JOURNAL OF PUBLIC AFFAIRS EDUCATION - naspaa

Badgers & Hoosiers: An Interstate Collaborative Learning Experience Connecting
MPA Students in Wisconsin and Indiana
asking “canned” questions. Given the objectives of the project, students
could come up with the right questions and ones that would intrigue
them as well.
8. Use technology to implement collaborative learning projects in classes
separated by time and space. The projects we implemented in the 2007-
2008 academic year were completed entirely via telephone and the
Internet. Although conducted within the United States, there is no
reason why, using current communication technology, these could not
have been conducted between similar programs in different countries.
CONCLUSION
The IUN-UWO collaborative learning projects in the fall 2007 and the
spring 2008 semesters provided unique benefits to approximately 100 student
participants. In addition to broadening their perspectives on the study and
practice of public administration, components of the two projects served to
bridge course concepts by challenging students to recognize their own activities
and behaviors in a theoretical context. These projects also helped them develop
the interpersonal communication and teamwork skills that are essential to a
successful career as a public administrator.
The two projects described in this article generated a high level of energy in
both students and instructors. We attribute this effect to several factors. The
first one is the novelty of students connecting with their counterparts in similar
programs at different institutions. This is not a typical experience for MPA
students and, as mentioned earlier, nothing similar has been found in the
literature on collaborative learning projects. The second factor was the collegial
rivalry that emerged between the two groups, and appeared to encourage full
project participation. Finally, the project inspired instructors to look at course
content in a new light, and challenged them to present a valuable learning
experience for their own students, as well as their counterparts in the partnering
school.
As the world grows smaller, and as networks continue to gain dominance as
an important form of organization, we believe that some components of
collaborative learning between programs and institutions can enhance the
learning experience in many disciplines, but is especially valuable in public
administration programs.
REFERENCES
Barkley, E., Major, C.H., Cross, K.P., & Angelo, T.A. (2005). Collaborative learning techniques: A
handbook for college faculty. San Francisco: Jossey-Bass.
Bolman, L., & Deal, T. (2003). Reframing organizations: Artistry, choice and leadership (3rd ed.).
San Francisco: Jossey Bass.
358 Journal of Public Affairs Education