Updated DRAFT 2-16-06
Note: a Word copy will be distributed the first class, future updates will
be added to this "living document" posted in red.


Graduate Program in Public Administration

Core Program: Doing Public Administration, Winter 2006

Tuesday, 6-10 P.M, Seminar II,  A1105
(Seminar Rooms: A3107 and 3109)

Faculty eMail
Phone     Office Office hours
Joan Bantz
867-5095 Lab 1, 3011   T/W 3-5pm; & by appt.
Marge Mohoric mohoricm@evergreen.edu   867-6163 Sem II, A2108 
By Appointment

I.            Overview and Learning Objectives

This quarter examines the practical side of public administration with an emphasis on collaboration and the people side of management. Organizations in the public and nonprofit sectors face a set of common tasks. They must:

The learning objectives for the quarter are to:

1. Gain an understanding of the cornerstones of administration, including organizational theory, development and behavior, budgeting, human resources, strategic planning, decision- making, and information technology. 

2. Improve our awareness and the practice of representativeness and diversity, as central values in public administration.

3. Develop an understanding of the distinctive elements of nonprofit organizations.

4. Increase understanding of group dynamics and collaboration skills.

5. Refine skills of critical thinking, writing, speaking across differences, active listening, and teamwork.

6.  Move theory to practice.


Denhardt, Robert B., Janet Vinzant Denhardt, et.la. (2003). Managing Human Behavior in Public and Nonprofit Organizations. Paperback Sage.  ISBN: 0-7619-2474-4.

Gardner, Howard, Emma Laskin (1996). Leading Minds: An Anatomy of Leadership. HarperCollins. ISBN: 0-4650-8280-7.

Linden, Russell M. (2002). Working Across Boundaries: Making Collaboration Work in Government and Nonprofit Organizations. Jossey Bass. ISBN: 0-7879-6430-1.

Senge, Peter, C.Otto Scharmer, et. la. (2005). Presence: An Exploration of Profound Change in People, Organizations, and Society. Currency. ISBN: 0-3855-1624-X

Articles and cases: Posted on WebCrossing or Handed out in class


1. Web Crossing
:  We will use Web Crossing this quarter to facilitate skill building and a sense of community outside of the classroom.  Training will be provided the first class.  Over the course of this quarter, read at least eight (8) of your peer’s postings in either seminar, and respond to at least four (4) peer’s postings in your seminar group, selecting a different peer each time for the response.  These peer response posting can be on seminar preparation papers, reflection papers, case studies, Administering a Public Policy efforts or teach to learn materials.

A peer response for this assignment means a well thoughtout paper, whose main purpose is to broaden the "dialogue."  The peer response is not a chat room discussion, (although  you are welcome to do short responses to other papers and even encouraged to do so), it is a 1-2 page academic paper that demands the same level of work that your own postings demand.  If you wish discussions of ongoing aspects of subject there is your student  folder for extended dialogues well beyond the subjects covered.  Or there are two chat rooms added for chat room use (just be sure to make sure everyone knows the time you are going online). 

    To enable enough time for meaningful responses, it helps to post a response to the paper letting them know you will be doing  your  peer  response to a paper, so others  know  to move to another paper for a more indepth response. 

2. Seminar Preparation
. Write a short (1-2 pages, double-spaced) paper in preparation for each week’s seminar. These will be posted to Web Crossing, and shared with a peer in seminar.  Time will be allotted for reading and reflection.  These reflections should include an few sentences about the authors of the selected seminar readings (where are they coming from?.)

. Reflection papers. This quarter we are emphasizing the inner and outer worlds of the leader and administrator. Our belief is that most capable leaders have considerable knowledge of themselves, their preferences, strengths and weaknesses, and that this serves as their foundation for personal and organizational action.

The first reflection paper will be due week 1. First do the assigned readings, then complete a personal vision statement exercise (see pg. 33 of Denhardt and Denhardt), the instruments in the appendix to Chapter 2 of Denhardt, and the online version of the temperament sorter at http://www.keirsey.com/ (there is no charge, but you need to register and provide a password to complete the online instrument). Or you may use your preexisting knowledge of your Myers-Briggs Type from Fall Core. Your paper should include your personal vision statement, reflection about the state of your self-knowledge, and anything else you want to include about your strengths, weaknesses, tendencies and goals. Bring a hard copy of this paper to class, or email it to your seminar faculty before class. You may post it to WebCrossing , it is not mandatory.

The second reflection paper will be due week 8 to your seminar faculty. Reflect on what you learned this quarter, about the specific course topics, about yourself, and about your ability to work with others. Write a paper of no more than 4 double spaced pages in which you compare your vision statement with what you gained from your work this quarter, reflect upon what you may do differently in the remainder of your course work. Again, posting this paper to Web Crossing is optional.

4. Case analyses. Weeks 4 and 7 we will have read and analyzed a case study relevant to the week’s topic (to be deliberated in Seminar). Cases will be posted on WebCrossing the week before. Write a short memo (not to exceed three double-spaced pages) that summarizes the key facts and issues in the case, your assessment of the problem that needs to be addressed, and offer recommendations. We will do a workshop during Week 2 on case analysis techniques. Post these to Web Crossing by the Sunday evening prior to class by 8 p.m..

5. Practice.  Additional instructions will be provided for the practice exercise based on Gardner's text, February 28th in class.

6. Teach to learn teams: A Training Program. After a working in teams overview, students will self-select into teams of 4-5 students. We will do this during class weeks one, two and three. Each team will select an area of interest related to the topics covered in this course. Early in the quarter we will have extensive class discussion on possible topics for this assignment. Week 3 the teams will meet in class and develop and turn in a Team Charter/Agreement.


The team's task will be to develop a 45-minute training program on this topic. You can use multimedia, engage the class in an exercise, do a practice session, or whatever most clearly presents your research and involves class participation. Have fun with the topics. Each member of the group must participate in the presentation. At the time of presentation the team will submit their training design (this is the plan for the training) that lays out exactly how the material will be presented, who will present what, and the start and stop times for each component of the training. It will also include a detailed bibliography. Teams will present weeks 5, 6, 7, and 8. There will be a sign-up sheet and 2-3 teams will present on each of those class sessions.

The process for working together is a key element of this assignment. Peer evaluations of each team member, yourself as well as assessment of the team performance will be conducted and shared with the team member.

7. Scavenger hunt: You will go to 3 government or non-profit websites and describe the kind of information they provide and its ease of use. Write-up your evaluation (will not be turned in) and share with your seminar MARCH 7TH. Further instructions will be provided by your seminar leader.

8. Administering a Public Policy: Literature Review, Interview and Paper.
After completing an extensive literature review (criteria will be presented) of your self-selected policy area, you will analyze the administrative side of this policy (public agency or nonprofit organization of your choice).  Then, select an agency/organization that is involved in implementing this policy As part of your research, you will interview the director, program manager or official about the accomplishments of the program as well as current challenges. Then write a paper of 8 double spaced pages or less in which you describe its:

Mission, vision and objectives
Budget Challenges and/or lessons learned.
Organizational structure Staffing Accountability
Relationship to other levels or parts of government and/or non-profit organizations Management innovations (if any) Accomplishments (results)

Include citations and a bibliography with the paper (this can be in addition to the 8 page body of the paper). The literature review will become an appendix, and is not a reference/bibliography page, as well it isn’t counted as part of the 8 total pages. You will present a brief (3-minute with 2 minutes for questions - 5 TIMED minutes) summary.  NOTE:  if you are in Joan's seminar you will present week 9 and  Marge's Seminar  will present in week 10. ALL paper and presentation handouts are due before class March 14th to faculty. 
(Please post it to Web Crossing when completed).


Credit: Students will receive 4 graduate credits based upon satisfactory and on-time completion of all course requirements and assignments. The seminar faculty member of the team will make credit denial decisions. No partial credit will be awarded. Plagiarism, failing to complete one or more assignments, completing one or more assignments late (without having made special arrangements in advance of the due date) or two non-excused absences, may constitute automatic denial of credit.

Evaluation: Each student is expected to participate in the end of quarter evaluation conference with faculty. Students are expected to provide a written evaluation of themselves and their faculty member. 
Students can expect the faculty member to be prepared for classes and seminars, to be available for office hours as posted and for scheduled meetings outside of office hours, to respond to telephone or email messages in a timely manner, and to provide timely feedback on assignments. All students will receive a written evaluation of their academic performance by their faculty.

Covenants: In furtherance of our learning community, we expect students and faculty to:





Assignments Due

Week 1 
Jan. 10th

Course Overview
Critical Thinking

Group Dynamics and Teams

Web Crossing Training

Denhardt, Ch. 1-3, & 6.

First reflection paper due.

Week 2 
Jan. 17th

Organizations I: Structure and Power

Case analysis briefing

Subject and Team Selection

Denhardt: 8

Lee: Judicial theory

 Seminar Preparation Papers

Week 3
Jan. 24th

Collaboration, Creativity and Communication

Cultural Compentency
Teams Meet after Seminar

Denhardt: 9, 10, 11

Senge: Part I
Rosenbloom and Kravchuk: handout

Completed team selection Agreement/charter due to each faculty
Seminar Preparation Papers

Week 4
Jan. 31st

The Literature Review: Larry Geri and  Amy Gould

Multiculturalism: Johnson Film

Denhardt,  12

Multicultural Article: Rice

Case: "Half a Loaf"

Senge: Part II

Case analysis due - Post to Web Crossing by 8pm
Seminar Preparation Papers

Week 5
Feb. 7th

Non Profit Organizations:
Charles Shelan, Exec. Dir, CYS and 
Pam Toal, Dir.,  TC United Way

Teach to Learn Presentations


Teach to Learn Presentations

Seminar Preparation Papers

Week 6 
Feb. 14th

Strategic Planning and Decision-making

Teach to Learn Presentations

Article: Posted Strategic Planning  Article

Denhardt: 5

Teach to Learn Presentations
Case analysis due: Post to Web Crossing by 8 pm Sunday

Week 7 
Feb. 21st 

Budgeting: Victor Moore, Dir.,
Office of
Financial Management

Teach to Learn Presentations

Articles: 2  posted budget articles

Review GMAP Website

Case: The Theatre Budget

Teach to Learn Presentations

Week 8 
Feb. 28th

Effective Leadership Workshop

Teach to Learn Presentations


Posted Instructions for Ethical Leadership site, and Handout  on "dirty hands"

Teach to Learn Presentations

Reflection paper 2 due.

Week 9 
Mar. 7th

1/2  Final Presentation
 Joan's Seminar Group:
Administering Public Policies

Teach to Learn Presentations

Article posted on eGovernment

One Best Practices Agency Websites Shared in Seminar by each student

Rosenbloom/Kravchuk handout

Scavenger Hunt:  Best Practices  Agency Websites 

Teach to Learn Presentations 
Final Presentations: 3 minutes

with 2 minutes for questions. Total 5 timed minutes!

Week 10 
Mar. 14th

1/2 Final Presentations
Marge's Seminar Group: Administering Public Policies

Pot Luck/Celebration

Debrief and on to Spring

No Seminar

Final Presentations: 3 minutes

with 2 minutes for questions. Total 5 timed minutes!
Final Paper Due-bring hard copy to class or email prior to class; Post to Web Crossing when completed.

Eval Week

Evaluation Conferences

Sign-up sheets week 10

Meet with Seminar Faculty

Due: Self and Faculty Evaluations