Assurance of Learning for Undergraduate Programs

Program Requirements

View program Goals, Objectives, and Continuous Improvement below.

• Bachelor of Science Core
• Accounting BS
• Finance BS
• Global Business Management BS
• Hospitality and Tourism Management BS
• Management Information Systems BS
• Marketing BS
• Supply Chain Management BS

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Core Learning Goals & Objectives

1. Analytical and Critical Skills: Analyze and evaluate major business issues to make and communicate effective decisions.
   1. Analyze a business problem using one or more theory-based frameworks.
   2. Interpret data using quantitative methods.
   3. Communicate a solution to a business problem and the reasoning behind it.
   4. For a substantive ethical business issue, propose a sustainable course of action that considers the interest of primary stakeholders.
2. Applied Focus: Learn course concepts and theories through application and practice.
   1. Apply course concepts effectively in a real organizational setting.
   2. Successfully complete hands-on business related projects.
   3. Work effectively with others and in teams.
   4. Demonstrate how global cultures and institutions impact businesses.
3. Creative Problem Solving: Generate a creative solution to a business problem or opportunity through the application of design thinking.
   1. Demonstrate a process for generating a creative solution.
   2. Demonstrate the use of design thinking to arrive at a creative solution.
   3. Evaluate alternative solutions.
4. Technology: Apply business technology and explain its implications.
   1. Explain the impact of technology on business operations.
   2. Apply business technology to solve a problem.
   3. Develop a strategy that includes technology.

Closing the Loop & Continuous Improvement

When program objective assessments are submitted, the submission form includes a section for a "closing the loop" discussion. This allows for reflection on potential adjustments that could be made to enhance the ongoing improvement of the CORE program. These discussions, along with other efforts, have highlighted areas where changes could be implemented.

 Student performance

• Annual Review of Co-op Reports: An annual review of student and employer co-op reports was added to the UCC’s calendar. This supplements department-level reviews by providing broader college-wide insights for continuous improvement and enhancing dissemination of findings.
• Annual reviews of core goals, curricular mapping, and common assignments were initiated to ensure alignment with evolving curricular changes.

Potential changes to assessment methods

• The UCC strengthened collaboration between Saunders and its global campuses by requiring global campus representatives to participate in curriculum development activities from the earliest stages.
• All writing-intensive courses were reviewed to meet current academic and professional standards.

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Core Learning Goals & Objectives

Program Goal #1:  GAAP Based Financial Statements - Demonstrates ability to properly prepare an intermediate-level, full set of GAAP-based financial statements (without footnote disclosures).    

1. Student provided all of the required statements (including, income statement, statement of retained earnings, balance sheet, statement of cash flows).
2. Student properly classified substantially all line items into proper categories (current assets, liabilities, extraordinary losses, etc.).
3. Student included proper presentation formalities, such as a heading, underlining, dollar signs, and proper alignment of amounts.
4. Financial statements reported proper amounts.

Program Goal #2:  Income Tax Knowledge - Demonstrates ability to properly prepare a Federal 1040 income tax form with several schedules, such as Schedule C, net profit and loss for a business, D, capital gains and losses, and E, supplemental income.    

1. Student properly classified substantially all given information as taxable income, deductible expense, or not reportable, in accordance with the Internal Revenue Code and related Treasury Regulations.
2. Student properly ensured consistency of amounts reported on multiple forms (i.e., Schedule C income tied to that on Form 1040, etc.).
3. Amount calculated as federal tax liability was substantially correct.

Program Goal #3:  Cost Accounting - Demonstrates, at the intermediate level, an ability to properly use or analyze cost information for the purposes of financial reporting or internal decision-making.    

1. Student uses product-costing concepts to determine the cost of goods manufactured in a job costing environment.
2. Student determines a production department's overhead rate in a situation involving service department cost allocation.
3. Student prepares an intermediate level cash budget.

Closing the Loop & Continuous Improvement

When program objective assessments are submitted, the submission form includes a section for a "closing the loop" discussion. This allows for reflection on potential adjustments that could be made to enhance the ongoing improvement of the BS Accounting program. These discussions, along with other efforts, have highlighted areas where changes could be implemented.

Student performance

• Indirect Data: Student and advisory feedback highlighted the importance of networking and soft skills:
• Networking Events: In Fall 2023, the department hosted a scavenger hunt with the Accounting Advisory Board, fostering interaction in a relaxed setting. In Spring 2024, students visited "Big 4" and regional firms, resulting in job offers and valuable career insights.
• Mentoring Program: Advisory Board members mentored students, offering guidance on resumes, course selection, and career navigation. International students received tailored support for entering the U.S. job market. Feedback indicated positive impacts on career readiness.

Potential changes to assessment methods

• Analytical and Critical Skills Goal: To better achieve this learning outcome, the program increased instructional hours for ACCT 210, reflected in the course outline. Additionally, a common testing assignment replaced the idea of a common final exam in ACCT 110 to standardize assessment across sections, resulting in a measurable score improvement.
• Technology Goal: After determining that students primarily focused on mathematical functions in Excel, the program introduced a structured template and narrative component to emphasize problem-solving. However, after re-evaluation, the goal was remapped to a more advanced course for better alignment with students' skill levels.
• GAAP-Based Financial Reporting Goal: Instructional time for the 1040 form was increased in response to assessment findings, leading to improved scores in subsequent cycles.
• Global Campus Collaboration: A new course, ACCT 489 (Seminar in Accounting), was developed to cover non-GAAP accounting standards, broadening students' international accounting knowledge.

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Core Learning Goals & Objectives

Program Goal #1:  Cash Flows, Risk and Value - Possess knowledge concerning cash flow, risk and value in finance in various contexts and be able to apply financial models concerning them.   

1. Be able to compute risk measures for financial securities (e.g., bonds and stocks).
2. Be able to conduct analysis on risk-related issues (e.g., compute risk-adjusted performance measures).
3. Be able to evaluate financial securities using cash flow-based valuation models.

Program Goal #2:  Use of Financial Technology in Analyzing Data: Students demonstrate the ability to use Excel or other contemporary software applications to analyze given data sets.  

1. Ability to apply technology in analyzing financial statements and in developing financial projections and forecasts.
2. Ability to communicate results of analysis so they may be used in decision-making.

Closing the Loop & Continuous Improvement

When program objective assessments are submitted, the submission form includes a section for a "closing the loop" discussion. This allows for reflection on potential adjustments that could be made to enhance the ongoing improvement of the BS Finance program. These discussions, along with other efforts, have highlighted areas where changes could be implemented.

Student performance

• Curriculum Standardization: Based on assessment and UCC feedback, common assignments and a unified textbook were implemented across core courses, maintaining flexibility for supplemental materials.
• Networking Events: The inaugural "Speed Networking and Social Hour" in Spring 2023 connected students with finance alumni across various roles. A follow-up “Traveling Tiger” trip allowed students to explore firms in Spring 2024, with plans for continuation.

Potential changes to assessment methods

• Bloomberg Terminal Certification: Advisory Board recommendations led to required Bloomberg Market Concept certification for all finance students, providing essential skills for market data analysis. The Board and alumni provided funding to acquire the terminals.
• Program Goal 5: Cash Flows, Risks, and Value: To address underperformance in this area, the CAPM model and market risk content in FINC 362 were expanded. The goal was reassessed in the following cycle and achieved the target score. FINC 352 was also designated as a writing-intensive course to strengthen students' ability to analyze and communicate risk.

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Core Learning Goals & Objectives

Program Goal #1: Managing People and Processes – Achieving business goals and influencing others towards a common purpose in a global environment 

1. Apply leadership and teamwork concepts to global business.
2. Formulate and implement local and global projects.

Program Goal #2: Global Fundamental Elements: Practice the strategic, cultural, managerial, and collaborative actions to become/remain competitive in a global environment

1. Manage the various functions of a global business.
2. Develop Corporate strategy that considers differences in a global business.

Closing the Loop & Continuous Improvement

When program objective assessments are submitted, the submission form includes a section for a "closing the loop" discussion. This allows for reflection on potential adjustments that could be made to enhance the ongoing improvement of the BS Global Business Management program. These discussions, along with other efforts, have highlighted areas where changes could be implemented.

Student performance

• Curriculum Repositioning: DECS 310 Operations Management was moved from the third to the second year to build foundational knowledge earlier, improving students' application of business technology.
• Alumni feedback and focus groups underscored the importance of understanding stakeholder complexities and cross-functional integration within the supply chain. Based on this input, the program adopted ERPSIM, a simulation game that evaluates students on their ability to manage various supply chain aspects. Preliminary data indicate increased engagement and understanding. Additionally, faculty are collaborating with ASCM to host a gamified high school outreach program, strengthening STEM-related skills and reinforcing the program goals.

Potential changes to assessment methods

• Capstone Revision: In DECS 550 Capstone, improvements focused on enhancing students’ written communication of findings. DECS 445 Managing Supplier Relations adopted similar adjustments to support written skills and client interaction.

• Enhanced Case Analysis: DECS 435 Supply Chain Management Fundamentals now emphasizes case analysis on emerging technologies to support the Supply Chain Management goal.

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Core Learning Goals & Objectives

Program Goal #1: Operations and Management: Students demonstrate understanding of fundamental aspects of hospitality operations and management  

1. Use operating metrics to analyze operations of a hotel and recommend managerial actions to improve operations.
2. Demonstrate and apply knowledge of food safety principles in the operation of a restaurant.
3. Describe the roles of key participants in a typical hospitality project and how they interact to manage and complete projects.

Program Goal #2: Financial Tools: Students demonstrate knowledge and ability to successfully use financial tools to hospitality industry problem-solving.   

1. Use hospitality financial statements such as the income statement and the balance sheet to identify opportunities and challenges for a business.
2. Explain and calculate key operating metrics including RevPAR, check averages, labor cost/hour, occupancy, and recognize the impact of fixed and variable components of costs.
3. Identify and manage the drivers of costs and profits in a typical F&B operation.
4. Demonstrate the ability to estimate and manage costs in the operations of a restaurant or a hotel.

Program Goal #3: Marketing and Strategy. Students demonstrate understanding of fundamental aspects of hospitality marketing and strategy.   

 Formulate strategies using various tools including service blueprinting and value chain analysis to optimize customer experience.   

1. Formulate strategies using various tools including service blueprinting and value chain analysis to optimize customer experience.
2. Diagnose and measure the success of implemented customer experience design and processes.
3. Using branding to define and create memorable luxury customer experiences.
4. Conduct market studies and feasibility analyses.
5. Connect F&B operations, management, and practices to organizational outcomes including guest satisfaction and profitability.

Closing the Loop & Continuous Improvement

When program objective assessments are submitted, the submission form includes a section for a "closing the loop" discussion. This allows for reflection on potential adjustments that could be made to enhance the ongoing improvement of the BS Hospitality and Tourism Management program. These discussions, along with other efforts, have highlighted areas where changes could be implemented.

Student performance

• Technology Integration - The Advisory Board recommended an increased focus on technology through both a dedicated course and integration throughout the curriculum.
• Certification Offerings - Advisory Board members advised the inclusion of industry-relevant certifications. In response, the SERVSAFE certification was introduced into the program.
• Analytics Emphasis - Recognizing the importance of analytics skills, the Advisory Board suggested a dedicated analytics course, which was addressed with the college-wide addition of BANA-255 Data Literacy, Analytics, and Decision Making.

Potential changes to assessment methods

• Differentiated Instruction and Course Creation – In collaboration with the Hospitality program in Croatia, two new luxury elective courses were created. HSPT-376 Hospitality Luxury Service Excellence and HSPT-377 Hospitality Luxury Operations Design. These courses helped differentiate the technology-focused Rochester program from the luxury tourism focus of the Dubrovnik campus.
• Goal Remapping and Course Creation: Following the assessment of Program Goal 7: Marketing and Strategy, in which student performance met or exceeded the benchmark, a decision was made to discontinue HSPT-131 Lodging Operations Management and replace it with a more challenging, technically-oriented course, HSPT-315 Operations Analytics and Management to better align with operations management, focused on vision, mission and organizational structures.
• Analytics Tool Use Enhancement: Following the assessment of HSPT-232 Hospitality and Real Estate Development, score distribution was examined and online course in Excel use through blended-Teching.com was added to help students improve their use of EXCEL for analytics.

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Core Learning Goals & Objectives

Program Goal #1: Project Proposal - Demonstrate the ability to analyze business processes, obtain business requirements, design a system meeting those requirements, and prepare a professional project proposal.   

1. Analyze business processes.
2. Obtain business requirements.
3. Design a system meeting specific requirements.
4. Prepare a professional project proposal.

Program Goal #2: Roles and Tools in Technology and Decision Making - Demonstrate knowledge of the roles, tools, and practices for managing information systems and technology to support organizational operations and decision making.   

a) Demonstrate knowledge of the roles, tools, and practices for managing information systems and technology.

Program Goal #3: Data Models and Database Management - Demonstrate the ability to use data models and database management systems to support the business processes of an organization.   

1. Demonstrate the use of data models to define and organize data to be captured in a database management systems.
2. Demonstrate the design and development of a database management system to support the business processes of an organization.

Closing the Loop & Continuous Improvement

When program objective assessments are submitted, the submission form includes a section for a "closing the loop" discussion. This allows for reflection on potential adjustments that could be made to enhance the ongoing improvement of the BS Management Information Systems program. These discussions, along with other efforts, have highlighted areas where changes could be implemented.

Student performance

• Enhanced Project Parameters: MGIS 330 Systems Analysis and Design added more structured requirements for project deliverables, including statements of core requirements, cost-benefit analysis, and identification of alternative strategies, supporting Program Goal 5: Project Planning.
• Assignment Revision: MGIS 130 revised its common testing assignment to better align with Core Goal 3: Creative Problem Solving.
• Process Improvement and Pedagogical Re-alignment: Program Goal 5: Project Proposal was assessed with student performance falling slightly below the benchmark. Program expanded the coverage of business process analysis in MGIS-330 Systems Analysis and Design, for better alignment with objective a; introduced more discussions of requirements analysis in MGIS-350 Developing Business Applications and identified an assignment to map to the goal. Program Goal 7 Data Models and Data Management was split into two objectives, one focusing on database design and the language of the goal was strengthen to align with these improvements.

Potential changes to assessment methods

• Agile Project Management: A focus on agile project management for the capstone course was recommended, leading to its integration into MIS 550 Capstone.
• Storytelling Competency: In response to a recommendation to build storytelling skills, the faculty revised MIS 330 Systems Analysis and Design.

• New Course Development: The board recommended additional coursework in business intelligence, resulting in an Advanced Business Intelligence curriculum within the MIS Seminar course.

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Core Learning Goals & Objectives

Program Goal #1:  Consumer Buying Process - Understanding of the consumer buying process.

a) Demonstrate an understanding of the consumer buying process.

Program Goal #2: Target Markets - Demonstrate an understanding of the process of segmenting markets, choosing a target market and describing it using demographic and psychographic variables.   

1. Demonstrate segmentation of markets, referencing relevant data/ evidence to support segmentation decisions.
2. Identifying a target market based on  relevant data and evidence, such as demographic and psychographic variables.

Program Goal #3: Market Research and Strategy - Understanding of marketing research, key marketing metrics and their use in marketing strategy.   

a) Demonstrate an understanding of marketing research, key marketing metrics and their use in marketing strategy.

Program Goal #4:  Marketing Plan - Ability to develop a comprehensive marketing plan.

1. Identify and explain the essential elements of a comprehensive marketing plan.
2. Outline critical steps in a marketing planning process.

Closing the Loop & Continuous Improvement

When program objective assessments are submitted, the submission form includes a section for a "closing the loop" discussion. This allows for reflection on potential adjustments that could be made to enhance the ongoing improvement of the BS Marketing program. These discussions, along with other efforts, have highlighted areas where changes could be implemented.

Student performance

• Active Learning: To enhance Core Goal 2, Objective A (Applied Focus), MKTG 230 Principles of Marketing introduced an active learning model. Following each lecture, students engage in hands-on activities to apply course concepts in organizational scenarios.
• Expanded Industry Projects: In support of Objective B (hands-on business projects), marketing faculty collaborated with the college Director of Business Development to increase the number of industry-sourced projects available to students.
• Global Perspective: To reinforce Objective D (understanding global cultures and institutions), the program expanded its coverage of global issues in MKTG 230, particularly in relation to product launches.
• Storytelling and Active Learning: The program introduced storytelling exercises and active learning models in response to feedback, reinforcing real-world skills.

Potential changes to assessment methods

• Curriculum Sequencing: Following the assessment of Program Goal 6 (Target Markets), MKTG 320 Digital Marketing was re-sequenced to follow MKTG 230, strengthening learning around customer segmentation and targeting. Additionally, advanced data analytics tools and biometric software for psychographic measurement were introduced to support enhanced market analysis skills.
• Expanded Segmentation Objective: To reflect a more comprehensive understanding of market segmentation, Objective C under Target Markets was revised to include geographic and behavioral variables, alongside demographic and psychographic segmentation.
• Process Improvement: Program Goal 8 Marketing Plan was modified following its assessment to improve the alignment between language of the rubric and the task; a second objective was added to the goal: “Demonstrate knowledge of critical steps in the marketing planning process” to strengthen student performance
• Course Renaming: Internet Marketing was renamed Digital Marketing to align with industry terminology.
• Data Analytics Integration: Advanced data analytics tools were incorporated into courses based on both advisory board input and direct assessment results.

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Core Learning Goals & Objectives

Program Goal #1 – Operations and Supplier Relations Management:  Demonstrate an understanding of how different business functions collaborate to support efficient and effective supply chains.   

1. Demonstrate ability to classify different business functions over the supply chain.
2. Demonstrate ability to identify managerial issues such as inventory management, logistics/ third party logistics.

Program Goal #2 – Supply Chain Analysis and Design: Analyze data using the proper tools to design a global supply chain.   

a) Analyze the relevant data by applying certain tools such as ERP, database management and Excel to design a global supply chain.

Program Goal #3 – Supply Chain Strategy:  Demonstrate the ability to develop strategies to manage supply chain-related issues and improve supply chain process.    

1. Demonstrate ability to identify sources of inefficiency in supply chain-related issues such as risk, cost and time.
2. Demonstrate ability to implement solutions by applying appropriate operational methodologies, such as forecasting, supplier relations and process improvement techniques (e.g., Lean Six Sigma).

Closing the Loop & Continuous Improvement

When program objective assessments are submitted, the submission form includes a section for a "closing the loop" discussion. This allows for reflection on potential adjustments that could be made to enhance the ongoing improvement of the BS Supply Chain Management program. These discussions, along with other efforts, have highlighted areas where changes could be implemented.

Student performance

• Alumni feedback and focus groups underscored the importance of understanding stakeholder complexities and cross-functional integration within the supply chain. Based on this input, the program adopted ERPSIM, a simulation game that evaluates students on their ability to manage various supply chain aspects. Preliminary data indicate increased engagement and understanding. Additionally, faculty are collaborating with ASCM to host a gamified high school outreach program, strengthening STEM-related skills and reinforcing the program goals.

Potential changes to assessment methods

• Capstone Revision: In DECS 550 Capstone, improvements focused on enhancing students’ written communication of findings. DECS 445 Managing Supplier Relations adopted similar adjustments to support written skills and client interaction.
• Curriculum Repositioning: DECS 310 Operations Management was moved from the third to the second year to build foundational knowledge earlier, improving students' application of business technology.

• Enhanced Case Analysis: DECS 435 Supply Chain Management Fundamentals now emphasizes case analysis on emerging technologies to support the Supply Chain Management goal.

Assessment data has been compiled from courses across each program to measure achievement of competency objectives. The outcomes data tables provide a comprehensive view of student learning and progress toward key objectives and AACSB accreditation standards across all programs. For each program, multiple assessment methods have been identified within designated courses, allowing us to collect consistent data and evaluate performance against established benchmarks.