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Program Assessment

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Online Bachelor of Science in Technical Operations Management
Online Master of Engineering Management
Online Master of Electrical Engineering
Online Master of Civil Engineering

Online Bachelor of Science in Technical Operations Management

The ETM department has mapped individual ETM course competencies to each of the ETM program Learning Outcomes for the BS-TOM program. This mapping process provides insurance and evidence that all outcomes are addressed throughout the ETM program. This mapping process also provides methods of assessment for each of the course competencies. These assessments include student projects, quizzes, tests, presentations, papers, portfolios as well as other assessment techniques. Student success in gaining these learning outcomes is based on passing of the ETM courses which is based on cumulative assessment scores in each course.


Online Master of Engineering Management

Primary elements of the MEM program’s assessment of student learning are as follows:

  1. The capstone course, EMGT 6949 – Engineering Management Project, is the primary summative means of assessment of Program Learning Objective 1. Through completing a real-world engineering management project from start to finish, the student demonstrates successful application of “knowledge and skills required for effective leading, planning, organizing and controlling of engineering organizations and activities.” By definition, the student is the project team leader and can demonstrate successful execution of all four functions.
  2. Supporting courses listed below are the primary means of assessment for several contexts in Program Learning Objective 2. The mapping of supporting courses to engineering management contexts is shown below. Successfully passing the course is sufficient indication that Objective 2 has been achieved for the context indicated. Depending on the courses selected, student knowledge and skills may be demonstrated by as many as five, or as few as three, engineering management contexts.
Mapping of Supporting Courses to Engineering Management Contexts
Course Name and Number Course Type Engineering Management Context(s)
EMGT 6110 – Six Sigma Core p – Project, Process and Program Management
EMGT 6120 – Quality Systems Elective m – Manufacturing, Production and Quality
EMGT 6200 – Information Systems Engineering Core i – Information Systems, Software and Software-Intensive Systems
EMGT 6210 - Database Information Systems Elective i – Information Systems, Software and Software-Intensive Systems
EMGT 6300 – Project Management Elective p – Project, Process and Program Management
EMGT 6400 – Engineering Law Core c – Codes, Laws and Regulations
EMGT 6500 – Lean Thinking Systems Elective s – Supply Chain, Logistics, Configuration Management, Maintenance, Support and Lean Thinking
  1. Surveys of MEM graduates in the years following graduation are a valuable means to assess the Program Mission and two Program Educational Objectives.

In the first two assessments listed above, a simple percentage of students who successfully complete the course(s) indicated with a B– or better is the default metric. In the survey, simple percentages of respondents who agree that the program’s Mission and two Program Educational Objectives (each measured separately) have been accomplished are the default metrics.

Four types of assessments are used to improve MEM program and course performance. These are listed below:

  1. Student-completed course evaluations. The Russ College of Engineering and Technology asks each student to complete a confidential, online evaluation of every course/instructor in which the student is enrolled. These results are reported to the instructor and to the ISE Dept Head. A composite rating for all regular (i.e., non-summer, non-overtime) courses the instructor taught over the calendar year is part of the instructor’s annual evaluation. Course changes made in response to evaluations are not documented, but are anecdotally recognized as being helpful.
  2. End-of-course Review. The MEM program employs a qualified course designer who holds a virtual meeting with the lead instructor of each course to be offered in the following semester. Discussion focuses on preparing the course to be delivered in the Blackboard Learn web-enabled environment. Also included, however, is a discussion what went well and what didn’t go as well in the previous offering of the course, and which changes are appropriate for the next course offering. Changes in the web environment, program and course policies, and course content updates (e.g., new textbook edition) are also discussed. The improvements desired and implemented are not documented as such, but the courses are archived and the differences between successive offerings of the course may be observed on inspection.
  3. Quality Matters. The MEM program is Ohio University’s first online degree to commit to Quality Matters evaluation for all of its courses. Quality Matters “is a faculty-centered, peer review process that is designed to certify the quality of online courses and online components.” ( Because course certifications expire after several years, this process will continue indefinitely.
  4. Industrial and Systems Engineering Board of Advisors. The MEM program is a topic of discussion in the semi-annual meetings of the ISE Board of Advisors. Program goals, course selection, enrollment and graduation rates are all topics of discussion.


Online Master of Electrical Engineering

  1. Outcome A is assessed through the completion and enforcement of the Program of Study, to ensure both depth and breadth of student’s individual the academic program.
  2. Outcome’s B and C are assessed by the student’s graduate committee with respect to the student’s master’s thesis or project report.  


Online Master of Civil Engineering

  • Instructors for required courses in graduate-level civil engineering courses assess the proficiency of each student in sub-discipline areas of Structural Engineering, Geotechnical Engineering, Environmental Engineering, Water Resources Engineering, Transportation Engineering, and Construction Management. Students must maintain a B-or-better average in core coursework. Only courses with grades of C or above count towards graduation.
  • Each student’s faculty advisor reviews the student’s selection of coursework pertaining to an area of technical specialization. Students must maintain a B-or-better average in elective coursework. Only courses with grades of C or above count towards graduation.
  • Within each sub-discipline, each student completes at least one course level project which is assessed by the course instructor. The student must submit a written report that demonstrates expertise in an area of the technical specialization via the brief literature review, thorough design and discussion. The report must demonstrate ethical conduct in research via the citation of prior work. The report must be a professional communication.