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 2013 GS
Box, Richard C.
Visiting Distinguished Professor of Public Affairs
D.P.A., University of Southern California
Box, Richard C. 2009. Public
Administration and Society: Critical Issues in American Governance. 2nd
ed. Armonk, NY: M. E. Sharpe.
King, Cheryl Simrell. 2011. Government
is Us 2.0. Armonk, NY: M. E. Sharpe.
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 one “key idea” for each reading (so, for example, in a week with five
assigned readings, five key ideas entries will be posted). 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 briefly 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 entries should
not be boring summaries of reading material, but should provide interesting
thoughts that other class members will enjoy responding to.
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. Each key ideas entry is chosen from a different assigned reading
or chapter (key ideas are not written for section introductions in Public Administration and Society).
Students should avoid repeating ideas from weekly materials posted by the
Posting and Format.
Key ideas for the week are typed or pasted as
a single posting into a weekly discussion thread, no later than 11 p.m.
Central on Friday. Each key idea should be discussed in 125-175 words of
narrative (not including quotation or lists), separated into paragraphs where
appropriate. An example of a single key idea entry is shown below; each week, each student will post several entries that appear similar
in format to this single example.
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”). Note that the names
given in key idea headings, parenthetic citations, and at the beginning of
reference list entries are those of the authors of specific works, not those of the editors of edited
citations with author and date nor a reference list 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 discussed in the student’s words.
Replies to Class Members. In each of the six weeks with assigned
readings, class members post replies to one key idea from each of at least two
other class members (and the professor, as applicable). Replies are posted no
later than 11 p.m. Central on Sunday. They should be thoughtful, substantive,
and 5-8 lines in length. Additional dialogue posts are encouraged.
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 Friday. The initial
response to a question should be 5-8 lines in length.
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 2013 conference of the American Society for Public Administration, meeting
in New Orleans. They will: arrive at the conference in time to participate in
the pre-activities course meeting on Saturday, March 16 in the late afternoon; attend
panel sessions; attend special events as assigned; and participate in the
post-activities course meeting on Tuesday morning, March 19.
In the weeks before
the conference, class members will use the ASPA conference website to identify
panel sessions that interest them and will discuss their choices during the
pre-activities course meeting. They will prepare a brief (not to exceed 8
minutes) presentation for the post-activities meeting in which they discuss
specific ideas or lessons learned during the conference that could be useful to
them in the future.
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.
The final exam is given in week eight. It is made available
on Monday and it is due the following Saturday by 11 p.m. Central. The exam is
designed to give class members an opportunity to reflect on what they have
learned during the course and how course materials may be useful in their
The exam consists of four essay
questions; students are asked to do their work on their own, but there is no
limitation on the use of course or other source or reference materials. The
exam is posted as a single attached Word file in the Dropbox. The rubric for
the final exam is given below.
Rubric for final exam.
(“A” range, 225-250 points):
Uses clearly identified and
described course concepts
Discussion clearly, logically,
and thoroughly addresses the question
Full citations and reference list
entries in correct format; one or two minor errors
Clear, error-free writing
(“B” range, 200-224 points):
Some concepts are not fully
Discussion addresses the
question; may not be fully developed or entirely clear
A few incorrect or missing
citations and/or reference list entries
A few difficulties with sentence
structure, grammar/punctuation, or clarity of meaning
Does not meet
expectations (“C” or below, 0-199 points):
Few course concepts are used,
and/or they are not clearly identified or described
Discussion is unclear, poorly
organized, or does not directly address the question
Length is too short or too long
Multiple incorrect or missing
citations and/or reference list entries
Multiple difficulties with
sentence structure, grammar/punctuation, or clarity of meaning
Example of a single Key
Social equity and inequality, Frederickson,
Frederickson states that social equity has been added to the classic objectives
of public administration, which are “efficient, economical, and coordinated
management of the services” that public agencies provide (202). He argues that
government works in favor of privileged groups, leading to militancy by, then
repression against, disadvantaged minorities.
Examples include segregation and the “separate but equal” doctrine from the
late 19th century case of Plessy v. Ferguson that resulted in inadequate education for
Blacks. The riots of the 1960s show there was still repression a decade
after the U.S. Supreme Court ordered school desegregation in Brown v. Board
Whether or not social
equity is regarded as a central concept in public administration, given the
conditions described in our reading “Unequal America,” I think it makes sense to
consider it in the design and implementation of public policies. I’m not sure
how much most public administrators can do to promote social equity, but I
think we need to be aware of it in our work.
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 1000 points possible in the
course, with percentage grade ranges and points as follows: A, 90-100 percent (900-1000
points); B, 80-89 (800-899 points); C, 70-79 (700-799 points); D, 60-69
(600-699 points); F, less than 60 percent or 600 points.
All grades are shown in eCollege,
with a cumulative total. Grades for each week’s work are posted in eCollege
within one week of the due date. 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 and replies, 50 points/week,
total 300 points.
- Discussion question posts and replies, 50 points/week, total 300 points.
- Participation at the ASPA conference,
- Final Exam, 250 points.
Rubric (Final Exam has a separate
Exceeds expectations (45-50
points for Key Ideas and for Weekly Discussion Questions; 135-150 points for
conference participation (“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
· Active, frequent, thoughtful participation in
Meets expectations (40-44
points for Key Ideas and for Weekly Discussion Questions; 120-134 points for conference
participation (“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
· Several thoughtful contributions to
Does not meet expectations (0-39
points for Key Ideas and for Weekly Discussion Questions; 0-119 points for
conference participation (“C” or below)):
Addresses required elements of the assignment in a fragmentary, inadequate
Logic or organization is difficult to follow
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
· Few, or brief, or not especially useful
contributions to conference discussions.
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:
Process and Standards
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.
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;
discussion questions and replies to class
members; participation at the ASPA conference;
final exam); or,
Fail to write in a manner appropriate to a professional graduate program.
The standard for writing in this course, including writing in online dialogue
and e-mail messages, is that of the professional workplace and a graduate
degree program. Writing must be clear, straightforward, and correct in
punctuation and use of language. Difficulties with writing that are noted by
the professor should not appear in later written work—this is a criterion for
grading in the course.
Except as otherwise
indicated, written material in attachments will be in Times New Roman 12 point
font, single space (not 1.15 space, the Word default). Papers should include
student name, date, and heading or title and should have numbered pages. The
electronic title of attached files should include the student’s last name.
Park University policy: “Academic
honesty is required of all members of a learning community. Hence, Park
University will not tolerate cheating or plagiarism on tests, examinations,
papers or other course assignments. Students who engage in such dishonesty may
be given failing grades or expelled from Park University.” The Hauptmann School
takes this very seriously!
Attribution and Plagiarism.
When writing about, paraphrasing, or quoting the work of others, students must
give proper attribution in the form of parenthetic citations, a bibliography,
and quotation marks around directly quoted phrases or sentences, using the
parenthetic citation and reference list style of the most recent edition of the
Chicago Manual of Style. Failure to do so is plagiarism. Plagiarism is
not allowed and fabricating quotations that do not appear in source material is
also unacceptable. While plagiarism can occur through carelessness or
ignorance, Park University’s Graduate School policy on this matter is severe.
Students who have questions about this should contact the professor.
For online guidance
with Chicago style, see the Chicago Quick
Guide, http://www.chicagomanualofstyle.org/tools_citationguide.html; be sure to select the “author-date” format
rather than “notes and bibliography.” For questions not answered by the Guide, see Kate L. Turabian, A Manual for Writers, using reference
(“R”) and parenthetic citation (“P”) format.
In weekly discussion, page number citations should be given to indicate
locations in source materials. Full parenthetic citations with reference list
entries are only needed when referring to works other than those assigned for
[PAS = Public Administration and
Society; 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
Week 1. PAS, Part I (3 key ideas, one for each
Week 2. PAS, Part II; mock Jefferson-Hamilton debate (6
key ideas, one for each reading and
one for the video).
Week 3. PAS, Parts III and IV (6 key ideas).
Week 4. PAS, Part V (4 key ideas).
Week 5. GIU, chapters 1, 2, 4, 6, 7 (5 key ideas).
Week 6. GIU, chapters 8, 9, 10, 11, 13 (5 key ideas).
Week 7. Attendance at the ASPA conference (March
Week 8. Final Exam due Saturday, March
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 2012-2013 Graduate Catalog Page 21-22
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 course related question, or using any of the learning management system tools. Park University 2012-2013 Graduate Catalog Page 26
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:12/18/2012 1:03:23 PM