Edited by Michelle C. Pautz, Professor of Political Science and Associate Dean for Curriculum and Student Academic Success and Li-Yin Liu, Associate Professor of Political Science, Department of Political Science, University of Dayton, USA

• Contents1 Teaching public policy and the necessity of understanding ourstudents 1Michelle C. Pautz and Li-Yin Liu2 Common ground policy analysis: approaches to addresspolarization in the classroom 16Daniel R. Birdsong and Christopher Brough3 The dilemma of one course: combining policy analysis andpolicy process theory 30Wesley Wehde4 Integrating community-based capstone courses into publicpolicy curricula 43Dillan F. Bono-Lunn and Anna L. Krome-Lukens5 Leveraging AI-enabled technologies and tools to supportstudent learning in public policy 72Dongfang Gaozhao6 Harnessing AI for active and visible learning in public policyeducation 100Minzi Su7 A contest of ideas: understanding and teaching policy throughSupreme Court cases 116Chad B. Newswander, Grace Agapinan and James Pate8 Professors as engaged policy actors 132Jodi Benenson and Rachel Fyall9 Unveiling the kaleidoscope of inclusivity: innovativestrategies in teaching public policy by foreign-trained facultyin US universities 144Ju-Ying Yang10 Integrating nontraditional assignments to enhance publicpolicy students’ learning of quantitative methods 157Jungwon Yeo and Olga Pysmenna11 Re-thinking policy analysis: new approaches to learning andteaching cultural awareness 177Xi Chen and Sara R. Rinfret12 The use of study questions to connect public policy theory topractice in the classroom 193Megan K. Warnement Wrobel13 Teaching and (un)learning: developing assignments to helpstudents unlearn old habits and prepare for policy-orientedcareers 205Joshua D. Ambrosius

‘The desire of the editors and authors of this engaging book is to support students, many of whom will be future public leaders, to meet complex and challenging public issues. By considering cultural awareness, the importance of pragmatic and applied learning, and the context of public work, the chapters provide invaluable reading for new and seasoned professors alike as they consider how best to teach public policy courses. Highly recommended.’

Edited by Michelle C. Pautz, Professor of Political Science and Associate Dean for Curriculum and Student Academic Success and Li-Yin Liu, Associate Professor of Political Science, Department of Political Science, University of Dayton, USA

• Contents1 Teaching public policy and the necessity of understanding ourstudents 1Michelle C. Pautz and Li-Yin Liu2 Common ground policy analysis: approaches to addresspolarization in the classroom 16Daniel R. Birdsong and Christopher Brough3 The dilemma of one course: combining policy analysis andpolicy process theory 30Wesley Wehde4 Integrating community-based capstone courses into publicpolicy curricula 43Dillan F. Bono-Lunn and Anna L. Krome-Lukens5 Leveraging AI-enabled technologies and tools to supportstudent learning in public policy 72Dongfang Gaozhao6 Harnessing AI for active and visible learning in public policyeducation 100Minzi Su7 A contest of ideas: understanding and teaching policy throughSupreme Court cases 116Chad B. Newswander, Grace Agapinan and James Pate8 Professors as engaged policy actors 132Jodi Benenson and Rachel Fyall9 Unveiling the kaleidoscope of inclusivity: innovativestrategies in teaching public policy by foreign-trained facultyin US universities 144Ju-Ying Yang10 Integrating nontraditional assignments to enhance publicpolicy students’ learning of quantitative methods 157Jungwon Yeo and Olga Pysmenna11 Re-thinking policy analysis: new approaches to learning andteaching cultural awareness 177Xi Chen and Sara R. Rinfret12 The use of study questions to connect public policy theory topractice in the classroom 193Megan K. Warnement Wrobel13 Teaching and (un)learning: developing assignments to helpstudents unlearn old habits and prepare for policy-orientedcareers 205Joshua D. Ambrosius

‘The desire of the editors and authors of this engaging book is to support students, many of whom will be future public leaders, to meet complex and challenging public issues. By considering cultural awareness, the importance of pragmatic and applied learning, and the context of public work, the chapters provide invaluable reading for new and seasoned professors alike as they consider how best to teach public policy courses. Highly recommended.’

Edited by Michelle C. Pautz, Professor of Political Science and Associate Dean for Curriculum and Student Academic Success and Li-Yin Liu, Associate Professor of Political Science, Department of Political Science, University of Dayton, USA

• Contents1 Teaching public policy and the necessity of understanding ourstudents 1Michelle C. Pautz and Li-Yin Liu2 Common ground policy analysis: approaches to addresspolarization in the classroom 16Daniel R. Birdsong and Christopher Brough3 The dilemma of one course: combining policy analysis andpolicy process theory 30Wesley Wehde4 Integrating community-based capstone courses into publicpolicy curricula 43Dillan F. Bono-Lunn and Anna L. Krome-Lukens5 Leveraging AI-enabled technologies and tools to supportstudent learning in public policy 72Dongfang Gaozhao6 Harnessing AI for active and visible learning in public policyeducation 100Minzi Su7 A contest of ideas: understanding and teaching policy throughSupreme Court cases 116Chad B. Newswander, Grace Agapinan and James Pate8 Professors as engaged policy actors 132Jodi Benenson and Rachel Fyall9 Unveiling the kaleidoscope of inclusivity: innovativestrategies in teaching public policy by foreign-trained facultyin US universities 144Ju-Ying Yang10 Integrating nontraditional assignments to enhance publicpolicy students’ learning of quantitative methods 157Jungwon Yeo and Olga Pysmenna11 Re-thinking policy analysis: new approaches to learning andteaching cultural awareness 177Xi Chen and Sara R. Rinfret12 The use of study questions to connect public policy theory topractice in the classroom 193Megan K. Warnement Wrobel13 Teaching and (un)learning: developing assignments to helpstudents unlearn old habits and prepare for policy-orientedcareers 205Joshua D. Ambrosius

‘The desire of the editors and authors of this engaging book is to support students, many of whom will be future public leaders, to meet complex and challenging public issues. By considering cultural awareness, the importance of pragmatic and applied learning, and the context of public work, the chapters provide invaluable reading for new and seasoned professors alike as they consider how best to teach public policy courses. Highly recommended.’