Maximizing reflexivity and praxis by recognizing and counteracting the constraints imposed by stimulus-response learning

What is it about?

A survey of Master of Public Administration students reveals a strong preference for stimulus-response learning, i.e. (1) wording that is similar for assessments and course materials, (2) instructors who tell students what they need to know for course assessments, (3) exam preparation that focuses on materials discussed in class, and (4) instructors who provide step-by-step instructions for assignments. Each of the preferences maximizes efficiency, i.e., maximizes the grade that may be achieved within the students' time constraints by minimizing the uncertainty about types of assessment responses that will earn the highest grade. The efficiencies, however, are achieved at the expense of refining the students' creative, reflective and reflexive capabilities. Given the import of developing these skills, instructors should implement instructional strategies that shift to students a greater share of the responsibility for learning. Some of the strategies include (1) non-directed case studies, (2) minimalist. rather than detailed PowerPoint presentations that rely on the students to identify and discuss the missing information and (3) requiring students to summarize or analyze the assigned readings via concept maps or issue papers prior to discussing the materials in class.

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Why is it important?

The challenges confronting MPA graduates place a premium on creative, reflective, reflexive, and critical thinking skills. The development of these skills is dependent on counteracting the strong preference for stimulus-response learning by shifting to students a greater share of the responsibility for learning, i.e., transforming the students' role from spectator to active participant in the learning process.