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LA HARBOR COLLEGE Student Learning Outcomes (SLOs) Assessment Report Course Assessment Division: Business Discipline/Program: Business Course Number and Name: Business 130: Introduction to Supply Chain Management Program Contact Person: __Stan Sandell/Lisa Mednick_________________________ Reviewed by: Institutional Learning Outcomes 1 5 Phone: Ext. 4181/ext. 4513____________________ Date: Course Intended Outcomes Students will write 1+ strategies to solve a supply chain management problem. Students will demonstrate knowledge and understanding of procurement system management of a business. Means of Assessment and Criteria for Success Students will analyze a case study related to supply chain capability & write a 500+ word essay addressing a) high-level, adverse effects on the business b) steps to avoid adverse impacts in the future, and c) compare/contrast expectations of VP of supply chain versus VP of manufacturing. (ex. Case 16.2)/ 70% students will analyze case & compose essay based on above criteria. Students will use quadrant or risk/value technique and categorize importance of specified items for a particular manufacturer. 70% 9/19/13 Summary of Data Collected Use of Results 3 Students will be able to research written & virtual information pertaining to procurement system management to develop business strategies. 4 Students will be able to discuss the complexity of global markets & multiple business and cultural issues associated with global trade partners. 2 Students will be able to apply appropriate KPI’s (key performance indicators) that support operational strategies, organizational objectives, and customer requirements of a students will use quadrant technique correctly and demonstrate knowledge of categorizing rationales. Using library databases, students will retrieve scholarly articles to establish best practices and strategies in supply chain management for a business of their choice. 70% of students will use databases to retrieve scholarly articles & be able to describe best practices based upon them. Students will work in groups to identify & address the cultural differences & issues that may impact business relationships between mature economies and developing or emerging markets. 70% students will assume their group roles/responsibilities as determined by the instructor. Students will analyze a graph showing KPI’s for a particular line of business & infer the degree of transportation efficiency based on the business. Attach additional pages as necessary. Institutional Course Intended Outcomes Learning Outcomes 1. Identify individuals and 1 graph. 70% students will perform the above task satisfactorily. Means of Assessment Summary of Data and Criteria for Success Collected 75% of students should 52% of students scored Use of Results Instructors felt that multiple people groups that have contributed to the political, economic, and social development of Western Civilization. 1 (2) 2. Formulate a chronology of important developments in Western Civilization. 1 (2) 3. Explain institutional formation in early Western Civilization and its influence on cultural organization and control. 4 (1) 4. Define the religious and philosophical traditions of Western Civilization and evaluate their impact on cultural change. 2 5. Complete maps of Europe that identify the geography of Greece, Rome, and the Middle Ages. 3 (1,2) 6. Locate primary and secondary sources in the Library and on the Internet and score 70% or better on 10 common multiple choice questions embedded in quizzes or exams throughout the semester. 90% of students will score 70% or better on a timeline of Western Civilization. 75% of students should demonstrate a “C” level competence in a 500 word essay to be scored with a departmental rubric. 75% of students should score 70% or better on 5 common terms (defined and explained) embedded in quizzes or exams throughout the semester. 75% of students should score 80% or better on assigned maps. 75% of students will demonstrate a “C” level of competence in two 70 % or better on multiple choice questions embedded in quizzes. choice exams did not accurately reflect student learning and opted to use term definition and identification for the next assessment. Continue to utilize the timeline as a group activity and to encourage organizational skills. 100% of students created timelines as part of an inclass cooperative learning activity. Students are allowed to then use the timelines as graphic organizers for the midterm and final exam essays. 80 % of students scored Continue to work on essay “C” or better on two 500 content and composition. word essays administered within the midterm and final examinations. 85% of students averaged Continue vocabulary 80% or above on two building in context of terms-transubstantiation Western Civilization. and astrolabe. Two quizzes and the final included map components of the Mediterranean and Western Europe. The average score for the three assessments was 80%. Students completed a 500 word essay on ancient Rome using Google Continue emphasis on geographical locations and their significance for the development of western civilization. Continue making links between ancient past as revealed through primary examine, evaluate, and organize 250 word analyses of sources into a logical argument. primary sources to be graded with a departmental rubric. Earth Rome which utilizes computergenerated images of ancient Roman buildings and superimposes them on current photographs of the city. 80% of students scored “C” or better on this analysis of the archaeological source. sources and modern history.