currently, no Assurance of Learning Validation is

available for the Instructor‘s Learning Goals because of the absence of those linkages.

GRADE DISTRIBUTION:

Grade No. of Students Percentage of Total = 28

A 2 7.1

A- 2 7.1

B+ 0 0

B 2 7.1

B- 0 0

C+ 5 17.9

C 1 3.6

C- 6 21.4

D+ 1 3.6

D 3 10.7

F 5 17.9

28 Approx. 100.0 (not exactly 100% because of

rounding error)


FALL 2009

Course: LLAW 101 – Business Law I

Henceforth, Freshmen students should not be allowed in this course, for two reasons:

1. The course requires extensive reading of textbook and assigned legal cases. Many of

the freshmen students did not possess sufficient knowledge of English. Students should

complete the first two English courses before enrolling; the course should be restricted to

Sophomore standing and above.

2. The course also requires discussion of a current business issue in Abu Dhabi and to

present data and an analysis in consideration of UAE law. Freshmen students do not

possess the requisite research skills to carry out this project.

37

SPRING 2010

Course: MGMT 410 - Employment Law

In order for students to engage in legal research in this course, they need to be taught how

to access and use the Lexis-Nexis database.

38

APPENDIX 8: EXECUTIVE SUMMARIES BY DR. SANJOY BOSE


Course: MGMT 311 - Knowledge Management

The following strategies have been carefully considered as a means of achieving

higher levels of learning outcomes:

1. Allocating additional time to this difficult area of management studies.

2. Introducing experiential learning aspects to this course, which could include a

guest speaker from commerce and business

3. Demonstrating on-going projects in Knowledge Management practices in

industry and commerce.

4. Inviting an academic or practitioner in the field to speak of their experiences to

the students, and perhaps discuss a case study.

39

APPENDIX 9: EXECUTIVE SUMMARIES BY DR. CARMEN CASTRO

2009 Fall



Course: MGMT 200 - Principles of Management

Now, because I did not have any of the required academic textbook

For the fall term the courses ran on video and the students saw videos on

Wal- Mart ―The Price for Cost for Low Prices, ― students also saw a report on the

Kingdom of Oil in order to understand the impact of Oil in Saudi and for the rest of the

world. Students also viewed news videos on the Auto industry, Wall Street, H. R. trend in

America of hiring people on a part-time basis in order to increase corporate profits.

Students also saw videos on the US government in order to understanding some of the

HR laws that impact businesses doing business inside the USA. Students also saw videos

on Dubai World in order to understanding the economy crisis happening in Dubai.

Students also learned how to write inside the APA format

And how to write a standard report and an academic research paper.

2010 Spring


To increase the student learning performance for this course student are seeing videos

from CNN, NBC, ABC, BCC and Abu Dhabi One in order for them to get a clear

understanding of the international business sector, government, and multinational

corporations. Students are also conducting online research of current case studies like

Toyota, GM, Bank of America, Wall Street as well as health care reform in order to

understand the impact between government regulations and corporate profit and

international business ethics best practices. Students are also learning how to write inside

the APA format.


To increase the student learning performance for this course student are seeing videos

from CNN, NBC, ABC, BCC and Abu Dhabi One in order for them to get a clear

understanding of the Human Resource Management sector, government, and

multinational corporations and most importantly students are conducting research in

order to find out who is a fault when it comes to bad management decision by GM,

Toyota, Lehman Brothers, AIG and Wall Street Firms. Students are also looking into the

Health Care Reform Bill in order to understand the impact between government

regulations and corporate profit as well as business ethics. Students are also learning how

to write inside the APA format.

40


To put in place of policy for students copying and pasting from website and have

our Business Assistant Dean follow up on these types of acts from students. How

can we work together to address issues like cheating inside the classroom and

students handing in plagiarized assignments.

We also need more backing from our Abu Dhabi Management in order to change

some of the components of the syllabus in order to bring case academic case study

for our students to conduct more online academic research.

Ensuring that our academic textbooks come on time.

Meeting with each Business Faculty Member to go over the fall teaching

schedule. It is very important for me as an Academician to be able to sit down and

pick some of the courses I want to be teaching this upcoming fall of

2010.

COURSE ASSESSMENT BY DADs

COURSE NAME: MGMT 200 - Principles of Management

INSTRUCTOR: Dr. Carmen Castro

SEMESTER: Fall 2009

DATE OF ASSESSMENT: 3 February 2010

I. Topics Covered:

Organization Theory, Social Responsibility, International Management, Management

Methods in USA vs. UAE, Leadership, Management Strategy, Workforce Diversity,

Competitiveness, Performance Evaluation, Compensation Methods, Management of

Women, Motivation Theory and Methods

II. Evaluation Mechanisms: Numerous Quizzes, Mid-Term and Final Exams, Term

Paper, Oral Presentation

Note: The assessor was unable to determine the exact number of quizzes and papers

because the Final Grade Sheet was missing from the file.

III. Comments:

A. Pro

1. All topics listed in the Master Syllabus were covered. This is remarkable and

praiseworthy in view of the fact that the textbook did not arrive on time and the instructor

was forced to scrounge around for material wherever she could find it.

2. This instructor deserves credit because she was one of only two faculty members who

developed a list of rubrics for use in grading her quizzes and exams.

41

B. Con

1. The instructor grades far too easily. More than 80% of the students received a grade of

―A‖. Henceforth, the instructor should establish more rigor in grading and should move

toward a normal grade distribution, which has been attained by the majority of her

colleagues.

2. Many of the term papers seem to have perfect English; this is surprising in view of the

fact that English is the second-language of most of the students. The instructor needs to

guard against plagiarism because she assigns a number of written papers. Accordingly,

she needs to ensure that all of the term papers need to be reviewed with the software

―Turnitin.com‖ to check for plagiarism.


COURSE NAME: MGMT 315: Human Resource Management

INSTRUCTOR: Dr. Carmen Castro

SEMESTER: Fall 2009


I. Topics Covered:

Workforce Alignment With Strategy, Types of Managers (task-oriented vs. peoplel-

oriented), Employee Evaluation Methods, IQ/EI, Maturity of Workforce, Creation of a

Learning Organization, Equal Employment Opportunity Law (covering all types of

discrimination in the workplace), Sexual Harassment, HR Department and Strategy, Role

of HR Manager, Employee Training Programs, Total Quality Management, Racism and

HR, Promotion and Transfer Policy, Career Development, HR and Mergers, International

HR Issues, USA vs. UAE HR Issues, HR and E-Business, Employee Health and Safety

Programs, The Future of HR

II. Evaluation Mechanisms: Numerous Quizzes, Mid-Term and Final Exams, Term

Paper, Oral Presentation

Note: The assessor was unable to determine the exact number of quizzes and papers

because the Final Grade Sheet was missing from the file.

III. Comments:

A. Pro

1. All topics listed in the Master Syllabus were covered. This is remarkable and

praiseworthy in view of the fact that the textbook did not arrive on time and the instructor

was forced to scrounge around for material wherever she could find it.

2. This instructor deserves credit because she was one of the few who developed a

detailed list of rubrics for use in grading her quizzes and exams.

42

B. Con

1. The instructor grades far too easily. More than 80% of the students received a grade of

―A‖. Henceforth, the instructor should establish more rigor in grading and should move

toward a normal grade distribution, which has been attained by the majority of her

colleagues.

2. Many of the term papers seem to have perfect English; this is surprising in view of the

fact that English is the second-language of most of the students. The instructor needs to

guard against plagiarism because she assigns a number of written papers. Accordingly,

she needs to ensure that all of the term papers need to be reviewed with the software

―Turnitin.com‖ to check for plagiarism.

43

APPENDIX 10: EXECUTIVE SUMMARIES BY DR. NAIM EL-SAYED

Course Portfolio

Executive Summary

Course: ACCT 101 – Accounting I

The Programmatic Learning Goal Mapping Matrix is:

Learning Outcomes Assessment Average

LO1 A6 3.3

LO2 A6 3.3

LO3 A6 3.3

LO4 A6 3.3

LO5 A1 3.5

LO6 A2 3.2

LO7 A3 3.13

LO8 A4,A5 3.16

Grade Distribution

Grades No of Students %students

A 1 4%

A- 2 8%

B+ 2 8%

B 4 16%

B- - -

C+ 1 4%

C 1 4%

C- - -

D+ 3 12%

D 1 4%

F 9 36%

I 1 4%

Total 25 100%

Recommendations for improvements:

(1) The percentage of failure is somehow high; but this is due to the degree of motivation

and seriousness of some of the students!

(2) The percentage of failure should be minimized by reducing points for mid and final

exams.

44

(2) More exercise should be given to achieve M204 and to familiarize in the usage of

accounting software such as Peachtree and Microsoft programs.

Course Portfolio

Executive Summary

Course: ACCT 105 – Accounting II

The syllabus used in Semester Fall 2009 did not include either specific learning goals or

Learning Outcomes (LOS). Therefore we provide only the Executive Summary with our

recommendation for improvements.

Grading Distribution

Grade No of students % of students

A 3 25%

B+ 1 8 %

B - --

B- 3 25%

C+ - --

C 2 17%

C- 2 17%

D+ - --

D - --

F 1 8 %

----- ------

12 100%

==== ====

Recommendations:

(1) The student learning outcomes should be specified in detail in the Master Syllabus;

we believe that this is being done at the moment.

(2) Assessment methodology should be revised in a way to motivate the students to work

harder, i.e. by introducing more of assessed assignments, quizzes etc.

(3) The use of software which covers the recording, summarizing, adjustment and

reporting financial statements.

45


The following strategies have been carefully considered as a means of achieving higher

level of learning outcomes to enhance students performance in the following courses:

ACCT 101: Accounting 1

1. Introducing experiential learning aspects to this course, which could include a guest

speaker from an accounting firm.

2. Encourage the students to familiarize themselves with accounting software

applications; e.g. Peachtree.

3. Requesting the students to examine real life financial statements of more than one

company and carry a comparative study which would include trend analysis

4. Requesting the students to examine the UAE codes of ethics for the accounting

profession including any cultural differences.

ACCT 105: Accounting 2


speaker from an accounting firm


applications; e.g. Peachtree


company and carry a comparative study which would include trend analysis



ACCT 315: Financial Statement Analysis


speaker from an accounting firm or an investment company.


applications on financial statements analysis.


company and carry a comparative study which would include trend analysis.

4. Introduce case studies on various topics as a standard practice in this course.

ACCT 306: Managerial Accounting

1. Requesting a field trip to an industrial company for the student to understand its cost

accounting system.


applications; e.g. Excel.

3.. Introducing experiential learning aspects to this course, which could include a guest

speaker from an industrial company to introduce its costing system to my students.

46





accounting system.



3.. Introducing experiential learning aspects to this course, which could include a guest



profession including any cultural differences

ACCT 406: Internal Auditing


speaker from an accounting firm or a corporation (an internal auditor)..


applications; e.g. Internal Audit/ control applications.

3. Allocating additional time to this rapid changing topic worldwide.



5. Introduce case studies on various topics as a standard practice in this course.



accounting system







47

APPENDIX 11: EXECUTIVE SUMMARIES BY PROF. MURAT EROGUL


[MISSING]

Course: MRKT 320 – Management of New Products Development

[MISSING]


[MISSING]

48

APPENDIX 12: EXECUTIVE SUMMARIES BY DR. FAISAL AL KHATEEB

Course: BUSI 435 - Business Policy & Strategy Capstone

Learning Goal Assurance Average

LG 01 A1f ,A1g,A1j &A3 3.5

LG 02 A1b & A3 3.7

LG 03 A1c 4

LG 04 A1c & A3 3.7

LG 05 A1f &A1h 3.5

LG 06 A1a, A1d , A1i & A3 3.25

LG 07 A1d & A1K 3.5

LG 08 A1f 3

LG 09 A1d 4

LG 10 A1d 4

LG 11 A4 3

LOCALIZED B01 and B02 A6 3

All of the Invariant Learning Goals were achieved to a satisfactory degree.

49

Grade Distribution:

Grade Number of Students

A 4

A- 0

B+ 2

B 2

B- 0

C+ 2

C 2

C- 0

D+ 0

D 0

F 0


These are recommendations for improving the achievement of the Learning Goals: (1)

Reduce the number of group projects and assignments because it leads to group conflict

since the students will divide the work among each other, but fail to coordinate and work

together to achieve the group goals; and (2) assign more points to individual projects in

order to motivate students to put forth more effort on them.

50

APPENDIX 13: EXECUTIVE SUMMARIES BY DR. MIREK MAJEWSKI

Course: QANT 201- Statistical Sampling Theory

The syllabus contained in this portfolio is based on the syllabus that is contained in the Master

File. For this particular section the discrepancies acknowledged are given in recommendation.

The student learning outcomes of this portfolio have been evaluated and utilized to assess the

performance of the students across each of the following learning goals. For each learning goal,

the assessment includes the following:

1. Mapping learning goals towards course assessment

2. Statement of each learning goal

3. Score in points out of 5

4. Grades distribution

Mapping learning goals

Learning goal Assurance of LO’s Score out of 5

LO1 Project 1 Exam 1, class discussions

5

LO2 Project 1, Exam 1, class discussions

4

LO3 Project 2, Exam 2, class discussions

3

LO4 Project 2, Exam 2, class presentations and discussions

4

LO5 Project 2, Exam 2 class presentations and discussion

3

Statement of each learning goal

Distinguish between different types of data used in business, apply different techniques to

summarize data, produce plots of explicit and summarized data, and calculate five

number summaries for univariate data set. Assessment method – project problems and

exam questions. This part was present in all course projects, exams and class

discussions. Therefore its coverage was the most complete.

Distinguish between independent and dependent variable, know how to calculate

coefficients of the regression line, be able to calculate errors for the given data set and its

regression line, and calculate the strength. Assessment method – project problems and

exam question. This part was covered quite well and exam and project works show that

students understand this topic quite well.

Define random variables, distinguish between continuous and discrete random variables,

define probability of an event, calculate the relative frequency and the empirical

51

probability; explain Bayes‘ theorem and know how to use it in applications. Assessment

method – project problems and exam question. Although the probability topics were

covered quite deep, this topic was the most difficult to master for many students.

Define normal and other types of probability distributions; explain process of sampling

from a normal population, define the central limit theorem, use key properties of the t-

distribution and chi-square distribution. Assessment method – project problems, exam

question, class presentations. This was reasonably easy part for the students.

Define the concept of statistical inference, explain the process of hypothesis testing,

define and interpret critical t-values. Assessment method – project problems, exam

question, class presentations. Although we had a number of discussions and class

presentations regarding this topic the overall understanding of the topic was lower than I

expected.

Grades distribution

Grades No. of Students % of students

A 1 7.69%

B 5 38.46%

B- 2 15.38%

C+ 3 23.08%

C 1 7.69%

D 0 0%

F 0 0%

WF 1 7.69%

I 0 0%

Total 13 100%


QANT201 should have strong practical component with additional 15 hours of

computer lab where students can learn more about tools for solving quantitative

problems and practice with real life problems.

REVIEWER’S NAME: Miroslaw Majewski

52


COURSE NAME: QANT 201 (Statistical Sampling Theory)

INSTRUCTOR: Dr. Mirek Majewski

SEMESTER: Fall 2009


I. Topics Covered:

Depreciation, Sales Graph, Table of Profits, Profit Graph, Trend Graph, Regression Line,

Coefficient of Correlation, Quadratic Fit, Quality Control Measures and their Weighting,

Quality Control Tables, Standard Deviation, Probability Distribution, Sales Forecasts,

Confidence Intervals, Hypothesis Testing

II. Evaluation Mechanisms: 2 projects and 2 exams

III. Comments: All topics listed in Master Syllabus were covered with exception of Chi-

Square Test. The failure to cover Chi-Square was discussed with the instructor, who

opined that the Master Syllabus needs to be revised because the Chi-Square Test, a

nonparametric statistical test, is not compatible with the other material covered in the

course.

An inspection of the exams and projects revealed the course is sufficiently rigorous, and

the dispersion of the grades approximates a normal distribution.

53

APPENDIX 14: EXECUTIVE SUMMARIES BY DR. STEFANIA MARIANO

FALL 2009, BAHRAIN CAMPUS:

I taught one undergraduate course and the assessment was submitted to the Bahrain

campus DAD, Dr. Abdulla Alhemoud.

SPRING 2010, ABU DHABI CAMPUS:

I am currently teaching two undergraduate courses: MGMT 200, and MGMT 311.

Course: MGMT 200 – Principles of Management

Teaching responsibilities: Choosing course themes, writing and delivering 30 lectures,

producing PowerPoint presentations and handouts for each lecture, writing and grading

assignments, holding regular office hours, and handling all the administrative aspects of

the course. Students were required to engage in self-evaluation tests, experiential learning

activities, course applications, and complete two tests, one short paper, two written

reports, one individual project, one group project, and one individual presentation as

required by the master syllabus of the course. The primary goal of the course was to

provide a comprehensive view of the theory and practice of business organization and

administration. In this course I rigorously followed the indications of the master syllabus

to meet the planned learning goals.


To increase student performance, I would reduce the number of individual assignments

and increase the experiential learning activities to be held in class.

Instructional modalities:

- Traditional lecture

- Class discussions

- Group activities in class

- Experiential learning: Wilderness Survival Scenario

Integration of contemporary technology into instruction:

- Blackboard

Development of teaching resources:

- Use of concept mapping:

Development of general framework on organizational structure

Development of general framework on organizational planning

Course: MGMT 311 – Knowledge Management

Teaching responsibilities: Choosing course themes, writing and delivering 30 lectures,

producing PowerPoint presentations and handouts for each lecture, writing and grading

assignments, holding regular office hours, and handling all the administrative aspects of

the course. Students were required to engage in self-evaluation tests, course applications,

and complete two tests, two short papers, one capstone report, one roadmap creation, one

individual assignment, one group project, and one strategy discussion as required by the

54

master syllabus of the course. The primary goal of the course was to provide and an

overview of fundamentals of KM, knowledge creation and capture, knowledge

codification, KM tools and portals. In this course I rigorously followed the indications of

the master syllabus to meet the planned learning goals.

The course is delivered through a combination of case studies, lectures, and

demonstrations.

Instructional modalities:

- Traditional lecture

- Class discussions

- Group activities in class

Integration of contemporary technology into instruction:

- Blackboard

Integration of research into instruction:

- Presentation of a general observation protocol used in qualitative studies to conduct on-

site observations (knowledge capture)

Development of teaching resources:

- Use of concept mapping:

Development of general framework on knowledge management processes


Reduce the number of individual assignments and increase the experiential learning

activities to be held in class. Also, I would recommend replacing the current suggested

textbook as it was difficult for almost all students to obtain a copy of it.

55

APPENDIX 15: EXECUTIVE SUMMARIES BY DR. HASSAN YOUNIES

Course: QANT 300: Production and Operations Management

Course

Level

Learning

Goals

L1 L2 L3 L4 L5 L6 L7

A4 A3 A2a A2b A1, A5 A1,A3 A4

Score 3.2 3.5 3 3 3.375 3.49 3.2

Grade # of Student attained this

grade

%

A 0 0

A- 0 0

B+ 0 0

B 1 11

B- 1 11

C+ 3 33

C 2 22

C- 1 11

D+ 0 0

D 1 11

F 0 0

The course has 9 students registered. There were some registration problems and some

students have to register late. The class schedules every other Thursday was another

hurdle for many students. Overall Students score well on the course. They showed

enough knowledge of the material. The highest grade was B.

The second learning objective A2 was the lowest, it consists of 2 research assignment

with a total of 7% of the grade. Students did not pay enough effort for this assignment as

its work effort exceeds the grade granted for it. I would recommend reducing it to one

research assignment as the first stage and see how it will affect students grades.

Another issues faced the students are

1- Too many assignments, cases, research papers.

2- The localized EFQM is currently going under an agency, student could not get

material without payments. I would argue to have 2 to 3 alternatives for the

localized research.

56

Course: QANT 405: Management Science

L1 L2 L3 L4 L5

A4 A1, A2b A2a A3 A1

Score 3.3 2.58 2.5 1.9 2.6

Grade # of Student attained this

grade

%

A 0 0

A- 0 0

B+ 1 10

B 2 20

B- 1 10

C+ 0 0

C 1 10

C- 2 20

D+ 0 0

D 3 30

F 0 0

The course has 10 students registered. There major administrative problem is an outdated

old edition textbook. The software accompanied by the textbook works with older

versions of Microsoft office. The grade structure as shown above. The average was below

3 for A1, A2 A3 and B1. A1, A2 and B1 are team work scoring below 3, this is due to

internal group problem and the lack of good presentations for the case study. Students

projects, assignments are seen to be too many and they seem to divide the work among

each other, creating conflicts and lack of coordination which I felt in different ways. A2

are related to chapters covered late in the course, it seems student could not cover the

methodology in such short period. As for A3 it was an individual project, which many

student opted not to submit (too much work for the grade point). A4 is a take home quiz.

Since class size is small and it was divided into two groups, the group scores average can

be lowered by one group performing worse than the other.

A2b and A2a does not exist separately.

57


Course: QANT 300 – Operations & Production Management

1- To improve students feedback on assignments that carry little grades, students can

submit such work in a small teams (2 students per team) this action has been

discussed in DAD meeting and approved.

2- An instructor objective will be added in the future for class participations and

properness of student prior to the class.

Course: QANT 405 – Management Science

1- To redistribute the course requirements I will, starting Fall 2010, cover the last

course material including simulation, crystal ball and decision making in the first weeks

leaving the mathematical programming to the following weeks.

58

APPENDIX 16: EXECUTIVE SUMMARIES BY DR. VANAJA VADAKEPAT

Course: MRKT 200: Introduction to Marketing

The syllabus contained in this portfolio is based on the syllabus that is contained in the Master

File. For this particular section the discrepancies acknowledged are given in recommendation:

The student learning outcomes of this portfolio have been evaluated and utilized to assess the

performance of the students across each of the following learning goals. For each learning goal,

the assessment includes the following:

The particular learning outcomes in the portfolio that provide a measure of performance for the

learning goal; The programmatic learning goal mapping matrix is :

Learning out come Assessment Averages

Lo1 A1 2.75

LO2 A1 & A3 3

L03 A1 , A2 &A3 3

L04 A1&A2 3

L05 A1 2.75

L06 A1 &A3 3

L07 A1 &A3 3

Grading Distribution

Grades No. of Students % of students

A 4 11.76

A- 3 8.82

B+ 4 11.76

B- 1 2.94

C+ 2 5.88

C 2 5.88

C- 2 5.88

D+ 1 2.94

D 2 5.88

F 7 21

WF 4 11.76

I 2 5.88

Total 34 100

LO 1: The learning outcomes – Learning validations A1, and Mid-term questions

of this portfolio have been utilized efficiently to assess the performance of

this learning goal. The 20 % non submission of projects (WF) has affected

the average score.

59

LO 5: The learning outcomes – Learning validation A1 and final examination

questions with essay questions - of this portfolio have been utilized

moderately to assess the performance of this learning goal. The 20 % non

submission of projects (WF) has affected the average score.

L02, Lo4, L06 and Lo7 outcomes: Learning validations A1, A2 & A3 have given

an average of 3 recommending good performance of the students in

achieving programmatic learning goals

FALL 2009

Course: MRKT 201: Introduction to Marketing

The teaching and learning strategies followed in this course included:

Power point presentations and handouts were used to teach

Class exercises, group project on marketing mix of an international company, a graded

home assignment on marketing auditing by collecting real data from markets, a team

report on market strategy of any local company and two examinations to assess students

understanding of theories and principles of marketing were followed . Two guest

lecturers were organized to get students acquainted with the local market strategies and

issues.

Course: MRKT 310 – Fundamentals of Exporting & Importing


Power point presentations and handouts were used to teach MRKT 310.

Group project to study multi-modalism by selecting logistics firm from local market, a

graded group assignment on e-commerce, reading and summary writing from an article

on international marketing, two examinations and a written and oral report on the

procedures followed in export /import were used .

Course: MRKT 405 – International Marketing

The teaching and learning strategies followed in this course included: Power point presentations and handouts were used to teach MRKT 310. Organized a

guest speaker to share industrial experience with students. Individual assignment, reading

and summary writing, class exercises, group assignments, two examinations and an oral

team project were followed in this course.

60

SPRING 2010

Course: MRKT 320 – Management of New Products Development


Along with power point presentations, following are also incorporated in my teaching

method. Two examinations, ten class exercises, five written assignments, oral project and

one capstone project. Also organized two guest speakers to share their industrial

experience with students, which helped the students in writing their assignments and

project.

Course: MRKT 401 – Marketing Research



method. Two examinations, eight class exercises, case analysis, two written

assignments, oral project and two group term papers.




method. Two examinations, four class exercises, five written assignments, oral project

and one group term paper. A visit to Abu Dhabi Chamber of Commerce was also

organized for the students to participate in a seminar organized by ADCC on their role in

promoting small ventures, which helped students in writing their assignments.


Course: MRKT 201 – Introduction to Marketing

1. The percentage of failure should be minimized by reducing points for mid and final exams and

introducing more home graded assignments

2. The rubric template followed for assessment of assignments and project should be revised.

3. More emphasis should be given to demonstrate in achieving G201 and G302 goals, by

concentrating more on ethical issues and global perspectives. Project guidance should be

strengthen to improve the learning validation A1.

4. More exercise should be given to achieve M204 and to familiarize in the usage of

Microsoft programs

5. The programmatic learning goals M101 and M402 should be included in the

assessments (A1 and A3).

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APPENDIX 17: PROFESSIONAL ENRICHMENT

(STUDENT ADVANCEMENT) PROGRAM

The Student Advancement efforts included:

1. Organized interactions with business leaders to share their real–life business experiences

a. Marketing Planning for B2B & B2c Markets : A case example of Lighting Industry, Abu

Dhabi – on June 28th 2009

b. Market Segmentation and Positioning Industrial Products in UAE markets- on 4th October

c. Event Marketing Challenges – Abu Dhabi Markets: on 11th October 2009

d. Global Demographic Shifts, January 2010-03-10

Knowledge for Accounts, March 1, 2010

2. Field Trip to the Abu Dhabi Chamber of Commerce: 11 March 2010.

The objective of the guest lectures and field visit were to support students in their written

and oral presentations by providing information on social and ethical issues in business

selecting local and global companies as case examples. The guest speakers with

industrial experience , with a power point explanation on the current trends on local and

global market enhanced the knowledge of the students in respective subjects and

participative sessions.

62

APPENDIX 18: EXPERIENTIAL LEARNING

TO: Abu Dhabi SOM Faculty Members

FROM: Dr. Hassan Younies, Director of Experiential Learning

Dear Faculty Members:

As part of experiential learning targets we are looking for your cooperation in achieving

NYIT goals. A brief description of these goals and your roles of participation as

followed:

Goal 1

Academic Service Learning: The incorporation of a community service learning project

into the class. The students engage into the service. The community service project

should have outcomes stated by the faculty member that advance the expected attainment

of the course-level or programmatic learning objectives, and the outcomes should be

validated against those learning objectives after the project is completed. The outcomes

(validations) are included into the instructor-specific learning goals section of the Course

Outline (or a separate document if the class has started). Specific learning objectives that

may also be listed into the Instructor-Specific learning goals can be drawn from those in

the attached Master Syllabi. You do not need to use this Master Syllabi outside of

reviewing the learning objectives that can be extracted.

Faculty Role: Identify a programmatic learning in your course that can be used for this

goal. An example of such is marketing Emirate Red Crescent charity. Students can

develop marketing plan for Red Crescent as part of their course.

Goal 2

Practicum: A real project with a sponsor (company) is identified. An appropriate set of

students (4 or 5) are identified. A faculty mentor is identified. The team works on the

project for the duration of the semester. It is not an in-class experience, but more of a

consulting project. The faculty member gets credit for teaching a course, the students

each get three credits. The sponsor provides input on the outcomes, which contribute to

the grade. Students and faculty mentor meet periodically with the client sponsor. The

students must provide a final report and an oral presentation to the client. Outcomes are

retained on file.

Faculty Role: Identify a project of interest to your area, student team and potential

sponsors. The Experiential learning director, with the aid of Dean and Associate Dean,

will contact the organizations of interest and facilitate the project for you.

63

Goal 3

Faculty-mentored Student Research: Faculty members engage students into their

research and it becomes a co-authored intellectual contribution that can be presented at a

conference, or perhaps submitted to a journal.

Faculty Role: Engage student/s in any research project. SOM will provide for attendance

of a local conference. We would like to achieve 4 co-authored contributions.

Goal 4

Dean’s Student Interns (DSI): Faculty identify some form of project they are engaged

in. A student is identified to work as an aide to the faculty member. To qualify as a DSI

project the faculty member and student agree on a learning goal and project outcomes

generated by the student to support its attainment. Following the semester the student

provides a two page reflection (in addition to the outcomes) reflecting on the experience.

Faculty Role: Identify and engage student/s in any research project as a research

assistant. Student role should qualify for learning goal relevant to your course.

Goal 5

Corporate Challenge: A Case Study is written by you and a company. Teams of 3

students apiece compete on the case study in the spring (for approximately 6 weeks).

Three finalist teams are chosen by the faculty (after watching a preliminary presentation).

The three finalist teams present to the sponsor. The winning team members get $200

each, 2nd

place $100 each, third place $50 each, symbolic as a gesture of our appreciation.

Faculty Role: This task will need more than one faculty member to participate form

different disciplines (strategy, accounting). If you have any contact with an organization

that are willing to participate in this project please contact me.

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APPENDIX 19: FINE-TUNING THE ENGLISH PROGRAM

TO IMPROVE ACHIEVEMENT OF S.O.M. LEARNING GOALS

TO: NYIT-Abu Dhabi School of Management

FROM: Professor Peter Karagianakis, English Department

DATE: 22 March 2010

Preliminary Proposal for Integrated Business Projects:

Professional Speaking/Presentations Skills & Business Program Project Requirements

Involved Parties: Peter Karagianakis (English Program) & S.O.M. Faculty

Further to our brief discussion concerning integrated learning efforts and contextualized

learning goals, I would be happy to provide focused and sustained ancillary support to the

business program.

More specifically, this would be a concerted effort to build into the main business

projects that the students have to produce an assessed presentation component.

This presentation component would have to have a particular presentation schema that

would correspond to effective public speaking and presentation skills.

Presentation skills would be taught to students and then implemented in relation to their

written projects with particular requirements.

This would mean that students would be evaluated based on specific presentation criteria

so it would be a teaching/learning/assessment component to the entire business project.

Accordingly, students would be required to meet on a regular weekly basis with me

(similar to a course/class sessions with presence and absence enforced) for regular

teaching/training sessions. This would include learning how to present publicly from

written to spoken word.

As can be understood, feasibility for an initiative like this would entail semester time that

would have to be reconciled with my additional course load duties.

I gladly await your input on this English/Business contextualized learning initiative.

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