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 602 Seminar in Public Affairs
S1P 2012 GSV
Box, Richard C.
Textbook: Box, Richard C. Public
Administration and Society: Critical Issues in American Governance, 2nd
ed. Armonk, NY: M. E. Sharpe, 2009.
King, Cheryl Simrell. Government is
Us 2.0. Armonk, NY: M. E. Sharpe, 2011.
Video of mock Jefferson-Hamilton
debate, available from C-SPAN at
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 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
The content and structure of the course
are designed to further Hauptmann School values related to preparing public
service leaders for the 21st century. The professor's role in the
course is to provide a conceptual framework and facilitate learning rather than
solely to deliver factual material to passive learners. The professor hopes
that each student will gain increased appreciation for the American democratic
setting and her or his role in shaping the future.
Learning Outcomes: Core Learning Outcomes
In each of six weeks of the course with assigned readings, class members post
discussion of three “key ideas.” The key ideas assignment is intended to
encourage reflective reading and informed discussion.
A key idea addresses
what the student finds to be an important or useful concept. Each key idea
entry describes the key idea, then may assess its importance, strengths and/or
weaknesses, practical application, or points of interest or confusion. It can
be useful to illustrate key ideas by briefly linking them to news events,
societal conditions, or personal experience.
Key ideas are about
specific concepts from a portion of a reading, though sometimes they are
central to an entire reading. Key ideas entries do not summarize entire
assigned readings or the posted course notes for the week. Key ideas should
usually be chosen from different readings, or from different chapters within a
reading. Students should avoid repeating ideas from weekly materials posted by
Posting and Format.
Key ideas for the week are typed or pasted as a single entry into a weekly
discussion thread, no later than 11 p.m. Central on Thursday. Each key idea
should be discussed in approximately 150-200 words of narrative (not including
quotation or lists), separated into paragraphs where appropriate. An example of
a key idea entry is given at the end of the syllabus.
Each key idea is
labeled with the name of the key idea, author of the source reading, and page
number(s) of the key idea (for example: “Hamilton or Madison, human nature,
pages 55-56; or, “Mostel, lessons learned, page 155”).
citations with author and date nor a bibliography need be included with the key
ideas entries, except to cite sources from outside the readings. However,
parenthetic citations for page numbers must be given for quotations and to show
locations of ideas from the readings (showing location is not necessary if the
key idea appears on only one page). Excessive quotation and lists should be
avoided; concepts should usually be summarized in the student’s words.
When appropriate, the
professor will offer substantive comments or suggestions for improvement in
format or discussion of key ideas.
In each of the six weeks with assigned
readings, class members post a response to a question in a threaded discussion
forum. Responses are posted no later than 11 p.m. Central on Thursday. The
initial response to a question should be 5-8 lines in length. The professor
will comment on those responses for which an additional thought or
clarification would be appropriate.
Class members should
post thoughtful and substantive replies to at least two other class members in
the forum each week. These replies are due by 11 p.m. Sunday. Additional
dialogue posts are welcome.
Participation at the
Class members will attend a portion of
the 2012 conference of the American Society for Public Administration, meeting
in Las Vegas, Nevada. They will attend receptions and concurrent sessions,
discussing the experience during class meetings before and after the conference
activities. Class members will: arrive at the conference in time to participate
in the pre-activities course meeting on Saturday, March 3, at 5 p.m.; attend
conference sessions as assigned; attend the welcome reception Saturday evening;
attend the Park University reception on Monday evening, March 5; and
participate in the post-activities course meeting on Tuesday morning March 6.
The grading criteria for the ASPA experience are active attendance at required
activities and concurrent sessions, and thoughtful participation in class
discussion about the conference experience. For the post-activities meeting on
Tuesday morning, students should be ready to make a short presentation on what
they learned from the conference experience.
This project asks class members to
assess the potential effects of course concepts on their careers. It is not
expected that sources outside course materials will be used. Papers should
address how specifically identified course materials from the readings (show
full parenthetic citations), items from course materials or threaded
discussions, and or the ASPA conference experience have contributed to
modification of the student’s thoughts about public service (or they may not
have, which is also worth discussing), and ways the student might apply
concepts and lessons from the course.
Papers will not
exceed three single-space pages in length. At the top appear student name, the
date, and assignment identification (Personal Assessment Essay). Section
headings (and sub-sections if needed) are used as appropriate (section headings
are centered on the page and sub-section headings begin on the left border).
Parenthetic citations and a reference list are in Chicago format. The essay is
posted as a single Word file in the Dropbox by 11 p.m., Sunday, March 11.
Grade points are assigned as follows:
A=5, A-=4.5, B+=4, B=3.5, B-=3, C=2, D=1, F=0. Course grades of “incomplete”
are discouraged and are given only when a specific part of the required course
work from the later part of the course remains unfinished. There will be 100
points possible in the course, with grade ranges as follows: A, 91-100; A-,
81-90; B+, 71-80; B, 61-70; B-, 51-60; C, 34-50; D, 17-33; F, 0-16.
All grades are shown
in eCollege, with a cumulative total. Grades for each week’s work are posted in
eCollege during the following week. Grades for other assignments are posted
when materials are returned with comments and grades.
The course grade is
the final cumulative total applied to the ranges given above. Individual course
grades may, at the professor’s discretion, be adjusted based on improvement or
decline over the semester. Available points by assignment are given below.
- Key ideas, 5 points/week, total 30 points.
- Responses to discussion questions and replies to class members, 5
points/week, total 30 points.
- Participation at the ASPA conference, 15 points.
- Personal assessment essay, 25 points.
Exceeds expectations (5
points for Key Ideas or Weekly Discussion Questions; 22-25 points for the
Personal Assessment Essay (“A” range)):
Thoroughly addresses required elements of the assignment
Written clearly and logically
Parenthetic page citations or full author-date-page citations are provided
Reference list in correct Chicago format is provided where required
Largely error-free writing
Meets expectations (3
or 4 points for Key Ideas or Weekly Discussion Questions; 16-21 points for the
Personal Assessment Essay (“B” range)):
Addresses required elements of the assignment; some entries may not be well
Reader can follow the logic of the writing
Some parenthetic citations missing (not an issue if the key idea is on one page
Where a reference list is required, there are several errors
few difficulties with sentence structure, grammar/punctuation, or clarity of
Does not meet expectations (0,
1, or 2 points for Key Ideas or Weekly Discussion Questions; 0-15 points for
the Personal Assessment Essay (“C” or below)):
Addresses required elements of the assignment in a fragmentary, inadequate
Logic or organization is difficult to follow
Length is too short or too long
Parenthetic citations are inadequate
Where a reference list is required, there are multiple errors and/or parts are
Multiple difficulties with sentence structure, grammar/punctuation, or clarity
Success in the course depends on timely participation and maintaining work
standards. A failing course grade will be assigned should a class member:
Fail to complete all activities during two or more weeks without making other
Receive a grade of F for any of the four grading categories (key ideas;
responses to discussion questions and replies to class members; participation
at the ASPA conference; personal assessment essay); or,
Fail to write in a manner appropriate to a professional graduate program.
Late Submission of Course Materials:
Assignments are due by 11:00 p.m. Central time on the day specified (follow-up
postings in addition to the assignment may be made at any time). If you may
have difficulty submitting material on time, please contact the professor as
soon as possible. Assignments that are posted late in the absence of prior
arrangement with the professor or serious and unanticipated emergency are not
read or graded for credit. The professor cannot with fairness to others
distinguish between postings that are a few minutes late and those which are
hours late, so late is late.
Classroom Rules of Conduct:
Class communication will be through eCollege unless otherwise indicated. It is
the responsibility of students to check frequently for messages or
announcements and to ensure they are able to send and receive text attachments
in Word, correctly reading the professor’s editing marks in red-colored font.
Problems with spam filters, over-quota email accounts, and so on, are the
student’s to resolve and it is the student’s responsibility to immediately
notify the professor if materials have not been received.
The professor would
like to be available 24/7 by email, but that is not always possible. If you
have not received a response within 24 hours, resend your message. If it is an
emergency, call the home office number in the syllabus heading.
[PAS = Public Administration and
Society and GIU = Government is Us 2.0. Key ideas will not be
written for introductions to sections, though a concept from a section
introduction may be included in a key idea entry.]
Week 1. PAS, Part I
Week 2. PAS, Part II; mock
Jefferson-Hamilton debate [1 key idea from the video]
Week 3. PAS, Parts III and IV
Week 4. PAS, Part V
Week 5. GIU, Parts I and II
Week 6. GIU, Parts III and IV
Week 7. Attendance at the ASPA
Week 8. Personal Assessment Essay due
Sunday, March 11.
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 2011-2012 Graduate Catalog Page 21
Plagiarism is 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 2011-2012 Graduate Catalog Page 21
Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.Park University 2011-2012 Graduate Catalog Page 25
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:12/20/2011 2:03:49 PM