1. SPNHA Learning Assessment 2008

2. Outcomes/Objectives MPA Good Communication Skills Good Critical Thinking Skills Post Graduation Employment Successful & Valuable Internship Experience PNA major Post graduation employment / graduate school Meaningful Internship Communication Skills Critical Thinking

3. Measures MPA Writing Skills Analysis Critical Thinking Analysis Internship Analysis Job Attainment Rate Internship Approval Rate PNA major Writing Skills Analysis Critical Thinking Analysis Internship Analysis Job Attainment Rate

4. Writing Skills Analysis Actions MPA Writing Skills Analysis Rubric Applied to papers from PA619 PNA major Writing Skills Analysis Rubric Applied to papers from PA307

6. Writing Skills Analysis Goals MPA Papers in each assessment category rated satisfactory or better: 75% All papers rated satisfactory or better: 75% Average total communication skills score: 12 points PNA major Papers in each assessment category rated satisfactory or better: 65% All papers rated satisfactory or better: 65% Average total communication skills score of 9

7. Writing Skills Analysis Findings MPA All of communication skill targets are achieved with exception of “content” and “mechanics.” “Content” is close, but “mechanics” is substantially lower than the established target. Average paper’s total score 12.7 points PNA major All of the communication skills targets fall short, except "organization.“ “Mechanics," "references," and "format" are worst. Average paper’s total score 11 points

8. Writing Skills Analysis Actions MPA A "Writing Mechanics" module will be developed and introduced in all sections of PA520. PNA major A module should be developed for PA420 that focuses the students attention on: –making an argument –using good information –citing that information. More interaction is needed among the faculty to develop greater consistency in evaluating critical thinking and writing skills. The next evaluation rounds will require faculty to compare their scores on the same paper.

9. Writing Skills Analysis Committee Comments MPA none PNA major “You did a very good job developing a rubric to standardize the evaluation process. It may be useful in the future to expand the scale to allow for more subtle differences between students, for example a 1-5 or 1-10 scale. There were several typographical and grammatical errors in this entry that may have occurred during importing of the text.”

10. Critical Thinking Analysis Measure MPA Critical Thinking Analysis Rubric Applied to papers from PA619 PNA major Critical Thinking Analysis Rubric Applied to papers from PA307

12. Critical Thinking Analysis Goals MPA Papers in each assessment category rated satisfactory or better: 70% All papers rated satisfactory or better: 70% Average total communication skills score: 7 points PNA major Papers in each assessment category rated satisfactory or better: 65% All papers rated satisfactory or better: 65% Average total communication skills score of 6

13. Critical Thinking Analysis Findings MPA We met our target of 70 percent of all papers rated as satisfactory or better in all critical thinking areas. All of the papers assessed received a satisfactory or better rating. Average paper’s total score: 7.9. PNA major With exception to "recognizing alternatives," our target of a 65 percent satisfactory rating was achieved or nearly achieved. While two categories (“quality of evidence” and “supports arguments”) are two points lower than the established target, the “use of models” is substantially lower than the target of 65 percent. Average paper’s total score: 6.8.

14. Critical Thinking Analysis Actions MPAPNA major A module should be developed for PA420 that focuses the students attention on: –making an argument –using good information –citing that information. Faculty are not satisfied with the critical thinking rubric used. They will adopt a modified rubric at the Fall retreat More interaction is needed among the faculty to develop greater consistency in evaluating critical thinking and writing skills.

15. Critical Thinking Analysis Committee Comments MPA none PNA major “Again, it may be useful in the future to expand the scale to allow for more subtle differences between students, for example a 1-5 or 1-10 scale. How you plan to apply the specific rubric citeria (sic) was also not clear.” “Several measures appeared to be based on rubric which is to be commended. The criteria for applying these rubrics and the scale chosen were somewhat confusing. Perhaps an example of how the rubric was applied to arrive at the final score for each student would help clarify the process. Measures seems to rely heavily on one course PA307 and on writing samples. Are there other measures that could provide information regarding critical thinking skills?”

16. Internship Analysis Measure Internships were evaluated on: Internship provided exposure to management decision making Internship provided opportunity to participate in various parts of the organization's operation, including budgeting, core work and outcome assessment activities. The host organization's work matched with the intern's primary career objectives. Student reported a good internship experience. Host organization reported satisfaction with the intern's knowledge, attitude and reliability. MPA & PNA majors

17. Internship Analysis Goals 70% of internships should be satisfactory or better in all five categories. 80% of host organizations should report that the students were satisfactory interns. MPA & PNA majors

18. Internship Analysis Findings MPA 65% of internships had satisfactory scores on all five criteria. One issue was that some host organizations, although well intentioned, were not prepared to use their interns effectively. Although all host organizations reported being satisfied with their interns, both students and host feedback indicated that students needed better preparation in budgeting, finance and fundraising.. PNA major All host organizations were satisfied with their interns. However, only 50 percent of internships had satisfactory scores on all five criteria. Well short of the 70% desired. One of the most obvious problems was that students were taking convenient internships rather than strategic internships. Thus they did not match well with their career objectives.

19. Internship Analysis Actions MPA Students taking internships for credits should have at least on year of course work(9 credits) including finance(PA615 or PA632) We will establish a relationship with organizations that can provide quality internship experiences on a regular basis. we will place interns there on a rolling basis. We will initiate 4 such pipeline internships per year for the next few years. PNA major Beginning in Fall 2008 SPNHA and Career Services will offer each semester a workshop exploring internship and volunteer options. Governmental and Nonprofit employers and agencies will be invited to campus in the fall and spring to conduct informational and recruitment sessions. These will be organized opportunities for local governmental and nonprofits to meet with undergraduates for internship, volunteerism and entry-level career placement. And for undergraduates to get tips on seeking out, applying for and getting the most out of internship experiences.

20. Internship Analysis Committee Comments MPA none PNA major “The criteria applied to evaluate this measure is not clear. Will you be polling.”

21. Job Attainment Rate Measure Ever year, GVSU Career Services surveys recent graduates. Taking the most recent two years of data available, we looked at the rate at which recent MPA and PNA graduates were employed in the public or nonprofit sector, or where attending graduate school.. MPA & PNA majors

22. Job Attainment Rate Goals MPA We expect that our recent MPA graduates will be employed in the public or nonprofit management field (or attending graduate school) at a rate equal to or higher than –graduates from the MBA program –equal to or higher than all graduates from GVSU`s Master`s and Doctoral programs. PNA major We expect that our recent PNA graduates will be employed in the public or nonprofit management field or attending graduate school at a rate –equal to or higher than graduates from business management –equal to or higher than graduates from political science –equal to or higher than all GVSU undergraduates

23. Job Attainment Rate Findings MPA 84% of recent MPA graduates are employed in their field or in graduate school. That is on par with the MBA program. However, it is short of the 95% rate for all GVSU Masters and Doctoral graduates PNA major 80%of recent PNA graduates are employed in their field or in graduate school. That is on par with Political Science (more working, less in grad school) and with all GVSU BS/BA graduates. It is higher than graduates in business management.

24. Job Attainment Rate Actions MPA none PNA major none

25. Job Attainment Rate Committee Comments MPA none PNA major “This measure seems like a good one for evaluating success after graduation. Changes over time will be very important as well as consitency (sic) in polling of alumni.” “Some of your objectives are worded broadly to the point that some sound more like program goals rather than student learning objectives. For example, objective 1 “to have graduates able to obtain a job in public or nonprofit management, or enter graduate school” may be more appropriate in a self study. For assessment report purposes the objective should be more student learning focused and provide student learning outcomes that are measurable. Can you identify specific, measurable, skills and knowledge that prepare your students to be successful in locating employment or pursuing graduate school.” (from memo)

26. The genesis of learning assessments In the beginning was the Final Exam. And then came the Student Learning Assessments. And the Student Learning Assessments were without form. And darkness was upon the faces of the Faculty. And they spoke among themselves, saying, "It is a crock of shit, and it stinketh." And the Faculty went unto their Unit Heads and said, "It is a pail of dung, and none may abide the odor thereof." And the Units Heads went unto their Deans, saying, "It is a container of excrement, and it is very strong, such that none may abide by it." And the Deans went unto the Executive Committee of the Senate (ECS), saying, "It is a vessel of fertilizer, and none may abide its strength." And the Senators spoke amongst themselves, saying one to another, "It contains that which aids plant growth, and it is very strong." And the ECS Chair then went to the Provost, saying unto her, "It promotes growth and is very powerful." And the Provost went unto the President, saying unto him, “Our great and wise Faculty has sent us word that these new Student Learning Assessments will actively promote the growth and vigor of our grand university, with powerful effects." And the President looked upon the Student Learning Assessments, and saw that they were good. Or “How Shit Happens”