This is not a lecture-dominated class where the instructor speaks and the students passively listen.  This is a seminar class where students take an active part in their learning through class discussions, group work, and case analysis.  Course readings are supplemented with videos, occasional guest speakers, and other information available on the class web site.  Part of your learning will be cognitive or factual in nature.  However, much of what you learn in this course will involve developing your analytical skills, enhancing your self-awareness of the organizations in which you work, and sharing your professional experiences with others in the class.  I encourage you to prepare yourself for, and be open to, the variety of ways that you can learn from this course. 

Students are expected to complete the assigned readings and come to class prepared to discuss all readings, handouts, and assignments that are due.  To ensure that students are prepared to discuss the readings, I will randomly ask students to summarize a reading, describe a theory, or discuss a case.  Each student should also be prepared to share with the class questions that the readings raised and be able to identify the most significant point or contribution that the author makes to the practice of public administration.  

One of the ways we will examine and apply the concepts discussed in the readings is by analyzing cases contained in Part II of Patton and Sawicki’s Basic Methods of Policy Analysis and Planning.  Since case analysis is essentially self-learning through simulated experience, its success depends on the lively exchange of information, ideas, and opinions during case discussions.  Students must come prepared to discuss all aspects of the case, apply the concepts in the readings to the case, and be able to answer the questions at the end of each case study or those posed on the class web site or it will adversely affect your class participation grade.

A separate set of directions is provided on the website for preparing your analysis of the cases and your writing assignment so disregard the directions provided in the text book.  Each student will analyze one of the cases contained in Part II and present your analysis to the class near the end of the semester.  In general, your presentation should discuss the policy problem, your evaluative criteria, identify alternatives, compare them, and provide your recommendations.  You will have 10 minutes to present your analysis using appropriate audiovisual technology.  You must also prepare a case memo that summarizes your analysis of the case (limited to 3 single-spaced pages plus any necessary attachments).  A sample memo can be downloaded from the course web site and most word processing programs have templates that can be used.  See the appropriate page on this website for more details. 

Each student will be assigned to a group on the second day of class.  Since your peers will evaluate your contribution to the project team, failure to actively participate in the group assignment will adversely effect your grade.  Students should carefully read through the peer evaluation form that is available on the course web site.  It will be collected following the completion of your project. 

Each group will be required to complete a thorough, competent, well-written policy analysis with “real world” implications and grounding such as a briefing paper, white paper, program evaluation, or a cost-benefit analysis.  Each group of students is be expected to find a client for their analysis (real or hypothetical) and employ the appropriate analytical technique(s) to address a policy problem.  Your analysis must also collect and analyze data.  You may pick a topic that is consistent with your interests provided that it covers a real policy decision affecting the public or nonprofit sector.  To get the most out of this class, students are encouraged to contact state and local politicians, managers, and political organizations to find a reasonable public problem or issue that needs analysis.  A list of potential topics is also posted on the class website.  Students should waste no time in identifying the subject for their analysis and a primarily criterion should be that it can be completed within the timeframe of the course.  You will soon discover that these analyses require research and information to support your analysis.  Accordingly, do not invest your time in a large-scale analysis from which you cannot obtain the required social, political, and economic data. 

You will also be required to periodically discuss the progress of your analysis with your classmates and any lessons you have learned to date.  These short presentations will allow you to practice how to communicate your findings to decisionmakers.  This can and should include asking your fellow classmates for ideas and opinions about how to overcome the obstacles you confront during your analysis.  

In order to prevent procrastination, approximately half way through the class, each group of students will be required to submit a preliminary analysis memo of 2 - 3 pages in length that: defines the problem, client, and rationale for government intervention (e.g., market or government failure); identifies the main factors affecting the problem (i.e., is their a causal model associated with the problem); identifies alternatives; and, summarizes the criteria that will be used to evaluate the alternatives.  It should also include as an attachment a list of bibliographic references and data sources. 

Course grades will be calculated based on the following: A (920 – 1000), A- (900 – 919), B+ (880 – 899), B (820 – 879), B- (800 – 819), C+ (780 – 799), C (720 – 779), C- (700 – 719), D+ (680 – 699), D (620 – 679), D- (600 – 619), and F (0 – 599).  In the event that an assignment is given a letter grade, points are allocated by using the midpoint of the grade range and multiplying it the number of possible points.  For example, an A for a 5% memo would equal 95% of 50 points or 47.5 while a B+ would equal 89% of 50 points or 44.5.  There is no rounding up or down. 

Be advised that I have a zero tolerance policy for cheating.  Anyone caught cheating will receive a failing grade for the course.  

Tentative due dates for course assignments are listed on the attached course schedule and are subject to change based on class progress and student preferences.  You should check the course schedule and announcements pages on the course web site periodically for changes in due dates.  Students may bring forward requests for changing the dates of major assignments for class approval with a minimum of one-week advance notice to the class.  

Unless I have agreed in advance, all assignments are due at the end of the class period they are due.  Informing the instructor of your intention to be absent does not waive your obligation to submit the work that is due.  Late assignments lose one full letter grade per class they are late.  An incomplete will only be granted when there are serious extenuating circumstances that occur after the withdrawal period.