Seizing the moment : outcomes assessment, curriculum reform, and mpa education
By: DURANT, Robert F
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ArticlePublisher: New York : Marcel Dekker, 1997International Journal of Public Administration - IJPA 20, 2, p. 397-429Abstract: This article reviews a recent exercise in developing an outcomes-based capstone course for the MPA program at the University of Baltimore. Chronicled is the way a reversible logic approach to designing that course led ineluctably into a full-scale, outcomes-based, strategic planning exercise for the program as a whole. In the process, the department was able to craft a performance-based curriculum that attacked an entitlement ethic among students, that made the faculty more accountable for its actions in the classroom, that streamlined course offerings and content in mission-related ways, and that introduced a continuous process improvement ethic driven by constant feedback from the capstone course.
This article reviews a recent exercise in developing an outcomes-based capstone course for the MPA program at the University of Baltimore. Chronicled is the way a reversible logic approach to designing that course led ineluctably into a full-scale, outcomes-based, strategic planning exercise for the program as a whole. In the process, the department was able to craft a performance-based curriculum that attacked an entitlement ethic among students, that made the faculty more accountable for its actions in the classroom, that streamlined course offerings and content in mission-related ways, and that introduced a continuous process improvement ethic driven by constant feedback from the capstone course.
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