Standard 5.1 To Analyze Synthesize, Think Critically, Solve Problems and Make Decisions

Auburn University Assessment Process excerpted by the NASPAA Competencies Task Force

Program Mission: …The mission of the MPA program at Auburn University is to advance responsible public service leadership in a changing environment through teaching, research, and outreach.

COPRA –INTERIM REPORTThe Commission requested that the program complete one assessment cycle by June. At the time of the self-study submission, the program did not plan to have this done.

SITE VISIT REPORT: Standard 5.1• Reports program has made progress on

assessment• Collected and analyzed data from Fall 2011

courses using 4 point scale to assess • Report from Assessment Committee suggests

good progress on incorporating competency assessment but need for refinement.

SVR: Stage of Assessment• Cycle is not complete• Program needs to develop more

specific measures of learning outcomes for each competency

• More work to do on operationalizing competencies

COPRA DECISIONNo monitoring on Standard 5.1

Defining Competencies

Critically evaluate the assumptions and arguments about both policy and organizational matters in the public and non-profit sectors

Write papers and memos making recommendations on: (1) policy; (2) organizational and human resources issues

Identify and critically analyze assumptions in the PA literature

Trace how decisions by public and non-profit organizations produce policy outcomes that affect the lives of specific groups and communities

Use SPSS to create and analyze databases for public policy analysis and Excel to create databases and conduct budgetary analysis

Program’s Use of Evidence for Program Improvement

Each core class ties specific assignments or parts of assignments to one or more competencies.Students submit the completed work to Assessment Committee with name removedExample: POLI-7140 Public Budgeting students use Excel to develop a database and then use that database to provide and analyze information commonly requested during the budget process.

Students build portfolio from competency assignmentsMust include 8 examples and represent all five competencies

Analysis of Evidence

Assessment Committee:*Developed rubricSelect sample of papersReview and score the selected competency papersReview and analyze portfolios*Planned but not done until AFTER Interim Report

Committee prepares a report with specific policy recommendationsProgram plans to collect papers on one competency each academic year. The program will complete a full cycle of all competencies by 2016.

The Assessment Committee found that all students in the sample met at least the minimum expectations HOWEVER they also found that refinements were neededStudents better at synthesizing rather than conducting their own analyses. The assessment committee recommended that more attention be paid to independent analysis in the core courses.