1. What do our students know? A complete cycle of assessment: the common learning outcomes we hold for our UG students: Round III, 2010 - 2011

2. What do we want our UG students to know? Learning Outcome Cycle #1 Assessed in... Cycle #2 Assessed in... Cycle #3 Assessed in... Communication Skills Oral 2004-2005Fall 2008Fall 2010 Written 2005-2006Spring 2009Fall 2010 Critical Thinking Skills 2006-2007Fall 2009Fall 2010 Ethical Reasoning Skills 2007-2008Spring 2010Fall 2011 Global Perspective NA – Outcome new in 2009Spring 2010Spring 2011 Essential Business Knowledge Annually

3. What do our UG students know? ORAL COMMUNICATION SKILLS Assessed in Fall 2010 from planned presentations in capstone courses across departments. Assessed using the CBA Oral Communication Rubric (Exceeds, Meets, Below Expectations). Rubric rates on five criteria: Organization Voice Quality & Pace Mannerisms & Body Language Professionalism & Appearance Rapport with Audience & Use of Media

4. The student will communicate effectively with individuals, teams, and large groups – focus: oral communication.

5. Below ExpectationsMeets ExpectationsExceeds ExpectationsPOINTS Organization No opening and/or closing statements or irrelevant opening/closing statements. Loses focus more than once. Does not manage time effectively. No logical sequence of information. Mechanistic. Offers some type of opening and closing statements. Follows logical sequence but structure could be better. May need more elaboration on one or more points. Adequate time management, but could be stronger. Clear opening and closing statements. Catches audience’s interest, provides overview/conclusion. Follows logical sequence, stays focused, good explanations. Effective time management and strong transitions. Strong mental take away for audience. ________ Voice Quality & Pace Mumbles, mispronounces words, grammatical errors, “umms”. Difficult to understand. Speaks too quietly or too loudly. Speaks too fast or too slow. Loses train of thought, tentative. Lacks enthusiasm. Easily understood. Speaks loud enough to be heard and at appropriate pace. Some awkward pauses or halting delivery but mostly clear and natural. Could display greater enthusiasm, seem more genuinely interested in own presentation. Enthusiastic and engaging. Speaks clearly and loudly enough at a comfortable pace. Exudes confidence and interest. No grammatical or pronunciation errors. Presentation appears conversational, extemporaneous, and natural. ________ Mannerisms & Body Language Demonstrates distracting mannerisms which may include bad posture, shifting feet, too much or too little hand movement. Body language reveals reluctance to interact with audience. Seems fearful/very nervous. No significantly distracting mannerisms. Acceptable posture. Body language mostly demonstrates comfort in interacting with audience but occasional instances of discomfort may be communicated. Seems natural for the most part. Body language used effectively to maintain audience’s interest. Body language reflects presenter’s reaction to, and empathy with, the audience. Gestures match verbal content, are comfortable and relaxed, seem spontaneous. ________ Professionalism & Appearance Does not meet minimum requirements for business dress. Makes excuses for aspects of the presentation. Inappropriate word choice for audience. Inappropriately informal. Meets minimum standards for business dress and appearance. Generally treats audience professionally, acceptable word choice (no slang). May seem to lack confidence at times. Reasonably credible. Dressed appropriately. Appearance engenders respect and credibility. Treats audience professionally. Speaker appears confident and has good command of the topic. ________ Rapport with Audience & Use of Media Does not connect with audience. Little to no eye contact. Reads. Relies heavily on slides and/or notes. Attempts to cover too many slides or lingers too long on too few slides. Tries to maintain eye contact most of the time but instances may be fleeting in length. Scans the room. Some reliance on notes or slides. Genuinely connects with audience. Maintains eye contact throughout. Visuals (slides, etc.) effortlessly enhance speech. ________ Updated January 2009 Credits: This document borrows from the SPEAKS Rubric from CSU-Fullerton Business Communication Program and the CSU-Chico, College of Business Oral Communication Rubric. CBA Rubric, used 2008 & 2010

6. What do our UG students know? WRITTEN COMMUNICATION SKILLS Assessed using the Writing Proficiency Assessment (WPA). WPA is assessed on a 12 point scale where 10-12 Exceeds Expectations, 8-9 Meets Expectations, Below 8 falls Below Expectations; Scale equates to the CBA Written Communication Rubric. Assessed on six criteria: ContentOrganization AudienceStyle MechanicsReferencing

7. The student will use clear and concise communication in the written form

8. What do our UG students know? CRITICAL THINKING SKILLS Assessed using essay questions from final exam in MGT 405, the college-wide capstone course. Assessed using a 4 point rubric (Below Expectations, Approaches Expectations, Meets Expectations, Exceeds Expectations). Assessed on five criteria: Understands Question/Issue Knowledge of facts & use of data to illustrate position Understands & applies concepts & frameworks Thinks strategically Arrives at logical conclusions

9. Critical Thinking Skills

10. What do our UG students know? ETHICAL REASONING SKILLS Assessed using embedded questions on final in BA 300 – Ethical Decision Making in Business SLO #1: Explain the various ethical dimensions of business decision making. (3 Qs) SLO #2: Explain the role of various affected parties in business decision-making. (3 Qs) SLO #3: Asses the ethics of decision alternatives using different ethical decision rules. (3 Qs) SLO #4: apply ethical decision-making rules and concepts. (3 Qs)

11. Ethical Reasoning Skills

12. What do our UG students know? GLOBAL PERSPECTIVE Assessed using responses to a final exam essay question in MGT 405 (college-wide capstone course) SLO #1: Identify and describe the impact of the global economy on business decisions. SLO #2: Explain and apply a global perspective in making business decisions.

13. Global Perspective

14. What do our UG students know? ESSENTIAL BUSINESS KNOWLEDGE Assessed via the Business Assessment Test (BAT) – 80 Multiple Choice Qs Administered across the CSU system Given in MGT 405, the college-wide capstone course Traditionally Assesses: Accounting, Business Law, Economics, Finance, Info Systems, Management, Marketing, Statistics Substantially revised in 2010 Additional topics added: Ethics, Global, Operations

15. SDSU Longitudinal Comparisons 2008 & after: scores used adjusted scoring that removed 22 items of questionable validity 2011: substantial revision of test renders longitudinal comparison less valid

16. SDSU Subject Area Results Percent of questions answered correctly within each subject area AllMajors Accounting50.269.1 Economics48.0 Ethics93.3 Finance59.777.3 Information Systems54.781.8 Global/International42.345.0 Law42.3 Management75.278.0 Marketing66.072.9 Operations61.2 Statistics58.0

17. SDSU Longitudinal Comparisons

18. What do our students know? Summary Communication Skills Our students are reasonably good oral communicators Most students are fair writers but a segment are weak Critical Thinking Skills Our students are fair critical thinkers Ethical Reasoning Skills Our students have good ethical reasoning skills Global Perspective Most students have moderate global perspectives but a segment are weak Essential Business Knowledge Our students vary by discipline on knowledge of essential business principles but are generally stronger than the CSU avg