Journal of Public Affairs Education

Recommendations

Info

Linking Students with Community in Collaborative Governance Table 3. Expressed Lessons Learned, Applicable Theories, and Contribution to the Community Theme Categories What do you feel you have learned in bridging course content with field research? Application of Theory Community Awareness Difficulty Drawing Lessons Social Awareness Specific Tools or Skills What theories and or tools do you envision as being applicable to the recommendations we will be making to the Children’s Cabinet? Collaborative Advantage Conflict Management Information Database Network Analysis Network Evaluation Network Formation Network Management Stakeholder Engagement What do you feel you or the class will be contributing to the child-serving community in Orange County? A Plan for Action Inform Community Inspire Thinking Lay Groundwork for Future Work Number of References in Student Journals 13 4 2 3 9 3 6 5 2 6 9 9 7 8 7 6 1 Lessons Learned Most of the lessons learned by students dealt with the application of particular theories, or the development of collaborative and network tools. Overall, these reflections show the apparent success of the service-learning approach in encouraging the internalization of new knowledge. For example, the following journal excerpt relates to the application of theory: Journal of Public Affairs Education 107
Linking Students with Community in Collaborative Governance When I first started this class, I was thinking, “How hard could this be? A network—get some people together who are interested in the cause and, presto—you have a network.” I didn’t realize all the components that go into making a network successful. Because of this course, I am now able to actually identify these factors and even ask in my interviews for the final project about other successful networks the interviewee might be a part of and why. I am able to prompt after posing the question because I understand the deeper aspects of a network. Specific skills or tools learned included those associated with group work as well as the application of specific tools in network analysis. The following two statements capture these perspectives. The service learning approach used in Cross-Sectoral Governance demands that students apply skills such as managing group dynamics, scheduling multiple events, communication among agencies, conflict resolution, and coordination of efforts. All of these skills are vital to success in the workplace and they are very difficult to simulate in the classroom. This experience is even more valuable when students know that their efforts have the probability of making a positive difference in the community. It is an unfortunate reality that most academic work is simply a practice in “honing one’s skills.” Usually, only the instructor will see a student’s work. Through the service learning process, student efforts actually have tangible results in the community. Second: We found an opportunity to apply our theoretical learning to field practices. For instance, as a survey analysis group, we learnt something about UCINET [a social network analysis software program] to look at the network between ties and nodes. However, if we were not involved in the process of entering survey data to UCINET, we would not learn more how to enter data, how to interpret data, [and] how to deal with data. Applicable Theories To assess particular student lessons learned with respect to theory, students were asked to specify those theories they thought to be most applicable for the child-serving community. Students identified eight theoretical areas or specific theories, which are listed in Table 3. This excerpt is a single brief 108 Journal of Public Affairs Education
Page 1 and 2:
Winter 2011 Volume 17, No. 1 JPAE J
Page 3 and 4:
From the Editor—John Dewey’s Dr
Page 5 and 6:
From the Editor—John Dewey’s Dr
Page 7 and 8:
The Changing Climate for Public Aff
Page 9 and 10:
Page 11 and 12:
Page 13 and 14:
From the Guest Editor of learned pr
Page 15 and 16:
Using Personal Learning Networks to
Page 17 and 18:
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
26 Journal of Public Affairs Educat
Page 33 and 34:
Transformational Service and Action
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
44 Journal of Public Affairs Educat
Page 51 and 52:
Engaging Undergraduate Students to
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62: Engaging Undergraduate Students to
Page 63 and 64: Engaging Undergraduate Students to
Page 65 and 66: 60 Journal of Public Affairs Educat
Page 67 and 68: How Valuable Are Capstone Projects
Page 93 and 94: 88 Journal of Public Affairs Educat
Page 95 and 96: Linking Students with Community in
Page 111: Linking Students with Community in
Page 121 and 122: Community Impact of Nonprofit Gradu
Page 137 and 138: 132 Journal of Public Affairs Educa
Page 139 and 140: Whose Problem Is This? Stories Aumi
Page 141 and 142: Whose Problem Is This? seriously. R
Page 143 and 144: Whose Problem Is This? References A
Page 145 and 146: Fulbright Scholars in Public Admini
Page 155 and 156: 150 Journal of Public Affairs Educa
Page 157 and 158: Review of The Trusted Leader endors
Page 159 and 160: Review of The Trusted Leader curric
Page 161 and 162: Review of The Trusted Leader buildi
Page 163 and 164:
158 Journal of Public Affairs Educa
Page 165 and 166:
Trees and Water: Mainstreaming Envi
Page 167 and 168:
Information for Contributors The Jo
show all

Journal of Public Affairs Education

Create successful ePaper yourself

Delete template?

Save as template?