ࡱ> _a^ W-bjbjxx D`jj$8\Wt#"555W#Y#Y#Y#Y#Y#Y#%V(Y#55555Y#Hn#5^W#5W#V!@" ʁ6! C##0#!T))")"$5555555Y#Y#555#5555)555555555 u:  Academic Year: 2018-2019Degree Program Name: MPA Department Name: Public Policy and AdministrationName of Chair: Dr. David PowellCampus Extension / email: David.Powell@csulb.eduProgram Assessment Coordinator: Dr. David PowellCampus Extension / email: 5383/David.Powell@csulb.edu 1. Which graduate Program Learning Outcome (PLO) or issue did your program assess this year? To Communicate and Interact Productively with a Diverse and Changing Workforce and Citizenry: Functional applications of personnel management (PPA 577); Applied presentation and recommendations (PPA 660); Applied program evaluation proposal and presentation (PPA 696); In-depth exploration of selected topics in PPA 697 Case Studies (Research Methods) The two dimensions of this learning outcome that were assessed this year were: Oral Communications Written Communications  2. Briefly describe the direct measures used to assess this outcome. The GCPPA employs a wide variety of direct measures to assess the outcome of to communicate and interact productively with a diverse and changing workforce and citizenry. For this academic year, the GCPPA assessed both oral and written communications. The direct measure that was used to measure oral communication was the oral presentation requirement in PPA 660 Organization Theory. The oral presentation requirement consists of a 10 minute presentation of the results of the organizational analysis assignment. TV prepare a 10 minute presentation of their findings utilizing a Powerpoint presentation. The PPA 660 instructor applies an evaluation rubric (see attached) that measures several dimensions including content, time management, visual presentation, and audience engagement. These dimensions are evaluated using a four point behaviorally anchored rating scale. The direct measure that was used to measure written communication was the PPA 697 Research Methods case study. A random sample of 32 cases submitted from 2016-2019 was reviewed using an evaluation rubric (see attached). The rubric evaluated the writing quality of the cases across the dimensions of: organization of the argument, clarity of the writing, overall writing quality, and APA formatting. The dimensions were again measured using a four point behaviorally anchored rating scale.  3. What were the results of the assessment? Include also a narrative and analysis about what the results suggest about the skills students possess when they graduate from your program. In terms of oral communication, the rubric analysis revealed the following: TV scoring in the top two categories of the rubric (excellent/good): Content: 28/28 100% Time Management: 21/28 75% Audience Engagement 11/28 39.3% Visual Presentation - 26/28 92.8% The first implication of the results is that MPA students appear to be quite capable of communicating information effectively to an audience. All of the presentations that were assessed contained the content required in the assignment. Each presenter communicated the background of the organization, the illustrative management practices of the organization, the elements of classical, human relations, and systems theories evident in the organization, and methods of measuring organizational excellence demonstrated by the organization. Each presenter employed a Powerpoint presentation to communicate information. The vast majority (92.8%) of presentations included graphics and easily understandable language to communicate the elements of the presentation. There were two areas of concern identified in the results. The first is a relatively minor concern and that involves time management. While 75% of students stayed within 2 minutes of the 10 minute maximum requirement, 64% of students failed to adhere to the maximum time limit. Given the strict time limitations and parameters in the public sector, students may need to pay more attention to the time resources available for presenting findings to audiences. Another area of concern is audience engagement. This is the rubric category that was a struggle for the majority of presenters (61.3%). In this category, the primary issue involved the inability of students to engage their audience in the presentation through the use of probing and engaging questions. Many presenters effectively communicated the information in the presentation in one-way communication but failed to involve their audience in the presentation. This is an important area of improvement for MPA students as they will need to interact effectively with diverse audiences in the public sector. The classroom audience for this assignment was very diverse and consisted of colleagues from a variety of areas in Southern TVand a variety of positions including city managers, budget analysts, human resource specialists, etc. In terms of written communication, the rubric analysis revealed the following: TV scoring in the top two categories of the rubric (excellent/good): Organization: 28/32 = 87.5% Clarity: 32/32 = 100% Quality of Writing: 32/32 = 100% APA Formatting: 19/32 = 59.3% Vast majorities of sampled case study responses score in the excellent and good categories. The only rubric category that is potentially problematic is APA formatting. 59.3% of respondents scored in the excellent/good categories. For the 40.7% of students who scored in the fair/poor categories, the primary issue related to adherence to APA formatting. This included the lack of running heads and improper formatting of references. Of the four rubric dimensions, clarity, quality of writing, and organization are the most important for graduating students. All MPA students should leave the program with the ability to clearly communicate and organize arguments in a logical and effective manner. The high scores across these three categories indicate that MPA students clearly have these skills. Adherence to APA formatting is probably less important for MPA graduates as they will rarely need to adhere to one type of formatting in their professional careers. APA format adherence is often more of a concern in an academic as compared to a professional setting.  4. How will you use the results used for improving student learning (how are you "closing the loop")? Oral Communications: These findings recommend the incorporation of two strategies. First, time management needs to be addressed in the discussion of the presentation in PPA 660. Incorporating strategies for managing presentation time into the discussion of the presentation requirement will prove beneficial to students. Future presenters will have a timer available to help them stay within required time limits. This will provide students with practice at adhering to time limitations. A second useful strategy will address audience engagement. TV will be provided with examples of questions that may enhance audience engagement. An additional set of readings on audience engagement will also be provided to PPA 660 students across all sections of the course that utilize the presentation requirement. Written Communications: The findings suggest that more exposure to APA style earlier in the program would be useful. A recommended strategy to address this is to incorporate coverage of APA formatting in the PPA 500 course. This will expose students to the requirements of APA format upon entry into the program. A second strategy is to utilize the new student orientation to recommend that students purchase the APA style manual prior to the beginning of coursework.  5. Were any indirect assessments, such as exit interviews, employer surveys, or alumni surveys used to complement your direct assessment? If so, briefly discuss below. In addition to direct assessment measures, the GCPPA also utilizes a variety of indirect measures as well. One of the most ubiquitous of these measures is the skills self-assessment. As part of the departments robust and holistic assessment system, all students complete an initial skills self assessment in PPA 500 (the first course in the program) and a final skills self-assessment in PPA 697 (the last course in the program). These self-assessments require that students assess themselves across a wide array of relevant skills. Two of these skills are oral and written communications. TV assess their own oral and written communication skills utilizing a 5 point Likert ordinal scale. A random sample of 30 students was selected and the initial and final skills self-assessment scores were reviewed for these students. (All of these students have graduated from the program or are in their final semester of studies.) The cursory analysis revealed that 98% of students reported an increase across both oral and written communications between the initial and final skills self-assessment.  6. Please provide an update on actions regarding your MOU if appropriate and attach the update to this report if necessary.  Please send the completed report to your College Dean and appropriate Associate Dean, Vice Provost Jody Cormack, and the Director for Program Review and Assessment Sharlene Sayegh. Please save a copy for your files. If you have any questions, please contact Sharlene at Sharlene.Sayegh@csulb.edu.     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