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Dec 2, 2022
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Master of Public Administration
Edward Miner Gallaudet (EMG) 210
“DIG regards this program as a way to fill a need for Deaf and Hard of Hearing individuals seeking a professional graduate-level degree for managers and aspiring managers in the executive levels of Federal, state, and local government.”
The need for this program was also confirmed by the Federal Office of Personnel Management’s Center for Leadership Development and its Eastern Management Development Center (EMDC). The OPM and the MPA program entered into a formal collaboration that allows Deaf federal employees to be accepted into the MPA program and then take elective courses through the OPM’s Center for Leadership Development.
The Master of Public Administration Program prepares deaf, hard of hearing, and hearing professionals working in public sector and non-profit organizations to lead with a sense of direction, to focus on results, to develop others’ capability to perform, and to serve with integrity.
The Master of Public Administration Program is the premier graduate program in the United States and throughout the World for preparing deaf, hard of hearing, and hearing professionals who work with deaf and hard of hearing colleagues, to manage and lead in public sector organizations. Our vision for the program is driven by a set of core values. We value:
A culture of respect and dignity
Deaf, hard of hearing, and hearing students who work with deaf people are treated with respect and dignity in the MPA program. They are perceived as our most important stakeholders-our customers. As our most important customers students are welcomed into our program and courses with open arms and with emotional support for those who may lack self-confidence in their ability to perform at the graduate-level.
Diversity within our student body and among our faculty is valued and honored, including diversity of communication styles and preferences. We have zero tolerance for religious and cultural bigotry, overt prejudice, bullying (verbal or physical), and other forms of overt discrimination often identified using nouns ending with “..ism.”
A culture of sacrificial service
The faculty and staff in the MPA program practice “sacrificial service” because we care about our students. Within the context of the MPA program sacrificial service is defined as doing what it takes to help our students and doing it without complaint and it means going out of our way to serve their academic needs, interests and abilities.
A culture of personal responsibility
Students in the MPA program are expected to take personal responsibility for their learning. Faculty members in the program, full-time, part-time and adjunct are expected to take personal responsibility for designing and delivering effective lessons in their courses and for satisfying university-wide and program-specific expectations for their performance.
We value the highest principles of professional and academic integrity among our faculty and students. We strictly enforce professional and academic codes of conduct, including academic integrity policies and procedures.
A culture of fun while learning
Faculty use team projects, guest speakers, student presentations, and small group discussions to engage students in learning about key concepts and principles that will help students become effective manager and leaders. These activities are designed to make learning fun.
A culture of success and excellence
The MPA program is built on a foundation of success and excellence. The MPA program is a popular graduate program because learning is fun, networking opportunities are abundant, and our graduates get lucrative jobs.
The MPA program also creates multiple career paths for students. Our graduates get jobs in federal, state, and local government agencies. Others get leadership positions in non-profit agencies. Some use their degree to start non-profit agencies. Some students also use the MPA degree as a starting point for a doctoral-level degree.
A culture of teaching, learning, and scholarly activity
The MPA program values teaching and learning. The program is not a research unit, it is a teaching unit. Nevertheless, faculty are expected to engage in scholarly activity as broadly defined by Ernest Boyer (1990) in his seminal article “Scholarship Reconsidered: Priorities of the Professoriate”; that is, legitimate scholarly activity includes:
Direct communication with our students
We seek to admit students who already possess sign communication skills so they can communicate directly with their peers in classes, on campus, at work, and in social events. However, we recognize that there are Deaf, hard of hearing, and hearing non-signers who may apply for admission to the program. Those non-signers who are admitted to the program will be required to learn ASL as a graduation requirement. Interpreters or CART services are provided in those courses with non-signers enrolled.
Public Service Values
We believe that leaders and public servants in public administration and non-profit agencies must always act with integrity to best serve the people to whom they are accountable as “servant-leaders.” Leaders in the public and non-profit sectors must also comply with ethical values of our society and they must comply with laws that affect the work their agencies and departments do. As a Master of Public Administration program in Gallaudet University, we are seek to prepare leaders who can make the world a better place for deaf and hard of hearing people.
Democratic Values: we believe that the rule of law is of paramount importance for leaders and managers in public sector and non-profit agencies. Leaders must comply with national, state, and local laws in their efforts to serve the public interest.
Professional Values: we believe that public administration professionals must lead and manage with a sense of direction, focus on results, develop others’ capacity to perform, and serve with integrity.
Ethical Values: public administration professionals must act at all times in ways that uphold the public trust by complying with common standards of ethical behavior. We value the highest principles of professional and academic integrity among our faculty and students. We strictly enforce professional and academic codes of conduct, including academic integrity policies and procedures and we emphasize how these same standards apply to leadership positions
Social Justice Values: we believe that leaders and managers in public sector and non-profit agencies must exercise of authority and responsibility that is clearly guided by respect for human dignity, fairness, and social equity. These values permeate our MPA program.
Course-Specific Student Learning Outcomes
The program of study for the MPA degree is 39 credits. Each course in the program will have 3-5 course-specific student learning outcomes with accompanying learning opportunities, and learning targets.
Admissions Procedures and Requirements
Applicants for the Master of Public Administration must complete the application procedures and meet the requirements for graduate study at Gallaudet University. Visit the Graduate Admissions website for more information and a checklist of application requirements.
Program Specific Requirements
All MPA graduates are expected to have ASL proficiency equivalent to the course titled ASL III.
Career Opportunities for Graduates
Professionals enrolling in and graduating from the MPA program will be able to use their degree for professional development opportunities within their current organizations or agencies. The MPA degree will also be helpful for graduates who are seeking new leadership opportunities in governmental and non-profit agencies. Examples of employment opportunities for our alumni include:
A recent poll of our alumni income ranges indicated:
Summary of Requirements
Fall Year I
This course is a basic introduction to public administration for professionals working in public sector and non-profit agencies. Topics include the role of bureaucracy in the political process, theories of public organizations, bureaucratic discretion and accountability, policy implementation, and the changing nature of public administration. This course is designed to use lectures, student presentations, group discussion, and field assignments. The ultimate goal of the course is to help students develop a solid understanding of public administration theory and practice.
The purpose of this course is to provide students with an introductory overview of the knowledge base in microeconomics and macroeconomics, with an emphasis on the concepts administrators will utilize in practice. At the completion of this course, the student will have first-hand practice critically analyzing common economic concepts such as supply and demand, prices, the price system, markets and market structure, utility, production and costs, marginal analysis, economic indicators, monetary and fiscal policy, international trade and data, opportunity costs and other pedagogies. Critical thinking skills will be gained through understanding of the underlying theoretical basis for these concepts, how they are interrelated with each other and with the overall economy, and how they are applied in policy decisions is also introduced in this course. In addition, students will, through examples based on business and government policies, obtain an introductory understanding of how these concepts are applied in everyday situations, providing additional critical thinking, communication and analytical skills.
Spring Year I
This course focuses on core principles of quality management in public and non-profit agencies; for example, customer focus, continuous improvement, employee involvement, and process improvement. Students analyze case studies and design a field project to gain first-hand knowledge of how to implement quality management principles. Students will also learn about the Baldrige National Quality Award program.
Ethics is one of the four foundational pillars of public administration. Given the important role of ethics in public management, this required class is critical for your development as future public servants. Using a seminar format, this course focuses on practical and applied learning about ethical decision-making tools that you can use in the real world. Relying on texts, cases, and simulations, this challenging class will cultivate personal and professional growth to help you face complex public sector situations.
Summer Year I
Fall Year 2
This course examines the philosophical, political, and practical issues that surround the allocation of funds to publicly supported and not-for-profit agencies, institutions, and other entities. The course of study involves exploration of the structure of government in the United States at the federal, state, and local levels, along with various theories and strategies for raising and distributing public funds, especially within the educational sector. Case studies of public and private educational institutions provide capstones for student achievement.
This course will provide students with an introduction to strategic leadership, strategic analysis, strategic planning, organizational structure and culture, performance based management, and organizational development and change. The focus is on developing innovative and ethical change aspects capable of utilizing internal and external environmental data to lead organizational transformation in complex organizations.
This course will help students review the skills needed to effectively and empathically navigate communication in the public sector. Using applied learning activities and real-world case studies, this course will highlight the importance for informed communication strategies in the public sector. Topics explored will include the fundamentals of writing as a professional, accountability for intent and impact of communication, and cultivating strong intrapersonal communication as a professional.
Spring Year 2
Students are introduced to principles of organization theory and design. They examine topics such as organization design; the external environment of organizations; the impact of organizational goals on organizational effectiveness; organizational technology; organizational bureaucracy; classic organizational structures; the impact of structure on innovation, change, information, and control, decision-making in organizations; power and politics; integrating all parts of an organization; and organizational learning and renewal.
This course is taken in the final semester of the MPA program. Students reflect on their experiences in the program and build a portfolio that demonstrates their best work. Students will complete various assignments to strengthen their portfolios for the types of jobs to which students are currently applying. At the end of the course, students will have a portfolio of their best work that to show to prospective employers.
Domain 1 - Leadership and Management: Students will demonstrate the ability to lead and manage in public governance;
Domain 2 - Public Policy Process: Students will demonstrate the ability to participate in and contribute to the policy process;
Domain 3 - Critical Thinking and Decision-Making: Students will demonstrate the ability to analyze, synthesize, think critically, solve problems and make decisions;
Domain 4 - Public Service Advocacy: Students will demonstrate the ability to articulate and apply a public service perspective; and,
Completed application form. See Application Instructions to learn how. A non-refundable application fee of $75. A minimum 3.0 grade point average (on a four-point scale) in all previous undergraduate and graduate study. (Occasionally, applicants with a GPA lower than 3.0 may be admitted conditionally upon...
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