WINTER 2012 - National Association of Schools of Public Affairs and ...

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Pamela A. Gibson and Pamela Trump Dunning APPENDIX C Online Participation Grading Criteria for Discussion Board Activities Criteria Poor Good Excellent Significance Student’s contributions do not add any richness to the conversation. The contributions repeat what others have said and thus are not integrated in the thread of conversation. The contributions are not in student’s own words, but merely copy information from sources. The student’s contributions are not supported by material from the text or other sources. Timeliness The student fails to post messages while the sessions are active. Intensity In sessions where the student participates, his or her participation is kept to less than the minimum (for example, one initial posting with less than two follow-up postings). Student never takes any initiative in significant discussion. 228 Journal of Public Affairs Education Many of the student’s postings are meaningful. In most cases, the contributions are well connected to the thread of conversation. The student in some cases asks good questions and initiates good threads. The student incorporates relevant material from the text in the initial post and occasionally follows up on postings to support their position. The student generally makes contributions while the discussion threads are lively. People can still profit from the information. The student meets the requirement of one initial post and two follow-up postings per week. Student sometimes takes initiative in significant discussion. Most of the student’s posts are meaningful, integrated with the thread of discussion, and add to the learning experience. The student asks very good questions or makes important comments that generate good discussion in the discussion board. Student reads and thoughtfully responds to classmates’ posts. Student incorporates or builds on the ideas of others. The student incorporates relevant material from the text and outside sources into all postings to support their position. The student always posts his or her contributions while the threads are still alive and flowing. In the sessions where the student participates, he or she makes many contributions. Student frequently has a leading role in online discussions.
Fulbright Program for Foreign Students and the Study of Public Administration Mohsin Bashir Arizona State University ABSTRACT This essay reflects on the author’s experiences in the United States as a doctoral student in public administration on a Fulbright scholarship. The author chronicles his observations of American public administration education and the cultural shocks he encountered during his stay here. He shares with the reader the changes his experiences brought about in his personality and thought process and also provides recommendations for future international Fulbright scholars as well as their educators in the United States. In its 65 years of operation, the Fulbright program has established itself among the high-profile scholarship programs around the globe. Its long list of notable alumni includes several heads of state, Nobel laureates, and other distinguished achievers in various academic and professional arenas (“Notable Alumni,” n.d.). At the same time, with bilateral agreements between the United States and 155 countries in the world, it is the largest academic exchange program in the world as well (“Fulbright: The Early Years,” n.d.). This rather unique combination of size and prestige makes the Fulbright Program an interesting topic of study for scholars in the field of education. Students of public administration may find the Fulbright Program particularly interesting because the program not only supports the field as a study discipline but also is an integral part of U.S. public administration and policy. This essay can be seen by researchers on public administration education as a case study summarizing the Fulbright experience and its academic and cognitive effects on me, a Pakistani doctoral student in Public Administration in an American university. In the following sections, I take stock of my journey as an international student in the United States in general and a Pakistani graduate student in particular, as well as a participant in the cultural exchange phenomenon that characterizes the Fulbright Program. I also provide an account of the effects and impressions that I perceive are a result of this journey. I then reflect on these accounts and impressions, making suggestions for students, JPAE 18(1), 229–237 Journal of Public Affairs Education 229
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JPAE VOLUME 18 NUMBER 1 JOURNAL OF
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Journal of Public Affairs Education
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FROM THE EDITOR In the symposium in
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NASPAA Presidential Address Annual
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Leading by Example: Modeling Global
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FROM THE GUEST EDITOR FROM THE GUES
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FROM THE GUEST EDITOR A SYMPOSIUM I
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on other fronts, certainly it can h
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Picasso, P. (1937). Guernica. Pictu
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A View from the 50th Street Gate on
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Reflections of a Working-Class Acad
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Reflections of a Working Class Acad
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Reflections of a Working Class Acad
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Class Rooms Kenneth Oldfield Univer
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Class Rooms although I did, but not
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Class Rooms GRADUATE SCHOOL I was u
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Class Rooms the odds this appointee
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Class Rooms The Great Leveler, too
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Class Rooms of higher learning and
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ook (Oldfield & Johnson, 2009). The
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Didactic Changes Class Rooms Pedago
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Admittedly, it will be difficult to
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hooks, b. (2000). Where we stand: C
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Shaw, G. B. (1928). The intelligent
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What’s a Girl Like You Doing in a
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What’s a Girl Like You For exampl
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What’s a Girl Like You and operat
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What’s a Girl Like You captured t
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What’s a Girl Like You full-blown
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What’s a Girl Like You inside). I
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What’s a Girl Like You and collea
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What’s a Girl Like You toward ser
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Blue-Collar Teaching in a White-Col
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Blue-Collar Teaching Half of my fam
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Blue-Collar Teaching from physics.
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Blue-Collar Teaching lifelong dream
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Blue-Collar Teaching Before him, in
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Blue-Collar Teaching One may argue
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Blue-Collar Teaching graduation in
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Blue-Collar Teaching advantages oth
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Carrizales, T. (2010). Exploring cu
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Oldfield, K. (2010). Socioeconomic
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Moving Forward by Looking Back Gary
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Moving Forward My father married my
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Moving Forward became apparent that
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Moving Forward to Duane, because he
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Moving Forward by this contaminant.
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Moving Forward quite by chance to b
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Moving Forward Federalist 51 detail
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Moving Forward their profession, in
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Moving Forward as the study shows,
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REFERENCES Ashwander v. Tennessee V
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Techniques in Teaching Statistics:
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Many researchers have explored the
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LITERATURE REVIEW Techniques in Tea
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Techniques in Teaching Statistics b
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Techniques in Teaching Statistics T
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Techniques in Teaching Statistics l
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Techniques in Teaching Statistics i
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Table 1. Downloads of Papers at Sel
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Figure 2. Expanded Model of Researc
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Techniques in Teaching Statistics o
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Figure 3. Expanded Model of Researc
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Techniques in Teaching Statistics L
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Techniques in Teaching Statistics o
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Felbinger, C. L., Holzer, M., & Whi
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Snee, R. D. (1993). What’s missin
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Are They Connected? Exploring Acade
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Exploring Academic and Social Netwo
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Figure 2. Career Advice Network Fig
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Table 1. Descriptive Statistics of
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network density, and network recipr
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Figure 5. Academic, Career Advice,
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Open Access Digital Repository: Sha
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Sharing Student Research with the W
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Table 1. Downloads of Papers at Sel
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Table 2. Top 10 Most Downloaded App
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Analysts also determined the number
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Topical categories. As shown in Tab
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negative impact on ARP downloads (
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