SJSU Annual Program Assessment Form
Academic Year 2013-2014
Electronic copy of report is due June 1, 2014. Send to Undergraduate Studies
(academicassessment@sjsu.edu), with cc: to your college’s Associate Dean and college Assessment
Facilitator. List of AFs is found at
http://www.sjsu.edu/ugs/faculty/programs/committee/index.html>
Department: Political Science
Program: Public Administration
College: College of Social Sciences
Website: http://www.sjsu.edu/polisci/mpaprogram/
_x Check here if your website addresses the University Learning Goals.
Program Accreditation (if any): National Association of Schools of Publi Affairs and Administraion
Contact Person and Email:
Frannie Edwards; frances.edwards@sjsu.edu
Date of Report: 4/14/14
Part A
1. List of Program Learning Outcomes (PLOs)
Item #1: MPA Program Learning Outcomes/NASPAA 2010 Standards
Upon completion of the Master of Public Administration degree, the student will be able
to:
1. Lead and manage in public governance
a. Apply the project management approach to public management models
b. Manage projects
c. Understand the relationships between public policy, whether proposed or enacted,
and leadership and management in implementation
2. Participate in and contribute to the public policy process
a. Apply techniques for program evaluation and policy analysis
b. Describe and execute the policymaking process, including defining the problem,
setting the agenda, formulate policy, implement policy and evaluate policy
c. Prepare a budget reflecting policy priorities
3. Analyze, synthesize, think critically, solve problems and make decisions
a. Employ analytical tools for collecting, analyzing, presenting and interpreting data,
including appropriate statistical concepts and techniques
b. Identify and employ alternative sources of funding, including grants, taxes and fees
c. Understand and apply the legal context of public affairs, administration and policy
How students demonstrate learning
Complete a project in 2014 using the PM approach
Complete classwork on time and completely
Complete projects in 210, 213, and 214 that demonstrate
an understanding of the role of leadership and management in
policy development and implementation
Complete projects in 213 that apply specific techniques, and
Complete the 298 final project using appropriate evaluation and
Analysis techniques
Complete the 298 final project, analyzing a specific public
policy, program or project that explains its legislative intent,
execution, and evaluates the implementation
In 212 prepare elements of a budget for a variety of
Organizations using a variety of techniques
Complete analytical exercises and projects in 212.
Complete analytical exercises and projects in 218
Complete a major project for 210, 213 and the 298 final project
using appropriate references and ties to legislative intent,
legal and regulatory aspects of the topic, and apply case law
or court decisions where appropriate
4. Articulate and apply a public service perspective
a. Behave ethically and with integrity: tell the truth, keep confidences, admit mistakes
b. Understand and apply criteria appropriate to public affairs, administration and policy
c. Maintain privacy and security of documents and understand Big Data challenges
5. Communicate and interact productively with a diverse and changing workforce and
citizenry
a. Communicate effectively in writing: prepares clear, concise and well-organized
written materials tailored to the audience’s level of expertise and needs
b. Communicate effectively in speech: presents oral information accurately, clearly,
concisely persuasively tailored level of expertise and needs
c.
Work productively in teams
Revised 2/25/14
Complete an ethics case report in 210 and participate in class
discussions of ethics challenges and regulations
Complete an ethics case report in 210 and participate in class
discussions of ethics challenges and regulations
Complete a class exercise on privacy and security in 214; include
Issues related to Big Data in the 210 ethics report; access Big
Data for research papers and possibly 298 final project
Complete required written assignments in all PADM courses;
complete a well written 298 final project
Present required oral reports and presentations in all
PADM courses, including PowerPoint, video, Mind Mapping
and other visual methodologies, as appropriate
Participate actively in team assignments in all PADM class
assignments and in independent project work outside of class;
in 213 the teams grade each other for participation in the team
and the professor grades the team’s overall performance; in
210 the oral presentations are a team effort
2. Map of PLOs to University Learning Goals (ULGs)
The map of PLOs was created by university experts. The .pdf they provided is attached as a separate document.
3. Alignment – Matrix of PLOs to Courses
MPA Program Learning Outcomes/NASPAA 2010
Revised 2/25/14
MPA Program Curriculum Map
PADM 210
NASPAA 2010 Standards
Intro to PA
1. Lead and manage in public governance
d. Apply the project management approach to
public management models
e. Manage projects
f. Understand the relationships between
public policy, whether proposed or enacted,
and leadership and management in
implementation
PADM 212
Research
Methods
PADM 213
Policy
Analysis
PADM 214
Public
Management
PADM 218
Budgeting
B
B
B
2. Participate in and contribute to the public
policy process
d. Apply techniques for program evaluation
and policy analysis
e. Describe and execute the policymaking
B
process, including defining the problem,
setting the agenda, formulating policy,
implementing policy and evaluating policy
f. Prepare a budget reflecting policy priorities
B= Beginning level competency; I = Intermediate level competency
I
B
I
I
B
MPA Program Curriculum Map
NASPAA 2010 Standards
3. Analyze, synthesize, think critically, solve
problems and make decisions
d. Employ analytical tools for collecting,
analyzing, presenting and interpreting data,
including appropriate statistical concepts
and techniques
e. Identify and employ alternative sources of
funding, including grants, taxes and fees
f. Understand and apply the legal context of
public affairs, administration and policy
4. Articulate and apply a public service
perspective
d. Behave ethically and with integrity: tell the
truth, keep confidences, admit mistakes
e. Understand and apply criteria appropriate
to public affairs, administration and policy
f. Maintain privacy and security of documents
and understand Big Data challenges
5. Communicate and interact productively with
a diverse and changing workforce and
citizenry
d. Communicate effectively in writing:
prepares clear, concise and well-organized
written materials tailored to the audience’s
level of expertise and needs
e. Communicate effectively in speech: presents
oral information accurately, clearly,
concisely persuasively tailored level of
expertise and needs
f. Work productively in teams
PADM 210
Intro to PA
PADM 212
Research Methods
PADM 213
Policy Analysis
PADM 214
Public Management
PADM 218
Budgeting
B
B
B
B
I
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
I
I
B
I
I
4. Planning – Assessment Schedule
Assessment Objectives
The goal of the program is to equip graduating students with current and appropriate knowledge
and skills related to current theory and practice in public administration.
Student Learning Objective 1:
Researching and analyzing a local, state or federal level policy or program.
Performance Measures:
Students in PADM 297 complete a successful 298 project and graduate within three semesters of
completing the PADM 297.
Data Collection:
Students in Fall 2011 PADM 297 will be followed for 3 semesters (Spring 2012, Summer 2012,
and Fal1 2012, and the data on graduation rates created in Spring 2013.
Student Learning Objective 2:
Synthesize data from multiple sources and identify appropriate methodology for analysis.
Performance Measures:
Student performance in PADM 212 on the final project.
Data Collection:
Students in Fall 2012 PADM 212 final grades will be collected and in Spring 2013 evaluated for
success in SLO 2.
Student Learning Objective 3:
Appropriate level of written and oral communication skills, including the ability to use
appropriate technology.
Performance Measures:
Student performance on written final project and oral presentation in PADM 210, using
appropriate technology, such as PowerPoint to integrate technology into presentations.
Data Collection:
In Fall 2013 PADM 210 students’ grades will be collected and in Spring 2014 evaluated for
success in SLO 3.
Student Learning Objective 4:
Identify and describe the budgetary process at the local and state level.
Performance Measures:
Student performance in PADM 218 final exam.
Data Collection:
In Fall 2014 PADM 218 students’ grades will be collected and in Spring 2015 evaluated for
success in SLO 4.
Student Learning Objective 5:
Identify the responsibilities of various levels of government – municipal, county and special
districts -- in delivering services to the community.
Performance Measures:
Student performance in PADM 210 and PADM 214 assignments that relate to the roles of
various levels of government.
Data Collection:
In Fall 2015, PADM 210 and PADM 214 students’ grades will be collected and in Spring 2016
evaluated for success in SLO 5.
5. Student Experience
Each semester begins with a New Student Orientation. At that time students are given a
New Student Handbook that provides information on the courses and expectations of the
program. At that time the curriculum map is distributed. Starting in Fall 2014 the Program
Learning Outcomes will also be distributed. Over the summer of 2014 the MPA website will
have a section added that includes the curriculum map and program learning outcomes.
Each syllabus for each class includes a list of Student Learning Outcomes and the schedule
for the course lists the SLOs to be addressed that evening. SLOs and PLOs derive mainly from
the NASPAA accreditation requirements. However, implementation by each professor in the
classroom and through course activities is informed by student feedback and comments on
SOTEs.
Part B
6. Graduation Rates for Total, Non URM and URM Students by Program
Note: URM = African-American, Hispanic, and Americam-Indians; Non-URM = White and Asian/Pacific Islander; Other = Other and Foreign
First-time Freshmen: 6 Year
Graduation Rates
Academic Programs
Political Science
New UG Transfers: 3 Year Graduation
Rates
Fall 2007 Cohort
Grads : 3 Year
Graduation Rates
Fall 2010 Cohort
Fall 2010 Cohort
Entering
% Grad
Entering
% Grad
Entering
% Grad
Total
30
66.7%
21
76.2%
28
46.2%
URM
15
60.0%
4
25.0%
4
25.0%
Non-URM
14
71.4%
11
81.8%
15
46.7%
Other
1
100.0%
6
100.0%
8
50.0%
7. Headcount of Program Majors and New Students by Programs and Degree
Note: 1st Fr. = First-time Freshmen; Transf = Transfer Students; UGs = Undergraduate Students; Creds = Credential Students; Grads = Graduate
Students
Fall 2013
New Students
Political Science
New
Creds
0
Total
Total
43
UG
Transf
40
BA
43
40
0
0
204
0
0
287
0
0
MPA
0
0
0
33
0
0
46
0
0
79
Degree
1st Fr.
Cont. Students
1st Grads
UGs
Creds
Grads
UGs
Creds
Grads
33
204
0
31
287
0
64
8. SFR (Exhibit 3) and Average Headcount per Section (Exhibit 2) by Course Prefix
Fall 2013
Student to Faculty
Ratio (SFR)
Average Headcount
per Section
Total
15.3
13.6
Graduate Division
15.3
13.6
Course Prefix
Course Level
PADM - Public
Administration
9. Percentage of Full-time Equivalent Faculty (FTEF) for tenured/tenure-track instructional faculty by Department
Fall 2013
Political Science
% Tenured/Prob
Tenured
Temp Lecturer
Probationary
66.4%
7.424
4.774
2.001
Data Discussion:
MPA students are generally working fulltime and often have families. They usually require 5 years to complete the program as part-time
students, and a significant percentage take 7 years or even more to finish, requiring them to revalidate or retake courses. Many students
take a semester off for work-related reasons, often every spring during budget periods for public agencies. This slows their progress.
Many require 2-3 years to complete the research project and written work for the final 298 project.
These factors mean that there are no “cohorts” of students in MPA. In some years a significant number of people are highly motivated to
finish and graduate in 3 to 4 years. In other years people need more time. Thus the number of people in “continuing enrollment” is
misleading. Many students take just one course, and only 18% take 3 or more courses a semester. In addition the people writing the 298
are no longer counted among the “enrolled” students, as they are taking PADM 290R which is a special session course not reflected in
the enrollment. Yet the 298 students are often the most demanding of professors’ time as they struggle with data collection, research
challenges and final report development phases. For example, although the data for Fall 2013 is 79 my head count of people still
working toward a degree is over 125, about 35 of whom are at various stages of their final project.
Part C
10.
Closing the Loop/Recommended Actions
a. Graduation rates: The MPA graduation rate is below our goal of 70% by the 7th year.
This deficiency was brought to our attention in 2010 by the NASPAA assessment. At
that time we began offering PADM 297 again as a capstone course that refreshes
students’ research skills, establishes a peer mentor system for paper reviews, and
has the prospectus as its final project. We are tracking graduation rates for those
students who take 297. After 3 offerings we have seen an improvement in the 5 th
year graduation rate to 71% for those in the 2011 PADM 297 class. The 2012 class
currently has a 53% rate, with several more expecting to graduate by May 2014. The
2013 class had a larger than usual number of students who still have spring
semester classes to complete before starting the 298 project, but there are 2 who
will graduate in May 2014, with many planning to finish in December 2015 and May
2015.
b. Adopting suggestions for curriculum from the MPA Advisory Committee: The MPA
Advisory Committee meets every third semester. They last met in the Fall of 2012
and provided some suggestions for curriculum updates. In addition to the emphasis
that we place on good writing they suggested adding more training in critical
thinking and an introduction to Project Management, which is used increasingly in
non-construction work as public projects become more interagency focused,
interdisciplinary and complex. We made a minor curriculum change to PADM 214 to
include these two new items, while removing some topics that were redundant with
210. It has been difficult to find good materials to support classroom teaching for
Project Management, and the lecturer was planning to participate in the textbook
writing project through the Library, but the course has now been given to a tenure
track professor, so the search for useful materials will continue, since the standard
Project Management Book of Knowledge is over $300.
c. Adequate fulltime faculty: The NASPAA accreditation requires a core faculty of five
fulltime professors. Currently we have three, and we “borrow” professors from
Political Science and Urban Planning to fill the required number for the MPA
Advisory Committee. At one time there were four MPA faculty, but one left during
tight budget times and has never been replaced. Each year the NASPAA
accreditation teach scrutinizes our staffing, and we keep hoping for the fourth
faculty position to become available again.
11.
Assessment Data
a. Data for this report were collected from professors’ grade sheets and IEA statistics.
The grade sheet information is provided by the professor based on the assessment
cycle.
12.
Analysis
a. At present we have a 5 year assessment cycle that is based on the NASPAA-driven
PLOs. The assessment of each project includes the subsets of the PLO. The target
class is designed to ensure mastery of the PLO items for that semester.
13.
Proposed changes and goals (if any)
a. We will continue to monitor graduation rates and the possible benefit from PADM
297 compared to students who did not take PADM 297, with an overall goal of 70%
of all MPA students graduating in 5 years, and 75% in 7 years.
b. We are also trying to determine why people drop out before completing classes to
see if admission factors should be changed. In 2010 we changed the admission
criteria for current graduates to ensure that they have some experience in a
government or non-profit job before starting graduate school.
c. We also look closely at the statement of purpose, which serves as a writing sample,
since poor writing skills led to low grades, discouragement and dropping out. People
with poor written English skills are encouraged to take remedial work at a
community college before starting the MPA, as writing ability is a critical skill for the
positions MPA graduates seek.
d. We are also emphasizing the need to take fewer courses in the first semester during
the New Student Orientation. Monitoring those who drop out led to one conclusion,
that students think graduate school is like college and are overwhelmed with the
amount of work, research and writing that the MPA entails. The students have
created a Recent Grads Panel as part of the New Student Orientation, allowing
students to emphasize the amount of work and the need to be realistic about the
amount of time the coursework demands. This has been effective for the last 2
semesters, so we plan to continue this feature.