Outcome Source Type of Instrument Measure
1997 Brockport Self-Study Self-Appraisal—formal evaluation instrument Every faculty, full-time and adjunct, is required to use our class evaluation tools (IAS forms) in each class.   This insures continual feedback every semester. 
1998 Brockport Self-Study IAS – reporting in Self-Study A compilation of the results for all available course data for spring and fall semesters of 1995 and 1996.
1999 Brockport Self-Study In Fall 1996, we again surveyed our students (seven classes), alumni, PA Advisory Board, faculty and selected administrative personnel in order to gain feedback on our program and to provide them with an opportunity to review and comment on our new mission statement.
2000 Brockport Self-Study Self-Appraisal—formal evaluation instrument Graduate Assessment Survey
2001 Brockport Self-Study PA Advisory board
2002 Brockport Self-Study faculty evaluations
2003 Brockport Self-Study annual reports
2004 Brockport Self-Study budget reviews
2005 Brockport Self-Study Community feedback
2006 Brockport Self-Study Student feedback
2007 Brockport Self-Study ACHIEVEMENTS OF GRADUATES The table below entitled “Hierarchical level of Graduates”
2008 Brockport Self-Study ACHIEVEMENTS OF GRADUATES “Organizational Affiliation” table
2009 Brockport Self-Study ACHIEVEMENTS OF GRADUATES “Function Analysis”table
2010 Brockport Self-Study ACHIEVEMENTS OF GRADUATES Salary table
2011 Brockport Self-Study D.   RELATE CURRICULUM TO AREAS - Human Resources, Budgeting, Computers, Policy, etc.
2012 Brockport Self-Study 4.23 GENERAL COMPETENCIES - linked to brief course descriptions
2013 Brockport Self-Study Student Transcript Analysis
2014 Brockport Self-Study I.      PLACEMENTS DURING THE CURRENT YEAR - Internships
2015 Brockport Self-Study INTERNSHIP PLACEMENT LAST FOUR YEARS
2016 Brockport Self-Study PRACTITIONER INVOLVEMENT WITH PROGRAM AND STUDENTS advisory board but as guest speakers, conference participants, internship supervisors and for job development and placement assistance. 
Develop and enhance management and analytical skills for a diverse in-service student population in a traditionally rural but rapidly developing area. North Carolina annual assessment  Level of management and analytical skills as expressed in exit surveys.  The Program has established a continuous process of outcome assessment based on exit surveys. Since the mid-1908s, all graduates have been sent such surveys.  Likert type questions are utilized (1-5 rating scales).  Success has been internally defined as mean scores above 3.0 on the relevant scales. 
Develop and enhance management and analytical skills for a diverse in-service student population in a traditionally rural but rapidly developing area. North Carolina annual assessment Number of MPA Professional Papers addressing major eastern North Carolina topics. In the 1999-2000 academic year, seventeen MPA Professional Papers (a Master’s thesis-equivalent capstone experience requiring students to identify and address a real-world problem in public policy or management) were completed.  Of these, eleven addressed major public policy or management problems in eastern NC.  An additional two addressed statewide problems that have effects on eastern NC.  In addition, in 2000, the Program conducted a survey of graduates on their MPA Professional Paper experience.  The results of this survey are included in an appendix to the Program’s Self-Study.
Prepare pre-service students for administrative and management positions in the public sector North Carolina annual assessment Student assessment of required internship experience (as expressed on exit survey). Some 26 of the 49 post-1994 graduates who returned exit surveys completed a required internship (the remaining 23 were in-service students who had their internship waived).  Students expressed high levels of satisfaction (above 75%) on six of the nine scales used but low levels on three important scales—my internship helped me decide on a career (50%), my internship aided me in getting a job (38%), and I received experience which I found valuable later in my career (55%).
Prepare pre-service students for administrative and management positions in the public sector North Carolina annual assessment Placement of pre-service students in prestigious internships.  The Program seeks to continue its record of placing a large number of applicants in prestigious post-graduate internships. The NC Governor’s Management Internship Program was created in 1998.  It is modeled on the Presidential Management Internship.  In 1999 the program was retitled the NC Governor’s Post-Graduate Management Fellowship Program (GPMFP).  Each of the ten MPA-like programs in the state of North Carolina can nominate up to three individuals for this two-year fellowship.  The MPA program at ECU has nominated nine fellows, eight have been offered positions with the state (one of the eight subsequently declined the offer to accept a PMI).  This is the largest number of GPMFs from any MPA program in the state of NC. 
Develop and enhance management and analytical skills for a diverse in-service student population in a traditionally rural but rapidly developing area. North Carolina annual assessment Ongoing assessment of number of MPA students involved in faculty research projects; number of joint publications by faculty and MPA students; number of students presenting research at academic and professional association conferences and meetings All MPA students who hold graduate assistantships are involved in faculty research projects, most in the role of gathering data.  One assistant is assigned half-time (10 hours per week) to an externally-funded research project on domestic violence.  Two MPA students have co-authored research articles with MPA faculty and one additional co-authored paper was delivered at a national conference.
Provide service and leadership to local, regional, and national government agencies and non-profit organizations by applying the knowledge of Public Administration to practical problems and information needs. North Carolina annual assessment Extent to which policy proposals developed in MPA professional papers have input into policies developed by local, regional, and national government agencies and non-profit organizations as measured by MPA Professional Paper survey. Valid data was received from 81 graduates of the MPA program on a survey designed to elicit information on their MPA Professional Paper experience.  Almost ½ (49.4%) of student said that their MPA Professional Paper topic was related to their job and another 27% said that their topic was related to their internship.  Some 72% reported that they used parts of their analysis in their work while another 12% reported conducting a similar analysis for decision makers.  Fewer than half of the students, however, reported that their work was at least considered by decision makers (22% reported that the recommended alternative was implemented; another 6% reported that the recommended alternative was considered but not implemented).  Some 51% of graduates reported that their work was not used by decision makers. 
To create a vibrant and challenging learning environment where students can develop the theoretical knowledge and applied skills to better meet the challenges posed by a rapidly changing and dynamic environment and are sought out by public employers to become their future leaders. Old Dominion * annual alumni focus groups* satisfaction with job opportunities
To enhance the knowledge and competencies of mid-career practitioners who seek professional development and growth in federal, state and local government, along with other non-profit organizations. Old Dominion
completion rates for core courses
To provide students with a firm grounding in the responsibilities, values and ethical concerns of public service in order to better meet the needs of a diverse and multicultural society. Old Dominion * annual students surveys* students display knowledge of the importance of ethical concerns in their answers
To conduct theoretical and applied public sector research. Old Dominion *** student knowledge of research methods, program evaluation and policy analysis *** large majority of students received grade of B or better
All MPA students are expected to become informed, effective and efficacious citizens.  University of Nevada, Reno Involvement in civic activities after graduation Recurring student surveys
All MPA students are expected to become informed, effective and efficacious citizens.  University of Nevada, Reno Placement in civil service or related careers # students in civil service or related careers (of those who seek such careers)
All MPA students are expected to develop critical thinking, writing and communication skills that will enable them to succeed after graduation.  University of Nevada, Reno Job placement Job placement statistics
All MPA students are expected to develop critical thinking, writing and communication skills that will enable them to succeed after graduation.  University of Nevada, Reno Successful career paths as measured by Standard Occupational Industrial Code (SOIC) SOIC Data Over Time
All MPA students are expected to develop critical thinking, writing and communication skills that will enable them to succeed after graduation.  University of Nevada, Reno Ph.D. Program and Professional School Admissions Number of graduates who applied to Ph.D. or professional programs who were admitted.
All MPA students are expected to develop a thorough understanding of public administration and public policy processess and outcomes.  University of Nevada, Reno Successful completion of MPA comprehensive exam Percentage of students who pass field exam on the first try.
All MPA students are expected to develop a thorough understanding of public administration and public policy processess and outcomes.  University of Nevada, Reno Successul completion and defense of MPA thesis or professional paper. Program of study committee evaluations of the quality of both the thesis or professional paper and its defense.
MBA graduates will demonstrate knowledge of information systems, accounting, marketing, economics, organizational behavior, finance, production, international and managerial issues, and strategy. Valdosta MBA Knowledge Assessment Measure: Core Curriculum Assessment Program (CCAP) examination developed by AACSB. pre-test and post-test
MBA graduates will demonstrate leadership ability and team building skills. Valdosta MBA Skill Assessment Measures:  Initially, each MBA professor created a skill assessment survey that described certain skills for his or her particular MBA course and asked each student to rate on a one to seven Likert scale the extent that each skill had been gained. This survey was unproductive for a number of reasons. Therefore, the MBAC decided on a new approach to skill assessment. In 1998, the MBAC adopted Strategic Management as a capstone course and its simulation project as the basis for skills assessment. This project involves teams of students acting as managers of a company competing in the international athletic shoe industry. Each  team's company is in its eleventh year of operation, and each team must make eight decisions addressing the areas of finance, manufacturing, labor, shipping, plant capacity and automation, and branded/private label marketing. Teams also are required to prepare a five-year strategic plan and a code of ethics. Focusing on the last three years of operation and simulating a presentation to their stockholders regarding the company, the students make a presentation to the MBAC. Therefore, this skill assessment is a complex and realistic simulation.
MBA graduates will be able to identify and manage ethical issues and multicultural diversity. Valdosta MBA Skill Assessment Measures:  Initially, each MBA professor created a skill assessment survey that described certain skills for his or her particular MBA course and asked each student to rate on a one to seven Likert scale the extent that each skill had been gained. This survey was unproductive for a number of reasons. An Observer Report form based on the skill outcomes was created for the faculty to complete. This form spells out the needed skills addressed in the MBA Outcomes Two to Five and requires the faculty to determine if the skills are satisfactorily  demonstrated by the students' projects. The form also generates discussion of the strengths/weaknesses of each project, and enlists suggested changes for both the overall curriculum and the assessment process.
MBA graduates will demonstrate oral and written communication skills. Valdosta MBA Skill Assessment Measures:  Initially, each MBA professor created a skill assessment survey that described certain skills for his or her particular MBA course and asked each student to rate on a one to seven Likert scale the extent that each skill had been gained. This survey was unproductive for a number of reasons.
MBA graduates will demonstrate the ability to evaluate the business environment, then choose and utilize the quantitative or decision making technique that is appropriate for the given situation. Valdosta MBA Skill Assessment Measures:  Initially, each MBA professor created a skill assessment survey that described certain skills for his or her particular MBA course and asked each student to rate on a one to seven Likert scale the extent that each skill had been gained. This survey was unproductive for a number of reasons.
Curriculum Assessment Valdosta MBA The MBAC wanted instructional and curriculum review and revision to be undertaken on a continuous basis. The MBAC also wanted the faculty to learn from each other's experiences. Therefore, the MBAC developed a form on which each faculty at the end of his or her course states: (1) what went well in the course, (2) what did not go as well, and (3) suggested changes for the next time taught. In the annual report, the professors’ comments are listed anonymously. Each professor, therefore, can see the successes and problems that other professors encountered.
Satisfaction Assessment Measures Valdosta MBA To determine graduates' satisfaction with the MBA program and the impact of the degree on the graduates' careers, the MBAC initially conducted its own post-graduation surveys.
generic assessment tool Cal State S.B. Outcomes Assessment Plan Student feedback on the program through in-class current student questionnaire surveys administered every six years.
generic assessment tool Cal State S.B. Outcomes Assessment Plan Student feedback on the program's value to them obtained through "exit interviews” conducted every quarter among all MPA graduates.
generic assessment tool Cal State S.B. Outcomes Assessment Plan Structured Interviews With the Public  Administration Program Advisory Board
generic assessment tool Cal State S.B. Outcomes Assessment Plan Structured questionnaire surveys of graduate student interns. two internship assessment questionnaires and a final student paper; After completion of the internship, Supervising officials at sponsoring organizations fill-out an evaluation questionnaire on intern work performance.
generic assessment tool Cal State S.B. Outcomes Assessment Plan Structured surveys of recent and longer-term alumni conducted each six years.
generic assessment tool Cal State S.B. Outcomes Assessment Plan Structured surveys of MPA employers conducted every six years.
generic assessment tool Cal State S.B. Outcomes Assessment Plan Student evaluations of teacher effectiveness (SETE's) conducted every quarter.
generic assessment tool Cal State S.B. Outcomes Assessment Plan Another pointer to MPA student learning outcomes is the high number of students involved in professional activities and leadership roles. The Department regularly keeps track
generic assessment tool Cal State S.B. Outcomes Assessment Plan of this information.
generic assessment tool Cal State S.B. Outcomes Assessment Plan MPA Comprehensive Examination
generic assessment tool Cal State S.B. Outcomes Assessment Plan Graduate Research Project
Goal 1.1: Recruit and enroll qualified MPA students from diverse backgrounds. Cal State S.B. Outcomes Assessment Plan GRE, GPA, demographic data
Students posses a core body of knowledge about public administration history, theories and current issues in the field today San Francisco State Strategic Plan Successful Completion of Culminating Experience Goal 1 (Substantive Knowledge), Objective 1 - Train students to develop an understanding of the theoretical and intellectual knowledge underpinning the discipline of public administration - the history and theories of the field, the importance of social, economic, and political institutions, and the public policy process
Students understand the importance and role of economic, political and social institutions San Francisco State Strategic Plan Successful Completion of Culminating Experience Goal 1 (Substantive Knowledge), Objective 1 - Train students to develop an understanding of the theoretical and intellectual knowledge underpinning the discipline of public administration - the history and theories of the field, the importance of social, economic, and political institutions, and the public policy process
Students develop an understanding of organizations and how they work San Francisco State Strategic Plan Successful Completion of Culminating Experience Goal 1 (Substantive Knowledge), Objective 1 - Train students to develop an understanding of the theoretical and intellectual knowledge underpinning the discipline of public administration - the history and theories of the field, the importance of social, economic, and political institutions, and the public policy process
Students understand the policy process, policy issues, and public administrators' role in the process San Francisco State Strategic Plan Successful completion of policy paper required in PA 730. Goal 1 (Substantive Knowledge), Objective 1 - Train students to develop an understanding of the theoretical and intellectual knowledge underpinning the discipline of public administration - the history and theories of the field, the importance of social, economic, and political institutions, and the public policy process
Students develop an understanding of human resources management issues San Francisco State Strategic Plan Successful completion of paper in PA 745. Goal 1 (Substantive Knowledge), Objective 1 - Train students to develop an understanding of the theoretical and intellectual knowledge underpinning the discipline of public administration - the history and theories of the field, the importance of social, economic, and political institutions, and the public policy process
Students develop research skills and become intelligent consumers of statistical and qualitative data and research San Francisco State Strategic Plan Successful completion of PA 710 homework exercises and research paper. Goal 2 (Professional Skills), Objective 1 - Train students in the essential professional skills necessary to succeed in public administration--research skills, budgeting and policy analysis skills, skills in organizational development and change, and skills in personnel management
Students learn to use electronic and other search methods to develop bibliographic materials San Francisco State Strategic Plan Successful completion of paper in PA 710 Goal 2 (Professional Skills), Objective 1 - Train students in the essential professional skills necessary to succeed in public administration--research skills, budgeting and policy analysis skills, skills in organizational development and change, and skills in personnel management
Students develop ability to conduct cost benefit analysis San Francisco State Strategic Plan Successful completion of cost benefit analysis exercise in PA 720 Goal 2 (Professional Skills), Objective 1 - Train students in the essential professional skills necessary to succeed in public administration--research skills, budgeting and policy analysis skills, skills in organizational development and change, and skills in personnel management
Students are able to complete effective budget proposals San Francisco State Strategic Plan Successful completion of budget development project in PA 750. Goal 2 (Professional Skills), Objective 1 - Train students in the essential professional skills necessary to succeed in public administration--research skills, budgeting and policy analysis skills, skills in organizational development and change, and skills in personnel management
Students develop ability to read and understand public and nonprofit financial statements San Francisco State Strategic Plan Successful completion of financial statement exercise in PA 750 Goal 2 (Professional Skills), Objective 1 - Train students in the essential professional skills necessary to succeed in public administration--research skills, budgeting and policy analysis skills, skills in organizational development and change, and skills in personnel management
Students develop an understanding of human resources issues and workforce policies San Francisco State Strategic Plan Successful completion of workforce policies exercise in PA 745 Goal 2 (Professional Skills), Objective 1 - Train students in the essential professional skills necessary to succeed in public administration--research skills, budgeting and policy analysis skills, skills in organizational development and change, and skills in personnel management
Students have the ability to write concisely and effectively San Francisco State Strategic Plan Successful completion of two (2) written papers, and the Culminating Experience (Other evidence from other courses is possible.) Goal 2 (Professional Skills), Objective 2 - Train students to write effectively and concisely for an audience of professional public administrators
Students have the ability to make effective oral presentations San Francisco State Strategic Plan Successful completion of at least three (3) oral presentations in selected courses throughout the Program (PA 700, 710, 720, 740, 745 750). At least one presentation should be accompanied by a PowerPoint presentation. Goal 2 (Professional Skills), Objective 3:  Train students to make effective oral presentations to small and larger groups, provide both experience and the opportunity to develop confidence while speaking in public
Students have the ability to work effectively in teams San Francisco State Strategic Plan Successful completion of two (2) team projects in PA 740, PA 750, other core courses, or electives. Goal 2 (Professional Skills), Objective 4:  Train students to work in groups and teams, providing positive experiences and the opportunity to assess the importance of using teams to accomplish organizational tasks
Students are able to make effective use of these tools: e-mail, listserve, WWW for research, computer conferencing San Francisco State Strategic Plan Evidence of successful use of: e-mail messages with faculty, participation in MPA listserv, use of web for research in at least one paper, participation in discussion topic in conference. Goal 2 (Professional Skills), Objective 5:  Train students to utilize the predominant computer and Internet applications as tools appropriate for the public and nonprofit workplace
Students are able to use these computer applications: word processors, statistical packages, spreadsheets, presentation software, databases San Francisco State Strategic Plan Evidence of successful use in project in various courses.  n.b. - Faculty in courses fill out forms attesting to above Goal 2 (Professional Skills), Objective 5:  Train students to utilize the predominant computer and Internet applications as tools appropriate for the public and nonprofit workplace
Students develop an understanding of public sector ethical issues and how they apply to daily organizational life San Francisco State Strategic Plan Successful completion of paper defining or discussing public or nonprofit ethics (PA 700, 740, or 745) and addressed in Culminating Experience course Goal 3 (Ethical and Diversity Issues), Objective 1:  Train students in the issues of public sector ethics and diversity, focusing attention upon critical thinking and independent evaluations about these important topics
Students develop an understanding of the importance and complexity of diversity in public sector and nonprofit organizations and diversity issues apply to daily organizational life San Francisco State Strategic Plan Successful completion of paper defining or discussing diversity issues (PA 700, 740, 745, 790) and addressed in Culminating Experience Goal 3 (Ethical and Diversity Issues), Objective 1:  Train students in the issues of public sector ethics and diversity, focusing attention upon critical thinking and independent evaluations about these important topics
Students develop a more specialized body of knowledge in a specific subfield San Francisco State Strategic Plan Successful completion of paper, initiated in core concentration course and completed in Culminating Experience course, to incorporate knowledge and skills developed in other concentration courses and electives. Goal 4 (Knowledge of Substantive Field), Objective 1: Provide students with specialized knowledge in one of the important subfields of public administration
Program Goals San Francisco State Strategic Plan Average Incoming GPA, Number of applications, grants developed, programs developed, degrees awarded, community service activities, professional service activities, student satisfaction
Generic Student Learning Outcomes San Francisco State Strategic Plan Assessment of Student Learning Outcomes via a STUDENT PORTFOLIO PROCESS (directly linked to the four student learning goals)
San Francisco State Self-Study INTERNSHIP PLACEMENT LAST FOUR YEARS
San Francisco State Self-Study Student Transcript Analysis
San Francisco State Self-Study Alumni Survey
San Francisco State Self-Study Teaching Evaluations
Savannah State Self-Study alumni outcomes survey
Savannah State Self-Study advisement evaluation
Savannah State Self-Study Internship Supervisor Evaluation - The on-site internship supervisor completes this form.
Savannah State Self-Study exit survey and interview
Savannah State Self-Study Intern Self-Evaluation - This evaluation is used to gather perceptions from the students on their preparation and effectiveness in the workplace as a result of their involvement in the program.
Savannah State Self-Study Attrition Rates (annually)
Savannah State Self-Study Job placement statistics
Savannah State Self-Study Student Transcript Analysis
Savannah State Self-Study Alumni Survey (every 2-3 years)
Savannah State Self-Study Oral Examinatinons
Savannah State Self-Study Current Student Survey
Student Learning Outcomes Objectives Cal State Long Beach Self-Study Utilized an electroni Delphi exercise with students, faculty, graduates and practitioners in order to identify core competencies, skills, and knowledge see JPAE article
Cal State Long Beach Self-Study developed computerized student database to track student performance and assist in advising
Cal State Long Beach Self-Study Student Learning Outcome Portfolio
Cal State Long Beach Self-Study Job placement statistics
Cal State Long Beach Self-Study exit interview
Cal State Long Beach Self-Study Alumni Survey (every 2-3 years)
Cal State Long Beach Self-Study Student Transcript Analysis
Cal State Long Beach Self-Study INTERNSHIP PLACEMENT
Southwest Texas State Alumni Survey
Southwest Texas State Interview at Oral Exam
Southwest Texas State Exit survey (after oral exam)
Southwest Texas State Course Evaluations
Southwest Texas State Annual Faculty Evaluations
Southwest Texas State Review of Internship Notebook
Southwest Texas State Employer Interviews
Southwest Texas State Graduate Assessment Survey
Southwest Texas State Advisory Council
Southwest Texas State List of Capstone Projects since 1993 on the web
VCU Alumni Survey
VCU Student Transcript Analysis
VCU INTERNSHIP PLACEMENT LAST FOUR YEARS
Cleveland State No assessment tools not included in Brockport's 1997 Self-Study
Objective: Students completing the MPA Degree will increase their opportunities for employment or advancement in public service management professions Univerrsity of Nebraska, Omaha Eighty percent of the students six months after graduation will be employed in their career field Goal: develop an understanding of the role of public service
Objective One: To develop substantial external funding support for outreach programs in both rural and urban settings. Univerrsity of Nebraska, Omaha Increase by 20 percent the external dollar support activities between 1996 and 1999. Goal: Develop outreach programs
Objective Two: Establish new and expanding community partnerships to provide outreach services in the community. Univerrsity of Nebraska, Omaha Establish at least ten new collaborative partnerships between 1996 and 1999. Goal: Develop outreach programs
Univerrsity of Nebraska, Omaha No other assessment tools not included in Brockport's 1997 Self-Study
Georgia State No other assessment tools not included in Brockport's 1997 Self-Study
Georgia State Nonprofit Advisory Committee has given feedback on nonprofit curriculum
Georgia State Master's Student Listserv
Cal State Dominguez Hills No assessment tools not included in Brockport's 1997 Self-Study