Assurance of Learning Assessment | Leon Hess Business School

This submission portal is utilized by the Assurance of Learning Committee to collect assessment data from the LHBS faculty. Please make sure to attach both the rubric and the completed Assurance of Learning Instruction form.

Note: If you are assessing multiple Student Learning Outcomes (SLOs), please complete a separate assessment data collection form for each SLO.

Assessment Data Collection Form

Step 1 of 8

12%

Assessment Term(Required)

Program Level(Required)

Student Learning Objective (SLO)(Required)

Course Code and Section(Required)

Artifact Used(Required)

If you choose "Other" for artifact used, please describe below.

What are the observable deficiencies in students' performance?

What are your recommendations in order to address the identified deficiencies?

Faculty Name(Required)

Department(Required)

Attach your Rubric (Excel file).(Required)

Drop files here or

Max. file size: 200 MB.

SECTION 2: The following section (Steps 3 through 8) is designated for documenting Closing the Loop actions implemented in Fall 2024 courses to address deficiencies identified in the Measure 1 assessment data. Please complete only the section that corresponds to the Learning Objective (LO) you selected in Step 1.

SECTION 3: BSBA Written Communication closing of the loop actions implemented in class.

Require students to use the University Writing Services to help them craft effective introductions and conclusions and organize their ideas coherently. Instructors receive confirmation of student attendance at offered sessions.

Invite a qualified librarian to speak to students about the various library databases and resources available. Faculty can schedule a Research Instruction session at Access to Library

Share and review the rubric with students to provide clarity on what is required from the assignment.

Other

BSBA Written Communcation: If your response is "Other", please describe the loop closure actions you implemented in your course below.

BSBA Written Communication Artifact Used

BSBA Written Communcation: If you choose "Other" for artifact used, please describe below.

SECTION 4: BSBA Oral Communication closing of the loop actions implemented in class.

Share oral communication rubrics with students ahead of time so that they are aware of the evaluation criteria and can better prepare.

Have groups/students present on a previous class day so that feedback can be shared on their presentations before other students present.

Leverage Technology: Ask students to post a preliminary video or rehearse on e-campus to prepare for their final presentation or utilize PowerPoint’s coaching tool to help students improve their presentation skills. Request students to submit the PowerPoint Rehearsal Report (https://www.youtube.com/watch?v=FuIgDcUl4lc).

Organize group discussions to explore the most effective strategies and common mistakes in delivering presentations. Give students examples of successful and unsuccessful presentations to analyze and learn from.

Require student evaluations of presentations given by their peers to improve audience attention and provide instant feedback by peers.

Other

BSBA Oral Communcation: If your response is "Other", please describe the loop closure actions you implemented in your course below.

BSBA Oral Communication Artifact Used

BSBA Oral Communcation: If you choose "Other" for artifact used, please describe below.

SECTION 5: BSBA Ethical Principles closing of the loop actions implemented in class.

Role-playing exercises to mimic real-life ethical dilemmas. This experiential learning approach helps students practice making tough decisions in a controlled environment.

Class discussions/debates on contemporary ethical issues in business, encouraging students to articulate and defend their positions.

Ethical case studies that are specific to each discipline. For instance, discuss ethical dilemmas in marketing strategies, financial reporting, supply chain management, and leadership.

Other

BSBA Ethical Principles: If your response is "Other", please describe the loop closure actions you implemented in your course below.

BSBA Global/International Issues Artifact Used

BSBA Ethical Principles: If you choose "Other" for artifact used, please describe below.

SECTION 6: BSBA Global/International Issues closing of the loop actions implemented in class.

Invite guest speakers from different countries and cultural backgrounds to share their insights and experiences with students.

Highlight cultural differences in business settings and help students develop a strategic mindset by integrating cultural awareness into decision-making processes.

Faculty can ask students to select a current international event (within the last six months) that interests them. Students will analyze the potential and actual impacts of the event on businesses, considering factors such as market reactions, supply chain disruptions, regulatory changes, economic implications, etc.

Use international business cases, simulations, or projects to immerse students in realistic global business scenarios and assess their ability to make strategic decisions in a global context.

The PESTEL framework can be effectively applied to enhance global awareness and assess global issues by providing a structured approach to analyze the various macro-environmental factors.

Other

BSBA Global/International Issues: If your response is "Other", please describe the loop closure actions you implemented in your course below.

BSBA Global/International Issues Artifact Used

BSBA Global/International Issues: If you choose "Other" for artifact used, please describe below.

SECTION 7: BSBA Analytical and Critical Thinking closing of the loop actions implemented in class.

Assignments that require both data analysis and presentation of findings. Stress interpretation of data analysis and focus on role data analytics play in decision making.

Discuss both quantitative and qualitative analysis.

Include real-world business problems to help students improve their ability to analyze data, identify key issues, and propose viable solutions.

Assign projects that require integrating knowledge from various business disciplines (e.g., accounting, marketing, management, and finance).

Other

BSBA Analytical and Critical Thinking Artifact Used

BSBA Analytical and Critical Thinking: If you choose "Other" for artifact used, please describe below.

SECTION 8: MBA Business Analysis closing of the loop actions implemented in class.

Incorporate case studies and project-based learning that require strategic analysis and decision-making. Students will be adept at identifying strategic issues, formulating strategies, and implementing solutions in business environments.

Review both qualitative and quantitative analyses at the beginning of the semester. Stress the integration and interpretation of both quantitative and qualitative analysis in the decision-making process.

Ask students to discuss the topic with the Professor, then develop a clear outline, and submit references for feedback before they start working on the case analysis.

Other

MBA Business Analysis Artifact Used

MBA Business Analysis: If you choose "Other" for artifact used, please describe below.

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