ࡱ> NPM#` =bjbj\.\. 0>>D>D&5 """ , ZZZt8 2        giiiiii$>h9Z     ZZ   pZ Z g gZZ#  I'K0 ,RBRR#RZ#(   d        dhDhn8LZZZZ Master of Public Administration Overview. The Master of Public Administration program was founded in 1980 to meet the needs of the many government workers residing and working in Olympia, Washington. The mission of the MPA, adopted in 2003, is: Our students, faculty and staff create learning communities to explore and implement socially just, democratic public service. We: think critically and creatively; communicate effectively; work collaboratively; embrace diversity; value fairness and equity; advocate powerfully on behalf of the public; and, imagine new possibilities and accomplish positive change in our workplaces and in our communities. Following our mission, the MPA serves as a natural conduit for upholding the colleges mission and commitments to a vibrant public liberal arts education. Educating and training future public leaders embodies Evergreens cultural commitment to responsible social change. The MPA program also strengthens the colleges town/gown relationship and representing the college across local, regional and state governmental entities and in communities. Our Tribal Governance MPA is the only MPA of this kind in the country and serves a significant need to prepare indigenous peoples to govern and sustain their tribal communities. Our work is actively linked to many of the core values of the college (democracy, social justice, sustainability). The MPA program reflects and practices TESCs Six Goals, and the Five Foci of an Evergreen Education. Critical thinking and collaboration are encouraged at all levels of the program; students are both personally and professionally engaged in their learning and in the learning community; theory to practice (and vice versa) is at the heart of our work together and many assignments are focused on applied action in communities, agencies and organizations; we teach and learn across significant differences. Weve adopted Mahatma Gandhis statement as our motto: you must be the change you wish to see in the world, and faculty and students (as measured by classroom performance and through assessment) agree that we do seek to create an educational environment that encourages students to work, with passion, toward the public good. We have over 700 TESC MPA graduates, hundreds of whom are living and working in the region, serving our communities through their pursuit of better governance processes and procedures. Change in the Past Five Years and Overview of the Curriculum: In 2002, the program implemented a major redesign, the first since the program was founded. The program needed to change in order to meet the increasingly diversified needs of a student population that had expanded significantly to include state government, local/regional governments, tribal governments and non-profits. The re-visioning suggested students needed more choice and flexibility in their studies. The redesign included significant curriculum changes that make it easier for students to pursue the program at their own pace and established three concentrations: public and nonprofit administration , public policy; and tribal governance (a separate cohort of students). In 2006, we partnered with the Master of Environmental Study (MES) program to matriculate the first joint MES/MPA degree students. The course of study in all fields requires 60 quarter hours of academic work. All students participate in a 26 quarter-hour Core taught over two years covering what the faculty consider are the essential foundational knowledge of an Evergreen MPA. Core programs are team-taught in inter-disciplinary or inter-field teams, in learning communities. Students complete the program by participating in a 4 credit hour Capstone experience which, in addition to reflection and integration, also includes developing a demonstration project that puts theory and experience to work in an applied setting, working on an applied problem or situation. There are three concentrations through which the students can study beyond the Core classes: Public and Non-Profit Administration students select 30 credits of elective coursework that covers the critical elements of administrationbudgeting, strategic planning, human resources and information systems, public law, leadership and ethics, multicultural competencies, and moreas well as the unique nature and needs of nonprofit and government organizations. Public Policy concentration students prepare for work as policy analysts, budget analysts, or evaluators. Students in this concentration complete two Public Policy Concentration courses (Foundations of Public Policy and Advanced Research Methods), plus 22 credit hours of elective work in specific policy areas. The Tribal Governance concentration develops administrators who work in both tribal governments and the public agencies to further the development of tribes in the Pacific Northwest. Because this is a regional program, serving students and tribes across the state and throughout the Pacific Northwest region, students in the tribal concentration move through the program as a cohort over a two year period. Students in this concentration complete 20 credit hours of required Tribal Concentration courses and 10 credit hours of electives. MPA Faculty and Staff and Related Resources (Standard 2.E): The MPA program is staffed by a half-time Director (who also teaches 1D 2 time) and two full-time Assistant Directors (MPA Assistant Director and TMPA Assistant Director). The director position is a rotational position, typically held by a faculty member who regularly teaches in the MPA program. The Director is typically contracted for a 3-4 year term. The MPA program receives a sufficient budget each year to pay staff salaries, employ student assistants (graduate assistant to support staff/Director and writing assistant to support students), and fund administrative, classroom and program activities. To date, six continuing faculty members who hold terminal degrees in public administration or related fields regularly teach in the MPA program (Bruce Davies, Larry Geri, Amy Gould, Alan Parker, Cheryl Simrell King, Linda Moon Stumpff)Faculty members include regular continuing faculty members at Evergreen, who rotate in and out of the program, visitors and practitioner adjuncts. The program is governed by the MPA faculty/staff team, who meet regularly to address issues of strategy and policy. Are we meeting our goals? The MPA program is serving more students than ever before in our history. In AY2000-2001, we served, on average, 56.7 FTEs (target = 55); in AY2006-2007, we served, on average, 95.5 FTEs (target = 80). In addition, the MPA program has been successively serving more students (matriculated MPA students, Graduate Special Students, other graduate students and undergraduates) since Fall, 2002. In Fall, 2006, we served 133 students, compared to 66 students served in the Fall of 2002. The redesigned MPA program meets the needs of students by giving them greater choice not only in the concentration areas, but also in the length of time to complete the program. Some students choose to complete the program within two years, while others may choose three to four years. To meet the needs of working students, classes meet in the evening, on Saturdays and in intensive weekend formats. Students are satisfied with their educational experiences. 94% of student respondents in a Spring, 2007 survey indicated they were either very satisfied (42%) or satisfied (52%) with their overall experiences in the MPA program. Most students indicated that their capabilities in mission-related areas have been enhanced to a great or moderate extent. Consistent with past patterns, program strengths seem to be in delivering in the following mission areas (as measured by 85% or more responding either great or moderate): thinking critically; communicating effectively; working collaboratively; thinking creatively; and, advocating for the public. There is some room for improvement in the following mission areas (81% or below great or moderate): Imagining new possibilities; accomplishing positive change; valuing fairness and equity; and, embracing diversity. Alumni data are consistent with student evaluation data indicating that the program is teaching teamwork/collaboration, critical thinking, communication and analytical skills. Alumni are also satisfied with their experiences, with a statistically significant difference in satisfaction between those who graduated before the redesign and those who graduated after. Those who graduated after the redesign are slightly more satisfied and are more likely to recommend the program to others. Whats next? Now that we have a structure that seems to work for students, the faculty agreed it is time to turn our attention to ensuring the curriculum meets our mission and that we are teaching, with room for variance, a curriculum that reflects national and regional expectations of an MPA degree. To this end, much of AY2007-2008 MPA faculty governance will be focused on this. We also need to address the variability in curricular consistencies that can result from a program that is staffed by a faculty that rotates in and out of the program. In addition, as we continue to grow (we serve twice as many students today as we did 5 years ago), we need to ask ourselves about the limits to our growth at what point will we become too large to sustain a cohort-based, interdisciplinary, team-taught MPA? Finally, w  !*+/N .   ; Nm/;-Lo psۻۻûûðãۑۑۑۑۑۑۑۑۑۑhOJB*phhOJ>*B*phhOJhOJ>*B*ph hjthjthjthjtB*phhjthjtB*phhjthjt>*B*phhjthOJB*phhjthOJ5B*phhjthjt5B*ph9 !} 2  & F 88^8gdjth^hgdjtgdjt<==rs>?xy&(*4 5 2!3!'#(#%%&%&&E)F)!*"***^gdOJ3?L[t<Owxy|}.0RT nt*"" "@/<<<<===== = = = ===ʻ첨jhWUhWh?jh?0JU hjthOJUjh?0JB*Uphh?B*phh?h?>*B*phhOJhOJ>*B*phhjthOJB*phhOJB*ph8* , ,<===== = = =====e need to continue to ask the question staff and administrators have been working on for a few years: what does it take, irrespective of FTEs, to staff (faculty and administration) a quality MPA program?  Curriculum vitae in supporting reference material     .:pOJ/ =!"#$% <@< NormalCJaJmH sH tH DA@D Default Paragraph FontRi@R  Table Normal4 l4a (k@(No List>@> ? Footnote TextCJaJ@&@@ ?Footnote ReferenceH*Q&477Q& >Q& !}2   R&!!!!!!H!H!H!H!H!H!Ճ!!!!! !!!!!! !}2     rs>?xy4523'(%&EF! " " "&B&C&E&F&H&I&K&L&N&O&R&00000 0 0 0 0 0 0 000000000000000000000000000000000000000000000@000@0h00@0h00@0h00@0 h00h000 R&j0 0, 00 =*==&9&A&C&C&E&E&F&F&H&I&K&L&N&O&R&!*3: ( &B&C&C&E&E&F&F&H&I&K&L&N&O&R&3333333~|  &&&A&R&&9&A&C&C&E&E&F&F&H&I&K&L&N&O&R&-DMk(h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH-DMk         WOJjt? <R&C*@ ؚ4@%Q&@@@x@UnknownG: Times New Roman5Symbol3& : Arial?5 z Courier New;Wingdings 1hɊR,f!` E` E!4d%% 2qP2 Masters in Public AdministrationThe Evergreen State Collegekingcs Oh+'0/ , L X dpx$Masters in Public AdministrationThe Evergreen State CollegeNormalkingcs4Microsoft Office Word@,@j?@ABCDFGHIJKLORoot Entry FT_'Q1Table bWordDocument0>SummaryInformation(-/DocumentSummaryInformation8ECompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q