JOURNAL OF PUBLIC AFFAIRS EDUCATION最新文献

{"title":"What kind of editorship has this been1","authors":"William Hatcher, Bruce D. McDonald III","doi":"10.1080/15236803.2023.2289313","DOIUrl":"https://doi.org/10.1080/15236803.2023.2289313","url":null,"abstract":"Published in Journal of Public Affairs Education (Vol. 29, No. 4, 2023)","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138560991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"JPAE 2023 Award Recipients for Contribution to Scholarship of Teaching and Learning","authors":"","doi":"10.1080/15236803.2023.2289311","DOIUrl":"https://doi.org/10.1080/15236803.2023.2289311","url":null,"abstract":"Published in Journal of Public Affairs Education (Vol. 29, No. 4, 2023)","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138561080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The importance of mentorship in higher education: An introduction to the symposium","authors":"Sara R. Rinfret, Sarah L. Young, Bruce D. McDonald III","doi":"10.1080/15236803.2023.2260947","DOIUrl":"https://doi.org/10.1080/15236803.2023.2260947","url":null,"abstract":"Published in Journal of Public Affairs Education (Vol. 29, No. 4, 2023)","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138561341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Keeping up with the human in HRM: Exploration of transgender rights in public sector human resource management","authors":"Del M. N. Bharath, Karen D. Sweeting, Chevanese Samms Brown","doi":"10.1080/15236803.2023.2281021","DOIUrl":"https://doi.org/10.1080/15236803.2023.2281021","url":null,"abstract":"Transgender (trans) rights are human rights; however, human resource management (HRM) policies often do not consider implications for non-binary gender equity. Instead, trans employees often face a...","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138540243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Training future professors in public budgeting, finance, and financial management: The Inter-University Consortium for PhD courses","authors":"Yilin Hou, Philip Joyce, Kurt Thurmaier, Katherine Willoughby","doi":"10.1080/15236803.2023.2272654","DOIUrl":"https://doi.org/10.1080/15236803.2023.2272654","url":null,"abstract":"The Inter-University Consortium for Doctoral Courses in Public Budgeting, Finance, and Financial Management is the first collaborative project for online doctoral courses in public affairs. This article provides an account of the consortium’s initiation, establishment, and operation for the pilot round. The consortium fills a niche in doctoral education and opens up a path for smooth cooperation between universities by accessing instructors who are experts in subfields of public budgeting and finance. This article also analyses the results of a survey of students, liaison professors and leaders of the participating schools. The article aims to draw lessons from the pilot operation and to look into the future for improvements. Though the consortium regards doctoral courses in the PBFM specialization, the problem is a common one, generic to all area specializations of PhD programs in research universities. We hope the consortium can be a model for collaboration between universities going forward.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135934769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Meeting the moment: Trauma responsive teaching for student success","authors":"Annie Miller, Hope Yohn, Maren B. Trochmann","doi":"10.1080/15236803.2023.2263129","DOIUrl":"https://doi.org/10.1080/15236803.2023.2263129","url":null,"abstract":"ABSTRACTClassroom environments, virtual and face-to-face, are changing; we are moving to focus more explicitly on students’ health and well-being and to ensure we actively promote anti-racist educational environments for students. This paper examines how we can enshrine those lessons into academic programs by institutionalizing a trauma-responsive approach to education; building upon key findings from student and adult development theories, then bridging the scholarship of teaching and learning literature as a guide for developing teaching practices that support individual student growth. We outline structured practices that faculty can utilize to improve learning and success for students who are experiencing personal, secondary, or institutional trauma while establishing boundaries in teaching. Five goals for trauma-responsive teaching include 1. Ensure safety; 2. Establish trustworthiness; 3. Maximize choice; 4. Maximize collaboration; and 5. Prioritize empowerment. We conclude by offering tangible practices to incorporate from syllabus changes to classroom discussion guidance and beyond.KEYWORDS: Equitable teaching approachtrauma-informed teachingtrauma-responsive pedagogy Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The authors of this paper are aware of the extensive literature related to the influence of faculty intersectional identities like gender identity, race, accent, etc. on student ratings of instruction (Kreitzer & Sweet-Cushman, Citation2021; Redding, Citation2019; Subtirelu, Citation2015); the rapport building aspect of instruction identified here may be correlated with these identity relationships, however, there is not evidence to date that examines this intersection.2. The authors recognize that the politics of self-disclosure and admission of unfamiliarity/inexperience is complex. Disclosure of some identities is unavoidable, and people with minoritized identities may face more barriers for disclosing their experiences or admitting when they do not know something. The scope of this paper primarily exists within the classroom and student-instructor dynamics. However, if self-disclosure and saying “I don’t know” are not permissible for faculty in meetings or conversations with peers, this speaks to a larger institutional barrier that may prohibit this behavior change in the classroom. For these situations, a deeper exploration is required to tackle the systemic changes and incorporate trauma-responsive practices at the institutional level.Additional informationNotes on contributorsAnnie MillerAnnie Miller is an Assistant Clinical Professor and Associate Dean of Student Success and Strategic Initiatives at the University of Colorado Denver School of Public Affairs and leads Collaborative Management Consulting LLC. She is an active board member at the Laboratory to Combat Human Trafficking, and the co-PI for the Colorado Project to Comprehensively Combat Human Trafficking. Her scholar","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Art for policy and policy for art","authors":"Jean Johnstone, Michael O’Hare","doi":"10.1080/15236803.2023.2254631","DOIUrl":"https://doi.org/10.1080/15236803.2023.2254631","url":null,"abstract":"The intersection of arts and public policy is three-dimensional. A multitude of direct subsidy, regulatory, and support programs are advocated and managed as “arts policy,” but a wide variety of non-arts-targeted realms such as tax law, public education, public health, and urban development and housing programs importantly influence artists and their encounters with their audiences. These interactions, and the complexity and thorniness born of the difficulty of clearly categorizing the arts as either market or non-market goods, as well as our difficulty in their valuation, make a particularly good area for teaching about public policy generally. And finally, policy of all kinds is too important to be made without the insights and guidance of artists, whose job is to show us the society we live in and who we are. Our “Arts and Cultural Policy” course explores this landscape for students in both fields.","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136308173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mentoring at the intersection of student and faculty retention at Historically Black Colleges and University (HBCUs) masters of public administration programs","authors":"Schnequa N. Diggs, Del M.N. Bharath, Kristie Roberts-Lewis, Deborah Bailey","doi":"10.1080/15236803.2023.2255765","DOIUrl":"https://doi.org/10.1080/15236803.2023.2255765","url":null,"abstract":"ABSTRACTMentoring is essential for the retention and success of not only students but early-career junior faculty as well. Yet, mentorship and mentoring become an issue of equity where those with the resources (financial, human, etc.) receive and provide better mentoring. This article is a collaborative autoethnography triangulated with program documents to better understand the role, perceptions, and experiences of mentorship for Women of Color (WOC) faculty in NASPAA-accredited HBCU graduate programs. This research uses a framework where student success depends on faculty success, and investing in faculty is as important as investing in students. We found the way that faculty perceive their role as mentors is strongly influenced by past mentoring experiences, how roles and responsibilities are defined, and how these roles and responsibilities are supported and measured within retention, tenure, and promotion (RTP). We provide recommendations to retain and develop faculty to become highly effective mentors at HBCUs.KEYWORDS: AutoethnographyHBCUsmentorshipretentionwomen of color Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSchnequa N. DiggsSchnequa N. Diggs is an Assistant Professor of Public Administration at North Carolina Central University. Her current research focuses on representation, social, and gender equity, and intersectionality. She is currently an active member of ASPA, serving on the COMPA and DSJ Board of Directors. She also serves on the Affordable Housing Implementation Committee for the City of Durham, NC.Del M.N. BharathDel M.N. Bharath is an Assistant Professor of Public Administration at Savannah State University. Her research interest lies in teaching public administration, gentrification, and the perceptions of public administration in film.Kristie Roberts-LewisKristie Roberts-Lewis is the former Chair & Associate Professor in the Departments of Public Administration and Public Policy at Southern University and A & M College. She currently serves as the Senior Program Manager of Transformation Support in the Institute of Capacity Building with the United Negro College Fund. An accomplished Higher Education administrator with an exceptional record of leading transformational change, increasing institutional effectiveness and student success in graduate education. She has served in institutions of higher learning for more than two decades and is currently the Managing Editor for the Journal of Public Management and Social Policy. She is the Immediate Past President of the ASPA Louisiana Chapter and serves on the Fund Development Committee with COMPA. Her research interests are focused on social welfare and social equity issues which has led to the publication of one book, numerous articles, and book chapters while sharing her research findings at national, regional, and local conferences.Deborah BaileyDeborah Bailey is an Assistant Professor and","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135059512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Smart government: Practical uses of artificial intelligence in local government (Improving financial management with AI)","authors":"Joseph Amazuwa Chirwa","doi":"10.1080/15236803.2023.2254633","DOIUrl":"https://doi.org/10.1080/15236803.2023.2254633","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135397278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"University autonomy decline: Causes, responses, and implications for academic freedom","authors":"F. A. Triansyah, Aneu Pebrianti, Rini Melani","doi":"10.1080/15236803.2023.2254632","DOIUrl":"https://doi.org/10.1080/15236803.2023.2254632","url":null,"abstract":"","PeriodicalId":46422,"journal":{"name":"JOURNAL OF PUBLIC AFFAIRS EDUCATION","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47152521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}