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May 14, 2013




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Accreditation Council for Business Schools & Programs: ACBSP Area of Learning: AOL

Bachelor of Arts: BA

Common Professional Component: CPC Course Leads: CL

Degree Qualifications Profile: DQP Full-time Faculty: FTF

Learning Objective: LO Master of Arts: MA Program Objective: PO

Student Learning Assessment Report: SLAR

Transportation & Logistics Management: TLMT or TLM


Below details the materials used to complete the DQP mapping; strategies employed; and the process used to determine alignment between AOLs, POs, and assessments.

Materials Used:

 2012 IAC Final Report  APUS 201 Workshop:

o Lesson Information

o Assignment 1 (Revised LOs)

o Assignment 2 (Revised Assessments)  DQP Booklet (from Lumina Foundation)

 DQP Guidebook (provided during February meeting)  Faculty Connect Information


 TLMT Content Spreadsheet

Assumption: Complete the DQP spreadsheet by using different assessments throughout the

framework. Logic dictated that by doing this:

 Results would indicate where opportunities exist to add assessments within the AOLs.  Results would indicate how the core (required) courses were distributed across the AOL and

overall DQP framework.

 Results would indicate how effectively the TLMT courses applied the DQP framework. o Illustrating the breadth and depth of the TLMT courses in relation to the framework.

Ideal Strategy: The overarching strategy was to identify one assessment for each PO and each column

in the AOL. More specifically,

 Use core (required) courses only

o Rationale: Required courses for all TLMT students, high enrollment, high impact

 Use written assignments vs. forums and quizzes (if possible)

o Rationale: Based on where we are heading with mobile – forums should be

conversational in style and may not (necessarily) meet the DQP/AOL criteria with the exception of the BA/Specialized Knowledge area.



o Rationale: The re-use of the same assignment may fill more boxes but may not be a

true representation of the areas of strengths and/or weaknesses that exist in mapping the TLMT courses to the DQP framework.

 Represent all core courses in each AOL (if possible)

o Rationale: Indicates that each AOL is integrated to a degree in all of the core (required)

courses within the program.

Process: The completion of the DQP spreadsheet required multiple phases due to the complexity of the

framework. The following details the process and associated steps used to complete the DQP mapping spreadsheet.

Phase 1 (Getting Started):

1. Collect and review the DQP materials - DQP Booklet (from Lumina Foundation), DQP Guidebook (provided during February meeting), and Faculty Connect Information.

2. Ensure the TLMT Content Spreadsheet was up-to-date with current assessments. 3. Print SLARS for BA and MA degrees.

Phase 2 (Current Data and Information):

1. Review PO’s and LO’s for each core course in the BA degree to identify possible courses containing assessments that fit each PO.

2. Compare #1 with the SLARS for the BA in TLM.

3. Compare #2 with page 3 of the DQP Guidebook to see alignment.

Phase 3 (Completing the Spreadsheet):

1. Complete BA first, MA second.

2. Start with first PO and identify an assessment to fit at least one of the columns of the AOL for the specific PO. Continue until each PO and each AOL column has an assessment.

3. Provide rationale for each assessment selected. 4. Identify any next steps required.

5. Complete all AOLs for both BA and MA.

6. Send to FTF for review and feedback. Incorporate feedback.

Phase 4 (Analysis):

1. Develop a spreadsheet to illustrate the number of assessments, distribution of TLMT courses within each AOL, and across the DQP framework.

2. Identify areas of opportunities.

3. Identify assessments used more than once. 4. Identify where gaps and holes exist.

Faculty Involvement

The DQP mapping was discussed and reviewed by 7 TLMT FTF. They provided feedback on the assessments identified in the DQP spreadsheet. Their suggestions and feedback were integrated into the final version of the DQP spreadsheet submitted to the DQP Leadership Team.


The TLMT Distribution spreadsheet was developed to display a condensed version of the DQP mapping spreadsheet. This provided a snapshot of the entire framework to extract the overall findings from mapping the TLMT courses to the DQP framework. As such, the analysis focused on: holes and gaps, number of assessments by course, distribution of courses per AOL, and areas of opportunity across the entire DQP (see Appendix). The findings are as follows:




 TLMT311, IS2: Does not include multiple languages or media. Next steps required.  TLMT312, IS4: Uncertain if this meets the criteria. Next steps required?

 TLMT352, AL3: Does not require the student to interview SME but is suggested. Next steps required.

Gaps (Implications): One gap – Intellectual Skills (IS5) – More than one language, medium, address

social, personal, or ethical dilemma.

**This gap can be filled by adding an assessment. All criteria can be met with the exception of “in more than one language.”

MA Holes and Gaps:

Holes: 3 holes exist but can be filled by modifying the assessment instructions/description.

 TLMT603, BIS1: Uncertain if this meets the criteria. Next steps required.

 TLMT500, IS3: Incorporate “how the perspective contributes to norms, cultural assumptions, and technologies.” Next steps required.

 TLMT603, IS5: Incorporate student’s reflection into the assessment. Next steps required.

Gaps (Implications): No gaps exist.

Across Each AOL:


 Specialized Knowledge: TLMT312, 351, 441 are not represented.  Broad/Integrative Skills: TLMT311, 312, 313, 341 are not represented.  Intellectual Skills: TLMT331, 351, 352 are not represented.

 Applied Learning: TLMT311, 312, 331, 351 are not represented.  Civic Learning: TLMT311, 341, 351, 352, 441 are not represented.

**These are areas of opportunity to integrate additional assessments into the aforementioned courses to meet additional AOL criteria.

 2 assessments were used more than once (TLMT331, 341). Next steps required?  PO1 was not met for Civic Learning. Next steps required.


 Broad/Integrative Skills: TLMT500 is not represented.  Civic Learning: TLMT500, 603, 611 are not represented.

 3 assessments were used more than once. Next steps required?

 TLMT611, SK2: Used the same assessment for this AOL. Next steps required?

Across DQP Framework:


 More representation is needed for TLMT311, 312, 351 (lowest number of assessments, not included in AOL).

 4-5 courses are not represented in Broad/Integrative Sills (4), Applied Learning (4), and Civic Learning (5).

 Specialized Knowledge is the most represented AOL (10 assessments).  Top 3 AOLs based on number of courses and number of assessments:

o Specialized Knowledge: 5 courses, 10 assessments o Intellectual Skills: 5 courses, 8 assessments o Applied Learning: 5 courses, 6 assessments  Civic Learning weakest AOL.




 Civic Learning is the least represented AOL.  3 out 5 AOLs are represented equally across DQP

o Specialized Knowledge: 5 courses, 6 assessments o Intellectual Skills: 5 courses, 6 assessments o Applied Learning: 5 courses, 5 assessments

 TLMT 500, 603, and 611 have lowest number of assessments.

Program Objectives:

 Program objectives align with the DQP framework. However, a review of the verbs and how they align between the PO and AOL descriptions are needed.

 BA program objectives need to be revised to better align with Bloom’s Taxonomy.  New Program Objective for Civic Learning should be added (suggestions below).

o BA Level: Evaluate and explain various sources or alternative views related to social, public

or community policies.

o MA Level: Interpret and defend a social, environmental or economic challenge at a

domestic and global level.

Learning Objectives:

 Learning objectives for all core courses will be reviewed and revised where necessary. Then, remainder of TLMT courses will be reviewed.


o Ensure appropriate level of Bloom’s Taxonomy is used.

o Ensure the LO is constructed to meet the outcome of the assessment. o Ensure LO effectively aligns with the assessment provided.

o Ensure there is a clear mapping from the LO to PO to DQP.


 Ensure alignment with LOs.

 Update instructions to provide additional details, expectations, etc.

Lessons Learned:

 Courses remain in-line with current state of TLM industry.

 BA and MA fit with the DQP framework. Small adjustments are needed to fill holes and gaps, but overall acceptable alignment.

 Assessments will align well with the CPCs for ACBSP accreditation.  Increase collaboration as part of assessments (where appropriate).  Enhance the use of theory at the Graduate level (where needed).  Enhance the cross-pollination of multiple academic fields.

 Incorporate out-of-class and civic learning into assessments (where appropriate).  DQP framework incorporates critical thinking processes.

 Completion of the DQP mapping was good timing as we begin to review CPCs for ACBSP accreditation. We can make the necessary modifications, changes, and additions to further align with DQP and meet ACBSP criteria.

Next Steps/Action Plan

The next steps are as follows:


5 o Specifically, review Research Paper assignments to provide specific current event topics

that align with LO/PO/AOL. This will fill more AOL columns, prevent the re-use of assignments by students, stay current with industry events, and reduce plagiarism. o Send Action Plan to FTF/CLs to include completion dates, status spreadsheet,

sign-off/checklist, etc. to ensure accountability is built into the process.

Course Lead Course


 Enhance/modify instructions for all assignments.  Revise Program Objectives for BA.

 Add Civic Learning Program Objective, based on feedback from DQP Leadership Team.  Complete CURCOM forms, if necessary.

 Use DQP framework and CPCs (ACBSP) as a guide to further enhance the core (required) courses.

 Update Carnegie Contact Hours to reflect changes.

Questions for DQP Leadership Team

1. Is it acceptable to use the same assignment more than once? How many times is too much? 2. What trends or recurring issues are you seeing across programs?

3. What will be the focus moving forward with the DQP?






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