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Normative management behaviors have resulted in the patterns of today—a lack of equity in leadership positions and policies that are less favorable toward women. Meanwhile, public service values, such as respect, equity, diversity, and inclusiveness, are central foci among the professional standards and norms within the public administration field, its academic discipline and related curricula. Consequently, public administration educational programs are uniquely situated to espouse these values in their core curricula, as well as enact and reinforce them through inclusive pedagogical practices. This paper has two aims. First, to introduce the Diversity Inclusion Model, which provides a framework for examining diversity and inclusion in course design and syllabi to identify areas of improvement. Second, to apply the Diversity Inclusion Model to gender equity and inclusion to develop more gender-inclusive, acculturated learning experiences that reinforce gender equity in the classroom. This may subsequently inform the practice of public administration to re-shape professional norms and create better gender equity.

The Patient Protection and Affordable Care Act P.L. 111–148 (ACA) was projected to expand health insurance to about 32 million people by 2014. This influx presents significant pressures for primary health care providers (PCP) at a time when there is already a PCP shortage. The associations among prevention, equity, healthy environments, nurse practitioner (NP) regulatory policies, and access to primary care are well documented in the literature. This article presents relationships among NP scope of practice regulations in the 50 states and the District of Columbia and their potential impact on population health outcomes. Utilizing correlation and multiple regression analyses, this study identifies modest but significant associations. In accordance with Institute of Medicine (2011) recommendations, the authors suggest successful implementation of the ACA requires modernization and standardization of existing NP practice regulatory policies in order to build primary care capacity, increase access, and improve population health.

This study examines the features and benefits of a collaborative online-course template designed for and used by the department of public administration program at a mid-Atlantic university in the USA. Drawing on a multi-informant original survey addressed to students and faculty the study aims to answer the question: to what extent are online-course templates beneficial to student learning and instructor teaching experiences? Findings suggest that, overall, both students and faculty had positive perceptions of the template’s consistency in terms of format and access, but students found the template to be more beneficial to their learning than did faculty to their teaching.

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