JOURNAL OF PUBLIC AFFAIRS EDUCATION - naspaa

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Teaching Public Administration As a Fulbright Scholar In China: Analysis and Reflections U.S. Department of State.(n.d.). The China-US Fulbright program. Retrieved May 1, 2008, from http://www.usembassy-china.org.cn/acee/ptr/index-f.html. U.S. and China resume Fulbright program. (1990, March 6). The New York Times, p. A6. Watkins, D. (2000). Learning and teaching: A cross-cultural perspective. School Leadership and Management, 20(2), 161-173. Watkins, D., & Biggs, J. (Eds.). (1996). The Chinese learner: Cultural, psychological, and contextual influences. Hong Kong/Melbourne: Comparative Education Research Centre/Australian Council for Educational Research. FOOTNOTE 1 Two faculty members were Fulbright Scholars for two years, thus resulting in eight years during which public administration faculty were in China, as shown in Table 2. Dr. Donna Lind Infeld is a professor at the Trachtenberg School of Public Policy and Public Administration at The George Washington University, where she is Director of the Masters of Public Policy program. Her recent courses include policy analysis, the capstone seminar, and the dissertation workshop. Her research interests focus on health, aging, and long-term care. Dr. LI Wenzhao is an assistant professor of the School of Public Administration at Renmin University of China in Beijing. He teaches policy analysis, policy evaluation, the selected classic works of public policy, and administrative reforms in China. His research interests focus on administrative reforms in China, the constitutional political economics of public policy, and selfgovernance of public affairs. Journal of Public Affairs Education 347
Badgers & Hoosiers: An Interstate Collaborative Learning Experience Connecting MPA Students in Wisconsin and Indiana Karen N. King University of Wisconsin-Oshkosh Cara M. Spicer Legacy Foundation ABSTRACT Collaborative learning projects are a widely used instructional strategy in Master’s of Public Administration (MPA) classes, because participating in them leads to increased student learning and helps students develop the ability to work in selfdirected teams. In this article, researchers report on three collaborative learning projects involving students of graduate-level, public administration programs in Oshkosh, Wisconsin, and in Gary, Indiana. They describe the projects, assess students’ responses to them, and offer recommendations for instructors who might be interested in implementing similar activities across programs, state lines, or national borders. The authors found that the projects served as a critical bridge to course concepts by broadening their students’ perspectives on the study and practice of public administration, and by challenging them to reflect on their own activities and behaviors in a theoretical context. INTRODUCTION Collaborative learning projects are a widely used instructional strategy in Master’s of Public Administration (MPA) classes. They increase learning across the MPA curriculum, and enhance students’ abilities to work in self-directed teams because, as Schumaker (2005) observes, “the ability to work successfully with others is one of the most important interpersonal skills that one can develop” (p. 22). Collaborative learning projects typically involve a group of students within a given class working jointly on projects that had been defined by the instructor. JPAE 15(3): 349–360 Journal of Public Affairs Education 349
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