Romancing the Capstone: The Jewel of Public Value

Abstract

The Arizona State University (ASU) capstone course focuses on the creation of public value. This capstone course is based on the assumption that students enhance their competency for public service leadership if they learn to create public value through the triangulation of purpose, knowledge, and skills. Faculty and students engage in experientially based cooperative and collaborative learning situations, case analyses, exercises, and research projects to tie MPA experience together. This paper presents and assesses the goals and achievements of the capstone course. Building on the concepts of reflective practice, experiential learning, and professional development, we discuss the following topics: Why ASU moved to the capstone course; the experience of other top-ranked MPA programs; the theoretical foundations of the capstone experience; how the ASU course works; an interim assessment of the outcomes of the course; and lessons and suggestions. We find that this rite-of-passage experience does alter student vision, competence, and commitment.

Additional information

Notes on contributors

Dickinson McGaw

Dick McGaw is a professor and the director of the School of Public Affairs at Arizona State University. He is a member of NASPAA's Executive Council and a former member of COPRA (Committee on Peer Review and Accreditation). His present teaching and research focuses on leadership, growth management, and public policy.

Louis Weschler

Lou Weschler is also a professor at the School of Public Affairs at Arizona State University. He is a member of the Executive Committee of the ASPA Section on Public Administration Education. He teaches courses in policy analysis, computer applications, and public management. His most recent research includes work on the limits of on-line education for the professions.