How do the NASPAA Standards relate to each other?

Standard 1.1: Mission Statement

Standard 1.2: Performance Expectations

• How does your mission guide your program's strategic planning?
• How does your mission guide the program's goals and activities?

Standard 1.2: Performance Expectations

• What strategic and observable goals, objectives, and outcomes exist for the program, its faculty, and students?
• How do your program's goals align with your mission?

How does diversity impact your program's goals?

Standard 3.2: Faculty Diversity

Standard 4.4: Student Diversity

Standard 5.1: Universal Required Competencies

• How does your program promote a climate of inclusiveness?
• How does your program's diversity plan align with its mission?
• How does your curriculum incorporate diversity?
• What tools does your program use to engage diverse points of view?

Goals

What resources are needed to pursue your goals?

Standard 2: Matching Governance with Mission

Standard 3: Matching Operations with the Mission: Faculty Performance

Standard 4: Matching Operations with the Mission: Serving Students

Standard 6.1: Resource Adequacy

• How does your program ensure its resources - financial, capital, personnel - are adequate to purse its mission and goals?
• What is your program's overall capacity?
• What types of students and faculty do you want to recruit and retain?
• Are your faculty and students qualified?
• Are your faculty and students appropriately supported?

Standard 1.2: Performance Expectations

Standard 1.3: Program Evaluation

• How do you ensure your program is meeting its strategic goals?
• How do you evaluate programmatic success?
• What strategies and tools does your program have in place to continuously improve?

Activities

Standard 3.3: Research, Scholarship, and Service

• How does your mission guide program activities (classroom and otherwise)?
• How do these activities help you reach your goals?
• What scholarly activities and learning take place within the program?

Standard 5.1: Universal Required Competencies

Standard 1.3: Program Evaluation

Standard 5.1: Universal Required Competencies

• What competencies do your students, and ultimately graduates, possess?
• What do your students achieve?
• Graduation Rates
• Employment Rates
• What do your faculty members accomplish?

Standard 1.3: Program Evaluation

Standard 5.1: Universal Required Competencies

• What do your program's measurable outcomes tell you?
• Are there any patterns or trends?
• What are your programs strengths?
• What areas for improvement emerge?

Performance

Information

Standard 1.3: Program Evaluation

Standard 5.1: Universal Required Competencies

• How does your program analyze and/or interpret its ouputs and outcomes?
• Who is involved?
• How does this analysis lead to program improvement? i.e. How do you "close the loop"?

Standard 7.1: Communications

• In what ways do you share your program's achievements?
• How do you ensure program stakeholders have all relevant information about your program and its graduates?

Stakeholder Input

• How does your program involve its stakeholders - faculty, students, employers, staff, alumni, etc. - in its ongoing evaluation?
• How does your program ensure that its mission and goals align with that of those it intends to serve?

Programs are continuously evaluating themselves, using input from stakeholders, evidence from assessment, and outcomes, to identify opportunities for program improvement. Your program's logic model and assessment plan help organize the moving parts into a strategic, sustainable system.

Long-term, as your program continuously improves and touches an increased number of people - graduates more students, interacts with the community, hires new faculty - it develops new relationships and enhances its field-wide reach.

Ultimately, in what ways does your program, through its students and faculty, impact - and improve - the field of public service?

Analyze Long-Term Outcomes

Standard 1.3: Program Evaluation

Ultimately, programs will be able to gauge their overall impact and incorporate this information into ongoing cycles of program evaluation.

Diversity

How do the NASPAA Standards

relate to each other?

Resources

Implement Program Goals

long-term

Mission

Outcomes

Impact

• What are your program's public service values?
• How does your program define itself?
• Does your mission facilitate program evaluation?

Evaluate your Program

Standard 1.3: Program Evaluation

• What skills and knowledge (competencies) do you expect your graduates to possess?
• How does your program assess student learning, as one piece of program evaluation?
• How does your assessment plan align with your program's strategic plan?
• What tools do you use to collect data?

Use your Mission to define your Goals

Outcomes become Impact

Standard 4.3: Support for Students

Analyze Measurable Outcomes

An Ongoing Cycle

Communicate your Program's Performance