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From Principles to Practice: Analyzing a Student Learning Outcomes Assessment System

From Principles to Practice: Analyzing a Student Learning Outcomes Assessment System
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Author(s): Dennis Drinka (University of Alaska Anchorage, USA), Kathleen Voge (University of Alaska Anchorage, USA) and Minnie Yi-Miin Yen (University of Alaska Anchorage, USA)
Copyright: 2005
Volume: 7
Issue: 3
Pages: 20
Source title: Journal of Cases on Information Technology (JCIT)
Editor(s)-in-Chief: Andrew Borchers (Lipscomb University, USA)
DOI: 10.4018/jcit.2005070103

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Abstract

The College of Business Administration (CBA) is part of a mid-sized urban university with a primary focus on teaching. It had recently decided to develop a process for defining student learning objectives and outcomes, measuring success in achieving these, and using the results of those measures for continuously improving the quality of student learning. Its aim was to design and develop a system which could automate data collection and streamline the processes of course effectiveness evaluation and course/curriculum enhancement. Even though many challenges still existed for the college, it nevertheless launched into a logical design of the Student Learning Outcome Assessment System (SLOAS). Alexis, the college’s IT Manager, was assigned the responsibility for managing this project. She determined this system would be used for data collection and reporting in order to provide evidence that student learning outcomes were being achieved at the course, college, and potentially university levels. Amid the lack of internal development resources, insufficient IT support, constantly changing standards and policies, budget issues, and so forth. Alexis knew that she was faced with a challenging project.

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