How to implement project-based quantitative classroom projects while supporting curricular design: A case study from a quantitative methods course in a public affairs program

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Teaching Public Administration Pub Date : 2022-03-03 DOI:10.1177/01447394221079692

Adriana Cordova, J. Lahey, Lala Taghiyeva

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引用次数: 1

Abstract

This article outlines how Master of Public Administration (MPA)/Master of Public Policy (MPP) programs can integrate a project-based learning opportunity to study curricular design and accreditation needs in their quantitative courses. Bridging together theory and the practical implications of data collection and analysis is important for students’ long-term professional development. We provide case study examples of recent project-based learning opportunities in an MPA/MPP program in the United States in which students collected data on employer needs for MPA/MPP graduates. The projects provide an evidence base for program assessment and improvement. Focus groups conducted with project participants, including alumni and current students, demonstrate that they valued this opportunity because it provided them with important technical and interpersonal skills necessary to succeed in their capstones, internships, and future jobs. We provide scaffolding assignment examples and recommendations for professors interested in implementing similar projects in their own courses.

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如何在支持课程设计的同时实施基于项目的定量课堂项目:来自公共事务项目定量方法课程的案例研究

本文概述了公共管理硕士(MPA)/公共政策硕士(MPP)项目如何将基于项目的学习机会整合到他们的定量课程中，以研究课程设计和认证需求。将数据收集和分析的理论和实际意义联系起来，对学生的长期专业发展非常重要。我们提供了最近在美国MPA/MPP项目中基于项目的学习机会的案例研究示例，在该项目中，学生收集了MPA/MPP毕业生雇主需求的数据。这些项目为项目评估和改进提供了证据基础。与项目参与者(包括校友和在校生)进行的焦点小组表明，他们重视这个机会，因为它为他们提供了重要的技术和人际交往技能，这是在他们的毕业典礼、实习和未来工作中取得成功所必需的。我们为有兴趣在自己的课程中实施类似项目的教授提供了脚手架作业示例和建议。

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来源期刊

Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

23.50%

发文量

期刊介绍： Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.