Iterative Learning: Programmatic Lessons from a Course Embedded Approach to Program Mission Assessment

Meek, Jack W.; Godwin, Marcia L.

doi:10.1080/15236803.2014.12001790

Cited by 5 publications

(4 citation statements)

References 11 publications

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“…We are also responsible for meeting NASPAA standards (revised in 2009) that emphasize developing competencies necessary for professionals in public service positions and preparing them for the increasingly interconnected and networked environment of public service. Fortunately, the competencies and related emphasis on public service values match well with our own emphasis on civic professionalism and facilitate connecting research and practice within our program (Meek and Godwin, 2014). In addition, the NASPAA guidelines encourage programs to develop their own mission statements.…”

Section: Master Of Public Administration (Mpa) Program -Development Omentioning

confidence: 87%

“…Fortunately, the competencies and related emphasis on public service values match well with our own emphasis on civic professionalism and facilitate connecting research and practice within our program (Meek and Godwin, 2014). In addition, the NASPAA guidelines encourage programs to develop their own mission statements.…”

Section: Mpa Curriculum -Integrating Theory Research and Practicementioning

confidence: 90%

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The scholarly practitioner

Godwin

Meek

2015

Teaching Public Administration

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This article outlines how Master of Public Administration (MPA) and Doctor of Public Administration (DPA) programs from one university in the United States approach the integration of theory, research, and practice. The article reviews the historic missions of US public administration programs that focus on the development of public service professionals and specialized practitioners. Next, we share how the MPA program integrates theory and research with practice in the development of civic professionals. Examples from the MPA program are shown in a taxonomy with illustrative examples. This article also contrasts the MPA with the DPA program that follows a scholarly practitioner model. Rather than exclusively following a traditional theory-to-practice model, practice-to-theory and more experiential research projects are critical to the development of graduate public administration students working in complex environments. More student-centric and student-initiated approaches provide more opportunities for student engagement and also are aligned with emerging pedagogical models.

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Section: Master Of Public Administration (Mpa) Program -Development Omentioning

confidence: 87%

Section: Mpa Curriculum -Integrating Theory Research and Practicementioning

confidence: 90%

The scholarly practitioner

Godwin

Meek

2015

Teaching Public Administration

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“…Rubrics have become commonplace in higher edu cation (see Kecskes, 2013;Reddy & An drade, 2010), and public administration programs are certainly no stranger to them (e.g., Diaz, 2014;Dunning, 2014;Fitzpatrick & Miller-Stevens, 2009;Getha-Taylor et al, 2014;Meek & Godwin, 2014;Powell et al, 2014). Rubrics articulate the expectations for a learning outcome (a specific assignment or program goal) by establishing clear criteria that can be measured on a scale that delineates varying levels of quality or attainment from beginner to advanced (Andrade, 2000;Arter & Chappuis, 2007).…”

Section: The Function and Use Of Rubricsmentioning

confidence: 99%

Rubrics as a Foundation for Assessing Student Competencies: One Public Administration Program’s Creative Exercise

Sandberg

Kecskes

2017

Journal of Public Affairs Education

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Since implementation of the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) standards for accreditation in 2009, public administration programs have been developing programmatic competencies that reflect NASPAA's universal standards. Likewise, myriad efforts have analyzed data related to student and program progress toward achievement of these competencies. This article adds to that conversation by recounting the approach to assessing competencies used in the Department of Public Administration at Portland State University. There, newly developed rubrics reflect each of the department's 10 competencies to examine whether students are acquiring the desired knowledge and skills. This article discusses the development and design of the rubrics as well as elements of gaining faculty and student input in the process.

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“…Fourteen of those articles reported on the development and use of competency assessments by accredited MPA programs, offering guidance on different approaches to assessment and insights into lessons learned in the development and implementation of competency assessment models. Indeed, in a special issue of JPAE in 2014, eight articles explored different aspects of competency assessment (Diaz, 2014;Levesque-Bristol & Richards, 2014;Mayhew, Schwartrz, & Taylor, 2014;Meek & Godwin, 2014;Piskulich & Peat, 2014;Powell, Saint Germain, & Sundstrum, 2014;Rissi & Gelmon, 2014;Rubaii & Calarusse, 2014).…”

mentioning

confidence: 99%

Competencies and outcomes in public affairs education

Jennings

2019

Journal of Public Affairs Education

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To herald JPAE's 25th volume, it is appropriate to look back at a bit of history and look forward to future research. Just as governments have faced demands to demonstrate results, so also did graduate programs in public policy and administration begin to face pressure to pay less attention to inputs and do more to demonstrate the results those inputs were producing. Beginning in the 1990s, NASPAA revised its accreditation standards to emphasize a mission-based approach with considerable attention to the competencies students develop while pursuing their degrees. That development stimulated an outpouring of research on competency assessment, but has fostered quite limited attention to the results of that focus for our graduates and the programs they analyze, the services they deliver, or the agencies they manage. The logical next step, research into the effects on student careers and public services, could help identify what works and how well it works in public affairs education.

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Iterative Learning: Programmatic Lessons from a Course Embedded Approach to Program Mission Assessment

Cited by 5 publications

References 11 publications

The scholarly practitioner

The scholarly practitioner

Rubrics as a Foundation for Assessing Student Competencies: One Public Administration Program’s Creative Exercise

Competencies and outcomes in public affairs education

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