Hauptmann School for Public Affairs Mission StatementThe Hauptmann School of Public Affairs offers a citizen-centered, professional program of graduate study that is grounded in the liberal arts tradition. As participants in HSPA's vibrant academic community, faculty and students consider, with the coursework, the larger issues of democracy, stewardship, and technology. In so doing, HSPA seeks to prepare students for the courage and discernment to act for the common good in the global context. Going beyond competence, students develop knowledge, skills, and values requisite for leadership and service in and across all sectors of society, including government, business, and nonprofit. HSPA cultivates public affairs as a life-long passion that is fundamental to citizenship in a free society.
Hauptmann School for Public Affairs Vision StatementThe Hauptmann School for Public Affairs will serve the common good by graduating leaders who exercise authority responsibly, make ethical decisions, act with moral courage, and advance human dignity world-wide.
PA 508 Information and Data Gathering, Analysis, and Evaluation
F2P 2008 GS
Hartle, Jeffery A.
Visiting Assistant Professor of Public Affairs
M.S. Industrial Safety Management, University of Central MissouriMIFireE (Member, Institution of Fire Engineers)CFPS (Certified Fire Protection Specialist)
Virtual Office (By email)
24/7 (Will respond to emails within 48 hours)
FAll II 2008
5:45 - 8:15 PM
Textbook: The following texts are required.
Creswell, John W. 2009. Research Design: Qualitative, Quantitative, and Mixed Method Approaches, 3rd Edition. Thousand Oaks, CA: Sage. ISBN 978-1-4129-6556-9 (Hardcover). ISBN 978-1-4129-6557-6 (Paperback).
Harris, Robert A. 2005. Using Sources Effectively: Strengthening Your Writing and Avoiding Plagiarism, 2nd Ed. Glendale, CA: Pyrczak. ISBN 1-884585-57-4 (Paperback).
Stebbins, Leslie F. 2006. Student Guide to Research in the Digital Age: How to Locate and Evaluate Information Sources. Westport, CT: Libraries Unlimited. ISBN 1-59158-099-4 (Paperback).
In addition to these textbooks, we will use the internet to visit reputable websites related to our topics. Additionally, you will be required to read journal articles in .pdf format. You will be required to read all of these materials during the course.
If you don’t have Adobe Acrobat Reader installed on your computer (required to read .pdf files), you can download a FREE copy at this site:
Textbooks can be purchased through the Parkville Bookstore.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Additional Resources: McAfee Memorial Library – Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling – The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk – If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email firstname.lastname@example.org or call 800-927-3024.
Resources for Current Students – A great place to look for all kinds of information http://www.park.edu/Current/.
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email email@example.com or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Educational Philosophy: Let me offer a few comments about this course. First, graduate coursework requires you, the student learner, to become an active participant in the learning process. I will not pour material into your until it is full, then request you to regurgitate the material back to me. Second, you will be responsible for what you learn. Each of you will learn something different this term, but all of you will accomplish the objectives of the course identified below.
All of us come to this course with different experiences and different perspectives. I will encourage each of you to share your experiences and perspectives with your fellow learners. Of course, we must all be respectful of each other. We will offer comments when appropriate, and listen (or read) carefully to avoid miscommunication. When necessary, we will attempt to clarify comments and concepts to ensure understanding.
This course will blend theory and practice, a key goal of the Hauptmann School for Public Affairs. In addition, we will discover “the complex nature and ambiguity of most contemporary public problems” (Park University Graduate Catalog 2007-2008, 86), another key goal of HSPA. My job is to guide you as you explore these difficult issues, and lead you to resources that illustrate the concepts we are exploring. In return, you will pursue intellectual inquiry and develop a critical and analytical approach to understanding the concepts discussed in this course, and discover your unique perspective on these concepts.
Each week, we will review different aspects of qualitative research. Each week, we will practice our scholarly writing, seeking to minimize our errors and become more effective in communicating our ideas to others. Our discussions will help us explore the readings, the assignments will assist you in identifying key principles, and your regular participation will help all of us conclude this term as wiser and more knowledgeable practitioners of public affairs.
Learning Outcomes: Core Learning Outcomes
All Park University courses must include a core assessment that measures the course's Core Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities.
For this course, the core assessment is a Comprehensive Final Examination to be administered in all sections of MG 365. This exam is worth at least 30 percent of the student's final grade and will test students' mastery of the Core Learning Outcomes (as listed on this syllabus) through definitions, essay, and/or multiple choice questions.
This core assessment is a CLOSED BOOK, CLOSED NOTES comprehensive examination that must be administered and proctored in the classroom and may not be given as a take-home examination. Students should not have access to the exam or its questions before it is administered. The duration of the exam can be no longer than two hours.
No computers, or materials other than a writing instrument and a calculator without text functions and communication may be used for the exam; this applies to all students, regardless of whether the exam is for on-line or face-to-face students. Completion of the exam is strictly individual; students may not work in groups to complete the exam.
Class Assessment: There are four major assessment categories in this course. The total points possible during the term are 495 points. These points are allocated as follows:
§ Final Project – A Research Proposal. 150 points = 30% of grade. This project will be assigned during Week 1 and will be turned in at the end of the term.
§ Mid-Term Take Home Exam. 100 points = 20% of grade. This exam will be assigned during Week 4.
§ Essays/Article Reviews. 125 points (5 assigned x 25 points each) = 26% of grade.
§ Weekly attendance/participation. 120 points (8 weeks X 15 points/week) = 24% grade.
Each of these major categories will be discussed in more detail in class. There will be no surprises or assignments at the last minute, so you can plan your term as much as possible. Grading rubrics indicating my specific expectations will be provided as each assignment is scheduled.
Grading Scale: The grading scale is:
A = 90.0% - 100%
B = 80.0% - 89.99%
C = 70.0% - 79.99%
D = 60.0% - 69.99%
F = <60.0%
§ An ‘A’ signifies work that clearly exceeds expectations exemplified by the student who prepares for class discussions and consistently indicates having thought about the material. Written work falling into this category will demonstrate clarity of purpose, organization, and communication. It will also demonstrate original interpretation of course material.
§ A ‘B’ signifies work that meets expectations, meaning that all aspects of the assignment are completed, but it lacks some aspects ‘A’ work, particularly inconsistent preparation for class discussions or written work that demonstrates less significant insight in the material, frequent grammatical errors, or failure to follow citation requirements.
§ A ‘C’ denotes written work that minimally meets the intent of the assignment and is poorly constructed, supported, or inconsistent arguments, or works with multiple spelling and grammatical errors, or multiple failures to follow citation requirements.
§ A ‘D’ falls short of the intent of the assignment in multiple areas and signifies a student who regularly misses class discussions, is otherwise unprepared on multiple occasions, or whose written work fails to meet the minimum expectations of graduate students.
§ A ‘F’ indicates failure to meet minimum requirements, demonstration of consistently poor work, or demonstrated inability to improve performance, cheating, or plagiarism.
Late Submission of Course Materials:
Late work receives no credit, unless the student has made prior arrangements. Requests for extensions after the due date are not normally granted.
Classroom Rules of Conduct:
Academic Honesty:As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2008-2009 Graduate Catalog Page 25
Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.
Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.
Park University 2008-2009 Graduate Catalog Page 25
Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2008-2009 Graduate Catalog Page 29
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:10/19/2008 10:55:26 PM