Literaturnachweis - Detailanzeige
Autor/inn/en | Cordova, Adriana; Lahey, Joanna; Taghiyeva, Lala |
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Titel | 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 |
Quelle | In: Teaching Public Administration, 41 (2023) 2, S.284-299 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Lahey, Joanna) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0144-7394 |
DOI | 10.1177/01447394221079692 |
Schlagwörter | Program Implementation; Active Learning; Student Projects; Curriculum Design; Public Affairs Education; Public Policy; Masters Programs; Program Evaluation; Capstone Experiences; Internship Programs; Accreditation (Institutions); Professional Development; Assignments; Decision Making Skills; Interpersonal Competence; Data Analysis Aktives Lernen; Schulprojekt; Lehrplangestaltung; Öffentliche Ordnung; Magister course; Magisterstudiengang; Programme evaluation; Programmevaluation; Berufspraktische Ausbildung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Assignment; Auftrag; Zuweisung; Interpersonale Kompetenz; Auswertung |
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. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |