Designing and Implementing Challenge-Based Learning in Public Policy Courses

This paper focuses on the use of a Challenge-Based Learning (CBL) framework in an advanced Public Policy Analysis undergraduate course. I will describe the work involved in redesigning a course and implementing the framework in the course, and will analyze the impact of CBL on student achievement. This paper assesses the design and implementation of CBL in the course, and provides evidence of the value of such a framework in advanced public policy courses. It also provides some guidance on potential pitfalls associated with certain high impact practices.