OPERATIONS - Minnesota State University Moorhead• Experimented with Qualtrax Survey tool that did not work • Flaw in Internship Surveys for Summer 2012 , Fall 2013 and Spring 2014

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OPERATIONS MANAGEMENT ASSESSMENT REPORT SPRING 2015

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Contents Overview of Assessment Strategy: ................................................................................. 3 Assessment Methodology-- Process and Tools: ............................................................. 3 Cycle for Implementing and Reporting Feedback Received .......................................... 4 Spring 2015 Operations Management Assessment and Placement Report .................... 5 Introduction: .................................................................................................................... 5 Data Collection Statistics: ............................................................................................... 5 Overall Assessment Results: ........................................................................................... 5 Program Enhancements Based on Assessment and Placement Data: ........................... 13 Conclusion: ................................................................................................................... 14 Appendices .................................................................................................................... 16 Appendix 1: Mission and Vision .................................................................................. 16 Appendix 2: MSUM STRATEGIC PRIORITIES ........................................................ 18 Appendix 3: OM STRATEGIC PRIORITES ............................................................... 19 Appendix 4: OM Work Plans and Reports ................................................................... 19

Fall 2015 and Spring 2016 OM and PMGT Workplan............................................ 19 Fall 2014 and Spring 2015 OM/PMGT Workplan Report ....................................... 34

Appendix 5: OM Student Learning Outcomes ............................................................. 43 Appendix 6: Retention Plan _2015 ............................................................................... 45

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Overview of Assessment Strategy:

The purpose of the Operation Management (OM) Assessment plan is to ensure the Operations Management program is aligned with the mission and vision of the university and the Department of Construction Management and Operations Management, delivering on the student learning outcomes and offering a program that is graduating students with a set of skills sought after by industry

Assessment Strategy: The strategy of the OM assessment plan is to ensure a closed loop process for targeting the right information based on student learning outcomes, gathering information from a cross section of different audiences: current students, alumni, and employers, creating regular assessment cycles, and enhancing program improvements based on assessment data gathered. The enhancement to the program will be tracked and monitored into the University Work plan and report. The Workplan Report_Spring 2015 is included in the Appendix. The Student Learning Outcomes are included in Appendix.

Assessment Methodology-- Process and Tools: The following tools will be used to gather assessment information. The intention of the content is to gather feedback on student learning outcomes, work habits, placement and demographics:

• Department Exit survey—completed by student in last semester prior to graduation (indirect)

• University Exit Survey—completed by student in last semester prior to graduation (indirect)

• Internship evaluation—completed by intern’s direct supervisor (direct) • Graduate follow-up survey—completed by alumni (indirect) • Employer Input: Gathered from the advisory board members, internship

supervisors (everyone is required to take an internship), and various faculty industry meetings throughout the year.

The cycle for gathering information is the following: • Department Exit Survey (each semester) • University Exit Survey (each semester) • Internship Evaluation (each semester) • Alumni Survey (every 3-5 years) • Employer Survey (every 3-5 years) • Advisory Board Input (every semester) • University Placement Data (every year)

The cycle for reviewing information is the following:

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• Department Exit Survey—reviewed each spring for the previous year with departmental faculty and advisory board members

• University Exit Survey-- reviewed each spring for the previous year with departmental faculty and advisory board members

• Internship Evaluations—reviewed each spring for the previous year with faculty and advisory board members

• Alumni Survey —reviewed every 3-5 years in the spring with faculty and advisory board

• Employer Survey—reviewed every 3-5 years in the spring with faculty and advisory board

• University Placement Data—reviewed every year in the spring

Cycle for Implementing and Reporting Feedback Received There are three phases to creating a closed loop on feedback:

1. Every spring an assessment report will be prepared with current information from the exit surveys, internship survey, and advisory board feedback. The department faculty, students, and the advisory board will review the report.

2. The information /changes recommended from the assessment process will be included annually in the 5-year work plan and report, which is submitted to university administration each spring. The 5-year work plan will be reviewed each spring and resubmitted to the university dean each spring.

3. The work plan deliverables will be reviewed in fall and included in each faculty Professional Development Plan. Accomplishments will be reported in the faculty Professional Development Report each spring.

4. The information and changes will be included in the assessment report.

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Spring 2015 Operations Management Assessment and Placement Report

Introduction: The Assessment Report is based on the 10 Student Learning Outcomes established by and approved by industry. The report includes feedback alumni, industry, current students, and faculty. Below are the results of the assessment data collected in Spring 2015.

Data Collection Statistics: The following methodologies were employed to collect data. Also listed below are sample size and response rates. • Alumni Survey, 2015 N= 32/120, response rate: 20% • Student Satisfaction Survey, 2015 N=25/126, response rate: 19.8% • Exit Survey, 2013 and 2014, missing Fall 2014, Spring 2015 N= 21/25 , response

rate: 84% • Internship Employer Survey, Summer2012, Fall 2013 and Spring 2014, Including

Summer 2014 (missing Fall 2014), Spring 2015 (in progress) n=57/60, response rate: 95%

• Advisory Board Focus Groups: Fall 2012, Spring 2013, missing Fall 2013, Spring 2014, Fall 2014, Spring 2015. Total Attendees: estimated at 20 each semester for a total of 120 people

• University Placement Data: Gathered Spring 2011, Spring 2012, and Spring 2013

Reasons for Gaps in Survey Results: As indicated above there are gaps in survey results. The gaps are due to the following: • Program Coordinator on sabbatical • Experimented with Qualtrax Survey tool that did not work • Flaw in Internship Surveys for Summer 2012 , Fall 2013 and Spring 2014 (missed the

Project Management and Leadership Student Learning Outcome)

Overall Assessment Results: Overall the Operations Management (OM) program assessment presented favorable results. The key highlights include: • 78% of OM / PMGT graduates have jobs before they graduate • 75% of our OM/PMGT graduates have been promoted in the last 5 years • 64% of our OM/PMGT graduates take their internship at their place of employment,

that has increased since 2013, where 50% of OM graduates took their internship at place of employment

• Average starting salaries for OM graduates is $40,000-50,000, that also went up from $30,000-40,000 (2013)

• With promotions, average salaries increased to $50,000-60,000 • 18% of OM students go to graduate school

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Current Student Satisfaction Results : The Student Satisfaction Survey surveys currently enrolled students and asks for three types of information:

• Marketing information • Demographic information • Program Satisfaction information

Marketing Information: Below are the overall results of the current students feedback. When asked “Why did you choose the MSUM OM program?”, 45% indicated because it is online, 36% indicated because it is online and face to face and also accredited, 31% indicated because the core program classes are 8 weeks long, and 27% indicated because MSUM has a great reputation for helping students. When asked “How did you hear about the program? “, 31% indicated they found the program online, that has increased from 23% in 2011. This is due to the improved website, working with MNSCU online and call center. 22% indicated they heard about a program from a classroom presentation or from a two-year school faculty. When asked “How do you prefer to take classes?”, 45% indicated online, 31% indicated on campus, and only 22% indicated off-campus.

Demographic Information:32% of students take 6 credits, 27% take 12 credits, and 22% take 15 credits. Students are predominately transferring from MState, Moorhead, MN. (18%), NDSCS, Wahpeton, ND (18%), and HTC (12%). The increase in students from MState is due to joint marketing and recruiting efforts. The increase in students from NDSCS is due to faculty involvement in recruiting, educating two-year faculty, and working with NDSCS’s Office of the President on joint marketing activities. An additional 6% of the students are from St. Cloud Technical College, St. Cloud, MN and 3% come from Bismarck State College, Alexandria Technical College, Lake Superior College, Normadale, North Hennepin Community Collge, Rochester Technical College and Ridgewater Community and Technical College. The demographics indicate there is opportunity to continue to build enrollment from MState, NDSCS, and Alexandria Technical College. There is also opportunity to build enrollment in Northland Community and Technical College in Northern Minnesota/North Dakota. Students from those schools have a tendency to stay within 100 mile radius of their 2 year school and MSUM OM is geographically located to excel as well as they offer these students an online option.

Because Hennepin Technical College (HTC), Minneapolis, MN enrollment slipped from 24% to 12%, there is a strong need to review the Twin Cities off-campus location because the majority of the face to face students in the Minneapolis were from Hennepin Technical College. In administrative meetings between MSUM and HTC, the HTC administration changed strategic direction and created alliances with Mankato State

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University, which is a Minneapolis based four year institution, belongs to the Manufacturing Consortium and is expanding their efforts on technical transfers.

The top five technical fields that transferred to the MSUM OM program were Machine Tools, Manufacturing, Fluid Power, Mechanical Drafting and Design and Construction Management.

Student Satisfaction: Students are most satisfied with the accessibility of their advisor (77% indicated very good to excellent), quality of faculty (40% indicated excellent, 58% indicated very good to excellent), and availability of core classes (38% excellent, 71% very good to excellent). Students are least satisfied with access to classes outside the core (23% indicated dissatisfied to very dissatisfied). 22% also indicated they were dissatisfied to very dissatisfied with academic support, including services from business office, records office, academic support and career services. There was a direct correlation between dissatisfaction with academic support services and being a fully online student. Currently the Department of Construction Management and Operations Management is working with President Blackhurst to increase online offerings and priority registration processes for fully online students. In addition, there was a strong correlation between the off-campus students and their satisfaction with two items: telepresence teaching and lack of visibility of MSUM at NHCC. Over 76% of the current MSUM off-campus students indicated they were disappointed with MSUM’s off-campus services and over 82% of them were disappointed with telepresence as the primary teaching tool. They were in general very satisfied to satisfied with the instructors (80%) but disliked learning in a telepresence environment.

Employer Feedback (Internship Survey and Site Visits): According to employer feedback, the following information surfaced: • Employers indicated above average to excellent student performance in IT 85%,

Economics 48%, Total Quality Management (TQM) 52%. • Employers ranked all work attitudes as good to excellent. 100% of the employers

indicated students were excellent with their interest in their work. 76% of the employers indicated students were excellent at being punctual, no absences, and enjoying their work. 72% follow directions and have a balanced positive outlook; and, 92% of graduates were above average to excellent in project management and leadership. Only 52% indicated that students were resourceful, met or exceeded quality standards, demonstrates pride in their work. Only 52% indicated that students were excellent at completing an appropriate amount of work. Only 44% uses tact when expressing themselves or interacting with others.

• During Site visits, 95% of employers ranked OM 394 Computers in Business, PMGT 300 Project Management, PMGT 385 Process Leadership, and OM 380 Methods Improvements as vital classes for students.

• During employer site visits, 85% of all employers ranked physics and chemistry as non-essential. During site visits, 75% of all employers ranked Occupational Safety and Health (OSHA) as important, but not necessarily needed as a class.

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Department Exit Survey: All students complete an exit survey the semester they are graduating. This information is based on our recent graduates, from 2012 to 2014. Highlights provided below:

• 45% of students take the program online; 31% take the program hybrid or face to face at Moorhead; 22% take the program hybrid or face to face in Twin Cities.

• 18% transfer from NDSCS; 18% transfer from MState, 12% transfer from HTC; 6% transfer from St. Cloud tech; 3% transfer from BSC, Alex Tech, Lake Superior, MCTC, Normandale, NHCC, Rochester, and Ridgewater respectively.

• 67% of all OM students indicated that accessibility to OM faculty was above average to excellent and quality of OM teaching was above average to excellent.

• 100% of all students indicated fairness in grading and treatment. • 71% of the students indicated above average to excellent availability of OM

classes. • 77% indicated above average to excellent accessibility of their academic advisor. • Over 91% of the students indicated no issue or very good to excellent processes

for dual enrollment procedures. • Overall students indicated above average to excellent preparedness in the 10

student learning outcomes. The student felt most prepared, rating very good to excellent in Communication 89%, Project Management and Leadership 80%, Positive Personal Habits 75%, and IT 71%. They felt the least prepared (but still rating very good to excellent) in Global 62%, Production Inventory Management 43%, Scientific and Technical 40%, and Quality 39%.

• Average salary for recent operations management graduates is $40,000 to $50,000.

• 75% of recent graduates were employed prior to graduation.

Advisory Board Feedback: Advisory Board members offered the following feedback on the OM program: • Approved Student Learning Outcomes and offered suggestions for including more

global, changing the name of TQM to Continuous Improvement, and including more change management and people management in the curriculum.

• Approved not requiring physics and chemistry as the only science options as long as the student abides by the MNTC (LASC) requirement of two sciences (one with lab).

• Discussed and offered suggestions to improve OSHA curriculum, TQM, and Statistical preparedness.

Faculty Feedback: Overall faculty gave the following feedback on the OM Program:

• Discussed and offered options for OSHA class curriculum, TQM , and statistical preparedness.

• Discussed improving Production Inventory Management skills. • Discussed viability of Hennepin site. • Improve recruiting processes and engage university in marketing program support • Investigate program certifications for Six Sigma and/or Lean. • Improve internship processes.

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Placement Data: The overall related employment rate at MSUM for the period of 2012-2013 (which is all that is available for reporting at this time (online at http://www.mnscu.edu/board/accountability/) are is 82% full time for all graduates available for employment. Placement data within the College of Business and Innovation is the following:

As indicated above, the Operations Management program has 100%; the College of Business and Innovation has 96% placement, with Computers and Finance at 100%, Construction Management at 97% , Accounting and Business Administration at 92, 93% respectively; and, Paralegal at 67%.

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In addition to placement data, the University Exit survey collects employer names and job titles. Local, regional, and national companies seek to hire OM graduates. Job titles, employers hiring OM graduates, and company location are listed below:

2011 Employment Specifics: Company City State Job Title Case New Holland Fargo ND Manufacturing Engineer Caterpillar Inc. West Fargo ND Manager - Section Essentia Health Fargo ND Material Management Director Extreme Beverage New Brighton MN Sales Manager HD Supply Waterworks St. Michael MN Warehouse Associate Hennipin County Public Works Minneapolis MN Engineering Technician Aide Iglium LLC New Hope MN Operations Coordinator Integrity Windows Fargo ND Design Technician

Medtronic Brooklyn Center MN Sr Principle Techinician

Met Transit Minneapolis MN Logistics Coordinator Midwest Machine Tools Supply Fridley MN Operations Manager Moore Engineering Fargo ND Project Representative

National American University Brooklyn Center MN Instructor

Nevers Industry Minneapolis MN PepsiCo Minneapolis MN Team Leader Phoenix International Fargo ND Supply Management Specialist Rockwell Collins Inc. Cedar Rapids IA Industrial Engineer Smiths Medical St. Paul MN Technician/Engineer Verizon Wireless Fargo ND Assistant Manager

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2012 Employment Specifics: Company City State Job Title Altag Fargo ND Engenering Technician Bobcat Gwinner ND Manufacturing Engineer Bobcat Gwinner ND Quality Technician Border States Electric Fargo ND Database Support Project Associate CNH America LLC Fargo ND System Integraton Engineer Command Schools Ramsey MN Information Systems Fabricators Unlimited Fargo ND Draftsman Fargo Flats Fargo ND Crew Leader Floe International McGregor MN Manufacturing Engineer Ford Motor Company Dearborn MI Associate GEA Process Engineering Hudson WI Mechanical Designer GG Button Co Minneapolis MN Co-Founder Hanover Accessories Minneapolis MN Compliance Manager Heart of America Group Moline IL Maintenance Executive

HoneyWell Golden Valley MN Materials Planner

Honeywell Inc. Golden Valley MN Install Tech and Project Manager

Horty Elving Minneapolis MN Building Information Manager Technician John Deere Fargo ND Infrastructure Analyst Jurdall Custom Homes Fargo ND Project Manager Martin Mechanical Design Fargo ND Project Manager/Designer Mid America Aviation Fargo ND Manufacturing Planner Minco Fridley MN Quality Engineer Prospect Foundry Minneapolis MN Manufacturing Engineer Schwsckerts America Stewartville MN Service Manager Strike Hard Gear Champlin MN Owner The RLE Group Fargo ND Revet Drafter Trail King Industries West Fargo ND Manufacturing Engineer Ulteig Fargo ND Surveyor University of Minnesota Fairview Minneapolis MN Inventory Specialist Viking Automatic Sprinkler Company St. Paul MN Design Engineer

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2013 Employment Specifics: Company City State Job Title ATK Sporting Group Anoka MN Mechanical Design Engineer Bayer Built Belgrade MN Customer Service CASE ih Fargo ND Manufactoring Engineer ComDel Innovation Wahpeton ND Machinist Horsch Anderson Mapleton ND Manufactoring Engineer Intelligent InSites Fargo ND Service Technician MBN Engineering Fargo ND Mechanical Designer Menards Moorhead MN Management Trainee Program Minnesota Power Little Falls MN Assistant Engineer Minnesota Wire St. Paul MN Quality Assurance Technician North Dakota State University Fargo ND IT Specialist Open Systems International Medina MN Project Quality and Testing Rosemount Measurement Chanhassen MN Group Supervisor Symantec Roseville MN Senior Program Manager Time Savers LLC Maple Grove MN Lab Technician Vector Engineering Chaska MN Process Engineer Wells Concrete Albany MN Project Manager

In addition to job placement data, the Program Coordinator tracks continued education. The list below includes students who have went pursued additional education post their Bachelor of Science Degree in Operations Management.

Graduate School The 2015 Alumni Survey indicated that roughly 18% of OM students go to graduate school.

Salary Information: Because the university placement survey does not request salary information, the OM department includes salary information on the departmental survey and the Alumni Survey. In Fall of 2012 and Spring of 2013, the average salary for OM graduates was $22,000 – $40,000. In Spring 2015, the average starting salaries for OM graduates is $40,000-$50,000, that also went up from $30,000-$40,000 (2013) Promotions: According to the Spring 2015 Alumni Survey, with promotions, average salaries increased to $50,000-$60,000, and 75% of our OM graduates have been promoted in the last 5 years.

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Program Enhancements Based on Assessment and Placement Data:

The below list indicates program enhancements based on survey results, faculty, advisory board and student input, completing the closed loop process.

Based on all of the assessment data, including indirect assessment of graduates through student satisfaction surveys, alumni surveys, exit surveys and focus groups, as well as direct assessment, including employer surveys, employer visits (internship based), and advisory feedback, the following themes surfaced throughout the data:

1. More project management and leadership in curriculum 2. More advertising and marketing 3. Most applicable and most used class on the job is OM 394 Computers Applications

for Technologists (Word, Excel , etc.) 4. More in-depth lean and six sigma 5. Keep 8 week class options 6. Engaged faculty 7. Online video lectures are successful 8. Need more statistical analysis 9. Keep the applied nature of the class material 10. Quality and economics perceived as non-applicable by employers 11. Students overall are prepared in communication 12. Strong work ethic with highly rated personal positive habits 13. Students change advisors too frequently 14. Production Inventory Management was weak in preparedness and employer

satisfaction 15. Chemistry and physic least beneficial class for alumni, students and employers 16. Online and face to face are both important, but online is #1 reason for student

selecting the program 17. OSHA class may or may not be relevant to all students 18. Students seem ill-prepared for global world

Recommended Program and Curriculum Changes:

The following program changes have been made, are part of the work plan, or being addressed by the Program Coordinator, individually:

1. Drop chemistry and physics as required science and let students take any science class

2. Add more statistical analysis into the curriculum 3. Revise OSHA, make an upper division writing intensiveclass for entire campus, with

the industry specific case studies and option for 10 hour card if OM student or PMGT student

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4. Add more project management and leadership –PMGT 400 class, PMGT 496 and a minor or certificate

5. Improve PMGT 385 AACSB accredited course and cross-list with Paseka School of Business

6. Add more global to curriculum 7. Rebrand quality to continuous improvement or something close 8. Due to availability only, drop ENG 387 Technical Report Writing from the

curriculum and require (as per University standard), English composition and two other writing intensive courses.

9. Add Six Sigma to the content depending on more rigorous math inclusion 10. Work with the dean on statistics/math issue online 11. Stabilize advisors with full-time tenure track faculty and zone assignments per faculty 12. Update online tools and searches with MSUM and MnSCU to assist in marketing 13. Increase recruiting efforts at targeted schools only 14. Organize internships for 35% that take internships not at their current place of

employment 15. Improve online offerings to include more interaction student to student, teacher to

student, and student to curriculum with live lectures, video lectures, engaging activities, etc. Maybe employ Quality Matters standards for online learning

16. Review the Twin Cities location viability, class size 10 (at least) 17. Research Masters in Process Improvement area (not title, just direction) 18. Fix Microsoft Project software access issue to online students 19. Work with two-year faculty more to help jointly market the program 20. Develop recruiting strategy 21. Create a Retention Process and Plan (2014/2015 plan is in Appendix)

Conclusion:

Although the OM program has received excellent to above average rating on student learning outcomes, program satisfaction and job placement, the program will continue to develop and learn as it delivers on the OM Mission: Operations Management 2+2 program offers a rigorous, student centered education for technical students, resulting in moderate growth for the program, solid funding sources, and fulfilling and lifelong careers in a broad spectrum of operations management roles.

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Appendices

Appendix 1: Mission and Vision

MSUM MISSION STATEMENT Minnesota State University Moorhead is a caring community promising all students the opportunity to discover their passions, the rigor to develop intellectually and the versatility to shape a changing world.

MSUM VISION STATEMENT

Minnesota State University Moorhead will be a welcoming educational community that offers rigorous courses of study and places high expectations upon its students. Our strong commitment to faculty-mentored undergraduate research and intellectual growth will provide students with continual opportunities for personal and professional achievement. MSUM will continue to foster an environment that encourages students to become versatile, thoughtful, innovative, and engaged leaders who contribute to their professions and their communities.

MSUM values diversity and mutual respect and will strive to instill these ideals throughout the institution. MSUM honors its heritage as a respected, student-focused, public university and will continue to enhance our students' lives at the same time that it contributes to the community and the region. MSUM will offer graduate and professional programs that contribute to the state and region through increased collaboration with local and state business, industry, and human services to assure optimal preparation of graduates.

Minnesota State University Moorhead will build upon a solid foundation of high quality teaching and learning as it commits to a future as the premier liberal arts and sciences-based university in the region.

DEPARTMENT OF CONSTRUCTION MANAGEMENT AND OPERATIONS MANAGEMENT MISSION STATEMENT

The mission of the Department of Construction Management and Operations Management is to provide quality education in Construction Management, Operations Management fulfilling the needs of the students and the businesses that hire Department of Technology graduates plus the educational institutions that accept program transfers.

(The department mission statement was approved at January 2011 Departmental Meeting).

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DEPARTMENT OF CONSTUCTION MANAGEMENT AND OPERATIONS MANAGEMENT VISION STATEMENT

Strive to be the regional top educational provider by offering accredited programs in Construction Management BS degree and Operations Management BS degree.

(The department vision statement was approved at January 2011 Departmental Meeting).

OPERATIONS MANAGEMENT MISSION STATEMENT

Mission: Operations Management 2+2 program offers a rigorous, student centered education for technical students, resulting in moderate growth for the program, solid funding sources, and fulfilling and life long careers in a broad spectrum of Operations Management roles.

The Operations Management Mission Statement is four-fold:

To maintain a nationally accredited operations management program, which will produce graduates who will have the technical, managerial and general knowledge necessary to enter and advance professionally in the industry.

Provide an environment, which encourages students and faculty to engage in professional development, critical thinking, and creative endeavors.

Create a marketing /recruiting process that fosters relationships with 2 year schools and industry and results in moderate program growth

Foster an innovative approach to teaching online, off campus, and on campus that attracts internal and external funding, high student satisfaction, and faculty engagement

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Appendix 2: MSUM STRATEGIC PRIORITIES

MSUM Strategic Priority 1: Partner with industry and civic leaders to meet workforce and community needs.

• Transformative Goal: Align pedagogy, curriculum, and faculty development with the types of technology students will need for their careers.

• Transformative Goal: Certify that students have foundational writing skills and the ability to apply them in their personal and professional lives.

• Transformative Goal: Certify that students have foundational writing skills and the ability to apply them in their personal and professional lives.

• Transformative Goal: Identify university-wide learning outcomes that distinguish MSUM graduates for their ability to integrate liberal and applied knowledge.

Strategic Priority 2: Provide real-world opportunities for students to apply learning. • Transformative Goal: Aim for 100% of students to have authentic and

ongoing experiential opportunities to explore their passions and demonstrate their learning.

• Transformative Goal: Align pedagogy, curriculum, and faculty development to provide students with cross-disciplinary work team experience.

Strategic Priority 3: Connect students, faculty, and staff in meaningful relationships with one another and the community.

• Transformative Goal: Engage every academic program in participation in a learning community.

• Transformative Goal: Inspire students to lead lives of service and citizenship by creating opportunities for them to apply their learning and discover their passions within the university community.

• Transformative Goal: Improve the lives of Moorhead and Red River Valley residents through curricular and co-curricular activities.

• Transformative Goal: Recognize, facilitate, and elevate the role of advisors as student academic leaders and mentors.

Strategic Priority 4: Create a campus community that reflects a global community. • Transformative Goal: Develop national and international exchange models

and programs to provide seamless bi-directional study, travel, research, and service opportunities to faculty and students.

• Transformative Goal: Significantly increase the number of faculty, staff and students from under-represented populations.

• Transformative Goal: Align pedagogy, curriculum, and faculty development to prepare students to work and lead in a diverse, global community.

Strategic Priority 5: Attain excellence in our programs and services. • Transformative Goal: Inspire a culture of striving for and attaining

academic excellence. • Transformative Goal: Implement a comprehensive financial model for

Academic Affairs that allows us to invest in programs that meet strategic priorities.

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Appendix 3: OM STRATEGIC PRIORITES

Goal #1: Increase industry involvement with OM students and program faculty

Goal #2: Continue to build internship processes and special class projects

Goal #3: Engage OM faculty and students in cross-campus activities and improve OM advisor stability

Goal #4: Improve diversity of the program by enhancing global curriculum, targeting diverse 2 year recruiting opportunities, and increasing women in the program

Goal #5: Enhance academic excellence and growth in program and services

Appendix 4: OM Work Plans and Reports

Fall 2015 and Spring 2016 OM and PMGT Workplan Strategic Priority 1: Partner with industry and civic leaders to meet workforce and community needs. Transformative Goal: Align pedagogy, curriculum, and faculty development with the types of technology students will need for their careers.

Division-Wide Actions and Implementation Steps

Actions Implementation Steps Responsible Parties Timeframe Targets 1. Ensure all

MSUM graduates possess the essential technology competencies identified by employers

2. Implement a campus-wide tablet initiative

College Actions and Implementation Steps

Actions Implementation Steps Responsible Parties Timeframe Targets 1. 2.

Departmental Actions and Implementation Steps

Actions Implementation Steps Responsible Parties Timeframe Targets 1. Review

current coursework with Industry to assess technology needs.

1. Review OM 394 for software

needs/ technology inclusions 2. Review PMGT 300 for Project

Software needs 3. Assess alternative teaching

models including Telepresence 4. Offer 8 week classes so they are

industry friendly

1. Vahid 2. Pam 3. Atif, Vahid,

Pam 4. Pam , Atif,

Vahid

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Transformative Goal: Certify that students have foundational writing skills and the ability to apply them in their personal and professional lives.


Actions Implementation Steps Responsible Parties

Timeframe Targets

1. Create a writing task force to achieve the transformative goal

2. Identify

outcomes, skills and applications for writing in careers related to each academic program



Timeframe Targets

1. 2.



Timeframe Targets

1. Revise PL writing assignments

2. Include a writing assignment in each core class

3. Make OM 393 OSHA WI

1. Update writing assignments for PL class

2. Include at least one writing assignment , graded for both writing and content in each OM/ PMGT core class

3. Make OM 393 Writing Intensive

1. Pam 2. Pam, Atif,

Vahid 3. Atif

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Transformative Goal: Develop partnerships that engage faculty and students with civic and business leaders.


Actions Implementation Steps Responsible Parties Timeframe Targets 1. Form

employer advisory boards

2. Support faculty engagement with the workplace

3. Work with the Greater Fargo-Moorhead Economic Developmen


Actions Implementation Steps Responsible Parties Timeframe Targets

1. 2.


Actions Implementation Steps Responsible Parties Timeframe Targets 1. Develop a

strategic partnership with 5 Key OM and 5 Key PM employers

2. Design Ideal OM/PM board profile

3. Offer Industry’s on campus visibility

4. Faculty visibility

5. Industry evaluation of students

1. Each faculty identify 2 key industry relationships a semester and develop on ongoing relationship

2. Update Advisory board governance model and representation to be a working board, not an advisory board

3. Invite industries in classrooms to discuss their company , hiring needs , or content

4. Invite industry to sponsor ‘after hour’ discussions with students

5. Faculty do 1-2 community involvement per year

6. Continue to do site visits and employer intern eval’s for OM and involve industry in critiquing PMGT 496 projects

1. Vahid, Fargo, and Pam

2. Pam 3. Pam, Vahid,

and Atif 4. Pam 5. Pam, Atif,

Vahid 6. Pam

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Transformative Goal: Identify university-wide learning outcomes that distinguish MSUM graduates for their ability to integrate liberal and applied knowledge.


Actions Implementation Steps Responsible Parties Timeframe Targets 1. Identify

university-wide learning outcomes

2. Review curricula and assessment plans for each program




Actions Implementation Steps Responsible Parties Timeframe Targets 1. Review and

revise OM Learning Outcomes

2. Develop PM learning outcomes

3. Explore Program Assessments

4. Enhance math skills in OM/PMGT students

5. Adopt University Science requirement

6. Enhance curriculum capstone classes

7. Refocus Quality

1. If needed update OM Student Outcomes to be in alignment with OM accreditation and university

2. Create PMGT learning outcomes to map to GAC standards and outline core course content for PMGT courses that map to PMI GAC

3. Explore CAPM exam and CTM exam

4. Increase statistical analysis in the program

5. Complete navigator to change science requirements for OM

6. Improve PIM class to be more rigorous and a 8 week class and enhance PMGT 496 to include project, study for CAPM exam.

7. Update the name of the quality class to reflect industry’s naming convention

1. Pam 2. Pam 3. Pam 4. Atif 5. Pam 6. Vahid, Pam 7. Atif

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Strategic Priority 2: Provide real-world opportunities for students to apply learning. Transformative Goal: Aim for 100% of students to have authentic and ongoing experiential opportunities to explore their passions and demonstrate their learning.



Timeframe Targets

1. Use the freshman seminar to introduce and reinforce the importance of integrating applied and liberal learning in experiential settings

2. Implement

internships or comparable opportunities for all students in every program



Timeframe Targets

1. 2.



Timeframe Targets

1. Incorporate industry and service learning projects

2. Develop more Industry based learning experiences

3. Participate in Dragon Consulting

1. Develop PMGT 496 as a service learning, project driven class, based on community, education, and industry needs

2. Conduct 3 field trips a year, Invite 2 industry guest lectures a year per faculty

2b. Continue to require an OM internship and PMGT 496 Project for PMGT students 2c. Create a relationship with industries to do safety audits and lean projects 3. Recommend 2 students a year for

Dragon Consulting

1. Pam 2. Atif, Vahid,

Pam 2b. Pam 2c. Atif 3. Atif, Pam,

Vahid

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Transformative Goal: Align pedagogy, curriculum, and faculty development to provide students with cross-disciplinary work team experience.



Timeframe Targets

1. Establish 4-6 interdisciplinary centers

2. Implement

high-impact initiatives such as paired courses, learning communities, and integrative assignments in every program



Timeframe Targets

1. 2.



Timeframe Targets

1. PMGT Major/Minor

2. OM Minor 3. PL in

Leadership Minor

4. Offer wider student population OM 393

5. Create alliances with other programs for PM

1. Continue to work in partnership with School of Business on PMGT curriculum needs

2. Create an OM minor 3. Work with Liberal arts to align

PMGT 385 Process leadership with their minor , cross list with Business School

4. Offer OM 393 to nursing students 5. Develop a marketing plan to work

with other departments on how they can partner with the PM program

1. Pam 2. Atif, Vahid 3. Pam 4. Atif 5. Pam

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Strategic Priority 3: Connect students, faculty, and staff in meaningful relationships with one another and the community. Transformative Goal: Engage every academic program in participation in a learning community.



Timeframe Targets

1. Develop and expand cross-disciplinary learning communities

2. Expand the Learning Community model to include non-residential, non-first-year students



Timeframe Targets

1.



Timeframe Targets

1. Create a community of OM/ PMGT students online, TC, and Moorhead

2. Explore Learning Communitities

3. Create OM/PMGT Society

1. Include time for networking and social with field trips with OM students

2. Include PMGT incoming freshman in a learning community

3. Explore professional organizations where OM/ PMGT students can unify

1. Pam, Vahid, Atif

2. Pam 3. Pam

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Transformative Goal: Inspire students to lead lives of service and citizenship by creating opportunities for them to apply their learning and discover their passions within the university community.



Timeframe Targets

1. Identify and develop on-campus service learning experiences

2. Partner with

community organizations to provide on-campus service learning opportunities for students



Timeframe Targets

1. 2.



Timeframe Targets

1. Work with industry, non-profit, and education to deliver industry and service projects one time throughout the students college career.

1. Launch a project driven class for

PMGT 496 Capstone 2. Include a service project in PMGT

300 3. Utilize OM 393 for company audits 4. Solicit industries that are

interested in lean projects or assessments

5. Research how to involve students more in a local PMI Student chapter with PM MN

1. Pam 2. Pam 3. Atif 4. Atif, Vahid 5. Pam

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Transformative Goal: Improve the lives of Moorhead and Red River Valley residents through curricular and co-curricular activities.



Timeframe Targets

1. Partner with community organizations whose mission is to improve the lives of local and regional residents

2. In each

academic program, implement service learning projects that require students to apply their learning in service to regional businesses, organizations, and residents

3. Implement a

place-based common reading with associated service experiences



Timeframe Targets

1. 2.



Timeframe Targets

1. Conduct community presentations and consulting services on a per need basis.

2. Offer relevant business certifications to industry

1. Present and consult in the community on specialty area topics

2. Lean Certificate, Six Sigma Certificate, PMGT Certificate

1. Pam 2. Pam

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Transformative Goal: Recognize, facilitate, and elevate the role of advisors as student academic leaders and mentors.


Actions Implementation Steps Responsible Parties Timeframe Targets 1. Pilot the

“Lead Advisor” program and assess its effectiveness

2. Emphasize advising in the PDP/PDR process

3. Provide training and development for faculty advisors




Actions Implementation Steps Responsible Parties Timeframe Targets 1. Improve

advising practices for on campus, off campus and online OM/PM students

1. Schedule TC advising meetings 1/x a month

2. Create an online and off campus orientation video

3. Create an internship video , update materials for internships

4. Create and revise OM/PMGT course advising and sequencing sheets

5. Change science requirements to include two sciences and one has to have a lab

6. Develop database for tracking student information

1. Atif 2. Pam, Atif,

and Vahid 3. Pam 4. Pam 5. Pam 6. Vahid

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Priority 4: Create a campus community that reflects the diversity of the global community. Transformative Goal: Develop national and international exchange models and programs to provide seamless bi-directional study, travel, research, and service opportunities to faculty and students.



Timeframe Targets

1. Expand national and international exchange programs such as the MSUM-Lincoln University exchange program

2. Identify at least

one financially feasible, programmatically practicable study abroad opportunity for students in every academic program



Timeframe Targets

1. 2.



Timeframe Targets

1. Work on leading Global curriculum standards for PM coursework

2. Include global problems, cases, and other curriculum in all classes

1. Work with PMI academic advising team to set curriculum for PM foundational courses

2. Include global curriculum, problems, and cases in all classes


and Atif

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Transformative Goal: Significantly increase the number of faculty, staff and students from under-represented populations.



Timeframe Targets

1. Implement aggressive and sustained recruitment and retention programs to increase the diversity of our faculty, staff and student body

2. Significantly

increase the persistence and graduation rates for under-represented students



Timeframe Targets

1. 2.



Timeframe Targets

1. Recruit from diverse two year colleges

1. Identify top 5 2 year partnerships with high levels of diversity and conduct recruiting visits

1. Atif, Vahid, and Pam

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Transformative Goal: Align pedagogy, curriculum, and faculty development to prepare students to work and lead in a diverse, global community.



Timeframe Targets

1. Assess and continuously improve student outcomes in LASC Area 7 courses

2. Increase

student exposure to a range of language opportunities

3. Use

technology to provide students with cross-cultural experiences

4. Support

faculty development opportunities focusing on international, global and multicultural competencies



Timeframe Targets

1.



Timeframe Targets

1. Review curriculum for global relevance

1. Assess core OM/ PMGT courses

and include global case studies, assignments, or examples


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Priority 5: Attain excellence in our programs and services. Transformative Goal: Inspire a culture of striving for and attaining academic excellence.



1. Intentionally celebrate academic success

2. Utilize the PDP/PDR process to ensure consistent feedback about academic expectations

3. Implement a

continuous improvement model based on the assessment of university-wide learning outcomes




Actions Implementation Steps Responsible Parties Timeframe Targets 1. Faculty

certifications and continued preparedness

2. Accreditations 3. Student

evaluations 4. Program

evaluations

1. Support and encourage faculty ongoing certifications and training . For example, PMP , CTM, and QM Certifications

2. Create a plan to flip from traditional accreditation ATMAE to Students Outcome based Accreditation at ATMAE

3. Review GAC accreditation standards for PM and attend an Accreditation Self study workshop

4. Assess the student exit survey 1/x a year with faculty and industry

4a. Concduct student satisfaction survey once a year 5. Certify ½ OM/PMGT

curriculum with Quality Matters

1. Pam,Atif, Vahid

2. Pam and Vahd 3. Pam and Atif 4. Pam , Atif, and

Vahid

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Transformative Goal: Implement a comprehensive financial model for Academic Affairs that allows us to invest in programs in sync with strategy. vision-Wide Actions

and Implementation Steps


Timeframe Targets

1. Seek out new sources of revenue

2. Develop and implement a series of key performance indicators for all programs, to include indicators of quality, productivity, and financial viability

3. Manage faculty

retirements and resignations in a strategic manner

4. Reduce total

compensation costs while investing in programs with demonstrated growth potential



Timeframe Targets

1.



Timeframe Targets

1. Increase recruiting/marketing efforts

2. Manage delivery models for profitable class size

3. Expand OM/PMGT offerings to industry and incoming freshman

4. Review financial model of off campus programs

5. Improve Online Presence and naming of the department

1. Target 5 strategic 2 year schools and 5 strategic high schools and sponsor a recruiting event or classroom presentation or administrative meeting and target undecided majors with the PM degree

2. Strive for an average classroom size of 25 by utilizing innovative delivery models, adjuncts, and release time and assessing Telepresence profitability

3. Offer a OM, PMGT, and Six Sigma Minor, Cert.

3c. Create a 4 year OM Program 3d. Create Six Sigma Certification 3e. Explore Masters program 4. Review financial model of off

campus programs 5. Enhance website materials ,

including a Depart. Name change .



3. Pam, Atif , Vahid

4. Pam

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Fall 2014 and Spring 2015 OM/PMGT Workplan Report Strategic Priority 1: Partner with industry and civic leaders to meet workforce and community needs. Transformative Goal: Align pedagogy, curriculum, and faculty development with the types of technology students need for careers.


Actions Implementation Steps Responsible Parties Timeframe Targets 2. Review

current OM/PM coursework with Industry to assess technology needs.

5. Review OM 394 for software

needs/ technology inclusions 6. Review PMGT 300 for Project

Software needs 7. Include Telepresence Virtual

teaching models

5. Vahid 6. Pam 7. Atif, Vahid,

Pam

Done Done

Report: 1. Dr. Khiabani reviewed OM 394 and is including more advanced statistical analysis , including the addition of Mini-tab software.

2. Ms. McGee reviewed the software needs for PMGT 300 and experimented with DReamspark download of MS Project. It was only marginally successful, over 25% of the students failed in the download process. Additional instructions and options are being reviewed with IT support.

3. All faculty taught using the Telepresence model. During their teaching assignment for each class, they visited the alternative site at least once to ensure student inclusion.

8.

Transformative Goal: Certify that students have foundational writing skills and the ability to apply them in their pers./prof. lives



Timeframe Targets

4. Revise PL writing assignments

5. Include a writing assignment in each core class

4. Update writing assignments for PL class

5. Include at least one writing assignment , graded for both writing and content in each OM/ PMGT core class

4. Pam 5. Pam, Atif,

Vahid

Done Done

Report 1. Ms. McGee experimented with additional buddy writing assignments and has determined that the Process Leadership class needs an overhaul and will do in conjunction with Dr. Osmani to ensure AACSB accreditation standards so the class can be cross-listed with School of Business.

2. All faculty included one writing assignment in each of their classes.

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Transformative Goal: Develop partnerships that engage faculty and students with civic and business leaders.


Actions Implementation Steps Responsible Parties Timeframe Targets 6. Develop a

strategic partnership with 5 Key OM and 5 Key PM employers

7. Design Ideal OM/PM board profile

8. Offer Industry’s on campus visibility

9. Faculty visibility

10. Industry evaluation of students

7. Identify two key industry

partnerships and have meeting with each in Twin Cities and three Key partnerships in Fargo, Moorhead

8. Update Advisory board governance model and representation to be a working board, not an advisory board

9. Invite industries in classrooms to discuss their company , hiring needs , or content

10. Invite industry to sponsor ‘after hour’ discussions with students

11. Faculty do 1-2 community involvement

12. Continue to do site visits and employer intern eval’s for OM and involve industry in critiquing PMGT 496 projects

7. Vahid, Fargo, and Pam


and Atif 10. Pam 11. Pam, Atif,

Vahid 12. Pam

Done Done

Report 1. Each faculty identified key strategic industry partners, including: a. Dr. Khiabani, Trane b. Dr. Osmani, John Deere and

Ferguson c. Ms. McGee, Microsoft,

Intelligent Insights, CAT 2. Reviewed advisory board bylaws

with executive team. Approved 3. Industry presentations in classroom

include: a. Trane Ingersol Rand b. Ferguson c. Border States Electric

4. Ferguson sponsored after hours discussion / pizza party

5. Faculty Community Involvement includes: a. Chamber events, like Women’s

Connect, Leadership Series, State of the Union, State of Technology

b. Build Conference c. Cultivate You Conference d. Women of the Year Elections e. Jeremiah Program f. United Way 35 under 35

6. All Fall 2014 and Spring 2015, excluding 2 interns due to unforeseen job changes, have had internship visits or phone calls. PMGT 496 class is working on an educational sponsored Assessment project.

13.

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Transformative Goal: Identify university-wide learning outcomes that distinguish MSUM graduates for their ability to integrate liberal and applied knowledge.



Timeframe Targets

8. Revise OM Learning Outcomes

9. Develop PM learning outcomes

10. Create alignment and assessment

11. Update PMGT Degree

12. Explore Program Assessments

8. Update the OM Learning outcomes to be in alignment with ATMAE Student Outcomes accreditation

9. Create PMGT learning outcomes to map to GAC standards

10. Work on mapping and creating assessment process and plan for both degrees.

11. Outline core course content for PMGT courses that map to PMI GAC

12. Explore CAPM exam and CTM exam

8. Pam 9. Pam 10. Pam 11. Pam 12. Pam

Done Done

Report 1. Student learning outcomes to be approved and discussed at Spring 2015 Advisory Board Meeting

2. No PMGT learning outcomes created. Transferred to summer 15/fall 15 project deadline

3. Assessment process is complete, including alumni surveys every 5 years, exit surveys each semester, student satisfaction survey once a yaer, a required internship survey. Results will be collected in Fall, analyzed in Spring, reviewed by the Board in Spring, and report filed with university each May.

4. Course content not outlined for PMI GAC standards, transferred to Summer 15 or Fall 15 deadline.

5. Explored both CAPM and CTM exam individually. CTM exam was researched and reviewed at ATMAE , 2014. CAPM exam was reviewed in PMGT 496 class and PMP U of Mary Prep Course, attended by Pam McGee

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Strategic Priority 2: Provide real-world opportunities for students to apply learning. Transformative Goal: Aim for 100% of students to have authentic and ongoing experiential opportunities to explore their passions and demonstrate their learning.



Timeframe Targets

4. Incorporate industry and service learning projects

5. Industry based learning experiences

4. Develop PMGT 496 as a service learning, project driven class, based on community, education, and industry needs

5. Conduct 3 field trips a year 6. Invite 3 industry guest lectures a

year.

4. Pam 5. Atif, Vahid,

Pam 6. Atif, Vahid

, Pam

Report 1. Develop PMGT 496 Class is done. Need to work on generating and getting industry based projects.

2. Conducted 2 field trips: Trane / John Deere

3. Invited three guest lectures: Ferguson, Border States Electric, Trane.

7.

Transformative Goal: Align pedagogy, curriculum, and faculty development to provide students with cross-disciplinary work team experience.



Timeframe Targets

6. PMGT Major/Minor

7. OM Minor 8. PL in

Leadership Minor

6. Continue to work in partnership with School of Business on PMGT curriculum needs

7. Create an OM minor 8. Work with Liberal arts to align

PMGT 385 Process leadership with their minor

6. Pam 7. Atif, Vahid 8. Pam

Done Done

Report 1. Worked with School of Business and inserted PMGT 300 into HR certificate.

2. Created an OM Minor, effective Fall 2015

3. Included PMGT 385 in Leadership Minor

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Strategic Priority 3: Connect students, faculty, and staff in meaningful relationships with one another and the community. Transformative Goal: Engage every academic program in participation in a learning community.



Timeframe Targets

4. Create a community of OM/ PMGT students online, TC, and Moorhead

4. Include time for networking and social with field trips

4. Pam, Vahid, Atif

Done Done

Report 1. Included networking time before field trips at John Deere

Transformative Goal: Inspire students to lead lives of service and citizenship by creating opportunities for them to apply their learning and discover their passions within the university community.



Timeframe Targets

2. Work with industry, non-profit, and education to deliver industry and service projects one time throughout the students college career.

6. Launch a project driven class for

PMGT 496 Capstone 7. Include a service project in PMGT

300

6. Pam 7. Pam

Report 1. Launched PMGT 496 class with 4 students, experimental project on assessment.

2. Did not include a service project in PMGT 300; however, we used a HBR case study on the Chunnel Rail. It was highly rated as effective by the students

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Transformative Goal: Improve the lives of Moorhead and Red River Valley residents through curricular and co-curricular activities.



Timeframe Targets

3. Conduct community presentations and consulting services on a per need basis.

3. Present and consult in the community on specialty area topics

3. Pam Done Done

Report 1. Ms. McGee has done over 10 presentation and 5 consulting engagements

Transformative Goal: Recognize, facilitate, and elevate the role of advisors as student academic leaders and mentors.


Actions Implementation Steps Responsible Parties Timeframe Targets 2. Improve

advising practices for on campus, off campus and online OM/PM students

7. OM/PMGT faculty develop rules of engagement for MAP Works

8. Develop and use Skype video capability for online advising and off campus students

9. Schedule TC advising meetings 1/x a month

10. Create an online and off campus orientation video

11. Create an internship video , update materials for internships

12. Create and revise OM/PMGT course advising and sequencing sheets

13. Review Science requirements for OM for student clarity

7. Atif 8. Pam, Atif,

and Vahid 9. Vahid 10. Pam, Vahid

and Atif 11. Pam 12. Pam 13. Pam

Done Done

Report 1. OM / PMGT faculty developed rules of engagement for MAP Works and decided at this time that the software was too unreliable to use as a primary advising tool.

2. We offered Skype , but most virtual students choose a conference call.

3. Dr. Khiabani has offered onsite advising meetings both semesters as needed. Most Twin Cities students schedule a phone call.

4. We did not create an online/ off campus orientation video as the First Year Experience team was chartered with the action item, but did not deliver.

5. Internship video and materials are live on the website.

6. The OM/PMGT advising sheets are being updated by Operations management assistant, due date. May 1, 2015

7. Reviewed science requirements with ATMAE board, current students, alumni, and employers.

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Priority 4: Create a campus community that reflects the diversity of the global community. Transformative Goal: Develop national and international exchange models and programs to provide seamless bi-directional study, travel, research, and service opportunities to faculty and students.



Timeframe Targets

3. Work on leading Global curriculum standards for PM coursework

4. Explore 2 International University Relationship’s

3. Work with PMI academic advising team to set curriculum for PM foundational courses

4. Identify 2-3 University’s international where faculty have connections and explore a global experience , partnership with one of them


and Atif

Done Done

Report 1. Ms. McGee worked with PMIteach.org in Paris, France to establish a fundamental foundation course in Project Management.

2. We were not successful in creating global alliances. The domestic growth of the program is driving our time commitments

Transformative Goal: Significantly increase the number of faculty, staff and students from under-represented populations.


Actions Implementation Steps Responsible Parties Timeframe Targets 2. Recruit

from diverse two year colleges

2. Identify top 5 2 year partnerships with high levels of diversity and conduct 10 recruiting visits

2. Vahid Done Done

Report 1. Atif, Vahid, Jolene, and Pam recruited at the following schools:

• Hennepin Technical College • North Hennepin Community College • NDSCS, Whapeton, ND • Mstate—Moorhead • Lake Superior College • Dakota Technical College • Northland Technical College • Alexandria Technical College • Mstate—Fergus Falls • Chippewa Valley Technical College,

WI • Bismarck State College , PMI Event

and Fulfilling your Promise Event • St. Cloud Technical College, PMI

Institute

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Transformative Goal: Align pedagogy, curriculum, and faculty development to prepare students to work and lead in a diverse, global community.


Timeframe Targets



Timeframe Targets

2. Review curriculum for global relevance

2. Assess core OM/ PMGT courses

and include 3 global case studies, assignments, or examples


Done Done

Report 1. All faculty included one global case study in each of their respective teaching assignments.

Priority 5: Attain excellence in our programs and services. Transformative Goal: Inspire a culture of striving for and attaining academic excellence.

Actions Implementation Steps Responsible Parties Timeframe Targets Departmental Actions and Implementation Steps


5. Faculty certifications and continued preparedness

6. Accreditations 7. Student

evaluations 8. Program

evaluations

6. Support and encourage faculty ongoing certifications and training

7. Create a plan to flip from traditional accreditation ATMAE to Students Outcome based Accreditation at ATMAE

8. Review GAC accreditation standards for PM and attend an Accreditation Self study workshop

9. Assess the student exit survey 1/x a year with faculty and industry

5. Pam,Atif, Vahid

6. Pam and Vahd 7. Pam and Atif

Done Done

Report 1. Atif and Vahid attended OSHA training

2. Pam attended PMP certification training and CRM certification training

3. No plan created to flip to Outcomes Based Accreditation, delayed until Fall 2015.

4. GAC standards were reviewed, no Self Study workshop attended.

5. Assessed all surveys: Alumni, Internships, Exit, and Student Satisfaction

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Transformative Goal: Implement a comprehensive financial model for Academic Affairs that allows us to invest in programs that meet strategic priorities.



Timeframe Targets

6. Increase recruiting and marketing efforts

7. Manage delivery models for profitable class size

6. Conduct 25 recruiting visits a year to 2 year schools, 5 high school visits

7. Strive for an average classroom size of 25 by utilizing innovative delivery models, adjuncts, and release time

8. Offer a OM Minor 9. Approve PM for online delivery



7. Pam 8. Pam

Done Done

Report 1. Conducted 13 of the 25 recruiting visits. Teaching and training new faculty were the focus. The goal was too large.

2. Created an OM Minor and OM Certificate, launch in Fall 2015.

Transformational Goals: Department Name Change Report: Scheduled discussions for Fall 2015 Advisory Board Revamp Report: Added 10 new advisory board members, exited 3 board members Student Outcomes Accreditation Report: Attended Self Study for Student Outcomes Assessment, ATMAE, 2015 Global Partnerships Report: Atif and Vahid had various conversations with their global connections. At this time, we have substantial domestic growth to concentrate on and will pursue global opportunities in the future. Lean Certificate Report: OM Minor and Lean Certificate both launched for Fall 2015. Six Sigma Emphasis / Focus Area Report: Reviewing the potential Six Sigma Certification Masters in Process Improvement Report: Conversations and planning to begin in Fall 2015.

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Appendix 5: OM Student Learning Outcomes

The Association for Technical Management and Applied Engineering (ATMAE) accredits the Operations Management degree at MSUM. The student outcomes for the OM degree must at a minimum address the competencies necessary to maintain ATMAE accreditation. The Department of Technology faculty members meet regularly with an Industrial Advisory Board to review the student outcomes.

Outcome #1: Communication Skills

The graduate will be able to apply oral, written, graphic, and listening skills and be able to contribute and facilitate team efforts.

Outcome #2: Information Technology Skills

The graduate will be able to demonstrate appropriate computer skills, through use of word processing, databases, and spreadsheets applications and electronic data searches.

Outcome #3: Scientific and Technical Skills

The graduate will be able to apply mathematical and physical principals to business and industrial applications, and implement efficient scientific and technological solutions to industrial problems individually and in a team setting.

Outcome #4: Technical Area Competence

It will be assumed to have gained this competency at their transferring institution by graduating from an accredited institution in an articulated technical oriented program.

Outcome #5: Economics and Cost Estimating

The graduate will be able to demonstrate skills for determining the cost advantage of different processes, and performing cost estimates. The student will also understand and be able to document the costs and benefits associated with production concepts such as Just-In-Time and Total Quality Management.

Outcome #6: Total Quality Management

The graduate will understand the implication of TQM on the local and national economy, methods and procedures for planning, organizing and controlling for quality, statistical methods for quality control, and the application of quality tools and techniques for designing products and services.

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Outcome #7: Production and Inventory Management

The graduate will understand the varied needs for inventory, technology and human resources in different production environments, the effect of inventory on business performance, different techniques for scheduling materials, workers, machinery, and space, and the Theory of Constraints and its usage for production scheduling.

Outcome #8: Project Management and Leadership

The graduate will be able to apply skills of organizing and managing resources to deliver a temporary or one-time endeavor project with a defined scope, time and cost constraints. The graduate will also understand the changing workplace structure and be a positive contributor.

Outcome #9: Positive Personal Habits

The graduate will be able to apply appropriate management skills, demonstrate ethical actions and conduct, be aware of the personal value for involvement and contribution to the community and knowledge of industry expectations.

Outcome #10: Global and Cultural Awareness

The graduate will exhibit an understanding and acceptance of human and cultural diversity, and a concern for ethical treatment of all persons. Additionally, graduates will have a realistic understanding of the internationalization of business and industry.

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Appendix 6: Retention Plan _2015 Operations Management & Project Management Retention Plan for 2015

Why It is Important to Retain Students The Operations Management/Project Management (OM/PM) program has a strong commitment to providing students from diverse social, financial, and cultural backgrounds with an excellent academic experience to promote student success. However, inevitably some students will commence a program of study and discover that, for them, they have made an incorrect choice and may want to drop out and/or move to some other major or university. Such a move in some cases may be in their best interests. For the majority of students however, attrition is disadvantageous, meaning that they fail to succeed in an effort that would have brought them considerable social and economic benefits down the track if they had completed their degree. In addition to the adverse impact upon the students, attrition also creates a major financial problem for the OM/PM program. For every student who is not retained, there is a loss of associated income to the university and we are required to replace those students to fill load in future admissions rounds. Not only does the university suffer financially but attrition produces a downward pressure on student admission standards as we are required to recruit even more transfer/first-year students in order to fill places than would otherwise have been the case. There are also external drivers that make it important for us to retain students. The state legislature and the MnSCU system also track the retention rates of students, and in future our performance in this area might affect our funding.

Retaining students is not what we do - it is the outcome of what we do and everyone is responsible for it. Retention is a deliberate result of faculty and staff connecting with students in ways that create welcoming and supportive environments which fosters their success.

Research indicates that increasing retention rates requires universities to develop coordinated, highly-structured, integrated and retention plans. The current retention rate for OM/PM students at MSUM is currently not tracked. However, anecdotal evidence suggests that retention rate has decreased slightly in recent years. We need to reverse this trend.

Reasons for Attrition from a University Previous research at different universities indicates that attrition occurs for a wide range of reasons, and it is usually a combination of factors that triggers the decision to leave the University before successful completion. The evidence from other universities indicates the following reasons for student attrition:

• Academic difficulties – lack of academic preparedness, weak academic knowledge or specific study skills required to tackle the demands of the program;

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weak academic entry scores and low GPAs in first semester are all associated with greater attrition.

• Inability to manage time and workload demands and in consequence falling behind.

• Full time vs part-time status – part-time students are significantly less likely to continue into second year compared to full-time students.

• Making an uncertain or the wrong subject/program/university choice is linked to attrition. In some cases, this may reflect poor information provided prior to enrolment, or inadequate consideration of educational and career goals.

• Loss of interest in the program or subject area. • Dissatisfaction with the university experience, quality of curriculum or teaching.

As a result, the OM/PM program are proposing the following as the Student Retention plan for 2015. As part of the effort emphasis will be placed on the following action items: A) Tracking the student retention rate and performing root-cause analysis Starting in January 2015, we will build a database of OM/PM students who are currently registered and/or considered academically active (i.e. maximum of 1 semester being unregistered). The student progress will be tracked through graduation or academic inactivity. The following student information will be captured by the database:

• Tech ID. • Student Name. • Geographic Location (Fargo/Moorhead, Twin Cities, Rest of Minnesota, other). • 2-year college where Student obtained Associate of Applied Science/Associate of

Science (AAS/AS) degree or Technical Diploma. • GPA of 2-year degree. • Major at MSUM (OM or PM). • MSUM GPA and Major GPA. • Delivery mode (on-campus, off-campus, online). • Enrolled for spring 2015 (Yes or No) and Status (Full-time vs. Part-time). • If No, mention last semester registered. • Expected Graduation Date. • Is student on track for timely graduation? (Credits completed, credits remaining) • Academic advisor (Pam McGee, Atif Osmani, Vahid Khiabani) • Mention previous advisors (if any).

We will build the database in Spring 2015 and Fall 2015. In Spring 2016, cause-effect regression analysis will be carried out to determine if the above mentioned variables have a significant impact on the retention rate. If the answer is yes, those variable(s) with the

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most significant impact will be identified and strategies will be developed to improve the retention rate.

B) Research also suggests the reasons students leave university fall into several broad areas. We have made the decision to focus on the following key areas:

1) Teaching methodology and delivery • Course evaluations will be used to retool/redesign course content/delivery style. • We will continue developing our classes on D2L by including virtual teaching

models for online and Telepresence courses.

2) Improve the quality and consistency of Academic advising

• We will work with Academic advising and the Records office to strive for one academic advisor for the student’s tenure in the academic program. (Currently an OM student have an average of 4-5 different advisors during their tenure)

• Grant access to ISRS for the program coordinator to avoid shuffling advisees. during summer and allowing the program coordinator to access the access codes and DARS reports.

• Utilizing an advising spreadsheet for advising clarity and record keeping. • Maintain an average of a monthly MSUM presence on the NHCC campus for

advising and recruiting. • Develop/use technology capability for online advising and off campus

students. • Create an online and off campus orientation video.

3) Faculty, Student and Industry interaction

• Invite industry guest speakers in classrooms to discuss their company and hiring needs. Also invite industry to sponsor ‘after hour’ discussions with students.

• Conduct field trip(s) with students in Moorhead and/or Twin Cities. • Schedule student social(s) per year in Fargo/Moorhead area. • Investigate the viability of establishing an OM student organization. • Engage the advisory board in connecting students with industry.

Retaining students at MSUM is everyone's job. This plan aims to coordinate that work and make it central to all activities in the OM/PM program.

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Documents

OPERATIONS - Minnesota State University Moorhead• Experimented with Qualtrax Survey tool that did not work • Flaw in Internship Surveys for Summer 2012 , Fall 2013 and Spring 2014