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Indirect Giving to Nonprofit Organizations: An Emerging Model of Student Philanthropy Name the most significant things you learned this semester about your community, the nonprofit sector or the philanthropic process. (Please use a few sentences to elaborate on your answers.) _____________________________________________________________________________________ As a result of this course do you plan to make any changes in your life that relate to your level of involvement in campus or community life? _____________________________________________________________________________________ What did you most appreciate about the Mayerson Project experience? _____________________________________________________________________________________ Is there anything you would like to bring to our attention about the Mayerson Project? _____________________________________________________________________________________ We would appreciate the opportunity to ask you a few additional questions about your experience via email before the end of the semester. Please provide your name and email address so we can contact you. Name _______________________________________________________________________________ Email address:________________________________________________________________________ NKU may want to contact Mayerson students in the future for follow-up evaluations. Please give us an address where you will continue to live or where someone can forward correspondence to you in the event you move. Name _______________________________________________________________________________ Street _______________________________________________________________________________ City ________________________________________ State _______ ZIP Code _________________ 492 Journal of Public Affairs Education
Cognitive Styles Matching: Expanding the Efficacy of Group Work in MPA Courses Cognitive Styles Matching: Expanding the Efficacy of Group Work in MPA Courses Jeremy L. Hall University of Texas at Dallas ABSTRACT This essay describes a unique approach to assigning Master’s of Public Administration (MPA) students to groups in order to enhance the value of the overall classroom team experience. The relevant mechanism of interest is the Cognitive Styles Matching (CSM) group-selection process, combined with a brief explanatory session. Many instructors utilize groups for various reasons, without considering that the selection process can be altered to maximize relevant learning and interpersonal skills development. In this approach, a Myers-Briggs Type Indicator within a CSM process is used to configure groups for semester-long course projects. The essay takes the additional step of examining the approach’s performance, by using a post-only evaluation design that considers academic performance and a survey of student perceptions regarding the CSM treatment and potential alternatives. The benefits associated with the CSM process — product consistency and learning to work with others in a collaborative public service environment — suggest a meaningful role for broader use of the CSM selection process in the MPA curriculum. INTRODUCTION Public affairs programs are challenged to prepare students for careers in public service with a curriculum that is matched to current trends and demands from the public and nonprofit sectors. Programs are attuned to these demands and the curriculum has developed accordingly. Moreover, the pedagogy has adapted to meet these expectations. In MPA programs, students are asked to complete assignments that are applied in nature. The capstone course has replaced the thesis in many programs, or is the students’ dominant choice in others. We also subject students to group assignments to simulate the collaborative work experience that most of them will encounter at some point during their careers — what Kahn (1995) refers to as experiential learning. Public managers require skills that include the ability to communicate and interact with others and, increasingly, to do so across traditional organizational boundaries. As McGuire (2006) observes, networks take on broad tasks that JPAE 15(4): 493–513 Journal of Public Affairs Education 493
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