This lightning talk highlights two intentionally juxtaposed teaching innovations that advance digital literacy and innovative learning in a graduate‑level public administration course. The first is a field‑based experience in which students tour City Hall, observe a live agenda‑setting meeting, and participate in a policy workshop built around a current local issue. This immersive activity sharpens understanding of core concepts by grounding them in authentic civic practice.
In contrast, the second innovation is a fully digital memo‑writing assignment series requiring students to use generative AI tools to draft, revise, and critique professional policy memoranda. The sequence builds digital literacy, strengthens analytical writing, and promotes ethical, reflective use of AI in public‑sector contexts.
Together, these contrasting approaches—embodied field engagement and AI‑enabled analytical skill‑building—create a modern, multidimensional learning experience that prepares students to navigate both the human and technological dimensions of contemporary governance.
