Departmental Assessment Directors' First Semi-annual Report: 2009-2010 .

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DEPARTMENTAL ASSESSMENT DIRECTORS’ FIRST SEMI-ANNUAL REPORT: 2009-2010 ACADEMIC YEAR Submitted to Dr. Jess Boronico Dean of the School of Management New York Institute of Technology Old Westbury New York USA By Dr. Faisal Al Khateeb and Dr. Stephen Blythe, Departmental Assessment Directors, School of Management, Abu Dhabi Campus 12 April 2010

INTRODUCTION A Departmental Assessment Directors‘ (DADs) Retreat was held on 8 February 2010. The following faculty members attended: Dr. Basel Awartani, Dr. Stephen Blythe, Dr. Sanjoy Bose, Dr. Carmen Castro, Dr. Naim El Sayed, Dr. Faisal Al Khateeb, Dr. Stefania Mariano, Dr. Vanaja Vadakepat and Dr. Hassan Younies. The purpose of the DADs‘ Retreat and of this report is to: (1) assess the School of Management‘s (―SOM‖) undergraduate courses taught in Fall Semester 2009; and (2) make recommendations for improvement of teaching and enhancement of student performance in those courses. The following Table of Contents is organized according to the agenda of the DAD‘s Retreat. TABLE OF CONTENTS Page Introduction .2 1. Master Syllabi Compliance . .5 Corrective Action .5 2. Review of the courses taught in Fall of 2009 Using the BSBA Programmatic Learning Goals as the Indicators .6 Corrective Action . .8 3. Grade Distribution and Inflation .9 Corrective Action .9 4. Rubrics For Improvement in Grading of Subjective Exam Questions and Written Assignments .10 Corrective Action. . 10 5. Review of Executive Summaries Submitted by Faculty Members 11 6. Professional Enrichment Programs 15 7. Experiential Learning .16 2

TABLE OF CONTENTS (Continued) Page 8. Fine-Tuning the English Program to Improve Achievement of SOM Learning Goals 17 9. Conclusion and Recommendations 18 Appendices: 1. Fall Semester 2009 Courses: Compliance/Non-Compliance With Master Syllabi . 22 2. Master Syllabi Compliance Form ., .23 3. Mapping Matrix . 24 4. Grade Distributions of Faculty .25 5. Rubric Forms of Faculty 30 6. Executive Summaries by Dr. Basel Awartani 32 7. Executive Summaries by Dr. Stephen Blythe 35 8. Executive Summaries by Dr. Sanjoy Bose . .38 9. Executive Summaries by Dr. Carmen Castro . .39 10. Executive Summaries by Dr. Naim El-Sayed .43 11. Executive Summaries by Dr. Murat Erogul .47 12. Executive Summaries by Dr. Faisal Al Khateeb . .48 13. Executive Summaries by Dr. Mirek Majewski .50 14. Executive Summaries by Dr. Stefania Mariano . .47 15. Executive Summaries by Dr. Hassan Younies. . 53 16. Executive Summaries by Dr. Vanaja Vadakepat . . .55 17. Professional Enrichment (Student Advancement) Programs . 58 3

18. Experiential Learning Programs . 62 19. Fine-Tuning the English Program to Improve Achievement of SOM Learning Goals . .64 4

1. MASTER SYLLABI COMPLIANCE o Dr. Faisal stated that a total of 17 courses were scheduled to be taught using the Master Syllabi and 11 were in compliance with the same, giving an average of 64.7% compliance rate. Refer to Appendix 1: ―Fall Semester 2009 Courses: Compliance/Non-compliance of Master Syllabi.‖ o He brought to the attention of all present that it is imperative that all instructors follow the Master syllabi. o The courses that did not adhere to the Master syllabi were as listed below. MIST 300 – Dr. Mirghani Mohammed INTL 301, MGMT 200, MGMT 315 – Dr. Carmen Castro QANT 200 – Dr. Mirek Majewski SBES 410 – Prof. Murat Erogul o o o o Dr. Carmen brought to the attention that the books for the courses taught by her were not available and so compliance with the Master Syllabi was not possible. The other instructors listed above were not present to justify non-adherence to the Master Syllabi. Dr. Faisal suggested that individual meetings could be held with any of those who wished to discuss any issues regarding the same. It was suggested that faculty whose courses do not have a book available should meet with the Assistant Dean prior to the start of the semester to discuss a suitable course of action. The DADs also pointed out that most of the Assessment of Learning validations are capable of being implemented independently of the textbook; accordingly, although the late arrival of a textbook may be a partial excuse for failure to achieve the learning objectives in the syllabi, it is not a total excuse because other alternatives exist for achievement of those objectives. Faculty brought to light the excessive number of assignments and that some students were unable to cope with it and did not submit all of the assignments. Faculty requested that they have control over the assignments and the possibility of making adjustments (e.g. changing an individual assignment to a group assignment depending on the strength of the class) which was unanimously accepted by all faculty. CORRECTIVE ACTION: In order to further ensure that the Master Syllabi will be adhered to during the Spring Semester of 2010, all of the SOM faculty teaching undergraduate courses were required to complete and sign a form entitled ―Confirmation of Charge To Comply With Master Syllabi.‖ The form is attached as Appendix 2. The purpose of this action is ensure that each faculty member is in receipt of the Master Syllabi of their undergraduate courses and that they will, to the best of their ability, completely implement the Master Syllabi. This action should result in a reduction of excuses offered by faculty members for non-compliance with the syllabi because they have pledged to carry out this action. The DADs will keep the compliance forms on file and they plan to continue to administer the forms at the beginning of each semester. 5

2. REVIEW COURSES TAUGHT IN FALL 2009 USING THE B.S.B.A. PROGRAMMATIC LEARNING GOALS. o Dr. Faisal discussed the average in the matrix and brought to light the ones that have an average of below 3 the same was discussed as stated below. o The courses that did not follow the Master syllabus are not listed in the ―Mapping Matrix,‖ attached as Appendix 3. Gen PLG#1, LO#1 Utilize effective written communication (substance and style) to demonstrate knowledge Observation 1. The prose submitted by the students were not clear. 2. The students are not able to articulate what they want to say 3. The rubric is general and measures the English Skills of the student Corrective Action 1. This issue should be dealt with by the School of Arts & Sciences The students should have effective research skills, and should be able to write a research paper, how to document the paper and references, and learn about business research methods 2. Assistant Dean and the DAD‘s should communicate with the English Department regarding this issue Gen PLG#2, LO#1 Establish and support an ethical position on an emerging or contemporary business matter Observation 1. More related material re ethical issues related to companies should have been introduced Corrective Action 1. The Master syllabus must have more related material on ethical issues related to companies Gen PLG#2, LO#2 Explore, compare or contrast global value judgments and perspectives Observation Corrective Action 1. No Suggestions in Master Syllabus 1. The Master syllabus must have more related material 6

Gen PLG#3, LO#2 Demonstrate the impact of globalization in a business discipline Observation 1. No Submission from students as they are overloaded with work 2. Students do not submit related assignments (do not conform to the given tasks) thus instructors unable to grade 3. MRKT 200 & QANT 405 had no score in the syllabi 4. International Business course cases are out of date Corrective Action 1. Compare the number of assignments given at NYiT to the number of assignments given at other universities. 2. Prepare syllabi with more realistic course goals and with higher quality of assignments designed to achieve those goals. Don‘t overwork the students because it may discourage and de-motivate them. 3. The syllabi should be similar in the number of assignments and the scoring of points. 4. The scoring information is missing in the syllabi for MRKT 200 & QANT 405; this needs to be added. 5. Instructors should be given some discretion to change the syllabus pertinent to projects and assignments. However, in reference to Recommendation 3, above, Dr. Stephen Blythe pointed out that the syllabi were revised in response to the Ministry of Education‘s directive for our courses to be more rigorous. MGMT PLG#1 LO#1 Demonstrate comprehension and scope of knowledge across each functional area Observation 1. MRKT 200 has no scoring 2. ‗N‘ indicating that there is nothing in the syllabi to match score Corrective Action 1. Link between assessment and rubric is broken 2. Master Syllabi should be corrected MGMT PLG#2, LO#4 Prepare reports and presentation using MS-Office products Observation 1. Syllabi measured with unrelated topics Corrective Action 1. Move this point to Gen Plg#1 as it is a general skill 7

2. Add a new software instead of MSOffice MGMT PLG#3, LO#2 Innovate or survey recent innovations Observation 1. This LO was not used in BUSI 435 Corrective Action 1. Need to add relevant topic to BUSI 435 syllabus MGMT PLG#4, LO#1 Contribute an analysis in support of, or develop, a business plan Observation 1. Courses not able to do business plan Corrective Action 1. All courses should to be required to do a business plan Conclusion: 1. Students are not submitting assignments as they feel they are overloaded, making it difficult to grade and use the scoring sheet. 2. To improve group assignments, students will perform an in-university survey 3. Rubrics are not measuring what they are intended to measure. 4. Students who are not able to meet a satisfactory level of proficiency in English should not be allowed to take business courses. 8

3. GRADE DISTRIBUTION AND INFLATION Dr. Faisal presented a graph of the grade distributions for each SOM faculty member. They are attached in Appendix 2. Overall, most of the faculty members seemed to be adhering to a normal distribution which assumes that average work is assigned the grade of ―C.‖ However, it was observed that two of the faculty members (Drs. Sanjoy Bose and Carmen Castro)—are assigning entirely too many ―A‖ grades. Each of them has routinely assigned 90% or more of their students either an ―A‖ or an ―A-.‖ A majority of the other faculty members agreed this was unacceptable because it diminishes the integrity of the grading system and because it destroys the comparability of these two professors‘ grades with other professors whose grades are evenly distributed. CORRECTIVE ACTION: Drs. Bose and Castro have been advised by the DADs to immediately begin to work toward a normal distribution of grades in their classes. The DADs will continue to monitor the grade distributions in the future and will take additional corrective action if necessary. 9

4. RUBRICS FOR IMPROVEMENT IN GRADING OF SUBJECTIVE EXAM QUESTIONS AND WRITTEN ASSIGNMENTS During the Fall Semester, the DADs encouraged, but did not mandate, the faculty to develop a table of rubrics for use in grading of subjective exam questions and written assignments. The rubrics table lists and describes specific types of answers that would result in a grade of A, B, C, D or F on the exam or written assignment. One purpose in using rubrics is to ensure that the students understand how an exam or assignment was graded. Another purpose is to ensure that the grader is consistent in grading each student‘s paper. Two of the SOM faculty—Dr. Carmen Castro and Dr. Vanaja Vadakepat—voluntarily complied with this request to produce a rubrics table. Those tables are attached as Appendix 3. The DADs lauded the faculty members for their extra efforts. CORRECTIVE ACTION: No specific corrective action was necessary because rubrics tables were not required to be used by the faculty. The DADs will continue to encourage the faculty to use rubrics in the future. Eventually, there is a possibility that the use of rubrics tables may become mandatory. 10

5. REVIEW OF EXECUTIVE SUMMARIES SUBMITTED BY FACULTY MEMBERS A. Dr. Basel Awartani: Refer to Appendix 6. Course: ECON 105 – Principles of Economics a. Four out of five of the Invariant Learning Goals were not achieved. This was due to a failure to define the baseline to be used as a point of reference. It was also due to a failure to design macro policy, especially in regard to monetary policy. b. None of the Localized Learning Goals were achieved. c. The Instructor‘s Learning Goals were satisfactorily achieved. B. Dr. Stephen Blythe: Refer to Appendix 7. Course: LLAW 101 – Business Law a. All of the Invariant Learning Goals were satisfactorily achieved. b. However, one of the Localized Learning Goals was not achieved: ―Discuss a current business issue in Abu Dhabi and present data and an analysis in view of UAE law.‖ This project was not undertaken because many of the students enrolled in the course were first-semester freshmen; in the instructor‘s opinion, they did not possess sufficient research skills to carry out the project. Henceforth, the instructor suggests that LLAW 101 not be open to freshmen students because more experienced, more mature students would be able to carry out the project successfully. Furthermore, the Master Syllabi needs to be amended to better define the Assurance of Learning Validations B2, B3 and B4 to provide linkages from the Validations to the Goals. Currently, B1 is the only Assurance of Learning Validation which can be used for the Localized Learning Goals because it is the only Validation with linkages to the Goals. c. It is impossible to determine whether the Instructor‘s Learning Goals were achieved. Currently, no Assurance of Learning Validation is available for the Instructor‘s Learning Goals because of the absence of those linkages. C. Dr. Sanjoy Bose: Refer to Appendix 8. Course: MGMT 311 – Knowledge Management 11

a. One of the five Invariant Learning Goals was achieved to an above average degree, three were achieved to a satisfactory degree, and one was not achieved. b. To improve achievement of the Invariant Learning Goal that was not achieved, it is recommended that: (1) the percentage of Incomplete grades should be minimized by imposing penalties for failure to submit the assignment on time; and (2) the rubric template used in assessment of assignments and projects should be revised. Course: FINC 325 - Principles of Investment and Security Analysis MISSING D. Dr. Carmen Castro: Refer to Appendix 9. Course: MGMT 200 - Principles of Management MISSING Course: INTL 301 - Introduction to International Business a. The Invariant Learning Goals were satisfactorily achieved. b. Recommendations for improvement: (1) get the textbooks delivered on time—the unavailability of the textbooks made it virtually impossible to follow the Master Syllabus; and (2) provide better mentoring of new faculty members. Course: MGMT 315 - Human Resource Management a. The Invariant Learning Goals were satisfactorily achieved. b. Recommendations for improvement: (1) get the textbooks delivered on time—the unavailability of the textbooks made it virtually impossible to follow the Master Syllabus; and (2) provide better mentoring of new faculty members. E. Dr. Naim El-Sayed: Refer to Appendix 10. Course: ACCT 101 - Accounting Principles I a. All of the Invariant Learning Goals were satisfactorily achieved. b. Recommendations for improvement of achievement of Learning Goals: (1) reduce the amount of weight assigned to the mid-term and final exams; (2) assign more exercises; (3) give more coverage to Peachtree accounting software; and (4) try to increase the degree of motivation of the students. Course: ACCT 105 - Accounting Principles II 12

a. The assigned syllabus did not include Learning Goals. b. Recommendations for improvement: (1) Learning Goals should be included in the syllabus; (2) Assessment methodologies should be modified in order to motivate the students to work harder, i.e., give more assignments and quizzes; and (3) teach accounting software which records, summarizes, adjusts and reports financial statements. F. Prof. Murat Erogul: Refer to Appendix 11. Course: SBES 410 – New Venture Creation MISSING Course: MRKT 320 – Management of New Product Development MISSING G. Dr. Faisal Al Khateeb: Refer to Appendix 12. Course: BUSI 435 – Business Policy & Strategy Capstone a. All of the Invariant Learning Goals were achieved to a satisfactory degree. b. These are recommendations for improving the achievement of the Learning Goals: (1) Reduce the number of group projects and assignments because it leads to group conflict since the students will divide the work among each other, but fail to coordinate and work together to achieve the group goals; and (2) assign more points to individual projects in order to motivate students to put forth more effort on them. H. Dr. Mirek Majewski: Refer to Appendix 13. Course: QANT 201 - Statistical Sampling Theory a. Two of the Invariant Learning Goals were achieved to a satisfactory degree, two to an above average degree, and one to an excellent degree. b. Recommendation for improvement of achievement of Learning Goals: Add 15 hours of computer lab time so students can learn more about the tools for solving real-life quantitative problems. I. Dr. Stefania Mariano: Refer to Appendix 14. Fall 2009 taught in Bahrain Campus and submitted to Bahrain Campus DAD, Dr. Abdulla Alhemoud. 13

J. Dr. Vanaja Vadakepat: Refer to Appendix 15. Course: MRKT 201 - Introduction to Marketing a. Five of the seven Invariant Learning Goals were satisfactorily achieved, and two were achieved to a less than satisfactory degree. b. Recommendations to improve achievement of the Learning Goals: (1) reduce the number of points assigned to mid-term and final exams, and assign more points to papers and projects; (2) revise the rubric template used; (3) devote more class time to ethical issues; (4) assign more exercises in which students use Word and Excel; and (5) the programmatic learning goals M101 and M402 should be included in the assessments of A1 and A3. K. Dr. Hassan Younies: Refer to Appendix 16. Course: QANT 300 - Production and Operations Management a. All of the Invariant Learning Goals were achieved to a satisfactory degree. b. These are recommendations for improvement of achievement of Learning Goals: (1) reduce the number of research assignments to one instead of two because the students did not work hard since the number of points assigned was small in relation to the amount of work; (2) reduce the number of assignments and cases; and (3) allow the students several options to choose from in carrying out the localized research. Course: QANT 405 - Management Science a. Only one of the five Invariant Learning Goals was satisfactorily achieved. Four of them were not satisfactorily achieved. b. These are recommendations for improving the achievement of the Learning Goals: (1) replace the old, out-of-date textbook with a new one; (2) Reduce the number of group projects and assignments because it leads to group conflict since the students will divide the work among each other, but fail to coordinate and work together to achieve the group goals; and (3) assign more points to individual projects in order to motivate students to put forth more effort on them. 14

6. PROFESSIONAL ENRICHMENT PROGRAMS In order to enhance the quality of education, the Director of Professional Enrichment Programs is implementing several types of enrichment programs. They often include use of guest lecturers, scheduling of field trips, and assignment of real-life cases. Refer to Appendix 17 for specific examples of these professional enrichment and student advancement programs. 15

7. EXPERIENTIAL LEARNING The Director of Experiential Learning has launched several new programs relating to experiential learning. Refer to Appendix 18 for specific examples of these activities. 16

8. FINE-TUNING THE ENGLISH PROGRAM TO IMPROVE ACHIEVEMENT OF SOM LEARNING GOALS For most of the SOM students, English is not their first language. Accordingly, many of them encounter difficulties in English-language oral and written communication. The DADs have been coordinating with the English Department, looking for ways in which to calibrate the English courses in order to improve student performance and to enhance achievement of the SOM learning goals. Refer to Appendix 19 for a proposal for refining the English courses that was recently submitted by one of the English professors. 17

9. CONCLUSION AND RECOMMENDATIONS CONCLUSION I. MASTER SYLLABI COMPLIANCE A. The overriding majority of the SOM faculty is adhering to the Master Syllabi. B. Only two full-time, permanent faculty members failed to follow the Master Syllabi: 1. Dr. Carmen Castro, in three courses: a. INTL 301 - Introduction to International Business b. MGMT 200 - Principles of Management c. MGMT 315 - Human Resource Management 2. Dr. Miroslaw Majewski, in one course: a. QANT 200 - Statistical Theory C. Only one full-time visiting faculty member failed to follow the Master Syllabi: 1. Dr. Mirghani, in one course: a. MIST 300 - Introduction to Management Information Systems D. Only one adjunct faculty member failed to follow the Master Syllabi: 1. Mr. Murat, in two courses: a. SBES 410 - New Venture Creation b. MRKT 320 - Management of New Product Development II. REVIEW OF THE COURSES TAUGHT IN FALL 2009 USING THE B.S.B.A. PROGRAMMATIC LEARNING GOALS AS INDICATORS A. All faculty members opined that the Master Syllabi currently include too much work for students. B. Some faculty members complained that part of the assessment scoring information and linkages is missing for some of the learning goals. III. GRADE DISTRIBUTIONS AND GRADE INFLATION A. Only two faculty members appear to have a grade inflation problem: Dr. Sanjoy Bose and Dr. Carmen Castro. B. The other faculty members‘ grades are approximately normally distributed. IV. RUBRICS FOR IMPROVEMENT OF GRADING OF SUBJECTIVE EXAM QUESTIONS AND WRITTEN ASSIGNMENTS A. Two faculty members developed rubrics for use in grading subjective exam questions and written assignments: Dr. Carmen Castro and Dr. Vanaja Vadadepat. 18

B. The other faculty members did not develop or use rubrics. V. REVIEW OF EXECUTIVE SUMMARIES SUBMITTED BY FACULTY MEMBERS A. Though certain standards are in place regarding the organization of the end-ofcourse assessment materials handed over at the end of a semester to the Faculty Coordinator, Ms. Shobha Sequeira, there will be a few changes/additions made to the same for SOM submissions. B. As a result of the dearth of standards, faculty members have been submitting the assessment materials in a disorganized and haphazard manner. The new procedures will be in place and implemented beginning Summer 2010. RECOMMENDATIONS I. MASTER SYLLABI COMPLIANCE A. The following courses of action are recommended for the faculty members who failed to adhere to the Master Syllabi: 1. Dr. Carmen Castro: In a private meeting, the Departmental Assessment Directors advised her that the late arrival of textbooks does not excuse a faculty member from adhering to the Master Syllabi because: a. of the availability of alternate sources of materials, e.g., online and in the library; and b. some of the Assurance of Validations can be implemented independently of the textbook. 2. Dr. Miroslaw Majewski refused to cooperate. He would not agree to adhere to the Master Syllabi. Henceforth, the statistics course will be taught by Dr. Hassan Younies, who has pledged to follow the Master Syllabi. 3. Dr. Mirghani has departed the Abu Dhabi Campus. Henceforth, the Departmental Assessment Directors will ensure that all visiting professors are fully informed of their duty to comply with the Master Syllabi. 4. Dr. Murat‘s non-compliance was due to the fact that the Departmental Assessment Directors were unaware that he had been assigned as an adjunct until late in the Fall Semester. To prevent a re-occurrence of this situation, the DADs have requested the Assistant Dean, Dr. Bose, to inform them of the identity of the adjuncts (and the courses they have been assigned) at the beginning of each future semester. B. In order to ensure future compliance of Master Syllabi by all faculty members, the Departmental Assessment Directors, commencing the Spring Semester of 2010, will require all faculty members to sign the ―Master Syllabi Compliance Form; see Appendix 2. II. REVIEW OF THE COURSES TAUGHT IN FALL 2009 USING THE B.S.B.A. PROGRAMMATIC LEARNING GOALS 19

A. All B.S.B.A. students are required to take several courses in English. In order to ensure that the English courses are taught in a manner which better achieves the B.S.B.A. Learning Goals, the DADs contacted the English instructor, Prof. Peter Karagianakis. In response to the DADs‘ request, he has proposed a program to improve the attainment of the B.S.B.A.Learning Goals; see Appendix 20. B. Any missing assessment scoring mechanisms, and respective linkages, should be added to the Master Syllabi. C. In response to the faculty members‘ contentions that the Master Syllabi contain too many assignments and are overworking the students, there should be a reduction in the maximum number of courses that students are allowed to enroll in each semester. III. GRADE DISTRIBUTION AND INFLATION The Department Assessment Directors want to avoid a situation in which students search for a professor who is an easy grader. In order to achieve comparability among grades assigned in School of Management courses, the grade distributions of all faculty should approach that of a normal distribution. To begin working toward this goal, the DADs held private meetings with Drs. Bose and Castro and strongly recommended to them they should become more rigorous in their grading. Henceforth, the DADs will continue to monitor this situation. IV. RUBRICS FOR IMPROVEMENT OF GRADING OF SUBJECTIVE EXAM QUESTIONS AND WRITTEN ASSIGNMENTS A. The Departmental Assessment Directors encouraged the faculty members to use rubrics. B. However, the DADs realize that development of rubrics is time-consuming. As a result, it may not be possible for faculty members to develop rubrics for every subjective question or written assignment. V. REVIEW OF EXECUTIVE SUMMARIES SUBMITTED BY FACULTY MEMBERS A. The faculty were asked to make recommendations for improvement of their courses in order to enhance student performance. The following recommendations were made by a majority of the faculty: 1. Invite more guest speakers to the class, which would improve the degree of experiential learning; 2. Schedule more Field Trips to local Business Firms and Government Departments; and 3. Assign more local cases. B. Henceforth, all faculty members will be required to submit their end-of-course assessment materials according to the order in the following template: 20

End of Term materials Instructor Name: Course Title: Course Cod: ITEM Yes? NOTES A signed instructor timesheet; Grade sheet-containing all elements: signed/dated by instructor dean Attendance sheet: signed/dated by instructor Course report (Executive Summary) Scoring Sheet Syllabus Clean copy of each quiz/test/exam Answer Key for each quiz/test/exam Assignment/project descriptions and grading criteria Examples of work (optional) Final exam clean copy Final exam answer key Final exam attendance sheet Final exams by students 21

APPENDIX 1: FALL SEMESTER 2009 COURSES: COMPLIANCE/NON-COMPLIANCE WITH MASTER SYLLABI Code ACCT 101 ACCT 315 Course Name Accounting I Instructor Dr. Naim El Sayed Financial Statement Analysis Dr. Naim El Sayed BUSI 435 (MGMT 405) Business Policy & Strategy Capstone Dr. Faisal Al Khateeb ECON 105 Principles of Economics I Dr. Basel Awartani FINC 325 (FINC 210) INTL 301 (MGMT 301) Principles of Investment & Security Analysis Dr. Sanjoy Bose Intro. to International Business Dr. Carmen Castro LLAW 101 Business Law I Dr. Stephen Blythe MGMT 200 (MGMT 201) Principles of Management Dr. Carmen Castro MGMT 311 MGMT 315 Knowledge Management Dr. Sanjoy Bose Human Resource Management Dr. Carmen Castro MIST 300 (MIST 101) MRKT 200 (MRKT 101) MRKT 320 (MGMT 305) QANT 201 (QANT 301) QANT 300 (MGMT 401) QANT 405 (QANT 305) SBES 410 (MGMT 310) Introduction to Mgmt Information Systems Dr. Mohamed Mirghani Introduction to Marketing Dr. Vanaja Vadakepat Management of New Product Development Prof. Murat Erogul Statistical Sampling Theory Dr. Mirek Majewski Production & Operations Management Dr. Hassan Younies Management Systems Dr. Hassan Younies New Venture Creation Prof. Murat Erogul MS Compliance Yes Yes Yes Yes Yes No Yes No Yes No No Yes Yes No Yes Yes No 22

APPENDIX 2: MASTER SYLLABI COMPLIANCE FORM CONFIRMATION OF CHARGE TO COMPLY WITH MASTER SYLLABI 1. During the Spring Semester of 2010, I have been assigned to teach the following undergraduate courses (please list course names and numbers): 2. I confirm that I have received the Master Syllabus for each of the undergraduate courses listed in (1), above. 3. I understand the requirements stated in the Master Syllabi. 4. I confirm that I am charged with the responsibility of compliance with the requirements stated in the Master Syllabi, including but not limited to, the assessment of the achievement of the Learning Goal

Dr. Faisal Al Khateeb and Dr. Stephen Blythe, Departmental Assessment Directors, School of Management, Abu Dhabi Campus 12 April 2010 . 2 INTRODUCTION A Departmental Assessment Directors' (DADs) Retreat was held on 8 February 2010. The following faculty members attended: Dr. Basel Awartani, Dr. Stephen Blythe,

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