In this paper, we refer to iterative learning as a developmental approach toward assessment—a course-embedded program mission assessment—used by University of La Verne Master of Public Administration (MPA) program faculty. Iterative learning draws upon an understanding that informed assessment is a developmental process that evolves through deliberation, refinement, and discussion. The paper places this approach within the ongoing efforts in a field that is developing program assessment and competencies. We present lessons learned from our multiyear effort, including challenges and future directions.
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