Assessment Overview 

The Rutgers School of Business-Camden (RSBC) is committed to the assurance of student learning through rigorous and meaningful assessment processes. RSBC has developed, maintained, and updated its assessment practices and procedures through input from individual faculty, our academic departments, our undergraduate and graduate curriculum committees, our learning assessment task force, the Dean’s Cabinet, and outside resources, such the School’s accreditation body. Each year, learning goals and assessment measures are identified for all programs, all locations, and all modes of delivery, including: undergraduate, graduate, on-campus, off-campus, and online. The results of the assessments are then reviewed and discussed in a continuous improvement context, which takes into account indirect observations and feedback from faculty and includes revising assessment techniques and tools, reviewing outcomes (both quantitative and qualitative), and closing the loop through the implementation of and further assessment of improvements.

AACSB Guidance and Standards  

As has been noted in previous reports to this committee, throughout the implementation and application of assurance of learning (AoL), the Rutgers School of Business-Camden follows standards and guidelines as set forth by our accrediting body, the Association to Advance Collegiate Schools of Business (AACSB). The Standards can be found at:

AACSB, in its accreditation standards, emphasizes the need for business schools to formulate specific learning goals and conduct appropriate direct assessments of learning for purposes of improving curricula. 

Standard 8: The school uses well-documented, systematic processes for determining and revising degree program learning goals; designing, delivering, and improving degree program curricula to achieve learning goals; and demonstrating that degree program learning goals have been met.  (AACSB Standards Adopted April 2013, updated September 2017 page 32)

AACSB also gives guidance on learning goals and general assessment:  

“By measuring learning, the school can evaluate its students’ success at achieving learning goals, use the measures to plan improvement efforts, and (depending on the type of measures) provide feedback and guidance for individual students. For assurance of learning purposes, AACSB accreditation is concerned with broad, program-level focused learning goals for each degree program, rather than detailed learning goals by course or topic, which must be the responsibility of individual faculty members.” (AACSB Standards Adopted April 2013, updated September 2017 page 33)  

Key Statistics