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GRADUATE CAPSTONE COURSES and CULMINATING EXPERIENCES: COMPONENTS, USES , AND ASSESSMENT

GRADUATE CAPSTONE COURSES and CULMINATING EXPERIENCES: COMPONENTS, USES , AND ASSESSMENT. Barbara Peat Indiana University Northwest Anand Desai Ohio State University. NASPAA Competency Committee. Survey Role & Purpose of Culminating Experience Spring 2012 282 Schools surveyed

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GRADUATE CAPSTONE COURSES and CULMINATING EXPERIENCES: COMPONENTS, USES , AND ASSESSMENT

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  1. GRADUATE CAPSTONE COURSES and CULMINATING EXPERIENCES: COMPONENTS, USES, AND ASSESSMENT Barbara Peat Indiana University Northwest Anand Desai Ohio State University

  2. NASPAA Competency Committee Survey • Role & Purpose of Culminating Experience Spring 2012 282 Schools surveyed 151 (53.5%) responses

  3. Respondent Accreditation Status 68% currently accredited 11% seeking accreditation 21% not accredited

  4. NUMBER OF FACULTY & STUDENTS

  5. Degree (120 responses) 85% offer Master of Public Administration 9% offer Master of Public Affairs 11% offer Master of Public Policy 2% offer Master of Public Management 11% offer other degrees Some schools offer multiple degrees

  6. TYPE OF CAPSTONE COURSE /CULMINATING EXPERIENCE CAPSTONE COURSE 53% CAPSTONE PROJECT 40% THESIS 20% RESEARCH PAPER 17% COMPREHENSIVE EXAM 16% PORTFOLIO 10% PRACTICUM ORAL PRESENTATION 10% SERVICE LEARNING PROJECT 8% PRACTICUM PAPER 7%

  7. Description of Culminating Experience 111 provided a brief description Most had team or group project Multiple requirements, usually a paper and a presentation • Case study • Community project Some focused on career planning

  8. Used for Assessing Universal Competencies? 93% “Yes” 113 responses Lead and manage in public governance 63% Participate in and contribute to the public policy process 70% Analyze, synthesize, think critically, solve problems and make decisions99% Articulate and apply a public service perspective 69% Communicate and interact productively with a diverse and changing work force & citizenry 63%

  9. What are the skill sets assessed? Oral presentation 74% Computer aided presentations (power point, charts, graphs, etc.) 62% Research (quantitative and/or qualitative) 88% Teamwork 37% Writing 98%

  10. THEMES OF WRITE-IN RESPONSESOTHER SKILLS SETS ANALYTICAL PROBLEM SOLUTION CLIENT MANAGEMENT KNOWLEDGE OF FIELD PROGRAM EVALUATION CRITICAL THINKING REFLECTION/SELF-AWARENESS

  11. Who assesses performance? Capstone course instructor solely 63% Group of faculty within the program 58% Other faculty at the university 8% Community representatives 15% Peers 15% Alumni 7% Advisory board members 8% Employers 5% Internship Supervisors 6%

  12. LIKERT RATINGS OF BENEFITSOF MODEL USED • TOP RATED – REQUIRES INTEGRATION OF LEARNING FROM OTHER COURSES IN THE MASTER’S PROGRAM (71% INDICATING VERY BENEFICIAL) INCREASES STUDENT KNOWLEDGE, SKILLS, AND ABILITIES IN RESEARCH (64% INDICATED VERY BENEFICIAL)

  13. THEMES OF BENEFITS OF THE MODEL USED PROFESSIONAL DEVELOPMENT REFLECTION CAREER BUILDING APPLICATION OF COURSE WORK COMMUNITY SERVICE

  14. LIKERT RATINGS OF CHALLENGES OF MODEL USED TOP RATED – DETERMINING APPROPRIATE MEASURES OF STUDENT PERFORMANCE (49% SOMEWHAT CHALLENGING) LOCATING APPROPRIATE SERVICE LEARNING PROJECTS (36% SOMEWHAT CHALLENGING)

  15. THEMES OF CHALLENGES OF MODEL USED LACK OF CLARITY OF PERFORMANCE EVALUATION APPLICATION OF COURSE LEARNING TO REAL LIFE GROUP WORK – CAN BE DIFFICULT LOCATING APPROPRIATE CLIENTS

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