Unit: Public Administration
Program: Public Administration (MPA)
Degree: Master's
Date: Fri Nov 09, 2018 - 1:47:38 pm

1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)

1. Manage human resources and organizational processes effectively by applying policies, concepts, and skills of HRM and and understand the contemporary issues facing public/nonprofit personnel management.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

2. Apply collaborative practices in teamwork to resolve problems and accomplish tasks, both intra-organizationally and inter-organizationally.

(6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)

3. Appraise the organizational environment, both internal and external, as well as culture, politics, and institutional setting.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

4. Prepare and analyze budgets in a public context in order to evaluate organizational effectiveness and assist in decision making.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)

5. Lead effectively and ethically by recognizing and assessing a variety of leadership techniques and styles and valuing different perspectives on leadership.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest.)

6. Apply their understanding of the policy-making processes, as part of a policy analysis, with strategies for implementation and evaluation, applying public service values.

(1. Demonstrate comprehensive knowledge in one or more general subject areas related to, but not confined to, a specific area of interest., 3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study., 5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience.)

7. Value the responsibilities of public service by demonstrating responsiveness to their publics, and recognizing the legal and ethical responsibilities for engaging in professional behavior.

(6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)

8. Consistently apply critical thinking to a public issue (e.g. policy, ethics, HRM, etc.) in order to decide what, if any, action to take.

(3. Apply research methodology and/or scholarly inquiry techniques specific to one’s field of study., 4. Critically analyze, synthesize, and utilize information and data related to one’s field of study.)

9. Frame research questions, identify and gather appropriate information, and recognize applicable research methods for systematically analyzing evidence, in order to answer the research questions.

(2. Demonstrate understanding of research methodology and techniques specific to one’s field of study.)

10. Communicate effectively orally in oral and written forms, by tailoring ones approach to the modes of communication appropriate to diverse audiences and a wide range of professional communicative situations.

(5. Proficiently communicate and disseminate information in a manner relevant to the field and intended audience., 6. Conduct research or projects as a responsible and ethical professional, including consideration of and respect for other cultural perspectives., 7. Interact professionally with others.)

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL:
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:
Other:
Other:

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2018:

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.

0%
1-50%
51-80%
81-99%
100%

5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

No
Yes, on some(1-50%) of the program SLOs
Yes, on most(51-99%) of the program SLOs
Yes, on all(100%) of the program SLOs

6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?

Yes
No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (Check all that apply.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)
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)
No (skip to question 17)
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
Other:

8) Briefly explain the assessment activities that took place.

We identified appropriate assignments to assess, developed assessment tools (pre/post test, rubric). We pilot tested the rubrics and set benchmarks before implementing them in the appropriate semester. For things with rubrics, we took a sample of assignments and each committee member would score them using the rubric.  We would then come together to discuss the results and what to do abbut them (if anything). 

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

Artistic exhibition/performance
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
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
Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other 2:

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

For pre/post tests, it was all students in a certain class/cohort,  For rubric assessments, 5 papers (30% of student papers) were randomly chosen by the lead instructor for the SLO being assessed. 

11) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)

Course instructor(s)
Faculty committee
Ad hoc faculty group
Department chairperson
Persons or organization outside the university
Faculty advisor
Advisors (in student support services)
Students (graduate or undergraduate)
Dean/Director
Other:

12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)

Used a rubric or scoring guide
Scored exams/tests/quizzes
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)
Other:

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.

Students for the most part acheived each SLO.  In instances where we did not meet our benchmarks of 80%, we made appropraite changes to either the assignment or the material covered in the course. 

14) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)
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)
Other:

15) Please briefly describe how the program used the results.

In cases where SLOs were met, we talked about the results and the rubric to make sure that we were happy with everything.

In cases where SLOs were not met, we discussed what changes we needed to make to the relevant courses and/or the assignment being assessed.  

16) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.

We learned what each of us was doing in our classes and how they connected. We assessed mutliple SLOs in 2 years so that we could get program accreditation. 

17) If the program did not engage in assessment activities, please justify.

not applicable