SJSU Annual Program Assessment Form Academic Year 2013-2014 Electronic copy of report is due June 1, 2014. Send to Undergraduate Studies (firstname.lastname@example.org), 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; email@example.com 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.