ࡱ> CEB xbjbj 2hh5B11111EEE8}TEacccccc$|111^^^X11a^a^^UEXM0,p1p^^ : IDENTIFICATION OF ASSESSMENT EXEMPLARS (School of Business and Public Administration) purpose: The WASC Academic Quality team would like to highlight specific examples of excellence in assessment and the use of evidence to improve academic quality in the AQ essay for our self-study. Directions: We ask each school or college to identify three to five assessment activities, results of which contributed produced a change in degree programs, teaching methods or pedagogy. The AQ team suggests that the units AAC and/or faculty generate a list of recommendations, and then agree on 3-5 to present. Once the assessment activities have been identified, we ask the Dean/Ex. Director to identify activities that are outstanding examples of using assessment to improve academic quality. Please provide the list of 3-5 in the table below. An example is provided for your assistance. ASSESSMENT ACTIVITYPROGRAM SUMMARY OF OUTCOMES AND CHANGESPre- and Post-Test assessments conducted in BA110 in Fall 2007 and Spring 2008Bachelor of Business Administration (BBA) Assessment results show improvement of students economic and personal financial literacy over the semester, thus narrowing the gap between their Post-test average and the benchmark average based on the same survey conducted in the mainland. No course changes made as more data is gathered but possible changes are being considered including the following: (1) possibility of splitting the BA110 course into two courses; (2) encouraging students exposure to economics prior to college (e.g., taking an economics subject in high school, offering a workshop/summer program on economics to high school students, offering an economic speaker series for high school students; and pursuing grant opportunities to fund these and similar programs) An assessment instrument, The Minute Paper, was used in BA200 in the Summer, 2008Bachelor of Business Administration (BBA) and Bachelor of Business Administration in Accounting (BBAA)Assessment results identified students learning based on the course objectives. Instrument was used to adjust teaching methods used in this classroom when applicable. Survey of the Business Community through the Chambers of Commerce: What employers expect from accounting graduates of UOG. Receipt of communication from the Guam Board of Accountancy on insufficiency of existing Accounting Concentration to prepare students for the Accounting profession.Bachelor of Business Administration in Accounting (BBAA)Results of survey were interpreted by an accounting faculty. Faculty used these results to change accounting program from concentration major to degree program major in Academic Year 2006-2007. Results of the communication were interpreted by accounting faculty, which them were used to change accounting program from Concentration to degree program major in Academic Year 2006-2007Pre-and Post-Test assessments conducted in BA341 in Spring 2008 Bachelor of Business Administration (BBA)Overall, assessment results show improvement of students global awareness over the semester. Further discussion must take place regarding the surprisingly similar behavior of Guam student respondents to survey results from Alfred University in rural NY and in PA. For example, given Guams location and economic size, one would expect Guam residents to have greater familiarity with the Asian region than do NY/PA residents and to be more globally aware. The assessment results do not support these expectations. This speculation is consistent with how BBA seniors performed in the international business portion of a comprehensive business exam given in Spring 2008. Future discussion must address if this issue is valid and, if so, identify ways to improve our students global awareness (e.g., by offering more international student trips, expanding UOGs student/faculty exchange program). The results might reflect UOGs regional focus (i.e., the Western Pacific region) but we have to make sure that this regional focus is achieved without a sacrifice of a larger, more global perspective.     9/06/2008 DUE TO DEE on or before Sept 16, 2008 '(UVWX_` ) w x     ( . / 1 2 !#$A^_g.45689;~~~vrvrh?jh?UhCJaJhO!CJaJh!VCJaJhCBUCJaJhBufCJaJ hg5hghgCJaJhg5CJaJhg5:CJaJhhhg5CJaJh5CJaJhh5CJaJhCJaJhgCJaJ,'(WX w x d $If $$Ifa$$a$  / 0 1 I<333 $IfgdBuf & F$IfgdCBUkd$$IflF 3p  t0,46    44 lapyt:#1 2 3 4 5 6 7 8 9 : !"# $Ifgd6 $IfgdBuf #$xnaULLL $Ifgd? $$Ifa$gd? & F$Ifgd?kd$$IflF 3p t0,46    44 layt:#fnaTTH?? $Ifgd? $$Ifa$gd? $If^gdCBU & F$Ifgd?kd$$IflF 3p t0,46    44 layt:#fgnaTTTTTTT $If^gd!V & F$Ifgd?kdo$$IflF 3p t0,46    44 layt? / $Ifgd? $Ifgd!V $If^gd!V /0123naUL $Ifgd? $$Ifa$gd? $If^gd!Vkd$$IflF 3p t0,46    44 layt:#34578:;=>@Auniggggggggegdkd$$IflF 3p t0,46    44 layt:# ;<>?AvwxhgCJaJhgh?jh?Uuvwxgd}+p8,p8-p8.p81h0/R 48586878:p= /!"#$% $$If!vh55p5#v#vp#v:V l  t0,4655p5/ pyt:#$$If!vh55p5#v#vp#v:V l t0,46,55p5yt:#$$If!vh55p5#v#vp#v:V l t0,46,55p5yt:#$$If!vh55p5#v#vp#v:V l t0,4655p5yt?$$If!vh55p5#v#vp#v:V l t0,4655p5yt:#$$If!vh55p5#v#vp#v:V l t0,4655p5yt:#^ 666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH @`@ NormalCJ_HaJmH sH tH DA D Default Paragraph FontVi@V 0 Table Normal :V 44 la (k ( 0No List 44 Header  !4 @4 Footer  !PK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! 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