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The academic/practitioner divide is real. Having observed and participated in this divide over four decades it seems as if the same issues get repeated over and over. This paper offers one approach that was used several years ago. The "case" is a collaboration between a recently hired Professor of Practice and the author, a full professor with only limited government experience. There were two main challenges in the relationship. The diplomatic had to adjust to a different organizational culture and the academic had to adjust to contact he wasn't familiar with. A new elective course was developed called, Drugs, Crime, and Terrorism. I describe this process and draw lessons about the value of this type of experience for faculty, practitioners, and professional education.

Introducing a new concept, skill or method to public affairs students always involves a decision about the most effective pedagogical approach that will achieve the instructor's objectives. In public affairs, education concepts are often abstract, complex and contested. One of the approaches that can be effective in introducing public affairs concepts is playfulness—simple anecdotes, mini, one page composite cases and scenarios and even "tricks" that can all be used to motivate a given subject. One technique is to introduce concepts with brief vignettes that have just enough detail to allow students to practice the concepts and apply skills that cut across the management and policy curriculum. Vignettes offer the immediate advantage of quick reflection and decision which can then be followed with deeper investigation and analysis. Students can practice thinking fast and thinking smart. Examples of policy and policy implementation from the author's teaching repertoire are used to illustrate the argument.

Repertoire: –a stock of plays, dances, or pieces that a company or a performer knows or is prepared to perform. –the whole body of items that are regularly performed. –a stock of skills or types of behavior that a person habitually uses. https://www.google.com/#q=definition+of+repertoire Assessing the impact of teaching on student learning is an educational enterprise that has been going on for many years. Less common, however, is the evaluation of the impact of teaching on the instructor. That is, how does increasing teaching experience both in terms of the number of years doing it and the diversity of teaching experiences improve teaching? This is, of course, an empirical question. This paper focuses on one type of teaching experience and its overall contribution to improving instruction in public administration and policy. I draw from experience in short-term, non-degree teaching in executive programs (EEs). These programs are aimed at middle-level or senior government officials and may be as short as one day or as long as four weeks (on rare occasions longer). I show how this type of teaching can improve one's teaching repertoire much like a young professional trombonist (think of Tommy Dorsey in his early 20s) or a fledging comedian trying to make the big time developing a professional repertoire. One's repertoire is a combination of pedagogical technique and policy and management substance. Since short-term, non-degree teaching in EEs is different from degree-based, semester-length teaching, it presents specific challenges, especially for the novice EE instructor. As the repertoire improves via EE teaching, it is likely to transfer to more conventional graduate-level professional education. Case examples come from Hungary, the USA, China, Macedonia and Singapore.

This article adopts the perspective expounded by Weimer, and Vining and Weimer, that policy analysis requires "craft skills" and, therefore, one of the fundamental objectives of public affairs programs is to prepare graduates for the professional working world by providing opportunities to learn and practice these skills. Second, the article then introduces a method of experiential learning advanced by Weaver which he calls "quasi-cases." The two concepts are then linked through an exposition of a quasi-case—New York City's flirtation with "congestion pricing." The goal of the article is to show that by linking these two ideas, one can enhance experiential learning in the classroom (and outside the classroom) and thereby provide students with the opportunity to practice craft skills in semester length courses in addition to the usual approach of relying on internships and capstone projects to provide public affairs students with opportunities to learn what it means to be professional. The quasi-case of New York City's flirtation with congestion pricing illustrates the following ideas: 1) Economic concepts and tools are necessary but rarely sufficient to understand a policy issue adequately. 2) Policy takes place in a specific intergovernmental context that shapes both process and outcome. Understanding the intergovernmental context is important if one is to appreciate how various political constraints operate in the particular setting.

Reflects on the past decade of change in Central and Eastern Europe and the former Soviet Union. Notes the varying degrees of successful reform and aid/technical assistance for the region provided by international organizations. Examines efforts to provide technical assistance through the application of best practice to local governments. Develops a case study, using Hungary as a setting, of a local government deputy mayor and simulates a technical assistance best practice transfer. Describes also an alternative home‐grown best practice project at the local level. Lessons learned from these projects show that historical and contextual conditions have a very large impact on capacity building efforts in countries of transition; political values have to be developed and an organizational infrastructure to express them is essential. Ultimately, the knowledge and skills of senior managers must be cultivated, to assist them in nurturing the social capital needed for them to govern effectively.