Assessing Technology Skills in an Undergraduate Business Course

This article focuses on how an undergraduate program of an Association to Advance Collegiate Schools of Business (AACSB), an accredited business school, incorporates assessment on the use of information technology in a computer business course. To meet the new AACSB standards regarding assessment and adequately determine if and what students are learning? This article presents the technology learning goals, the associated learning objectives and the specific technology-related behaviors and actions that are assessed. In addition, specific examples of student assignments are presented as well as how these assignments are designed and assessed in relation to the learning objectives for the course is discussed

A Comparison Of Video Formats For Online Teaching

The use of video to deliver content to students online has become increasingly popular.  However, educators are often plagued with the question of which format to use to deliver asynchronous video material.  Whether it is a College or University committing to a common video format or an individual instructor selecting the method that works best for his or her course, this research presents a comparison of various video formats that can be applied to online education and provides guidance in which one to select

Retention Assessment Of Core Operations Management Topics For Business Administration Students

To meet the new AACSB International standards regarding retention assessment and adequately determine if and what students are learning, this research presents a framework within which expected learning outcomes and specific learning are assessed. This paper presents the framework and describes how the process can be implemented with an application to retention assessment for the core operations management (OM) topics. Assessing core OM topics partially fulfills the AACSB International mandate of topical coverage and outcome assessment in the area of analytical decision making, which includes business statistics, financial analysis, and operations management. The study is of value to those who desire to better understand and implement assurance of learning or assessment in their programs

An Attractive Engineering Option for Girls

When choosing a career in scientific fields, girls lend to gravitate toward professions that help humanity; thus, the fields of health and medicine are widely chosen by women. To attract young women to the area of engineering, girls need to be shown how engineering principles can be applied to solve health problems, thereby improving people\u27s lives. The field of biomedical engineering, an engineering approach toward solving medical problems, is responsible for new medical instruments, diagnostic equipment, imaging technologies, artificial organs, implants, and prosthetics. Since 1981, NJIT has offered the Women In Engineering & Technology (WEIT)-FEMME program. This program, geared toward academically talented 4th through 9th grade girls, encourage them to pursue careers in science, technology, engineering, and mathematics (STEM) fields. A thematic unit introduces the students to a variety of engineering disciplines, while enriching their skills and increasing their self-efficacy in STEM areas. In 2001, Biomedical Engineering became the newest addition to the WIET Initiative. The academic curriculum integrates engineering principles with biomedical science, and introduces girls to the role of engineers as problem-solvers and helpers

Using Financial Investment Measures to Proactively Engage Students in the Introductory Business Statistics Course

Typically, the core-required undergraduate business statistics course covers a broad spectrum of topics with applications pertaining to all functional areas of business. The recently updated American Statistical Association's GAISE (Guidelines for Assessment and Instruction in Statistics Education) College Report once again stresses the pedagogical importance of topic and application relevancy in an increasingly data-centered world. To this end, only two introductory textbooks have incorporated some financial investment measures (Sharpe ratio and beta coefficient) in the teaching of numerical descriptive measures and simple linear regression analysis, respectively, while a few others include them as real-data application exercises at the end of their respective chapters. Although this latter coverage is in compliance with GAISE College Report recommendations on the importance of using relevant real data applications in the teaching of introductory business statistics, it forgoes an opportunity to provide more detailed discussion within the text itself and add value to a business student's learning. Given that all business students will have an opportunity to learn about financial investment, regardless of their functional area major, this paper offers a more proactive use of these and other financial investment measures as part of the current, traditional course or as part of a suggested dedicated introductory business statistics course for finance majors