1) Review and comment on the trend of minority students enrolling in your classes (particularly lower-division, GEN Ed) and in your programs.
2) What support (from enrollment services, advising, first-year transition office, access & diversity, etc.) do you need to help you recruit and retain students?
A major and persistent handicap in recruiting students for the program is that incoming students do not know what supply chain management really is. Yes, they’ve heard the stories on TV. Since COVID, the name “supply chain” appears routinely in the press and in corporate boardrooms. However, students do not understand the variety and nature of the truly fascinating occupations within the supply chain field usually until it is too late. It would really help if students took our introductory course (SCM 3050) sooner in their studies. Many students take this course in their last year, and it is unfortunately not uncommon to hear students bemoan “if I had known what supply chain really is, I would have majored in it.” But it’s too late. This is something that enrollment services, advising, and the first-year transition office may be able to help with: advise students to take SCM 3050 as early as possible.
According to Report Gallery, about 5% of SCM students switch to another major every year, with 63% going to another business major and 12% going into engineering. If we knew when the students switched, it would be very helpful for us. How can we have access to that information?
3) We have invited you to re-think your program assessment. What strategies are you considering? What support or help would you like?
To assess learning across all our learning outcomes, we are collecting assessment points in four of our major courses at the 3000 and 4000 levels. Our assessment strategy is to use external measures whenever possible, which is why we are reusing one assessment point from the AACSB assurance of learning process for which we use a third-party tool (the CATME survey, https://info.catme.org/ ) to measure the collaboration skills of students coming into the major. We use the CATME survey again to measure collaboration skills in the capstone course. To measure the application of core SCM functional skills, we use questions from a practice exam for one of the certifications offered by a professional organization in our field.
We do not need any external support at this time.
4) Finally, we are supporting our Concurrent Enrollment accreditation process. Does your program offer concurrent enrollment classes? If so, have you been able to submit the information requested from the Concurrent Enrollment office? Staff from OIE will reach out to you in the next few months to assist in finalizing that data submission as well as gather information for concurrent Gen Ed assessment.
We do not offer Concurrent Enrollment courses at this time.
The full report is available for viewing.