Eastern Michigan University
Political Science Department, Master of Public Administration Program
PLSC 645, Collaborations in the Public & Nonprofit Sectors
Dr. Raymond A. Rosenfeld
Office: 601-G Pray-Harrold
Phone: 248-875-7350 (cell)
Email: Raymond.Rosenfeld@emich.edu
Fall 2015
Office Hours: M: 12-2, 3:15-4:00
W: 1-2, 3:15-5:15
and by appointment
I. INTRODUCTION
This course is designed to introduce students to the evolution of a legalistic and constitutional concept of
federalism into the political and administrative concepts of intergovernmental relations and
intergovernmental management that is constantly changing and has evolved to include collaboration
with the non-profit sector. This change is built upon the political notion of self-interest in the polity and
is therefore not random. Change occurs as political forces collide. Our objective is to understand the
environment of change and to learn how to manage public policy, activities and programs within this
environment. Currently, the concepst of “network theory,” non-government organizations (NGO), and
multi-level governance appear to be the result of the evolution of federalism. With the Great Recession
of 2008 and 2009, the US government responded by going into debt to fund huge economic stimulus
spending that relied heavily upon intergovernmental grants. “So, how did that work for you?” We seek
to develop a fuller understanding of the many ways that federal, state, local, and NGO policy-makers
and administrators influence and are influenced by each other.
II. COURSE REQUIREMENTS AND GRADES
1. CLASS PAPERS. Each student will prepare three two-page or 500 word papers on three of the
weekly assignments (your assignment is detailed below). The paper should be divided into two
distinct sections: the first half of your paper should contain a summary of the key points of the
article/paper, and the second half of the paper should focus on your own analysis and thoughts given
your understanding of public administration. Feel free to be provocative in your analysis. A key
element of my evaluation of your papers will be on your analysis and thoughts about your reading,
as opposed to a simple summary of the assignment. Your paper shall be distributed by you to all
students and the instructor electronically no later than two days before the class meets (by Monday
at 6 pm). Student assignments are included in the table at the end of the syllabus (300 points total).
2. COMMUNITY ECONOMIC DEVELOPMENT PRESENTATION. See Topic 7 below for details.
Each student will work with a three-person team to explore the intergovernmental aspects of
economic development activities in a particular community. This will be primarily Internet-based
research conducted during class time and on your own (200 points).
3. GRANT RESEARCH PRESENTATION AND PAPER. See Topic 10 below for details.
Presentations will be before the class on the last session on 12/2 and 12/9 and will be worth 100
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points of your grade. The written report will be worth 400 points. Papers are due by 12/9 (total 500
points).
4. SEMINAR PARTICIPATION. Students are expected to read all of the common readings (1a, 1b,
2a, 2b, 2c, 2d, 3a, 4a, 4b, 4c, 5a, 5h, 6a, 8a, 9a, and 9b) as well as the other class papers prepared by
others and distributed in advance and come to class prepared to actively participate in all discussions
(200 points).
NOTE: There are 1200 points. Grade distribution:
1200-1150
1149-1110
1109-1080
1079-1040
1039-1000
999-960
959-920
919-880
879-840
839 or less
A+
A
AB+
B
BC+
C
CF
III. COURSE OUTLINE AND READINGS
** denotes common required reading for all students
1. Introduction to Intergovernmental Relations (9/9)
(How does federalism relate to public administration today?) Everyone should read both of these
articles for the first class session.
a. **Edward L. Rubin, “Puppy Federalism and the Blessings of America,” Annals of the American
Academy of Political and Social Sciences 571 (2001), 37-51.
b. **R. Shep Melnick, “An American Dilemma,” The Wilson Quarterly, 23 (1999), 70-78.
2. Theory, Models and Periods of Federalism (9/16 – online only)
(Why did the framers of the US Constitution develop a system of federalism? How does the US
Constitution establish a federal system? What purposes does it serve today? How has the concept
changed over history in the US? What are the different models of federalism such as layer cake,
marble cake, picket-fence?)
a. **Eugene Boyd, “American Federalism, 1776 to 1997: Significant Events”
http://usa.usembassy.de/etexts/gov/federal.htm - background; everyone reads
b. **Tim Conlin, “From Cooperative to Opportunistic Federalism: Reflections on the Half-Century
Anniversary of the Commission on Intergovernmental Relations,” Public Administration
Review, September/October 2006, 663-676. (attached) – everyone reads
c. **Declaration of Causes of Seceding States, Primary Sources, South Carolina,
http://www.civilwar.org/education/history/primarysources/declarationofcauses.html#South_Caro
lina Civil War: states rights versus slavery?
d. **U. S. Constitution http://www.law.cornell.edu/constitution/constitution.overview.html
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e.
f.
g.
h.
i.
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(focus on the various elements that define federalism and intergovernmental relations) everyone
reads
Shanna Rose and Cynthia J. Bowling, “The State of American Federalism 2014–15: Pathways to
Policy in an Era of Party Polarization” Publius, 45 (2015), 351-379.
Robert Agranoff and Beryl A. Radin, “Deil Wright’s Overlapping Model of Intergovernmental
Relations: The Basis for Contemporary Intergovernmental Relationships” Publius, 45 (2015),
139-159.
Federalist No. 39
Ronald Watts, “Models of Federal Power Sharing,” UNESCO, 2001.
Herman Bakvis and Douglas Brown, “Policy Coordination in Federal Systems: Comparing
Intergovernmental Processes and Outcomes in Canada and the United States,” Publius: The
Journal of Federalism, 40 (2010), 484-507.
3. Political Context of Intergovernmental Relations (9/23 – online only)
(Read Beer’s paper closely and consider contemporary politics: How does federalism influence
contemporary politics? What is territorial pluralism and social pluralism? Who are today’s topocrats
and today’s technocrats?)
a. **Samuel H. Beer, “Federalism, Nationalism, and Democracy in America.” American Political
Science Review, 72 (1978), 9-21. – EVERYONE READS
b. Martha Derthick, Whither Federalism, Urban Institute, June 1996.
c. Matt W. Loftis and Jaclyn J. Kettler, “Lobbying from Inside the System: Why Local
Governments Pay for Representation in the U.S. Congress.” Political Research Quarterly 68
(2015), 193-206.
4. Fiscal Federalism - Federal Grants and Devolution (9/30)
(What does the FY 2015 US budget tell you about federal grants to state and local governments and
to nonprofit organizations? How did the Obama Administration use grants to stimulate the economy
in 2010 and why? What are the challenges and opportunities?)
a. **John Dinan and Shama Gamkhar, “The State of American Federalism 2008–2009: The
Presidential Election, the Economic Downturn, and the Consequences for Federalism.” Publius:
The Journal of Federalism, 39 (2009), 369-407 – EVERYONE READS
b. **Catalog of Federal Domestic Assistance https://www.cfda.gov/ scan for your own familiarity
with the source.
c. **Grants.gov http://www.grants.gov/ (using examples, explain how these materials assist a state
or local government or a nonprofit navigate grants) – everyone should look at this
d. FY2015 U. S. Budget, Analytical Perspectives
http://www.whitehouse.gov/sites/default/files/omb/budget/fy2015/assets/spec.pdf (also attached)
(see pages 243-290 on aid to state and local governments; focus on several key aspects of the
budget that define and are defined by intergovernmental relations
e. Ben Canada, “Federal Grants to the State and Local Governments: A Brief History.”
www.ait.org.tw/infousa/zhtw/DOCS/fedgrants.pdf (also attached)
f. Federal Grants to State and Local Governments, March 2013
http://www.cbo.gov/sites/default/files/43967_FederalGrants.pdf (also attached)
g. Jayce Farmer, “County-Nonprofit Service Arrangements: The Roles of Federal and State Fiscal
Involvement.” Publius: The Journal of Federalism, 45 (2015), 117-138.
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5. Enforcement of Federal Rules/Regulations (10/7)
(How are administrative rules promulgated? Who is involved? How are they enforced? What is the
link between grants and administrative rules? Can reform of grants control “red tape?”)
a. **Paul L. Posner, “Unfunded Mandates Reform Act: 1996 and Beyond,” Publius, 27, 2 (1997),
53-71. – EVERYONE READS
b. Angela Antonelli, Promises Unfulfilled, Unfunded Mandates Reform Act of 1995, The Cato
Institute.
c. Brian Riedl, What Unfunded Mandates? CBO Study Reveals Washington Not at Fault for State
Budget Crises, The Heritage Foundation, Web Memo #283
http://www.heritage.org/research/budget/wm283.cfm?renderforprint=1 (also attached)
d. GAO, Unfunded Mandates: Analysis of Reform Act Coverage, May 2004
http://www.gao.gov/new.items/d04637.pdf (also attached)
e. Congressional Budget Office, A Review of CBO’s Activities in 2014 Under the Unfunded
Mandates Reform Act. http://www.cbo.gov/sites/default/files/cbofiles/attachments/50051UMRA2.pdf
f. Raymond A. Rosenfeld, “An Expansion and Application of Kaufman’s Model of Red Tape: The
Case of Community Development Block Grants,” Western Political Quarterly, 37 (1984), 603620.
g. Barbara Warner and Jennifer Shapiro, “Fractured, Fragmented Federalism: A Study in Fracking
Regulatory Policy,” Publius: The Journal of Federalism, 43 (2013), 474-496.
h. **Stephanie Banchero and Laura Meckler, “Duncan Threatens to Alter No Child Left Behind,”
Wall Street Journal, June 12, 2011.
6.
State-Local Relations (10/14)
(State-Local legal relationship; Detroit Bankruptcy, Emergency Manager)
a.
b.
c.
d.
**Bankruptcy Law Review, Detroit: http://www.bankruptcylawreview.com/tags/detroit
John Nichols, “Detroit Bankruptcy Bankrupts Democracy,” The Nation, Dec. 3, 2013.
Wallace C. Turbeville, “The Detroit Bankruptcy,” Demos, November 2013.
Ann O’M. Bowman and Richard C. Kearney, “Are U.S. Cities Losing Power and Authority?
Perceptions of Local Government Actor.” Urban Affairs Review 48 (2012), 528-546.
e. Paul Teske, “State Regulation: Captured Victorian-Era Anachronism or ‘Re-enforcing’
Autonomous Structure.” Perspectives on Politics 1 (2003), 291-006.
7.
Practicum - Community Focus on Economic Development
(planning: 10/21; presentations: 10/28)
Our objective here is to look at specific communities to see how their economic development programs
are impacted by intergovernmental issues, and at the end of the presentations to see if communities do
things differently. How do intergovernmental issues impact individual local governments’ economic
development activities? In most cases there is too much going on at the local level for your group to
explain everything. Rather, you will need to be selective in deciding which local activities shall be the
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focus of your presentation. Remember that the goal is to explain intergovernmental relations. The class
on 10/21 will be spent on general discussion and groups working together using your laptops to research
your communities, followed by additional time together talking about the practicum. Presentations will
be given on 10/28.
Using the Internet for your investigation, explain the role of:
 Federal grants
 State grants
 State enabling laws (particularly financial issues of tax advantages, incentives to developers,
etc.)
 Nearby cities/states for competition – is there any evidence that your community competes
with other communities for investment, business, tourism, etc. If so, who are their major
competitors and how do they stack up in comparison?
 Cooperation among government and nonprofit units – there are many local governments –
city, county, township, special districts such as school districts or downtown development
districts and planning district as well as non-profit organizations such as Chambers of
Commerce, downtown business associations, etc. Do they work together? How?
Atlanta, GA
 http://www.investatlanta.com/ InvestAtlanta City of Atlanta’s Development Authority
 http://www.atlantadowntown.com/ Central Atlanta Progress, Atlanta Downtown
Improvement District
 http://www.atlanta.net/ACVB/index.html Atlanta Convention & Visitors Bureau
 http://www.atlantaregional.com Atlanta Regional Commission
 http://www.atlantaga.gov/index.aspx?page=889 City of Atlanta (see Atlanta Workforce
Development Agency, Department of Planning and Community Development)
 http://www.beltline.org/ Beltline Partnership
 http://www.metroatlantachamber.com/ Metro Atlanta Chamber of Commerce
Cleveland, OH
 http://www.rethinkcleveland.org/home.aspx City of Cleveland Economic Development
Department (see also division of workforce development, economic development and
technology, brownfield redevelopment, and city’s community development department, and
Department of Port Control, etc. w/in the city)
 http://planning.city.cleveland.oh.us/cwp/regionalLinks.php City of Cleveland Planning
Commission
 http://www.downtownclevelandalliance.com/ Downtown Cleveland Alliance
 http://www.gcpartnership.com/ Greater Cleveland Partnership (Chamber)
 http://www.portofcleveland.com/ Port of Cleveland
 http://www.noaca.org Northeast Ohio Areawide Coordinating Agency
Charlotte, NC:
 http://charmeck.org/city/charlotte/nbs/ed/Pages/default.aspx City of Charlotte’s
Neighborhood and Business Services Office
 http://www.charlottechamber.com/ Charlotte Chamber
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http://www.charlotteworks.org/index.cfm Charlotte-Mecklenburg Workforce Development
Board
http://www.centralina.org/ Centralina Council of Governments
http://www.charlotteusa.com/index.asp Charlotte Regional Partnership
St. Louis, MO
 http://www.slcec.com/ St. Louis County Economic Council (SLCEC)
 https://www.stlouis-mo.gov/government/departments/sldc/slpa/index.cfm St. Louis Port
Authority
 https://www.stlouis-mo.gov/government/departments/sldc/ City of St. Louis Development
Corporation
 https://www.stlouis-mo.gov/cda/?ref=binfind.com/web City of St. Louis Community
Development Administration
 http://www.stlregionalchamber.com St. Louis Regional Chamber of Commerce
 http://stlouis.missouri.org/sldc/ St. Louis Development Corporation (see also Planning and
Urban Design Agency, Community Development Administration, St. Louis Agency on
Training & Employment, Downtown St. Louis Partnership, St. Louis Convention and
Visitors Commission, East-West Gateway Council of Governments
8. Network Theory and Nonprofits: Intergovernmental Management: (11/4)
(How does network theory reflect contemporary ways of managing people and projects in public
administration? What is its relationship to intergovernmental relations? What are the challenges for
governments and for nonprofits from their new entanglement?)
a. **Brinton H. Milward and Keith G. Provan, “Governing the Hollow State,” Journal of Public
Administration Research and Theory 10 (2000), 359-379. – EVERYONE READS
b. Robert Agranoff, Leveraging Networks: A Guide for Public Managers Working Across
Organizations, IBM Endowment for the Business of Government, 2003 (also attached)
http://www.businessofgovernment.org/pdfs/AgranoffReport.pdf
c. Jocelyn M. Johnston, Barbara S. Romzek and Curtis H. Wood, “The challenges of contracting
and accountability across the federal system from ambulances to space shuttles.” Publius: The
Journal of Federalism 34 (2004), 155-182.
d. Fredrica D. Kramer, Kenneth Finegold, Carol J. De Vita, and Laura Wherry, Federal Policy on
the Ground: Faith-Based Organizations Delivering Local Services, The Urban Institute, July
2005.
e. Laurence J. O'Toole, “The Ties That Bind? Networks, Public Administration, and Political
Science” PS: Political Science & Politics 43 (2010), 7-14.
f. Bruce Perlman, “Introduction: Risks and Rewards in State and Local Collaboration” State and
Local Government Review 43 (2011) 46-48. Plus following essays by Bloomfield and Ahern
(pp. 49-59); Warm (pp. 60-65); and Silva (pp. 66-71).
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9. Metropolitan-based Intergovernmental Relations (11/11 and 11/18)
(Describe the intergovernmental relations of a typical metropolitan area. How is it functional and
dysfunctional? What kind of reform is possible? Why is it so difficult to achieve?)
a. **H. V. Savitch and Ronald K. Vogel, “A Symposium New Regionalism and Its Policy Agenda
Introduction Paths to New Regionalism,” State and Local Government Review 32, 3 (Fall 2000),
158-68. – EVERYONE READS
b. **Michigan Local Government Ordinances
http://www.law.msu.edu/library/substantive/local.html
Southeastern Michigan Council of Governments http://www.semcog.org/
United Way of Southeastern Michigan http://www.uwsem.org/ How do these organizations
participate in regional issues? – everyone should look at these sites
c. H. V. Savitch and Ronald K. Vogel, “Metropolitan Consolidation versus Metropolitan
Governance in Louisville” State and Local Government Review, 32, 3 (Fall 2000), 198-212.
d. Mark Rosentraub, “City-County Consolidation and the Rebuilding of Image: The Fiscal Lessons
from Indianapolis’s UniGov Program,” State and Local Government Review, 32,3 (Fall 2000),
180-191.
e. Parks & Oakerson, “Regionalism, Localism, and Metropolitan Governance,” State and Local
Government Review, 32, 3 (Fall 2000), 169-179.
f. Rosenfeld and Reese, "The Anatomy of an Amalgamation: The Case of Ottawa" (with Laura A.
Reese), State and Local Government Review, 35 (2003), 57-69.
g. Thurmaier, Kurt and Curtis Wood. “Interlocal Agreements as Overlapping Social Networks:
Picket-Fence Regionalism in Metropolitan Kansas City.” Public Administration Review. 62
(2002), 585-598. Article focuses on ILAs as an example of social network phenomena and uses
“network exchange theory” and a “norm of reciprocity” culture that explains why there are so
many ILAs.
h. Dagney Faulk and Eric Schansberg, “An Examination of Selected Economic Development
Outcomes from Consolidation,” State and Local Government Review, 41, 3 (2009), 193-200.
10. Intergovernmental Grant Research Presentations (12/2, 12/9)
In teams of 3 students, you are to investigate an individual grant program as it relates to a specific
state government, local government or non-profit agency that has applied for or will apply for these
funds. Each team will prepare a 30 minute group presentation (your group will be penalized if you
don’t adhere to the 30 minutes time limit) and 40-45 page research report in which you consider the
following elements:
 Application Requirements – Focus on both the state or local government’s application to the
federal government for funding, and potential individuals or organizations who in turn apply
to the state or local government for the funds for their own needs or programs. What is the
nature of the application, what is asked for, how much effort is involved, does it seem
appropriate or burdensome to you?
 Planning – What kind of planning went into the decision-making for this grant; focus on the
issues of problem identification, beneficiary groups, target areas, alternative policy solutions.
 Accountability – How is this grant made accountable to the public and to Congress?
Consider performance reports, monitoring reports, audits, site visits, evaluations, etc.
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Participation – Are there requirements for citizen participation or interest group participation
in planning, implementing and/or evaluating this grant? Do groups play a role in providing
technical assistance to grant recipients? We know that the federal implementing agency
participates, and we know that the grant recipient organizations participate (one gives out
funds and the other receives them!). But are there others who participate in the process that
are important players?
Red tape – The focus there is upon the presence of inordinate amounts of paperwork and
other hoops that grant recipient governments must go through in order to receive funds. You
want to assess your grant to see if the “red tape” is less now than in previous programs or
parallel programs, or proposed revisions? Be careful to coordinate this aspect with the
others.
Responsiveness – The issue here is whether the grant is responsive to state/local/individual
needs. Is the program sufficiently flexible to meet the particular needs of varying
communities/individuals across the USA, or does the program take a one-size fits all point of
view?
Effectiveness – Why do you think this grant will or will not be effective in helping to resolve
a public policy problem?
Students will be graded individually on their part of the project (you should identify which part of
the written report was primarily your responsibility), but there will be some spillover from the entire
group’s performance to individual grades. The papers should be carefully prepared, following
formal documentation and bibliographical style manuals. Each team should prepare a formal
Powerpoint presentation with handouts. Groups may change their grant program but not their target
agency. Changes must be submitted by 10/21 and must have the support of all team members.
A.
B.
C.
D.
HUD – Community Development Block Grant
DOT – Transportation Investment Generating Economic Recovery (TIGER)
Education – No Child Left Behind, Title I grants to states and local districts
Homeland Security – Preparedness Grants
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Assignments
Date:
Topic:
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
9/16
#2
9/23
#3
9/30
#4
2e
2f
2g
2h
2i
3b
3c
10/7 10/14 10/21-28
#5 #6
#7
11/4
#8
5c
5d
5e
5f
5g
5h
8d
8e
8f
6b
6c
6d
6e
4d
4e
4f
4g
5b
Atlanta
Atlanta
Atlanta
Cleveland
Cleveland
Cleveland
Charlotte
Charlotte
Charlotte
St. Louis
St. Louis
St. Louis
8b
8c
11/11-18
#9
12/2-9
#10
9b
9c
9d
9e
9f
9g
9h
xx
xx
HUD
HUD
HUD
DOT
DOT
DOT
EDUC
EDUC
EDUC
HSec
HSec
HSec
EMU Policies and Regulations
Students should consult “Student Handbook & Policy Guide” prepared by the Office of the
Ombudsman. It can be downloaded at www.emich.edu/ombuds.
 Religious Holidays – “Current University policy recognizes the rights of students to observe
religious holidays without penalty to the student. Students will provide advance notice in writing
or email to the instructor in order to make up work, including examinations they miss as a result
of their absence from class due to observance of religious holidays. If satisfactory arrangements
cannot be made with the instructor, the student may appeal to the Political Science Department
Head.”
 Academic Dishonesty – “Academic dishonesty, including all forms of cheating, falsification,
and/or plagiarism, will not be tolerated in this course. Penalties for an act of academic
dishonesty may range from receiving a failing grade for a particular assignment to receiving a
failing grade for the entire course. In addition, you may be referred to the Office of Student
Conduct and Community Standards for discipline that can result in either a suspension or
permanent dismissal. The Student Conduct Code contains detailed definitions of what
constitutes academic dishonesty but if you are not sure about whether something you are doing
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would be considered academic dishonesty, consult with the course instructor. You may access
the Code online at:
http://www.emich.edu/policies/policy.php?id=124&term=student%20conduct
 Classroom Management Issues – “Students are expected to abide by the Student Conduct
Code and assist in creating an environment that is conducive to learning and protects the rights of
all members of the University Community. Incivility and disruptive behavior will not be
tolerated and may result in a request to leave class and referral to the Office of Student Conduct
and Community Standards (SJS) for discipline. Examples of inappropriate classroom conduct
include repeatedly arriving late to class, using a mobile/cellular phone while in the class session,
or talking while others are speaking. You may access the Code online at
http://www.emich.edu/policies/policy.php?id=124&term=student%20conduct
Tech  “Materials in this course, on the course-related Web site(s) or URLs used in connection
with this course are protected by copyright and may not be copied, used, lined, revised, or
retained in any manner whatsoever without permission of its owner. The content of copyrighted
material may be used only, and solely by and for, students officially enrolled in this course for
which the transmission is made, and may not be copied, used, linked, revised, or retained in any
form, or disseminated in any form or medium whatsoever without permission by an agent of
Eastern Michigan University.”
Tech  As availability of laptop computers and wireless access has grown, so have the
opportunities for students’ attention to be distracted away from activities being conducted in the
classroom.
 Computers are to be utilized for coursework and activities related to coursework. Do not
use computers for entertainment during in-class sessions.
 You are encouraged to bring your computer to lecture, but, while in the class, you will
use your computer only for purposes related to this course.
 Participation in Internet surfing, gaming, chatting, emailing, text messaging, Tweeting,
etc., while in-class will reduce your ability to participate in and focus on in-class content /
activities. In addition, it causes you to be a distraction to others sitting nearby and to the
course instructor.
 Acceptable uses of computers while in-class include taking notes, following along with
the instructor on PowerPoint, with demonstrations, and other whole class activities, as
well as working on assigned in-class activities, projects, and discussions that require
laptop use. It is easy for your laptop to become a distraction to you and to those around
you. Inappropriate uses will be noted and may affect your final grade.
 You are expected to be punctual, alert, and prepared for the class. You will be considerate
of the instructor and other students, which includes not keyboarding or checking e-mail
while information is being presented. Please turn off instant messaging during class time
and refrain from playing games on your computer.
 Please turn off cell phones when you are in the classroom.
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 Student and Exchange VISitor Statement (SEVIS) – The Student exchange Visitor
Information System (SEVIS) requires F and J students to report the following to the Office of
International Students 244 EMU Student Center within ten (10) days of the event:
 Changes in your name, local address, major field of study, or source of funding;
 Changes in your degree-completion date;
 Changes in your degree-level (ex Bachelors to Masters)
 Intent to transfer to another school.
Prior permission from OIS is needed for the following:
 Dropping ALL courses as well as carrying or dropping BELOW minimum credit hours;
 Employment on or off-campus;
 Registering for more than one ONLINE course per term (F visa only)
 Endorsing I-20 or DS-2019 for re-entry into the USA.
Failure to report may result in the termination of your SEVIS record and even arrest and
deportation. If you have questions or concerns, contact the Office of International Students at
734.487.3116, not the course instructor.
 Special Needs Accommodations – “If you wish to be accommodated for your disability,
EMU Board of Regents Policy 8.3 requires that you first register with the Students with
Disabilities Office (SDO) in 246 EMU Student Center. You may contact SDO by telephone
(734.487.2470). Students with disabilities are encouraged to register with the SDO promptly as
you will only be accommodated from the date you register with them forward. No retroactive
accommodations are possible.”
NOTE: Federal law and good pedagogical practices require instructors to provide reasonable
accommodations to students who have provided documentation of a disability. The Students
with Disabilities Office, 240 EMU Student Center, or at www.emich.edu/disabilities can provide
you with detailed guidance.
 Family Educational Rights and Privacy Act (FERPA) – “The Family Educational Rights
and Privacy Act (FERPA) is a Federal law designated to protect the privacy of a student’s
education records and academic work. The law applies to all schools and universities which
receive funds under an applicable program of the U.S. Department of Education and is applicable
to students at EMU. All files, records, and academic work completed within this course are
considered educational records and are protected under FERPA. It is your right, as a student in
this course, to expect that any materials yo submit in this course, as well as your name and other
identifying information will not be viewable by guests or other individuals permitted access to
the course. The exception will be only when you have given explicit, written, signed consent.
Verbal consent or email is insufficient.