GradesGrades are the one common measurement of student performance and knowledge acquisition. Syllabi for all courses are required to state course objectives and expected learning outcomes, and grades are a direct reflection of a student’s achievement of the stated course goals. Grades are assigned based on the standard 4.0 scale used at UW-Milwaukee.
Students must be aware of the factors and percentages on which grades are based. In-course assessments typically used in School of Business courses are:
- Exams – quizzes, midterms, finals
- Assignments – papers, computer lab reports, in-class presentations (group or individual), case studies
- Capstone projects
Prerequisite GradesSeveral courses in the School of Business utilize grades as prerequisites for continuation in the major:
Accounting: A “B” or better grade in Bus Adm 201, Introduction to Financial Accounting, is required to enroll in the first course in the major, Bus Adm 301, Intermediate Accounting. Starting in Fall 2005, a “B” or better grade in Bus Adm 301 is required to enroll in Bus Adm 402, Bus Adm 403, Bus Adm 404, and Bus Adm 409.
Management Information Systems: A “C” or better grade in Bus Adm 230, Introduction to Information Systems is required to enroll in the first course in the major, Bus Adm 335, Visual System Development. All courses in the major require a “C” or better grade in Bus Adm 335.
Finance: A "C" or better grade in Bus Adm 350/351, Principles of Finance, is required to enroll in all the courses in the major.
Assessment for Admission to the MajorStudents must qualify to formally enter the School of Business (Admission to the Major). Grade point average in seven core courses and cumulative grade point average are among requirements considered. (2.25 or better).
Student Assessment by ProgramAs part of the School of Business’ commitment to continuous improvement, program reviews have been in place for a number of years. In 2000-2001, a formal internal review process was implemented. Each of the six major areas are designated to undergo five-year program reviews. Each area is required to review its mission-based learning outcomes and measurements.
FacultyFaculty consist of professors, lecturers, adjunct professors, and instructors responsible for all content in a given course. Course evaluations have been conducted every semester for faculty since 1977-78.
Instrument: The evaluation consists of nine questions pertaining to the effectiveness of the instructor and nine questions pertaining to course outcomes as they relate to the criteria as stated in the syllabus. The scale ranges from 1 (low – strongly disagree) to 5 (high – strongly agree.) Students are also asked to respond to two qualitative questions regarding positive aspects of the course and areas that may need review or improvement, either in the curriculum or delivery of instruction. Evaluation Sample
Course evaluations are assessed individually and in the aggregate. Individual instructors are provided with mean responses to each question, with separate final instructor and final course means and medians. Qualitative comments are also reviewed by the instructors. Aggregate information consists of means by department, by instructor appointment (full, associate, assistant, lecturer), and by course level (100-200-300-400-Graduate), offering an additional gauge of School of Business performance. Sample Aggregate Results
Feedback: The Associate Dean-Academic Affairs reviews all quantitative and qualitative course evaluation results. Outstanding teaching is recognized each semester in the form of teaching awards to the top ten graduate instructors, the top ten undergraduate instructors, and the top five mass lecturers, based on the teaching effectiveness means.
If course evaluation results indicate overall student dissatisfaction with the course or instructor, the Associate Dean-Academic Affairs schedules a private conference with the instructor. The instructor may then be referred to the campus Center for Instructional & Professional Development (CIPD) for assistance in teaching methods and course improvement.
Students have access to all course evaluation results, including the top ten instructors (online student newsletters), and the same quantitative results and graphs that are provided to the instructors (hard copies in Student Services Center and Graduate Program Services). Other course evaluation information is available to students via the PantherProf online service provided by the campus.
Teaching AssistantsTeaching Assistants are defined as graduate students who work with a primary professor or lecturer, delivering instruction in a discussion section that is complementary to the knowledge and information provided in the lecture. Teaching Assistants are evaluated each semester.
Midterm TA Evaluation Instrument: The midterm TA evaluation allows TAs to confirm which aspects of the discussion section are effective, and what areas need improvement. This gives them the opportunity to make the necessary adjustments in the discussion to ensure student understanding of course material, and to improve their own teaching methods. TAs review the midterm evaluations with their supervising instructors. Sample TA Midtern Evaluation Instrument
Final Evaluation Instrument: The TA evaluation consists of nine questions regarding teaching effectiveness, availability, and organization of classroom activities and instruction. The scale ranges from 1 (low – strongly disagree) to 6 (high – strongly agree). The last question asks the student to rank the TA as either excellent (5) or very poor (1). Sample TA Evaluation Instrument
Feedback: The Associate Dean-Academic Affairs reviews all TA quantitative results. Copies of the course evaluations and comments are sent to the supervising professors and the TAs, including the average of all School of Business discussion section means (in response to the TA rank question), the range of all School of Business discussion section means, and the individual mean. The five top-ranked TAs are recognized for teaching excellence. If a TA earns a teaching mean below 4.0, they meet with the Associate Dean, and are required to seek assistance to improve their teaching skills through the Center for Instructional and Professional Development. TAs are also ranked by their departments each year for continuation of their teaching contracts, and the teaching mean is a factor in the ranking.
ProgramsAccreditationAll School of Business graduate and undergraduate programs are accredited by the Association to Advance Collegiate Schools of Business (AACSB), representing the highest standards in management education. The most recent accreditation of the School of Business took place in 2002. Self Study Results. The next scheduled accreditation is scheduled for 2012, and will continue on a five-year cycle thereafter.
UWM Program ReviewsThe campus conducts an assessment of the undergraduate business program every seven years. The most recent review took place in 2002. APCC Report
The campus conducts a review of business graduate programs every ten years. The most recent review took place in 2002. GFC Report
Internal Program ReviewsDegree Program reviews are conducted every five years to evaluate the effectiveness of the core curriculum in graduate and undergraduate programs. The MBA program is currently undergoing a comprehensive review. The BBA core was reviewed in 2010 and changes implemented in 2012. These reviews ensure that our programs reflect the most recent developments in business theories, applications, and technologies.
Area Program Reviews evaluate the curriculum in each major at least once every five years. A formal process for area reviews was instituted in 2000, and has been conducted as follows:
- Human Resource Management Undergraduate Program Review
- Marketing Program Review
- Supply Chain & Operations Management Program Reviews
- Accounting Program Review
- Management Information Systems
- Business Minor Program Review
- Real Estate Certificate Program Review
The Office of the Dean provides a variety of assessments to each area for purposes of continuous program improvement, including:
1. Instructor & Course Evaluation
2.Course offerings and enrollments over 5 years
3. Average GPA and attrition rates per course in the major
4. Student Satisfaction Surveys
- Current MBA & MS students
- MBA & MS alumni
- MBA Capstone Course Focus Group
- BBA Capstone Course Senior Survey
5. Career Services Data
-BBA Placement Surveys
6. Benchmarking Data
-Big Ten Schools
-Urban Thirteen Schools
The Sheldon B. Lubar School of Business administers a variety of assessments to measure the satisfaction of its students and the quality of its programs and services. The Assessment Matrix was submitted to the AACSB in the most recent Self-Study Report. All current assessments are distributed to faculty at the start of each academic year at the Subject Area Meetings. They are again organized and distributed as part of the Area Program Reviews.Graduate StudentsMBA & MS Satisfaction Surveys
Current MBA and MS students are surveyed every two years regarding student satisfaction in the following areas:
3) Instructional Delivery
5) Career ServicesAlumni
Recent alumni of the MBA and MS programs are surveyed every year.
The School of Business capstone survey is designed to complement the UWM Senior Survey, and asks BBA seniors to evaluate and comment on their coursework in each of the major areas, and on services offered by the Lubar School of Business. Students are asked to complete a written survey regarding advising, career services, curriculum and instruction, scheduling, possible improvements, and positive experiences in the School of Business. Comments are grouped by subject and distributed to area faculty for program review. The written survey is offered in alternating years.
The Lubar School Career Services office conducts placement surveys for BBA, MBA, & MS students. It also conducts Recruiter and Employer surveys each year.