Foundations of Public Administration

Fall 2006, MPA First Year Core

Tuesdays, 6:00pm-10:00pm

Location: Seminar II A1105

Seminar Rooms: Seminar II A2107 & A2109

Amy Gould Seminar II D-2106 goulda@evergreen.edu

Office hours: Tuesdays 4:00pm-5:30pm or by appt.

Phone: (360) 867-6135

Joan Bantz Lab I 3011 bantzj@evergreen.edu

Office hours: Tuesdays 3:00pm-5:00pm and by appt.

Phone: (360) 867-5095

Course Website: http://academic.evergreen.edu/curricular/mpafirstyearcore0607

TESC Masters in Public Administration Mission Statement:

“You must be the change you wish to see in the world.”--  Mohandas K. Gandhi

Our students, faculty and staff create learning communities to explore and implement socially just, democratic public service. We:

§ think critically and creatively;

§ communicate effectively;

§ work collaboratively;

§ embrace diversity;

§ value fairness and equity;

§ advocate powerfully on behalf of the public; and

§ imagine new possibilities and accomplish positive change in our workplaces and in our communities.

Fall 2006 Course Description:
Foundations of Public Administration is the first quarter in a year long core program for first year MPA students. Through interdisciplinary study, collaborative learning, speaking across differences, and personal engagement we will address the following four questions throughout the year:

1) What is public administration?

2) Who are public administrators?

3) Why does public administration matter?

4) What is the power and knowledge nexus? Where is it?

The foundations course is designed to enhance the body of knowledge for practitioners and scholars alike through praxis: the dynamic interaction of theory and practice. Through readings, class participation, and applying critical analysis, the intent is to gain an understanding of the enduring issues in public service. We will discuss and analyze what public administrators do at the federal, tribal, state, county, city and non-profit levels. Further, we will analyze and critique the theoretical underpinnings of the discipline and practice of public administration. Finally, we will be forward looking and assess the challenges and opportunities in public administration.

2006 MPA 1^st year core (faculty reserve the right to make syllabus changes)

Quarter	Content Areas	Skill Development Objectives
Fall – Foundations of Public Administration	Classics of PA What is public? What is administration? Functions of governmental systems Policy making processes What is the role of non-profits/NGOs? What is the role of public policy? The U.S. Constitution as public policy The U.S. Constitution as rulemaking The U.S. Constitution as an administrative tool Culture, Diversity & Oppression What is professionalism & specialization? Context: macro, public service within nations	Critical thinking, reading and writing Public Presentation/ Speaking Working across differences Working in teams Secondary research Contextual analysis of public administration as a discipline, practice, science and art
Winter – Doing Public Administration	Organization theory, development, behavior Budgeting & Finance Human resources Strategic planning Decision-making Performance Measurement Information technology & E-government Elements of non-profit organizations/NGOs policy analysis Context: meso, public service within states, tribes, non-profit and intergovernmental organizations	Critical thinking, reading and writing Active listening Public Presentation/ Speaking Working across differences Working in teams Secondary research Understanding group dynamics and collaboration
Spring – Doing Democracy	What is democracy? What are some political, social, cultural and economic aspects of democracy? How do we build democracy? Engage Citizenry? What is the role of policy n democracy? What is the role of non-profits/NGOs in democracy? What is the role of public administrators in democracy? Context: micro, public service within city, county, town and tribe specific organizations and nations	Critical thinking, reading and writing Active listening Working across differences Working in teams Secondary research Communicating through reports Crafting recommendations Writing for particular audiences Presentation skills Community Building

Fall 2006 Learning Objectives:

1) Gain familiarity with classic and contemporary authors whose writings have influenced the study and practice of public administration.

2) Explore how and why public administration originated and is sustained.

3) Identify some of the decision-making dilemmas faced by public administrators.

4) Present and organize competing arguments about controversies in public administration.

5) Understand the political, socio-economic and cultural issues involved in major debates of public administration.

6) Compare and analyze the processes of public policy and how different public organizations operate.

7) Understand the logic of inquiry applicable to a variety of disciplines and practitioner areas within an interdisciplinary framework.

8) Develop the critical ability to situate concepts and techniques within the practice of public service and apply the knowledge to the processes of problem identification, decision making and evaluation.

Content Accessibility:

• Most of the readings for the course are available on reserve at TESC Library, online at various Internet sites or for purchase at TESC Bookstore.
• We all have different ways of acquiring new knowledge. Therefore, information will be offered in multiple formats: tactile, auditory, visual, experiential, etc.

Accommodations will be provided for any student who desires them through a working relationship with Access Services, the Writing Center and the Quantitative and Symbolic Reasoning Center. To request academic accommodations due to a disability; please contact the office of Access Services for Students with Disabilities (867-6348 or 6364). If the student is already working with the office of Access Services the faculty should have received a letter indicating the student has a disability that requires academic accommodations, and those accommodations should be presented clearly. If any student has a health condition or disability that may require accommodations in order to effectively participate in this class, please do the following: Contact faculty after class and/or Contact Access Services in Library 1407-D, 867-6348. Information about a disability or health condition will be regarded as confidential. Please refer to TESC’s Students With Disabilities Policy. http://www.evergreen.edu/policies/g-studentada.htm

• The course readings and learning exercises will address diverse issues such as: race, ethnicity, age, English Language Learners, cultural customs, gender, religion, politics, physical/mental/learning (dis)abilities, sexual orientation, and class.
• Students are encouraged to add to the existing format and content by incorporating connected professional experiences in dialogue and by presenting current events regarding public service.
• Seminar faculty will be available and accessible to students in person, on-line and over the phone. In addition, the MPA program Director, Associate Directors and graduate programs' secretaries will be available to students. Please contact us with questions about resources available to you.
  
  

EXPECTATIONS

We will strive to meet TESC’s “Expectations of an Evergreen Graduate” http://www.evergreen.edu/aboutevergreen/expectations.htm

We will abide by the social contract: WAC 174-121-010 College philosophy. http://apps.leg.wa.gov/WAC/default.aspx?cite=174-121-010

We will abide by the student conduct code: Chapter 174-120 WAC

Student Conduct Code & Grievance/Appeals Process http://search.leg.wa.gov/wslwac/WAC%20174%20%20TITLE/WAC%20174%20-120%20%20CHAPTER/WAC%20174%20-120%20%20CHAPTER.htm

We will abide by the non-discrimination policies and procedures at TESC: http://www.evergreen.edu/policies/g-nondiscr.htm

Multiculturalism & Diversity: The faculty will contextually weave multiculturalism and diversity throughout all of our learning as related to readings, lectures, seminars and group projects.

Late assignments: Turning in assignments late is unacceptable. However, if there is a need to turn in an assignment late, the student must contact their seminar faculty no later than the original assignment due date to discuss options. Parameters are left to the discretion of the faculty on a situation by situation basis. Late assignments must be completed by the end of the quarter the assignment was originally due to ensure full receipt of course credit.

Participation & Attendance: Students are required to attend each class meeting. Learning objectives rely heavily on participation that includes speaking in class, listening to others, taking notes, completing class interactive exercises, and listening to and dialoging with the guest speakers who will be coming into our class. However, in the event that an absence is unavoidable, seminar faculty must be notified prior to a class and/or seminar absence. After one absence per quarter, make-up work may be assigned and is left to the discretion of the faculty on a case by case basis. Makeup work for absences, which may include written assignments, additional response papers and comments on video recordings or books, must be completed by the end of the quarter in question to ensure full receipt of course credit.

Evaluation: Students will receive 4 graduate credits at the completion of each quarter if all course requirements have been successfully completed to meet course objectives and are turned in on time. No partial credit will be awarded. Unexcused absence or lack of academic work may result in no credit at the discretion of the faculty. Students will also be evaluated based upon their progress in the learning objectives that will be derived from classroom and assignment performance. The seminar faculty makes decisions for no credit when necessary, based on absence or failure to meet academic course objectives. In turn, students can expect the faculty members to be prepared, available, accessible, knowledgeable and responsive. All students will have the opportunity to evaluate the seminar faculty over the course of this year long program: written self-evaluations and faculty evaluations are required for credit. Students are required to conference with faculty during evaluation week. At this time, students are required to turn in their self-evaluation and a faculty evaluation. Faculty will also provide each student with an evaluation.

Human Subjects Review: If you intend to collect and analyze original data via human beings as primary sources, you MUST complete TESC Human Subjects Review process FIRST. Data collection activities are dependent upon the Human Subjects Review application being reviewed and approved by The Evergreen State College Institutional Review Board. Any changes to your research tool or sample must also be cleared through the review process and/or supervising faculty.

http://www.evergreen.edu/deans/humansubjectsreviewapp.htm

E-mail: students need an e-mail account for communication and to participate in program listservs. Computer and Internet access are required.

ASSIGNMENTS

All papers should be typed, double spaced, 12 point font size, and follow APA format. All written work should be of high quality, clear, grammatically correct and without spelling errors. If you require assistance with your writing, please notify the faculty and/or contact Sandy Yanone, Director of the Writing Center at TESC. (360) 867-6382. Students are responsible for completing assignments both in and out of class. Each assignment is necessary to familiarize you with specific areas of study and all assignments must be completed to receive credit. Additional information about the assignments and exercises will be distributed in class.

Assignment #1: Individual Think Piece Essay

Due: in class October 10^th

Address readings from week 2

5 pages maximum length, 3 page minimum length

Goal: Hone skills in specificity and concise communication. Implement critical thinking, reading and writing.

The objective of these papers is to analyze the main ideas, assertions and the assumptions presented by the author, a theory, an epistemology and/or a paradigm. Address the readings for the course and cover 3 main assertions or arguments (total) presented, how well each is supported, and 3 major assumptions (total) that they have made. You should also compare and contrast their work and summarize your opinion of the work.

Assignment #2: Individual Think Piece Essay

Due: in class October 24^th

Address readings from week 4

5 pages maximum length, 3 page minimum length

Goal: Hone skills in specificity and concise communication. Implement critical thinking, reading and writing.

The objective of these papers is to analyze the main ideas, assertions and the assumptions presented by the author, a theory, an epistemology and/or a paradigm. Address the readings for the course and cover 3 main assertions or arguments (total) presented, how well each is supported, and 3 major assumptions (total) that they have made. You should also compare and contrast their work and summarize your opinion of the work.

Assignment #3: Draft of Group Project

Due: November 14^th

10 page maximum, 8 page minimum

Goal: Development of interest area.

Options for assignment (within any level of U.S. government, tribal government or non-profit organization):

1) create a public office or change an existing one

2) create a public agency or change an existing one

3) create a public policy or change an existing one

4) create a constitution or change an existing one

Requirements:

• Create a team charter. (Teams & Charters covered in week 2)
• Develop a literature review of at least 5 sources related to your topic area.
• Identify the problem you will address and how you will attempt to resolve it.
• Why does this area interest you? What makes it significant to others?
• What impact will your work have on public administration and service?
• What specifically will you create or change? Who needs to become involved and how will you engage them? How will this be implemented? How will it be evaluated?

Assignment #4: Final Group Project

Due: December 5^th, sign-ups will be available week 8 for presentation to occur Nov. 28^th or Dec. 5^th – presentation required.

Paper: 15 page maximum, 10 page minimum

Goal: Communication and recommendations about interest area.

Requirements:

• Incorporate feedback from the draft
• Add 5 more sources to your literature review

Presentations should not exceed 15 minutes total (this includes time for question and answer). A visual aid is required and should follow the following guidelines:

• If using a power point presentation, it may not be more than 10 slides.
• If using a handout, it may not be more than 1 page, single sided, double spaced, no more than 3 colors, 12 point font or larger and must have a graphic.
• If using a poster/display, it must be large enough for all to see, have no more than 3 colors and use a graphic.
• If using a video, it may not be more than 5 minutes long and should be of good quality. Hearing assistance devices are available in the classrooms.

Any photographs or graphs/charts should have a summary notes about what is being displayed. Things to think about for visual aid: contrast, background color (dark colors require a dark room), limiting red and green (colorblindness), font size, readability, universal design access.

READING LIST

Most books are available on reserve at TESC library and for purchase at TESC Bookstore or may be purchased from Internet sites.

Fall 2006 Texts:

Bertelli, A. & Lynn, Jr. L. (2006). Madison’s Managers: Public Administration and the Constitution. The Johns Hopkins University Press. ISBN: 0801883199

Hacker, D. (2004). A Pocket Style Manual: Clarity, Grammar, Punctuation and Mechanics, Documentation, Usage, Grammatical Terms, 4^th edition, Bedford Books of St. Martin’s Press Boston. ISBN: 0312406843 *used all year*

Henry, N. (2006). Public Administration & Public Affairs. 10^th edition. Prentice Hall. ISBN: 0132222973 *used all year*

Shafritz, J., Hyde, A., & Parkes,S. (eds.) (2004). Classics of Public Administration. 5^th edition. Thomson Wadsworth. ISBN: 0155062603 *used all year*

Vile, J. (2006). A Companion to the United States Constitution and Its Amendments. 4^th edition. Praeger Publishers. ISBN: 0275989577

West, C. (2004). Democracy Matters: Winning the Fight Against Imperialism. The Penguin Press. ISBN: 1594200297

Fall 2006 Articles:

Handout: Richardson, L. (1990). Writing Strategies: Reaching Diverse Audiences, Sage Publications

Handout: Box, R. (2004). Public Administration & Society: Critical Issues in American Governance. M.E. Sharpe, Inc.

Handout: Rohr, J. A. (1986). To Run a Constitution: The Legitimacy of the Administrative State. University Press of Kansas

Handout: Kerwin, C. M. (1999). Rulemaking: How Government Agencies Write Law and Make Policy. Congressional Quarterly, Inc.

*Other articles TBA*

Fall 2006 Readings On-Line:

“About the Iroquois Constitution” http://tuscaroras.com/pages/history/about_iroquois_constitution.html

“The Constitution of the Iroquois Nations” http://tuscaroras.com/pages/history/iroquois_constitution_1.html

“Learning to Love PowerPoint,” read on-line at: http://www.wired.com/wired/archive/11.09/ppt1.html

“PowerPoint is Evil,” read on-line at: http://www.wired.com/wired/archive/11.09/ppt2.html

Need some help with PowerPoint? Here’s a good tutorial, read on-line at: http://einstein.cs.uri.edu/tutorials/csc101/powerpoint/ppt.html

*Other readings TBA*

Recommended readings (optional, self-enrichment):

Hajer, M.A. & Wagenaar, H. (eds.) (2003). Deliberative Policy Analysis: Understanding Governance in the Network Society. Cambridge University Press

Tarr, G.A. (1998). Understanding State Constitutions. Princeton University Press

WA State Constitution http://www1.leg.wa.gov/LawsAndAgencyRules/Constitution.htm

Constitution Finder http://confinder.richmond.edu/

Native American Constitution and Law Digitization Project http://thorpe.ou.edu/

Fall Quarter 2006 Schedule

Date	Topic/Activities	Readings	Due
Week 1 9/26	Introduction Lecture: Responding to our four questions Seminar	Readings: Shafritz, foreword, preface, p. 1-15, p. 22-37, p. 56-63 Henry, preface, Part I front matter, ch.1 Handout mailed: Box, Public Adminstration & Society
Week 2 10/3	Development of Our Learning Community § Guest speaker: Writing Center § Lecture: functions and systems of government § Workshop: teamwork § Seminar	Readings: Shafritz, p. 50-55, p. 109-117, p. 131-154, p. 233-237, p. 350-354 Henry, ch.2 Handout: Richardson, L., Writing Strategies: Reaching Diverse Audiences
Week 3 10/10	PA Classics Guest speaker: Librarian Lecture: PA key events and paradigms Form project groups Seminar	Readings: Shafritz, p.43-45, p.64-71, p. 99-103	Assignment #1: Individual Think Piece Essay
Week 4 10/17	PA Classics Lecture: public policy making processes and decision-making Workshop: policy vs. law Seminar	Readings: Shafritz, p. 177-187, p. 250-257, p. 302-314, p. 339-342, p. 564-577 Henry, ch.10 Handout: Kerwin, Rulemaking
Week 5 10/24	PA Classics Lecture: PA & Culture, the Impacts of PA Seminar:	Readings: Shafritz, p. 285-301, p. 414-422, p. 446-457	Assignment #2: Individual Think Piece Essay
Week 6 10/31	U.S. Constitution Lecture: U.S. Constitution’s history & content Seminar	Readings: Vile, preface, chapters 1-7 On-line: “About the Iroquois Constitution” http://tuscaroras.com/pages/history/about_iroquois_constitution.html “Constitution of the Iroquois Nations” http://tuscaroras.com/pages/history/iroquois_constitution_1.html
Week 7 11/7	U.S. Constitution Lecture: U.S. constitution as static or dynamic? Seminar	Readings: Vile, chapters 8-12
Week 8 11/14	U.S. Constitution Lecture: U.S. Constitution as administrative tool Discussion: presentation skills Seminar	Readings: Bertelli, Madison’s Managers, ALL Handout: Rohr, To Run A Constitution On-line: “Learning to Love PowerPoint,”: http://www.wired.com/wired/archive/11.09/ppt1.html “PowerPoint is Evil,”: http://www.wired.com/wired/archive/11.09/ppt2.html Need some help with PowerPoint?: http://einstein.cs.uri.edu/tutorials/csc101/powerpoint/ppt.html	Assignment #3: Draft Group Project
11/21	BREAK	BREAK	BREAK
Week 9 11/28	Democracy & PA Workshop Student Presentations	Readings: West, C. Democracy Matters, ALL
Week 10 12/5	Presentation and Communication Skills, · Student Presentations · Potluck · Transition to Winter quarter		Assignment #4: Final Group Project

OUR AGREEMENTS

We show up to all classes on time.

We are prepared, listen, and share our views.

What is said in this room stays in this room.

We respect others.

We disagree with ideas, not people.

We do no harm as we engage in the learning process.

We are honest.

We do our best work.

We turn in our work on time.

We actively and enthusiastically engage in learning.

We invest in ourselves.

We create a safe place.

We have fun.