Teaching Effectiveness and Impact
Standard 7: Teaching Effectiveness and Impact
7.1 The school has a systematic, multi-measure assessment process for ensuring quality of teaching and impact on learner success.
7.2 The school has development activities in place to enhance faculty teaching and ensure that teachers can deliver curriculum that is current, relevant, forwardlooking, globally oriented, innovative, and aligned with program competency goals.
7.3 Faculty are current in their discipline and pedagogical methods, including teaching diverse perspectives in an inclusive environment. Faculty demonstrate a lifelong learning mindset, as supported and promoted by the school.
7.4 The school demonstrates teaching impact through learner success, learner satisfaction, and other affirmations of teaching expertise.
- Use a pre-defined prompt: click on a prompt listed above the chat field for a quick way to jump in to your conversation.
- Ask your own questions: Sophos can handle complex queries.
- Add detail: copy and paste your content into the chat box. Note that Sophos can respond to anything that can be pasted into the chat box, but can not accept uploaded documents.
- Sophos loves to learn. Use the thumbs-up and thumbs-down buttons to share feedback on responses and add comments when you’d like. All feedback is reviewed by AACSB subject matter experts and may be used to improve the accuracy, clarity, and usefulness of future answers.
- Copy Sophos's answers using the copy button at the bottom of the chat box to paste them into your own document.
- Save and print your conversation using the download button to the right of the chat box near the send button.
Data Model and Use
- The Sophos (Betty) underlying data model is built on a flexible architecture that leverages several advanced AI models, including, but not limited to, OpenAI, Anthropic, and Gemini.
- If you need to reference official AACSB standards or accreditation guidance, please always check the most current policies and documents on AACSB’s website.
- Sophos is a generative AI tool and its responses are not created or reviewed by humans. Sophos should not be relied on for official accreditation decisions or as a substitute for AACSB’s published standards, policies, or guidance. AACSB provides Sophos to assist members in exploring AI use cases and accreditation-related information, but does not guarantee the accuracy or completeness of its responses. Like any generative AI tool, Sophos may provide inaccurate or incomplete information. It is your responsibility to verify important details through AACSB’s official resources or by consulting directly with AACSB staff. By using Sophos, you agree to these Terms of Use.
Does Sophos use my data to train AI?
No. The questions you ask and any text you paste into Sophos are not used to train the underlying AI model. Sophos processes your input in real time to generate a response, but your data does not get fed back into the model.
AACSB may review anonymized, aggregated usage patterns (for example, the kinds of prompts members are using) to help improve the experience and make Sophos more useful. However, your specific queries, conversations, and pasted content remain private and are not used for model training.
Additional Sample AI Prompts
Use these AI prompt and data input suggestions as a starting point for meeting AACSB's accreditation standards. These prompts were generated based on input from our members in 100+ countries and we encourage you to customize them based on your school's unique needs. Get started by copying and pasting a prompt and supporting documentation into an AI tool or GPT of your choice.
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Use Case
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Data Needed
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Prompt
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Creating program competency goals from school’s mission statement and description of the degree program at hand
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School mission statement and description of the degree program including level of program and general outcomes desired.
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For the [INSERT NAME OF DEGREE PROGRAM] Using this mission statement: [INSERT SCHOOL MISSION STATEMENT], and catalog description to create [INSERT NUMBER] student-focused conceptual AACSB program competency goals prefaced with 'students will be' or 'students will have'.
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Creating program learning objectives (targets) from program competency goals
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Program competency goals and number of competency goals desired for program
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Using this competency goal: [INSERT COMPETENCY GOAL], create [INSERT NUMBER] [UNDERGRADUATE/ POSTGRADUATE/ DOCTORAL] student-focused AACSB learning objective(s) which contain action verbs.
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Use Case
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Data Needed
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Prompt
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Creating a holistic rubric from a learning objective
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Program Learning objective and number of traits desired for rubric
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Create a holistic assessment rubric based upon this learning objective: [INSERT LEARNING OBJECTIVE]. The rubric should have a maximum of [INSERT NUMBER] traits and three performance levels (labelled 'Exceeds Expectations', 'Meets Expectations' and 'Requires Improvement'.
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Creating an analytic rubric from a learning objective
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Program Learning objective and number of traits desired for rubric
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Create an analytic assessment rubric based on the following learning objective: [INSERT LEARNING OBJECTIVE]. The rubric should have a maximum of [INSERT NUMBER] traits and three performance levels (labelled ‘Exceeds Expectations’, ‘Meets Expectations’, and ‘Requires Improvement’). Use the language from the ‘Meets Expectations’ category for the sub-traits and create tick box style performance levels.
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Use Case
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Data Needed
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Prompt
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Generating Indirect Measure ideas (to help close the loop)
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Learning objective
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Create a list of indirect measures, that will assist in closing the loop, to assess the learning objective: [INSERT LEARNING OBJECTIVE].
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Designing a sample indirect measure instrument
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Indirect measure type (e.g., alumni survey) and learning objective
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Design an [INSERT INDIRECT MEASURE e.g., Alumni Survey] to evaluate the learning objective: [INSERT LEARNING OBJECTIVE].
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Many schools face challenges with building the foundations of an Assurance of Learning system, these prompts are designed to help with that. It is important to remember that these prompts will help formulate the basis of a discussion which schools can use to engage faulty in a dialogue about the AoL system and its design. We do not advocate that these prompts should replace the engagement process as it remains a key element of how accreditation should function in a business school.
We are always learning.
Your feedback helps the larger AACSB community by helping us improve prompts and create new use cases.
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