BS in Business Information Systems

Assessment Summary Update

Assessment data is collected in a number of core courses with primary emphasis on capturing data from senior students enrolled in the capstone courses (BSIS 496). See BSIS assessment summary (PDF) for details. 

Impact of Assurance of Learning (due to a common core, these results apply to both our undergraduate programs (BADM and BSIS)

The Assurance of Learning (AOL) processes and results initiate positive conversations amongst the faculty. Some of the more significant outcomes derived from the AOL process include, but are not limited to:

• Significant changes to core courses and addition of a new core course, Decision Analysis for Business – BADM 308. These actions were part of a larger discussion, and input for the decision included data from our assessment process, benchmarking studies, surveys of students and alumni, and more general environmental scanning. 
• Changes to the upper division required core course, Corporate Technology Integration - MINS 301. Based on the assessment of IT knowledge, skills and abilities, as well as focus groups and surveys, the MINS 301 course pedagogy became more assignment based and more Excel-focused. Subsequent assessment suggests the changes were effective.
• Teamwork assessment efforts led to a workshop and increased interest in using the online peer-evaluation system, Comprehensive Assessment of Team Member Effectiveness(opens in new window) (CATME). Over the last few years we went from having a few instructors using the system to 25 active users.
• Globalization assessment put into question the globalization learning goal and assessment effort. Conversations are ongoing amongst the faculty regarding what to do with the globalization goal and measures.
• In 2015, 88% of students had "Acceptable" to "Superior" proficiency in ethical decision-making versus 53% in 2012. The trend continued and in 2016, 96.7% of the scores were "Acceptable" to "Superior." This is quite a significant improvement and the recommendations implemented in 2012 (e.g., ethics assignments, a more standardized pedagogy across classes, greater use of the rubric in setting expectations) seem to have been quite effective. Using the rubric as an educational tool seems to have helped students understand expectations, but also appears to have improved students’ thinking regarding ethical dilemmas.