| Original language | English (US) |
|---|---|
| Pages (from-to) | 321-326 |
| Number of pages | 6 |
| Journal | Journal of Public Affairs Education |
| Volume | 22 |
| Issue number | 3 |
| DOIs | |
| State | Published - Sep 1 2016 |
Bibliographical note
Funding Information:This led me to apply for an internal grant within the University of Minnesota, which provided both professional development training and financial support for faculty interested in this technological transformation in their teaching. That investment by my university gave me permission to learn and experiment and, ultimately, to develop a prototype ecase, which in turn led to the foundation of the Hubert Project (for which I serve as academic director), an openaccess international collection of multimedia teaching materials—such as videos, ecases, and estudies—available to public affairs instructors. I began sharing my new knowledge in various ways: through sessions at conferences of the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) and Association for Research on Nonprofit Organizations and Voluntary Action (ARNOVA); through articles that considered implications for public affairs teaching, research, and service (Schweick, Mergel, Sandfort, & Zhao, 2011) and that reported findings of field trials (Brooks & Sandfort, 2014); and through training workshops about the use of multimedia learning objects in the classroom. I reached out to international partners in China and Africa who shared a commitment to the reinvention of public affairs education. I share this account because, like all good journeys, the path developed as I walked it. And it is time for more colleagues to engage in their own professional development journey and explore how technology can enhance their students’ learning.