Assessment Report Public Administration School of Education and Human Services Celia A. Watt, Ph.D., Interim Chair Edward Downey, DPA, Assessment Coordinator

What was Assessed - Student Learning Outcomes National Association of Schools of Public Affairs and Administration (NASPAA) Standard 5: Matching Operations with the Mission - Student Learning National Association of Schools of Public Affairs and Administration (NASPAA) 5.1 Universal Required Competencies 5.2 Mission-specific Required Competencies 5.3 Mission-specific Elective Competencies 5.4 Professional Competencies

PAD Mission and SLO’s parallel NASPAA Accreditation RequirementsNASPAA Accreditation Requirements The mission of the Master of Public Administration Program, College at Brockport, is to prepare leaders and managers in public, health care, and nonprofit organizations. The program maintains close student faculty interaction that enables graduates to LEAD, PARTICIPATE, ANALYZE, ARTICULATE, and COMMUNICATE in public service: Lead and manage in diverse organizational contexts. Participate and contribute to public policy in the student’s chosen emphasis: Public, Health Care, or Non- Profit Management. Analyze to make informed decisions. Articulate the public service concerns associated with the distribution of scarce resources. Communicate productively in settings characterized by diversity.

What was Assessed - Student Learning Outcomes Standard 5.1 Universal Required Competencies Standard 5.1 Universal Required Competencies Narrative Spreadsheet

5.2 Mission-specific Required Competencies: The program will identify core competencies in other domains that are necessary and appropriate to implement its mission Average class sizes small (not an SLO)

5.3 Mission-specific Elective Competencies The program will define its objectives and competencies for optional concentrations and specializations. Students will be able to describe and work within the emphasis specific institutional, structural, and political contexts of policy making Public Management Emphasis (renamed from General Emphasis)- PAD 641 Foundations of Public Administration Health Care Management Emphasis- PAD 613 Health Care in America Non-Profit Management Emphasis- PAD 646 Foundations of the Nonprofit Sector

5.4 Professional Competencies The program will ensure that students learn to apply their education, such as through experiential exercises and interactions with practitioners across the broad range of public affairs, administration, and policy professions and sectors. Students apply their education by developing a portfolio that reflects on their academic and professional work as related to their abilities to lead, participate, analyze, articulate, and communicate in public service. *696 Portfolio rubric696

How the assessment was accomplished Student Work Assessed: – The portfolio in PAD 696 Portfolio Seminar Measurement strategy: score, rubric, etc. – Rubric Sample: N students (is this a sample or all eligible students) – N=17 (all students in the seminar for Spring 13)

Data Outcome assessed: students learn to apply their education by asking them to develop a portfolio that reflects on their academic and professional work as related to their abilities to LEAD, PARTICIPATE, ANALYZE, ARTICULATE, and COMMUNICATE in public service. List all courses providing assessment data on this outcome (one row for each) Specific Assignments/Task Evaluated in each course listed Results of Assessment: n= ______ (total number of all assessments) [% Exceeding; Meeting/ Approaching; Not Meeting Criterion of Success] What was benchmark or criterion of success? PAD 696 Portfolio Seminar Portfolio (LEAD)Total number of students assessed in the course – all sections (n):_17___ Percent exceeding: 41% Percent meeting: 59% Percent approaching: 0% Percent not meeting: 0% Restate your benchmark: 80% Did you meet your benchmark? Yes √ No

Data Outcome assessed: students learn to apply their education by asking them to develop a portfolio that reflects on their academic and professional work as related to their abilities to LEAD, PARTICIPATE, ANALYZE, ARTICULATE, and COMMUNICATE in public service. List all courses providing assessment data on this outcome (one row for each) Specific Assignments/Task Evaluated in each course listed Results of Assessment: n= ______ (total number of all assessments) [% Exceeding; Meeting/ Approaching; Not Meeting Criterion of Success] What was benchmark or criterion of success? PAD 696 Portfolio Seminar Portfolio (PARTICIPATE)Total number of students assessed in the course – all sections (n):_17___ Percent exceeding: 47% Percent meeting: 53% Percent approaching: 0% Percent not meeting: 0% Restate your benchmark: 80% Did you meet your benchmark? Yes √ No

Data Outcome assessed: students learn to apply their education by asking them to develop a portfolio that reflects on their academic and professional work as related to their abilities to LEAD, PARTICIPATE, ANALYZE, ARTICULATE, and COMMUNICATE in public service. List all courses providing assessment data on this outcome (one row for each) Specific Assignments/Task Evaluated in each course listed Results of Assessment: n= ______ (total number of all assessments) [% Exceeding; Meeting/ Approaching; Not Meeting Criterion of Success] What was benchmark or criterion of success? PAD 696 Portfolio Seminar Portfolio (ANALYZE)Total number of students assessed in the course – all sections (n):_17___ Percent exceeding: 18% Percent meeting: 82% Percent approaching: 0% Percent not meeting: 0% Restate your benchmark: 80% Did you meet your benchmark? Yes √ No

Data Outcome assessed: students learn to apply their education by asking them to develop a portfolio that reflects on their academic and professional work as related to their abilities to LEAD, PARTICIPATE, ANALYZE, ARTICULATE, and COMMUNICATE in public service. List all courses providing assessment data on this outcome (one row for each) Specific Assignments/Task Evaluated in each course listed Results of Assessment: n= ______ (total number of all assessments) [% Exceeding; Meeting/ Approaching; Not Meeting Criterion of Success] What was benchmark or criterion of success? PAD 696 Portfolio Seminar Portfolio (ARTICULATE)Total number of students assessed in the course – all sections (n):_17___ Percent exceeding: 41% Percent meeting: 59% Percent approaching: 0% Percent not meeting: 0% Restate your benchmark: 80% Did you meet your benchmark? Yes √ No

Data Outcome assessed: students learn to apply their education by asking them to develop a portfolio that reflects on their academic and professional work as related to their abilities to LEAD, PARTICIPATE, ANALYZE, ARTICULATE, and COMMUNICATE in public service. List all courses providing assessment data on this outcome (one row for each) Specific Assignments/Task Evaluated in each course listed Results of Assessment: n= ______ (total number of all assessments) [% Exceeding; Meeting/ Approaching; Not Meeting Criterion of Success] What was benchmark or criterion of success? PAD 696 Portfolio Seminar Portfolio (COMMUNICATE)Total number of students assessed in the course – all sections (n):_17___ Percent exceeding: 29% Percent meeting: 71% Percent approaching: 0% Percent not meeting: 0% Restate your benchmark: 80% Did you meet your benchmark? Yes √ No

What the data told us Leading: 41% Exceeding; 59% Meeting Participating: 47% Exceeding; 53% Meeting Analyzing: 18% Exceeding; 82% Meeting Articulating: 41% Exceeding; 59% Meeting Communicating: 29% Exceeding; 71% Meeting Even though the benchmark of meeting and exceeding (80%) was met, the faculty felt like the Exceeding percentages could be better.

Action Plan/Data Driven Decision: How the department did or will “close the loop” The department will add the existing course, PAD 680 Public Policy, to the common curriculum as it reinforces application of all core competencies with emphasis on analyzing and communicating.

What resources were applied or are needed to close the loop Faculty time was required to review the data, discuss the importance of the findings, and develop and implement the plan. No other resources necessary.

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