Tennessee State University
College of Public Service and Urban Affairs
Department of Public Administration
PADM 6210 Seminar in Public Administration
Ann-Marie Rizzo, Ph.D.
[email protected] ;
615 963-7250
Office: Avon Williams, 4th floor, Suite F: 405
Fall term, 2015, AWC 263
Thursdays 5:30 – 8:30 pm
Office hours:
Thursdays 12:30 – 5:00
Catalog description: This seminar surveys public administration theory, approaches to
public management and contemporary problems in public administration. Required
for MPA. Prerequisite: PISI 2010 or equivalent undergraduate or graduate level
American national government course.
Course Purpose/Rationale
This course introduces the graduate student to American government administration
and public policy basics. Questions explored include: why do we need government in
modern society? How does American government work? Under what conditions or
circumstances does it fail? How do the various parts, branches, and levels of
government interact and overlap? What values guide its conduct? How do politics,
power and authority affect administration? Where do/should personal, professional
and organizational ethics enter the picture? What do professionalism and expertise
mean in government generally and the bureaucracy in particular? Which professions
are involved in government administration and what does it mean to be a public
administrator? How does the law translate into policy? How does a diverse
government workforce affect the delivery of services and performance generally? And
how should the public manager work with a diverse workforce?
These questions and more will be addressed as we cover the literature of public
administration. At the same time we will explore public administration as a profession
and as a career for individuals at all adult stages of their lives.
Concerning course design, students should know that PADM 6210 section 95 meets on
campus alternating weeks with lectures, reading and discussions on line the remaining
1
sessions. Students are expected to be prepared and informed participants in class
discussions.
Learning effectively in an intensive graduate-level course requires different skills than an
undergraduate program. At a minimum, the competent student:
•
•
•
•
•
•
•
Is a self directed learner. This means the student believes he or she is responsible
for learning the course subject matter. S/he checks progress in the course,
attends to deadlines, takes initiative to remedy deficiencies, misunderstandings
and requests feedback from the instructor
Is responsible for reading and understanding the syllabus and other guidelines for
the class, assignments, timelines, emails, etc. The response “I didn’t read the
deadline/instructions/my email concerning this” is not an acceptable excuse.
Knows how to schedule and creates a study routine, pacing him or herself to
complete work in a timely manner
Submits assignments on time
Reviews course material routinely
Takes notes and can summarize a discussion or reading assignment
Is well prepared for discussions, speaks informatively and expresses points
relevant to the discussion
Finally, class participation appropriate to graduate level work is expected. This course
is conducted as a seminar where student’s ownership over the learning process is taken
seriously.
Instructional Methodology
Because this course is hybrid delivered it relies on thorough acquaintance with the
eLearn course management system. It is therefore incumbent upon students to master
its tools. As just one example, email exchanges, assignments, the syllabus,
supplementary material – will be posted on the mytsu eLearn site. The Portfolio Paper
must be turned in through the eLearn drop box so it is imperative that students learn
how to use it. Please complete the eLearn orientation before the second week of
classes begins. This brief, user-friendly orientation will acquaint you with the tools
needed to complete the online portions of the course as well as access materials for on
campus sessions.
Please note: If for any reason you find that the server is not functioning or the drop box
is not receptive, make sure you email the assignment to me at [email protected] to
2
avoid rejection of any assignment due to lateness. Note however that original
deadlines will still apply so, to avoid problems, it is advisable to post assignments before
deadline.
The instructor will be contacting you using your mytsu address. If you choose not to
check your mytsu email, the onus is on you!
Course Audience
This course is intended for Master’s students, Ph.D. in public administration students
deficient in the field’s foundation, or other graduate students interested in the subject.
Students admitted to the Master of Public Administration program should expect that
this course will assist them in navigating the program successfully. The course is
designed to introduce students to the professional field of public administration, its
specialties and sub-fields.
Prospective MPA students – those wishing to enter the Master’s program in future – may
take this course to discover whether public administration is a good fit in terms of their
career choice or advanced degree program. Business, education or other graduate
students may wish to enroll to discover the field and enrich their understanding about
public administration’s contributions to other professions as well as its role in the
conduct of the economy and society.
Students admitted to the Ph.D. in Public Administration lacking the MPA would be well
advised to take this as their first prerequisite or preparatory course as it outlines the field.
A caveat is in order however: the career or professional nature of the MPA degree
means that PADM 6210 better addresses that audience’s needs and not those of future
academicians and scholars. Additional reading, research and preparation will be
required to command the public administration canon at an advanced level. To
begin that adventure, this syllabus’s readings and course schedule list the Fry and
Raadschelders’ book Mastering Public Administration. To bridge the gap further,
Supplemental Readings are included in Appendix I.
Learning Objectives
As a result of successfully completing this course, students will be able to:
•
Explain the nature of public administration and how it has developed as a field;
3
•
•
•
•
•
•
Discuss the historical development of American bureaucracy and its changing
status in government;
Discuss the tensions between democracy and “bureaucracy” and how they are
frequently reconciled;
Describe the normative base of public administration, i.e. the values which guide
practice and well as ways to incorporate ethical principles and standards into
administrative action
Explain how public administration legitimizes its activities
Explain what various public managers do and their work context
Discuss the role of professionalism, expertise, power, authority, influence and
other key variables which shape and influence the administrative setting.
Learning Competencies
As a result of completing this course successfully, students should be able to:










Apply theories that can inform leadership and management in organizations
Explain institutional and legal environment of government
Appreciate political science, sociological and economic contexts of public
administration
Appreciate history of practice and professions of public administration
Know and internalize core public service values
Explain and describe cross-boundary and networked relationships that characterize
the practice of modern public administration
Explain the external and institutional (system) politics of decision making
Assess practical situations in public administration and take principled positions
Critically evaluate the implications of different approaches to ethics for satisfying
the values of public administration
Identify and explain issues of cultural awareness
Evaluation
Throughout the course students may demonstrate their command of a competency at
various levels ranging from excellent (mastery) to poor (deficient) performance. The
course is designed with a variety of activities to evaluate student mastery of the subject.
As grades are acquired throughout the term, final grades will be calculated using
various required course activities and assignments. They are as follows.
4
A Summary of Final Grade Components:
In class quizzes
20%
Online discussions 15%
Midterm examination
Portfolio paper
Final examination 25%
20%
20%
In Class Quizzes (20% total)
Students should be able to receive regular feedback concerning their mastery of the
material. To accomplish this, the instructor will provide opportunities for as many as
seven “pop” unannounced quizzes in class of which only the top five grades count.
These quizzes will be executed in class so class participation is essential.
The points accumulated from the five selected quizzes together will comprise 20% of
your final grade.
Online Discussions (top 3 grades = 15%)
Classroom discussions are designed to promote exchange regarding questions into the
material. To allow for educated discussions on line, at least six discussions will be
provided online for your commentary. Topics are suggested by viewing the on campus
class module in the Content link prior to class. The top three grades from a total of
seven on line discussions will comprise 15% of your final grade.
Midterm Exam (20%) The midterm will be a short answer, essay examination. The
midterm will be held in class October 15th.
Portfolio Research Paper (20%)
This research paper will be the first entry in new students’ MPA Program Portfolios (see
Appendix III for details). The project is intended as the first Portfolio entry and will serve
as a baseline with which to compare the student’s writing, analytic skill and critical
thinking throughout the program. The project will involve researching the question:
“What is Public Administration”? You have the discretion to interpret this liberally so
5
long as you address the academic field or profession of Public Administration but your
argument must be informed through reference to the academic literature on the
subject.
To execute this assignment students are expected to review the academic journal
literature (see Appendix II for suggestions) to convey the nature, composition, role of
bureaucracy within government and society. Some approaches individuals pursue to
answer this question include surveying definitions of public administration as an
academic field, researching public practitioners’ views, and identifying common
characteristics or themes in various public administration professions.
Whatever direction you pursue, you must fulfill the following requirements:
•
•
•
•
•
describe your plan of execution. What do you propose to accomplish in this
paper?
Then you must define what Public Administration for purposes of addressing this
question. This definition can be original, a synthesis of various authors, or one
author’s;
You must then explore various arguments as to why Public Administration is
needed or important in society generally.
You must read and use at least six different articles from academic journals
(see Appendix II for a beginner’s list) to supplement your position.
The paper should be adequately foot or end-noted (otherwise known as
documented) using APA style preferably but the Chicago style (i.e. Turabian)
can also be used (now’s the time to learn, folks).
Non-academic journals such as magazines or newspapers should seldom be used in
scholarly research and as such, cannot count towards the “six”. Neither will course
materials “count.” Be especially careful to paraphrase long quotations and cite
sources for paraphrasing as well as direct quotations.
Students new to graduate work may want to seek early feedback in developing this
project. If desired, you may submit an early draft of your paper to the instructor for
feedback. The deadline for requesting comments on a rough draft is three weeks prior
to the paper’s final deadline or close of business, October 22nd. The instructor’s review
will emphasize adequacy of content and argument, appropriateness and relevance of
research, summaries of cited work and conclusions. Do not expect the instructor to edit
the paper. Editing problems including grammatical, spelling and stylistic issues will not
be addressed.
6
The paper should aim for approximately ten pages but no longer than fifteen pages,
exclusive of references and, if used, endnotes. The paper should be turned in to the
eLearn drop box November 5th by 11:59 PM.
Final examination (25%)
Whether this short answer, essay examination will be comprehensive or not depends on
class progress on the midterm exam given earlier in the term. A special note: the
final examination will be held in class December 10th on campus. Those with special
circumstances can request an alternate examination day or time.
Grading interpretation:
A = 4.0
A- = 3.75
B+ = 3.5
B = 3.0
A-=2.75
C+ = 2.5
C = 2.0
C-= 1.75
D= 1.0
F= 0
Attendance/Participation Policy:
Participation in the class is required. Attendance per se is not required but
participation is! Through many years of teaching faculty have found that students who
irregularly come to class typically fare poorly in terms of learning outcomes. As a
general rule, if you must miss discussions on line try to miss no more than two during the
semester. In that event, be sure you make up the work you missed after the fact.
In an “adult learner” program such as the MPA’s, it is left to the student to determine
whether he or she is keeping up with the material. Faculty assume that students are
capable of tracking their own progress. Of course, the instructor is available to help
when circumstances warrant and you should contact her as needed.
Classroom Civility:
7
Appropriate classroom conduct is expected in the course. Some rules for appropriate
conduct may be obvious. Respect others’ privacy and opinions. Avoid criticism which
is neither constructive nor subject-related. Share expert knowledge to elucidate your
point.
You are expected to follow all University rules regarding language and behavior, and in
all other matters. TSU’s Code of Conduct includes discipline for acts of personal
misconduct such as lewd, indecent or obscene conduct, damage to University
property or others’ property or threats of indecent or inappropriate acts. If such
conduct occurs through or as a result of participation in an on-line course, it is still
subject to the same penalties. Please consult the TSU Code of Conduct and
Disciplinary Offenses section in the TSU Student Handbook for more complete
information.
Please consult The MPA Student Handbook online or in print for additional information
concerning conduct, advisement, admissions, graduation and the program as a whole.
Academic Integrity
Tennessee State University expects all students to conduct themselves with honesty and
integrity. This means that you will not cheat and you will not help others in doing so.
Whenever you submit as your own work that which originates from another, whether
the other is a published source, a friend, or a paper archive, you commit a serious
violation of academic integrity known as plagiarism (Wilde, 2008, p. 4).
The Department reserves the right to discipline students for cheating, plagiarism,
fabrication, violation of University rules and otherwise contributing to academic
misconduct. As the instructor, I will attach severe penalties to any cheating or
plagiarism I discover: this includes assigning a grade of “F” for the course and placing a
letter in your student file about the incident. You can be accused of plagiarism after
you have completed a course, so you should never pass your papers on for others to
use. Remember: a student who provides answers or a paper for another to use is just
as guilty of cheating as the user. Consequently, if I discover that your paper, or another
similar to it, has been submitted by another student in another class, you can be found
guilty of academic dishonesty.
As regards plagiarism per se, students are especially warned against
(www.tnstate.edu/11p/promoting
8
academic integrity. htm, p. 2):
1) Copying the work of others on tests or assignments;
2) Copying without quotation marks and appropriate documentation from original
sources;
3) Paraphrasing factors or ideas of an author without appropriate citation.
For information on proper form as well as what not to do, one good place to begin is:
www.georgetown.edu/honor/plagiarism.html This homepage contains a dazzling array
of rationales for why plagiarism is not only dishonest, unprofessional and in some cases,
prosecutable . Please pay special to the section on “Examples of Plagiarism” Avoid
these! The TSU Undergraduate Catalogue section on “Academic Misconduct” As the
TSU Student Handbook makes clear (see p. 16), penalties for plagiarism and other
academic dishonesty range from a zero on the assignment to failure in the class.
Special Circumstances
It is not possible to predict special circumstances such as technology failures, university
closings due to weather, etc. This is one reason why keeping your contact information
up to date with the instructor and the department is important. Please notify the
instructor in writing if your phones, email and mail addresses or other contact
information change during the semester or, for that matter, as you progress through
your academic program.
Also note: The readings, lectures, and class discussion may be supplemented by use of
videos and guest “speakers” that do not appear on the schedule.
Finally, the instructor reserves the right to change the syllabus with proper notification to
students.
DISABILITY ACCOMMODATION STATEMENT
TSU is committed to creating inclusive learning environments and providing all
students with opportunities to learn and excel in their course of study. Any
student with a disability or condition which might interfere with his/her class
performance or attendance may arrange for reasonable accommodations by
visiting the Office of Disability Services (ODS). ODS is located in Kean Hall, room
131 and can be reached at 963-7400 or www.tnstate.edu/disabilityservices . You
will be required to speak with ODS staff and provide documentation of the need
9
for an accommodation. If you qualify for an accommodation you will be
provided with a document stating what type of classroom accommodations are
to be made by the instructor. It is your responsibility to give a copy of this
document to the instructor as soon as you receive it. Accommodations will only
be provided AFTER the instructor receives the accommodation instructions from
ODS; accommodations are not retroactive. You must follow this process for
each semester that you require accommodations.
SEXUAL MISCONDUCT, DOMESTIC/DATING VIOLENCE, STALKING
TSU recognizes the importance of providing an environment free of all forms of
discrimination and sexual harassment, including sexual assault, domestic
violence, dating violence, and stalking. If you (or someone you know) has
experienced or is experiencing any of these incidents, there are resources to
assist you in the areas of accessing health and counseling services, providing
academic and housing accommodations, and making referrals for assistance
with legal protective orders and more.
Please be aware that most TSU employees, including faculty and instructors, are
“responsible employees”, meaning that they are required to report incidents of
sexual violence, domestic/dating violence or stalking. This means that if you tell
me about a situation involving sexual harassment, sexual assault, dating
violence, domestic violence, or stalking, I must report the information to the Title
IX Coordinator. Although I have to report the situation, you will still have options
about how your situation will be handled, including whether or not you wish to
pursue a formal complaint. Our goal is to make sure you are aware of the range
of options available to you and have access to the resources you need.
You are encouraged to contact TSU’s Title IX Coordinator to report any incidents
of sexual harassment, sexual violence, domestic/dating violence or stalking. The
Title IX coordinator is located in the Office of Equity and Inclusion, McWherter
Administration Building, Ste. 260 and can be reached at 963-7494 or 963-7438.
For more information about Title IX and TSU’s SART or policies and procedures
regarding sexual, domestic/dating violence and stalking please visit:
www.tnstate.edu/equity.
If you wish to speak to someone confidentially, who is not required to report, you
can contact the TSU Counseling Center, located in the basement of Wilson Hall,
at 963-5611 or TSU Student Health Services, located in the Floyd Payne Campus
Center room 304, at 963-5084. You may also contact the following off campus
resources:
Sexual Assault Center of Nashville at 1-800-879-1999 or
www.sacenter.org or the Tennessee Coalition to End Domestic & Sexual Violence
at 615-386-9406 or www.tncoalition.org .
10
HARASSMENT & DISCRIMINATION
Tennessee State University is firmly committed to compliance with all federal,
state and local laws that prohibit harassment and discrimination based on
race, color, national origin, gender, age, disability, religion, retaliation,
veteran status and other protected categories. TSU will not subject any
student to discrimination or harassment and no student shall be excluded
from participation in nor denied the benefits of any educational program
based on their protected class. If a student believes they have been
discriminated against or harassed because of a protected class, they are
encouraged to contact the Office of Equity and Inclusion at McWherter
Administration
Building,
Ste.
260,
615-963-7494
or
963-7438,
www.tnstate.edu/equity.
Required Books
Henry, Nicholas. Public Administration and Public Affairs. Eleventh edition (used copies
should be available), Parson Prentice-Hall, 2007, ISBN: 0-13-222297-3
Shafritz, Jay M., Albert C. Hyde and Sandra J. Parkes. Classics of Public Administration.
4th edition or later. ISBN: 0-15-506260-3. ***NOTE: All Shafritz, Hyde and Parkes
section subheadings in the Course Schedule refer to Topical Contents (not the
Chronological Table of Contents).
Note: The following book is intended for PhD and advanced or interested students. It is
not required of MPA students.
Fry, Brian R. and Jos C.N. Raadschelders. Mastering Public Administration: From Max
Weber to Dwight Waldo. Washington, D.C.: CQ Press, 2008, second edition.
Recommended Reading:
Goodsell, Charles T. A Case for Bureaucracy: A Public Administration Polemic.
Washington, D.C.: Congressional Quarterly, 2004, ISBN: 1-56802-907-1
Scott, Gregory M. and Stephen M. Garrison. The Political Science Student Writer’s
Manual, Upper Saddle River: Pearson Prentice-Hall, 2006, ISBN: 0-13-189259-2
11
PADM 6210 Course Schedule
Please note: topics and reading assignments are listed with the dates as deadlines.
That means that, with the exception of the first class, you are to prepare the reading
and assignments prior to that date. Also, in the schedule eight on campus classes are
listed in plain type while seven on line classes are distinguished by italics.
Class
Date
Topic
Reading Assignment
Aug. 27
ON LINE
Introduction to public administration
Read syllabus on line; take quiz
Prepare for September 3rd class
Discussion 1 is due September 2nd
Sept. 3
ON
CAMPUS
Sept. 10
ON LINE
Henry, ch. 1; S,H, P: The Discipline of
PA***
Fry, Introduction (PhD and interested
students only)
Module I: Big Democracy, Big
Bureaucracy
Module II: PA in the 20th Century
Henry, ch. 2; S,H,P: The Political
Context
Fry, ch. 1: Weber
Discussion 2 is due
Sept. 17
ON
CAMPUS
Sept. 24
ON LINE
Module III: Organizing & Public Organizations/The Threads of Organization
Module IV: The Fabric of Organizations:
Forces
Henry, ch. 3: S,H,P: Bureaucracy
Fry, ch. 2: Taylor
Henry, ch. 4; S,H,P: Organization
Theory
Fry, ch. 3: Gulick
Discussion 3 is due
Henry, ch. 5; S,H,P: Public Management
12
Oct. 1
ON
CAMPUS
Oct. 8
ON LINE
Module V: People in Public Organizations
Fry, ch. 4: Follett
Module VI: Knowledge Management
Henry, ch. 6;
S,H,P: Intergovernmental Relations
Fry, ch. 5: Mayo
DRAFTS of Portfolio Paper due (this is voluntary)
Discussion 4 is due
Oct. 15
ON
CAMPUS
Midterm Examination on campus
Module VII: Public Productivity
Oct. 22
ON LINE
(Last date Portfolio Paper rough drafts will be
accepted for instructor feedback)
Henry, ch. 7;
S,H,P: Program Evaluation
Fry, ch. 7: Simon
Discussion 5 is due
Oct. 29
ON
CAMPUS
Nov. 5
ON LINE
Nov. 12
ON
CAMPUS
Nov. 19
ON LINE
Module VIII: Financing and Budgeting
Government
Henry, ch. 8;
S,H,P: The Budgetary Process
Module IX: Managing Human Resources In
Government
Henry, ch. 9; S,H,P: Human Resources
Management; Fry, ch. 6: Barnard
PORTFOLIO RESEARCH PAPER IS DUE in eLearn
drop box
Discussion 6 is due
Module X: Understanding and Improving Public
Policy
Henry, ch. 10; S,H,P: Public Policy and
Analysis
Fry, ch. 8: Lindblom
Module XI: Intersectoral Administration;
Intergovernmental administration
Henry, ch. 11 (selections);
Ch. 12;
Fry, ch. 9: Waldo
13
Discussion 7 is due
Nov. 26
Thanksgiving Fall Break
Dec. 3
ON
CAMPUS
Module XII: Bureaucratic Ethics
Wrap up: PA in the New Millenium
Dec. 10
ON
CAMPUS
Henry, ch. 13; S,H,P: Public Service Ethics
Fry, ch. 10
Final examination on campus
Appendix I: Recommended Reading
Barzelay, Michael. Breaking Through Bureaucracy: A New Vision for Managing in Government.
Blau, Peter and Richard Meyer. Bureaucracy in Modern Society.
Cox, Taylor. Cultural Diversity in Organizations: Theory, Research and Practice.
Denhardt, Robert. Public Administration: An Action Orientation.
Frederickson, George. The Spirit of Public Administration.
Harmon, Michael. Responsibility as Paradox.
Hummel, Ralph. The Bureaucratic Experience.
Johnson, Roberta Ann. Whistle-Blowing: When It Works – and Why.
Kaufman, Herbert. Are Government Organizations Immortal?
______________. The Administrative Behavior of Federal Bureau Chiefs.
______________. The Forest Ranger: A Study in Administrative Behavior.
14
Keehley, Patricia, et al. Benchmarking for Best Practices in the Public Sector.
Kiel, L. Douglas. Managing Chaos and Complexity in Government: A New Paradigm for Managing
Change, Innovation, and Organizational Renewal.
Kerwin, Cornelius M. Rule Making.
Lee, Yong S. with David H. Rosenbloom. A Reasonable Public servant: Constitutional Foundations of
Administrative Conduct in the United States.
Lewis, Carol W. The Ethics Challenge in Public Service.
Manley, John F. and Kenneth M. Dolbeare (editors). The Case Against the Constitution: From the
Antifederalists to the Present.
Marini, Frank (editor). Towards a Minnowbrook Perspective.
Peters, B. Guy. American Public Policy: Promise and Performance.
Price, Don K. America’s Unwritten Constitution: Science, Religion, and Political Responsibility.
Rehfuss, John. Public Administration as Political Process.
Ripley, Randall B. and Grace A. Franklin. Congress, the Bureaucracy, and Public Policy.
Rivlin, Alice M. Systematic Thinking for Social Action.
Stillman, Richard J. Preface to Public Administration: A Search for Themes and Direction.
Terry, Larry. Leadership of Public Bureaucracies.
Waldo, Dwight. The Administrative State.
___________. The Study of Public Administration.
Wildavsky, A. The Politics of the Budgetary Process.
Wilson, James Q. Bureaucracy.
15
Appendix II: A Sampling of Journals in Public Administration and Public Policy
Public Administration Review (PAR)
Administration and Society
Administrative Science Quarterly
American Review of Public Administration
Journal of Public Administration Research and Theory (J-PART) Public Administration Quarterly
Public Productivity and Management Review (PPMR)
International Journal of Public Administration
Journal of Policy analysis and Management (JPAM)
Canadian Public Administration
State and Local Government Review (SLGR)
Public Integrity
Public Personnel Management
Please note: for a more comprehensive listing of sub-field journals, please consult
http://www.acs.brockport.edu/~gsaxton/PA%20Journals.htm
Appendix III: The Educational Portfolio Requirement for the MPA
Instructions on the Writing Portfolio Requirement
For the Master of Public Administration
Tennessee State University
16
A portfolio is defined by Kenneth D. Moore (1998) as “a systematic, organized collection of evidence
designed to illustrate a person’s accomplishments and to represent progress made toward reaching
specific goals and objectives.” In the MPA program at Tennessee State University (TSU), your Content
knowledge is evaluated formatively during each course by the instructor’s evaluation of your
performance, and summatively with the comprehensive exam at the end of your studies. In turn, the
portfolio is specifically intended to document the development of your professional writing skill and
research abilities, essential qualifications for successive public and nonprofit service. Beginning with the
students who enter the MPA program in the fall 2008, each student is required to assemble and submit
a portfolio, which must be judged as passing prior to graduation. You should submit the portfolio the
semester prior to the one in which you want to graduate, when you apply to take the comprehensive
exam.
Your student portfolio should contain
your future goals have changed, 3) how your current career has been improved by what you have
learned, and/or 4) other impacts you have seen by participating in MPA courses. Remember this revised
statement should demonstrate your current, professional writing skill level.
In addition, the portfolio should contain the following original, graded items:
- The paper written in PADM 6210 as designated by your professor.
– One individually written paper from EITHER PADM 6110 or 6130 (Statistics or Research
Methods)
- One written assignment from one other MPA core course demonstrating your writing skills.
A course research paper or other major written assignment would be appropriate. Note that you may
only submit INDIVIDUALLY authored work in the portfolio, not group work. Remember you are trying to
show the evolution of your writing skills as you progress through the degree. If desired, you may include
a revised version of the paper in addition to the original graded copy. This will be especially important if
you feel the graded paper does not fully reflect development in your professional writing skills
Your Writing Portfolio should include the best examples of your abilities. If your writing skills have
improved during the program, the papers may be chosen to demonstrate this improvement.
Tips on compiling the Portfolio
ers in a binder
o Statement of Purpose
17
o Revised Statement of Purpose
o Papers (3 total): one from PADM 6210, one from either PADM 6110 or 6130, and one from another
core course; put the papers in the chronological order that you took the courses, from first to last. Your
revised version should follow the original graded copy, if you are including a revised version.
will NOT be returned.
Moore, K.D., (1998). Classroom Teaching Skills. USA: The McGraw Hill Companies
Date of adoption: April, 2007
For implementation: August, 2008
Policy revised: July, 2010 7/23/2010 mes
18
Grading Rubric for Portfolio Evaluation
CRITERION
RUBRIC: Inferior
RUBRIC: Solid
Understanding
Seems to understand
class texts and
requirements but does
not express this
understanding clearly
and explicitly. Does not
use concepts from the
text or class to analyze
the paper/project
elements
Has a very solid grasp
of the concepts used in
class. Discusses the
ideas clearly and
explicitly in paper.
Rarely
misunderstands the
materials or expresses it
poorly.
Using Concepts
Examples or analogies
are not quite right, or
are naïve (or uses only
the examples provided
by text or professor)
Comparisons and
contrasts between
various concepts are
naïve or unclear or
wrong
Does not apply theory to
practical experience
appropriately
Critical Thinking
and Reasoning
Mostly reiterates what
was discussed in text or
in class. Makes
inappropriate
inferences. Accepts
what others say or write
uncritically
Uses appropriate
examples and/or
analogies. Makes
appropriate
comparisons and
contrasts between
various concepts used
in class. Can apply
theory and ideas to
practical experience.
Demonstrates
knowledge
required for the paper/
project.
Occasionally offers
critical commentary in
paper/project.
Can identify underlying
theory or values in what
is read, Arguments are
logical and clear.
Writing
Paper or project has
several spelling or
grammar errors,
no evidence of revision;
unclear
Paper or project has few
spelling or grammar
errors, shows evidence
of revision; reasonably
clear
Comments:
Approved by the Master of Public Administration program faculty
17 April, 2007
19
RUBRIC:
Outstanding
Has a subtle and
sophisticated
understanding
of conceptual and
theoretical material.
Uses several concepts
from PA to analyze the
paper/project elements.
Can see beyond what
was taught and form
own ideas.
Examples and
analogies are not only
interesting but suggest
additional
possibilities. Discussion
of them is clear and
appropriately detailed.
Makes insightful
contrasts between
various concepts.
Applies theory and
ideas creatively and
derives learnings from
them.
Offers penetrating
criticism of material,
appropriately praising or
criticizing and explaining
why. Arguments are
sophisticated and clear.
Presentation has not
errors in spelling,
grammar, shows
evidence of revision;
very
clear and graceful
20