This essay chronicles how a mission-driven and outcomes-oriented capstone course in the MPA program at the University of Baltimore was prompted by NASPAA's accreditation focus and has put the MPA program on a path toward becoming a learning organization (Argyris, 1992; Senge, 1990; Senge et al., 1999). Discussed is how the MPA program's mission and design have evolved through systematically acquired feedback about the capstone course from faculty, students, and a NASPAA site visit team. The problems and pitfalls of trying to become a learning organization in this fashion are also reviewed.
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