Abstract
This JPAE mini-symposium on teaching public administration is the outgrowth of papers presented at the June 2013 Teaching Public Administration Conference (TPAC) in San Francisco. The conference was sponsored jointly by the American Society for Public Administration (ASPA) Section on Public Administration Education (SPAE) and the University of San Francisco. Following the conference, a call for conference papers was placed for submission and publication in JPAE. Two articles from TPAC 2013 form the basis for this mini-symposium on teaching public administration. Both articles describe two excellent case studies on how student learning is measured in MPA curricula.
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