CASAA Guiding Question 1. Describe how your academic unit’s mission statement and goals flow from and contribute to the University’s mission statement.
The mission of the
The mission the
is the commitment to search for truth and understanding through scholastic
endeavor. The University seeks to enhance and share knowledge, to preserve and
promote the intellectual content of society, and to educate people for critical
thought. The University provides learning experiences that enable students to
synthesize knowledge, communicate effectively, use knowledge and technology
with intelligence and responsibility, and act creatively within their own and other
The University strives for excellence in all its endeavors. Educational opportunities
encompass the liberal arts, basic and applied sciences, selected professions,
and vocational/ technical preparation. These opportunities are founded in a strong
program of general education and are fulfilled through contemporary disciplinary
curricula, certification programs, and vocational/technical education or workforce
training. The University assures opportunities in higher education for both
traditional and non-traditional students and strives to provide an environment that
fosters individual achievement and personal development.
1. Offering quality educational opportunities in the form of master’s, baccalaureate,
and associate degree preparation, as well as certification in a variety of
vocational/technical programs, or workforce training;
2. Offering a well-rounded program of general education designed to broaden
and enrich students’ awareness of the world around them;
3. Providing contemporary curricula which prepare students for careers in
selected fields, for personal development, and for meeting societal needs;
4. Strengthening students’ capabilities as thoughtful contributors to society by
encouraging them to take personal responsibility and seeking the benefits of lifelong
5. Providing support programs which increase the probability of success for
those students needing additional academic preparation to meet college standards;
6. Assisting students in developing interpersonal skills needed by responsible
and productive members of society;
7. Providing viable programs of public service, continuing education in selected
areas, and cooperative programs with other educational institutions;
8. Promoting research programs which strengthen the institution and contribute
new information to the existing body of knowledge and the extension of
knowledge to serve the public;
9. Providing cultural and aesthetic experiences that will serve to enhance
appreciation of the arts;
10. Maintaining regional and national recognition of the institution and its
academic and technical programs by continuing to meet the standards of accrediting
bodies, available but yet to be achieved; and
11. Preparing students to live and work in a technological and global society.
The mission of the UAM School of Business is as follows:
1. The mission of the
needs of business
2. Teaching and
3. The School of Business faculty are also dedicated to providing service to the University, the profession, and the community; and they are actively engaged in scholarship that strengthens classroom instruction and assists the business community and the profession.
4. The School of Business is firmly committed to continuous improvement in all three areas: teaching, service, and scholarship.
5. The programs in Accounting and Business Administration
share the common goal of preparing
The goals and objectives of the
vocational/technical programs, or workforce training;
The BBA requires, as part of the degree requirement, the completion of the general education requirements to broaden and enrich students’ awareness of the world around them.
The BBA in Accounting and in Business Administration each
consist of traditional based curricula in the functional areas of business
administration. These curricula have a
time tested value in preparing
Faculty are available during regular office hours (minimum of 10 posted hours per week) and at all preadvising and post-advising periods as well as at significant drop and add days.
The primary source of this portion of UAM’s mission is
done by individual faculty members in the classroom and during office hours
School of Business
knowledge to serve the public;
Faculty members have published and continue to publish in various academic journals in their chosen fields of study. Various presentations have been made at professional meetings and conferences.
bodies, available but yet to be achieved;
Our course content is designed for the purpose of
CASAA Guiding Question 2. Describe how the major field assessments are based on the mission and goals of the academic unit.
The current status of assessment in the
CASAA Guiding Question 3. Describe how data being gathered is being used to assess your unit’s progress. The primary data has been collected in the Capstone Course (MGMT 4653 STRATEGIC MANAGEMENT) which is traditionally offered in the Management area of business programs. See APPENDIX A. Data is collected with a pre-test and a post-test to determine the following:
Prior years were spent accumulating sufficient data to be able to obtain statistically significant data. We have now arrived at that point in the spring 05 semester. The discussion of a new program of assessment for additional classes in the functional areas has begun and, if approved, will begin during the 05-06 AY.
CASAA Guiding Question 4. Describe how faculty is involved in your unit’s assessment process. At present, the faculty involvement has been rather minimal. Dr. Patterson is the instructor in the capstone course, MGMT 4653 STRATEGIC MANAGEMENT. The examinations are administered in his course and he does that analytic work on the data obtained. It is anticipated that additional faculty will become involved if the new process is implemented.
CASAA Guiding Question 5. Describe multiple measures used in making programmatic changes.
This question does not appear to apply to our process.
CASAA Guiding Question 6. Omitted from list of Guiding Questions
CASAA Guiding Question 7.
Describe feedback from both
Feedback has been nominal to nonexistent. The dean has expressed a need to expand to additional classes.
CASAA Guiding Question 8. Describe how the unit plan is cost effective and reflects access, equity, and diversity.
The current situation is very cost effective. It costs nothing except donated time from Dr. Patterson.
CASAA Guiding Question 9.
Describe how your unit assessment system links to research regarding
learning theories, active learning strategies, and
To date, curriculum changes have been induced by the accreditation organizations which bases all of their standards on the above.
Guiding Question 10. Describe how
Instructors in the
CASAA Guiding Question 11.
Describe how course syllabi state measurable objectives for
At present there is much work to be done in this area. Dr. Patterson has taken the lead with his syllabi. This is one of the projects that will be worked on during 05-06 AY
CASAA Guiding Question 12.
They are not presently involved other than as the takers of the examinations with will provide the information for future changes
TO: Mr. David Ray, Provost
FROM: Lou James, Dean
Attached is a copy of the
This exit exam is given in
the Strategic Management course taught by Dr. Dennis Patterson. The course is taken during the senior year by
every major in the
First, it is found that students with higher scores on the exit exam also have higher GPA’s. This is a result that we would hope for.
Second, Accounting Students (statistically significant) and Business Administration Concentration Students (statistically insignificant) scored higher than Administrative Support Systems Students. The Administrative Support Systems program has been discontinued.
Third, older students also score higher than younger students.
To: Dean Louis James
From: Dr. Dennis Patterson
Re: Exit exam results
Mean Median Mode Number of
51.4 51.5 55 214
After the first 3 semesters statistical tests were conducted of the null hypothesis that the difference between sample means for each pair of samples is equal to zero. Two-sample t-tests were run on each non-redundant sample pair, assuming equal variances and also assuming unequal variances. The results of all three two-sample t-tests indicated that the null hypothesis cannot be rejected. Thus, the conclusion, with 95% confidence, is that all the sample means are statistically equivalent from semester to semester. After Spring 2002, all data have been pooled into one file.
Tests were run to determine if the scores, now that sufficient data have been collected, are normally distributed. The results indicate that scores are normally distributed. A probability plot of test scores against Z-values shows that all values lie within the confidence interval boundaries, indicating a normal distribution.
Additionally, the Pearson product moment correlation between
cumulative GPA and the exit exam score was calculated. The correlation between the two variables is
0.6254 (n=214, p<0.001), indicating that
Using the demographic variables of age, sex, and
concentration, I ran ANOVAs using each demographic variable for the
“treatments” and score as the dependent variable. There is no difference in scores by gender; males make
marginally lower average scores than females, but the difference is not
statistically significant (F=0.23, p=0.6357, 1, 212 d.f
). Age does demonstrate a difference,
years of age. The ANOVA for the combined age groups
indicated that older
In terms of concentration, Accounting