JOURNAL OF PUBLIC AFFAIRS EDUCATION - National ...

More documents

Recommendations

Info

FROM THE EDITOR Taken as a group, the articles in this issue of JPAE are particularly strong in moving toward one of the goals that Michael O’Hare, Associate Editor for the Assessment and Practice of Teaching, and I have for the Journal: including more outcomes assessment. We always value and enjoy the interesting ideas that colleagues have about creative ways to teach specific courses, but it also is important that we increase the amount of assessment in PA education. Performing outcomes assessments on our courses accords with much of what we teach our students. Further, colleges and universities increasingly are under external pressure to do just that. Though written separately, four of the articles in this issue address closely related topics and use multi-course comparisons to provide insight. “What Impacts the Learning in Service Learning” surveys 78 students and seven different MPA classes to understand what factors affect how much students learn during service-learning projects. The paper includes specific suggestions for faculty to improve student-perceived learning from such projects. “The Value of Capstone Projects to Participating Client Agencies” looks at Capstonebased service-learning projects, and considers how this now-widespread MPA/MPP-student experience assists the community. Its authors survey 42 different clients to come up with suggestions for improving the value of these types of service-learning projects to those being served. Service-learning projects, Capstone courses, and other PA courses often involve group projects. “Cognitive Styles Matching” compares the use of Myers-Briggs Types in creating student groups, to other methods of group-construction in matched courses, and recommends the Myers-Briggs approach. “Indirect Giving to Nonprofit Organizations” studies a specific type of service learning that uses a new method of student philanthropy and compares it to the direct giving method. The article provides tradeoffs and lessons learned. Though not using course-based outcomes assessment, the other articles in this issue are also excellent and of general interest to JPAE’s readers. The first article in this issue, on whether the MPP and the MPA are actually different, is relevant to the ongoing conversation — some of it published in earlier issues of this volume of JPAE — regarding the revision of NASPAA’s standards. It is of interest to administrators, faculty, and students in MPA and MPP programs. Mordecai Lee’s paper on “The Return of Public Relations to the Public Administration Curriculum” gives us a different type of comparison — not between different types of PA degrees, but in terms of how PA degrees change over time. And, “Putting Yourself in Their Shoes” is a delightful example of creative pedagogy in the teaching of dispute resolution. This issue of JPAE also includes the first Book Review under our editorship, one that discusses, not only the book it reviews, but goals that doctoral students have for their degree programs. Journal of Public Affairs Education iii
Hard as it is to believe, with this issue, the first year of the Journal of Public Affairs Education being hosted by the School of Public Affairs at Arizona State University comes to an end. It’s been an exciting and productive year, and we are looking forward to 2010, which will include many stimulating articles, the NASPAA presidential address, another Teaching Public Affairs Conference (TPAC) symposium, and more book reviews. — Heather E. Campbell, Ph.D. Editor-in-Chief iv Journal of Public Affairs Education
Page 1 and 2: Journal of Public Affairs Education
Page 3: Journal of Public Affairs Education
Page 7 and 8: MPA vs. MPP: A Distinction Without
Page 35 and 36: What Impacts the Learning in Servic
Page 55 and 56:
The Value of Capstone Projects to P
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Indirect Giving to Nonprofit Organi
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Cognitive Styles Matching: Expandin
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
The Return of Public Relations to t
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Putting Yourself in Their Shoes: Th
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Review of: Doctoral Education in Pu
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Information for Contributors The Jo
show all

JOURNAL OF PUBLIC AFFAIRS EDUCATION - National ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?