SCHOOL OF PUBLIC SERVICE
International by Design
International Political Economy
Course Details
Course Number & Title:
MPS 612 International Political Economy
Term:
Spring 2013
Course Date and Time:
Tuesday, April 2-June 11, 2013
5:45-9:00 pm
14 E. Jackson, Room 605
Instructors:
Andrea Messing-Mathie, PhD
Office Hours:
Office Location:
Tuesday, Thursday 2:00-5:00 and by
appointment
Lewis Center Room 1629
E-mail:
amessing@depaul.edu
Telephone:
630-915-8740
Course Description
This course provides an overview of major theories and practices in international
political economy. It includes a critical analysis of international political economy
such as growth theories, capital and labor flows, and transformation of regimes.
The course is intended to increase the analytical skills of students for
professional development and research purposes.
Prerequisites
MPS 500, MPS 501
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Course Focus
International Political Economy is an interdisciplinary field of study which
examines the relationship between politics and economics in modern global
societies, focusing on international policy and international economic issues. This
graduate course offers an integrated and socially responsible framework of
analysis of both fundamental theoretical perspectives in IPE as well as
contemporary geographical issues in the Global North and Global South.
Through critical analysis and case study analysis, this course offers essential
frameworks to operate and understand leadership trends in today’s international
public service and international public administration. The course readings,
lectures, and exercises are multi- and interdisciplinary and based on the
assumption that international political-economic relationships are affected by
society, culture, environment, geography, and demographics. Economy, politics
and society are analyzed as systems through the view of diverse ideological
points of view and various historical and contemporary international applications,
causes and effects. Unlike purist economic science and political science, the
perspective of this course in the study of international political economy will
center the reflection on social (institutional) responsibilities and (human)
consequences.
Learning Outcomes
By the completion of this course, students will:
1) have a solid comprehension of key theories of international political
economy and be able to apply the theories to current events;
2) understand the management of key international economic institutions and
be able to construct analytical arguments assessing the costs and benefits
of different global governance strategies;
3) be in a position to critically evaluate the effectiveness and legitimacy of
governmental and non-governmental policy mechanisms used to manage
international trade, global financial flows, and economic development.
Teaching Methods
This course includes a high level of participation in the learning process. The
instructor’s role will be to introduce and frame the topics for each session. The
student discussion leader’s role will be to prepare and coordinate the discussions
during the first part of the class. The discussions will be focused on the topics
and readings. Students will lead discussions on assigned readings on every
session.
Readings will be both basic and advanced and will include a high level of debate
on the international political economy. Prior to each class session, students will
be required to post a short reflection and at least one question for class
discussion on the Facebook discussion board for that week. These questions will
help to guide the class discussions during the first portion of each class session
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and will help to structure the online discussion that is part of each student’s
participation grade.
After the introductory sessions (1-3), small groups of students will be assigned to
present and debate the assigned topic of that day. At the end of each class
session, students will be asked to recap and evaluate the learning objectives.
Course Reading Material
These texts are available in print at B&N DePaul Bookstore and also (in some
cases) in electronic version through Kindle or iBooks. These readings include
some basic approaches to IPE alongside more contemporary books and articles
written by key IPE scholars.
1. Ravenhill, John (ed). 2011. Global Political Economy.
2. Rivoli, Pietra. 2009. The Travels of a T-shirt in a Global Economy: An
Economist Examines the Markets, Power, and Politics of World Trade.
3. Collier, Paul. 2007. The Bottom Billion: Why the Poorest Countries are
Failing and What Can Be Done About It. Oxford: Oxford University Press.
Specific articles are assigned as integral part of your readings and are available
on the course digication site. Along the course, the instructor will recommend
readings and electronic resources. In addition to these texts, students will be
expected to do a significant amount of independent research and reading
throughout the term as part of their contribution to the online discussion board. A
list of recommended reading material is on the course’s D2L site.
Finally, students are expected to subscribe and access periodical publications in
order to participate actively in news discussions (see Class Participation in the
following section, page 3). You should get access (via library, electronic or
subscription) to the following newspapers/magazines.
 The New York Times
 The International Herald Tribune
 The Economist
 Al Jazeera
Requirements
Grades will be based on three aspects of students' work: general participation in
class and online discussions, 3 short blog e-portfolio entries, and a final project
(broken into components) which will be handed in as an e-Portfolio. Since this is
a seminar, there will be no exams in this class. Rather, students are required to
participate in class discussions and lead the discussion during specific sections
on topics and readings related to their research topic.
Class Participation (30%): You will be demonstrating your active participation
performance along these three
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As such, participation grades will consist of 1) in class (independent and
group) participation (15%) and 2) online participation (15%).
1) Discussion leaders: During the second part of the class for sessions 3-5
and 7-10, you will be randomly assigned to lead at least ONE class
discussion based on the readings.
a. Role as leader: (10%) You will be required to prepare a summary
of about one page with a synthesis of the main points of the
readings and a series of discussion oriented questions and
activities to engage the class in discussion. The summaries and
questions should be distributed to the class. You will prepare this in
coordination with one or two other students. The instructor will
evaluate your analytical capacity, effectiveness and creativity in
leading the discussions. When the discussion coordination and
summaries are presented as a team, the evaluation will also be
submitted as a team. Good teamwork collaboration is a plus and is
reflected in the evaluation.
b. Class participation (5%) This portion of the grade is based on
your participation in class discussions, either in randomly selected
questions and discussions guided by the instructor or when other
students are acting as discussion leaders. Participation grades are
not attendance grades (hence, just being present will not result in a
very good or excellent grade). Participation should be consistent,
relevant, and substantive. You will be assessed on quality as well
as quantity of participation.
2) Online Participation: Students are also required to participate actively in
an online Facebook group discussion format at least once a week.
(15%)
a. This is the location when students will post their news postings and
short discussion (3-4 sentences is adequate) by noon the day of
class.
b. We will begin every class session with a current events news
discussion, where we will discuss news and events of the week or
recent past related to that week’s topic. Students are expected to
participate in these news discussions and will be called on
randomly to do so.
Short Reflection Blog Postings (20%): Students are also required to write a
total of three 2-3 page (single spaced) “blog postings” (reflections reacting to
the assigned readings and events) which will be posted to the student’s ePortfolio. These reactions should be around a particular puzzle that the readings
struggle with and should be a short critical analysis of the readings for the week
assigned.
1) A blog can be an effective and open source way to share information with
other interested parties. Successful blogs use this medium as a place to
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2)
3)
4)
5)
flesh out information on specific topics. Because these blog postings will
act as reflections, this can be an excellent forum to work through the
puzzles posed in particular readings.
The blog postings should attempt to synthesize the main points of the
reading and or presentation material (in the case of the Chicago Council
presentation) and will be graded on clarity of argument, quality of writing,
and ability to draw out the main points of the papers to synthesize your
argument.
The due date for the class session blog posting on Global Economic
Governance is Tuesday, April 16, noon.
The due dates for the blog postings for the Chicago Council event is due
on the Friday following the event:
a. Week 6: due date is Friday, May 10, noon
The due dates for the blog posting on The Bottom Billion
a. For week 8: due date is May 21, noon
Special Topic Research e-Portfolio (50%): As a way of integrating the online
work that we are doing in class with a special research topic, students are
required to create an e-Portfolio, which will be a place where students will be
able to explore their particular topic. As part of this e-Portfolio, students should
have the various components integrated, according to the various due dates.
1. Research Proposal: (5%) In this section of the e-Portfolio, students
should submit a short proposed topic, including the media they might have
used (video, news, literature, etc). (Due Tuesday, April 23)
2. Annotated Bibliography: (5%) (Due Tuesday April 30)
3. Literature Review: (5%) (Due Tuesday, May 14) In this section of the ePortfolio, students will submit a short (3 page) literature review, which will
be the place where they explore the theoretical issues of the topic they
have decided to write on. Students should have a minimum of 6-8
sources. For further information on how to write a literature review, please
see the course Digication site:
https://depaul.digication.com/internationalpoliticaleconomy/Welcome/
4. Draft Outline: (5%) (Due Tuesday, May 28) Students will submit a draft
outline of their final project, including all points that they are intending on
including in their project. Generally, this should be 3-5 pages, depending
on the level of specificity that students include.
5. Final Research Project: (30%): (Due June 11) The final and major work
for the class (of which the various components above are a part) consists
of completing a research paper on a specific topic/issue in international
political economy. Expanding on in-class conversations, discussion and
readings, you should be able to further explore the theoretical and
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practical implications of international political economy in relation to
specific issues. The paper should be at a publishable quality, be a
minimum of 10 pages (singe spaced, Times New Roman, Arial, or Calibri
12 points, one inch margin, APA style). For further clarification of what
should be included in this paper, please see the course Digication site,
under Assignments. The final project is due on Tuesday, June 11, prior
to the start of class.
The discussions, readings, and news analysis that we do will stimulate your
interests and you will begin developing a plan very early on for your final
research paper. You will be working closely with the instructor to prepare the
paper by submitting a preliminary research proposal. You will be sending an
email or speak in person with the instructor to receive an approval for your
project. In addition, you will be sharing the various components in your ePortfolio. You may consult and explore these and other special topics on the
suggested subscription sites and the World Bank’s Issues on International
Development linked on D2L and the course Digication site. Utilizing the Course
D2L site, each student will reserve ONE of the following topics (first come first
served):
1) IPE and Aid
2) IPE and Carbon Trade
3) IPE and Christianity
4) IPE and Corruption
5) IPE and Democracy
6) IPE and Economic Sanctions
7) IPE and Education
8) IPE and Fair Trade
9) IPE and Food Policies
10) IPE and Gender Inclusion
11) IPE and Green Development
12) IPE and Human Rights
13) IPE and International
Development
14) IPE and International Law
15) IPE and Islam
16) IPE and Post Conflict
17) IPE and Poverty Reduction
18) IPE and Security
19) IPE and Transitional Countries
20) IPE and Urban Development
21) IPE and US-China Relations
22) IPE and War on Terrorism
23) IPE and Water
24) IPE and WTO regulations
25) IPE and Law Development
Important Dates
Thursday, April 11: Chicago Council on Global Affairs Event
Monday, April 15: 1st Blog Posting due
Tuesday, April 23: Research Proposal due
Tuesday, April 30: Annotated Bibliography due
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Tuesday, May 7: Chicago Council on Global Affairs Event
Monday, May 13: 2nd Blog Posting due
Tuesday, May 14: Literature Review due
Tuesday, May 21: 3rd Blog Posting due
Tuesday, May 28: Draft Outline due
Tuesday, June 11: Final e-Portfolio Project due
Course Outline
Session 1: Tuesday, April 2
Subjects:
Course Introduction
International Political Economy as an Interdisciplinary Field
Learning
Objectives:
1.1: Understanding the course learning objectives in the context of
public service, public administration and international development
careers.
1.2: Understanding the field of international political economy (IPE)
in relation to economics, political science, sociology and
international relations.
1.3: Recognizing the relations and distinctions that the approach of
the study has in comparison to a globalization study, policy study
and macroeconomics study.
Readings:
Chapter 1 in Global Political Economy
International Political Economy: What do we mean? (D2L)
(start reading Stiglitz and Bhagwati, just to get a head start)
Resources:
D2L, Week 1 content page:
 Introductory Macroeconomics (document)
 Introduction to Macroeconomics (short lecture)
 International Political Economy: what do we mean?
Assignment:
1. Read the syllabus and come prepared with questions
2. Read the assigned readings and come prepared with a few questions
3. Explore the D2l site, modules and resources.
______________________________________________________________________________
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Session 2: Tuesday, April 9
Subjects:
Theoretical Evolution of IPE
Learning
Objectives:
2.1 Recognize the distinctions and relations between classical and
post-modern political economic theories
2.2 Critically recognize the values and limit of ideologies and theoretical
approaches in practice.
2.3 Identify theoretical dynamics in current national and international
political economic plans.
Readings:



Watson, Matthew. “Theoretical Traditions in Global Political Economy”.
Chapter 2 in Global Political Economy.
Amoore, Louise. 2000. “Paths to a Historicized International Political
Economy,” Review of International Political Economy, Vol 7(1): 53-71.
Farrands,C. & Worth, 0. (2005). “Critical theory in Global Political
Economy: Critique? Knowledge? Emancipation?” Capital and Class,
29(85): 43-61.
Assignment:
1. Engage in a Facebook discussion reflection and question (at least one
post) based on an IPE news item, be prepared to discuss in class
2. Leader discussion assignment
_____________________________________________________________________
Session 3: Tuesday, April 16 (Heavy Reading Week-Be Prepared!)
Subjects:
Global Economic Governance
Learning
Objectives:
3.1 Identify the historical and contemporary significance of the IMF,
WB, and the WTO
3.2 Recognize the successes and challenges in global economic
governance
3.3 Begin distinguishing some of the tools and methods that are used in
international political economic analysis
3.4 To understand the evolution of the International Monetary and
Financial System
Readings:

Aggarwal and DuPont. “Collaboration and Co-ordination in the Global
Political Economy”. Chapter 3 in Global Political Economy.
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




Helleiner, Eric. “The Evolution of the International Monetary and
Financial System”. Chapter 7 in Global Political Economy
Pauly, Louis. “The Political Economy of Global Financial Crisis”.
Chapter 8 in Global Political Economy.
McGrew, Anthony. “The Logic of Economic Globalizaion”. Chapter 9
in Global Political Economy.
Slaughter, Ann Marie. The Global Governance Crisis, 4 THE
INTERDEPENDENT 32 (2006).
(Course Content)
Dervis, Kemal. 2011. “Toward strengthening global economic
governance”. In New ideas on development after the financial crisis.
ed. Nancy Birdsall and Francis Fukuyama, 191-214 (Course
Reserves)
Highly Recommended:

Globalization 101, a project by the Levin Institute at SUNY
o http://www.globalization101.org/category/issues-indepth/imfworld-bank/
Recommended:





Drezner, Dan. “International Economic Order.” Entry for International
Encyclopedia of the Social Sciences, 2nd edition (New York:
MacMillan, 2008).
Drezner, Daniel. “Macro First: Policy Coordination After the Great
Recession,” August 2009.
Beeson, M. and Bell, S. 2009. “The G-20 and International Economic
Governance: Hegemony, Collectivism, or Both?”. Global Governance,
15(1): 67-86.
When Global Banks Fail: National Trust
http://www.economist.com/news/finance-and-economics/21568408america-and-britain-outline-plans-dealing-failing-cross-border
Global Banking 101: http://www.globalization101.org/global-banking101-2/
Assignment:
1. Blog posting due by noon the day of class.
2. Leader discussion assignment
3. Engage in a Facebook discussion reflection and question (at least
one post) based on an IPE news item, be prepared to discuss in class
________________________________________________________________
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Session 4: Tuesday, April 23
Subjects:
The Global Marketplace: Trade Politics, Multinational Corporations
and International Financial and Monetary Systems
Learning
Objectives:
4.1 Understand the historical and modern global dynamics of trade
4.2 Critically examine the role “free’ trade regulations in relation to
fairness and human development
4.3 To engage in the trade liberalization versus protectionism debate
Readings:



Winham, Gilbert. “The Evolution of the Global Trade Regime”.
Chapter 5 in Global Political Economy.
Ravenhill, John. “Regionalism”. Chapter 6 in Global Political
Economy.
Rivoli, Pietra. The Travels of a T-Shirt in the Global Economy. Part I
and II
Recommended Readings:



Milner, Helen. 1999. “The Political Economy of Free Trade”, Annual
Review of Political Science 2: 91-114.
Economist Debate: Fair Trade, Free Trade (in its entirety, including
background reading on the site)
Trans-Atlantic Free Trade Agreement:
http://www.globalization101.org/tafta-a-tran-atlantic-free-tradeagreement/
Assignment:
1. Engage in a Facebook discussion reflection and question (at least one
post) based on an IPE news item, be prepared to discuss in class
2. Leader discussion assignment
3. Research Proposal Due in the e-Portfolio prior to the start of
class
_________________________________________________________________
Session 5: Tuesday, April 30
Subjects:
Travels of a T-Shirt: Trade Politics/Multinational Corporations
Learning
Objectives
5.1 To critically examine trade politics and the role that multinational companies play in guiding trade policy
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5.2 To examine the role of domestic and global economic economics,
politics, protectionism and trade agreements in global trade
Readings:

Rivoli, Pietra. 2009. The Travels of a T-Shirt in a Global Economy: An
Economist Examines the Markets, Power, and Politics of World Trade.
Part III and IV
Assignment:
1. Engage in a Facebook discussion reflection and question (at least one
post) based on an IPE news item, be prepared to discuss in class
2. Leader discussion assignment
3. Annotated Bibliography due in the e-Portfolio prior to the start of
class
______________________________________________________________________
Session 6: Tuesday, May 7 (No Class, Chicago Council Event)
Subjects:
The Future of Global Trade
Learning
Objectives:
6.1 To examine the context and breakdown of global multilateral trade
talks
6.2 To understand the issues around preferential trade agreements
6.3 To critically examine the wider implications of the current
developments for global trade and the global economy
Readings:





Milner, Helen. 1999. “The Political Economy of Free Trade”, Annual
Review of Political Science 2: 91-114.
Economist Debate: Fair Trade, Free Trade (in its entirety, including
background reading on the site)
Trans-Atlantic Free Trade Agreement:
http://www.globalization101.org/tafta-a-tran-atlantic-free-tradeagreement/
Bhagwati, Jagdish. World Trade: Good News and Bad News.
Book Review, Termites in the Trading System:
http://www.indytruth.org/library/journals/catojournal/28/cj28n3-10.pdf
Assignment:
1. Engage in a Facebook discussion reflection and question (at least one
post) based on an IPE news item, be prepared to discuss in class
2. Leader discussion assignment
3. Blog Posting due Friday, May 10
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______________________________________________________________________
Session 7: Tuesday, May 14
Subjects:
Local to Global and Back Again: World Economic Crisis and
Domestic Response and Responsibility
Learning
Objectives:
7.1 To understand the context of domestic responses to international
economic crisis
7.2 To critically examine the role of domestic policy in global economic
crisis
7.3 Comprehending the various ways in which national governments have
responded to economic crisis
Readings:




Morales-Pita, Antonio. 2009. “Recession in America and its Worldwide Repercussions.” Institute of Organization and Management in
Industry Vol 6(4): 2-22.
Hiscox, Michael. “The Domestic Sources of Foreign Economic
Policies”. Chapter 4 in Global Political Economy
Lesson from Iceland: The Economist
Economist Debate and background reading:
http://www.economist.com/debate/overview/244
Recommended Readings:

Panico, Carlo and Purificato, Francesco. 2012. “Policy Coordination,
Conflicting National Interests and the European Debt Crisis”.
Cambridge Journal of Economics.
Assignment:
1. Leader discussion assignment
2. Engage in a Facebook discussion reflection and question (at least one
post) based on an IPE news item, be prepared to discuss in class
[Focus on European Debt Crisis]
o http://www.nytimes.com/interactive/business/global/europeandebt-crisis-tracker.html?_r=0
o http://www.guardian.co.uk/business/2012/nov/27/europeandebt-crisis-fiscal-cliff-oecd
3. Literature Review due prior to the start of class
______________________________________________________________________
Session 8: Tuesday, May 21
Subjects:
The Bottom Billion
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Learning
Objectives:
8.1 To critically examine the arguments made in regards to foreign aid
8.2 To understand and examine the “traps” of under-development
8.3 To examine the role of policy tools on driving development or
underdevelopment
Readings:

Collier, Paul. 2007. The Bottom Billion: Why the Poorest Countries are
Failing and What Can Be Done About It. London: Oxford University
Press
Assignment:
1. Leader discussion assignment
2. Engage in a Facebook discussion reflection and question (at least one
post) based on an IPE news item, be prepared to discuss in class
3. Blog posting due by noon the day of class.
______________________________________________________________________
Session 9: Tuesday, May 28
Subjects:
Human Interaction: International Development and Aid
Learning
Objectives:
9.1 Examine the effects of development and underdevelopment on
global inequality
9.2 Critically asses the linkages between globalization, unemployment
and social justice.
9.3 Critically reflect on the good, the bad, and the ugly of international
development policies and approaches to aid.
Readings:




Wade, Robert Hunter. “Globalization, Growth, Poverty, Inequality,
Resentment and Imperialism”. Chapter 12 in Global Political Economy.
Seligson, Mitchell and John T. Passe-Smith (eds.) 2008. Development
and underdevelopment: The political economy of global inequality.
Boulder: Lynne Rienner Publishers, Inc. ISBN: 978-1-58826-584-5 (S &
P)
Clarke, Phyllis. 2002. Social Justice and Globalization: Are they
compatible? http://monthlyreview.org/2002/06/01/social-justice-andglobalization-are-they-compatible
Spence, Michael (2011). Globalization and unemployment. Foreign
Affairs, (July/August) 28:41.
Assignment:
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1. Leader discussion assignment
2. Engage in a Facebook discussion reflection and question (at least one
post) based on an IPE news item, be prepared to discuss in class
3. Draft Outline due prior to the start of class
______________________________________________________________________
Session 10: Tuesday, June 4
Subjects:
Inequality in Global Perspective: Globalization as solution or
scourge?
Learning
Objectives:
10.1 To participate in the globalization debate, by familiarizing students
with the various perspectives on economic globalization
10.2 Recognizing the political and economic roles of development and
regional banks along with other institutions like the G20.
Readings:






The Great Divide (Course Content)
http://opinionator.blogs.nytimes.com/category/the-great-divide/
Stiglitz, Joseph: Inequality is holding back the economy (Course
Content)
http://opinionator.blogs.nytimes.com/2013/01/19/inequality-isholding-back-the-recovery/
Paul Krugman on Joe Stiglitz’s Income Inequality Argument: (Course
Content)
 http://www.huffingtonpost.com/2013/01/20/paul-krugmanjoe-stiglitz_n_2516787.html
Global Economic Inequality: More or Less Equal? (Course Content)
 http://www.economist.com/node/2498851
For Richer, For Poorer: (Course Content)
 http://www.economist.com/node/21564414
Bhagwati, Jagdish: In Defense of Globalization: It Has a Human Face
(Course Content)
Recommended:


Stiglitz, Joseph. 2003. Globalization and its Discontents:
Bhagwati, Jagdish. 2007. In Defense of Globalization.
Assignment:
1. Be prepared for a small group discussion on final project
2. Engage in a Facebook discussion reflection and question (at least one
post) based on an IPE news item, be prepared to discuss in class
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3. Student discussion leader
______________________________________________________________________
Session 11: Tuesday, June 11
Subjects:
Ethics and Standards in International Economic Politics
Learning
Objectives:
11.1 Recognizing the role of society’s resistance and political
transformations to global economic systems.
Readings:

Temkin, Larry. 2004. “Thinking about the Needy, Justice, and
International Organizations”, The Journal of Ethics, Vol 8(4): 349-395.
Assignment:
1. Final portfolio due prior to the start of class
2. Be prepared to share your portfolio in class
______________________________________________________________________
Grading Criteria
Written Work: I grade written assignments both on content and good writing. To
help students meet graduate-level and SPS standards, we pay more-than-usual
attention to writing as an academic and managerial skill. We judge papers on the
understanding they reflect as well as on their organization, clarity and use of
language. We value clarity and an economy of words. If you need help on this
matter, please ask for it. If you do come for assistance, be sure to read Murphy’s
“On Writing and Thinking” (available on D2L) first. We also recommend an old
standard, Strunk and White, Elements of Style available online:
http://www.bartelby.net/141/. Also, you may consider getting help from the
DePaul University Writing Centers (available in person at Loop and Lincoln Park
Campuses and on line). All papers should be paginated in the upper right hand
corner with identifying authors listed, should be written in Times New Roman text
and should be in APA format.
Please note the due dates. Anticipate all possible contingencies (computer
failure, family illness, heartbreak or heartburn). Papers received after the due
date will receive grades no greater than the lowest grade given to papers
received on time.
All assignments should include the class name and number, the assignment
name or number, student name, and the date the assignment is due. The only
exception to this is when we specify a format for a particular assignment.
Unless notified otherwise, send all assignments to Desire to Learn via the digital
drop box. All assignments are due by the start of class on the day assigned.
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Grading Scale
A
AB+
B
B-
94-100
90-93
87-89
84-86
80-83
C+
C
CD+
D
DF
77-79
74-76
70-73
67-69
64-66
60-63
Below 60
Grading scale explanation:
The A paper reflects excellent performance in the assignment that exceeds
expectations for a graduate student. It is original, engaging, and full. It will have
virtually no grammatical, usage, punctuation, or spelling errors. It is an original
contribution and speaks with authority and clarity. It is rich in detail, showing a
clear understanding of differences in levels of specificity; it provides justification
or support for all general assertions. It addresses all aspects of the assignment
including specific requirements and excels in writing structure, clarity, focus,
style, analytical systematization, critical analysis and creativity. It often includes
unique or unusual perspectives.
The B paper reflects very good performance in the assignment that meets
expectations for a graduate student. However, it falls short of an A paper usually
in style, depth and analytical development. It has some errors in grammar,
usage, punctuation, or spelling, but usually few; or it has some awkward phrases-but in neither case is enough to impede the reading of the paper. Its
development is consistently strong, with detail and support present in most, but
perhaps not every, instance. Its sense of audience is clear. The B paper
addresses the assignment directly and satisfies almost all requirements.
The C paper reflects fair performance in the assignment which however falls
below expectations for a graduate student. It addresses the assignment relatively
clearly but without significant depth or clarity. Stylistic errors may be noticeably
present, but not in such quantity as to impede the reading in a significant way. A
C paper generally provides some support for assertions, but not enough to give
the impression of complete thoroughness. The tone and voice of a C paper
usually lack a sense of individuality of the author or a sense of authority. The C
paper often has an anonymous quality to it, restating standard opinion or
assertions without going into significant depth.
The D paper reflects poor performance in the assignment. It is available for
students who completely miss the specific requirements or submit incomplete or
vague responses.
The F paper reflects very poor performance in the assignment. It is reserved for
students who fail to turn in assignments or turn in assignments that demonstrate
basic incomprehension of the assigned topics and an insufficient effort to
overcome these problems.
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DePaul University
School of Public Service Policies
Policy on Grade of IN (Incomplete)
According to DePaul University’s incomplete policy, the “IN” grade is a temporary
grade indicating the student has a satisfactory record of work completed, but for
unusual or unforeseeable circumstances not encountered by other students, and
acceptable to the instructor, the student cannot complete course requirements on
time. The student must formally request the incomplete grade and the instructor
must approve it. At the end of the term following the term in which the instructor
assigned the incomplete grade, the IN grade automatically convert to “F” grades.
Students requesting the IN grade should present a plan and schedule to
complete the course along with the formal request for the IN grade. Students
should work out the plan with the instructor, usually scheduling completion within
a few weeks of the end of the term in which the IN grade occurs.
Academic Integrity
Students in this course, and in all courses where independent research and
writing play a vital role in the requirements, must be aware of the strong
sanctions carried out as a result of plagiarism, as stated in the DePaul
University’s Code of Student Responsibility
(http://studentaffairs.depaul.edu/handbook).
Instructors are able to check each paper with Turn-It-In: Plagiarism Detection
Software. If proven, a charge of plagiarism could result in an automatic “F” in the
course and possible expulsion. If you have any questions or doubts about what
plagiarism entails or how to properly acknowledge source materials, be sure to
consult the instructor. Please check Blackboard’s link to Academic Integrity for
details.
Violations of Academic Integrity
Violations of academic integrity include but are not limited to the following
categories: cheating; plagiarism; fabrication; falsification or sabotage of research
data; destruction or misuse of the university's academic resources--alteration or
falsification of academic records; academic misconduct; and complicity. This
policy applies to all courses, programs, and learning contexts in which academic
credit is offered, including experiential and service-learning courses, study
abroad programs internships, student teaching and the like. If an instructor finds
that a student has violated the Academic Integrity Policy, the appropriate initial
sanction is at the instructor's discretion (cf. Section Q). Actions taken by the
instructor do not preclude the college or the university from taking further action,
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17
including dismissal from the university Conduct that is punishable under the
Academic Integrity Policy could result in criminal or civil prosecution.
Cheating: Cheating is any action that violates University norms or an instructor's
guidelines for the preparation and submission of assignments. This includes but
is not limited to unauthorized access to examination materials prior to the
examination itself, use or possession of unauthorized materials during the
examination or quiz; having someone take an examination in one's place-copying
from another student; unauthorized assistance to another student; or acceptance
of such assistance.
Plagiarism: Plagiarism is a major form of academic dishonesty involving the
presentation of the work of another as one's own. Plagiarism includes but is not
limited to the following:
 The direct copying of any source, such as written and oral material,
computer files, audio disks, video programs or musical scores, whether
published or unpublished, in whole or part, without proper
acknowledgement that it is someone else's.
 Copying of any source in whole or part with only minor changes in wording
or syntax, even with acknowledgement.
 Submitting as one's own work a report, examination paper, computer file,
lab report or other assignment that has been prepared by someone else.
This includes research papers purchased from any other person or
agency.
 The paraphrasing of another's work or ideas without proper
acknowledgement.
Attendance Policy
Class attendance is mandatory. Students who must miss class for personal or
professional reasons should inform the instructor via written communication. I
may require students who must miss a class session to write a three-page paper
on the topic of the class missed.
Students who miss more than 30 percent of the course are likely to fail and
should drop the course.
Classroom Expectations
Vincent de Paul asked the members of the congregation he founded to “live as
very dear friends.” We begin with the imperative that we treat everyone with
respect, and as much as possible, we spend our time together as very dear
friends.
Our behavior, in the classroom, via e-mail and in person begins with respect and
civility for all. We offer universal respect for all because of the innate dignity each
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of us carries. We deserve respect and we offer respect as part of the human
condition. DePaul University, as a Judeo-Christian institution, extends respect to
all based on the Christian imperative to―love one another as I have loved you,
and the Jewish belief that we are created in the image and likeness of God.
Furthermore, it is from the DePaul mission components of being Vincentian,
Catholic and urban that we build a community of scholars on the basis of respect
and Vincentian personalism.
We offer each other our attention and respect and therefore we do not use
personal computers during class; we turn off cell phones; we consider what
people say in class confidential.
Faculty who observe students failing to meet behavior expectations may dismiss
students from class, report the violation to the Director and Dean of Students,
and formally request behavioral change.
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Course Syllabus p. 20
School of Public Service
DePaul University, Chicago
Syllabus MPS ___