1. Associate of Applied Science (AAS)
Logistics and Supply Chain Operations (LSCO)
Educational Effectiveness Assessment Plan
Submitted to the Department of Logistics faculty on
February 14, 2009
Submitted to the
Dean of the College of Business and Public Policy on
February 16, 2009
Submitted to the UAA Office of Academic Affairs (draft version) on
February 16, 2009
AAS - LSCO Educational Effectiveness Assessment Plan Submitted 2-14-09 Page 1 of 11
2. AAS - Logistics and Supply Chain Operations (LSCO)
Educational Effectiveness Assessment Plan
TABLE OF CONTENTS
AAS - LSCO Learning Goals.........................................................................................................4
AAS - LSCO Measurable Learning Objectives.............................................................................5
Assessment Implementation & Analysis for Program Improvement.........................................10
General Implementation Strategy......................................................................................................10
Modification of the Assessment Plan..................................................................................................11
Appendix A: Embedded Assessment Documents.......................................................................11
AAS - LSCO Assessment Plan Page 2 of 11 February 14, 2009
Purpose. The purpose of this document is to provide a guide for assessing the overall academic
effectiveness of the Associate of Applied Science (AAS) – Logistics and Supply Chain
Operations (LSCO) offered by the College of Business and Public Policy (CBPP). This
document addresses the needs of accreditors, administrators, external stakeholders, students, and
faculty. Accreditors set general standards including the requirement that actual results agree with
the stated mission. Administrators are accountable for program effectiveness and need to know
whether the program is delivering promised learning outcomes. External stakeholders value the
program’s effectiveness and also require and deserve empirical assurance of learning. Students
need to know what they can reasonably expect to achieve from their investment of time and
money in the AAS - LSCO program. The faculty is responsible for instructional effectiveness
and for making continuous improvements to the program based on the analysis of collected
Relationship to AACSB standards and terminology. While the AAS - LSCO is not accredited
by the Association to Advance Collegiate Schools of Business (AACSB, www.aacsb.edu), some
of the courses required for this program are also required for the CBPP’s Bachelor of Business
Administration (BBA) degree. In our attempt to keep all college assessment plans flexible yet
consistent in terminology, we are including information regarding both AACSB standards and
program definitions and their links to NWCCU standards. The AACSB utilizes the term learning
goal: “the learning goals describe the desired educational accomplishments of the degree
programs.”1 The AAS - LSCO learning goals are the equivalent of the program outcomes
employed by UAA for accreditation by NWCCU. To avoid confusion, the AAS - LSCO faculty
has decided to apply AACSB terminology throughout its assessment documentation. This plan
and its language reflect that decision.
AACSB UAA / NWCCU
learning goal = program outcome
Under AACSB standards, each learning goal must be supported by one to three measurable
learning objectives. A learning objective must be directly measurable in a way that can be
mapped into a “yes, they did it” or “no, they did not” outcome. While at least one assessment
tool must be used to measure each objective, multiple tools are encouraged. Readers of this plan
should note that the term “learning objective” employed by AACSB is not the same as the term
“program objective” employed in some UAA assessment plans and documentation.
AACSB also makes an important distinction between direct measures of learning and indirect
measures. Alumni surveys or student self-assessments are examples of indirect measures. The
AACSB regards these tools as supplementary.2
AACSB International. 2006. Eligibility Procedures and Accreditation Standards for Business Accreditation. http://
www.aacsb.edu/accreditation/business/STANDARDSJan06-draft2.pdf. Revised 1 January 2006. p. 57.
“As part of a comprehensive learning assessment program, schools may supplement direct measures of
achievement with indirect measures. Such techniques as surveying alumni about their preparedness to enter the job
market or surveying employers about the strengths and weaknesses of graduates can provide some information about
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4. AAS - LSCO Learning Goals
Learning goals (program outcomes) articulate what graduates should be able to do and/or what
overall traits they should possess at the conclusion of the AAS - LSCO program.
Upon graduation, AAS - LSCO program graduates will possess the following skills as defined by
these AAS - LSCO Learning Goals.
In addition to the general business knowledge and skills gained via the core business courses
required for the LSCO program, students will specifically:
1. Demonstrate knowledge of logistics and supply chain operations in today’s business
2. Perform inventory control analyses used to improve supply chain efficiency.
3. Demonstrate the impact of logistics and supply chain operations on an organization’s
4. Demonstrate skills in data mining in supply chain topics and sources.
5. Explain the role of transportation in Alaska’s economy.
6. Demonstrate the ability to communicate effectively.
perceptions of student achievement. Such indirect measures, however, cannot replace direct assessment of student
performance. Often, schools find that alumni and employer surveys serve better as tools to gather knowledge about
what is needed in the current workplace than as measures of student achievement. Such surveys can alert the school
to trends, validate other sources of curriculum guidance, and maintain external relationships. By themselves, surveys
are weak evidence for learning.” AACSB International. 2006. op. cit., p. 67.
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5. AAS - LSCO Measurable Learning Objectives
The achievement of each learning goal is measured by student achievement of specific and
measurable learning objectives. The AAS - LSCO faculty has identified learning objectives to
support each goal.
Table 1 - Learning Objectives for AAS - LSCO Goals 1 through 6
Goal 1 - Demonstrate knowledge of logistics and supply chain operations in today’s business environment.
Objective 1.1 - Describe the internal integration of an organization’s logistics activities and functions.
Objective 1.2 - Describe the external integration of an organization’s supply chain.
Goal 2 - Perform inventory control analyses used to improve supply chain efficiency.
Objective 2.1 - Conduct an Economic Order Quantity (EOQ) analysis using case study data.
Objective 2.2 - Determine lead times within an inventory control system in order to minimize stock outs.
Goal 3 - Demonstrate the impact of logistics and supply chain operations on an organization’s bottom line.
Objective 3.1 - Create a Profit and Loss Statement and a Balance Sheet; and document changes on both as
logistics and supply chain inputs change.
Objective 3.2 - Develop and analyze a DuPont Model to highlight the effects of logistics and supply chain inputs
on an organization’s financial ratios.
Goal 4 - Demonstrate skills in data mining in supply chain topics and sources.
Objective 4.1 - Conduct a document search of supply chain management materials using: the “Logistography” link
on the Logistics Department’s website; and other UAA Consortium Library resources.
Objective 4.2 - Conduct information searches of supply chain topics and organizations using various online
resources, including the websites of the Council of Supply Chain Management Professionals
(CSCMP) and the Institute for Supply Management (ISM).
Goal 5 - Explain the role of transportation in Alaska’s economy.
Objective 5.1 - Review and interpret available data and reports concerning transportation in Alaska.
Objective 5.2 - Observe and document real-world examples of the role of transportation in Alaska.
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6. Goal 6 - Demonstrate the ability to communicate effectively.
Objective 6.1 - Prepare and deliver an effective supply chain management presentation.
Objective 6.2 - Write clear, concise, and correct case study analyses.
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7. Assessment Tools
Concept of the assessment tool. For the purposes of this plan, an assessment tool is a procedure,
protocol, or exercise that is reasonably objective, repeatable over time, and can be used to carry
out the following two-step process for each learning objective:
Step 1: Determine whether each student did or did not meet the objective (a yes-no result).
Step 2: Determine the percentage of sampled students who have met the objective.
This concept follows AACSB guidelines and is, of course, different than simply taking the mean
of a sample of scores that span a range. It de-emphasizes exceptionally high and low scores and
focuses program improvement on increasing the number of students who achieve a certain
Challenges in designing and using assessment tools. At least three key challenges must be
addressed when crafting and using each tool.
Challenge 1: Repeatability. The tool must be utilized over time and across different sections of
the same course or across two or more courses.
Challenge 2: Sampling. What is the sample of students? Is it representative of the population?
How are students in the AAS-LSCO degree program identified (if at all) from other
students taking a course? In the case of lower-level core courses, how are
prospective AAS-LSCO degree program students identified and included (or not
included) in the sample?
Challenge 3: Criteria for determining a yes vs. no achievement. If the assessment tool produces a
continuous score, this issue concerns the appropriate determination of the cut-off
point or score. Some tools may include a combination of qualitative ratings. Faculty
must decide how these ratings map into the yes-no result and document the method
so that it can be repeated over time and by different people.
Another issue, yet less critical than the three identified above, is the decision of what percentage
of successful students is “acceptable” to the faculty. This determination need not be made in
advance nor must it be a fixed target. Trends over time may be more important and different
stakeholders may wish to judge different percentages as adequate or not. The AACSB goal of
“continuous improvement” dictates that whatever the percentage of students achieving the
learning objective is, we should strive to increase that percentage over time.
Table 2 summarizes the primary tools to be used in evaluating the AAS - LSCO program’s
learning goals. Assessment of these goals and their objectives will be completed primarily in the
curriculum’s required or core courses.
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8. Table 2 - Assessment Tools and Administration
Tool Collection Administered by
(Students will…) Start Date
Fall and Spring
Business Compose varied length papers as semesters, Evaluation by
Presentations part of course assignments. beginning faculty
Fall and Spring
Written Compose varied length papers as semesters, Evaluation by
Papers part of course assignments. beginning faculty
Analyze aspects of a supply chain Fall and Spring
Case management case; develop semesters, Evaluation by
Analyses conclusions and/or beginning faculty
recommendations Fall 2009
Fall and Spring
Group Work in teams to produce a product semesters, Evaluation by
Projects (report, presentation, etc.) beginning faculty
Fall and Spring
Embedded Complete or perform specific
semesters, Evaluation by
Course-Level assignments and/or sections of Course Instructors
Assessments course examinations
AAS - LSCO Assessment Plan Page 8 of 11 February 14, 2009
9. Table 3 shows how each assessment tool associates with one or more learning goals. Examples of some of the tools / rubrics are
included in a separate appendix along with a description of how they will be implemented and any factors that may affect results.
Table 3 - Association of Assessment Tools to Learning Goals
Written Case Group Embedded Course-
Papers Analyses Projects Level Assessments
1. Demonstrate knowledge of logistics and supply chain
√ ~ √ ~ √
operations in today’s business environment.
2. Perform inventory control analyses used to improve supply
~ ~ √ √ √
3. Demonstrate the impact of logistics and supply chain
√ √ √ √ √
operations on an organization’s bottom line.
4. Demonstrate skills in data mining in supply chain topics and
~ √ √ ~ √
5. Explain the role of transportation in Alaska’s economy. ~ √ √ ~ √
6. Demonstrate the ability to communicate effectively. √ √ √ ~ ~
~ = Tool is not used to measure the associated goals / objectives. √ = Tool is used to measure the associated goals / objectives.
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10. Assessment Implementation & Analysis for Program Improvement
General Implementation Strategy
The CBPP Dean’s Office and college staff is responsible for:
• Provide sufficient financial support for development and implementation of this plan.
• Ensure that faculty assessment efforts are appropriately reflected in annual workload
The AAS - LSCO faculty is responsible for:
• Undertaking assessment efforts as an integral portion of teaching activity.
• Participating in meetings to discuss assessment data and offer recommendations for program
1. AAS - LSCO program faculty and/or course instructors will collect raw data throughout the
academic year (September-April).
2. An AAS - LSCO faculty designee shall prepare a draft Assessment Report and submit it to
the UAA Office of Academic Affairs by June 15. The report shall include the analysis of data
collected during the prior year by each assessment tool; the status of recommendations
previously adopted; and proposed recommendations for the faculty to consider.
3. AAS - LSCO program faculty will meet every fall at the start of the semester, prior to the
start of classes, to review the compiled data from the previous year and to develop
recommendations for program improvements to better achieve the stated objectives and
4. AAS - LSCO program faculty will meet every January to discuss results from the previous
calendar year and plan data collection activities for the current calendar year.
Proposed program changes may be any action or change in policy that the faculty deems as being
necessary to improve performance relative to program objectives and outcomes. Recommended
changes should also consider workload (faculty, staff, and students), budgetary, facilities, and
other relevant constraints. A few examples of changes made by programs at UAA include:
 Changes in course content, scheduling, sequencing, prerequisites, delivery methods, etc.
 Changes in faculty/staff assignments
 Changes in advising methods and requirements
 Addition and/or replacement of equipment
 Changes to facilities
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11. Modification of the Assessment Plan
The faculty, after reviewing the collected data and the processes used to collect it, may decide to
alter the assessment plan. Changes may be made to any component of the plan, including the
goals, objectives, assessment tools, collection methods, or any other aspect of the plan. Any
changes are to be approved by the faculty of the program. A modified assessment plan will be
forwarded to the CBPP Dean and the UAA Office of Academic Affairs.
Appendix A: Embedded Assessment Documents
N.B.: Instead of including many pages of documents showing examples of data collection
tools, rubrics, etc. we have embedded sample documents below. If you are viewing a
printed version of this document, you will not have these documents in printed form.
To view the documents, you need access to the electronic version of this file. Simply
double-click on a document icon below to view it.
Sample Document Description / Purpose Embedded Document Link
Treasure Hunt Assignment
For each Learning Objective, a student assignment or
assessment has been created. Attached is the assignment for
the AAS - LSCO Learning Objective 4.1. Assignment.doc
For AAS - LSCO Learning Objective 4.1, a standard Treasure Hunt Evaluation
grading rubric was developed for use by all instructors. All
LGOP A110 student assignments were evaluated using this Treasure Hunt
document and grading criteria. Assessment Results.doc
AAS-LSCO Assessment Plan
For each Learning Objective, a template file for collection
and reporting of assessment data has been created. Attached
is the file for the AAS - LSCO Learning Objective 4.1. 4-1Assess Results.doc
More documents will be added as archived files are gathered and organized by the CBPP
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