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Teaching Public Administration As a Fulbright Scholar In China:Analysis and ReflectionsU.S. Department of State.(n.d.). The China-US Fulbright program. Retrieved May 1, 2008, fromhttp://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 andManagement, 20(2), 161-173.Watkins, D., & Biggs, J. (Eds.). (1996). The Chinese learner: Cultural, psychological, and contextualinfluences. Hong Kong/Melbourne: Comparative Education Research Centre/Australian Councilfor Educational Research.FOOTNOTE1 Two faculty members were Fulbright Scholars for two years, thus resulting in eight years duringwhich public administration faculty were in China, as shown in Table 2.Dr. Donna Lind Infeld is a professor at the Trachtenberg School of Public Policyand Public Administration at The George Washington University, where she isDirector of the Masters of Public Policy program. Her recent courses includepolicy analysis, the capstone seminar, and the dissertation workshop. Herresearch interests focus on health, aging, and long-term care.Dr. LI Wenzhao is an assistant professor of the School of Public Administrationat Renmin University of China in Beijing. He teaches policy analysis, policyevaluation, the selected classic works of public policy, and administrativereforms in China. His research interests focus on administrative reforms inChina, the constitutional political economics of public policy, and selfgovernanceof public affairs.Journal of Public Affairs Education 347
Badgers & Hoosiers:An Interstate CollaborativeLearning Experience ConnectingMPA Students in Wisconsin and IndianaKaren N. KingUniversity of Wisconsin-OshkoshCara M. SpicerLegacy FoundationABSTRACTCollaborative learning projects are a widely used instructional strategy in Master’sof Public Administration (MPA) classes, because participating in them leads toincreased student learning and helps students develop the ability to work in selfdirectedteams. In this article, researchers report on three collaborative learningprojects involving students of graduate-level, public administration programs inOshkosh, Wisconsin, and in Gary, Indiana. They describe the projects, assessstudents’ responses to them, and offer recommendations for instructors whomight be interested in implementing similar activities across programs, state lines,or national borders. The authors found that the projects served as a critical bridgeto course concepts by broadening their students’ perspectives on the study andpractice of public administration, and by challenging them to reflect on their ownactivities and behaviors in a theoretical context.INTRODUCTIONCollaborative learning projects are a widely used instructional strategy inMaster’s of Public Administration (MPA) classes. They increase learning across theMPA curriculum, and enhance students’ abilities to work in self-directed teamsbecause, as Schumaker (2005) observes, “the ability to work successfully withothers is one of the most important interpersonal skills that one can develop” (p.22).Collaborative learning projects typically involve a group of students within agiven 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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