This year’s NASPAA conference theme was “Leading by Convening: Shaping the Future of Public Policy, Public Affairs and Public Administration.” Schools from around the world gathered in Washington, DC from October 23-25 to learn from each other, foster connections in public policy and celebrate public service education.
University of Maryland School of Public Policy’s distinguished group of 18 faculty and staff members served as panelists and conveners across a total of 15 engaging panel discussions. Topics ranged from civility and leadership in public service education to fiscal sustainability in the U.S. and China to addressing racial and income disparities in clean technology and community development.
In the session Assuring Undergraduate Student Success in Public Affairs and Administration Education: A focus on student support, Academic Advisor Eva Morgan served as panelist and emphasized the School’s commitment to supporting its 328 undergraduates through personalized advising each semester. Advisors guide students in academics, career services and professional skills, creating tailored four-year plans that focus on experiential learning, particularly in early adjustment phases. “It's less about academics in those first few semesters and more about how they're acclimating,” said Morgan. “I’m very interested in making sure that they are okay.”
During the conference panel Cultivating Civility and Leadership in Public Service Education: Insights from Centers Advancing Civic Engagement and Democratic Discourse, Director of the Institute for Public Leadership John Ronquillo served in the role of convener while Director of the Civic Innovation Center Paul Brown served as a panelist. They highlighted the critical role of public service education in fostering civility, democratic discourse and civic leadership. Their centers promote meaningful civic engagement through partnerships supporting lifelong learning and initiatives like the Maryland Democracy Initiative. Both highlighted the importance of collaboration, engaging diverse perspectives and cross-state activities to address equity in civic participation and prepare students for responsible public service. “We have created a network allowing students to interact in civic engagement, civic learning with people outside of the state of Maryland, so it's important to understand your assets but be aware of how you need to expand your horizons,” Brown shared.
In the panel Global Experiences of Global Development Agenda: From the MDGs to the SDGs, Dean of the School of Public Policy Robert C. Orr reflected on the shift from Millennium Development Goals (MDGs) to Sustainable Development Goals (SDGs). While initially skeptical of the MDGs due to their narrow focus on developing nations, he recognized their effectiveness in uniting global actors. Orr identified four key elements for the SDGs: universality, inclusiveness, comprehensiveness and ambition. He advocated using SDGs as a framework for experiential learning, stating, “Our ongoing challenge is to ensure that we give our students a hands-on tool to think about what policies need to change.”
Associate Professor Cullen Merritt participated in a panel discussion on Mid-Level Managers: The Good, Bad, and Ugly, and How to Manage It which explored the importance of collaboration, empathy and trust-building for mid-level managers, warning against viewing colleagues as competition. Successful management, he noted, depends on working with others to build lasting connections and capacity for future partnerships. “When establishing basic protocols, it's important to keep the goals and the core objectives in mind,” Merritt shared. He also emphasized prioritizing genuine interests to prevent burnout and the value of mentorship in leadership.
In the panel Adapting Accelerated Degree Programs in Response to a Changing Undergraduate Environment, Director of Graduate Studies Malissa Calvin served as a panelist and discussed the evolution of the accelerated 4+1 Master of Public Policy program, which has grown in popularity since its 2017 launch. The program now attracts students from diverse fields, allowing high-performing undergraduates with a minimum 3.5 GPA to begin as early as their sophomore year. Calvin noted the program's unique financial and educational benefits, allowing students to double-count 18 credits.
In Embracing the Power of the People in Teaching Public Budgeting: Equity, Case study with Budget Simulator, and Undergraduate Level, Associate Professor Luke Spreen and Assistant Professor Juan Pablo Martínez Guzmán discussed active, student-centered learning approaches in public budgeting. Spreen emphasized the importance of engaging students with practical exercises, simulations and incremental challenges in tools like Excel to deepen understanding of budget concepts and policy decision making. His approach incorporates a “progressive overload” model, building students’ skills from foundational principles to complex applications. Martínez Guzmán discussed integrating social equity into course content and assignments, encouraging students to critically assess budget impacts on diverse populations. Both Spreen and Martínez Guzmán utilize case studies and responsive budgeting techniques to help students link theoretical principles to real-world policy challenges.
In the Inclusive Ethics in Public Service: Bridging Ideals with Realities panel, Associate Dean of Academic and Student Affairs Nina Harris emphasized that inclusive ethics involves decision making that thoughtfully includes all stakeholders and requires leadership grounded in professional and personal values. While Maryland supports DEIB efforts, challenges persist, especially at the institutional level, where day-to-day issues like curriculum management, faculty hiring and recruiting diverse students require continual commitment. “We narrow it down at the micro level and the things that we all deal with on a day-to-day basis and there are still some issues, so there's no perfection even being in a state that's very open to DEI.” Harris emphasized that inclusive ethics means actively building, rather than just being “at” the table, which requires ethical consideration of representation and allyship.
In Bridging the STEM and Public Policy Communities: Developing Professionals in STI Policy, Professor Anand Patwardhan and Distinguished University Professor Sylvester James Gates, Jr. emphasized the need for collaboration between STEM and public policy to prepare professionals who can navigate both fields. They argued that STEM professionals with policy insight and communication skills are essential for addressing complex scientific challenges in the policy process. Patwardhan highlighted the importance of academic institutions, particularly public policy schools, in fostering these skills to attract STEM students and enhance interdisciplinary understanding. Gates proposed strategies like joint faculty positions and targeted communication training to help students bridge these disciplines. He also stressed the role of professional organizations and policy advocacy in linking STEM advancements to legislative action, advocating for academic programs that develop a new generation of science and policy professionals capable of tackling modern challenges.
In Advancing Undergraduate Education in Public Service and Nonprofit Studies: Our Role in Civic Education, Public Humanities, Experiential Learning and the Future of Liberal Arts Education, Director of the Do Good Institute Bob Grimm served as a panelist and discussed initiatives to integrate public service and nonprofit studies into undergraduate education. Grimm discussed the Do Good Campus model, which encourages students from all majors to make social contributions through diverse programs. Grimm highlighted the Do Good Campus Fund, which grants funding for experiential projects that foster social impact, such as law students assisting local refugees and agricultural programs addressing student hunger. “One of the things we are talking about is how we can expose all kinds of majors to the fields of nonprofit, public service and making a social impact,” shared Grimm. Collaborations with the Department of Communications also incorporate social issues and nonprofit advocacy into required general education courses, promoting civic education and engagement, and inviting all students to explore civic-minded opportunities.
In the panel Using the Past to Shape the Future: Centering History in Policy Teaching, Research, and Practice, Associate Professors Claire Dunning and Josh Shifrinson emphasized the value of historical understanding in public policy teaching, research and practice. Dunning illustrated how history reveals the influence of identities and inequalities on policymaking through examples like redlining and welfare rights movements, while Shifrinson used historical memos in his U.S. foreign policy courses to challenge students to analyze sources for policy advice. They advocate for a historical consciousness in policy education, emphasizing that history aids in understanding current issues and provides critical lessons on choices and consequences in policymaking. Both agree that historical thinking enhances analytical skills, fosters empathy and equips students to tackle policy challenges with insights from the past.
In the panel Bridging the Gap: Addressing Racial and Income Disparities in Clean Technology and Community Development, Center for Global Sustainability Assistant Research Professor Jiehong Lou discussed the need to tackle racial and income disparities in clean technology access, particularly for electric vehicle (EV) infrastructure. While recent federal and state policies have increased EV infrastructure deployment, significant equity challenges persist, especially regarding access to charging stations. Lou's research indicates that low-income and Black communities, particularly in rural areas, face longer distances to EV chargers compared to wealthier urban residents. Lou stressed the importance of policy design that includes targeted community-level analyses to ensure equitable access. Lou noted that current policies mention equity but lack actionable strategies, and calls for state governments to use their data and frameworks to effectively bridge these gaps.
In the panel Advancing Education on Sustainability, Climate, and Energy in Public Policy, Affairs, and Administration Programs: Interdisciplinary Approach and Policy Engagement, Associate Dean of Research and Faculty Affairs Lucy Qiu convened the discussion and emphasized the need for an interdisciplinary approach to integrating sustainability, climate and energy education into public policy programs. She highlighted how the School of Public Policy’s core courses and capstone projects empower students to address real-world sustainability challenges, such as assessing climate change externalities and applying economic solutions. The curriculum also offers specialized training in climate modeling, energy economics and program evaluation methods. Qiu stressed the importance of addressing social equity and resilience, ensuring climate policies consider their impact on disadvantaged communities. She emphasized the development of essential skills in measuring and verifying carbon emissions and energy consumption, preparing students to tackle critical issues in sustainable policy and climate action.
In the panel Fiscal Sustainability in the US and China: Research, Teaching, and Policy Advocate, Professor Phil Joyce addressed the challenges of teaching federal fiscal sustainability, noting that students often hold misconceptions about the U.S. budget process. He pointed out the absence of fixed fiscal rules, like a balanced budget requirement, complicating discussions on federal debt and spending priorities. Using data on debt trends and revenue sources, Joyce explained that rising deficits largely result from increased mandatory spending and interest costs. He also employed budget simulations from organizations like the Committee for a Responsible Federal Budget to debunk myths about “quick fixes,” such as cutting foreign aid. Joyce argued that while a fiscal policy rule could theoretically enhance sustainability, achieving political consensus on revenue and entitlement reforms remains difficult. He emphasized the importance, yet political elusiveness, of fiscal sustainability in the U.S.
In the panel Cultivating Equitable Pathways to Undergraduate Research Engagement, Research Director of the Institute for Public Leadership Cullen Merritt and Research Director of the Do Good Institute Nathan Dietz emphasized cultivating equitable research pathways through the Thurgood Marshall Research Fellowship at the IPL and research at DGI. The Thurgood Marshall Research Fellowship provides underrepresented students with mentorship, financial support and community to engage in research on racial and social equity. At the Do Good Institute, Dietz combines research on philanthropy and civic engagement with support for student social entrepreneurs. Both Merritt and Dietz highlight goal clarity and supportive mentorship structures to humanize the research process, challenge conventional career expectations and nurture students' confidence and growth through exploration and change. “We have to uplift all research topics and uplift all people,” said Merritt.
In another panel Social Enterprise and Social Entrepreneurship Initiatives in Schools of Public Affairs, Bob Grimm explored how social entrepreneurship is integrated into public affairs education, bridging nonprofit management with university initiatives.
The conference fostered connections and insights, reinforcing the commitment to building a more equitable, informed, and engaged society, shaping the future of public affairs and administration around the globe.
