Seizing the moment: outcomes assessment, curriculum reform, and mpa education

Abstract

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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