JOURNAL OF PUBLIC AFFAIRS EDUCATION - naspaa

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Operation PSA: The Action Learning of Curiosity and Creativity APPENDIX D Transcripts for Educator and Practitioner PSA Created at the Conference, May 31-June 1, 2008 What was your motivation for coming to the Teaching Public Administration Conference Respondent #1: I wanted to see my colleagues eyeball-to-eyeball and hear what they’re doing in their classes … because their ideas give me fresh new ideas about what I can do. Respondent #2: I get re-energized by my colleagues. These are all very exciting people into the one thing of teaching public administration. They’re not out to impress anyone. They’re out to share their experiences. Respondent #3: And I hoped that here I might find one or more colleagues who might be interested in what I do. Respondent #4: Well, I very much enjoy the Teaching Public Administration Conference. A lot of my good friends are here. Respondent #5: I’m going to teach online, [an] undergraduate class in urban studies this fall. So, I came to find out some pedagogical techniques that I can use in my class. Respondent #6: My experiences is to share it with professors. Respondent #7: … was to get ideas on teaching and improving my teaching. How would you go about marketing the conference (Note: Question posed offcamera with chosen responses for the PSA displayed here.) Respondent #8: Professional responsibility of most faculty goes into three categories: service, research and teaching. And this is the only conference that addresses one-third of our professional responsibility in helping us to build skills in teaching. Respondent #1: You’ve got to meet the people who love teaching public administration. You’re going to gain something here that I don’t think you’re going to get anywhere else— a love for teaching, a passion for teaching, all kinds of ideas about how to teach. It’s not about content. It’s about how you’re going to make differences in people’s lives. What you can do Respondent #9: We think people need to create a tree structure by collecting the director’s names for the NASPAA schools and having the videos announced and distributed through those directors, especially to Ph.D. students and adjunct professors—in addition to the regular faculty. Respondent #10: As a champion of teaching excellence in public administration, your charge is to take this PSA, upload it onto your Web site, and distribute as broadly as possible. And, of course, come to the next TPAC [Teaching Public Administration] conference. 382 Journal of Public Affairs Education
Introduction of Government Process Modeling With Rockwell Arena Software Bruce J. Neubauer Albany State University Shelley K. Stewart Saint Leo University ABSTRACT Students in a core Master’s of Public Administration (MPA) course were taught to model and simulate selected business processes of government agencies and nonprofits with Rockwell Arena software. Each student or pair was asked to document an existing government process, in order to model and simulate a variation of the process, with a goal of improving service quality and/or lowering costs. Students found it challenging to make the transition from a simple model, taught as an example, to modeling and simulating real processes on the computer. Experiences are reported and suggestions are provided to others who may want to use Arena software to introduce process modeling into the Public Affairs and Administration curriculum. GOVERNMENT PROCESS MODELING WITH ARENA S<strong>OF</strong>TWARE Students in Master’s of Public Administration (MPA) programs are preparing to enter complex and dynamic working environments. It is becoming increasingly important for those working in public affairs to understand both organizational structures and the “business” processes of agencies and nonprofit organizations. The automation of processes is common. Information systems serve as a foundation for automated processes that span the functional (departmental) structures of large organizations. When information systems are designed to support the needs of specific departments, rather than entire processes, large organizations are likely to perform efficiently at the departmental level, but then perform poorly in terms of enterprise processes. Our students need to learn how to identify “business processes” and understand the basic tradeoffs involved in designing them. The general insights needed to design processes are the same, regardless of sector. JPAE 15(3): 383–395 Journal of Public Affairs Education 383
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