Criterion 4.1. The business unit shall have a learning outcomes assessment program.

Transcription

1 STANDARD #4. Measurement and Analysis of Student Learning and Performance Business schools and programs must have an outcomes assessment program with documentation of the results and evidence that the results are being used for the development and/or improvement of the institution s academic programs. Each business school or program is responsible for developing its own outcomes assessment program. CRITERIA Use the following criteria to document the extent to which the business school or program meets the standard for Measurement and Analysis of Student Learning and Performance. Justify any omissions. Criterion 4.1. The business unit shall have a learning outcomes assessment program. 4.1.a State the learning objectives for each program to be accredited. Peirce College is preparing accreditation reports for two business programs, accounting and business administration. In , with provisional approval by the Pennsylvania Department of Education (PDE), two new Bachelor of Science degree programs were added to the business division: accounting and human resource management. After over a decade as a concentration within the business administration degree program, accounting (ACC) was offered as a Bachelor of Science degree, effective September In addition, in January 2011, a bachelor s in human resource management (HRM) commenced, transitioning from the concentration that had been offered since the academic year. These two new degree programs are now offered by the business division in addition to the Bachelor of Science in Business Administration. Currently, business administration includes concentrations in business law, entrepreneurship/small business management, management, marketing, and professional studies. The real estate management concentration was offered in but was retired effective In summer 2011, the business division revised its mission and vision statements in order to accommodate the new degree offerings. Mission Statement Through stimulating, high-quality, and career-relevant programs, the Peirce College business division offers students a thorough grounding in fundamental business and management practices; prepares them to assume leadership roles in the workplace and society; and equips them to meet their career and educational goals. Vision Statement The business division at Peirce College will provide a nationally recognized program in business education for undergraduate students and selected programs of graduate study. The programs of

2 study will be distinguished by the personalized attention accorded to students, an integrated and contemporary curriculum, and the dedication of the faculty to creating challenging, pertinent academic and practical experiences, and thus, facilitating career opportunities for graduates. Following the creation of the new mission and vision statements, the business division revised and updated the learning outcomes, listed below, for the business administration and accounting degree programs. The new HRM program is not part of the current self-study. Business Administration Students in the business administration program will be able to: 1. Analyze a complex business issue into a coherent written statement and oral presentation 2. Demonstrate comprehension of business principles including accounting, finance, management, and marketing, and apply to business situations 3. Demonstrate ability to work effectively in teams to complete collaborative assignments and projects. 4. Select and apply appropriate quantitative and qualitative tools and methodologies to make reasoned recommendations 5. Demonstrate information literacy and information technology skills in the analysis of problems and solutions for business situations 6. Assess ethical issues in economic competition, in the management of organizations, and in the community 7. Understand concepts fundamental to the discipline of the concentration Accounting Students in the accounting program will be able to: 1. Apply theory and method in the field of accounting. 2. Engage in research and current trends on accounting topics. 3. Demonstrate a comprehension process of how business and accounting theories and concepts are used. 4. Integrate and leverage relevant business and accounting knowledge to deliver sound decisions that significantly enhance business success. 5. Demonstrate ability to work effectively in teams to complete collaborative assignments and projects. 6. Select and apply appropriate quantitative and qualitative tools and methodologies to make reasoned recommendations. 7. Identify and analyze problems and choose and defend resolutions for practical situations that occur in the accounting field. 8. Assess ethical issues in economic competition, organizational management, and community participation. For , faculty have undertaken review and revision of existing course outcomes, along with mapping course outcomes to the program outcomes presented above, the College s institutional learning outcomes, and the ACBSP Common Professional Components/Accounting Common

3 Professional Components. In order to graduate from Peirce College, each student must demonstrate mastery of those outcomes identified for the degree program in which he/she is enrolled. Peirce courses share and students work to achieve the same learning outcomes regardless of the delivery method. 4.1.b Describe your learning outcomes assessment process for each program. Peirce s learning outcomes assessment program is integrated into its five-year academic program review cycle and is coordinated by the Student Learning Outcomes Assessment Committee (SLOAC), which reviews, establishes, and monitors program outcomes in conjunction with the faculty of each academic program. In addition, the Academic Quality Assurance (QA) Committee reviews the quality of various course components including the clarity with which course outcomes are described and whether the outcomes are taught and measured during the instruction of the course. In 2008, the Provost initiated the revitalization of Peirce s outcomes assessment program with the creation of a separate outcomes-focused standing committee, identified a chair, and set the charge for formulating the committee along with policies, membership guidelines, and a formal student learning outcomes assessment plan. Under the leadership of a faculty chair, the group commenced work in and identified itself as the Student Learning Outcomes Assessment Committee (SLOAC). Membership comprises faculty from all programs and general education, as well as instructional design, institutional research, and library representatives. At the end of its inaugural year, SLOAC delivered the Student Learning Outcomes Plan to the Provost, a document comprising the philosophy, values and purposes that undergird learning assessment at Peirce; a review of the state of learning assessment administration and practice at the College; and recommendations and plans for future improvements. SLOAC noted that to be effective, a plan for student learning assessment must be a well-integrated part of an overarching institutional assessment plan. Concurrent with the creation of SLOAC, the College acknowledged the primacy of student learning assessment by including it as a sub-initiative of its strategic plan. The primacy of student learning assessment is also documented in the Business Division Strategic Plan, This document is more fully discussed in standard 2 and is presented in Appendix K. Following this comprehensive review of student learning assessment at Peirce, the Provost engaged the consulting services of a regional assessment expert to help each program revise and strengthen its learning outcomes assessment plan ( ). The timing of this revision coincided with provisional approval from the Pennsylvania Department of Education for two new Bachelor of Science degree programs at Peirce. Since its first self study in , the Peirce Business program has annually tracked both internal and external learning assessment components as part of its student learning assessment plan, specifically, ongoing capstone course assessment (internal) and student performance in the standardized MFT exam (external, with benchmarks against national mean and ACBSP-accredited programs). As the

4 business division has further developed its culture of student learning assessment, measures have been added to include the list below: Capstone performance: student performance in both the associate and bachelor s level capstone courses Major Field Test (MFT) results: student performance on standardized tests on the associate and bachelor s levels MFT results improvement initiatives o MFT Pre/Post Test: Business faculty mapped course learning outcomes to questions on the comprehensive MFT exams and administered internal tests both on the associate and bachelor s levels to gauge how prepared students are for the MFT exams; improve course content and instruction; and improve student MFT performance o MFT Test Administration Survey: an exit survey for students upon completing the MFT exams to garner feedback about the process Additional assessment endeavors taking place in include: Comprehensive remapping of course, program, and institutional learning outcomes, including mapping to the ACBSP Common Professional Components and the Accounting Common Professional Components Measurement of research, information literacy, and writing skills evidenced in the associate and bachelor s level capstone courses Introduction of Learning Outcomes Manager (LOM), a centralized learning outcomes data repository with Peirce s Pearson/eCollege learning management system including: o A set of tools for writing and organizing learning statements, identifying the courses and programs that map to these statements, and creating and storing rubrics for scoring/grading assignments that are associated with these learning statements o LOM-related projects: 1) populating the database with institutional and program outcomes; 2) development of analytic, descriptive assessment rubrics; and 3) a pilot application of those rubrics to the assessment of program capstone courses Goals and activities relating to student satisfaction and operational effectiveness/ improvement are covered in standards 3 and c Identify internal learning outcomes assessment information and data you gather and analyze. (See Figure 4.1.) 4.1.d Identify externa learning outcomes assessment information and data you gather and analyze. (See Figure 4.1.)

5 Figure 4.1 Table for Student Learning Outcomes Assessment Data Degree Programs A.S. in Business Administration Internal Data and Information Capstone Course MFT Pilot Pre-Post Test External Data and Information Associate Level MFT Benchmarking to an ACBSP-accredited program B.S. in Business Administration Capstone Course MFT Pilot Pre-Post Test Bachelor s Level MFT Benchmarking to other ACBSP-accredited programs B.S. in Accounting Capstone Course Bachelor s Level MFT Fundamentals of Accounting Exam Criterion 4.2. To identify trends, the business school or program should report, at a minimum, three successive sets of periodic assessment results. Criterion 4.3. Assessment plans should be designed to yield comparative information and data both over time and with respect to benchmarks. The tables on the following pages address both 4.2 and 4.3 and describe performance measures, data, performance trends and findings, along with improvement strategies relating to business division student learning assessment activities. Peirce College s business division learning outcomes assessment program is integrated into its five-year academic program review cycle with frequent opportunities for communication to the College s stakeholders. Communication methods include: Annual internal reporting on established business division goals following the ACBSP QA report model distributed to and reviewed by business faculty An annual assessment plan and report submitted to the Student Learning Outcomes and Assessment Committee: o Report characterized by written analysis, data, charts, and plans for improvement o SLOAC investigating plans to host annual assessment fair to showcase College assessment activities

6 Discussions of findings and assessment methods during monthly full- and division- faculty meetings Professional development sessions (PDS) with full- and part-time faculty Presentations during business division advisory board meetings, including business professionals and regional employers Inclusion in Middle States Commission on Higher Education (MSCHE) self-studies: the College instituted a process of tracking and reporting recommendations, both internal and external, resulting from its 2011 self-study and subsequent reaffirmation by MSCHE o a recommendation resulting from the self-study has prompted the creation of a more systematic, comprehensive, across-program assessment process which the College is currently formulating; process will include the addition of a dedicated assessment position to the College s institutional research office to support faculty assessment initiatives o progress is shared at meetings such as College forums and senior management meetings Progress reports by the Provost to the Board of Trustees at full Board meetings and meetings of the Board s Academic Advancement and Instructional Technology committee Business division student town hall meetings; meetings of business-related student organizations (Delta Mu Delta and SIFE); and general and targeted student Open Campus Forums

7 A.S. in Business Administration Performance Measure (Competency) Performance Trends / Findings Capstone Course 90% of students will successfully complete the associate level capstone course (BUS 250) with a grade of 73% or greater. The BUS 250 associate level capstone course was first offered in fall Success: Student performance has improved each year since this assessment was introduced in Initial analysis of performance results included examination of grades (including withdrawals), delivery mode of BUS 250 (online or face-to-face), and specific student difficulties. Findings included: Discovery that some students who did not meet the goal had enrolled in BUS 250 without having taken the course prerequisites Students Achieving Goal # % FY % FY % FY % Student difficulties with the course research paper persisted across multiple years No discernable trends in performance per delivery mode In , performance improved in fall, but fell again in spring. Student difficulties with research papers persisted. Faculty perceived that additional, more robust improvement strategies focused on the research paper assignment were needed. In summer 2011, faculty began an in-depth, collaborative review of student performance and faculty assessment of research papers in order to more fully identify specific areas of challenge and successful improvement strategies Process established to confirm that students had taken required courses prior to BUS 250 Restructuring of research paper assignment to include multiple submission deadlines for paper components Required tutoring assistance based on quality of research paper drafts Development of an assessment rubric to evaluate research papers Application of rubric to papers completed in sessions 6, 2, & 4; analysis of results, followed by further formulation of improvement strategies to be implemented in

8 Performance Measure (Competency) Associate Level MFT Test Benchmark students taking the associate level MFT exam against the national annual average associate level MFT score Peirce participated in an ETS pilot of an associate level MFT test in 2007 looking at student achievement in the disciplines of accounting, economics, management, and marketing. In , the associate level MFT was placed within the associate capstone course, BUS 250. Performance Trends / Findings Average MFT Scores Peirce National FY FY FY Accounting Economics Management Marketing Average MFT Scores Associate level scores range from 520 to 600. In this table, the top figures represent the Peirce mean, while the bottom figures represent the national mean. Success: in Fall 2009, the average Peirce scores equaled the national mean. Some Peirce students have achieved scores above the national mean of In , the Peirce mean exceeded the national mean in management. Overall, however, Peirce performance has remained somewhat lower than the national mean. Peirce students performed best in economics and management. Average scores in accounting remained low. Please see the Bachelor s level MFT section below re accounting improvement strategies and Online tutorial with pertinent study notes developed Sample associate level MFT exam provided in BUS 250 course website Added reflection discussion topics to key courses Researched benchmark institutions for comparative assessment on associate level MFT Developed and administered student survey about the administration of the MFT exam Developed and administered pre-post test assessments in key courses See strategies discussed in pre-post test and MFT administration survey sections.

9 Performance Measure (Competency) Pre-Post Tests in Key Courses (to facilitate improvement in MFT scores) associate level MFT Test Administration Survey (exit survey to solicit student feedback surrounding MFT exam) associate level Performance Trends / Findings The pre-post tests were first deployed and results analyzed in Please see the analysis in the B.S. in Business Administration assessment section below. This survey was first developed and deployed in Please see the analysis in the B.S. in Business Administration assessment section below.

10 B.S. in Business Administration Performance Measure (Competency) Performance Trends / Findings Capstone Course 90% of students will successfully complete the bachelor s level capstone course (BUS 450) with a grade of 83% or greater. The performance goal was raised in from an achievement of 73% to 83%. Percent of Students Achieving Goal of 83% Score FY % FY % FY % Student performance has not yet achieved the competency level set in While performance increased during the first year, it decreased sharply in Specific findings regarding student performance in include: 1. In , the average score on the case analysis assignment and the mid-term exam was 60%, following a switch in instructional methodology from team completion of the major capstone assignment (a case analysis) to individual completion of the assignment. 2. Students earning lower grades performed poorly on the midterm and final exams. 3. Of the students who took the course online and failed to earn a grade of 83% or higher, many failed to post accurate and meaningful responses to threaded discussions. Students Achieving Goal of 73% Score FY % FY % FY % Success: While students have not achieved the new goal, they have continued to exceed the earlier goal in place from 2002 through The following actions related to student performance in the bachelor s level capstone course (BUS 450) are being implemented in based on the findings of performance through : Examination of the distribution of grades on case analysis, mid-term exam, and final exam Revision of mid-term and final exams with new multiple choice questions Development of an assessment rubric to evaluate case assignments tied to program goals Application of rubric to case assignments completed in sessions 6, 2, & 4 Analysis of data and results, followed by further recommendations for course changes in fall 2012, as needed

11 Performance Measure (Competency) Bachelor s Level MFT Test The three bachelor s level MFT exam goals listed below were identified in as part of the College s ACBSP QA report and serve as a revision to previous goals. Goal 1: 80% of Peirce students taking the MFT exam will score within 20 points of the national average MFT score of annually. Performance Trends / Findings Avg. Bachelor s MFT Scores Peirce National FY FY FY FY FY mean remains below the national mean. Bachelor s level scores can range from 120 to 200. Success: The average Peirce College student score has consistently fallen within 10 points of the national mean; however the Peirce Between 10-17% of Peirce student scores annually have exceeded the national mean. Percent of Students Achieving MFT Goal Goal From through , 90%, 73%, and 67% of Peirce students taking the MFT have scored within 20 points of the national average. Examined collectively, of the 462 students who have taken the exam in the last three years, 77% have fallen within 20 points of the national average. Faculty and the new Faculty Chair, Business, have determined to revise this goal to clarify expectations. As written, the goal does include a rationale for the goal parameters (within 20 points of the national average mean) Identified new benchmark institutions, Goldey- Beacom & Wilmington University Established new performance goals for MFT Provided students with notes on standardized test taking strategies Added reflection discussion topics to key courses Began meeting and formulating agreements with new benchmark institutions Developed and administered student survey about the administration of the MFT test Developed and administered pre-post test assessments in key courses See strategies discussed in pre-post test and MFT administration survey sections.

12 Performance Measure (Competency) Bachelor s Level MFT Test Goal 2: There will be an increase of at least 5 percentage points in each of the discipline categories assessed by the MFT exam. Performance Trends / Findings Peirce Bachelor's MFT Mean Percent Correct by Discipline To prepare for the new major in accounting, assessment focused on improving student accounting scores, including the following strategies: Making managerial accounting a required course for all business administration and accounting students The comparison of to shows little change in finance, but a decrease in all the other areas. The largest decrease occurred in quantitative business analysis with a 4 point drop but in there was an increase by 2 points. In , performance continued to decrease in each of the areas. Setting a college math course as a prerequisite for foundational accounting courses, to assure students had required math skills Advising students enrolling in FIN 201 to do so shortly after completion of its prerequisite course, ACC 201, to reinforce retention of basic financial accounting concepts Development of a Fundamentals of Accounting Exam (FAE) to measure student understanding of financial and managerial accounting topics (for accounting majors only) Faculty and the new Faculty Chair, Business, have determined to revise this goal to clarify expectations. As written, the goal does not specify the period of time over which performance improvement is expected or rationale for percentage point increase. The data collected, however, will provide a foundation for creating a new goal for performance per discipline, as well as discipline-specific improvement strategies Development and deployment of pre-post tests and survey on administering MFT. See these sections for more information See strategies discussed in pre-post test and MFT administration survey sections.

13 Performance Measure (Competency) Bachelor s Level MFT Test Goal 3: Peirce will benchmark student performance against new aspirant/peer colleges: Goldey-Beacom and Wilmington University. Performance Trends / Findings In , Goldey-Beacom and Wilmington University were identified as preferred benchmark institutions because of the accelerated format of their programs, their working adult populations, and their similar assessment methods. Through , student performance continued to be benchmarked against the scores of St. Vincent, the long-time comparison institution. Avg. Bachelor s MFT Scores Peirce St. Vincent FY FY FY FY A meeting with the new benchmark institutions in fall 2010 resulted in a plan to share data regarding incentives for students, ongoing data tracking, surveying, best practices, test preparation, test administration challenges, trends, and resources in order to facilitate student performance at all three institutions to be implemented in The ACBSP Facilitator, the new Program Managers, Accounting & HRM, as well as the new Faculty Chair, Business, will be instrumental in further shaping the collaborative process.

14 Performance Measure (Competency) Pre-Post Tests in Key Courses (to facilitate improvement in MFT scores) In order to address low MFT performance scores, faculty developed prepost tests in many courses where MFT subject matter is addressed. In addition, a reflective discussion question was added at the end of each course to gather feedback from students about their learning experiences in the course. Performance Trends / Findings For each of the courses identified as addressing MFT subject matter, faculty created and delivered multiple-choice pre- post tests in sessions 3 and 4 of Tests were deployed in the following courses: Program Level Course Associate ACC 101 ACC 222 BUS 100 ECO 101 ECO 102 FIN 201 MKT 101 MGT 210 BUS 250 Bachelor s FIN 401 MKT 401 ECO 340 MGT 304 MGT 306 MGT 310 MGT 404 Faculty utilized a template to summarize results in a consistent, standardized format. The summaries include a narrative about the results; a report on the increase and/or decrease in mean score; questions students found difficult on the exams; and student feedback concerning the course. Following collection and reporting of results, faculty identified improvement strategies for implementation in See Appendix L for the Pre-Post Test Comprehensive Analysis Report. The listings below are examples of course improvement strategies: BUS 100 Introduction to Business Give in-class examples on how the various business concepts tie into making management decisions Include more content focused on the following topics: -economics -management -entrepreneurship FIN 401 Financial Analysis Include more topics focused on calculating present value, cost of debt and financial ratios questions Include more computation problems focused on percentages, decimals, and fractions At the end of , faculty will examine the MFT scores for improvement against goals and develop further improvement strategies as needed.

15 Performance Measure (Competency) MFT Test Administration Survey (exit survey to solicit student feedback surrounding MFT exam) In , Peirce College administered an exit survey to students taking the Associate and Bachelor s level MFT exams. Performance Trends / Findings Findings: Survey data revealed that 73% of students taking the test prepared in some way, while 27% had not. The most commonly used preparation materials were student notes (50%), practice exam (13%), and online materials prepared by the College (7%). Students identified MFT test subjects they found most difficult see chart below. Subject Difficulty Ranking Accounting/Finance 17% Math/Calculations 14% Statistics 10% Economics 10% Computer/IT 2% Marketing 2% Law 1% Management 1% Results of the survey identify the following challenges: Survey administered to students in formulated for include: Move to online format which enables instant scoring and permits results to be part of course grade Consider making exam part of graduation requirement and not part of final course, i.e., offer after capstone project is completed Enhance prep materials and make available to students earlier; make review of test materials mandatory in some way Faculty to review and map each exam subject with coursework to ensure coverage Improve and clarify proctor directions Letter of exam date to be sent no later than first day of class and posted online There is little incentive for students to prepare for and perform well on the MFT as currently administered Students report inadequate time to prepare Student notes & prep materials may be inadequate Paper & pencil tests delay results Multiple exam dates Exam results not adequately represented in course grades Possible lack of alignment between exam and course content Proctor directions not clear to students Communication to students of exam scheduling must occur

16 early, by letter, online, and within class

17 Criterion 4.4. The business unit shall make use of the learning outcomes assessment results to improve its educational processes in the interest of continuously improving student learning outcomes. The business unit must describe specific improvements it has made to its programs based on information obtained from its learning outcomes assessment results. The chart below lists specific improvements made to Peirce business programs based on information obtained from learning outcomes assessment results. More data on learning outcomes assessment results is located in the tables pertaining to criteria 4.2 and 4.3. Assessment Instrument Associate Capstone Course BUS 250 Implemented Restructured research paper assignment Development of an assessment rubric tied to program goals to evaluate research papers Required drafts of the research paper over a five week timeframe Application of rubric to case assignments completed in sessions 6, 2, & 4 Mandated tutoring assistance based on draft submissions Provided weekly feedback on drafts Analysis of data and results, followed by further recommendations for course changes in fall 2012, as needed Bachelor s Capstone Course BUS Changed content from a research focus to a practical application Added a simulation to the course Deleted the simulation and changed the content to a case analysis format Upgraded the completion rate from 90% of students will achieve a 73% (C) or higher to 90% of students will achieve a 83% (B) or higher ( ) The following actions related to student performance in the bachelor s level capstone course (BUS 450) are being implemented in based on the findings of performance through See 4.2 & 4.3 above for data and results. Examination of the distribution of grades on case analysis, mid-term exam, and final exam Revision of mid-term and final exams with new multiple choice questions Development of an assessment rubric tied to program goals to evaluate case assignments Application of rubric to case assignments completed in sessions 6, 2, & 4

18 Analysis of data and results, followed by further recommendations for course changes in fall 2012, as needed MFT for Associate Level Analysis and Online tutorial with pertinent study notes developed Sample associate level MFT exam provided in BUS 250 course website See strategies discussed in prepost test and MFT administration survey sections Added reflection discussion topics to key courses Researched benchmark institutions for comparative assessment on associate level MFT Developed and administered student survey about the administration of the MFT test Developed and administered pre-post test assessments in key courses MFT for Bachelor s Level Analysis Identified new benchmark institutions, Goldey-Beacom & Wilmington University Established new performance goals for MFT: 1) 80% of Peirce students taking the MFT exam will score within 20 points of the national average MFT score and 2) There will be an increase of at least 5 percentage points in each categories assessed by the MFT exam. Benchmarking: share data regarding incentives for students, ongoing data tracking, surveying, best practices, test preparation, test administration challenges, trends, and resources See strategies discussed in prepost test and MFT administration survey sections.

19 To prepare for the new major in accounting, assessment focused on improving student accounting scores, including the following strategies: Making managerial accounting a required course for all business administration and accounting students Setting a college math course as a prerequisite for foundational accounting courses, to assure students had required math skills Advising students enrolling in FIN 201 to do so shortly after completion of its prerequisite course, ACC 201, to reinforce retention of basic financial accounting concepts Development of a Fundamentals of Accounting Exam (FAE) to measure student understanding of financial and managerial accounting topics (for accounting majors only) Provided students with notes on standardized test taking strategies Added reflection discussion topics to key courses Began meeting and formulating agreements with new benchmark institutions Developed and administered student survey about the administration of the MFT test

20 Developed and administered pre-post test assessments in key courses Pre-Post Test Study Pre-Post Tests were administered during self study year in the following courses: Program Course Level Associate ACC 101 ACC 222 BUS 100 ECO 101 ECO 102 FIN 201 MKT 101 MGT 210 BUS 250 Bachelor s FIN 401 MKT 401 ECO 340 MGT 304 MGT 306 MGT 310 MGT 404 Faculty utilized a template to summarize results in a consistent, standardized format. The summaries include a narrative about the results; a report on the increase and/or decrease in mean score; questions students found difficult on the exams; and student feedback concerning the course. Following collection and reporting of results, faculty identified improvement strategies for implementation in See Appendix L for the Pre-Post Test Comprehensive Analysis Report. The listings below are examples of course improvement strategies: BUS 100 Introduction to Business Give in-class examples on how the various business concepts tie into making management decisions Include more content focused on the following topics: -economics -management -entrepreneurship MFT Test Administration Process Survey Survey was administered during self study year. FIN 401 Financial Analysis Include more topics focused on calculating present value, cost of debt and financial ratios questions Include more computation problems focused on percentages, decimals, and fractions At the end of , faculty will examine the MFT scores for improvement against goals and develop further improvement strategies as needed. Move to online format which enables instant scoring and permits results to be part of course grade Consider making exam part of

21 graduation requirement and not part of final course, i.e., offer after capstone project is completed Enhance prep materials and make available to students earlier; make review of test materials mandatory in some way Faculty to review and map each exam subject with coursework to ensure coverage Improve and clarify proctor directions Letter of exam date to be sent no later than first day of class and posted online