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Abstract
Project-based learning geared toward a client provides the instructor with an applied method for classroom teaching. This article provides detailed information on how to incorporate project-based assignments into public administration courses. Student evaluations indicate that students perceive their learning to be more effective when it is project-based and client- or real-world oriented. This article looks at the integration of project-based assignments to coursework even when there is no identified “real” client.
Additional information
Notes on contributors
Susan G. Mason
Susan Mason is an assistant professor of public administration and political science and director of the Community and Regional Planning Graduate Certificate program at Boise State University. She is coauthor of the book chapter “Linear Correlation and Regression” in the Handbook of Research Methods in Public Administration, 2nd ed., with Les Alm. She has also published in the Journal of Optometric Education. Her current research focuses on cooperation, urban development, community and regional planning, and their intersections with public policy. She may be reached at [email protected].