Curriculum management handbook university of central

Pdf File 1,387.31 KByte, 46 Pages

College of Business

0

Revised December

2015

College of Business

TABLE OF CONTENTS

VISION, MISSION, AND CORE VALUES STATEMENT....................................................1 CURRICULUM MANAGEMENT PROCESS.......................................................................2

CURRICULUM DEVELOPMENT/REVIEW............................................................3 CURRICULUM CHANGE PROCESS.......................................................................4 CURRICULUM REVIEW..........................................................................................5 ASSURANCE OF LEARNING..............................................................................................6 LEARNING GOALS..................................................................................................7

BBA Program.................................................................................................8 MAcc Program..............................................................................................13 MBA Program...............................................................................................18 ASSURANCE OF LEARNING PROCESS...............................................................22 ASSURANCE OF LEARNING SCHEDULE...........................................................26 HIGHER LEARNING COMMISSION/UNIVERSITY CORE ASSESSMENTS................27 LEARNING OBJECTIVES BY MAJOR..................................................................28 BS/BA IN ECONOMICS..........................................................................................31 UCA CORE ASSESSMENT.....................................................................................32 APPENDIX A - CAC FORMS................................................................................................i APPENDIX B - CHANGE LOG............................................................................................v

College of Business

COLLEGE OF BUSINESS VISION, MISSION, AND CORE VALUES STATEMENT

Our mission is to provide high quality business education to our undergraduate and graduate students through the delivery of a current, responsive, and innovative curriculum that promotes intellectual and professional development. We promote excellence through our teaching, scholarly endeavors and service to our stakeholders through strong engagement with the local, regional, national, and global business community.

In carrying out this mission, the College of Business is guided by the following core values and expects the following outcomes:

1. Intellectual Excellence 1.1. Educate students: We promote intellectual and professional development of students by emphasizing communication, critical and analytical thinking, collaboration, information management and a broad exposure to key business disciplines. 1.2. Scholarship: We believe that faculty and students should engage in professional development and scholarly endeavors that promote and impact the application, creation and dissemination of knowledge through contributions to business practice, learning and pedagogical research, and discipline based scholarship. 1.3. Cultural competence: We maintain and develop current and responsive curriculum that prepares students for the global business environment through broad exposure to key business disciplines. 1.4. Physical learning environment: We strive to provide a physical infrastructure with appropriate technology that provides an environment in which our students and faculty can thrive professionally and intellectually.

2. Community 2.1. Collegiality: We encourage transparency in our decision making practice through a process of shared governance based on interactions among faculty, staff, and students. 2.2. Service: We pursue collaborative partnerships between our internal and external stakeholders to impact and promote life-long and experiential learning, research, service, and community engagement.

3. Diversity 3.1. We value the opportunity to work, learn, and develop in a community that embraces the diversity of individuals and ideas.

4. Integrity

1

College of Business

4.1. Ethics: We are committed to ethical and responsible behavior in our own actions and to developing the same commitment in our students by promoting the awareness of professional ethical responsibilities.

4.2. Responsibility: We commit to being responsible and accountable in our operations at all levels, including assessment and continuous improvement of our academic programs and transparency in our fiscal and operational proceedings.

CURRICULUM MANAGEMENT PROCESS

The Curriculum Management Process (CMP) is fundamentally concerned with effective teaching and learning. The process consists of managing what students are expected to learn, evaluating whether or not it was learned, and seeking ways to improve student learning. An effective curriculum management process is evidenced by graduates who are well equipped to succeed after college, either in the business world (defined broadly to include any organization) or in advanced education. To effectively prepare graduates, our curricula must be current, responsive and innovative. It must be delivered in an appropriate format and through an effective channel. Above all, students need to gain appropriate knowledge and skills as they progress through and complete the program.

The CMP consists of two major areas, curriculum development/review and Assurance of Learning (AOL). Curriculum development and review examines what students should learn. This process includes cultivating content in the curriculum that meets the needs of internal and external stakeholders, responds to new developments in business practices and issues, and coordinates with the mission and strategy of the college and university. Curriculum development can be innovative: proposing new courses or programs, using new tools, and using novel approaches. But, the process also includes continuous improvement through revision and redesign of existing content, pedagogy, tools, and approaches, at times stemming from AOL data. It is engaging with input from internal and external stakeholders.

The second area of curriculum management is Assurance of Learning. AOL refers to processes which demonstrate that students achieve learning expectations for the programs in which they participate as well as providing a basis for the improvement of student learning. Schools use assurance of learning to demonstrate accountability and assure constituents such as potential students, parents, trustees, public officials, supporters, and accrediting organizations that the school meets its learning goals for its students. AOL evaluates whether students are learning the content and achieving the goals that have been set. This involves instantiating the goals through learning objectives, assessing each learning objective, and comparing the results to agreed-upon benchmarks. But just as important, AOL provides the mechanism for making improvements to student learning by examining areas of weakness, as evidenced by the data collected and formally taking some type of corrective action(s).

2

College of Business

To oversee the curriculum management process, the COB has long had a COB Curriculum and Assessment Committee (CAC). Committee membership includes two representatives from each of the four departments, plus an ad hoc (non-voting) member assigned by the Dean from the Executive Committee as a liaison. One of the representatives is typically appointed as Chair of the committee; another is typically appointed as Director of Assessment. The Chair oversees all activities, including curriculum assessment and assurance of learning. The Director of Assessment is responsible for the assurance of learning process. This committee is tasked with overseeing the entire process of curriculum management, as detailed in this handbook. In addition to the COB CAC, each of the four departments has its own departmental CAC. The departmental CACs manage the curriculum process at the departmental level.

As issues, requirements and needs change, so should this handbook. The entire curriculum management process, from defining curriculum to testing learning, should seek continuous improvement. As such, we expect this handbook to also undergo changes periodically. Handbook changes may be major or minor. Recommending changes to the handbook may come from any faculty or staff member, from any department or from the COB CAC committee. The process for handbook changes requires review by the COB CAC. The committee's recommendation will then be reviewed by the Executive Committee and ultimately approved by the Dean. Minor changes will be documented through a Change Log (Appendix B of this document). If change(s) are significant enough, it may warrant a complete revision.

CURRICULUM DEVELOPMENT/REVIEW

Curriculum development and review is the process of defining, monitoring and reviewing the skills and knowledge areas that we expect students to possess as they traverse and finish each of our programs. At its core, this concerns the curricula that is in place in each program. Developing, maintaining, and improving curricula is an iterative effort, and employs a variety of inputs. These include the knowledge and expertise of faculty members, current and former students, assurance of learning results, business trends, stakeholder interest (in particular employers who hire graduates), governmental agencies, curricula at other institutions, curricula standards/guidelines (if any), and accrediting agencies. Each department and major and the faculty therein should continuously examine ways to improve or adjust curricula, with the goal of providing a current, responsive and innovative undergraduate or graduate education.

Learning goals define the educational expectations for each of the degree programs. They specify the intellectual and behavioral competencies our programs are intended to instill and reflect both internal and external stakeholder expectations. While they are a critical element of curricula management, the learning goals and associated objectives are presented in the AOL section of this handbook.

3

Download Pdf File