Mapping the topics and learning outcomes of a core curriculum for MPP and MPA programs

Ian D. Clark; Ben Eisen; Mary Catharine Lennon; Leslie Alexander Pal

Mapping the topics and learning outcomes of a core curriculum for MPP and MPA programs

Ian D. Clark, Ben Eisen, Mary Catharine Lennon, Leslie Alexander Pal

Research output: Contribution to conference › Paper › peer-review

Abstract

This paper attempts to identify the core topics for Master’s programs in public policy, public administration and similarly named degrees (MPP/MPA programs), and to map assessable learning outcomes to these topics.
Previous papers (Clark & Pal, 2011, 2013; Clark, Eisen and Pal, 2014a) have examined core subjects and topics provided by MPP/MPA programs and explored their relationship to the competencies specified by standards-setting bodies. Learning outcomes have emerged as a crucial ingredient in quality assurance and accreditation regimes across a wide array of academic disciplines (Lennon and Frank, 2014). In this paper we suggest that learning
outcomes should be seen as the crucial connection between curricular content of instruction (described in terms of subjects, topics and concepts taught in programs) and the competencies expected of students who have received the instruction.

Original language	English
Publication status	Published - 26 May 2015
Externally published	Yes
Event	Annual CAPPA Conference - Toronto, Canada Duration: 25 May 2015 → 26 May 2015

Conference

Conference	Annual CAPPA Conference
Country/Territory	Canada
City	Toronto
Period	25/05/15 → 26/05/15

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title = "Mapping the topics and learning outcomes of a core curriculum for MPP and MPA programs",

abstract = "This paper attempts to identify the core topics for Master{\textquoteright}s programs in public policy, public administration and similarly named degrees (MPP/MPA programs), and to map assessable learning outcomes to these topics. Previous papers (Clark \& Pal, 2011, 2013; Clark, Eisen and Pal, 2014a) have examined core subjects and topics provided by MPP/MPA programs and explored their relationship to the competencies specified by standards-setting bodies. Learning outcomes have emerged as a crucial ingredient in quality assurance and accreditation regimes across a wide array of academic disciplines (Lennon and Frank, 2014). In this paper we suggest that learning outcomes should be seen as the crucial connection between curricular content of instruction (described in terms of subjects, topics and concepts taught in programs) and the competencies expected of students who have received the instruction.",

author = "Clark, \{Ian D.\} and Ben Eisen and Lennon, \{Mary Catharine\} and Pal, \{Leslie Alexander\}",

year = "2015",

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language = "English",

note = " Annual CAPPA Conference<br/> ; Conference date: 25-05-2015 Through 26-05-2015",

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T1 - Mapping the topics and learning outcomes of a core curriculum for MPP and MPA programs

AU - Clark, Ian D.

AU - Eisen, Ben

AU - Lennon, Mary Catharine

AU - Pal, Leslie Alexander

PY - 2015/5/26

Y1 - 2015/5/26

N2 - This paper attempts to identify the core topics for Master’s programs in public policy, public administration and similarly named degrees (MPP/MPA programs), and to map assessable learning outcomes to these topics. Previous papers (Clark & Pal, 2011, 2013; Clark, Eisen and Pal, 2014a) have examined core subjects and topics provided by MPP/MPA programs and explored their relationship to the competencies specified by standards-setting bodies. Learning outcomes have emerged as a crucial ingredient in quality assurance and accreditation regimes across a wide array of academic disciplines (Lennon and Frank, 2014). In this paper we suggest that learning outcomes should be seen as the crucial connection between curricular content of instruction (described in terms of subjects, topics and concepts taught in programs) and the competencies expected of students who have received the instruction.

AB - This paper attempts to identify the core topics for Master’s programs in public policy, public administration and similarly named degrees (MPP/MPA programs), and to map assessable learning outcomes to these topics. Previous papers (Clark & Pal, 2011, 2013; Clark, Eisen and Pal, 2014a) have examined core subjects and topics provided by MPP/MPA programs and explored their relationship to the competencies specified by standards-setting bodies. Learning outcomes have emerged as a crucial ingredient in quality assurance and accreditation regimes across a wide array of academic disciplines (Lennon and Frank, 2014). In this paper we suggest that learning outcomes should be seen as the crucial connection between curricular content of instruction (described in terms of subjects, topics and concepts taught in programs) and the competencies expected of students who have received the instruction.

M3 - Paper

T2 - Annual CAPPA Conference<br/>

Y2 - 25 May 2015 through 26 May 2015

ER -

Mapping the topics and learning outcomes of a core curriculum for MPP and MPA programs

Abstract

Conference

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