(Method) The sample for the directory was derived from TRIO and GEAR UP professionals located in the upper Midwest region that are affiliated with the Educational Opportunity Association (EOA). (Purpose) The purpose of this directory was to identify, describe, and evaluate evidence that the education practices improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. One reason for this result might be the group projects, which create a silo effect on students and limit their work relationships with peers.
Activities that foster peer interaction result in a dramatic increase in friendship relations between students while leading to only a slight increase in the advice network between students. The results of two separate surveys indicate that providing environments that blend practice with classroom knowledge lead to highly positive outcomes. The classroom activities in this course were designed to enhance peer interaction in the classroom and to facilitate learning by balancing theory and practice. The study uses a graduate-level public administration course as the case. This study explores the classroom as a community of practice and examines the role classroom activities have in students’ collaborative learning. Forming communities of practice provides participants with an environment that combines knowledge and practice and the opportunity to learn through relationships with their peers and practitioners in the community. Learning is a continuing social action that takes place through interactions with the environment and other individuals. It may sound cliché, but it is very true that what you get out of this course will be a direct reflection of what you choose to put into it. You will also have the opportunity to work with colleagues in a team project to try out ideas and practices from the readings. This course emphasizes experiential learning, meaning you will be asked to look for ways to apply what you have learned in your real life, outside the classroom, and reflect on what experience teaches you. The focus is not so much on the material as it is on you-your personal vision or model of leadership and the development of competencies to help you become a better leader of self, groups or teams you might work with, organizations, and also within boundary-crossing or community contexts. By the end of this course (combined with their own experience and skills), students will be able to recognize and define public service leadership issues at all levels of government, to offer insightful analysis of public governance issues that they encounter in practice, and to ask critical questions, offer good suggestions, and make sound arguments concerning how such issues might be addressed or solved.
The main goals of this course are (1) to help students deepen their appreciation of the importance of public service leadership in our democratic scheme of governance (2) to enhance their ability to think analytically about prospects and challenges of leadership in public service and (3) to enhance their ability to make good arguments concerning how public service leadership issues might be addressed. While students will learn about the major theoretical frameworks, they will focus on an applied action research model that is useful in analyzing and developing oneself and others for public service in public and nonprofit organizations. Students will have opportunities to explore their strengths and weaknesses as managerial leaders and to develop competencies in these areas. Course Description: This course focuses on leadership in public service from both theoretical and practical perspectives.