Theory is systematically organized knowledge. Its form may vary: a set of assumptions, explanatory statements, or abstract reasoning, or perhaps a set of principles for the study or practice of the discipline. In public administration, practice converges with theory in direct ways. In the world of public administrative action, practitioners are experts; in the world of meaning-making, theorists are the experts. If good theory is practical, meaningful action is possible but first it must pass muster among the potential skeptics in everyday public administration. Some MPA students, perhaps having exhausted their patience for what appears to be intellectualism masquerading as explanation and wisdom, are among the skeptics.

The collaboration between a faculty member in public affairs and an instructional developer led to the three-year design of a learner-centered large lecture course. An in-depth evaluation at the end of that period revealed which elements of the course format generated the most student interest and, in some cases, even changed their attitude about learning in college. Suggestions are made for further course changes based on an analysis of the student feedback.

The existence of a gap between theory and practice in the educational experience of public administration graduate students is well established. This article describes a classroom activity that can be used in a required public personnel management class and is designed to bridge that gap by sending students into the field. The students' assignment is to produce either a personnel policy manual or a performance appraisal system for a governmental unit that agrees to participate in the project, then to provide written and oral briefings on the project. The briefings focus on problems identified in the preparation of the manual or the appraisal system and how solutions were developed for those problems. The authors have evaluated the project and have concluded that advantages such as skill development, knowledge integration, and service to the community outweigh disadvantages such as the risk associated with inexperience, the time demanded for the project, and even the development of the habit of relying on work already done by others.

(1997). Theory and Generation X. Journal of Public Administration Education: Vol. 3, No. 3, pp. 397-403.

Because programs in public administration and affairs face new challenges in preparing students to function effectively in an increasingly pluralistic world and to manage a nontraditional workforce, faculty face the question, “What kind of curriculum will promote the competencies students need to understand diversity and to realize its value in managing high-performing public and nonprofit organizations?”This question served as the impetus for a pilot seminar on valuing diversity, aimed at providing opportunities to examine in detail the ethical dilemmas, public attitudes and values, and social consequences of the compelling diversity issues of the day.1This article describes the rationale and structure of the seminar as it addressed personal values and attitudes; explored a range of economic, political, and social issues; and, through three case studies, provided the opportunity for students to apply new knowledge and insights. A content analysis of students' final papers identifies common themes in the students' development of the competencies related to valuing diversity. Through this testimony, students articulate the results of a curriculum that integrates personal experience, theory, and practice.

(1997). Educating Tomorrow's Public Administrators: Embracing Theory and Practice. Journal of Public Administration Education: Vol. 3, No. 3, pp. 391-396.

(1997). Teaching Management in Public Administration/Public Management As Art, Science, and Profession Laurence E. Lynn, Jr./The New Effective Public Manager: Achieving Success in a Changing Government Steven Cohen and William Eimicke/How Do Public Managers Manage? Bureaucratic Constraints, Organizational Culture, and the Potential for Reform Carolyn Ban/Managing Chaos and Complexity in Government: A New Paradigm for Managing Change, Innovation, and Organizational Renewal L. Douglas Kiel. Journal of Public Administration Education: Vol. 3, No. 3, pp. 405-421.