the ubiquitous business concept of “maximizing shareholder return” matter the impact on other –no stakeholders. All of our classes that address this goal should include student practice in ethical reasoning and should employ a much wider application to many current business “principles” and practices. Sp2013 Develop Ethics Rubric for assessment of ethical Assessment Rubric to be put reasoning. Revise the assessment approach so that Coordinator into use W2014 reasoning is evaluated instead of simple cognitive knowledge. W2013 Sp2013 Teamwork No Overall, particular issues stood out as priorities UG Program Yes, though not for improvement. First, students displayed extremely Committee/Instructors as much as weak understanding of those qualities that making extensive use needed distinguish effective team process. In other words, of teams they don’t understand the issues that affect team Additional effectiveness. This makes it difficult for them to Review Needed intervene constructively. Second, students do not understand how team goals can be made more meaningful for team member. And, finally, they do not appear to understand the observed approaches shared by successful teams. These three issues all relate to the broad idea that our students do not really understand the distinction between group work and teamwork, much less the difference between a group and a team. This is where improvement must begin. Instructors using teams should provide lectures with a focus on a) the distinction between a group ad a team, and b) the characteristics of effective team process. We need to really look at our use of groups in courses. We need to evaluate whether we are creating circumstances where teamwork is required, or whether group work is being used to simplify the instructor’s grading work. Group work is clearly
the ubiquitous business concept of “maximizing shareholder return” –no matter the impact on other stakeholders. All of our classes that address this goal should include student practice in ethical reasoning and should employ a much wider application to many current business “principles” and practices. Sp2013 Develop Ethics Rubric for assessment of ethical reasoning. Revise the assessment approach so that reasoning is evaluated instead of simple cognitive knowledge. Assessment Coordinator Rubric to be put into use W2014 W2013 Sp2013 Teamwork No Overall, particular issues stood out as priorities for improvement. First, students displayed extremely weak understanding of those qualities that distinguish effective team process. In other words, they don’t understand the issues that affect team effectiveness. This makes it difficult for them to intervene constructively. Second, students do not understand how team goals can be made more meaningful for team member. And, finally, they do not appear to understand the observed approaches shared by successful teams. These three issues all relate to the broad idea that our students do not really understand the distinction between group work and teamwork, much less the difference between a group and a team. This is where improvement must begin. Instructors using teams should provide lectures with a focus on a) the distinction between a group ad a team, and b) the characteristics of effective team process. We need to really look at our use of groups in courses. We need to evaluate whether we are creating circumstances where teamwork is required, or whether group work is being used to simplify the instructor’s grading work. Group work is clearly UG Program Committee/Instructors making extensive use of teams Yes, though not as much as needed Additional Review Needed
CBPA%20Assessment%20Report%20AY%202008-18.docx