Cultural Competency & NASPAA Accreditation Presented by: Crystal Calarusse, Chief Accreditation Officer Data Analysis by: Heather Hamilton, Director of Assessment ASPA Conference | September 2017

NASPAA The global standard in public service education Global accreditor of MPA, MPP, similar programs CHEA-recognized 197 accredited programs Analysts, Managers, Directors, not politicians

Three generations of NASPAA Standards First generation: Inputs and resources Non-discrimination and EEOC Second generation: Mission Based Accreditation Supportive environment and positive action Third generation: Public Service Values and Competencies Strategic management for diversity and cultural competence

What do NASPAA Standards say about cultural competency? As the basis for its curriculum, the program will adopt a set of required competencies related to its mission and public service values. The required competencies will include five domains: the ability … to communicate and interact productively with a diverse and changing workforce and citizenry.

How are programs defining cultural competency? Programs articulate competency in terms of: communication (oral/written skills vs. teamwork) laws and policies (knowledge of legal system vs. stakeholder impact) Diversity (understanding of importance vs. cultural competence) 95% of programs doing something As of 2013?

Cultural competency thresholds? What do programs need to show to demonstrate cultural competency of students? Direct evidence of learning Feedback loops Connection to mission and values I moved this slide to after the JPAE slide, because I thought the competency definitions should be adjacent to the Standard language. Then you can talk about how programs show conformance? And that leads to, do alumni feel competent?

Are alumni culturally competent? To communicate and interact productively with a diverse and changing workforce and citizenry To lead and manage in public governance To participate in and contribute to the public policy process To analyze, synthesize, think critically, solve problems and make decisions To articulate and apply a public service perspective Very Prepared 728 46% 464 29% 547 35% 903 57% 781 50% Prepared 735 47% 941 60% 884 56% 623 40% 702 45% Unprepared 92 6% 149 9% 118 8% 40 3% 70 4% Very Unprepared 12 1% 19 9 Total 1567 1573 1568 1575 1565

Climate of Inclusiveness The program will promote diversity and a climate of inclusiveness through its… recruitment and retention of faculty members (3.2). recruitment, admissions practices, and student support services (4.4).

Diversity Conformance Threshold The Commission seeks substantial evidence regarding programmatic efforts to promote diversity and a climate of inclusiveness, specifically demonstrable evidence of good practice, a framework for evaluating diversity efforts, and the connection to the program’s mission and objectives.

Does it make a difference?  Full-time Faculty* 2016 2007 Percent Change White 1615.875 80.83% 858 81.10% 0.26% Black/ African American 144 7.20% 83 7.84% 0.64% Asian 153 7.65% 75 7.09% -0.56% Hispanic/ Latino 78 3.90% 35 3.31% -0.59% American Indian 8.125 0.41% 7 0.66% Total 1999   1058 *includes potential double counting Chronicle data says 75% white for 4 year colleges. 70% white for adjunct pool at NASPAA.

How are programs doing? Student Diversity Comparison CGS data from 2015=62.1% white CGS Data from 2015 PA Only = 51% white (12617/27702) and 60% female (16699/27702) CGS data from 2015=54.6% white (PA and Social Work) Nick data: The Diversity Report 2013 has an N = 9,589 students from 150 NASPAA accredited programs. They include data from Self-Study Reports from 2007-2013. The students were defined as “registered” students of the specific year. The most recent years of data for students are defined as “registered.” Student data from 2007-2010 during the old standards had students split into different categories. These categories included “applicant,” “registered” and “active.” The category “registered” was used for the sake of continuity, while “applicant” and “active” were not used for representation of a single program’s single year of student body. The entire sample found that after thirteen years, the number of Minority students had increased to 49%, with Whites at 51%.

Added Complexity: Global Accreditation NASPAA has accredited programs in: China, Egypt, New Zealand, South Korea, US, Venezuela Additional special contexts (Hawai’i, Puerto Rico, etc.) Additional programs in process: Brazil, China, Colombia, France, Guam, Italy, Mexico, Netherlands, Russia, Saudi Arabia, South Korea, Thailand, US

Global dimensions of diversity U.S. parameters to describe diversity: race, gender, disability New options to describe diversity in global context: Place of origin (domestic) Career Background Educational Background Place of origin (international) Political Affiliation Ethnic Minority Religion Socio-economic Status Other (specify)

Public Service Values Global public service values Accountability Fairness Ethics Professionalism Cultural or contextual values Democratization and participation Social Justice Public Trust Social Responsibility

NASPAA Resources Diversity best practice page Specific diversity standards hub Peer examples Conference workshops

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