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Stevens Institute of TechnologyHowe School of Technology Management

AACSBASSURANCE OF LEARNING PLAN

Master of Science in Information Systems

(MSIS)

September 19, 2016

Table of Contents

Page1. Introduction: MSIS Assurance Of Learning Plan 22. MSIS Assurance Of Learning Assessment Plan 33. MSIS Curriculum Alignment Map 54. MSIS Learning Goals, Objectives And Rubrics 7 IS 1: Effective written and oral communications 8 IS 2: Effective interaction in teams 10 IS 3: Alignment of business and IT 12 IS 4: Integrated IT architecture 15 IS 5: Process and data modeling 185. Results of AACSB Learning IS Assessments 25

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1. INTRODUCTION: MSIS ASSURANCE OF LEARNING PLAN

Credits CoursesMSIS Degree Requirements 36 12

Howe School and MSIS Vision Statements

Howe School of Technology Management VisionWe will be leaders in the creation and dissemination of knowledge that drives successful innovation in products, processes and businesses.

Master of Science in Information Systems (MSIS) VisionWe are recognized as a world-class program in IT management, education and research that emphasizes the integration of organizations and technology.

MSIS Learning Goals

The Learning Goals for the MSIS program are listed in Table 1. Note that first two goals (IS – 1 and IS – 2) are the same as the first two for the Howe School. Goals IS – 3 and IS – 4 are versions of the school-wide goals HS – 3 and HS – 4 specialized. Finally, IS – 5 and IS – 6 are learning goals that are specific to the MSIS program

Table 1: MS in Information Systems Learning Goals

MS in Information Systems Learning Goals

IS - 1: Students can communicate effectively in written and oral presentations.

IS - 2: Students can interact effectively in teams

IS - 3: Students can formulate and articulate plans to align business and IT.

IS - 4: Students are able to develop an integrated IT architecture that satisfies technical and organizational constraints. ARCHIEVED SEPTEMBER 2015

IS - 5: Each student can analyze a business situation and design an integrated process and data model to satisfy strategic organizational goals.

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2. MSIS ASSURANCE OF LEARNING ASSESSMENT PLAN

Table 2: MSIS ASSURANCE OF LEARNING ASSESSMENT PLAN - GOALS 1 through 5 (goal 4 is archieved)

LEARNING GOAL Where and when measured? How measured? Criterion

1. Students will communicate effectively in oral and written presentations.

Assessed in the fall and spring semesters in required course MGT 609.

Student presentations are video taped; student essays are assessed for writing skills. Feedback is provided to each individual student. Sampling: Rubrics are completed for a sample of 30 students in each semester.Validity: Assessment performed by College of Arts and Letters instructors.

For both the oral and written test, 80% of students must receive a grade of “A” or “B”. Students receiving “C” or “D” grades are given remedial training.

2. Students will be able to interact effectively in teams

Assessed in the fall and spring semesters in required course MGT 689.

Team performance questionnaires are administered.Sampling: Rubrics are completed for a sample of 30 studentsValidity: Objective online survey pretest/posttest analysis.

85% of the students get a grade of GOOD or better on the final project as measured by the rubric for this learning goal.

3. Students will be able to formulate and articulate plans to align business and IT.

Course-embedded analysis assignment in required course MIS 760 IT Strategy. Assessed in the fall or spring semester each year.

Sampling: Sample of MIS 760 students from all sections of course. Individual written/presentation assignment.

90% of students get a grade of GOOD or better on the final project as measured by the rubric for this learning goal.

4. Each student is able to analyze a complex organizational system and develop a creative integrated IT architecture that satisfies organizational goals.[Responsibility: Jeff Nickerson]ARCHIVED SEPTEBER 2015

Course-embedded design assignment in required course MIS 730 Integrating IS Technologies. Assessed in the fall and spring semester each year.

Sampling: Random samples of 30 MIS 730 students from fall and spring sections of course. Validity: A Panel of 2 or more MIS 730 instructors grade individual projects.

85% of students get a grade of GOOD or better as measured by the rubric for this learning goal

5. Each student is able to analyze a business situation and design an integrated process and data model to satisfy strategic organizational goals.[Responsibility: Ted Stohr]

Course-embedded design assignment in required course MIS 710 Process Innovation and Management

Sampling: Random samples of 30 MIS 710 students from fall and spring sections of course. Validity: A panel of 2 or more MIS 710 instructors grade a re-engineering Exercise.

85% of students get a grade of GOOD or better as measured by the rubric for this learning goal

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3. MSIS CURRICULUM ALIGNMENT MAP

Table 3: MSIS Curriculum Alignment Map – Goals 1 Through 5

Courses/exercises used in the assessment of each goal are shown in bold.

Goals/Required MSIS Courses

1. Students can communicate effectively in oral and written presentations.

2. Students can interact effectively in teams

3. Students can formulate and articulate plans to align business and IT strategy

4. Students can create an integrated IT architecture that satisfies technical and organizational constraints

5. Students can analyze a business situation and design an integrated process and data model to satisfy strategic organizational goals.

BUSINESS COREMGT 609Project Management FundamentalsFIN 615 Financial Decision MakingMGT 689 Organizational Behavior and DesignMSIS COREMIS 620 Analysis and Development of Info Systems[Ben Zvi]

Students present individually or in teams. Presentations are graded; optional individual critiques are provided.

Students work in teams to determine and specify system requirements.

Course focuses on determining the strategic needs of a business unit.

Students learn to analyze user requirements and specify a logical system design.

Students learn how to perform requirements analysis relating business needs to systems requirements.

MIS 630 Data Management[Morabito]

Students present both individually and in teams their solutions to weekly homework. There are also two major team projects that require presentations. Feedback is provided.

Students work in teams every week to provide a solution to a data project (e.g., data modeling, database, etc.).

Lectures relate data requirements to the strategy and structure of the firm – e.g., a Strategic Data Plan and an Enterprise Model are specifically discussed.

Students learn and apply data analysis and database design to organizational situations. This extends to an Enterprise Model.

Students learn how to develop a data model and database design to satisfy a business situation – almost every week. Also, there is a lecture on designing an integrated Enterprise model (org goals, data, and process) and Strategic Data Plan.

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MIS 699 Managing Emerging Information Technology[Linberg]

Students will present in teams. The presentations are graded and critiques are provided.

Students work in teams to analyze an emerging technology

Courses materials focus on how to use an emerging technology for the competitive advantage of the business.

Students learn how to deploy emerging technologies within the strategic and organizational constraints of a firm.

MIS 710 Process Innovation and Management[Stohr]

Student team presentations are graded; optional individual critiques are provided.

Students work in teams on two major projects; team self-evaluations are performed.

Students relate process design to strategy using the Balanced Score Card approach.

Students learn the fundamentals of process architecture, which, to a large extent, drives the IT hardware and software architecture.

ASSESSMENT: Course devoted to process design and organizational transformation. Individual reengineering homework is assessed.

MIS 730 Integrating IS Technologies[Nickerson]


Students work in teams on design projects that require multidisciplinary skills.

Lectures, homework and projects emphasize how IT architecture supports strategic goals.

ASSESSMENT: Course devoted to integrative systems projects presented via posters. Final exam is assessed.

Lectures, cases and exercises on IT architecture concepts provide the foundation for organizational transformation.

MIS 760 IT Strategy[Parfett]


Team project focused on the application of strategic planning analysis to a current Strategic IT issue.

ASSESSMENT: A written assignment that is focused on IT and business alignment as well as building a partnership with the business.

Lectures and cases show how the firm’s strategy can be translated into information infrastructure requirements.

The Strategic Analysis process that is learned and applied in MIS 760 supports this goal as well.

MSIS ELECTIVESMIS 635 Designing the Knowledge Organization [Morabito]

Students have several team presentations. Also, there is an individual, written final paper that is graded. Presentations are graded and critiques are provided.

Students work in teams throughout the semester to assess the knowledge characteristics of business situations and present organizational design solutions.

Lectures relate knowledge requirements to the strategy of the firm. Students design knowledge systems that include IT, people, K-processes, org structure, and the culture of the firm.

Major topics are presented within the context of knowledge characterizations, IT, and organizational architectures, including technical, cultural, and knowledge creating processes.

Students work in teams throughout the semester to assess the knowledge characteristics of business situations and design knowledge systems that include IT, people, K-processes, org structure, and the culture of the firm.

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MIS 636 Data Warehousing and Business Intelligence [Morabito]

Students have several team presentations. Also, there is an individual, written midterm (5 essays) that is graded and a final team project. Presentations are graded and critiques are provided.

Students work in teams throughout the semester to analyze data, database, and BI situations.

Lectures relate analytical requirements to the strategy of the firm. The final team project is the design of an end-to-end BI system for a major business domain of the organization.

Major topics are presented within the context of IT and organizational architectures, including analytical requirements, technical, organizational, and data aspects.

Students work in teams throughout the semester to assess analytical requirements and design a data, database, and BI solution. The final team project (the design of an end-to-end BI system) integrates BI with the processes and goals of the organization.

MIS 637 Knowledge Discovery in Databases [Morabito]


Students work in teams. Team self-evaluations are performed.

Major topics are presented within the context of data analytics, including technical and organizational aspects.

Students learn how to perform data analytics to support strategic firm objectives.

MIS 669 Analyzing and Leveraging Social Media Websites [Sakamoto]

Each student submits a written progress report and a final report of a course project. Each student also present the progress report and the final report to the class. The written and oral presentations are graded.


Lectures and assignments involve the use of social media technologies to make marketing and business decisions.

Students learn how to integrate information from multiple social media sources.

Students learn how to develop models and conduct predictive analytics.

BIA658Social network analytics [Mai]

Each student presents a selected academic paper to the class. Each student, as a member of a group, also presents a final project and submit a written report. The written and oral presentations are graded.

Students work in teams. Peer-evaluations are performed among teammates.

Lectures and assignments involve the use of social media technologies to make marketing and business decisions.

Students learn how to integrate information from multiple social media sources.

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MIS 712 BPM and Workflow Implementation [zur Muehlen]



Lectures and assignments involve the use of Business Process technology to advance a firm’s strategic objectives.

Major topics are presented within the context of business architecture, including technical, organizational, process, and data aspects.

Course is devoted to the technical support for Business Process Reengineering and Service transformation.

MIS 714 Service Innovation [zur Muehlen]


Students work in teams in-class.

Lectures and assignment relate the use of technology to the design of service organizations.

The design of services is discussed in both technical (SOA) and organizational (service economy) terms.

Business cases are presented and analyzed to illustrate the linkage between service strategy and its technological underpinnings.

BIA 660 Web Analytics[Lappas]

Final projects require students to either write a scientific report of an analysis answering a question relevant to science or business or present a demo of a web application

Students are given instruction on what makes for an effective team - group decision making, conflict management, effective team processes and

Class projects center around developing analytic plans for business strategy goals.

Students learn to develop an analytic system that addresses the needs of business.

In the projects the students learn to assess business needs and identify analyses that address those needs.

FIN 545Risk Management for Financial Cybersecurity[Rohmeyer

Final projects require students to write a report of an analysis answering a question relevant to the topic of cybersecurity risk Management for financial enterprises

Students are given instruction on effective team functions in the context of team assignments, including group decision-making, conflict management, effective team processes

Class assignments include developing plans for cyber security that align with IT and business strategy goals

Students learn to develop cyber security requirements that address the technical and organizational needs of the business

In assignments the students learn to assess business needs and identify cybersecurity requirements that address those needs.

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ETHICS

Students are aware of social responsibilities in a business environment and can reason about ethical issues in association with business and business decisions.

BUSINESS COREMGT 609Project Management Fundamentals

Assessment

MSIS COREMIS 710 Process Innovation and Management [Stohr]

Ethical implications of Business Process Reengineering and worker displacement are discussed.

MSIS ELECTIVESBIA 658[Mai]

Ethical implications surrounding privacy issues of mining and analyzing user data are discussed.

MIS 712 BPM and Workflow Implementation [zur Muehlen]

Ethical implications of process automation and worker displacement are discussed.

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4. MSIS LEARNING GOALS, OBJECTIVES AND RUBRICS

Table 4: MSIS Learning Goals, Objectives and Rubrics

MSIS - 1 Learning Goal, Objectives and Traits

GOAL Our students will communicate effectively in writing and oral presentations.

Objective 1: Students will be able to write effectivelyTraits

Trait 1: Logical flowTrait 2: Grammar and sentence structureTrait 3: Spelling and word choiceTrait 4: Development of ideas

Objective 2: Students will be able to deliver presentations effectivelyTraits

Trait 1: Organization and logicTrait 2: Voice and body languageTrait 3: Use of slides to enhance communicationTrait 4: Ability to answer questionsTrait 5: Content

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Table 4: MSIS Learning Goals, Objectives and Rubrics (continued)

MSIS GOAL - 1: RUBRIC 1

GOAL Our students will communicate effectively in writing and oral presentations.

Objective 1 Students will be able to write effectively

Trait Poor Good Excellent Score Value 0 5 10

Trait 1: Logical flow Unclear introduction or conclusion. Does not use a sequence of material to lead reader through the paper. Draws illogical conclusions

Develops ideas through effective use of paragraphs, transitions, opening & concluding statements. Generally well structured to suggest connection between sub-topics.

Maintains clear focus, uses structure to build the paper's conclusions. Presents analysis using sequence of ideas, clarity of flow and continuous voice or point of view.

Trait 2: Grammar and sentence structure

Frequently uses inappropriate grammar and incomplete or poorly structured sentences which interfere with comprehension.

Generally complies with standard English and grammar and sentence usage.

Sophisticated use of English language, using varied sentence structured, phrasing and cadence. Grammar is error-free

Trait 3: Spelling and word choice Frequent misspellings. Poor or limited choice of words for expression ideas.

Has proofread or checked spelling, and uses vocabulary correctly. Minor errors.

Demonstrates good use of words to support written expression of topic. Spelling is error-free.

Trait 4: Development of ideas Many unsupported statements offered. Uses flawed or unclear reasoning.

Most statements supported, ideas explained with examples and written with sufficient explanation.

Shows thoughtful reasoning and explores alternatives. Uses existing, supported ideas to develop well-formed, readable output.

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Table 4: MSIS Learning Goals, Objectives And Rubrics (continued)

MSIS GOAL - 1: RUBRIC 2

GOAL Our students will communicate effectively in written and oral presentations.Objective 2 Students can deliver presentations effectively.


Trait 1: Organization and logic Fails to introduce topic, no evidence of or poor logical flow of topic, does not manage time.

Prepares listeners for sequence and flow of topic. Loses place occasionally. Maintains pace, without need to rush.

Engages listeners with overview, guides listeners through connections between sections, uses time to good effect.

Trait 2: Voice and body language Cannot be heard well due to volume, mumbling, speed, rote delivery, heavily accented English. Turns away from audience or uses distracting gestures, such as scratching or tugging clothing.

Clear delivery with well-modulated voice and self-carriage.

Exemplary delivery, using voice and gestures as part of medium. Uses vocal and physical resources to aid in communicating topic.

Trait 3: Use of slides to enhance communications

Misspelled, too busy, too many slides for allotted time, poor use of graphics like charts.

Readable, containing reasonable amount of material per slide, good use of graphics or illustrations

Well written and designed, used as support to verbal content presentation.

Trait 4: Ability to answer questions

Does not answer questions that are asked

Responds to questions well and provides sufficient response

Responds convincingly and addresses all aspects of question. Knows own material thoroughly.

Trait 5: Content Does not satisfy assignment requirements. Misuses theory or selects poor examples.

Provides good analysis of subject, satisfying intent of assignment and demonstrating knowledge.

Shows evidence of strong research and highly competent use of analyses to reach conclusions and recommendations.

Criterion: Does not meet expectations: 0 – 20; Meets: 21-40 ; Exceeds: 41-50

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MSIS - 2: Learning Goal, Objectives and Traits

GOALInspire, motivate and lead teams and groups of technical professional and knowledge workers for maximum utilization of the organization’s human capital and continuous growth of its employees.

Objective 1: Adopt a personal development mindset / be able to systematically assess one's own team leadership skills and abilities

Traits Trait 1: Knowledge of individual difference factors impacting team leadership effectivenessTrait 2: Self-awarenessTrait 3: Personal development planningTrait 4: Behavioral improvement

Objective 2: Recognize determinants of team and interpersonal effectiveness within and across organizations

Traits

Trait 1:Understanding of concepts and constructs at individual, group and organizational levels of analysis

Trait 2: Diagnostic ability

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MSIS - 2 RUBRIC 1

GOAL 2 Inspire, motivate and lead teams and groups of technical professional and knowledge workers for maximum utilization of the organization’s human capital and continuous growth of its employees.

Objective 2 Recognize determinants of team and interpersonal effectiveness within and across organizations Trait Poor Good Excellent Score Value 0 5 10

Trait 1: Understanding of concepts and constructs at individual, group and organizational levels of analysis

Fails to convey a clear understanding of concepts and constructs

Demonstrate an accurate understanding of the concepts. Can draw upon appropriate research and literature to make points

Demonstrates a detailed understanding of constructs pertaining to interpersonal and team effectiveness. Recognizes relationship between ideas and approaches.

Trait 2: Diagnostic ability Fails to operationalize constructs in order to apply them. Reaches inaccurate or spurious conclusions

Effectively operationalizes constructs and applies them in order to analyze problems and draw conclusions about team and leader effectiveness. Develops realistic recommendations that are logically derived from analyses

Offers highly sophisticated analyses of issues pertaining to team and leader effectiveness. Consistently develops recommendations that go beyond the obvious, thereby conveying exceptional expertise with regard to managing people and relationships.


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MSIS Learning Goal - 3: Objectives and Traits

GOAL 3 Students can formulate and articulate plans to align business and IT

Objective 1: Students recognize the role of the CIO as a corporate executive and the IT organization as a contributor to the strategic direction of the firm.

Traits

Trait 1: The student learns to think strategically beyond the IT function alone

Trait 2: The student understands how to develops an IT strategy that aligns with the business strategy

Trait 3: The student demonstrates creative and innovative thinking

Trait 4: The student articulates the way in which technology enables business strategy

Trait 5: The student demonstrates how they would forge a partnership with the business

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MSIS LEARNING GOAL - 3: RUBRIC 1

GOAL Students can formulate and articulate plans to align business and IT

Objective 1 Students recognize the role of the CIO as a corporate executive and the IT organization as a contributor to the strategic direction of the firm.


Trait 1: The student learns to think strategically beyond the IT function alone

Focus remains on IT alone Alignment between business and IT is articulated

Innovative ideas are brought forth

Trait 2: The student understands how to develop an IT strategy that aligns with the business

The strategy is poor, incremental change

The strategy clearly shows a relationship between IT and business

The strategy goes beyond commonplace thinking and demonstrates insight into the future of the firm

Trait 3: The student demonstrates creative and innovative thinking

Thinking is incremental Some elements of the analysis process show radical change

The recommended strategies present a clear opportunity for competitive advantage

Trait 4: The student articulates the way in which technology enables business strategy

Relationship between IT and business strategy is not clear

Clear link between IT an business strategy is shown

The alignment of IT & business through strategy will provide competitive advantage.

Trait 5: The student demonstrates how they would forge a partnership with the business

Doesn’t show a real understanding of how to build a partnership

Shows a good elements of how to build a partnership

Demonstrates how they would build a true partnership with the business

Criterion: Does not meet expectations: 0 – 15; Meets: 15-20; Exceeds: 20-30

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MSIS Learning Goal - 4: Objectives and Traits ARCHIEVED SEPTEMBER 2015

Objective 1: Starting from a broad problem, students develop a specific problem scenario

Traits Trait 1: The scenario is consistent with the broad problem definitionTrait 2: The scenario is specific, detailing actors, systems, and the messages between themTrait 3: The scenario represents the core of the broadly defined problem

Objective 2: Students develop viable designs

Traits Trait 1: The design is communicated wellTrait 2: The design fulfills the problem constraintsTrait 3: Alternative designs are generated, and compared against each otherTrait 4: The design demonstrates a holistic grasp of both the technical and social aspects of the

proposed system

Trait 5: The design is strong

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MSIS LEARNING GOAL - 4: RUBRIC 1 ARCHIEVED SEPTEMBER 2015

GOAL Each student can analyze a complex organizational system and develop an integrated IT Architecture that satisfies organizational goals.

Objective 1 Starting from a broad problem, students develop a specific problem scenario Trait Poor Good Excellent Score Value 0 5 10

Trait 1: The scenario is consistent with the broad problem definition

There is no link to the problem.

There is an apparent link. There is a strong link.

Trait 2: The scenario is specific, detailing actors, systems, and the messages between them

The scenario is just a restatement of the problem

There is additional detail in the scenario.

There is a strong specific example used

Trait 3: The scenario represents the core of the broadly defined problem

The scenario is trivial It is a situation worthy of solution

It gets to the heart of the matter.


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MSIS LEARNING GOAL - 4: RUBRIC 2 ARCHIEVED SEPTEMBER 2015

GOAL Each student can analyze a complex organizational system and develop an integrated IT Architecture that satisfies organizational goals.

Objective 2 Students develop viable designs Trait Poor Good Excellent Score Value 0 5 10

Trait 1: The design is communicated well Diagram conventions are ignored

The idea can be understood The idea is very clear

Trait 2: The design fulfills the problem constraints

The constraints are ignored The design is arguably within the constraints

The design is clearly within the constraints

Trait 3: Alternative designs are generated, and compared against each other

No alternatives Several similar alternatives Several quite different alternatives

Trait 4: The design demonstrates a holistic grasp of both the technical and social aspects of the proposed system

People or technology are ignored

Both are considered Their interaction is clear

Trait 5: The design is strong The design is trivial or confused

The design is solid The design is innovative or thought-provoking


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MSIS Learning Goal - 5: Objectives and Traits

GOAL Each student can analyze a business situation and design an integrated process and data model to satisfy strategic organizational goals

Objective 1: Students can recognize strategic organizational goals and develop process goals that satisfy one or more strategic goals

Traits

Trait 1: Given an organizational problem statement, the student recognizes appropriate strategic goal(s)Trait 2: Develops process goals that are relevant to the strategic goal(s)Trait 3: Provides sound rationale explaining the linkage between the strategic goal and the process goals

Objective 2: The student is able to design a sound "to be" or "should" process map

Traits Trait 1: Uses a formal methodTrait 2: The process map is syntactically correctTrait 3: Given the process goals, the process map is semantically correctTrait 4: Student correctly identifies the organizational entities that are involvedTrait 5: Correctly identifies the system and technical entities that are needed to support the process

Objective 3: The student can apply process improvement (reengineering) principles to achieve process goalsTraits

Trait 1:Explicitly identifies one or more process improvement (reengineering) principles (or invents their own principle)

Trait 2: Applies the reengineering principles correctly

Objective 4: The student can identify and design the data that is consumed and created by the process

Traits Trait 1: Uses formal methodTrait 2: Student can develop a correct data model (e.g., an entity relationship map)Trait 3: The data model is syntactically correctTrait 4: Given the process requirements, the data model is semantically correctTrait 5: The data model is appropriately linked to the process

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GOAL 5 Each student can analyze a business situation and design an integrated process and data model to satisfy strategic organizational goals (MIS 620, 630 and 710)

Objective 1 Students can recognize strategic organizational goals and develop process goals that satisfy one or more strategic goals


Trait 1: Given an organizational problem statement, the student recognizes the appropriate strategic organizational goal(s)

Does not mention strategy Identifies an organizational strategy that is relevant to the process

Identifies one or more appropriate organizational

Trait 2: Develops process goals that are relevant to the strategic goal(s)

Does not mention process goals

Develops at least one process goal

Develops several process goals that are relevant to organization

Trait 3: Presents a sound rationale explaining the linkage between the strategic goal and the process goals

Does not mention strategy Identifies strategy relevant to process

Develops a convincing argument linking to strategic goals


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MSIS LEARNING GOAL - 5: RUBRIC 2GOAL 5 Each student can analyze a business situation and design an integrated process and data model to satisfy strategic organizational goals

Objective 2 The student is able to design a sound "to be" or "should" process map

Trait Poor Good Excellent Score

Value 0 5 10 Trait 1: Uses a formal method Does not use a formal

methodUses a formal representation Uses formal representation

correctly

Trait 2: The process map is syntactically correct

No process map Process map is correctly drawn Process map uses correct semantics

Trait 4: Student correctly identifies the organizational entities that are involved

Does not identify organizational entities

Correctly identifies organizational entities

Correctly analyzes organizational changes

Trait 5: Correctly identifies the system and technical entities that are needed to support the process

Does not identify system and technical entities

Identifies system and technical entities

Correctly specifies system and technical entities.


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GOAL 5 Each student can analyze a business situation and design an integrated process and data model to satisfy strategic organizational goals (MIS 620, 630 and 710)

Objective 3 The student can apply process improvement (reengineering) principles to achieve process goals


Trait 1: Explicitly identifies one or more process improvement (reengineering) principles (or invents their own principle)

Does not identify any reengineering principles.

Correctly identifies one or more reengineering principles

Develops a new principle for process improvement

Trait 2: Applies the reengineering principles correctly

Does not relate identified principles to process design

Relates identified principles to process design

Exploits principles to achieve a major process improvement


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GOAL 5 Each student can analyze a business situation and design an integrated process and data model to satisfy strategic organizational goals Objective 4 The student can identify and design the data that is consumed and created by the process


Trait 2: Student can develop a correct data model (e.g., an entity relationship map)

No data model Uses a formal representation Uses formal representation correctly

Trait 3: The data model is syntactically and semantically correct

Data model is developed Data model is syntactically correct

Data model is syntactically and semantically correct

Trait 4: The data model is appropriately linked to the process

The data model is not linked to the process

Data model is correctly linked to process

Organizational linkages to data are specified

Criterion: Does not meet expectations: 0 – 25; Meets: 26-40; Exceeds: 40-50

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5. RESULTS OF AACSB LEARNING GOAL ASSESSMENTS

The results of the initial learning goal assessments carried out to date are included below.

Explanation

Each learning goal has a number of learning objectives and performance on each objective is measured using a rubric that in turn contains a number of desired “traits”. Students are scored individually on each trait.

The grading sheets for each student are used to develop a Summary Results Sheet for each learning goal objective. A selection of these Summaries is included below.

The first table in the Summary Results Sheet for a learning objective and trait gives the counts of students falling in each of the three categories:

- Does not meet expectations- Meets expectations- Exceeds expectations

The right-hand column in the table is used to record the average score of the students on each trait. This table provides an indication of the relative performance of students on each trait.

The second table on each sheet provides the counts of students who fall in each of the above three categories for the overall learning objective.

The person doing the assessment provides explanatory comments and recommendations on the bottom of the Results Summary Sheet. The recommendations suggest content or pedagogy changes for the next time the course is given.

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Howe School of Technology Management

RESULTS OF AACSB LEARNING GOAL ASSESSMENT

PROGRAM: MSIS (Master of Science in Information Systems)

LEARNING GOAL #1: Our students will be effective communicators.

LEARNING OBJECTIVE # 2: Students will be able to deliver presentations effectively.

ASSESSMENT DATE: ASSESSOR:

NO. OF STUDENTS TESTED: COURSE:

Number of StudentsLearning Goal Traits Not Meet

ExpectationsMeet Expectations

Exceed Expectations

Avg. Grade on Trait

1: Organization and logic2: Voice and body language3: Use of slides to enhance communication 4: Ability to answer questions 5: Content Average Grade (Maximum 10)

Total Students by Category(Based on Average score across all traits)

Not meet expectations

Meet Expectations

Exceed Expectations

COMMENTS:

REMEDIAL ACTIONS:

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