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Doctoral programs provide training and mentorship for engaging in research, but they rarely provide training on how to be effective in the classroom-leading to many graduates obtaining their first faculty position with little to no teaching. This book is a straightforward guide for the new instructor in a higher education classroom.
List of contents
Introduction—Teaching Your First Class: Research for the New Faculty Member 1. Toward a Signature Pedagogy for Public Administration 2. On Pedagogy and Andragogy: Balancing the Learning Needs of Pre-Service and In-Service MPA Students 3. Strategies for Teaching a Student-Centered Large Lecture Course in Public Affairs 4. The Community as a Laboratory of Study: Getting Out of the Ivory Tower 5. Team-Based Learning: A Model for Democratic and Culturally Competent 21st Century Public Administrators 6. How Do We Know What They Know? Evaluating Student-Learning Outcomes in an MPA Program 7. Student Evaluations of Teaching: How You Teach and Who You Are 8. When Do Online Education Technologies Enhance Student Engagement? A Case of Distance Education 9. Hybrid Course Design: Promoting Student Engagement and Success 10. Comparing the Effectiveness of Classroom and Online Learning: Teaching Research Methods 11. Teaching Introduction to Public Administration via the Case Method 12. How to Write a Case Study for Public Affairs 13. Using Learning Analytics to Predict At-Risk Students in Online Graduate Public Affairs and Administration Education Review Questions
About the author
Bruce D. McDonald III is Professor of Public Budgeting and Finance at NC State University, Raleigh, USA. He is the editor-in-chief of Public Administration and the co-editor-in-chief of both Public Finance Journal and the Journal of Public Affairs Education. He is also the general editor for both the Routledge Public Affairs Education Book Series and the Routledge Public Budgeting and Finance Book Series.
William Hatcher is Professor of Public Administration and Chair of the Department of Social Sciences at Augusta University, USA. He also serves as the co-editor-in-chief of the Journal of Public Affairs Education and is general editor for the Routledge Public Affairs Education Book Series.
Summary
Doctoral programs provide training and mentorship for engaging in research, but they rarely provide training on how to be effective in the classroom—leading to many graduates obtaining their first faculty position with little to no teaching. This book is a straightforward guide for the new instructor in a higher education classroom.
