Asynchonous Online Graduate Public Policy Education: The Use of Public Databases to Engage Students and Advance Learning Richard Doyle Associate Professor of Public Budgeting Naval Postgraduate School Monterey, CA

The Logic of the Course Learning is more effective if students are actively engaged with the raw materials of the course Graduate education in public budgeting can effectively incorporate relevant data real time Instructor must bring the materials to the students in a timely and effective manner

The Relevant Materials Students learn about the players and the budget process in general (theory), then engage the actual players and the process in action (the budget process underway as the course is delivered) Similarly, students are exposed to budget problems from the literature, then learn how the current Congress and executive branch is addressing them High speed and continuous access to the web is essential

Providing Context Readings (e.g., journal and newspaper articles, book chapters) provided in digitized formats within the LMS (Blackboard, transitioning to Sakai); assignments can be changed during the course to take advantage of new documents bearing on course objectives and the current budget process Lectures provided via PPT presentations located within the LMS and published using Articulate, with video introduction by instructor (updated for each new course offering to remain relevant to budget developments in Congress and the executive branch )

Parallel Processes Interactive tools (e.g., Camtasia tours of congressional budget committee websites) for learning key elements of the budget process are assigned in addition to reading materials and PPT presentations Faculty student interaction occurring through Announcements, Discussion Board and , including feedback on student papers scanned and ed to them Faculty member communicating with students as re current budget developments relevant to their learning

The Exercises Grades are derived entirely from completion of exercises involving a combination of budget concepts and current budget data One exercise, worth 60 percent of the final grade, consists of a set of four questions pertaining to a specific part (function, account, chapter, etc) of the federal budget Each student selects the “part” of the budget he/she will use for this exercise, optimizing their interest

The Four Questions What is in your piece of the federal budget pie? Which committees of Congress control your piece of the budget pie and what is the nature of that control? Which government agencies propose spending for your piece, how do they use the funding, and what organized interests attempt to influence levels of funding? What does the administration propose for your piece of the budget pie?

Advantages Students discover and construct knowledge about budget process and outcomes Students equipped to locate and analyze relevant budget information, enabling research using primary materials Budget information asymmetry shifted in favor of students/citizens