Assessment Details
Academic Year: 2020-2021 Level: Undergraduate
Campus Department: Carroll School of Management [UG and Grad]
Program Type: Major [UG] / Program [Grad]
Program Name: Management BS (Link)
Description of Data Collection:
The Carroll School collects and uses both direct and indirect evidence in its assessment processes which, while faculty-led, are supported by the Carroll’s School’s Assurance of Learning committee (UAoL).
Direct Measures Assessment System
1. Each core course in the Carroll School curriculum is assigned a learning objective for assessment. These learning objectives were assigned based on the course’s goals and objectives as well existing artifacts that best facilitate the assessment of a specific learning objective. Note: This means that a learning objective may be assessed in a core course which does not, in fact, have the learning objectives’ learning outcome as one of its outcomes, it simply offers an assessment opportunity.
2. Each core course has a core course coordinator. The core course coordinator also serves as the core courses’ representative to the UAoL committee.
3. In addition to coordinating the core course faculty within their discipline, the core course coordinators meet at least twice an academic year to modify and improve Assurance of Learning across and within the Carroll School curriculum.
4. The core course coordinators identify a common artifact (an assessment tool/student work product used by all core courses taught each year), to utilize to assess their course’s learning objective.
5. The core course coordinator identifies the core course sections that will assess the learning objective every other year, rotating to include a cross section of faculty on an ongoing basis (with a minimum 20% sample), and work with the faculty teaching those sections to ensure the artifacts are captured and retained for assessment at the end of the semester.
6. The core course coordinator works with the faculty to prepare the rubric (the documented set of guidelines—usually in matrix form—used to evaluate student work and provide feedback) used to assess the artifact.
7. The core course coordinator also works with the faculty to identify the faculty who will conduct the assessment during each biannual cycle (and if additional faculty will be utilized).
8. The core course coordinator works with the faculty to ensure documentation of results and coordinates a meeting with all core course faculty to discuss and interpret the assessment outcomes.
a. Based on the assessment outcomes, the core course coordinator and teaching faculty determine what changes will be made to improve student outcomes. These improvements may be made:
• within the course and/or
• in a preceding course and/or
• within the Carroll School curriculum
b. The results and recommendations are presented to the UAoL committee by the core course coordinator at the next scheduled meeting (the semester after the assessment has been conducted), findings and recommendations for improvements are discussed. These findings are then shared with the Carroll School Dean and Council of Chairs.
9. A bi- or tri-annual assessment schedule is used ensure that each learning objective is assessed twice in a five-year period (AACSB review window).
a. In between each assessment, any required improvements within the course, in a preceding course and/or within the Carroll School curriculum is implemented prior to the second assessment to determine if the changes have been effective in improving student outcomes.
b. Ideally, each learning goal is assessed with a learning objective at both the formative (freshman and sophomore) and summative (junior and senior) stage of learning.
Indirect Measures Assessment System
In addition to direct measurement of learning outcomes and objectives, the Carroll School utilizes indirect assessment measures to evaluate competency outcomes as evidence of learning as well as to validate or challenge the findings of direct assessment measures.
Currently, indirect measurements are used from the following sources:
1. National Survey of Student Engagement (NSSE) 2013, 2016 & 2020: Data was extracted from the Boston College Institutional Research data for Carroll School students only and compared to data extracted for highly selective US business schools. Fifteen items were identified and utilized as indicative of indirect measurement of Carroll School Assurance of Learning outcomes. The data is analyzed (1) relative to internal benchmarks (2) relative to highly selective US business schools and (3) over time.
2. BC Undergraduate Experience Survey (BCUES) 2015, 2018 & 2021: Data was extracted from the Boston College Institutional Research data for Carroll School students only. Eleven items were identified and utilized as indicative of indirect measurement of Carroll School Assurance of Learning Outcomes. The 2021 data will be available in summer 2021, data analysis will be conducted at that time. The data will be analyzed (1) relative to internal benchmarks and (2) over time. Note: Analysis in process
3. The Uniform Certified Public Accounting Exam 2019 to 2023 Pass Rates and Rankings. Carroll School Accounting Concentrator results are analyzed as evidence of student outcomes related to critical thinking and quantitative analysis. Note: Analysis in process
Review Process:
Program oversight is driven by the Undergraduate Assurance of Learning (UAoL) committee. This committee is composed of ten faculty members, appointed by their department chairs, representing each of the Carroll School required core courses, who also serve as core course coordinators. In addition to the core faculty representatives, also serving on the committee are a Carroll School faculty member with over 34 years of Boston College administrative and faculty experience; the Carroll School Undergraduate Assurance of Learning Director; and the Senior Associate Dean of Undergraduate Programs. The Associate Vice-Provost of Boston College Assessment and Accreditation serves in an informal consultative and advisory role.
The committee conducts “working session” meetings at least once each semester and also convenes throughout the academic year on an as needed basis. The specific responsibilities and mission of the committee related to assurance of learning assessment include:
• Identifying learning outcomes and objectives to be assessed in upcoming academic years
• Identifying where and how assessment will occur
• Working with faculty to develop appropriate artifacts and rubrics
• Analyzing results and working with faculty and departments to develop curriculum improvements
• Reporting to the Dean and the Council of Chairs
• Working with the departments and faculty to implement changes
In addition to undertaking the yearly assessment work, the UAoL committee works closely with the Dean to ensure that the Carroll School maintains and enhances its culture of assessment and continuous improvement across all departments and course offerings, and to review and assess the undergraduate learning outcomes and objectives on an ongoing basis.
Resulting Program Changes:
See attachment
Date of Most Recent Program Review:
See attachment
Attachments (if available)