Degree Program Assessment Reports : View Reports

Unit: Public Administration
Program: Public Administration (MPA)
Degree: Master's
Date: Wed Nov 18, 2020 - 3:23:41 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.

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

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.

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: https://puba.manoa.hawaii.edu/student-learning-outcomes/

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:

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

Curriculum Map File(s) from 2020:

File (11/19/2020)

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.

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):

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 November 1, 2018 and October 31, 2020?

Yes

No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (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)

Investigate other pressing issue related to student learning achievement for the program (explain in question 8)

Other:

8) Briefly explain the assessment activities that took place since November 2018.

we performed an assessment cycle on two of our SLOs, one related to public policy and the other related to Human reseources management and critical thinking. Changes made as a result of the assessment results were to clarify to the core pieces of the assignmed used to assess the policy SLO. there were no changes suggested for the HR asssessment.

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.

5 student papers for each assessment

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 from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.

benchmarks were 80% would meet criteria. For first SLO, 90% met the criteria. For the 2nd SLO, 100% met the criteria.

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 its findings/results.

for the first SLO, the final assignment was revised to focus on the pieces that we cared about for the SLO. For the 2nd SLO, no changes were needed.

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.

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.

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

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

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

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

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.

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.

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.

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.

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.

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

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

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) 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):

6) Did your program engage in any program learning assessment activities between November 1, 2018 and October 31, 2020?

7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (Check all that apply.)

8) Briefly explain the assessment activities that took place since November 2018.

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

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

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

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

13) Summarize the results from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.

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

15) Please briefly describe how the program used its findings/results.

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.

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