Program: Public Administration (MPA)
Date: Wed Nov 18, 2015 - 11:00:22 am
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
PLO1: Students will Lead and manage people effectively by applying policies, concepts, and skills of HRM and identifying labor management issues such as grievances, collective bargaining, and civil service systems
PLO2: Students will Apply/practice inter-organizational and inter-personal collaborative theories and best practices, and conflict resolution and negotiation skills
PLO3: Students will Appraise the organizational environment, both internal and external, as well as the culture, politics, and institutional setting
PLO4: Students will Use a budget to make decisions by preparing and analyzing the budget in a public policy context
PLO5: Students will Lead effectively by recognizing and assessing a variety of leadership techniques and styles and valuing different perspectives
PLO6: Students will Describe policy making processes, goals and actors and Evaluate public policy using policy analysis tools and skills, and applying public service values
PLO7: Students will Value the responsibilities of public service by demonstrating responsiveness to their publics, and recognizing the legal and ethical responsibilities and engaging in professional behavior
PLO8: Students will Regularly employ a coherent framework to think critically about an issue (e.g. policy, ethical, HRM, etc.) in order to decide what, if any, action to take
PLO9: Students will Frame research questions, identify and gather appropriate information, and recognize applicable resaerch methods for systematically analyzing evidence, in order to answer the research questions.
PLO10: Students will Communicate effectively orally and in written form, by tailoring to the mode of communication to different audiences
2) Your program's SLOs are published as follows. Please update as needed.
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:
3) Please review, add, replace, or delete the existing curriculum map.
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
5) Did your program engage in any program learning assessment activities between June 1, 2014 and September 30, 2015?
No (skip to question 16)
6) What best describes the program-level learning assessment activities that took place for the period June 1, 2014 to September 30, 2015? (Check all that apply.)
Collect/evaluate student work/performance to determine SLO achievement
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)
Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement.
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
7) Briefly explain the assessment activities that took place in the last 18 months.
We are pursuing national accreditation and have made significant curriculum changes to ensure that our program meets national standards. We made curriculum decisions by creating curriculum maps, brainstorming learning outcomes, and connecting those with course content. We did informal assessment of various student assignments as well. We have also created three assessment tools to asses four of our PLOs. We have analyzed one assessment.
8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)
Direct evidence of student learning (student work products)
Assignment/exam/paper completed as part of regular coursework and used for program-level assessment
Capstone work product (e.g., written project or non-thesis paper)
Exam created by an external organization (e.g., professional association for licensure)
Exit exam created by the program
IRB approval of research
Oral performance (oral defense, oral presentation, conference presentation)
Portfolio of student work
Publication or grant proposal
Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)
Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)
Thesis or dissertation used for program-level assessment in addition to individual student evaluation
Other 1: pre and post test of research methods
Indirect evidence of student learning
Alumni survey that contains self-reports of SLO achievement
Employer meetings/discussions/survey/interview of student SLO achievement
Interviews or focus groups that contain self-reports of SLO achievement
Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.
Student surveys that contain self-reports of SLO achievement
Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)
Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
all students who graduated last year (26) submitted evidence that was evaluated.
10) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
11) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)
12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.
Capstone assessment showed that 90% of students acheived the relevant SLO.
Research test showed that less than 50% of our students acheived the relevant SLO.
13) What best describes how the program used the results? (Check all that apply.)
Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)
Personnel or resource allocation changes
Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)
Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)
Celebration of student success!
Results indicated no action needed because students met expectations
Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)
14) Please briefly describe how the program used the results.
We used results to implement curriciulum changes and course content, revised signature assignments to make them more consistent across instructors.
Used capstone results to make course changes and add in additional learning opportunities.