Engaged Learning in the Public Service Classroom: (Routledge Public Affairs Education)

Many that pursue a career in public service do so because they have a passion for their communities and want to pursue solutions to vexing challenges in society. As a result, instructors teaching public service, administration, and policy courses are challenged to incorporate a range of community engagement practices into their classes to allow students to explore their passion in greater depth, while also developing skills to operate in a dynamic governance environment. This pedagogical text explores the variety of ways in which students can become more engaged throughout the public service curriculum. Engaged Learning in the Public Service Classroom introduces a wide range of activities, practices, and behaviors involving students in learning by exploring real-world contexts and issues. Utilizing the tools and concrete examples in the book, students are encouraged to actively explore, experiment, evaluate, and reflect on practical challenges, helping to foster their critical thinking and motivating them to learn. Considering the numerous methods of engaged learning, the editors offer a framework for understanding and implementing different types of engaged learning practices, including Field of Practice, Community as Laboratory, and Service Learning, exploring the benefits and practical considerations of each. To maximize the book’s utility and to provide faculty with the best opportunity for successful implementation, the final section of the book focuses on anticipating and overcoming possible challenges when implementing engaged learning. This innovative new book is designed specifically to help support current and future instructors and faculty in the disciplines of public affairs, public administration, and public policy, including graduate students.

Table of Contents:
1. Introduction to Engaged Learning Section I: Incorporating the Field of Practice into the Classroom 2. Incorporating Practice into the Public Administration Classroom 3. Practice and the Introduction to Public Administration Classroom Section II: Community as a Classroom Laboratory 4. The Classroom Laboratory 5. Connecting Theory and Practice in a Public Management Course 6. Social Equity Case Study Section III: Engagement through Service-Learning 7. What is Service Learning? 8. Engagement Through Experiential Philanthropy 9. How to Fan the Flame for Public Service Through the MPA Capstone Experience Section IV: Issues in Engaged Learning 10. Effective Management of Engaged Projects 11. Managing and Mentoring Students in Applied Research 12. Using Engaged Projects to Assess MPA Programs 13. Resources for Engaged Learning Projects

About the Author :
Josephine Gatti Schafer is the Director of the Center for Public Affairs Research in the College of Public Administration and Community Service at the University of Nebraska at Omaha, USA. In this role, she provides data-driven insights and expert consultation to a range of government agencies, nonprofit organizations, and policymakers to inform initiatives in economic and community development. Dr. Schafer draws on her extensive applied research experience to enhance her teaching and academic work. Her research has been featured in journals such as the Journal of Public and Nonprofit Affairs, Public Performance and Management Review, and Leadership and Policy in Schools. Bruce D. McDonald III is Professor of Public Budgeting and Finance and Director of the School of Public Service at Old Dominion University, USA. He also serves as the editor-in-chief of Public Administration, co-editor-in-chief of Public Finance Journal, and general editor of both Routledge’s Public Affairs Education Book Series and Routledge’s Public Budgeting and Finance Book Series. Dr. McDonald’s research focuses on public budgeting and finance in the context of social equity budgeting and the fiscal health of local governments. His research has appeared in journals such as the Journal of Public Administration Research and Theory, Public Administration Review, and the American Review of Public Administration.

Review :
“The authors in this book present creative ideas for improving public service pedagogy. It is a must read for those dedicated to educating the public servants of tomorrow.” Rosemary O'Leary, Distinguished Professor Emerita, University of Kansas - School of Public Affairs, USA “This book is a must-have resource for public service educators, offering practical insights into engaged learning. It helps students address real-world issues, enhancing their critical thinking and community involvement. With valuable examples and exercises, it's an essential read for anyone committed to impactful public service education.” Meghna Sabharwal, Professor, University of Texas at Dallas, USA “A much-needed compendium of tested teaching approaches and strategies for engaged learning about the practice of public administration and other public service professions. Packed with great ideas and proven strategies from experienced instructors on how to bring real life to the classroom: to help prepare students for those moments in public life when (as Hannah Arendt once said) ‘the chips are down’. Highly recommended!” Camilla Stivers, Distinguished Professor Emerita, Levin College of Cleveland State University, USA “Schafer and McDonald have assembled an impressive and diverse group of experienced scholars and professors who practice various forms of engaged learning in their classrooms and communities, and sometimes in partnership with community stakeholders. The text is an essential resource for emerging and longstanding public service instructors who are keen to lead their students to deeper understanding of contemporary workplaces and communities, and thus enabling today's students to be more effective and inclusive in their future practices. Beyond the benefit for students, instructors themselves can use the examples across chapters to engage in more personal reflection on their approaches to teaching and learning. The resources shared in conclusion are worth their weight in gold and serve as strong complements to the ideas and practices shared by each contributor.” Thomas Bryer, Pegasus Professor, University of Central Florida, USA