MSSCMA - MS Supply Chain Managemnt

Goals and Reports

   

Goal #1
Critical Thinking and Problem Solving Skills

Goal #2
Ethics

Goal #3
Interpersonal
Leadership and
Team Skills

Goal #4
Business
Functions

Goal #5
Quantative and Technical Skills

Goal #6
Domestic and Global Environment

Cohort 1
Year 1, Term 1 Fall 15  

SCM 657

Shanette Robinson

or

Vicki Scherwin

SCM 657

Shanette Robinson or

Vicki Scherwin

     
Year 1, Term 2 Spring 16          
Year 1, Term 3 Summer 16        
SCM 620
 
Year 2, Term 4 Fall 16

SCM 699

Jessica Robinson & Tom O'Brien

SCM 699

Jessica Robinson

& Tom O'Brien

SCM 699
Jessica Robinson & Tom O'Brien

SCM 699

Jessica Robinson & Tom O'Brien

SCM 699
SCM 699
Cohort 2
Year 2, Term 1 Fall 16            
Year 2, Term 2 Spring 17
SCM 625
       
SCM 625
Year 2, Term 3 Summer 17            
Year 3, Term 4 Fall 17            
Cohort 3
Year 3, Term 1 Fall 17  
SCM 657
SCM 657
     
Year 3, Term 2 Spring 18      
SCM 614
   
Year 3, Term 3 Summer 18        
SCM 620
 
Year 4, Term 4 Fall 18
SCM 699
SCM 699
SCM 699
SCM 699
SCM 699
SCM 699
Cohort 4
Year 4, Term 1 Fall 18
         
Year 4, Term 2 Spring 2019
SCM 625
       
SCM 625
Year 4, Term 3 Summer 19            
Year 5, Term 4 Fall 19            
Cohort 5
Year 5, Term 1 Fall 19  
SCM 657
SCM 657
     
Year 5, Term 2 Spring 20      
SCM 614
   
Year 5, Term 3 Summer 20        
SCM 620
 
Year 6, Term 4 Fall 20
SCM 699
SCM 699
SCM 699
SCM 699
SCM 699
SCM 699

“Term 3” in each year, which will typically correspond with stateside Summer sessions, is reserved for practicum work with employers for working professionals, and internships for recent graduates or transitional professionals. That term will also include career advising and student performance reviews.

Each learning goal will be assessed in two different courses.  While a variety of assessment methods are feasible, program faculty will design embedded standardized assignments to be administered in selected courses.  Scoring rubrics will be used where appropriate.  Program faculty will be responsible for designing appropriate assessment standards.  

This program will use the same assessment practices as the other accredited CBA graduate programs.  Students will be scored using three levels of performance:

  • Exceeds Expectation: Percentage of students who exceed the expected assessment standard
  • Meets Expectation: Percentage of students who meet the expected assessment standard
  • Below Expectation: Percentage of students who are below the expected assessment standard.

According to current practice, it is expected that the percentage of students who exceed and meet expectations will be 70% or greater of all students. If this benchmark is not met, a plan to improve the student learning outcome and to “close the loop” must be developed and implemented.  The cycle of assessing each goal twice in five years provides sufficient time for faculty to develop and implement curriculum improvements.

In addition to the embedded assessments, a student satisfaction survey will be administered at least twice in five years.  To ensure that the curriculum continues to meet employer needs, the placement of graduated students will be tracked and potential employers will be surveyed periodically.