Incorporating the International Perspective Into Public Administration Education

This chapter provides an overview of the importance of incorporating an international perspective into the public administration classroom. This includes a discussion on international comparative public administration, why it is essential for the MPA classroom, and how it can best be incorporated into a program's curriculum. The discussion includes the introduction of recommended course objectives for adoption in an MPA program that align with the various courses traditionally found in MPA programs. Included with the course objective is the introduction of reading and assignments that can be used to help meet these objectives.

PSII-B-23 Implementation of a design thinking approach to problem-based learning in an animal science capstone

The objective is to present a strategy for attainment of capstone course objectives using design thinking. Problem based learning has long been incorporated into STEM, and yet inclusion of a formalized design thinking strategy is a novel approach for student-led cooperative learning. Relevancy of content and potential student impact upon the industry was established via the inclusion of stakeholders representing state livestock commodity groups who, via Zoom, met with students to present an overview of challenges facing their respective industries. Students, working in teams, used these conversations to formulate complex problems as the basis of their design thinking process. Subsequent steps of convergent and divergent thinking and low and high-fidelity prototyping led to creation of prototype solutions, which were continuously revised based upon feedback received after deployment. Solutions were prepared for dissemination to varied audiences using multiple communication strategies. Students were required to develop a technical report, scientific poster, infographic, narrated video, and oral presentation. The necessary buy-in from instructors, guest lecturers, students, and stakeholders is significant and a potential challenge to be addressed from the onset of the course. Further, use of design thinking typically requires students to transition from traditional course delivery and assessments to real world situations in which they receive process guidance, but must develop problem solutions themselves. Students required both prompting and restraint to follow the design thinking process. Frequent and transparent communication are helpful in ameliorating student frustration. The student group dynamic was heavily influenced due to covid-19, as teams contained a mix of students physically attending classes and those working remotely. Preliminary feedback suggests that all students engaging remotely via a Zoom meeting helps to create a more equitable and productive working environment. In its first iteration, students are engaged in design thinking and achieving capstone course objectives on schedule.

Internal control, reporting failures and lack of scientific methodology for reporting – Status of the Al- Bireh- Palestine municipality –: الرقابة الداخلية وإخفاقاتها في إعداد التقارير وغياب المنهجية العلمية لإعداد التقارير – حالة بلدية البيرة – فلسطين –

The question that the research seeks to answer is the relationship of good supervisory administrative reports to achieving the goals of the organization, and helping managers to show the spirit of work interest in making their administrative decisions and taking those decisions away from their personal aims and interests. The scientific and applied importance of research appears in an attempt to shed light on the importance of internal control and its correct scientific and technical reports in developing and maximizing the benefit of the organization. The researcher applies his hypotheses to the municipality of Al- Bireh- Palestine as an applied case and studies the monitoring reports from the beginning of 2013 until the beginning of 2020 and the violations that were shown or not shown by the supervisory reports in some of the decisions taken at the time and whether the weakness of these reports had a role in the growth and increase of violations and deviation from the regulations and the policies in place at the time or not. The research assumes in general that the more supervisory reports are prepared in a wrong way technically and administratively, with the knowledge or ignorance of the source of those reports, the more deviation the administration and its decisions are from the course, objectives, laws and policies set for this organization.

Rachel S. Harris (ed.), Teaching the Arab–Israeli Conflict. Detroit: Wayne State University Press, 2019. xxxiii + 434 pp.

This chapter reflects on Teaching the Arab–Israeli Conflict (2019), a collection of short essays. Each essay begins with a description of course objectives and/or content, the institutional framework and local culture, and the socioeconomic and/or ethno-religious make-up of the class. After this, many of the contributors go on to provide insightful reflections on how they grapple with the challenges of teaching about this conflict, facing a wide variety of student populations. Most of the authors implicitly or explicitly view and teach the conflict as a “clash of narratives” between two legitimate national movements; only one, poet and activist Philip Metres, openly frames his pedagogy within the popular colonial settler–state model. Missing from the volume is a critical discussion of the implications of choosing one of these two paradigms rather than the other. A number of teachers illustrate the importance of maps in their pedagogy; however, the maps supplied for this volume leave something to be desired.

ENGLISH FOR STUDENTS OF PSYCHOLOGY AND EDUCATION: DESIGNING A TEXTBOOK

This paper considers some issues in designing a textbook for students of psychology and students of education enrolled in the same ESP course. These issues include balancing students’ objective and subjective learning needs in the selection of real content aimed at developing necessary competences in accordance with the course objectives, as well as selecting carrier content to satisfy the needs and interests of students of both disciplines. An additional challenge involves accommodating learning needs of students with different levels of language proficiency, while also taking into account their evolving specialist knowledge. The paper then looks at the structure and content of the textbook English for Students of Psychology and Education, published by the Faculty of Philosophy, University of Belgrade.