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Harvey K. Newman Department of Public Management and Policy Andrew Young School of Policy Studies

“Civic Engagement in the Bachelor of Public Policy Degree of the Andrew Young School of Policy Studies Georgia State University”. Harvey K. Newman Department of Public Management and Policy Andrew Young School of Policy Studies Georgia State University e-mail: hnewman@gsu.edu

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Harvey K. Newman Department of Public Management and Policy Andrew Young School of Policy Studies

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  1. “Civic Engagement in theBachelor of Public Policy Degree of theAndrew Young School of Policy StudiesGeorgia State University” Harvey K. Newman Department of Public Management and Policy Andrew Young School of Policy Studies Georgia State University e-mail: hnewman@gsu.edu phone: 404-413-0112

  2. CASE STUDY: A case study of the ways in which Civic Engagement is addressed within the Bachelor of Public Policy degree program of the Andrew Young School of Policy Studies, Georgia State University.

  3. MISSION OF THE NEW CURRICULUM: • To prepare students for roles as effective citizens and people who work in the public service. • While many of the graduates are encouraged to enter careers in the public sector or in nonprofit agencies, all are taught to become active citizens in the civic and public arenas. • Recent curriculum revisions resulted in the introduction of two new courses, which when combined with the existing internship course, address the mission of the degree program and provide opportunities for students to learn about the issue of civic engagement. • After the first year of the new curriculum, enrollment has climbed to over 100 students, indicating the popularity of the new emphasis on civic engagement and preparation for service in public and nonprofit agencies.

  4. PURPOSE OF THE PAPER: • The paper will review the objectives and content of two new courses in the core curriculum, PAUS 3021 Citizenship, the Community, and the Public Service and PAUS 3031 Policy Leadership, as well as the internship course, PAUS 4941. • The purpose of the paper is to examine how the issue of civic engagement is embedded within the curriculum of the undergraduate program in Public Policy. The civic engagement component takes advantage of the resources of Georgia State University which maintains an Office of Civic Engagement and an Office of Atlanta-Based Learning. • The description of the curriculum components may be of value to other institutions as they seek to increase the opportunities for civic engagement in their degree programs.

  5. LEARNING OBJECTIVES PAUS 3021 - Citizenship, the Community, and the Public Service Students demonstrate an understanding of their responsibilities as citizens in a democratic society. Students understand the variety of ways they can help shape public policy. Students explore the role of active citizens within the community. Students participate in public and community affairs. ** The service learning component requires that students spend two to four hours per week throughout the semester in either a civic or public organization. Classroom time is spent learning about the ways in which individual citizens can influence public policy as well as the constitutional framework for the public and nonprofit sectors.

  6. LEARNING OBJECTIVES • PAUS 3031 - Policy Leadership: • Students will meet leaders from a variety of backgrounds and learn how they led change in their organizations. • Students will explore theoretical perspectives on leadership. • Students will compare theoretical approaches to leadership with practical applications. • ** In the Policy Leadership course, PAUS 3031, students meet with leaders from the public, nonprofit, and for-profit sectors of society who come to the classroom to share their leadership experiences.

  7. LEARNING OBJECTIVES • PAUS 4941 – Internship Course • Students have the opportunity to receive mentoring in their career field. • 2. Students receive direct, hands-on experience with work activities related to their educational program. • Student interns are better able to plan their next career steps. • ** Undergraduate students spend 200 hours in their internship setting for three hours of academic credit.

  8. CHALLENGES TO THE ACADEMIC PROGRAM • To make sure that the three courses are not isolated experiences, but are connected to one another. This is, admittedly, a shortcoming at the present time. The program is so new that it is not completely clear how the parts relate to the whole. • How can students integrate their learning about civic engagement from the Citizenship course, for instance, with the Policy Leadership course, and with the internship? • This process of integration of knowledge will take teamwork and cooperation among the faculty responsible for teaching the three courses. The commitment to teaching students about civic engagement is evident in the requirement of the three courses. What remains is the task of making a more integrated whole out of the sum of the three parts.

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