The specific objectives of the MMIS program are as follows:

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1 Department of Management, Marketing, and Information Systems (MMIS) 1. Mission and Objectives: The objectives of the program since the last review were to enhance the MMIS programs. The mission and objectives are consistent with the university mission and with state needs. The Department of Management, Marketing and Information Systems is committed to excellence in teaching, scholarship and service in the Management, Marketing, and Information Systems. The Department, through its degree programs in Management, Marketing, and Information Systems, is committed to providing students with an excellent education that prepares them for employment or the continuation of academic study. The Department aims to maintain an environment that promotes innovative thinking, intellectual inquiry and freedom of expression, encourages and supports scholarship, values mutual respect and diversity, instills ethical behavior and engenders a desire to pursue life-long learning. CSU s mission is to advance learning and knowledge by linking theory and practice in all disciplines, and to prepare students for lifelong learning, leadership, and careers in a changing, multicultural world. The MMIS program is very strong in its support of the mission of Chicago State University and the mission of the College of Business. In keeping with the University mission, the MMIS program s first and foremost priority is our commitment to fostering a high-quality teaching and learning environment and our educational objectives align directly with University commitments. We maintain depth, breadth and currency within our curriculum and we incorporate opportunities for students to apply higher-level critical thinking and analytical skills to solve real-world business problems. Integrated throughout the program are opportunities for students to develop their communication skills and to explore global, social and ethical issues related to Management, Marketing, and Information Systems. We facilitate a collaborative and collegial environment that also promotes leadership development through team projects as well as through facultystudent research projects. The specific objectives of the MMIS program are as follows: 1. Get accreditation from Association of Collegiate Business Schools And Programs (ACBSP) 2. Promote MMIS.program. 3. Raise standards by improving the quality of the students' skills in all three (3) options. 4. Develop Microsoft certification programs [MCSE, MCSA, A+, Net+, MOUS, etc.] 5. Upgrade hardware and software in labs and offices (completed). 6. Revise curriculum to adhere to national standards and employer demands. 7. Develop partnerships with local corporations for internships, equipment, feedback, etc.

2 2. Student Learning Outcomes: In the College of Business, Management, Marketing and Information Systems are involved in this continuous assessment process. A. Expected Outcomes: Expected outcomes of Management, Marketing, and Information Systems are represented in appendix forms 201 B, 201 C, and 201 D respectively. B. Learning evaluation: Student learning is evaluated through examination with the following grading rubric A, B, C, D and F. Grade Level: A: Demonstration of excellent ability to address problem fully, integrate and apply concepts and principles taught in the College of Business curriculum. B: A clear demonstration of some depth and complexity in the analysis and application of concepts and principles taught in the College of Business. C: Adequately demonstrating a good understanding and ability to apply in less complex way the concepts and principles taught in the College of business. D: Showing inadequacy in the grasp and application of concepts and principles taught in the Curriculum of College of Business. F: Inability to understand and apply concepts taught in the curriculum of College of Business. Student learning outcomes in the three areas are assessed in an examination that utilizes the grading rubric A, B, C, D, and F. as said earlier. The grading rubric is used by all the programs in the College of Business in evaluating student learning and performance process. The assessment reports for 2005 were prepared and submitted to the Assistant Provost for Academic Development by the college s assessment coordinators with different instruments covering the various programs. For instance, the Management Program of the College used Principles of Management (MGMT 249) to assess students learning outcome in terms of demonstrating knowledge of basic business principles and concepts. Students knowledge of managerial functions and skills, including various leadership styles was also assessed. Result showed that the majority of those students exhibited their knowledge and understanding of the two learning outcomes namely, basic business principles and concepts, as well as different leadership styles. Some of the students, however, did not seem to recognize that the set of shared values, and standards of behaviors among others constitute an organization s culture. This means that we shall pay attention to this part of the subject whenever the course is being taught.

3 Figure 1 Evaluating Student Learning and Performance Process Student Learning and Evaluation Method Changes or Modification Performance Process Management Knowledge of basic business principles and concepts. Strategic Management and Business Policy. Grading rubric A,B,C, D, &F. Marketing Information Systems Knowledge of marketing Principles, and concepts and Capstone course. Grading rubric, A,B,C,D,&F. Knowledge of Microcomputer business Application. Advanced Management Information System Approved changes in MMIS include: 1. Offering minors to business and non business majors. 2.Renumbering and change of some course titles.e.g. INSY 200 was changed to QBA 200, INSY 224 to MGMT 224; MGMT 209 to 252, MGMT 309 to 389, and MKTG 380 to 386. Sales Management (MKTG 379) was renamed Sales Administration and Control While MGMT 252 was renamed Small Business Management and Entrepreneuship. 3. Changing prerequisites and course sequence in some courses in Management and Marketing Programs. 4. Constructing state-of the Art computer laboratories and lecture rooms including Smart blackboard. For Marketing Program, Principles of Marketing (MKTG 276) was used to assess students understanding of basic business and marketing principles and concepts, and how products flow in the market. Also included were the application of marketing mix strategies to identified target market. Results showed that students grasped those marketing terms and concepts very well as the class average score was high. The bar will be raised as a strategy to ensure continuous improvement in the learning process. For Information Systems Program, Microcomputer Business Applications (INSY 137), and Advanced Management Information System (INSY 330) were used to assess students learning outcomes in System Planning, System Requirements Modeling, and System Data & Process Modeling. Assessment results showed that for INSY 137, class average in all topics covered was 90%, with Ms-Word 93%, MS-Excel 94%, MS-Access 88%, and MS-power point 87%. For Advanced Management Information System (INSY

4 330), the average score of the students was 80%. Based on class performance in the three phases, (System Planning, System Analysis & Process/Data Modeling, and System Design), a recommendation for increase in time allocated for this course. The contention is that since the theoretical and technical parts can not be covered in three hours per week, there is need to extend the time by one hour per week to cover theory and the technology. The assessor also recommended creating a new course to cover the application of MS-Excel in depth as MS-Excel is a very important topic for business students. From the findings of the exit interviews, it became evident that the level of student satisfaction in computer applications (especially Microsoft Excel) is low and this reinforces the view already expressed in the INSY Program that additional one hour be allocated to the course. 3. Curriculum: Approved changes in MMIS curriculum include: 1. Offering minors to business and non business majors. 2. Renumbering and change of some course titles as follows:. INSY 200, INSY 226, INSY 329, INSY 331 were changed to QBA 200, QBA 226, QBA 329, QBA 331 respectively. INSY 224 was changed to MGMT 224; MGMT 209 to 252, MGMT 309 to 389, and MKTG 380 to 386. Sales Management (MKTG 379) was renamed to Sales Administration and Control. MGMT 252 was renamed to Small Business Management and Entrepreneurship. 3. Changing prerequisites and course sequence in some courses in Management and Marketing Programs. 4. Constructing state-of the Art computer laboratories and lecture rooms including Smart blackboard. 5. After a curriculum review in Information Systems, the Information Systems faculty in the MMIS department found that a number of courses being offered were obsolete and new courses were required to meet the current needs of businesses. Several old courses were removed from the syllabus. The department also introduced new elective courses in areas that are currently in demand by businesses (e.g., e-commerce, client-server computing, etc.). 6. Information Systems faculty in the MMIS department felt that students needed to work more in computer laboratories where they could practice on the computer in the classroom as the instructor taught the course. It developed more computer-laboratory based courses where instruction and delivery of the course is in the new computer laboratories.

5 Form 201 D IBHE Cyclical Program Review Information Systems-2005 Appendix STUDENT OUTCOMES 1. Students shall develop the ability to understand a business problem, analyze it quantitatively, use the appropriate quantitative tools, and recommend an appropriate quantitative solution. 2. Students shall acquire knowledge on the management of information technology (IT) in organizations, including: a. definition and analysis of IT problems; b. identification and evaluation of alternative solutions; and c. recommendation and implementation of appropriate solutions. 3. Students shall acquire knowledge of technical concepts pertaining to information systems, processes, and products and be able to implement them for business applications - e.g., e-commerce, client server computing, supply chain management, etc. 4. Students shall acquire knowledge on the management of operations in organizations to effectively utilize human effort, information, materials, equipment, and facilities for the creation and distribution of goods and services. 5. Students will be proficient in the use of spreadsheets and other applications of information technology. 6. Students will develop competency in both oral and written communication. 7. Students will be able to conduct computer-assisted research. 8. Students will develop interpersonal skills and learn to be a valuable member of a team. 9. Students will be prepared for entry-level positions in for-profit firms, including information technology companies.

6 Form 201 D (Cont.) IBHE Cyclical Program Review Information Systems-2005 Appendix PROGRAM: Information Systems EVALUATION METHODS 1. Examinations requiring problem solving skills, and writing skills. 2. Research projects requiring computer-assisted research. 3. Case studies stressing problem identification, ethical issues, problem-solving skills and decision making under conditions of uncertainty. 4. Oral presentations by students. 5. Group projects or cases requiring teamwork and communication skills. 6. Report writing requiring writing skills.