Assessing an Online Capstone Course: Finding Ways to Measure Significant Learning Outcomes Ted Takamura, PhD, CPA, CFE, CGMA Eastern Oregon University Business Faculty Gresham, Oregon IACBE International Conference April 14-17, 2015

Integration of Disciplines ENVIRONMENT COMPETITORSCUSTOMERS HISTORY Culture Communication Context Core

PURPOSE OF EDUCATION Good courses are courses that… Challenge students to significant learning. Use active forms of learning. Have teachers who care –about the subject, their students, and about teaching and learning. Have teachers who interact well with students. Have a good system of feedback, assessment, and grading. --L. Dee Fink (2003, p. 28)

CORE COMPETENCIES Principles of Marketing Principles of Management Information Management Ethics and Society Principles of Finance Operations Management Capstone

FORMULATING SIGNIFICANT LEARNING GOALS Four areas of integration for assessment are: Culture Communication Context Core Values

FORMULATING SIGNIFICANT LEARNING GOALS Culture Organizational Learning Change and Adaptation Identity

FORMULATING SIGNIFICANT LEARNING GOALS Communication Common Language Goal(s) Purpose

FORMULATING SIGNIFICANT LEARNING GOALS Context Resources Skill Set(s) Time = Learning Curve

FORMULATING SIGNIFICANT LEARNING GOALS Core Values Knowledge Problem solving Application

Integration of Disciplines ENVIRONMENT COMPETITORSCUSTOMERS HISTORY Culture Communication Context Core

Summary Have a good system of assessment. Put it all together. Measure it. Get results.

QUESTIONS FOR AUDIENCE Have you experienced a connection with your online students? Can you give us an example of a consistent method of connecting early in the course? Do most of your students successfully complete their capstone course? What might you attribute this success to?

Questions or Comments

References Angelo, T. & Cross, P. (1993). Classroom assessment techniques: A handbook for college teachers (2 nd ed.). San Francisco: Jossey-Bass. Baxter Magolda, M.B. (2001). Making their own way. Sterling, VA: Stylus. Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books. Boud, D., Keogh, R. & Walker, D. (1985). Reflection: Turning experience into learning. London: Kogan Page. Boyd, E. and Fales, A. (1983). Reflective learning: Key to learning experience. Journal of Humanistic Psychology, 23(2), Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

References Buckman, K. (2007, Fall). What counts as assessment in the 21 st century? Thought & Action, Gardiner, L. (1998. Spring). Why we must change: The research evidence. Thought & Action, Holly, M.L. (1984). Keeping a personal/professional journal. Victoria: Deakin University Press. Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press. King, P. and Kitchener, K. (1994). Developing reflective judgement. San Francisco: Jossey-Bass. McDrury, J. & Alterio, M., (2003) Learning through storytelling in higher education: Using reflection & experience to improve learning. Sterling: Kogan Sage.

References Moon, J. (1999). Reflection in learning and professional development, London: Kogan Page Limited. Palomba, A. & Banta, T. (1999) Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco: Jossey-Bass. Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Teachers College Press. Schon, D. (1987). Educating the reflective practitioner. New York: Jossey- Bass. Wolcott, S. K. (1999). Developing and assessing critical thinking and life-long learning skills through student self-evaluations. Assessment Update, 11(4), 4-5, 16.

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