ASSURANCE
OF LEARNING UPDATE
REPORT
FORMAT
REPORTS
ARE DUE
Assurance
of Learning (AOL) reports are due
1.
Following up on last year’s AOL report and the feedback your
program received from the AOL Council, what AOL-related activities have faculty
in your program conducted in the interim?
2.
As a result of these activities, what did your program’s faculty
discover about the quality of teaching and learning within the program and/or
its AOL processes?
3.
As a result of these discoveries, what changes did your program’s
faculty implement to enhance the quality of teaching and learning in the program
and/or its AOL processes? (Include
discussion of changes that are scheduled to be implemented in the future or are
currently being considered.)
4.
As a follow-up to the discoveries from the AOL process and the
changes that were implemented, what AOL-related activities are your program’s
faculty planning to conduct in the upcoming year?
5.
AOL Council is collecting information on the current status and
future development of student learning outcomes related to KSU's Quality
Enhancement Plan, "Global Learning for Engaged Citizenship." Refer to the attached working definitions of
KSU's Global Learning Outcomes and the grid of learning outcomes and assessment
methods related to global learning from each degree program's AOL plan.
a. Does the grid include all of the learning outcomes and assessment methods
most related to global
learning in your current AOL
plan? If there are errors or omissions,
update the grid as appropriate.
b. Describe faculty discussions and any resulting goals or plans for
strengthening the connections
between KSU's Global Learning Outcomes
and your degree program's student learning outcomes
and assessment methods.
6.
AOL Council would like to support faculty in pursuing the
scholarship of teaching and learning (e.g., developing peer-reviewed
presentations and publications) through their work in AOL initiatives. Describe faculty discussions, any issues or
concerns, and any ongoing or completed projects related to using the AOL
process for research in the scholarship of teaching and learning.
1. AOL Related Program Activities for the BS of
Information Systems
Following up on last year’s
AOL report and the feedback your program received from the AOL Council, what
AOL-related activities have faculty in your program conducted in the interim?
Activity 1: Exit Survey
The Information
Systems program surveys its graduating seniors every semester. Results from the
exit survey are discussed during curriculum meetings. This practiced has
continued during the current review period.
Activity 2: Capstone Project Assessment
The Information
Systems program has a capstone course experience for an integrated project.
Student projects are randomly selected for critical evaluation by faculty.
Student learning as judged by the capstone project is shared with faculty. This
practice is continued during the current review period.
Activity 3: Compliance with disciplinary convention
The Information
Systems program continually reviews its program offering vis-à-vis academic
best practices. The three prominent groups that set best practices for the
Information Systems discipline are: Association of Computing Machinery (ACM, http://www.acm.org/), Association of Information
Systems (AIS, http://home.aisnet.org/),
and Association of Information Technology Professionals (AITP, http://www.aitp.org/).
Model curriculum
guidelines have been published by ACM, AIS, and AITP including 2001 Computing
Curricula, 2002 Information Systems model curriculum, 2005 Computing
Curriculum, and 2007 Information Systems model curriculum. KSU’s Information Systems faculty invested a
significant amount of time revising its curriculum to aligning with best
practices recommended in the guidelines since August 2006.
The resulting
curriculum is approved by the department curriculum committee. It will be
presented to the UPCC in spring 2008. The revised curriculum is proposed to
start summer 2008.
2. Discovery about the Quality of Teaching and
Learning
As a result of these
activities, what did your program’s faculty discover about the quality of
teaching and learning within the program and/or its AOL processes?
Activity 1: Exit Survey
The exit survey informed
us about challenges encountered by students. First, two courses, Data
Communication and Programming II were identified as contributing less to the
overall intended outcome of the IS graduates. Second, the sequence of
pre-requisite courses reduced program flexibility.
Activity 2: Capstone Project Assessment
The capstone
project experience showed that students lacked knowledge in the development
software, VB.NET. Instructors taught VB.NET as part of the capstone course.
Faculty discovered the need to prepare students with an integrated development
environment prior to the capstone course. Despite the challenges the final
projects delivered by the students achieved the course objectives.
Activity 3: Compliance with disciplinary convention
Faculty discovered
the need to realign the IS program with disciplinary convention, review course
content, and improve the sequence of courses.
3. Changes Implemented to Enhance the Quality of
Teaching and Learning
As a result of these
discoveries, what changes did your program’s faculty implement to enhance the
quality of teaching and learning in the program and/or its AOL processes? (Include discussion of changes that are
scheduled to be implemented in the future or are currently being considered.)
Activity 1: Exit Survey
To enhance the
quality of teaching and learning faculty revised the content and sequence of
some courses. Faculty refocused the IS Program as discussed in Activity 3.
Activity 2: Capstone Project Assessment
To enhance the
quality of teaching and learning faculty created two new pre-requisites to the
capstone course: Application Development I and Systems Design. An integrated
development environment is introduced to the student in Application Development
I. In Systems Design students learn to design a system using integrated
software development environment. This realignment of courses allows the
capstone course to focus on developing end-to-end information systems.
Activity 3: Compliance with disciplinary convention
To enhance the
quality of teaching and learning faculty re-defined the IS program goal,
reviewed and adopted disciplinary conventions, revised course offering, and
revised course pre-requisite.
IS program
redefined: graduating students will develop information systems using
integrated development environment.
Reviewed and
adopted disciplinary convention: the IS program will offer core courses focused
on information systems development and two optional tracks as proposed by the
2007 IS Model Curriculum: Business Intelligence track and Internet Systems
development track.
Revised course
offering: all courses in the IS program were revised or new ones created to
achieve the revised program goal.
Pre-requisite
courses: pre-requisite sequence was revised to quality of teaching and learning
in the revised program.
4. AOL Activities for Upcoming Year
As a follow-up to the
discoveries from the AOL process and the changes that were implemented, what
AOL-related activities is your program’s faculty planning to conduct in the
upcoming year?
Activity 1: Exit Survey
Continue direct
student feedback with the exit survey. The IS program will continue to enhance
the quality of teaching and learning through feedback and analysis from the
exit survey. This process will continue to be used to close the gap between
program improvement and student learning.
Activity 2: Capstone Project Assessment
Continue
formative capstone project assessment to evaluate program success. The IS
program will continue to enhance the quality of teaching and learning through
objective evaluation of student capstone project. This process will continue to
be used to evaluate student learning.
Activity 3: Approve, Implement, and Monitor the Revised Program
Approve: The
revised program is approved by the department curriculum committee. It will be
presented to the UPCC in January 2008. The revised program is scheduled for
summer 2008 launch.
Implement:
Faculty will develop a transition plan to ensure the success of student
learning outcome during the transition.
Monitor: Faculty will
evaluate if additional measures, beyond exit survey and capstone project
assessment, are needed to monitor the revised program.
5. Quality Enhancement Plan: Global Learning for
Engaged Citizenship
Refer
to the attached working definitions of KSU's Global Learning Outcomes and the
grid of learning outcomes and assessment methods related to global learning
from each degree program's AOL plan.
a. Does the grid include all of the learning outcomes and
assessment methods most related to global learning in your current AOL
plan? If there are errors or omissions,
update the grid as appropriate.
|
QEP-Related Learning Outcomes and Assessment Method
Identified by Degree Programs |
||
|
Current: |
Show how an information system is a
strategic and integral component of a global organization. Understand basic global economic
principles. Articulate the roles in ethical decision
making that IT practitioners and managers play both within organizations and
between organizations participating in the global economy. |
CSIS 4830, IS Integrated Project:
Grading rubric contains items for each learning outcome CSIS 4840, Information Resource
management and Policy: Research report CSIS 4841, IT Connections Lecture
Series: Reflective summaries IS Program Exit Survey |
|
Additions to the
current grid: |
Compare and contrast various implantations
of the information systems function, such as centralized, distributed and
outsourced. Perform problem analysis and identify
requirement specifications from written descriptions such as case scenarios. Understand that information systems projects
require collaboration as well as individual effort. |
CSIS 3210, Project Management: global
perspective in managing projects. CSIS 3600, Systems Analysis and Design:
use project scenarios with global implication. |
b.
Describe faculty discussions and any resulting goals or plans for strengthening
the connections between KSU's
Global Learning Outcomes and your degree program's student learning outcomes
and assessment methods.
Integrated project: integrate global issues.
Guest lecture: invite diverse group of speakers to
provide global perspective.
IT Resource Management: understand global issues in resource
management.
Requirement analysis: analyze business requirements with
global perspective.
Managing project: understand global issues in managing
projects.
6. AOL Process for Research in the Scholarship
of Teaching & Learning
AOL Council would like to
support faculty in pursuing the scholarship of teaching and learning (e.g.,
developing peer-reviewed presentations and publications) through their work in
AOL initiatives. Describe faculty
discussions, any issues or concerns, and any ongoing or completed projects
related to using the AOL process for research in the scholarship of teaching
and learning.
Faculty ongoing
discussion to use AOL process for research:
o
Current
activities:
o
Under
discussion
o
Ongoing
discussions:
o
Faculty
discussion in-progress