Journal of Public Affairs Education
and provocative new research and insight in the latest issue of
Journal of Public Affairs Education.
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entire issue (in PDF).
VOLUME 20, No. 3
From the Editor—The Challenges of Public
Editor in Chief
describes the similarities in challenges that E-12, college,
and public affairs education faces and introduces the articles for
the current issue of JPAE.
SYMPOSIUM: 2009 STANDARDS COMPETENCIES ASSESSMENT
Assessment of Universal Competencies Under the
C. Michelle Piskulich and Barbara Peat
Guest editors narrate the challenges implementing and assessing the
2009 NASPAA competencies and they preview the articles for this
Preparing Public Service Professionals for a
Diverse and Changing Workforce and Citizenry:
Evaluating the Progress of NASPAA Programs in Competency Assessment
Nadia Rubaii and Crystal Calarusse
This paper examines the self-reported progress of public service degree
programs in NASPAA for defining, measuring, and assessing student
learning outcomes as they relate to cultural competence and the changing
Iterative Learning: Programmatic Lessons from a
Course-Embedded Approach to Program
Jack W. Meek and Marcia L. Godwin
The authors describe the use of iterative learning as a
developmental approach toward assessment—a course-embedded program
mission assessment—used by University of La Verne Master of Public
Administration (MPA) program faculty.
Implementing a Multi-Method Competency Model:
Experiences of the MPA Program at James Madison University
Fred Mayhew, Nicholas Swartz, and Jennifer A.
The article paints the landscape of competency assessment strategies and
then examines the experiences of designing a competency-based model at
James Madison University
Development, Implementation, and Assessment of a
Competency Model for a Graduate Public Affairs Health Administration
Jill Jamison Rissi and Sherril Gelmon
This article describes the development, implementation, and ongoing
validation of a competency model designed for a multifaceted public
administration program. The model is based on accreditation standards
and competencies promulgated by NASPAA and CAHME, and reflects a unique
focus on community-engaged pedagogies.
Assessing Professional Competencies: The
“Painstaking” Implementation Phase
The author examines the opportunities and challenges encountered in
formulating and implementing strategies for assessing universally
required competencies and mission-specific competencies in a large
public affairs school with five MPA programs and one Master of
International Affairs (MIA) program.
ARTICLES OF CURRENT INTEREST
Through The Wire: Training Culturally Competent
Leaders for a New Era
Tia Sherče Gaynor
This article shows how classroom use of The Wire, a fictional television
drama that first aired in 2002, can be used in public
administration/affairs related courses to teach cultural competency.
Ranking Universities for Scholarship in Public
Administration Research, 2006–2010
Adam Williams, Derek Slagle, and Darrin Wilson
The authors build upon previous studies to construct a world ranking of
schools that publish in leading public administration journals. Their
results confirm many assumptions while offer some surprises regarding
who is the most productive.
Evaluating Civic Learning in Service-Learning
Programs: Creation and Validation of the Public Affairs Scale–Short
Chantal Levesque-Bristol, K. Andrew, and R.
The authors argue that the current assessment tool, the Public Affairs
Scale, is too difficult to administer and they propose instead a briefer
15-item tool that seems to work well in terms of achieving the same
results as the larger scale.
Using Root Cause Analysis in Public Policy
Travis P. Wagner
Read this article to learn how to the use of Root Cause Analysis as a
teaching tool can be an important teaching tool to facilitate student
learning and understanding of problem definition. The article describes
RCA, explains how it fits into the policy literature, and then
illustrates its use with some engaging examples.
Governmental and Nonprofit Accounting: Theory and
Reviewed by Carol Jean Becker
The reviewer describes this book as an outstanding reference detailing
the essentials of government and non-profit accounting theory and
The Journal of Public Affairs Education (JPAE)
to advancing teaching and learning in public affairs, which
includes the fields of public policy analysis, public
administration, and public management. Hosted by the Hamline
University School of Business and published by NASPAA, the
quarterly journal features peer-reviewed scholarly articles on
pedagogical, curricular, and accreditation issues pertaining to
public affairs education, commentaries, and symposia and book
Editor in Chief
Kristen Norman-Major, Managing Editor
Iris Geva-May, Associate Editor,
International and Comparative
Michael O'Hare, Associate Editor,
Assessment and Practice
Lisa Dejoras, Editorial Assistance
Chris Thillen, Copyediting
Val Escher, Layout
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NASPAA, the global standard in public
service education, is a membership organization of 280 graduate programs in public policy, public affairs
and public administration located across the U.S. and around the globe. NASPAA’s mission is to ensure excellence in public service education and promote the ideal of public service, and it is the specialized accreditor of master degree programs in public affairs.
JPAE in order to bring the best scholarship on teaching and quality directly into the hands of our membership and profession.
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