Spring 2024
January 8
Summer 2024
May 6
Fall 2024
Late August
Online Master of
Science in Measurement
and Evaluation
Online Master of Science in Measurement and Evaluation
Program Length:
20 Months
Credit Hours:
30
Total Classes
10
Cost per Credit:
$1,427
What are the program
start dates?
At a Glance
The online Master of Science in Measurement and Evaluation at American University sets a higher standard to prepare you for excellence in program evaluation.
Throughout your coursework and six practicum experiences, you’ll learn how to design and lead high-level evaluation efforts, improve data collection analysis and visualization, and support program equity. You’ll gain experience designing performance and impact evaluations and communicating findings to program collaborators and contributors.
You’ll learn from expert faculty with 20 to 30 years of experience in the field who are leaders in the American Evaluation Association, Washington Evaluators, and other local affiliates. Our faculty are actively involved in helping you with networking and supporting your professional development.
You’ll graduate ready to impress future employers with skills, knowledge, and experience that already demonstrate excellence and leadership in measurement and evaluation.
Program Objectives
Master Key Analytical Skills To Be Effective Now
Excel in an evaluator position of your choice as you become empowered to lead evaluation efforts and data-driven decision-making. Through the online MS in Measurement and Evaluation, you’ll gain the skills you need to design and implement high-level program-based evaluations. By graduation you can:
Improve Programs
Create logic models, results frameworks, and Evaluation Statements of Work (SOWs) to improve the planning, implementation, management, monitoring, and evaluation of projects.
Design Evaluations
Use a variety of approaches and designs; plan performance, impact, and economic evaluations that support program equity and the needs of program collaborators.
Evaluate Data
Evaluate relevant project data using qualitative and quantitative data collection, analysis, and visualization tools.
Appraise Trends
Assess emerging trends in evaluation and the impact of ever-changing technologies.
Form Relationships
Establish professional consulting relationships with all project collaborators while using appropriate correspondence channels.
Be a Leader
Demonstrate professional ethics, project leadership skills, and cultural responsiveness while engaging in self-reflection.
Program Objectives
Master Key Analytical Skills To Be Effective Now
Excel in an evaluator position of your choice as you become empowered to lead evaluation efforts and data-driven decision-making. Through the online MS in Measurement and Evaluation, you’ll gain the skills you need to design and implement high-level program-based evaluations. By graduation you can:
Improve Programs
Create logic models, results frameworks, and Evaluation Statements of Work (SOWs) to improve the planning, implementation, management, monitoring, and evaluation of projects.
Appraise Trends
Asses emerging trends in evaluation and the impact of ever-changing technologies.
Design Evaluations
Use a variety of approaches and designs; plan performance, impact, and economic evaluations that support program equity and the needs of program collaborators.
Form Relationships
Establish professional consulting relationships with all project collaborators while using appropriate correspondence channels.
Evaluate Data
Evaluate relevant project data using qualitative and quantitative evaluation data collection, analysis, and visualization tools.
Be a Leader
Demonstrate professional ethics, project leadership skills, and cultural responsiveness while engaging in self-reflection.
Program Rankings
See How We Set the Standard
6 Practicums
Gain Technical Experience
Learn the Tenets of CREE
Culturally Responsive Equitable Evaluation
Career-Focused Curriculum
Developed with Advisory Panel
Become a CNS®
Some program coursework can be counted towards the Certified Nutritionist Specialist® credential, a formal recognition for nutrition professionals who have met rigorous and demanding eligibility requirements.
Use Dedicated Services
Faculty, students, and alumni help you reach your career goals through the Faculty Mentorship Program, nutrition-specific webinars, networking events, and social media groups.
Study Career-Based Topics
Choose electives that serve your specific career goals so you can work on the projects and assignments that build real-world experience in your area.
A Top-Ranked Online MS
AU was recognized by Princeton Review, Best Colleges 2022, with the title of College Gets High Marks.
Your undergraduate degree does not need to be in economics to apply. Our online Master of Arts in Applied Economics is open to students with varied undergraduate backgrounds from an accredited college or university.
Admission to American University’s online Master of Science in Measurement and Evaluation program requires an undergraduate degree from an accredited college or university.
Applicants will need to submit the following:
- Completed Application
- Statement of purpose
- Official transcripts
- Two letters of recommendation
- $55 Application Fee*
- Résumé
- Completed Application
- Statement of purpose
- $55 Application Fee*
- Official transcripts
- Two letters of recommendation
- Résumé
*The application fee is typically waived if the application file is complete within a three-week period.
Online Merit Scholarships
$10,000 — No Separate Application Required
Prospective students who have a cumulative 3.2 GPA or above (on a 4.0 scale) in their undergraduate program can qualify for the Online Merit Scholarship of up to $10,000. As part of your application process, your academic history will be reviewed to see if the scholarship can be applied; there is no separate application to fill out.
You’ll be notified of the scholarship status when you’re admitted to the program, or shortly thereafter.
To receive the scholarship, which is applied equally to the first and fifth courses of the program, you must remain in good academic standing.
Learn to Become a Master Project Evaluator
Success in the workplace requires more than possessing relevant knowledge. You must also know how to communicate your ideas, work with teams, make ethical decisions, think critically, and demonstrate cross-cultural competence.
The online MS in Measurement and Evaluation is an experiential, project-oriented program that will give you the technical skills you need to design monitoring and evaluation systems that measure performance and impact while supporting equity. It was developed by industry professionals, so you’re prepared well beyond the basics with the critical information, skills, and experience you need at graduation to lead project evaluations.
To deliver a strong ROI in your MS in Measurement and Evaluation degree, AU constructed the program with an expert advisory panel to offer an experiential degree that teaches core competencies, best-practice standards, and industry trends while building your experience with application-based coursework in each class.
The Measurement & Evaluation Program Advisory Council ensures that the curriculum is current, relevant, and reflective of emerging trends in evaluation. It consists of program faculty, alumni, and top evaluation practitioners who have experience evaluating programs for the public, private, and philanthropy sectors, including:
- U.S. Agency for International Development
- The Department of State
- Various state and local Departments of Education
- Abt Associates
- Ford Foundation
- Open Society
- And more
To ensure critical knowledge and experience are attained through the curriculum, AU developed the Professional Studies Experience — a four-phase curriculum model that meets specific guidelines in each phase.
- Core Courses: Work with a cohort of students from a variety of backgrounds and gain the broad-based knowledge today’s employers have deemed most important.
- Practicum/Professional Experience: Gain real-world evaluation and data collection skills as you design and carry out evaluations.
- Electives: Take one program-specific elective tailored to your industry and career goals.
- Capstone: Harness what you’ve learned throughout your program to produce a capstone project.
One of the strongest components of American University’s online Masters in Measurement and Evaluation is the practicum element, where students partner with organizations to plan and carry out evaluations. Six of the ten courses, you’ll take to complete the program require practicum partnerships.
Practicums can be local or global, owing to new advances in conducting evaluations virtually. To complete your practicums, you’ll identify organizational partners, oftentimes with the assistance of faculty. You could partner with a current or former employer or an organization where you’ve volunteered, or network to find a new organization.
Your practicum experiences will vary depending on the particular course you are taking. Different courses will require you to craft logic models and evaluation plans, design and carry out evaluations, and collect, analyze, and visualize qualitative and quantitative data. Through these assignments, you’ll apply different approaches and designs that measure performance, or impact and support equity.
You’ll graduate with the skills and confidence you need to take a leading role in managing measurement and evaluation systems.
At the epicenter of impact, AU’s Washington, D.C. location leverages the proximity of the thriving business, non-profit, NGO, and government sectors so the leaders of today can train the leaders of tomorrow. Partnering with key organizations in the region and around the globe, we’re able to better the human condition, learn from a vast array of experiences, model purposeful leadership, and address society’s current and emerging challenges.
The DC Experience (DCX), an optional on-campus residency, gives you the opportunity to connect with the campus and explore the unique cultural landscape in the nation’s capital. You’ll also immerse yourself in the AU community, enhance your relationships with faculty and other online graduate students, and meet with guest speakers from the evaluation field.
Even with the flexibility of the online format, sometimes the timing isn’t quite right to dedicate your resources to pursue a full degree. To gain the critical knowledge necessary for advancement, learn more about the Graduate Certificate in Project Monitoring and Evaluation. Its four courses include Principles and Theories of Evaluation, Evaluation Approaches and Designs, Evaluation: Qualitative Methods, and Evaluation: Quantitative Methods. When you decide to finish the MS in Measurement and Evaluation, you’ll have just six additional courses to take.
Course Descriptions
The Master’s curriculum is designed and taught by expert academic practitioner faculty who integrate their real-world evaluation experiences into their teaching. This 30-credit-hour program consists of 10 courses and can be completed in as few as 20 months.
Practicum/Professional Courses – 12 Credits
This course introduces the terminology, critical issues, and current debates in the field of evaluation, as reflected in evaluation theories and practice. The course teaches the skills necessary to design Monitoring, Evaluation, and Learning plans that reflect varying purposes, fields, and contexts. Students learn how to develop Program Theories of Change Models, Evaluation Logic Models, and Evaluation Statements of Work, three documents important to Monitoring, Evaluation, and Learning. Students partner with organizations they identify to plan an evaluation, including articulating the purpose of the evaluation; crafting evaluation questions; setting outcomes and indicators; and proposing data collection and analysis plans.
Sample reading and discussion topics include:
- Critique evaluation theories and reflect on your “evaluator identity”
- Analyze the needs assessment and Program Theory of Change for a case study initiative
- Identify the purposes of an evaluation: Performance or impact
- Examine the strengths and limitations of traditional evaluation approaches and designs
- Explain how evaluators address causation, attribution, and contribution in their work
Sample assignments and projects include:
- Work with project collaborators to craft Theory of Change and Evaluation Logic Models.
- Set evaluation questions and identify the data needed to answer them.
- Develop an Evaluation Statement of Work (Evaluation SOW).
Course Outcomes
Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing PME 600.
Knowledge
- Discuss and critique the use of Logic Models.
- Demonstrate understanding of evaluation principles throughout the project lifecycle.
- Describe different evaluation purposes, approaches, and designs; and when they are useful within the project lifecycle.
- Recognize the opportunities and challenges of conducting quality planning, monitoring, and evaluation in varied contexts.
- Identify alternative approaches and designs, including complexity- aware approaches, developmental evaluation, and Most Significant Change.
Skills
- Develop a Program Theory of Change (PTOC).
- Develop a Logic Model, including project goal, purpose, outcomes, outputs, inputs/activities, indicators, data sources, and assumptions.
- Develop an Evaluation Statement of Work (SOW).
Attitudes
- Appreciate the complexity of project evaluation.
- Appreciate the importance of community and project collaborator participation in evaluation.
- Advocate for quality evaluation planning and implementation processes throughout the project lifecycle.
This course emphasizes the use of mixed method performance and summative evaluation designs that measure progress, outcomes, and impact. Students learn to differentiate performance and impact evaluations, including the data designs needed to support each. The course introduces different performance evaluation designs, including snapshot, simple, cross-sectional, before and after, time series, and case study design; and then focuses on impact evaluation designs, including experimental and quasi-experimental designs. Students learn about different evaluation approaches, such as culturally responsive equitable evaluation, empowerment evaluation, and participatory evaluation. Students partner with organizations they identify to plan an evaluation (including its design and approach); craft theory of change and evaluation logic models; develop data collection instruments; collect and analyze data; and write an evaluation report.
Sample reading and discussion topics include:
- Evaluation purposes: Performance and impact and the data needed to support each
- Evaluation approaches: (Culturally Responsive Equitable Evaluation, Developmental Evaluation, Empowerment Evaluation, etc)
- Evaluation designs (case study, pre/post test, experimental, etc)
- Emerging designs (systems analysis, Outcome Harvesting, Most Significant Change, etc)
Sample assignments and projects include:
- Working with project collaborators, craft an Evaluation Logic Model.
- Select an evaluation approach and design and use these to develop an Evaluation Statement of Work (Evaluation SOW).
- Develop qualitative and quantitative data collection instruments.
- Collect and analyze qualitative and quantitative data.
- Write an evaluation report.
Course Outcomes
Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing PME 610.
Knowledge
- Explain the purposes of, and differences between, performance and impact evaluation.
- Explain different approaches to evaluation, such as Culturally Responsive Equitable Evaluation, Developmental Evaluation, and Empowerment Evaluation.
- Demonstrate the appropriate use of performance and impact evaluation designs.
- Identify evaluation designs (and their related data) that are appropriate for addressing particular evaluation needs.
Skills
- Construct a Logic Model.
- Select an appropriate evaluation design and approach to meet the needs of an evaluation.
- Write an evaluation report.
Attitudes
- Become reflective, critical thinkers in evaluation purpose, approach, and design.
- Appreciate the importance of report writing and communicating results to project collaborators.
- Appreciate different performance, impact, and alternative evaluation designs, approaches, and frameworks.
This course introduces students to Complexity and Systems-inclusive evaluation concepts and methods. The course will critique traditional theory-driven logic model designs, offering alternative evaluation approaches. The course covers participatory and collaborative approaches, complexity aware approaches, developmental evaluation, principles-based evaluation, and blue marble evaluation. Students will learn about complexity aware and systems-inclusive evaluation designs and methodologies, including most significant change (MSC), outcome mapping, outcome harvesting, and system mapping. Students will also learn about transformative evaluation, including indigenous evaluation, asset-based, and trauma informed approaches. The use of technology to facilitate more complexity aware approaches to monitoring and evaluation is also introduced.
Sample Reading & Discussion Topics
- Complexity and evaluation
- Systems-based approaches and methods
- Outcome Mapping, Outcome Harvesting, and Most Significant Change
- Decolonizing evaluation approaches including Indigenous Evaluation and LGBTQIA2S+ Evaluation
Sample Assignments & Projects
- Conduct a comprehensive situational analysis of a MEL framework.
- Develop a systemic theory or trajectory of change that attempts to address the complexities that simple, linear logic models often have difficulty capturing.
- Develop a systems or complexity-aware MEL framework.
Course Outcomes
Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing PME 620.
Knowledge
- Discuss and critique the use of Logic Models.
- Identify alternative approaches to program evaluation, including complexity- aware approaches, developmental evaluation and methods such as Outcome Mapping and Most Significant Change.
- Recognize different dimensions of complexity.
Skills
- Analyze participatory development techniques used to engage stakeholders in evaluation.
- Develop a monitoring and evaluation plan that takes a complexity-aware approach.
Attitudes
- Appreciate the importance of stakeholder participation in evaluation.
- Become reflective, critical thinkers by anticipating challenges with evaluation designs and examining emerging trends.
This capstone course showcases students’ skills as evaluators with the capacity to construct Theory of Change and Evaluation Logic Models and Evaluation Statements of Work; develop qualitative and quantitative data collect instruments; carry out qualitative and quantitative evaluation research; analyze and visualize data; and write evaluation reports. Students partner with organizations they identify to design and carry out independent evaluations. Through the capstone process, students reflect on how they can support equity in evaluation planning, research, analysis, and reporting.
Sample readings and discussion topics include:
- Culturally Responsive Equitable Evaluation (CREE)
- Anti-racist evaluation strategies
- Using data visualizations to improve your reports and presentations
- Telling your evaluation story
Sample assignments and projects include:
- Work with project collaborators to craft Theory of Change and Evaluation Logic Models
- Set evaluation questions and identify the data needed to answer them
- Develop an Evaluation Statement of Work (Evaluation SOW)
- Develop qualitative and quantitative data collection instruments
- Collect and analyze qualitative and quantitative data
- Write an evaluation report
- Create data visualizations
- Present your evaluation in a recorded presentation
Course Outcomes
Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing PME 700.
Knowledge
- Identify different evaluation purposes, approaches, and designs (and their related data) and when evaluators use each.
- Explain the importance of Culturally Responsive Equitable Evaluation (CREE) and engage in anti-racist evaluation strategies.
Skills
- Work with evaluation participant collaborators to craft an evaluation, accounting for its purpose, approach, and design.
- Construct a Theory of Change Logic Model; Evaluation Logic Model; and Evaluation Statement of Work (SOW) that reflect the needs of participant collaborators.
- Develop quantitative and qualitative data collection instruments, collect and analyze data, and present findings in a written report and recorded presentation.
- Create data visualizations that use evidence to tell a story.
Attitudes
- Create a collaborative learning environment for project collaborators and evaluators.
- Appreciate the importance of participant collaboration in evaluation planning, research, and reporting.
Core Courses – 6 Credits
Improve intercultural competencies and communication skills, with a particular focus on aspects of intercultural communication highly relevant for technical experts and project managers. Students will increase their understanding of, and ability to work with, the processes involved when cultures come into contact. This course will enhance the student’s ability to think critically and creatively about today’s cultural challenges, to practice intercultural relations, and to provide a perspective on one’s personal and social responsibility as current and future leaders.
Sample readings and discussion topics include:
- The Cultural Iceberg
- White privilege
- Anti-racism
- Sex, gender, and intersectionality
- International cultural differences
Sample assignments and projects include:
- Identify your implicit biases.
- Self-reflection on course topics through a weekly journal.
- Analyze a case study in intercultural communications using intersectionality and other course concepts.
- Focus your course project on Culturally Responsive Equitable Evaluation, Culturally Responsive Indigenous Evaluation, Anti-racist Evaluation, Evaluation and Data Equity, or other similar topics.
Course Outcomes
Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing PROF 610.
Knowledge
- Identify and apply frameworks that define culture and intercultural communication.
- Evaluate standards of success, failure, cultural self-determination, and responsibility to protect, as they relate to different cultural systems.
- Evaluate the impact of technology on intercultural communications.
Skills
- Apply intercultural behavioral skills to foster intercultural understanding in others.
- Demonstrate reflective and critical thinking skills aimed at understanding one’s own culture and positionality.
- Develop and apply verbal and nonverbal intercultural communication skills.
- Implement effective strategies to address cultural and ethical scenarios.
Attitudes
- Appreciate the ethical considerations involved when intervening across intercultural/international contexts.
- Demonstrate cultural awareness, openness, and sensitivity toward others.
This course provides students with the knowledge and skills necessary to effectively utilize data analytics for decision-making with a focus on equitable data practices. The course explores a range of topics related to data analytics, including data cleaning, data transformation, statistical analysis, data visualization and storytelling, and data-based decision-making. To improve organizational quality and overall efficiency, students learn how to analyze data using quantitative research methods with a value-added approach, use various analytic tools such as Excel, Tableau, and Power BI, create and interpret data visualizations, use predictive analytics to identify trends and patterns, and communicate findings to stakeholders. The course focuses on the practical application of data analytics in decision-making, with an emphasis on real-world examples, and students work on projects that involve analyzing data sets to make decisions in various contexts.
Knowledge
- Examine the importance of data and analytics for organizational decision-making.
- Recognize how a value-added approach to quantitative research can be applied to understanding data.
- Differentiate between primary and secondary data types, quantitative and qualitative data types, and various research methods that are appropriate for the data type.
Skills
- Apply a value-added approach to analyze data in a research project.
- Analyze data to inform decisions and improve organizational quality and efficiency.
- Design and structure reports and dashboards to effectively communicate data-driven insights to stakeholders.
- Summarize and communicate findings to stakeholders.
Attitudes
- Appreciate the ideas and considerations around data equity.
- Appreciate the use of contextualization and the role of the researcher as it relates to data analysis using a value-added approach.
Required Courses – 9 Credits
Gain the skills necessary to craft qualitative data collection instruments and conduct qualitative research. Practice using qualitative data collection techniques including observation, participant observation, interviews, and focus groups. Explore the strengths, weaknesses, and uses of qualitative data and investigate the circumstances under which project planners, managers, and evaluators use qualitative data collection methods. Under mentorship of faculty, students partner with an organization and its project collaborators to set a qualitative research or evaluation question, collect qualitative data to answer it, write a report, and present findings.
Sample readings and discussion topics include:
- The nature of qualitative inquiry
- Reflection, bias, and positionality in qualitative research
- Qualitative research questions
- Qualitative measurement, including concepts and indicators
- Qualitative data collection techniques, including observation, participant observation, interviews, focus groups, and participatory tools
Sample assignments and projects include:
- Partner with an organization and its project collaborators to conduct observation, participant observation, interviews, and a focus group
- Analyze qualitative data and design data visualizations
- Write a final report
- Complete Human Subjects Training
Course Outcomes
Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing PROF 640.
Knowledge
- Explain when and how project planners, managers, and evaluators use qualitative data collection techniques
- Identify the kinds of data gathered through different qualitative methods
Skills
- Use observation, participant observation, participatory tools, interviews, and focus groups for project planning and monitoring and evaluation activities
- Analyze qualitative data collected from multiple qualitative data collection techniques
- Design qualitative indicators to measure concepts and change
Attitudes
- Identify and be prepared to address the possible challenges of collecting qualitative data in different contexts
- Appreciate the ethical considerations related to the collection of qualitative data
- Appreciate the role of the researcher, including biases and positionality, as it relates to qualitative data collection and analysis
This course comprehensively introduces quantitative research methods, the skills to conduct survey research, and the knowledge to produce descriptive and analytical reports that meet the guidelines and expectations of professional practitioners in the field. Students explore various statistical procedures, starting from descriptive statistics, correlation, and graphical representation of data to inferential techniques, analysis of variance, and beyond, and practice using SPSS and R to manage data and generate statistical analysis reports. The course covers ethical considerations in quantitative data collection, data equity, and equity-impacting decision points in data projects. Using practical applications and real-world examples, students are guided through these topics in an informative and approachable manner to make this often-intimidating subject more accessible.
Sample readings and discussion topics:
- Sampling
- Questionnaire design
- Managing quantitative data
- Measures of central tendency
- Correlations
- T-tests
- Analysis of Variance
Sample assignments and projects include:
- Quantitative research design and data collection plan
- Create and administer a quantitative survey
- Analyze survey data
- Create data visualizations
- Write a final report
Course Outcomes
Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing PROF 650.
Knowledge
- Differentiate between different types of quantitative research
- Identify and describe the different types of validity and reliability
Skills
- Develop and test a hypothesis using quantitative research methods
- Apply various descriptive and inferential statistics.
- Use statistical software for data management, analysis, and presentation of findings.
- Evaluate different strategies to analyze and report quantitative data.
Attitudes
- Appreciate the ethical considerations related to the collection of quantitative data
This course introduces the students to economic reasoning principles related to cost assessment and program evaluation, including cost effectiveness, project cost-benefit analysis (CBA), and valuing, predicting, and monetizing project performance and impacts. Students will learn to design, interpret, and use different cost assessment tools for informed decision making in professional settings. This course includes recent developments and applications in the theoretical and empirical cost assessment literature related to public, private, and international organizations, including equity assessment. The course also explores the limits of cost-inclusive assessments and evaluations.
Sample reading and discussion topics include:
- Net Present Value, Benefit/Cost Ratio, Internal Rate of Return, and Interest
- Forecasting
- Time value of money
- Bias and equity
- Risk tolerance
Sample assignments and projects include:
- Complete a CBA report.
- Present a CBA report in a mock stakeholder meeting.
Course Outcomes
Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing PROF 670.
Knowledge
- Discuss the theory behind the use of CBA to appraise the desirability of a given project.
- Identify how cost–benefit analysis influences or informs decision making from a utilitarian perspective.
- Analyze the challenges of cost-benefit analysis and project success.
Skills
- Examine the effects of externalities, option value, and social benefits.
- Create examples of the importance of net present value and internal rate of return.
- Conduct cost-benefit analysis and make decisions in a variety of sectors based on scenarios and authentic case planning.
- Compare and contrast a Cost Effectiveness Analysis (CEA) with a Cost-Benefit Analysis (CBA).
Attitudes
- Appreciate the complexity of the criteria used in assessing project success.
- Appreciate each stage of the cost-benefit analysis and the major issues that are raised at each stage of the process.
Elective Courses – 3 Credits
Choose one of the following courses:
This course focuses on evaluating the healthcare delivery system in the U.S. and the impact various initiatives have had on healthcare quality, cost, and access. Students will become familiar with value-based care delivery; reimbursement models; the impact of patient data and healthcare informatics; trends in utilization; and the role of major providers and payers.
Coursework also explores the history and transformation of the healthcare delivery system, including the impact of policies and practices as they relate to commercial payment reform and the evolution of clinical standards for providers. Each week, students will speak with a healthcare professional about how different factors at play in the industry affect their role.
Sample reading and discussion topics include:
- The “Iron Triangle” – access, quality, and cost
- The impact of the Affordable Care Act (and the implications of its potential repeal)
- Coding and accounting systems for healthcare finance
- Medicaid programs
- Healthcare delivery models
- The balance between regulation and innovation in healthcare
Sample assignments and projects include:
- A research paper.
- Peer-to-peer research analysis.
- Financial data analysis.
- An analysis of different healthcare delivery models.
Course Outcomes
- Discuss the structure and financing of the healthcare market, including changes in payment models and related state and federal policies that are shifting sites of service.
- Identify and interpret trends in cost, quality, and access that explain the state of the overall healthcare market.
- Describe the changing roles of providers and payers in healthcare delivery, support, services, and financing.
- Analyze healthcare trends in cost, quality, and access, including the underlying factors on a local and national level that most impact these trends.
- Predict future changes to the healthcare system based on ongoing reforms to payment and delivery.
- Appreciate the complexity and pace of innovation and change in the healthcare system and use that understanding to predict the trajectory of industry transformation.
This course will explore the breadth and depth of the range of systems that cover the workplace and human resource management. The Systems Development Life Cycle will provide a framework for this introductory course in the Human Resource Analytics and Management graduate program. Human resource management has become a technology-based profession providing a more strategic, data-driven contribution to the organization. The HR profession through HRIS and analytics can increase efficiency, effectiveness, and impact in the performance of individuals, teams and the organization. This course uses a summative project approach that allows students to understand the importance of logic, analytics, measurements, process improvement, and business consulting to realize the potential of HRIS and technological solutions. No prerequisites.
Sample Reading & Discussion Topics
- The costs and benefits of HRIS
- Resistance to change in HR processes
- Challenges in talent management forum
- Challenges and opportunities for HRIS projects
Sample Assignments & Projects
- Create a project proposal that includes your plans to conduct an interview with the HR Director or Stakeholder at an organization of your choice.
- Conduct a gap analysis and define your problem statement.
- Analyze research related to your HRIS project plan, the needs of your organization and possible HRIS solutions.
Course Outcomes
- Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing this course.
Knowledge
- Describe HRIS from a system and operational/activity level.
- Identify challenges and limitations in implementing an HRIS.
Skills
- Analyze the need for an HRIS.
- Develop interview and consulting techniques in collecting needed stakeholder information to effectively plan.
- Develop a phased plan for implementing an HRIS over time.
Attitudes
- Appreciate the strategic complexities and intricacies of an HRIS.
- Value the impact on organizational change and the business objectives of implementing or changing an HRIS.
Explore the current and potential future impacts of new, emerging, and rapidly evolving technologies on businesses, industries, and society, across a wide range of sectors. Consider the salient features of these disruptive technologies and their organizational impact, and assess the benefits and challenges to stakeholders when adapting new technologies. Gain valuable insights into the forces driving change in organizations, industries, and society.
Sample readings and discussion topics include:
- Social and mobile technologies
- Artificial intelligence
- Data analytics
- Data security
- Bitcoin and Blockchain
Sample assignments and projects include:
- Participate in group analyses on mobile technologies, data analytics, and data security.
- Carry out an industry needs analysis and implementation plan for new technologies.
- Write a literature review.
- Complete a stakeholder report and presentation.
Course Outcomes
Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing PROF 600.
Knowledge
- Recognize current and emerging disruptive technologies and their potential to impact industries, organizations, and society.
- Understand disruptive technologies and their economic drivers, and analyze their impact.
- Identify major areas for the application of technology, and the resulting implications for organizational change.
Skills
- Analyze organizational, industry, and societal-level impact of emerging technologies.
- Effectively communicate multi-faceted aspects of a technology solution.
- Research and evaluate a technology solution to improve a business process or satisfy an organizational problem.
- Research and evaluate a technology solution to improve a business process or satisfy an organizational problem.
Attitudes
- Appreciate the unique characteristics of and differences between disruptive technologies and their impact on industry segments.
- Value the importance of holistic, multi-dimensional thinking on technology issues.
Organizations are constantly changing in response to a wide array of internal and external system dynamics, often unintentionally but sometimes in a planned, methodical way. This course focuses on the latter, where organizational leaders work collaboratively to make good decisions about what to change and how to manage those changes, given competing priorities and limited resources. Picking up where front-end analysis leaves off, you will work with colleagues to prioritize a strategic need, define a solution, craft a compelling vision, and communicate a persuasive business case for that change. Then, you will analyze stakeholders, identify change levers and resistance, develop change metrics and strategies, and strategize your communication, engagement, learning, and sustainment activities. This course will help you become a more influential leader and catalyst for positive change within any organization.
Sample Reading & Discussion Topics
- Analyzing organizational readiness
- Diffusing ideas across the organization
- Implementing & evaluating change initiatives
- Trends in change management
Sample Assignments & Projects
- Develop a proposal presentation that showcases your business idea’s potential through the incorporation of quantitative and qualitative data, expert testimony, pilot data, benchmarking, rational arguments, and the “field” perspective.
- Develop a need statement and a stakeholder map.
Course Outcomes
- Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing PROF 615.
Knowledge
- Describe the psychology of change in terms of how the brain structurally and unconsciously responds to change, motivators/levers, and sources of individual and group resistance.
- Contrast different analytical approaches (e.g., Lean Six Sigma and Future Search) to defining organizational needs and generating possible solutions.
- Describe the elements and techniques associated with persuasion and influence, which can be used to build and present a compelling case for a new idea.
- Describe what makes some ideas more “sticky” and “viral” than others, contrasting various change models and approaches (e.g., Kotter and Prosci) to driving organizational change.
- Describe the change management process and how it intersects with project management as a method for driving change implementation initiatives.
Skills
- Generating and Designing Good Change Ideas: Apply analytics and design thinking to an organizational challenge or opportunity to analyze, brainstorm, prioritize, define, and decide upon improvement ideas.
- Getting the Green Light for Your Change Idea: Utilizing persuasion and influence techniques to build a compelling business case for an organizational improvement idea and to present it convincingly to potential sponsors and other gatekeepers of organizational change.
- Analyzing Organizational Readiness: Analyze the organization’s readiness for change, breaking down each key stakeholder group, assessing resistance, and defining strategies for influencing those groups.
- Driving Change Adoption: Apply best practice change models and approaches to develop a change management plan with tactics that overcome resistance, lead to adoption of the new idea, and ultimately lead to the proposed vision/outcomes.
- Diffusing Ideas Across the Organization: Apply change diffusion best practices to develop a communication strategy and plan for spreading the idea across the organization, scaling from sandboxes and pilot tests to whole system change, and sustaining that change until it becomes the new normal.
Attitudes
- Appreciate the humility, empathy, influence, and resilience needed to champion organizational change successfully.
- Value the complexities in applying analytics, decision theory, design thinking, and the psychology of change to real organizational problems.
Explore professional ethics and leadership to maximize organizational and personal success across a wide range of disciplines and fields. Participants will learn about leadership and ethics in relation to various aspects of business, such as interacting with internal and external project collaborators and stakeholders, leading teams, and resolving ethical dilemmas. These topics will be approached within a framework of ethical paradigms or theories, leadership styles, and characteristics.
Sample readings and discussion topics include:
- Ethics theories and frameworks, including Universalism, Utilitarianism, Rights, Virtue Ethics, Justice, Care Ethics, and Feminist Ethics, amongst others
- Ethical principles from around the world
- Ethical leadership
- Creating a culture of ethics and integrity in the workplace
Sample assignments and projects include:
- Self-reflection on ethics theories and your leadership style.
- Complete stakeholder, SWOT, and PMI analyses.
- Using case studies, analyze leadership failure and ethical collapse, and offer solutions.
Course Outcomes
Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing PROF 620.
Knowledge
- Describe theories and trends in organizational leadership and ethics.
- Recognize the impact that leadership and ethics play in the success of an organization.
Skills
- Lead people and organizations ethically and professionally.
- Analyze the ethical actions undertaken by leaders and their organizations.
- Apply leadership theories to real-world scenarios.
- Formulate ethical strategies to address real-world scenarios.
Attitudes
- Appreciate the ethical dilemmas faced by leaders working in varying contexts.
Today’s world is ever-changing, and organizations must be flexible and adaptable in order to survive and grow. In such dynamic environments, organizational leaders need people who have the skills and expertise to meet specialized needs. This course introduces students to the consulting industry and exposes them to the skills necessary to thrive in this diverse, dynamic, competitive, and burgeoning market. Students will better understand how technical, interpersonal, and consulting skills can be applied to build partner relationships, make effective recommendations, and work collaboratively to implement solutions. By examining the phases of consulting and key competencies and skills, students will be better prepared to successfully manage client relationships.
Sample reading and discussion topics include:
- Internal and external consulting
- Finding, winning, and contracting consultancy business
- Discovery and dialogue with clients
- Anticipating consulting and implementation challenges
Sample assignments and projects include:
- Launch a mock consulting firm.
- Create a biography and personal value proposition.
- Respond to a Request for Proposals (RFP).
- Hold mock kickoff and closeout meetings.
Course Outcomes
Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing PROF 630.
Knowledge
- Describe the key stages of consulting and various roles of a consultant.
- Describe the main consulting segments and supporting key service areas.
- Apply an understanding of the technical and interpersonal skills needed for effective consulting, with an emphasis on client communication.
Skills
- Locate and analyze Request for Proposals (RFPs) to determine how your strengths align with the client’s needs.
- Develop an effective value proposition to win a consulting contract.
- Conduct preliminary research and develop a plan to determine a client’s needs and elicit information from key stakeholders.
- Communicate effectively with clients across media (verbal, written, visual and electronic).
Attitudes
- Appreciate how to be adaptable when working with diverse clients.
- Appreciate the challenges and opportunities of collaborative work.
- Appreciate the balance between the client and employer’s best interest.
This course will have a strong foundation in principles of team competencies, performance, and leadership. It will cover an understanding of teams and team-effectiveness strategies, including the nature of work teams and groups; team composition, formation, and development; and leadership and motivation issues relating to teams. The course will also cover the processes of identifying challenges with virtual teams and increasing awareness of the need for virtual leadership.
Sample Reading & Discussion Topics
- Defining your team’s cultural norms
- How high-performing teams communicate
- Avoiding the five dysfunctions of a team
- Virtual team behaviors for building remote relationships
Sample Assignments & Projects
- Complete a team role activitys, noting how you and each of your teammates “presented” themselves in one or more of the specific team roles.
- Evaluate your team’s effectiveness in utilizing Tuckman’s Team stages.
- Write a reflective paper on how and why your team was successful.
Course Outcomes
- Outcomes reflect the knowledge, skills, and attitudes a learner should have upon completing PROF 635.
Knowledge
- Identify ways to influence, communicate, and collaborate within teams.
- Describe the importance of clear expectations and how to establish them.
- Describe how teams develop over time.
- Define the characteristics of the virtual workplace that make it unique.
Skills
- Define the goals and mission of a team.
- Identify the roles that must be filled on a team in order to meet its mission, as well as the individuals who are the best fit to fill those roles.
- Develop a communications plan for a virtual team.
- Conduct and lead a virtual meeting, including preparation and post-meeting deliverables.
- Manage tasks and outcomes in teams, including delegation, follow-up reports, and goal setting.
- Assess and modify leadership styles to meet the needs of a particular team and organization.
Attitudes
- Appreciate the role of a leader in a team.
- Recognize the challenges and obstacles associated with teams and virtual teams.
- Respect the needs and goals of a team’s members and stakeholders.
The Role of a Program Evaluator
Program evaluators are found in all sectors by many titles. Still, the core of their role involves measuring program performance and impact, and providing insight and change recommendations after data collection and analysis. They answer questions such as:
- How is the program performing, and what might be changed during implementation to better meet objectives and serve program collaborators?
- What was the impact of the program, and how can we show that impact through data?
- Is the cost of the program reasonable in relation to its outcomes?
- Is there an alternative program design that could have similar outcomes with less cost?
- How do different groups experience the program? Is there equity in program outcomes?
The Many Titles of Program Evaluators — Which One Appeals to You?
The job growth rate of the many titles that align with the program evaluator’s responsibilities is strong. Additionally, a top five goal of non-profits is to start new or expand current programs1; while public sector is increasingly more focused on accountability. Consequently, the few who qualify for these positions find they can take their pick of sector and title while earning top dollar and using their career to make a lasting impact on communities and society.
Director of Monitoring, Evaluation, and Learning
Director of Evaluation and Research
Director for International Development
More Roles to Explore
Social and community service managers implement and supervise programs conceptualized by administrators, elected officials, or project collaborators, and are often expected to demonstrate effectiveness to those who fund them. To do so, they’ll collect qualitative and quantitative data, and use evaluations to identify areas that need improvement for programs to be more effective and equitable, such as providing mentorship and assessments for their staff.
Emergency management directors are responsible for keeping their community safe in the event of disasters and states of emergency, such as a natural disaster. In addition to drafting plans for, and managing people during response efforts, they coordinate shared resources, prepare and analyze damage assessments following an event, report on spending, and revise emergency plans as necessary.
Urban and regional planners is an umbrella term for many roles that contribute to how a community’s physical space is developed or conserved to serve the community equitably. Such planners are involved in land use and code enforcement, transportation, managing environmental and natural resources, supporting economic development and urban design, and advocating the best use of a community’s land and resources for residential, commercial, industrial, educational, and recreational purposes.
Many management analysts and evaluation consultants, who are also most recently known as evaluation consultants, work either independently or as part of a consulting firm. They often specialize in departments or industries, such as education, public health, environmental protection, disaster relief, and community development, both domestically and internationally. Their job growth rate is on the rise at 14%9, double the national average. Their goals are to develop solutions or alternative procedures to improve efficiencies and support equity, making their recommendations to their contact manager.
Career Services
American University’s Career Center offers its services to online and on-campus students as well as to all alumni, so you’ll continue to receive support for as long as you need it.
This means you’ll have access to resources for your job search, career advising, internships, and scholarships. You can also network, look for jobs, and apply for positions by making an account at AU Career Web, our online career search tool.
In addition, the Office of Professional Studies offers career development workshops and continuing education through industry-specific webinars delivered by practitioners who discuss emerging trends in their fields. Our program directors act as mentors to current students and alumni alike.
Alumni Employers
As passionate change-makers, our alumni are employed in various settings all over the country. You can find some of them working at these outstanding organizations:
- Alzheimer’s Association
- Blue Cross Blue Shield
- BlueForce Inc
- Center for Program Design and Evaluation Dartmouth
- Chan Zuckerberg Initiative
- Center for International Private Enterprise
- Civil Service
- Collaborative Social Change
- Community Advocacy Research & Evaluation Consulting Group
- Family Office Exchange
- Freelance Consulting
- Guidehouse
- JHU Applied Physics Lab
- Public Libraries
- State and Local School Districts
- United Way
- Winrock International
Beverly Peters, Ph.D.
Program Director & Senior Professorial Lecturer
Dr. Peters is a specialist in community development in Southern Africa, with over twenty-five years of experience in teaching, conducting research and managing projects in the region. She has developed proposals and managed research, democratization, and community development programs in South Africa, Zimbabwe, Sierra Leone, Liberia, and other countries.
As a program evaluator, Dr. Peters specializes in the use of qualitative methods for monitoring and evaluation. She currently is a blog writer for Qualitative Methods for M&E and is a regular contributor for the American Evaluation Association’s 365 Series. In 2013, she won the American University’s Jack Child Teaching with Technology Award and the Mobile Technology Award. Additionally, she was awarded the SPEXS 2017-18 Excellence in Teaching and Service Award.
Dr. Peters holds a Master of Arts in International Affairs from California State University and a Doctor of Philosophy in Public and International Affairs from the University of Pittsburgh.
Nicassia Belton, Ed.D.
Adjunct Professorial Lecturer
Dr. Nicassia Belton serves as the Vice President of Learning, Evaluation, and Data Management at the Baltimore Children and Youth Fund (BCYF), responsible for providing direction, leadership, and management for BCYF’s youth-centered, community accountable, racially equitable evaluation, learning framework, and data strategy. She has spent over 15 years working with state and local education agencies, postsecondary institutions, and non-profits leading the work to promote the use of accountability ecosystems centered on culturally responsive and equitable evaluation and strategic research and data use to drive change to improve equity in access, opportunity, and outcomes for our children and youth.
Dr. Belton’s work is squarely focused on her central belief that the easiest way to affect change is holding people and organizations to high expectations of culturally responsive behaviors and practices through the utilization of effective accountability ecosystems.
Kirsten Collins, M.S.
Adjunct Lecturer
Ms. Collins is the founder and principal consultant of AdaptivePurpose, a small, purpose-driven consulting practice exploring and building capacity in holistic, adaptive, and non-linear approaches to change. Her goal is to be a part of the transformative change that is now needed across all sectors; she aims to support institutions, organizations, and change agents working towards a regenerative future and apply her skills to help them better understand the systems they are working in. Her approach is to help build the adaptive capacity of these change agents to better understand their environment, innovate and take advantage of emergent opportunities, monitor progress, capture learning, and evaluate their efforts. She is passionate about helping change agents deal with uncertainty, navigate complexity, and capture their impact.
She draws from systems thinking and her experience in the NGO sector and international development and affairs field, working with a wide variety of actors. She is especially interested in harnessing the collective learning and impact of cross-sector and multi-stakeholder collaborations and partnerships for transformative change. She has worked across several sectors, including democracy and governance, social and economic development, the environment, and human rights. Her experience has taken her to Eurasia, Latin America, and China, working both for international NGOs and on U.S. government contracts (USAID and the Department of Commerce).
Ms. Collins holds a Master of Arts in International Administration from the University of Denver.
Wiley Chen, Ed.M.
Adjunct Lecturer
Mr. Chen has over eighteen years of experience focusing on strategic planning, design, tech, program development, monetary management, fundraising, partnership development, and measurement and evaluation. He has a proven record of accomplishment of creating and implementing innovative programs and trainings, and successfully leading and managing employees to surpass organizational goals.
Mr. Chen is the co-founder and CEO of CrowdBrowse, Inc, an online global community for fashion forward professionals. Additionally, he works as an adjunct faculty member for Georgetown University and John Hopkins University in addition to American University. He has also been a member of the board of directors for Children’s Cause for Cancer Advocacy for the last thirteen years.
Mr. Chen holds an Ed.M. in Administration, Planning, and Social Policy from Harvard University.
Natalie Donahue, M.P.H.
Adjunct Professorial Lecturer
Ms. Donahue has ten years of experience in international development and diplomacy providing monitoring and evaluation technical assistance and supporting program activities in addition to various business efforts.
Currently, Ms. Donahue serves as the Chief of Evaluation in the State Department’s Bureau of Education and Cultural Affairs (ECA). In this role, she oversees the measurement and evaluation of educational and exchange programming. Previously, Ms. Donahue worked as the Senior M&E Specialist for the Bureau of Near Eastern Affairs’ Assistance Coordination Office (NEA/AC). During her time there, she provided guidance to staff and grantees on program design and monitoring activities, managed evaluations, and led capacity-building initiatives within the Bureau.
Ms. Donahue holds a Master of Public Administration from Ohio State University.
Heather Sauyaq Jean Kwamboke Gordon, Ph.D.
Adjunct Professorial Lecturer
Dr. Gordon is a research scientist in the youth development program at Child Trends, where she works with indigenous tribes and communities to conduct participatory research driven by the community.
Dr. Gordon’s research interests include continued work with indigenous youth, families, and elders around: colonization and historical trauma, culture as a protective factor, futures research, and indigenous self-determination. Her research interests also include sustainability, health, and well-being, missing and murdered indigenous people, social inequity and stratification, criminology and restorative justice, indigenous health care, and indigenous migration. She seeks to continue participatory work that brings voices often unheard to the forefront by working with tribes and indigenous organizations to produce research that not only benefits the indigenous community but also informs policy and granting organizations.
Dr. Gordon holds a Master of Science in Sociology from the University of Wisconsin and a Doctor of Philosophy in Indigenous Studies, with an emphasis on Indigenous Sustainability, from the University of Alaska Fairbanks.
Blanca Flor Guillen-Woods, M.S.
Adjunct Instructor
Ms. Guillen-Woods has been involved with several aspects of applied research and evaluation including management of multi-site and multi-year projects for non-profits organizations working with communities of color. Her experience includes research design, fieldwork, public opinion polling, conducting focus groups, facilitation of community meetings, as well as quantitative and qualitative data analyses. For over twenty years, Ms. Guillen-Woods has conducted quasi-experimental and mixed methods research studies and program evaluations. Her research areas cover education, youth services, civic engagement, health prevention, and intervention, all through the lens of diversity and inclusion. She actively participates in discussions centered on diversity, equity, and inclusion (DEI) in education and evaluation. For the past several years, she has been involved with Latino Decisions, working towards empowering Latinos and giving them a stronger voice in shaping national and statewide policies. These policies range from healthcare to immigration reform efforts. Additionally, her work with Strategic Learning Partners revolves around implementing culturally responsive and equitable evaluation approaches.
Ms. Guillen-Woods holds a Master of Arts in Social Psychology from Claremont Graduate University.
Sharonlyn Harrison, Ph.D.
Adjunct Professorial Lecturer
Dr. Sharonlyn Harrison, Ph.D., has more than 20 years of experience in the evaluation of federal, state, local and philanthropic funded projects. Dr. Harrison is President/CEO of Public Research and Evaluation Services, which provides evaluation and strategic support to various organizations on topics related to leadership, child welfare, cultural competence, disability, diversity, equity and inclusion. She also has extensive experience coaching and mentoring evaluators through the Expanding the Bench Leaders in Equitable Evaluation and Diversity (LEEAD) initiative. She is adjunct faculty at American University, where she teaches culturally responsive and equitable evaluation. Dr. Harrison is a former adjunct professor at Wayne State University where she received the Excellence in Teaching Award.
Felicia Jones, Ph.D.
Adjunct Professorial Instructor
Dr. Felicia Jones serves as the Vice President of the Strategic Solutions Group-Global Government Solutions at KBR, Inc. She develops strategic initiatives and technical capabilities to drive innovation and collaboration across all business units.
Dr. Felicia Jones served as the Director of Engineering and Technology at the National Aeronautics and Space Administration (NASA) Goddard Space Flight Center (GSFC). She is highly skilled in the management of technical organizations, providing end-to-end engineering capability for all space flight missions from advanced concepts to implementation, integration, test, and launch. She led one of the largest engineering organizations at NASA with over 1,250 civil servant employees and 2,000 support service contractors supporting over $5B of NASA and other government agency space flight programs. She managed a portfolio of over $3B in technical contracts, providing leadership to a multi-disciplined, technical organization charged with advancing the Nation’s science, human exploration, and space technology programs. She led new business developments, forging partnerships and capturing new work in support of NASA’s Earth science, space science, and exploration missions.
Dr. Jones is the recipient of numerous awards including the Presidential Rank Award, the NASA Exceptional Service Medal, and the NASA Outstanding Leadership Medal.
Dr. Jones holds a PhD in Systems Engineering from the George Washington University, a M.S. degree in Business Science from the Johns Hopkins University, a B.S. in Mechanical Engineering from Howard University, and a B.A. in Biology from the University of Maryland, Baltimore County.
Ally Krupar, Ph.D.
Adjunct Professorial Lecturer
Dr. Krupar is a dedicated researcher who focuses on the critical aspects of lifelong learning in conflict-affected regions and transitional societies. Her primary interests lie in exploring education in international development, particularly in low-resource settings, and leveraging technology to enhance learning experiences.
In her recent and ongoing research projects, she has been involved in diverse areas, including conducting learning assessments for children in displacement, developing an index to monitor the fulfillment of the right to education globally, and implementing Accelerated Education programming in transitional settings. Additionally, her work has delved into exploring participatory pedagogy in the context of international development and examining youth community engagement in conflict-affected and resource-limited environments. Moreover, she has investigated the intersection of learning, technology, and the challenges faced by low-income and hard-to-reach populations.
With over thirteen years of experience, she has contributed significantly to the field of adult education, collaborating with universities and non-governmental organizations (NGOs). Her expertise spans curriculum development, teacher training, project planning, monitoring and evaluation, and the incorporation of technology to enrich learning experiences for diverse communities.
Dr. Krupar holds a Master of Arts in International Peace and Conflict Resolution from American University and a Doctor of Philosophy in Lifelong Learning and Adult Education from Penn State University.
Esther Nolton, Ph.D. Med.
Adjunct Professorial Lecturer
Dr. Nolton is a Program Officer in the Evaluation and Analysis division of the Strategy & Planning department at the Patient-Centered Outcomes Research Institute (PCORI). She currently serves as an integral leader, manager, and member of several cross-cutting groups and initiatives across PCORI. In addition to these roles, Dr. Nolton is also an active leader within the American Evaluation Association and Washington Evaluators. She was the 2022 President of Washington Evaluators.
Dr. Nolton is an established methodologist, evaluator, and facilitator with specializations in quantitative measurement, survey, and qualitative methodologies. She also has experience facilitating strategic planning, organizational learning, and evaluation policy processes primarily from her role in the Evaluation and Assessment Capability section at the National Science Foundation and in leading multiple large-scale, strategic initiatives at PCORI. Dr. Nolton continues to be committed to studying systemic factors that contribute to social inequities, policy and program evaluation, research and evaluation methods, democratizing evidence utilization, evidence-based policymaking, and organizational learning, behavior, and culture.
She has formal training and experiences in capacity building, facilitation, and change management, and holds certificates in Strategic Management (Georgetown University), Leading Diversity, Equity, and Inclusion (Northwestern University), Data Strategy (UC Berkeley), and Servant Leadership (University of Virginia).
Dr. Nolton holds a Bachelor of Science in Athletic Training with minors in Psychology and Biology from George Mason University, a master’s in education in Kinesiology with a focus in Sports Medicine from the University of Virginia, and a doctorate in Research & Evaluation Methods with a secondary specialization in Health & Education Policy from George Mason University.
Benja Okemwa, M.S.
Adjunct Lecturer
Mr. Okemwa is a Proposal Manager with a fifteen-year career dedicated to supporting the full project life cycle for pharmaceutical companies and government subcontractor clients. He has a keen ability to guide potential projects and lead teams, ensuring the timely delivery of bioanalytical and nonclinical proposals and studies. Moreover, his two and a half years of valuable experience in people management have enabled him to foster collaborative and high-performing teams. Looking ahead with enthusiasm, he remains dedicated to contributing further to the realms of project management and leadership. Mr. Okemwa holds a Master of Science in Regulatory Compliance and Clinical Research from Northwestern University.
Nina Sabarre, Ph.D.
Adjunct Professorial Lecturer
Dr. Sabarre is the Founder and CEO of Intention 2 Impact, Inc., a research, evaluation, and strategy consulting firm that helps purpose-driven organizations measure and maximize their impact. She has over a decade of experience in mixed-methods research and evaluation in over twenty-five countries. She has collaborated with a wide variety of cross-sector clients including USAID, United Nations, Chan Zuckerberg Initiative, Rockefeller Foundation, Open Society Foundations, Asian Pacific Islander Council, Elevate Prize Foundation, Earthjustice, and the University of Southern California. Her work focuses on developmental and utilization-focused evaluation for strategic grantmaking and policy advocacy for systems change.
She is passionate about progressive causes, breaking glass ceilings for women, and using entrepreneurship to dismantle the status quo.
Dr. Sabarre holds a PhD in Evaluation and Applied Research from Claremont Graduate University, where her dissertation research focused on the role of entrepreneurship in shaping the supply of and demand for evaluation services in the philanthropic sector. She earned a master’s degree in political science from Virginia Tech, as well as a graduate certificate in Measurement & Evaluation from American University.
Kirsten Zeiter, M.S.
Adjunct Lecturer
Ms. Zeiter has ten years of experience designing, managing, and conducting monitoring, evaluation, and learning (MEL) activities for international and domestic programs. The programs focused on gender equality and women’s empowerment, democracy and governance, youth development, and civic engagement.
She currently works as a contractor with the U.S. Department of State where she manages evaluations and provides technical assistance and capacity building for a wide range of public diplomacy programs. She also spent two years with the U.S. Peace Corps in Morocco, where she worked with grassroots women’s empowerment organizations and managed a region-wide initiative for girls’ sports.
Ms. Zeiter is passionate about applying an intersectional feminist evaluator lens to her work. She currently serves as chair for the Feminist Issues in Evaluation Topical Interest Group (TIG) and with the American Evaluation Association (AEA).
Ms. Zeiter holds a Master of Arts in Law and Diplomacy from Tufts University.
Learning Online
American University welcomes its online students as a part of its community. As an online student, you’ll learn from the same outstanding faculty and be held to the same learning standards as students who attend courses on campus. On-campus and online programs deliver the same outcomes, and important support systems, like career resources, are set up for online learners as well. The only difference is you’re allowed to learn when and where it’s best for you so you can earn your degree and advance your career without putting the rest of your career and life on hold.
We Bring AU to You
Our digital campus was intentionally designed based on extensive research behind what makes online learning successful. We combine advanced technology, hands-on experiences, and full access to the American University community. Here, you’re not an online student, you’re an AU student.
Rigorous Courses
Online courses are as challenging as their on-campus counterparts and taught by the same connected faculty members, influential guest speakers, and prominent lecturers.
100% Support
New-student orientation, 24×7 help desk for technical issues, a student services coordinator, financial aid advisers, and more are all available to ensure your success.
Expert Faculty
Home to some of the most acclaimed scholars and thought leaders in the world, you’ll learn from award-winning scholars and policymakers, diplomats, authors, artists, attorneys, scientists, journalists, and more.
Collaborative Learning
Use virtual tools to talk about your coursework, work in teams with classmates, build strong connections, network with others, ask your instructor questions and turn in assignments.
Military Education Benefits
American University is dedicated to supporting military service members, veterans, and their families.
As an online Master of Science in Measurement and Evaluation student, you can transform your military experience and leadership skills into new career possibilities as you earn your degree regardless of where you live or are stationed.
We support a full range of military education benefits such as:
- Post-9/11 GI Bill
- Montgomery GI Bill (MGIB)
- Tuition Assistance (TA)
- Yellow Ribbon Program
Additionally, if you’ve served in any branch of the U.S. military on active duty within the past three years, you’re eligible to waive the application fee. We accept transfer credits from military coursework, have a dedicated Office of Veterans Services to help connect you to benefits, and maintain an active Veterans Services Support Network.
We welcome you to learn more about our military benefits and how to apply for them.
Take Your First Step Today
Become an American University student. A passion for public service, an emphasis on active leadership, and a global outlook are the hallmarks of the American University learning experience. We create graduates who stand out from their peers as active, socially aware, and compassionate leaders who work toward creating meaningful change in our world.
Join Us
To learn more about American University’s Master of Science in Measurement and Evaluation, request more information, request an appointment, or call us toll-free at 855-725-7614.
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Program FAQs
Developed by well-known and highly experienced evaluators, AU’s program offers in-depth and multi-disciplinary content so that you gain the technical skills you need to be an evaluation expert in a variety of fields.
To ensure that the curriculum is relevant and reflective of emerging trends in evaluation, AU constructed the master’s program with guidance from an expert advisory council of evaluators with experience in international development, education, public health, philanthropy, and the nonprofit sector.
Admission requirements for the MS in Measurement and Evaluation include a bachelor’s degree from a regionally accredited college or university.
Applicants will need to submit the following:
- Completed application
- Statement of purpose
- Résumé
- Official transcripts
- Two letters of recommendation
- $55 application fee*
No prior measurement and evaluation experience is required for admission to the program; however, this program is geared toward those with prior professional experience.
The program can be completed in as little as 20 months.
No, a GRE test is not required.
We may accept up to six hours of graduate work from another institution that applies directly to the MS in Measurement and Evaluation degree. Transfer credits from another institution must be approved by the admissions team.
Our application deadline will change depending on which semester you are applying for. Please contact our online admissions staff for a specific timeline your application file needs to be fully submitted. Application decisions are given about two weeks following submission.
Our fall semester starts in August. Spring semester begins in January. Summer session begins in May.
Yes, graduate students enrolled at least half-time in a master’s program may be eligible for federal loans. To apply, students must submit the Free Application for Federal Student Aid (FAFSA). American University’s FAFSA code is 001434.
This program is offered exclusively online. There will be opportunities for learners to meet each other face to face in our immersion events, but these events are optional.
Yes. The online Graduate Certificate in Project Monitoring and Evaluation consists of four courses focused on evaluation theories, approaches, and designs and data-driven decision making. If you decide to pursue the online MS in Measurement and Evaluation at a later date, you can use these 12 credits towards the full degree.
All students will have the opportunity to focus on an area of their interest and work with a client to complete their capstone project. Students will work with an experienced faculty member who will serve as a mentor and provide feedback throughout each step of the project.
Yes, online students can easily request a Student ID online to take advantage of all the same resources as our on-campus students.
Sources
- 1 https://go.plantemoran.com/rs/946-CTY-601/images/NFP_Outlook_Survey_2022.pdf
- 2 https://www.comparably.com/salaries/salaries-for-director-monitoring-and-evaluation
- 3 https://www.comparably.com/salaries/salaries-for-director-evaluation-research
- 4 https://www.payscale.com/research/US/Job=Director_of_International_Development/Salary