Dialogue on Teaching Public Administration in Diversified

Dialogue on Teaching Public Administration in Diversified Classrooms Strategies that Work Panelist Thoughts

Rutgers University Invited Panelist: Stephen R. Rolandi, MPA Lecturer of Public Administration Department of Public Management John Jay College of Criminal Justice The City University of New York Nelida Valentin, MA, CPM Rutgers University – Eagleton Institute EMPA Leadership & Diversity Instructor, School for Public Administration – RU Newark Antonio Cardona, MPA, MA, CPM, CT EMPA Leadership & Diversity Instructor, School for Public Administration – RU Newark “Executive” MPA Rutgers Masters in Public Administration

TEACHING STUDENTS IN PUBLIC ADMINISTRATION APPLIED LEARING SHOULD: Encourage thinking broadly about public issues concerns Engage people where they are at seek and to understand the psychosocial factors of the situations being learned Develop your own Mojo Create learning for complexity and interlocking concerns Networking – Expand their Horizons Move around government

THE INSTRUCTOR AS LEAD & GUIDE It begins with the instructor – some point we have learned: All students are not on the same level of experience Some are younger (Millennials and GenX-ers) some a little more mature (Baby Boomers/ The Silent Generation) Some are foreign born Some do not hold English as their main language (first language) – some are bi/trilingual Some learn by seeing, others hearing, tactile, writing et al Some are first generation college goers Some lack proficient in writing and others forms of communication Some need more time to absorb ideas (write; take notes and test)

ENCOURAGE CRITICAL THINKING & PROBLEM SOLVING OF REAL ISSUES As instructors we need to be involved in: Exploration and expansion of solutions – work to eliminate: “Mind Guards” Unconscious Bias “Group Think” looking for “best practices” that can be built upon by instructors and learners alike Model, as a instructor, non judgmental analysis Use “test” that teach – generate plausible alternative ideas Use group projects to expand not as “filler”

NEED FOR FACILITATION As instructors, facilitate discussion as a method for teaching – have conversations that Talk through ideas (flow thoughts) and on weight merits of Public Administration concerns arguments – Entertain all sides – even if they may not make sense of be empirical rational (science has its self-imposed limits)

TOOLS & TECHNIQUES As appropriate, use multimedia: use news and talk shows conversations and recorded Ted-like talks with the aim to class discussion interesting and bring up issue s that eliminated or “blind spots” Encourage students learners to “stand on the table” – assume a different vantage point “ a view from the deck”

TOOLS & TECHNIQUES Talk around as you discuss class topics – call on students to expand and give there thought (never allow undue judgments) Use Q and A at beginning of class topic to be discussed- use 3M slips for students to write their thoughts – use that to facilitate class discussion Use relevant cases; legal case and precedents, issue that

TOOLS & TECHNIQUES Use Power Point to guide and sat/keep discussion on track and ensure it is through Talk and quote Research done that is relevant to class discussion Encourage student to bring in research and contemporary write- ups and news articles on topic

TOOLS & TECHNIQUES Encourage student to bring in write up and news on topic being discussed in classes Make test/examination - not just rote learning or memorization – provide test that have and include short write up analysis Bring out and flush out newer ideas in development not yet crystalized Online/Blended Learning

TOOLS & TECHNIQUES Talk about Evidence Based Practices that are worth sharing Use “SMART” acronym to see if learning is occurring Use Take Home Test as well as writing assignments Use SWOT Analysis

TEACHING TO A HUMAN EXPERIENCE McGregor X and Y/ Maslow Nature of Human Nature Control or Lack of Notion of what Corruption is Ethical concerns Problems Solving

Thank-you!