University of North Carolina Wilmington
Educational Program Assessment Plan and Report
Master of Public Administration (MPA) Program
Assessment Plan for 2011 - 2012
Primary Contact Name/Info: Mark T. Imperial, Associate Professor and Director of the MPA Program
Program Outcome
UNCW Strategic Goal
Tools
Implementation
Summary of Findings
Actions Taken
1.0 Administrative & Governance Capacity: The MPA program will maintain and administrative and governance capacity sufficient to fulfill its mission
MPA PO 1.1: MPA faculty
and properly credentialed parttime faculty are available to
deliver a sufficient number of
courses to serve MPA students
Course scheduling process.
UNCW’s SACS credentialing
process ensures properly
credentialed faculty.
MPA PO 1.2: Maintain a
balance in the MPA trust fund
accounts sufficient to fund
regular program operations for
a 2 – 3 year period
Monitor balance of MPA
program’s collection of trust
fund accounts
MPA PO 1.3: Maintain
adequate administrative
capacity to recruit/admit
students, manage program
operations, and provide
necessary student support
services
Various admissions system
data from AY system, banner,
and ImageNow. Enrollment
data from banner.
Maintained a faculty nucleus of
5 core MPA faculty.
Trust fund balance is monitored
by MPA Program Director.
MPA trust fund balance
exceeds goal of being able to
fund total program operations
for a 2 – 3 year period.
None at this time.
Additional compensation was
provided to MPA Program
Director for administrative
duties. However, it is a
temporary arrangement, which
is subject to change.
Continue to request dedicated
AA support for the MPA
Program.
Monitor trends using fund
balance on July 1.
Access to GTAs and AA staff
support.
None at this time.
Course schedule developed by
the MPA Program Director in
consultation with Chair of PIA
If the credentialing process
requires an exception, the MPA
Director ensures the exception
is made consistent with MPA
program policies.
Monitor admissions data and
access to administrative
resources.
All part-time instructors were
in compliance with MPA
policies.
We did have several violations
of our teaching load policy due
to faculty re-assignments. This
problem cannot be addressed
without additional MPA faculty
No change in any of the other
administrative support despite
growth in workload.
Continue to lobby to make the
compensation arrangement for
the MPA Program Director
permanent.
MPA PO 1.4: Maintain
average class sizes of around
15 students with core classes
slightly larger and
concentration and elective
classes slightly smaller
Course enrollment reports from
banner are used to track and
monitor class size by faculty
member, course, and
concentration.
Data are tracked, monitored,
and updated on an annual basis.
Trends are reviewed by MPA
faculty and reported to MPA
Community Advisory Board.
We had a lower than average
Fall ’11 entering class and
above average Spring ’12
enrollments. Our average class
size for core classes was 13 for
Fall ’11 and 15.5 in Spring ’12.
Our concentration and elective
classes were slightly lower.
The overall trends do not
indicate any problems
warranting a change in our
scheduling process.
2.0 Faculty Performance: The MPA Program shall maintain a diverse faculty who are effective teachers, are involved in academic research, participate in scholarly
activity, and provide service to their community and profession
MPA PO 2.1: Faculty provide
effective classroom instruction
SPOT scores and annual
reviews by the Chair of PIA
Exit survey planned for ’12 –
’13 AY.
MPA PO 2.2: Adjunct and
part-time faculty are properly
credentialed and effective in
the classroom
Course scheduling process.
UNCW’s SACS credentialing
process ensures properly
credentialed faculty.
All PIA Faculty are reviewed
by a peer review process. The
Chair of PIA uses this
information to review faculty
performance in the areas of
teaching, research, and service.
Results of both processes are
shared with the individual
faculty members.
In the future, the MPA program
plans to incorporate an exit
survey with questions about
classroom instruction. These
data will be incorporated into
future reports.
Course schedule developed by
the MPA Program Director in
consultation with Chair of PIA.
If the credentialing process
requires an exception, the MPA
Director ensures the exception
is made consistent with both
SACS and MPA program
policies.
Chair of PIA evaluates
effectiveness in the classroom
as part of the annual review
process.
No problems were readily
identified. However, faculty
concluded that there are
limitations with the SPOT as a
tool for evaluating the
effectiveness of classroom
instruction.
Implement an exit survey
beginning in the ’12 – ’13 AY.
We plan to initiate a new exist
survey during the ’12 – ’13
AY.
All part-time instructors were
in compliance with MPA
policies.
None at this time.
MPA PO 2.3: Faculty are
involved in academic research
and scholarly activity (broadly
defined)
Annual reviews by the Chair of
PIA.
All PIA faculty are reviewed
by a peer review process. The
Chair of PIA uses this
information to review faculty
performance in the areas of
teaching, research, and service.
Results of both processes are
shared with the individual
faculty members.
No problems were identified.
All faculty received scores of
satisfactory or above and were
engaged in academic and
scholarly activity of some sort.
None at this time.
MPA PO 2.4: Faculty are
involved in service to their
community and profession
Annual reviews by the Chair of
PIA.
All PIA faculty are reviewed
by a peer review process. The
Chair of PIA uses this
information to review faculty
performance in the areas of
teaching, research, and service.
Results of both processes are
shared with the individual
faculty members.
No problems were identified.
All faculty received scores of
satisfactory or above and were
engaged in service to the
community or their profession.
None at this time.
3.0 Regional Engagement: The MPA Program and its faculty and students will work to advance public governance through education, training, and service that
strengthens our communities
MPA PO 3.1: Faculty
participate in regional
engagement activities (broadly
defined)
Annual reviews by the Chair of
PIA.
All PIA faculty are reviewed
by a peer review process. The
Chair of PIA uses this
information to review faculty
performance in the areas of
teaching, research, and service.
Results of both processes are
shared with the individual
faculty members.
No problems were readily
identified.
None at this time.
MPA PO 3.2: Faculty provide
training to professionals in the
community
Annual reviews by the Chair of
PIA.
Academy for Strategic
Management rosters.
QENO training programs and
participants.
All PIA faculty are reviewed
by a peer review process. The
Chair of PIA uses this
information to review faculty
performance in the areas of
teaching, research, and service.
Results of both processes are
shared with the individual
faculty members.
Review training activities of
the MPA Program’s Academy
for Strategic Management and
QENO during MPA faculty
meetings to determine if
enhancements are needed.
No problems identified through
annual review process.
None at this time.
The MPA Program’s Academy
for Strategic Management and
QENO both trained a wide
range of community
professionals and had very
good years. Continuing these
efforts should ensure we
continue to meet this goal.
4.0 Recruitment & Enrollment: The MPA Program will maintain enrollments that are diverse and reflect a commitment to public service that strengthens communities
MPA PO 4.1: Maintain
graduate student enrollments of
at least 70 students while
maintaining or improving the
quality of incoming students
Various admissions system
data from AY system, banner,
and ImageNow. Enrollment
data from banner.
Compile and regularly update
data on admissions,
enrollments, and graduations
using banner reporting
functions. These data are
incorporated into a series of
Excel spreadsheets. Trend data
are shared and discussed with
the MPA faculty. Data are also
shared and discussed with the
MPA Program’s Community
Advisory Board.
We experienced a dip in
enrollments from 81 (our
previous high) to a more
normal number of 75 students
in Fall ’11 due to smaller than
average entering class.
However, we experienced a
larger than normal Spring ’12
and our preliminary data
suggests that enrollments
should bounce back near the
previous high during the ’12 –
’13 AY. Our quality measures
for the applicant pool appeared
to be consistent with previous
years.
None at this time. Current
recruitment efforts appear to
allow us to maintain enrollment
numbers. However, significant
growth in enrollments is likely
to require a greater investment
in terms of resources.
MPA PO 4.2: Maintain a
student body that includes a
balance of full- and part-time
students
Various admissions system
data from AY system, banner,
and ImageNow. Enrollment
data from banner.
Compile and regularly update
data on admissions,
enrollments, and graduations
using banner reporting
functions. These data are
incorporated into a series of
Excel spreadsheets. Trend data
are shared and discussed with
the MPA faculty. Data are also
shared and discussed with the
MPA Program’s Community
Advisory Board.
MPA PO 4.3: Maintain a
diverse student population that
meets or exceeds the UNCW
graduate student population
Various admissions system
data from AY system, banner,
and ImageNow. IPEDS data
from the Office of Institutional
Research and Assessment
Compile and regularly update
data on minority and gender
composition of our enrollment
using Fall IPEDS data. These
data are incorporated into a
series of Excel spreadsheets.
Trend data are shared and
discussed with the MPA
faculty. Data are also shared
and discussed with the MPA
Program’s Community
Advisory Board.
During Fall ’11 we experienced
a high in terms of part-time
enrollments of 63.5%. This
reduced to 58.7% in Spring
’12. This peak in part-time
enrollments is most likely due
to the lower than average Fall
’11 admissions because this
semester often has higher
percentages of full-time
enrollments. Based on the
preliminary admissions
information for Fall ’12, it
appears that these numbers
should fall a bit and be closer
to about 50%. Thus, there is no
concern at this time.
Due to declines noted in our
last assessment report, we
revised and expanded our MPA
Program Diversity Plan.
Overall minority enrollments,
increased from 10.8% in Fall
’10 to about 13% in Fall ’11.
Based on our Spring ’12 and
preliminary Fall ’12 data, this
trend should continue.
Our female enrollments hit a
ten-year low of 49.3% in Fall
’11. This decline appears
related to increased male parttime enrollments increasing.
However, our Fall ‘12
incoming class is skewed in
terms of females so we should
return to numbers that are more
consistent with our historical
averages in Fall ‘12.
More discussion of these trends
can be found in the MPA
Program’s Diversity Plan.
None at this time. Current
recruitment activities appear to
be ensuring that we have a
desirable mix of full- and parttime students.
Updated and implemented the
MPA Program Diversity Plan
that resulted in some new
recruitment activities
undertaken in conjunction with
Office of Institutional Diversity
and Inclusion (OIDI) (See
revised Diversity Plan for more
detail). We will continue and
where possible expand these
efforts during ’12 – ’13.
5.0 Student Support Services: The MPA Program will provide student support services (e.g., advising, assistance with internship placement, career counseling, job search
assistance) that allow students to complete their degrees in a timely fashion and advance their careers in public service
MPA PO 5.1: Students
complete MPA degrees in a
timely manner
Admissions data, full-time and
part-time enrollment data, and
graduation data from banner.
Every three years we complete
the degree completion data
analysis required pursuant to
NASPAA’s standard 4.3 to
ensure our students are making
progress towards graduation.
MPA PO 5.2: Faculty provide
effective advising to students
and assist with internship and
job placement
MPA SWOT analyses
conducted as part of the
capstone course.
MPA faculty review the results
of the SWOT analysis
conducted during an MPA
faculty retreat and determine if
any changes are needed.
Exit survey is planned to be
implemented during the ’12 –
’13 AY year to gather better
data to evaluate the
effectiveness of our advising
activities.
Analysis conducted as part of
our self-study for NASPAA reaccreditation concluded that 19
of 23 students (82.6%)
completed the program within
the desired timeframe. Two
students failed to do so because
they received jobs and
converted to part-time status,
one student had an internship
extend beyond the designed
program length, and the final
part-time student varied the
coursework taken in
accordance with their
professional obligations. It
should also be noted that 7 of
the part-time students (77.7%)
completed the degree in under
the designed program length as
a result of our ability to provide
summer course offerings.
No SWOT analysis was
conducted during the ’11 – ’12
AY. Instead, we plan to
migrate to an exit survey to get
better data to use in our next
report.
None at this time. It appears
that our students are making
timely progress towards
graduation. Next assessment of
this outcome will be conducted
in 2015.
Implement an exit survey
beginning in the ’12 – ’13 AY.
MPA PO 5.3: Students are
placed in internships that
provide opportunities for
applied learning and regional
engagement
Internship placement database
is maintained by the MPA
Program internship
coordinator.
Students and supervisors
complete evaluation forms.
Exit survey is planned to be
implemented during the ’12 –
’13 AY year to gather better
data to evaluate the suitability
of internship placements.
MPA PO 5.4: Students receive
assistance with career
counseling and job placement
MPA SWOT analyses
conducted as part of the
capstone course.
Exit survey is planned to be
implemented during the ’12 –
’13 AY year to gather better
data to evaluate the
effectiveness of our advising
activities.
MPA Director reviews and
approves all internship
placements along with the
Chair of PIA and the graduate
school. Placement is discussed
with student advisors as well.
MPA Director reviews
placement database each
semester to determine if there
are any placement issues that
warrant faculty attention.
Evaluation forms are also
reviewed.
Analysis conducted as part of
our self-study for NASPAA reaccreditation concluded that
our students are being placed
primarily in local agencies
where they have opportunities
for applied learning and
regional engagement.
MPA faculty review the results
of the SWOT analysis
conducted during an MPA
faculty retreat and determine if
any changes are needed.
No SWOT analysis was
conducted during the ’11 – ’12
AY. Instead, we plan to
migrate to an exit survey to get
better data to use in our next
report.
Implement an exit survey
beginning in the ’12 – ’13 AY.
Adopted new guidelines for
internship placements and the
final report prepared by
students, which is now
contained in the MPA Program
Student Handbook.
We also decided to revise our
guidelines for internships and
the reflection contained in their
final reports. This should
provide better information
about the quality and learning
associated with internship
placements.
We also plan to initiate an
alumni survey administered in
a manner that allows us to
monitor job placement in the
period of 6 months following
graduation.
Implement an exit survey
beginning in the ’12 – ’13 AY.
Implement an alumni survey.
A comprehensive survey will
be initiated on a periodic basis.
A shorter survey oriented
towards job placement will be
initiated 6 months following
graduation to improve tracking
our placement data.
Student Learning Outcome
UNCW-wide Learning Goal
Tools
Implementation
Summary of Findings
Actions Taken
Competency I: To lead and manage in public governance
MPA SLO I.A. Demonstrating
an ability to lead, motivate, and
manage a diverse workplacewithin and across
organizations.
MPA SLO I.B. Demonstrating
an understanding the impact of
changing market and political
conditions on organizational
practice and resource streams.
Rubrics are used to assess:
Internship report: students
assess various components of
the organization where they are
placed. A random sample of
the narratives from the previous
year is then assessed using
rubrics.
Case memos: every other year
a management themed case is
used during orientation or at
the start of a core class as a pretest. A similar memo is
assigned during the capstone
course. A random sample of
pre- and post- memos are
assessed
Rubrics are used to assess:
Student learning portfolio:
Students prepare a portfolio
during their capstone class
every fall and spring semester
in accordance with the
requirements described in the
MPA Program Student
Handbook. Students complete
a reflective essay and attach an
example of a work product that
best demonstrates their
competency. These materials
are then assessed using a
rubric.
Every other year (academic
years beginning with odd
numbers starting in 2013 2014) a random sample of the
internship reports and the preand post-test case memos for a
management themed case are
reviewed by the assessment
committee and scored using the
corresponding rubric. These
results are shared with the
MPA faculty and discussed
during an annual retreat to
determine if any actions are
warranted.
Not assessed this cycle.
None at this time.
Every other year (academic
years beginning with odd
numbers starting in 2013 2014) a random sample of the
student learning portfolios will
be reviewed by the assessment
committee and scored using the
corresponding rubric. These
results are shared with the
MPA faculty and discussed
during an annual retreat to
determine if any actions are
warranted.
Not assessed this cycle.
None at this time.
Competency II: To participate in and contribute to the policy process
MPA SLO II.A Demonstrating
an ability to analyze policy
alternatives and use policy
instruments and management
tools to address social
problems.
MPA SLO II.B.
Demonstrating an ability to
participate in the policy
process, communicate policy
alternatives, and work
effectively with government
and nonprofit institutions, and
community stakeholders.
Rubrics are used to assess:
Student learning portfolio:
Students prepare a portfolio
during their capstone class
every fall and spring semester
in accordance with the
requirements described in the
MPA Program Student
Handbook. Students complete
a reflective essay and attach an
example of a work product that
best demonstrates their
competency. These materials
are then assessed using a
rubric.
Rubrics are used to assess:
Case memos: every other year
a management themed case is
used during orientation or at
the start of a core class as a pretest. A similar memo is
assigned during the capstone
course. A random sample of
pre- and post- memos are
assessed
Capstone project: Students are
required to prepare a capstone
project report and make a
public presentation of their
findings. The written report is
assessed using various rubrics.
Every other year (academic
years beginning with even
numbers starting in 2012 2013) a random sample of the
student learning portfolios will
be reviewed by the assessment
committee and scored using the
corresponding rubric. These
results are shared with the
MPA faculty and discussed
during an annual retreat to
determine if any actions are
warranted.
Not assessed this cycle.
None at this time.
This SLO was assessed during
the ’11 – ’12 Academic Year.
In the future, it will be assessed
every other year (academic
years beginning with even
numbers starting in 2012 2013). A random sample of the
final capstone reports, pre-test,
and post-test case memos are
reviewed by the assessment
committee and scored using the
corresponding rubric. These
results are shared with the
MPA faculty and discussed
during an annual retreat to
determine if any actions are
warranted.
We randomly assessed 10 of
the 26 pre-test memos and 10
of the 16 post-test memos using
the new rubric. We attempted
to score the capstone reports
but given the scope of the
capstone project in the spring
semester, this SLO and the
corresponding rubric were not
applicable. The scores for the
post-test indicated
improvement in all of the
indicators with the overall
score suggesting proficiency
for this SLO. However, based
on our knowledge of some
student’s abilities, there was
reason to believe that they may
not have produced their best
work because the memos were
ungraded. While the raters
were consistent, there was a lot
of variance in terms of the
ratings.
Make the case memo pre-test a
part of PLS 505 or PLS 500
depending on the year and
make it a graded assignment to
ensure that students put their
best effort into the assignment.
Make sure the directions for
future pre-test and post-test
memos do a better job of
ensuring that the resulting
memos address some of items
in the rubrics.
Make the post-test memo a
graded assignment as part of
the capstone course to ensure
that students put their best
effort into the assignment.
Have raters participate in a
norming session prior to using
the rubrics in the 2012 – 2013
AY.
Competency III: To analyze, synthesize, think critically, solve problems, and make decisions
MPA SLO III.A.
Demonstrating an ability to
define, frame, think critically
about and analyze important
problems.
Rubrics are used to assess:
Case memos: every year a
management or policy themed
case is used during orientation
or at the start of a core class as
a pre-test. A similar memo is
assigned during the capstone
course. A random sample of
pre- and post- memos are
assessed.
Capstone project: Students are
required to prepare a capstone
project report and make a
public presentation of their
findings. The written report is
assessed using various rubrics.
This SLO is assessed on an
annual basis using a random
sample of the final written
capstone reports, pre-test, and
post-test case memos are
reviewed by the assessment
committee and scored using the
corresponding rubric. These
results are shared with the
MPA faculty and discussed
during an annual retreat to
determine if any actions are
warranted.
We randomly assessed 10 of
the 26 pre-test memos and 10
of the 16 post-test memos using
the new rubric. All 6 capstone
reports were also scored. The
scores for the post-test
indicated improvement in all of
the indicators with the overall
score suggesting proficiency
for this SLO. The biggest
problem students encountered
was supporting their arguments
with evidence rather than
opinions. In part, this might be
due to the fact that there was
reason to believe that students
may not have produced their
best work because the memos
were ungraded. The average
scores for the Capstone report
indicated a higher level of
proficiency, which was
encouraging because the final
report provided a more
substantive measure of this
learning outcome. The weakest
area was oriented around their
ability to make
recommendations, but this was
likely due to the scope and
content of the required project.
In general, while all of the
raters were consistent in their
overall rankings of the memos
and projects, there was a lot of
variance in terms of the ratings.
In sum, the core curriculum
appears to be producing the
desired SLO.
Make the case memo pre-test a
part of PLS 505 or PLS 500
depending on the year and
make it a graded assignment to
ensure that students put their
best effort into the assignment.
Make sure the directions for
future pre-test and post-test
memos do a better job of
ensuring that the resulting
memos address some of items
in the rubrics.
Make the post-test memo a
graded assignment as part of
the capstone course to ensure
that students put their best
effort into the assignment.
Have raters participate in a
norming session prior to using
the rubrics in the 2012 – 2013
AY.
Delete row 2 from rubric
because it is assessed
elsewhere.
Switch to individual capstone
projects for the 2012 – 2013
academic year to better assess
the progress we believe is
being made in terms of critical
thinking
MPA SLO III.B.
Demonstrating an ability to
utilize analytical tools to
analyze, present, and interpret
data, including appropriate
design, statistical, and
evaluative techniques for both
organizational decision making
and policy decisions.
MPA SLO III.C.
Demonstrating an ability to
apply management theories and
tools for organizational
decision-making including but
not limited to strategic
planning, performance
measurement, group decision
making, forecasting, program
evaluation, and cost-benefit
analysis.
Rubrics are used to assess:
Student learning portfolio:
Students prepare a portfolio
during their capstone class
every fall and spring semester
in accordance with the
requirements described in the
MPA Program Student
Handbook. Students complete
a reflective essay and attach an
example of a work product that
best demonstrates their
competency. These materials
are then assessed using a
rubric.
Capstone project: Students are
required to prepare a capstone
project report and make a
public presentation of their
findings. The written report
and presentation are assessed
using various rubrics.
Rubrics are used to assess:
Student learning portfolio:
Students prepare a portfolio
during their capstone class
every fall and spring semester
in accordance with the
requirements described in the
MPA Program Student
Handbook. Students complete
a reflective essay and attach an
example of a work product that
best demonstrates their
competency. These materials
are then assessed using a
rubric.
Every other year (academic
years beginning with odd
numbers starting in 2013 2014) a random sample of the
student learning portfolios and
capstone reports is reviewed by
the assessment committee and
scored using the corresponding
rubric. These results are shared
with the MPA faculty and
discussed during an annual
retreat to determine if any
actions are warranted.
Not assessed this cycle.
None at this time.
Every other year (academic
years beginning with odd
numbers starting in 2013 2014) a random sample of the
student learning portfolios is
reviewed by the assessment
committee and scored using the
corresponding rubric. These
results are shared with the
MPA faculty and discussed
during an annual retreat to
determine if any actions are
warranted.
Not assessed this cycle.
None at this time.
Competency IV: To articulate and apply a public values perspective
MPA SLO IV.A.
Demonstrating an ability to
identify ethical dilemmas and
to then systematically apply
ethical principles to identify
appropriate courses of action.
Rubrics are used to assess:
Student learning portfolio:
Students prepare a portfolio
during their capstone class
every fall and spring semester
in accordance with the
requirements described in the
MPA Program Student
Handbook. Students complete
a reflective essay and attach an
example of a work product that
best demonstrates their
competency. These materials
are then assessed using a
rubric.
Every other year (academic
years beginning with even
numbers starting in 2012 2013) a random sample of the
student learning portfolios will
be reviewed by the assessment
committee and scored using the
corresponding rubric. These
results are shared with the
MPA faculty and discussed
during an annual retreat to
determine if any actions are
warranted.
Not assessed this cycle.
None at this time.
Competency V: To communicate and interact productively with a diverse and changing workforce and citizenry
MPA SLO V.A.
Demonstrating an ability to
communicate effectively and
professionally to diverse
audiences.
Rubrics are used to assess:
Case memos: every year a
management or policy themed
case is used during orientation
or at the start of a core class as
a pre-test. A similar memo is
assigned during the capstone
course. A random sample of
pre- and post- memos are
assessed
Capstone project: Students are
required to prepare a capstone
project report and make a
public presentation of their
findings. The written report
and presentation are assessed
using various rubrics.
This SLO is assessed on an
annual basis using a random
sample of the final written
capstone reports and the preand post-test case memos for a
management or policy themed
case are reviewed by the
assessment committee and
scored using the corresponding
rubric. The capstone
presentations are scored using
an oral presentation rubric.
These results are shared with
the MPA faculty and discussed
during an annual retreat to
determine if any actions are
warranted.
Writing (V.A.a.):
We randomly assessed 10 of
the 26 pre-test memos and 10
of the 16 post-test memos using
the new rubric. All 6 capstone
reports were also scored. The
scores for the post-test
indicated improvement in all of
the indicators with the
exception of their ability to cite
and refer to data in an
appropriate manner. The
overall score indicated
proficiency for this SLO. The
ratings for the capstone report
were much higher and were at
the low end of the exemplary
proficiency scale. This is
encouraging because it was a
more substantive test of their
communication skills.
However, it was also produced
by a group. Thus, it is unclear
to us if students
underperformed on the memo
assignments because they were
ungraded. For example, some
of the editorial problems noted
in the post-test memos may be
due to lack of effort rather than
poor writing abilities. It is also
clear that some students
struggle with the difference
between writing an academic
paper and different forms of
professional writing so we plan
to emphasize these differences
more in our core classes.
Oral (V.A.b):
All 6 capstone presentations
Incorporate some additional
reserve readings into core
classes related to professional
writing and some of the
differences between different
types of writing.
Make the case memo pre-test a
part of PLS 505 or PLS 500
depending on the year and
make it a graded assignment to
ensure that students put their
best effort into the assignment.
Make sure the directions for
future pre-test and post-test
memos do a better job of
ensuring that the resulting
memos address some of items
in the rubrics.
Have raters participate in a
norming session prior to using
the rubrics in the 2012 – 2013
AY.
Clarify row 1 in V.A.a. focuses
on structure of arguments while
row 3 is rhetorical in nature.
Consider videotaping
presentations of the case
memos in order to improve the
assessment of their oral
communication skills. We still
need to work out the details of
how to incorporate this new
assessment method. The hope
is to initiate this method during
the 2012 – 2013 academic year.
were also scored. The overall
rating was that the students
demonstrated proficiency for
this SLO. The biggest areas for
improvement were to improve
use of visual aids, but this may
be an artifact of our assessment
process. Each team does a
presentation to the assessment
committee, which essentially is
a draft presentation because the
top 2 presentations do a formal
presentation as part of our
awards ceremony. We plan to
extend assessment of oral
communication by
incorporating an additional
individual presentation as part
of the case memo assignment.
Switch to individual capstone
projects for the 2012 – 2013
academic year to better assess
individual writing abilities and
communication skills.
MPA SLO V.B.
Demonstrating an
understanding of how to work
effectively in diverse groups
Rubrics are used to assess:
Student Learning Portfolio:
Students prepare a portfolio
during their capstone class
every fall and spring semester
in accordance with the
requirements described in the
MPA Program Student
Handbook. Students complete
a reflective essay and attach an
example of a work product that
best demonstrates their
competency. These materials
are then assessed using a
rubric.
Capstone project: Students are
required to prepare a capstone
project report and make a
public presentation of their
findings. When the capstone
experience utilizes group
projects, the rubrics that
correspond to this competency
will be used to assess team
performance.
This SLO is assessed on an
annual basis using a random
sample of the student learning
portfolios. When the capstone
experience involves a group
project, the group experience
will also be assessed using the
corresponding rubrics.
All 6 capstone teams were
assessed using the two rubrics.
In terms of the team
performance rubric, they scored
in between proficient and
exemplary proficiency. In
short, 4 of the 6 teams
functioned well while 2
experienced profound
problems. The same trend is
true in terms of the individual
performance on teams was also
observed. While the overall
average suggests exemplary
proficiency, the low scorers
responsible for the
dysfunctional teams are a cause
of some concern because the
pattern has been observed in
other courses. Accordingly, we
believe there is room to further
emphasize the importance of
team building and working
effectively in groups across our
curriculum.
Students will receive a short
reading on effective teams prior
to orientation. We will then
have a series of small group
discussions oriented around a
short exercise on team building
during our orientation for new
students. This session will take
the place of the case memo
discussions, which will not be
required in the initial weeks of
the semester as a pre-test.
We decided to emphasize the
importance of working in
groups and teams in PLS 500,
PLS 501, and PLS 505 using
some additional team building
exercises early in the semester
and have any scheduled guest
speakers.
We will explore with the
Center for Teaching Excellence
(CTE) on campus whether
there are additional best
practices that we can consider
adopting to better address this
competency.
Trends For MPA PO 1.2
MPA Combined Trust Fund Balance
Combined Trust Fund Balance
$40,000.00
$35,000.00
$30,000.00
$25,000.00
$20,000.00
Combined Trust Fund
Balance
$15,000.00
$10,000.00
$5,000.00
$‐
2008 ‐ 2009 ‐ 2010 ‐ 2011 ‐ 2012 ‐
2009 2010 2011 2012 2013
Trends for MPA PO 1.4
Average Class Size by Faculty Member
35.0
30.0
25.0
20.0
15.0
10.0
5.0
0.0
Fall Sp Fall Sp Fall Sp Fall Sp Fall Sp Fall Sp Fall Sp Fall Sp Fall Sp Fall Sp Fall Sp
'01 '02 '02 '03 '03 '04 '04 '05 '05 '06 '06 '07 '07 '08 '08 '09 '09 '10 '10 '11 '11 '12
Dluhy
Imperial
Barth
Jones
Kwon
AVERAGE
Paarlberg
Brennan
Adjunct
Total Number of Students in MPA Courses (Seats Filled)
220
200
180
160
140
120
100
80
60
40
20
0
Total Number of Students in all MPA Classes
Students in Core Classes
Students in Coastal/Environmental Classes
Students in Nonprofit Classes
Students in PolicyAnalysis/Management
Students in Elective Classes
Public Management
Trends for MPA PO 4.1
Num ber of Students
MPA enrollments
90
80
70
60
50
40
30
20
10
0
2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 20112002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Academic Year
Number of MPA Graduates
35
Number of Graduates (Annually)
30
25
20
15
10
5
0
2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 20112002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Academic Year
Total Student Credit Hours (SCH) by Semester
Total Student Credit Hours (SCH)
700
600
500
400
300
200
100
0
Semester
Student Credit Hours (SCH) by Academic Year
1400
1200
Total SCH
1000
800
600
400
200
0
2001- 2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 20112002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Academic Year
Trends for MPA PO 4.2
Full‐Time vs. Part‐Time Sutudents
90
80
70
60
50
40
30
20
10
0
Full Time ‐ Total
Part Time ‐ Total
Half Time
Less than Half Time
Total Enrollment
Trends For MPA PO 4.3
Overall Minority Graduate Students
24.0%
22.0%
20.0%
Percent
18.0%
16.0%
14.0%
MPA
12.0%
CAS
10.0%
Overall University
8.0%
6.0%
4.0%
Percent
Overall Minority Graduate Students
By Department
50.0%
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%
MPA
MBA
C&P Soc.
School Admin.
African American Graduate Students
20%
18%
16%
Percent 14%
12%
10%
MPA
8%
CAS
6%
Overall Graduates
4%
2%
0%
African American Graduate Students
By Department
25%
Percent 20%
15%
MPA
MBA
10%
5%
0%
C&P Soc.
School Admin.
5.0%
4.5%
4.0%
3.5%
3.0%
2.5%
2.0%
1.5%
1.0%
0.5%
0.0%
MPA
CAS
Overall Graduates
Hispanic Graduate Students By Department
Percent
Percent
Hispanic Graduate Students
16.0%
14.0%
12.0%
10.0%
8.0%
6.0%
4.0%
2.0%
0.0%
MPA
MBA
C&P Soc.
School Admin.
Percent
Asian Graduate Students
5.0%
4.5%
4.0%
3.5%
3.0%
2.5%
2.0%
1.5%
1.0%
0.5%
0.0%
MPA
CAS
Overall Graduates
Percent
Asian Graduate Students By Department
9.0%
8.0%
7.0%
6.0%
5.0%
4.0%
3.0%
2.0%
1.0%
0.0%
MPA
MBA
C&P Soc.
School Admin.
Female Graduate Students
70.0%
65.0%
Percent
60.0%
55.0%
MPA
CAS
50.0%
Overall Graduates
45.0%
40.0%
Female Graduate Students By Department
100.0%
90.0%
80.0%
Percent
70.0%
60.0%
50.0%
40.0%
MPA
MBA
30.0%
C&P Soc.
20.0%
Ed. Admin.
10.0%
0.0%
Assessment of MPA Student Learning Outcomes (2011 – 2012)
Competency II:
To participate in and contribute to the policy process
Objective II.B:
Demonstrating an ability to participate in the policy process, communicate policy alternatives, and work effectively with
government and nonprofit institutions, and community stakeholders.
Assessment Tool:
Case Memos and Capstone Project
Indicators
Unacceptable Proficiency
Proficient
Exemplary Proficiency
Scoring Range (1 – 3)
Scoring Range (4 – 7)
Scoring Range (8 – 10)
Ave. Score Ave. Score
Ave. Score
(pre-test) (post-test) Capstone Report
Identify important
stakeholders involved in
addressing a problem and a
knowledge of the
governance arrangement
Fails to identify multiple
stakeholders that are an
important part of addressing a
problem. Demonstrates little
knowledge of the governance
arrangement.
Identifies most of the important
stakeholders involved in
addressing a problem.
Demonstrates an ability to
understand the governance
arrangement.
Identifies all of the important
stakeholders involved in
addressing a problem.
Demonstrates a sophisticated
understanding of the
governance arrangement.
4.95
5.65
N.A.
Understanding of the legal
and institutional
environment associated
with public policy making
Fails to identify the important
legal or institutional factors
associated with public policy
making
Demonstrates some
understanding of the legal and
institutional environment
associated with public policy
making
Demonstrates a sophisticated
understanding of the legal and
institutional environment
associated with public policy
making
4.95
5.9
N.A.
Communicate policy
alternatives and
recommendations to
decision makers
Fails to identify alternatives or
make recommendations to the
appropriate decision makers.
Recommendation is not
supported by data or a logical
argument
Identifies alternatives and
makes recommendations that
are oriented towards a specific
decision maker.
Recommendation is supported
by some data or a logical
argument.
Identifies alternatives and
recommendations targets at the
decision maker that has the
most influence on the problem
given the legal and institutional
setting. Recommendation is
supported with a sound
argument grounded in data.
3.9
4.7
N.A.
Scoring Range (24 – 30)
13.8
16.25
N.A.
Scoring Range (3 – 9)
Scoring Range (12 – 21)
Pre-Test case memos involved a random sample of 10 of 26 memos
Post-test case memos involved a random sample of 10 of 16 memos
All 6 Capstone reports were assessed but the rubric was not applicable to scope of project
Competency III:
To analyze, synthesize, think critically, solve problems, and make decisions
Objective III.A:
Demonstrating an ability to define, frame, think critically about and analyze important problems.
Assessment Tool:
Case Memos and Capstone Project
Indicators
Unacceptable Proficiency
Proficient
Exemplary Proficiency
Ave. Score Ave. Score Ave. Score
Scoring Range (1 – 3)
Scoring Range (4 – 7)
Scoring Range (8 – 10)
(pre-test)
(post-test) Capstone
Identifies and summarize
important components of
problems (e.g., assumptions,
trends, relationship to other
problems, cause and effect
relationships, etc.)
Inability to clearly and concisely
Defines the problem and provides
define the problem. No discussion
some discussion of its important
of important components of the
components
problem.
Concise, clear definition of the
problem and its important dimensions
using examples or drawing on outside
information sources
4.8
5.2
7.2
Understands competing
perspectives and values
associated with the problem
Fails to identify any of the
Identifies some of the competing
competing values or perspectives
values and perspectives
associated with a problem
Demonstrates a sophisticated
understanding of the problem and its
competing perspectives and values
3.9
4.3
6.7
3.7
4.1
7.1
Demonstrates no ability to
discern high from low quality
Draws on high quality
information. Fails to use
information and different
sources to support arguments appropriate sources to support
arguments
Demonstrates some ability to
discern high from low quality
information. Uses some data to
support analysis. Uses some sources
to support arguments.
Uses a variety of different data and
high quality information to support
analysis. Builds arguments using a
variety of sources
Fails to identify a clear rational
Identify a clear rationale for
for deciding on a course of action.
proposing a recommendation
No attempt to link rationale to
or selecting a course of
theories or concepts from
action.
coursework.
T here is some rationale for the
recommendation or proposed course
of action. T here is some effort to
support the rationale using either
data or theories and concepts from
coursework to support
T he rationale for the recommendation
or proposed course of action is clear
and supported with data and/or
theories and concepts from
coursework.
3.75
4.8
3.7
Support arguments with facts
Superficial analysis that is
and data rather than relying
supported primarily by opinions
on opinion and value
and value judgments
judgments
Uses some data and/or theories and
concepts from coursework to build
arguments that are supported by
more than opinion and value
judgments.
Persuasive use of facts, data, and
theories and concepts from
coursework to build a logical argument
that does not rely on personal
opinions or value judgments.
4.35
4.95
6.9
Fails make recommendations to
appropriate decision makers.
Recommendation is not supported
by data or a logical argument.
Unclear how recommendation
addresses problem
Makes general recommendations to
a decision maker. Recommendation
is supported by some data and/or a
logical argument.
Makes specific recommendations to a
decision maker. Recommendation is
supported by data and a logical
argument. Recommendation clearly
would address the problem given the
discussion of its components.
4.1
4.9
3.7
Scoring Range (6 – 18)
Scoring Range (24 – 42)
24.6
28.25
35.3
Provide clear
recommendations for a course
of action to address the
problem
Scoring Range (48 – 60)
Pre-Test case memos involved a random sample of 10 of 26 memos
Post-test case memos involved a random sample of 10 of 16 memos
All 6 Capstone reports were assessed
Competency V:
To communicate and interact productively with a diverse and changing workforce and citizenry
Objective V.A:
Demonstrating an ability to communicate effectively and professionally to diverse audiences
Assessment Tool:
Case Memos and Capstone Project (Written)
Indicators
Unacceptable Proficiency
Proficient
Exemplary Proficiency
Ave. Score Ave. Score Ave. Score
Scoring Range (1 – 3)
Scoring Range (4 – 7)
Scoring Range (8 – 10)
(pre-test)
(post-test)
Capstone
Logic and organization of
ideas and arguments
Does not develop cogent
arguments. Uneven and
ineffective organization.
Unfocused introduction and
conclusion
Develops unified and coherent
ideas within paragraphs with
adequate transitions. Clear overall
organization that relates and links
ideas and arguments together.
Good introduction and conclusion.
Develops ideas and organizes the
discussion and arguments logically
with effective transitions.
Excellent introduction and
conclusion that adds to
organization.
4.95
6.75
9.9
An ability to clearly and
accurately describe
problems, concepts,
analysis, and recommended
actions
Uses words that are unclear,
sentence structures that lack
clarity, and have other errors that
distract the reader
Word forms are correct and
sentence structure is effective.
Presence of a few errors does not
distract the reader.
Develops concise standard English
sentences and balances a wide
variety of sentence structures
effectively.
5.3
6.75
9.3
An ability to present
arguments in a persuasive
manner
Arguments are not presented in a
persuasive manner
Arguments are generally persuasive Arguments highly persuasive and it
with some use of supporting facts, makes effective use of supporting
data, and examples
facts, data, and examples
4.9
6.9
8.6
5.6
6.9
10.1
5.05
6.9
10.2
3.5
3
9.1
T he document appears to
formatted professionally and would
make an excellent addition to a
portfolio
5.4
6.7
9.0
Scoring Range (56 – 70)
34.7
43.9
66.2
Writing contains frequent spelling
and grammar errors that interfere
Proper use of spelling and
with comprehension. T he
grammar
document does not look like it
has been proofread.
Purpose and focus of the writing
Writing style and use of
are not clear to the reader or are
language is appropriate for ill-suited to the audience. Uses
the audience
language and jargon that are
inappropriate or unprofessional.
An ability to cite sources
and refer to data in a
proper manner
Limited citation of sources. In
correct use of citation methods.
An ability to prepare
documents (e.g., memo,
reports, papers, etc.) that
are formatted correctly
and professionally
T he document is formatted
incorrectly and is highly
unprofessional in appearance
Scoring Range (7 – 21)
T here are minor errors, but the
writing follows normal
conventions of spelling and
grammar. T he document looks
like it has been proofread
T he purpose and focus of the
writing are mostly consistent with
the intended audience. Generally
uses appropriate language and
jargon.
T he writing has been carefully
edited and is essentially error free.
T he purpose and focus are clear and
well-suited to the intended
audience. Language and jargon are
used in a persuasive manner to
demonstrate master of the subject.
Uses citation methods consistently
Citations are used appropriately
and appropriately and follows the
and generally follow accepted style
conventions of a specific style
guidelines.
manual.
T he document is formatted in a
professional manner and follows
normal conventions but there is
room for improvement.
Scoring Range (28 – 49)
Pre-Test case memos involved a random sample of 10 of 26 memos, Post-test case memos involved a random sample of 10 of 16 memos
All 6 Capstone reports were assessed
Competency V:
To communicate and interact productively with a diverse and changing workforce and citizenry
Objective V.A:
Demonstrating an ability to communicate effectively and professionally to diverse audiences
Assessment Tool:
Case Memos and Capstone Project (Oral)
Indicators
Unacceptable Proficiency
Proficient
Exemplary Proficiency
Ave. Score for 6
Scoring Range (1 – 3)
Scoring Range (4 – 7)
Scoring Range (8 – 10)
Capstone Presentations
Listener can follow the presentation
Logic and organization of
only with great effort. Organization
ideas and arguments
seems haphazard
Presentation is generally clear and Presentation is clear, logical, and
well organized. A few minor
organized. Listener can follow line of
points may be confusing.
reasoning
35.7
An ability to convey
complex concepts or
analysis in a clear manner
appropriate for the
audience
Explanation is inaccurate or incomplete.
Inappropriate use of words, phrases, or
concepts distracts listener. Aspects of
the presentation are too simple or too
sophisticated. Listener is distracted by
grammatical errors and slang.
For the most part, explanations
are accurate and complete. Some
helpful examples are included.
Sentences are generally complete
and there is little use of
inappropriate words or slang
Speaker provides accurate and complete
explanation of key concepts. Listener
gains insight and understanding through
the masterful use of examples.
Sentences flow together and words are
chosen for their precise meaning
34.0
A mastery of the subject
matter presented through
a command of facts,
figures, and content
Explanation of the concepts and analysis
is inaccurate or incomplete. Errors
distract from the presentation or cause
listener to question veracity of findings.
No significant errors are made and
listeners recognize that the
occasional errors are likely due to
nervousness or oversight
Information (names, facts, etc.)
included in the presentation is accurate
and suggests a mastery of the subject
matter
35.7
Appropriate use of verbal
and nonverbal
communication (e.g., eye
contact, body language,
volume, limited use of
notes, etc.)
Body language indicates a reluctance to
interact. Presenter is uncomfortable, is
heard only if the listener is attentive,
reads off notes, makes no eye contact,
distracting mannerisms.
Presenter generally engages the
audience and only occasionally
seems uncomfortable. Body
langue reflects just a little
discomfort at being in front of the
audience.
Presenter engages the audience and
captures their complete attention.
Body language reflects comfort and
joying being in front of the audience
37.0
Communication aids contribute to Communication aids are used in a
An ability to effectively
Communication aids are poorly prepared
quality of the presentation and are professional manner and enhance the
use visual communication
or are used inappropriately.
presentation
used appropriately
aids
31.7
An ability to listen and
Unable to respond to questions.
respond to questions
Provides inaccurate responses to
from the audience clearly
questions.
and concisely
35.7
An ability to stay within
designated time
constraints
Overall Proficiency
Generally is responsive to
Consistently clarifies, restates, and
audience comments, questions, and
responds to questions. Summarizes
needs. Misses some opportunities
when needed.
to make or emphasize key points.
A little too long. Is about the
Presentation is way too long for the
right length but could have made
content or is too short and lacks
better use of available time.
substance. Pacing is way too slow or too
Pacing is sometimes too slow or
fast.
too fast.
Scoring Range (7 – 21)
Scoring Range (28 – 49)
Presentation is desired length and
maximizes the use of available time.
Pacing is excellent.
Scoring Range (56 – 70)
34.0
40.6
Competency V:
To communicate and interact productively with a diverse and changing workforce and citizenry
Objective V.B:
Demonstrating an understanding of how to work effectively in diverse groups.
Assessment Tool:
Capstone Project (Team Performance)
Indicators
Unacceptable Proficiency
Proficient
Exemplary Proficiency
Ave. Score for 6
Scoring Range (1 – 3)
Scoring Range (4 – 7)
Scoring Range (8 – 10)
Capstone Project Teams
Most, if not all, members attend
all meetings.
7.5
Every member’s role on the
team is defined and understood
by all. Each team member can
explain their role to others
7.8
T asks are defined informally and
most, but not all, members
understand them. Most members
contribute but the group may not
maximize its potential
T here is a clear definition of
tasks anticipating future needs.
T asks are allocated to maximize
use of unique talents of
individual members
7.5
Decision making procedures are
established informally leading to
inconsistency in use and
occasional failure to involve all
members in decision making
Clear procedures for making
decisions are established.
Decisions, the process by which
they were made, and the
involvement of members are
also documented
6.8
T here is a general atmosphere of
respect but some members may
not be heard as much as others.
Acknowledging others work only
happens occasionally. Some
members may not feel like they
can rely on other members for
help
Every team member is treated
with respect. All members listen
to ideas. T he work of each
person is acknowledged and
respected. Members feel free to
seek and offer assistance to
others
7.2
Group meeting time is often
unproductive and us not utilized
effectively
Meeting time is generally used
effectively but meetings take
more time than they should
Group makes effective use of
meeting time and gets its work
quickly
7.3
Conflicts that arise are either not
dealt with or cannot be resolved
Members are generally able to
resolve conflicts through open
discussion and compromise
Conflicts are consistently
resolved through open discussion
and compromise
7.0
Scoring Range (56 – 70)
51.2
Many members frequently miss
Meet and communicate
meetings and do not inform their
on a regular basis
team
Define and understand
the different roles of
group members
T here is little understanding of the
Members’ roles are defined
roles of each team member or
informally and may not be
agreement on who is responsible
completely understood.
for what
Assign tasks to group
T asks are not well defined or are
members with unique
allocated haphazardly. Unique
talents to contribute to
talents are not drawn upon.
the task
Establish clear
procedures for making
decisions
T here is no clear decision making
process for the group. Decisions
are made by individuals and often
don’t reflect the desires of the
entire team
T he team atmosphere is
competitive and individualistic
T eam members support rather than cooperative and
each other and share
supportive. T here is no
information
willingness to support team
members. T eam members don’t
respect each other’s work
Stay focused on the
task at hand and make
productive use of
meeting time
Resolve conflict
through open
discussion and
compromise
Most members are present at
most meetings. When members
have to miss a meeting they
inform and/or seek agreement
from team.
Scoring Range (7 – 21)
Scoring Range (28 – 49)
Competency V:
To communicate and interact productively with a diverse and changing workforce and citizenry
Objective V.B:
Demonstrating an understanding of how to work effectively in diverse groups.
Assessment Tool: Capstone Project (Individual Performance)
Unacceptable Proficiency
Indicators
Scoring Range (1 – 3)
Proficient
Exemplary Proficiency
Ave. Score for
Scoring Range (4 – 7)
Scoring Range (8 – 10)
Capstone Projects
Participate and
attend meetings
Miss frequent meetings and fail
to inform your team members
Attends most meetings and when
absent informs/seeks agreement
Attends virtually all meetings
of team members
Make a meaningful
contribution to
group efforts
Fail to contribute ideas,
suggestions, or participate in
discussions during group
meetings. Distracts group from
completing tasks quickly
Offers ideas, suggestions and
participates in group discussions.
Helps keep group focused during
meetings.
It is easy to identify the ideas
and my role in shaping the
completion of the project
8.4
Complete assigned
tasks in a timely
manner and meet
deadlines
Consistently fails to complete
assigned tasks or meet deadlines
and delays group progress
Completes most tasks by assigned
Complete tasks in advance of
deadlines. Failure to complete
deadlines and circulate work
occasional tasks on time does not
products prior to meetings
delay group progress.
8.3
Assists others in
completing their
tasks if needed
Never offer to help or support
Always available to help other
Occasionally offers to help other
team members complete their
team members to complete
team members complete tasks
tasks even if I have unique
assigned tasks
knowledge or skills to contribute
8.2
Seek input from
others in the group
and listen to ideas
T he involvement of team
Make decisions about team tasks
members is typically sought
without consulting group
before making important
members
decisions
7.9
T reat other team
members with
respect
Acts in a manner that is
disrespectful to other team
members
Cooperate with
other members to
complete tasks
Causes conflicts and is unwilling
to compromise that delays task
completion
Scoring Range (7 – 21)
T he involvement of team
members is sought before
making all important decisions
T reats all group members with
T reats most group members with
respect and ensures that group
respect and recognizes the
members get proper credit for
contributions of team members
their contributions
Is willing to compromise in order Helps facilitate discussions and
resolve conflicts that arise
to complete tasks in a timely
among group members
manner
Scoring Range (28 – 49)
Scoring Range (56 – 70)
8.6
7.9
8.2
57.4