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Badgers & Hoosiers: An Interstate Collaborative Learning Experience ConnectingMPA Students in Wisconsin and IndianaAPPENDIX ACollaborative Teaching Project SummarySpring 2007Fall 2007Spring 2008IUNUWOIUNUWOIUNUWOImplement Chopsticks Exercisewith students.Implement Chopsticks Exercisewith students.Teams create abstracts to submitto corresponding teams at UWO.Teams create abstracts to submitto corresponding teams at IUN.UWO teams also charged withdeveloping extended case studies.• Research respective communities,institutions, and programs.• One-on-one telephoneinterviews with assignedpartners.• Analysis of self-organizingbehaviors in reference toBolman and Deal “Frames.”• Research respectivecommunities, institutions, andprograms.• One-on-one telephoneinterview with assignedpartners.• Mini social-science researchproject.Exercise is more valuable ifstudents are allowed tocommunicate directly about theirexperiences.• Critical to develop an e-mailprotocol to maintain clarity ofcommunication threads.• Advisable for class participantsto communicate directly, insteadof through instructors.• Many students comment thatthe most enjoyable part of thecollaborative project was theone-on-one interviews.• E-mail protocol dramaticallyimproved interaction quality.• Students would have preferredto create their own one-on-oneinterview guide.• Collaborative project is mosteffective when working with allof the same components in theassignment.APPENDIX BSpring 2008Collaborative Learning Project – Interview FormName of InterviewerDateName of Person Being InterviewedLength1. What do you see as the value of public administration to a society?2. Based on the analysis of the two collaborating communities, what stood out?Similarities? Differences? Did anything surprise you?3. What do you feel are the greatest challenges faced by public organizations in yourcommunity?4. What is the value of professional programs in public administration/affairs?5. Why are you pursuing an MPA degree?360 Journal of Public Affairs Education
Operation PSA: The Action Learningof Curiosity and CreativityDiane M. KimotoGrand Valley State UniversityJenny FrascoUniversity of Michigan, FlintLorne MulderBattle Creek and Calhoun County Homeless CoalitionSylvia Tsitsi JutaWestern Michigan University, KalamazooABSTRACTThe National Association of Schools of Public Affairs and Administration’s(NASPAA) YouTube public policy challenge (NASPAA, 2007) asked students tocreate 90-second videos or public service announcements (PSAs) that frame currentproblems and offer solutions. “Operation PSA” similarly discusses thiscommunication medium as a useful classroom tool that warrants incorporation intomore public administration programs across the nation. Building upon Dewey’s(1916) belief that learning occurs during instances of communication and Revans’(1980) emphasis on collaborative communication for action learning, the articledetails the steps and tools necessary to creating thought-provoking PSAs, themanner in which to distinguish between potential and realized learning, and currentchallenges and future directions when considering PSAs as educational tools.INTRODUCTION“Speak Truth to Power” is a public service campaign, offered by the NationalAssociation of Schools of Public Affairs and Administration (NASPAA), forwhich graduate students create a video that frames a current problem and offerstheir solutions. The campaign also signals a change for public administrationprograms that recognize the power to communicate a very special message aboutpublic policy issues through the use of YouTube as a “fast-changing video webJPAE 15(3): 361–382 Journal of Public Affairs Education 361
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