ALSBTALK:

      FIRST:
      Within the UoN system, by Regent Bylaw, all professors are required
to return to students or to personally retain all graded materials for a
period of 30 days.  Those Bylaws also specify a default statute of
limitations for grade appeals of 30 days, but expressly allow each college
to pick a longer duration.  UNO CBA expressly picked 30 days.

      SECOND:
      Any professor who participates in any computerized plagiarism program
nearly always imposes upon the student a permanent record.

      THIRD:
      Major student research outputs are retained in the campus library as
part of the campus achieves.  What is major will differ by campus.  Some
only retain Ph.D. dissertations; others reach down so far as to retain all
undergraduate honors papers.

      FOURTH:
      We do not bar student output from the reappointment, promotion, and
tenure review process or from the annual review process.  Nor do we
encourage its inclusion.  Volume of photocopying, more than student rights,
drive that approach.

      FIFTH:
      AACSB accreditation documentation requires retention of a small
sample of completed assessment tools for the accreditation visitation
team's review and comment.  That sample is not required to satisfy the
requirements of statistical sampling; but, must not have been sampled with
the intent to skew the results represented in the sample.  The
accreditator's interest is in the assessment tool and the need for
completed assessment tools is so that the accreditator is in a position to
comment on whether the tool is functioning as intended by its creators.

      AACSB requires each school to rigorously separate [1] the grading
evaluation function completed by individual faculty members of the academic
performance of an individual student; and [2] the assessment function
completed by a program of the program's performance that fractionally
utilizes individual student efforts as data points.

      AACSB encourages not assessing in the course that a skill is taught.
For example, if your first BSBA core course is accounting and your second
is economics, then, IDEALLY, your first assessment opportunity for
accounting would be in the following semester's economics course.  However,
since assessment is to measure the output of a program it would be superior
to assess skills later in the program rather than earlier (depending upon
the program's remediation efforts in response to identified deficiencies).
AACSB prohibits assessing in courses that will create a clear skew to the
results.  For example, assessment of the BSBA program's success with
delivery of accounting skills may not be done in courses only accounting
majors take as seniors (the marketing seniors-only course would be closer
to the ideal).

      An accredited program -may- choose to assess in the course where a
skill is taught.  An accredited program -may- choose to use as the student
output that will be used to assess the program a graded event.  AACSB
recommends against both in most instances.  Given that, if one is leaning
on the FERPA the "required" reed may be a bit weak, but possibly not too
weak.

Michael

Professor Michael J. O'Hara, J.D., Ph.D.
Finance, Banking, & Law Department        Editor, Journal of Legal
Economics
College of Business Administration        (402) 554 - 2014 voice fax (402)
554 - 3825
Roskens Hall 502                    www.AAEFE.org
University of Nebraska at Omaha           www.JournalOfLegalEconomics.com
Omaha  NE  68182                    http://nbdc.unomaha.edu/aaefe
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(402) 554 - 2823 voice  fax (402) 554 - 2680
http://cba.unomaha.edu/faculty/mohara/web/ohara.htm