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Badgers & Hoosiers: An Interstate Collaborative Learning Experience ConnectingMPA Students in Wisconsin and Indianaasking “canned” questions. Given the objectives of the project, studentscould come up with the right questions and ones that would intriguethem as well.8. Use technology to implement collaborative learning projects in classesseparated by time and space. The projects we implemented in the 2007-2008 academic year were completed entirely via telephone and theInternet. Although conducted within the United States, there is noreason why, using current communication technology, these could nothave been conducted between similar programs in different countries.CONCLUSIONThe IUN-UWO collaborative learning projects in the fall 2007 and thespring 2008 semesters provided unique benefits to approximately 100 studentparticipants. In addition to broadening their perspectives on the study andpractice of public administration, components of the two projects served tobridge course concepts by challenging students to recognize their own activitiesand behaviors in a theoretical context. These projects also helped them developthe interpersonal communication and teamwork skills that are essential to asuccessful career as a public administrator.The two projects described in this article generated a high level of energy inboth students and instructors. We attribute this effect to several factors. Thefirst one is the novelty of students connecting with their counterparts in similarprograms at different institutions. This is not a typical experience for MPAstudents and, as mentioned earlier, nothing similar has been found in theliterature on collaborative learning projects. The second factor was the collegialrivalry that emerged between the two groups, and appeared to encourage fullproject participation. Finally, the project inspired instructors to look at coursecontent in a new light, and challenged them to present a valuable learningexperience for their own students, as well as their counterparts in the partneringschool.As the world grows smaller, and as networks continue to gain dominance asan important form of organization, we believe that some components ofcollaborative learning between programs and institutions can enhance thelearning experience in many disciplines, but is especially valuable in publicadministration programs.REFERENCESBarkley, E., Major, C.H., Cross, K.P., & Angelo, T.A. (2005). Collaborative learning techniques: Ahandbook 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
Badgers & Hoosiers: An Interstate Collaborative Learning Experience ConnectingMPA Students in Wisconsin and IndianaFink, L. (2004). Beyond small groups: Harnessing the extraordinary power of learning teams.In L. Michaelsen, A. Knight, & L. Fink, (Eds.), Team-based learning: A transformative use of smallgroups in college teaching. Sterling, VA: Stylus Publishing.International City/County Managers Association (2008). Managing local government: Cases ineffectiveness. Washington, DC: ICMA Press.Matthews, R.S. (1995). Collaborative learning: Creating knowledge with students. In R. Menges,M. Weiner, & Associates, Teaching on solid ground: Using scholarship to improve practice. SanFrancisco: Jossey-Bass Publishers.Morgan, G. (2006). Images of organization (updated edition). Thousands Oaks, CA: Sage Publications.Schumaker, Alice. (2005). In search of a model for effective group projects from the MPA studentperspective. Journal of Public Affairs Education, 11(1), 21-34.Dr. Karen King is a graduate of the Urban and Public Affairs Program atUniversity of Louisville (Kentucky), and has been a professor for 14 years.Currently, she is an associate professor of public administration at theUniversity of Wisconsin-Oshkosh. Her research interests include nonprofitmanagement, human resources management in public sector agencies, andteaching public administration for adult learners. She is active on manynonprofit boards in her community.Cara Spicer, MPA, is the Grants and Communication Officer for the LegacyFoundation, a community foundation serving Lake County, Indiana. She is agraduate of the School for Public and Environmental Affairs (SPEA) atIndiana University Northwest, and has served as an adjunct professor in theSPEA graduate program. Her professional background includes executivepositions in the private and nonprofit sectors, as well as extensive involvementwith voluntary organizations.Journal of Public Affairs Education 359
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