With the increased attention to assessment among higher education institutions, more institutional resources are now being allocated to design innovative and effective methods of competency-based curriculum development and evidence-based assessment. Curriculum mapping is considered an effective tool for improving teaching and learning to ascertain whether a program’s courses and educational content are addressing specified competencies (Harden, 2001; Mau, 2015; Glass, 2007; Bester & Scholtz, 2012;). It considers when and what is taught, as well as assessment strategies used to examine the achievement of specific learning outcomes for academic degree programs (Spencer, Riddle, & Knewstubb, 2012). Curriculum maps draw explicit connections between learning objectives, experiences, and outcome assessment (Drake & Burns, 2004). Several benefits of curriculum mapping have been identified through helping faculty identify alignment, gaps, overlaps, inconsistencies, and strengths within a program (Jacobs, 2004; Kapucu, 2011).
Curriculum mapping has been used to demonstrate adherence to accrediting bodies’ standards (Kinchin, 2011). Competency-based curriculum issues have been addressed for programs closely related to public administration such as nonprofit management and emergency management. The effectiveness of programs is regularly requested by the accreditation agencies. The Commission on Colleges of the Southern Association of Colleges and Schools (SACS)(2005) states: “[curriculum] coherence is a critical component of a program and should demonstrate an appropriate sequencing of courses, not a mere bundling of credits, so that student learning is progressively more advanced in terms of assignments and scholarship required and demonstrates progressive advancement in a field of study that allows students to integrate knowledge and grow in critical skills” (p. 12).
The Network of Schools of Public Policy, Affairs and Administration (NASPAA) has been accrediting master’s level programs on public policy, public administration, and public affairs for more than thirty years and has been encouraging competency-based curriculum, but not officially mandating until 2009 for Master of Public Administration (MPA) programs (1). Public Administration education accreditation standards have recently shifted from objective-based (input-output) standards to a competency-based (outcome and performance oriented) approach (Henry et al. 2009; Raffel, Maser, & Calarusse, 2012; Rubai, & Calarusse, 2012). One distinguishing characteristic of a competency-based curriculum is the focus on mastery of a specific set of capabilities for graduates from MPA programs. In response to these requirement changes, accredited MPA programs are reorganizing or revising curriculum and assessment strategies and plans.
This presentation will provide background information on competency-based curriculum development, competency-based MPA curriculum mapping, and outcome assessment strategies. In addition, examples will be provided for the competency-development process along with aligning teaching and assessment to program-level competencies with respect to NASPAA accreditation standards. Discussion and recommendations on curriculum mapping and developing rubrics for assessment strategies also are included. Since it is relatively new, the curriculum mapping process for the MPA programs needs more cases. As more research is conducted among NASPAA member institutions, it is anticipated the process of curriculum mapping to competencies (and learning objectives) can be streamlined and made less resource intensive.
