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

Autor/inn/en	Cordova, Adriana; Lahey, Joanna; Taghiyeva, Lala
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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