The Design, Pedagogy and Practice of an Integrated Public Affairs Leadership Course

Autor/inn/en	Sandfort, Jodi; Gerdes, Kevin
Titel	The Design, Pedagogy and Practice of an Integrated Public Affairs Leadership Course
Quelle	In: Teaching Public Administration, 35 (2017) 1, S.50-65 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-7394
DOI	10.1177/0144739416655597
Schlagwörter	Public Affairs Education; Leadership Training; Courses; Computer Uses in Education; Experiential Learning; Reflection; Critical Thinking; Teaching Methods; Masters Programs; Curriculum Design; Curriculum Implementation; Student Surveys; Student Satisfaction; Graduate Students; Self Evaluation (Individuals); Outcomes of Education; Graduate Surveys; College Graduates; Minnesota + Suchen Sie Ihr Suchwort? Führungslehre; Kursangebot; Computernutzung; Experiental learning; Erfahrungsorientiertes Lernen; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Magister course; Magisterstudiengang; Lehrplangestaltung; Schülerbefragung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernleistung; Schulerfolg; Hochschulabsolvent; Hochschulabsolventin
Abstract	Current world events demand public affairs leadership training that generates among professionals a sense of capability, agency, and responsibility to engage in complex public problems. In this paper, we describe a unique course operated in the US focused on achieving these learning outcomes. It uses an unconventional schedule and course design that leverages information communication technologies to support learning. Its integrated model combines conventionally distinct courses with a pedagogical approach stressing experiential learning, personal reflection, and critical thinking. The paper describes the teaching practices used in the course, as well as offers three sources of evidence about what results from its implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01