SACSCOC Fifth Year Interim Report
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Assessment : 2012 - 2013 : Educational Programs :
Public Administration MPA
Public Administration MPA
1 Goal 1 Objective 1 Indicator 1 Criterion 1 Finding 1 Action
| GOAL: Written Comprehensive Exams |
| Objective |
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| Students must demonstrate competency in the some of the core areas of public administration including financial management, research methods, and ethics. |
| Indicator |
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| We utilize written comprehensive exams as a tool for measuring students' knowledge and skills. Prior to graduation students complete three written comprehensive exams in areas relevant to their coursework. Exam questions are written by faculty with expertise in the students' areas of study and the questions are based on the comprehensive exam reading lists and the content of the overview courses (see department level goal of revise written comprehensive exam process for more information on the reading lists and overview courses). Students' exams are graded by at least two faculty members (more when possible) who have expertise in the areas of study pursued by students. Exams are assigned one of the following scores: high pass, pass, and no pass. If the two faculty members issue conflicting scores (e.g., pass and no pass), a third faculty member will be asked to score the exams and issue a final ruling. |
| Criterion |
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| We expect that at least 80% of our students will pass their exams on the first attempt and that 100% of the students who have to take the exam a second time will pass. Efforts noted in our 2008-2009 actions will be implemented, specifically, we require students to attend a comprehensive exam study skills session conducted by the graduate director and graduate faculty members. Utilizing a rubric developed in the spring of 2010, graduate faculty will determine low pass, pass, and high pass. We believe that this will produce at least 2 high passes for this year's cohort. |
| Finding |
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Four students took the comprehensive exams in the spring 2013 semester with each sitting for three different areas in public administration. The results are as follows: Area 1: 3 pass; 1 conditional pass Area 2: 1 high pass; 1 pass; 2 conditional pass Area 3: 1 high pass; 1 pass; 2 conditional pass Given the 12 total exams, 7 were passed on the first attempt with 2 high passes and 5 exams received a conditional pass requiring a re-write. Ultimately, two students passed the comps on the first attempt and two students sat for rewrites. The latter two subsequenlty passed on their second attempt. It was expected that at least 80% would pass all exams on their first attempt and 100% would receive a pass on their second attempt. Thus the results for written comprehensive exams were mixed. We did not meet the goals for students taking the first exam but did succeed on the second exam. Faculty found that students need to develop greater comprehension in the areas of ethics, public management, human resource management, and program evaluation. Further, the policy instituted last year (if contradictory scores are issued, the graduate director will appoint a third reader. Also all readers will be required to carefully abide by the grading rubric) solved the problems of issues with the grading of the exams. |
Actions for Objective:
| Action |
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In order to address the higher than expected conditional passes, the MPA faculty will evaluate, review, and revise course content for the core courses in the program during the fall 2013 semester. In addition, the faculty will continue to emphasize improving students' comprehension of research design, data, and methods. The syllabi in each MPA graduate course will emphasize these skills. Due to the addition of new faculty members that will teach both MA and MPA courses, the graduate faculty will meet to discuss new expectations regarding student performance. |
| Previous Cycle's "Plan for Continuous Improvement" |
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Conference Attendance: In fall 2012 and spring 2013 the graduate director will begin collecting more detailed information about students’ professional goals. Faculty members will design assignments appropriate to the students’ professional goals and require students to complete one of the assignments prior to graduation.
Written Comprehensive Exams: We believe the adoption of a new policy regarding contradictory scores issued by two exam readers and a more strict enforcement of the grading rubric will allow us to meet our original goal of 80% passing rate on first attempts. We will continue to expect a 100% passing rate on second attempts. To address the need to improve students' comprehension of research design, data, and methods the syllabi in each MPA graduate course will emphasize these skills. Oral Comprehensive Exams: Oral exams are logistically problematic and thus we decided to rely on written exams. |
| Update on Previous Cycle's "Plan for Continuous Improvement" |
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Confernce Attendance: In terms of conference attendance, the department did not collect enough information regarding students' professional goals regarding conference attendance and presentations since the majority of our students in the MPA program are already working professionals.
Written Comprehensive Exams: Streamlining the comprehensive exam process in terms of contradictory scores was successful. We will continue to strive for 80% passing on the first attempt with 100% passing should a second attempt be necessary. We terminated the use of oral comprehensive exams. |
| Plan for Continuous Improvement |
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In order to continue improving the the MPA program, the faculy will evaluate the course offerings in 2013-2014 to ensure a greater comprehension in the areas of public management, human resource management, program evaluation, and ethics. We believe this will help improve the first attempt scores for written comprehensive exams.
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