College of Arts and Sciences
Department of Political Science
Master of Public Administration Program
ATLANTA DISTRICE
PA 6699
CAPSTONE IN PUBLIC ADMINISTRATION
COURSE SYLLABUS
Term 2 - Oct. 15 –Dec. 16, 2012
NOTE: Course may go past 10:30 on some evenings for testing purposes.
SYLLABUS DATE: Sept. 24, 2012. For course syllabus posted prior to the beginning of the term, the instructor
reserves the right to make changes prior to or during the term. The instructor will notify students via e-mail when
changes are made in the requirements and/or grading of the course.
Instructor: Charles E. Mitchell, Ph.D.
Mailing Address: 1117 Perimeter Center West Ste N101, Atlanta, GA 30338
Contact Phone: 678-527-0613
FAX: 770-730-0596
Troy Email Address: cmitchell19705@troy.edu
Electronic Office Hours: Tuesdays and Thursdays 12:30-5:30.
Communication can be made by either phone or email. I will try to respond to your
communication within 24- 48 hours on weekdays. Physical office hours are Tuesdays and
Thursdays. Please leave a telephone message with a phone number if I am not available when
you call. I respond quicker to email
Time and location: Tuesdays from 6:00 p.m. until 10:30 p.m. at the Atlanta Perimeter
Center.
MPA eQuad
As an active MPA student you have access to the MPA eQuad located on your eTroy Blackboard
page under "Organizations". The MPA eQuad is your immediate access point to information and
links for suggested course sequencing, course concentrations, registration, MPA and eTroy
forms, major program requirements, professional opportunities, MPA program orientation,
faculty advising, "live" chat access and much more. Visit the MPA eQuad 24/7 for the latest
program happenings and to review the available resources. Please take approximately 4 minutes
to view this video link http://www.screencast.com/t/M1lEiJpBlf to find out what the MPA eQuad
can do for you.
OFFICE HOURS
Tuesdays and Thursdays 12:30 p.m. -5:30 p.m.
Telephone number is 678-527-0615 – Please leave a message and a number where you can be
reached.
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INSTRUCTOR INFORMATION
Dr. Charles E. Mitchell is a graduate of the University of Georgia and an assistant professor
with Troy University. He was formerly employed with the U.S. Equal Employment Opportunity
Commission where he served in a variety of roles including supervisory official of various
programmatic functions, district training officer and staff consultant. Additional teaching
experiences include work with the Atlanta Public Schools, Georgia State and Clark Atlanta
Universities. He is author of articles on government ethics and equal employment opportunity
which appear in professional journals such Public Personnel Management, Labor Law, Review
of Public Personnel Administration and academic conference proceedings. Additional
information on his educational and professional background can be located by going to the
Blackboard for this course and clicking on the tab labeled faculty information.
COURSE INFORMATION
Prerequisites: All core courses must be completed or in conjunction with final core course with
instructor’s approval.
Course Description:
The required outcome assessment course using case analyses, papers, and /or computer
simulations that emphasize the application of analytical skills and knowledge gained
from curriculum courses to administrative, organizational, and policy problems. Students
take the capstone course as the final core course or, with the approval of the instructor, in
conjunction with the final core course in the MPA program. To successfully complete
the course the student must achieve a grade of “A” or “B”.
Course Learning Objectives:
1. Confirm a mastery of the concepts, methods, and processes for each of the program
core areas.
2. Demonstrate the ability to analyze complex public sector issues, identify potential
solutions, and defend courses of action using case analysis methodologies.
3. Be able to apply the theories, concepts and principles from the MPA program to
identify and define the key problems/issues, stakeholders, and significant
organizational conditions and timeframes.
4. Be able to apply the theories, concepts and principles from the MPA program in
developing alternative solutions
5. Be able to select the best alternative and discuss the feasibility of implementation.
6. Demonstrate the ability to research complex public issues and present information
orally and/or in writing.
Desired Competency:
Students will interpret, synthesize and apply core course concepts, methods and processes
to effectively manage public agencies, analyze complex public sector issues and identify
potential solutions.
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Method of Instruction
Course delivery will consist of class lectures combined with discussion in which a significant
amount of student participation is expected. Classes are based on the assumption that students
have completed the assigned readings and written assignments
The Blackboard course management system will be used to deliver materials for this course. At
the Blackboard site for this course, students will find copies of all PowerPoint presentations and
any other course materials that the instructor makes available. To learn how to log in to and use
Blackboard, visit the eTroy web page at www.troy.edu/ecampus and click on the Blackboard
link.
Student Expectation Statement
The student is expected to participate in the course via e-mail exchanges and classroom
interaction with the instructor, by reading the assigned readings, submitting assignments and
completing exams in a timely fashion.
Useful Web Sites for This Course
See the External Links section in Blackboard at the start of classes.
TEXTBOOK(S) AND/OR OTHER MATERIALS REQUIRED
None.
TECHNOLOGY REQUIREMENTS
Students must have:
 A reliable working computer that runs Windows XP or Windows Vista.
 A TROY e-mail account that you can access on a regular basis.
 E-mail software capable of sending and receiving attached files.
 Access to the Internet with a 56.9 kb modem or better. (High speed connection such as cable
or DSL preferred).
 A personal computer capable of running Netscape Navigator 7.0 or above, Internet Explorer
6.0 or above or current versions of Firefox or Mozilla. Students who use older browser
versions will have compatibility problems with Blackboard.
 Microsoft WORD software. (I cannot grade anything I cannot open! This means NO MSWorks, NO WordPad, NO WordPerfect, and NO Zip files).
 Virus protection software, installed and active, to prevent the spread of viruses via the
Internet and e-mail. It should be continually updated! Virus protection is provided to all
Troy students free of charge. Click on the following link
https://it.troy.edu/downloads/virussoftware.htm and then supply your e-mail username and
password to download the virus software.
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COURSE SCHEDULE
Meeting Schedule
Meeting Date
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Material to be Covered/Exercise
Review course syllabus and discuss assignments; go
over study materials; introduce the requirements of the
comprehensive exam.
Timed Practice Case Study (Assignment #1 also due)
Present and discuss core course papers (Assignment
#1); Discuss practice case study and sample exams.
Discuss case briefs (Assignment #2).
Timed practice exam
Review and questions.
Timed Assignment #3 in class.
Comprehensive Exam—start time at 5 pm (instructor
will offer earlier start times beginning at 12:00 noon.)
COURSE REQUIREMENTS
Assignments
All written assignments are expected to be sent via e-mail to the instructor by midnight the
evening before class unless otherwise specified. Assignments arriving after midnight will be
considered late and will be penalized per the section below. Collaboration is not allowed on the
assignments. To avoid a quarter-point penalty, save your name in the assignment file name (e.g.,
JonesAssignment2.doc).
Description
#1: Papers on Theories, Concepts, Processes,
Methods, etc. from Required Core Courses (2030 pages, typed); including presentation
#2 Case briefs of assigned short case studies
(will be assigned)
#3: In class case study exam (15+ pages, typed)
#4: Final Comprehensive Exam. Note that a
Points
(% final
grade)
14
Due Date
16
Week 4
20
50
Week 7
Week 8
Week 2
student may NOT pass the class without passing the
comps. A non-passing test will be awarded 19 points.
TOTAL POINTS
100
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Assignment #1
PA 6699 Seminar in Public Administration
Core Courses Paper
Objectives: This assignment is intended to provide the opportunity for the student to review
major terms, theories, principles, laws, and other important concepts that have been covered in
the core courses of the MPA program. The seven courses are listed below. Note that PA 6610,
Survey of Public Administration (also a required course), is excluded from the list below,
because it is a survey course that provides a general overview of the entire curriculum of the
MPA Program.
PA 6601 Research Methods
PA 6622, Public Policy Analysis
PA 6624, Public HR Mgmt
PA 6650, Govt. Budgeting
PA 6646, Org Behavior
PA 6644/PA 6674/or PA 6640 (Admin law, Ethics, or Intergovt’l Relations
PA 6631, PA 6602 or PA 6603 (Program Eval., Quant Methods or Econ)
Students that started the program over five years ago should confer with the instructor as the
core course list may be different.
Instructions: Prepare a type-written, double-spaced paper that provides a minimum of six major
terms, theories, principles, laws, or concepts from each of the seven core courses enumerated
above. Organize your paper in the order of the above class list, and begin with a new page for
each course. Identify the course number and title in full at the top of the page.
Review your class notes, textbooks, reserve readings, handouts, etc. and determine a minimum of
six (6) terms for each core course. Identify the term, including the origin (author and date), when
such information is known. Where the origin of a term is not known, you can cite the full
textbook if found in a textbook, or you may cite the instructor’s name and class number and title
if no better information is available.
In choosing terms, consider first whether you believe you can apply them in a case study context.
If you have any doubt that the term can be applied by you in a case study context, you are
advised to either not use that term and provide another, or provide one or two additional terms
beyond the minimum of six per course.
Prepare a one-paragraph (2-3 sentence minimum) summary of each of the terms you have
chosen. It is best to highlight the term in bold, or underline it.
Your assignment will be evaluated to determine if you have a minimum of six terms for each
course (42 terms total) that in the instructor’s opinion can be successfully applied to a case study.
If you don’t have six applicable concepts, theories, terms, etc. for each class, the instructor will
count off points. Therefore, if in doubt as to whether a term can be applied, and you want to
obtain a perfect (or superior) score, it is a good strategy to have more than six terms per class.
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Example Citation (for PA 6622, Public Policy Analysis):
“Successive Limited Comparisons” (Charles Lindblom. 1959, “The Science of Muddling
Through”)
Lindblom described and compared two models for decision-making: the rational comprehensive
approach and incrementalism (or “muddling through”). According to Lindblom, the incremental
approach uses a more limited number of comparisons of alternatives than those considered under
the rational-comprehensive approach to decision-making.
Presentation. You will be required to present the results of your paper in classroom discussions.
Keep the presentations 7 - 10 minutes long. That probably means you cannot present every
single term--you can list the terms from each class, but you'll probably only have time to cover
two or three terms in depth from each class. Make handouts for all your classmates for the terms
you have.
Page 6 of 15
Assignment #2
PA 6699 Seminar in Public Administration
Case Study Briefs
Objectives: The objective of this assignment is to expose students to different situational
contexts in public administration. It is designed to help students develop skills in identifying
diverse problems and issues encountered in public administration and proposing alternative
solutions to them. By reading and responding to several, short, diverse, case studies, students
will be exposed to several different contexts (e.g., a budgeting problem, a personnel problem, a
policy analysis problem, an organizational problem, etc.) and therefore gain some experience
with a range of case study contexts covered in the MPA core curriculum. By repeating this
exercise in different contexts, students will be better prepared to do well on the comps
(assignment 4).
Directions: The instructor will assign four (4) short case studies (to be provided). The
assignment is to read each of the short case studies and then prepare a written (typed) brief using
the following outline as an organization for the brief (based in part on comprehensive exam
instructions).
Title of Case
1. Facts. Summarize facts of the case (briefly; four to six bullet points).
2. Issues. List the primary problem or issue. List any secondary or related problems and
issues, and identify the sources or causes of the problems/issue (note: “list” does not
mean an extensive description! Simply identify the problem/issue; you are not required to
elaborate.
3. Actors. Identify the stakeholders and those persons who have an ability to influence the
outcome of the decision. Note that stakeholders and those “influencing” are not
necessarily one and the same. Also identify the person or persons with authority and/or
responsibility to solve the problem.
4. Application of core concepts. List six core courses and three (3) terms for each. Aside
each term, provide a few words (3-5) that relate to case study (something to jog your
memory and show you can relate the term).
5. Alternatives. List at least three courses of action to address the issue/solve the problem.
6. Evaluation criteria. Determine and list the criteria you believe might be appropriate if
you were to analyze the alternatives you have given (note: you are not required to provide
a written analysis of the alternatives; we will analyze alternatives during class
discussions).
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7. Decision. Identify which of your three alternatives you believe is the best, recognizing
you have not done a full analysis. Describe which of your evaluation criteria seem to be
most important. Write a paragraph justifying your probable decision.
8. Implementation and implementation obstacles. List 3-5 bullet points about how you will
implement your chosen alternative and what the major obstacles are.
Repeat this sequence for each of the assigned case studies. Start each case study brief on a new
page. You should be able to do each brief in 2 pages, 3 maximum.
Assignment #3
PA 6699 Seminar in Public Administration
Response to Case Study
Objectives: Provide practice for the comprehensive exam; illustrate issues of public policy
analysis in local government practice; provide opportunity to illustrate analytic thinking applied
to a problem.
Read the case study given to you. Prepare a written response (typed, double-spaced), using the
actual instructions for the comps.
Page 8 of 15
COURSE POLICIES
Submitting Assignments
Submit all assignments as attachments to email.
Submit papers in Standard English using a 12-point format, 1-inch margins, and double spacing
in MS-Word format. The American Psychological Association (APA) guidelines are the
standards for writing and referencing papers in the MPA program.
Use the APA Research Style guidelines found at:
http://troy.troy.edu/writingcenter/research.html
Make-Up Work Policy
Missing any part of this schedule may prevent completion of the course. If you foresee difficulty
of any type, i.e., an illness, employment change, etc. that may prevent completion of this course,
notify the instructor as soon as possible. Failure to do so will result in failure for an assignment
and/or failure of the course.
If I have not heard from you by the deadline dates for assignments, exams, or forums, no
make-up work will be allowed unless extraordinary circumstances existed, such as
hospitalization. Requests for extensions must be made in advance and accompanied by
appropriate written documentation if the excuse is acceptable to the instructor. "Computer
problems" are not an acceptable excuse.
Policy for Requesting and Granting an Incomplete
Missing any part of the Course Schedule may prevent completion of the course. If circumstances
will prevent the student from completing the course by the end of the term, the student should
complete a request for an incomplete grade. An incomplete cannot be issued without a request
from the student.
A grade of incomplete or “INC” is not automatically assigned to students, but rather must be
requested by the student by submitting a Petition for and Work to Remove an Incomplete
Grade Form to the instructor.
Requests for an incomplete grade must be made on or before the date of the final assignment or
test of the term. A grade of “INC” does not replace an “F” and will not be awarded for excessive
absences. An “INC” will only be awarded to student presenting a valid case for the inability to
complete coursework by the conclusion of the term. It is ultimately the instructor’s decision
to grant or deny a request for an incomplete grade, subject to the policy rules below.
To qualify for an incomplete, the student must:
 Have completed over 50% of the course material and have a documented reason for
requesting the incomplete. 50% means all assignments/exams up to and including the midterm point, test, and/or assignments.
Page 9 of 15

Be passing the course at the time of their request.
If both of the above criteria are not met, an incomplete cannot be granted.
An INC is not a substitute for an F. If a student has earned an “F” by not submitting all the
work or by receiving an overall F average, then the F stands.
Plagiarism Policy
The awarding of a university degree attests that an individual has demonstrated mastery of a
significant body of knowledge and skills of substantive value to society. Any type of dishonesty
in securing those credentials therefore invites serious sanctions, up to and including suspension
and expulsion (see Standard of Conduct in the TROY Graduate Catalog). Examples of
dishonesty include actual or attempted cheating, plagiarism, or knowingly furnishing false
information to any university employee.
Plagiarism is defined as submitting anything for credit in one course that has already been
submitted for credit in another course, or copying any part of someone else’s intellectual work –
their ideas and/or words – published or unpublished, including that of other students, and
portraying it as one’s own. Proper quoting, using strict APA formatting, is required.
Students must properly cite any quoted material. No assignment may have more than 20% from
other sources. Students who need assistance in learning to paraphrase should ask the instructor
for guidance and consult the links at the Troy Writing Center.
This university employs plagiarism-detection software, through which all written student
assignments are processed for comparison with material published in traditional sources, books,
journals, and/or magazines, on the internet to include essays for sale and papers turned in by
students in the same and other classes in this and all previous terms.
Plagiarism is not referencing all quotations, terms, concepts, and thoughts not your own.
Plagiarism is also submitting papers that are written and submitted in current and previous
courses. Direct quotes must have quotation marks and references. All papers must include a
reference list where applicable.
The penalty for plagiarism is 0 points for the assignment and may include zero in the course.
Attendance Policy
In registering for classes at the university, graduate students accept responsibility for attending
scheduled class meetings, completing assignments on time, and contributing to class discussions
and exploration of ideas (Troy University 2010-2011 Graduate Catalog, p. 14).
Attendance at all class sessions is mandatory. Punctuality will be expected at all course sessions.
Unexcused absences are not authorized. All absences must be covered by appropriate official
orders, certificate of appropriate commander, certificate of medical personnel, etc. Arrangements
for excused absences must be made PRIOR to the absence.
Page 10 of 15
Any scheduled assignments missed must be discussed with the instructor before make-up
assignments will be arranged. Any lengthy absence may precipitate loss of credit for the course.
Excessive absences will be reported to appropriate university, VA, and military officials.
METHOD OF EVALUATION AND ASSIGNMENT OF GRADES
Description
#1: Papers on Theories, Concepts, Processes,
Methods, etc. from Required Core Courses (2030 pages, typed); including presentation
#2 Case briefs of assigned short case studies
(will be assigned)
#3: In class case study exam (15+ pages, typed)
#4: Final Comprehensive Exam. Note that a
Points
(% final
grade)
14
Due Date
16
Week 4
20
50
Week 7
Week 8
Week 2
student may NOT pass the class without passing the
comps. A non-passing test will be awarded 19 points.
TOTAL POINTS
100
Assignment of Grades
Grade Level
A
B
C
D
F
FA
Percentages
90-100
80-89
70-79
60-69
59 and under
“FA” indicates the student failed due to attendance. This grade is given to any
Student who disappears from the course for three or more weeks. See the
Attendance section of this syllabus for additional information.
Page 11 of 15
COURSE POLICIES
Submitting Assignments
Submit papers in Standard English using a 12-point font, 1-inch margins, and double spacing in
MS-Word format. The American Psychological Association (APA) guidelines are the standards
for writing and referencing papers in the MPA program.
Use the APA Research Style guidelines found at:
lhttp://troy.troy.edu/writingcenter/research.html
The assignments are listed in the course schedule: Please note the due dates on them. Your
responses must be typed, using 12pt. font, double-spaced, in MS-Word format. Failure to
comply will result in point deductions. The assignments must be turned in by 6:00 on the
evening of the due date.
 Include your names on the assignments and submit the assignment to my e-mail address.
Points will be deducted for failure to follow the format requirements.

Make-Up Work Policy
Missing any part of this schedule may prevent completion of the course. If you foresee difficulty of any type
(i.e., an illness, employment change, etc.) that may prevent completion of this course, notify the instructor as
soon as possible. Failure to do so will result in failure for an assignment and/or failure of the course.

If the instructor has not heard from you by the deadline dates for assignments, exams, or
forums, no make-up work is allowed unless extraordinary circumstances existed, such as
hospitalization. Requests for extensions must be made in advance and accompanied by
appropriate written documentation if the excuse is acceptable to the instructor. "Computer
problems" are not an acceptable excuse.


Standards of Conduct and Plagiarism
The awarding of a university degree attests that an individual has demonstrated mastery of a
significant body of knowledge and skills of substantive value to society. Any type of
dishonesty in securing those credentials therefore invites serious sanctions, up to and
including suspension and expulsion (see Standards of Conduct and Disciplinary Procedures
section in The Oracle: The Troy University Student Handbook and the University Wide
Regulations section in the Troy University Graduate Catalog). Examples of dishonesty
include actual or attempted cheating, plagiarism, or knowingly furnishing false information
to any university employee.
Be sure to review the Troy Plagiarism Statement Approved by the Academic Steering
Committee (June, 2011), which may be accessed in Blackboard under the Syllabus

Page 12 of 15
TROY UNIVERSITY POLICIES
Incomplete Grades
This incomplete grade policy replaces all other incomplete grade policies as of August 1, 2006.
The instructor may report an “Incomplete (I)” for a student whose progress in a course has been
satisfactory (e.g. the student is passing the course), but who is unable to complete the course
grading requirements because of documented circumstances beyond his/her control.
Time limit for Removal of Incomplete (INC) Grade
No incomplete may exceed nine weeks from the date it is assigned. It is the student’s
responsibility to contact the instructor regarding the deadline for completing all course
requirements. Any student who receives a grade of “Incomplete” must adhere to the work
completion deadline set by the instructor, not to exceed the end of the designated nine week
period. This deadline applies whether or not the student re-enrolls for the semester or term
following the assignment of the incomplete grade(s). Failure to clear the incomplete within the
specified time period (not to exceed nine weeks) will result in the assignment of a grade of “FI”
for the course.
(For the purposes of implementation of this policy, the day the grade is assigned is determined
by the University master calendar. A student who wishes to be assigned an incomplete grade
must request this from the instructor prior to the assignment of final grades for the course.)
Americans with Disabilities Act (ADA)
Troy University supports Section 504 of the Rehabilitation Act of 1973 and the Americans with
Disabilities Act of 1990, which insure that postsecondary students with disabilities have equal
access to all academic programs, physical access to all buildings, facilities and events, and are
not discriminated against on the basis of disability. Eligible students, with appropriate
documentation, will be provided equal opportunity to demonstrate their academic skills and
potential through the provision of academic adaptations and reasonable accommodations. Further
information, including appropriate contact information, can be found at the following links:
http://troy.troy.edu/studentdevelopment/adaptiveneeds.html and
http://intranet.troy.edu/humanresources/documents/ADAPolicy2003.htm
Non-Harassment, Hostile Work/Class Environment
Troy University expects students to treat fellow students, their instructors, other TROY faculty,
and staff as adults and with respect. No form of hostile environment or harassment will be
tolerated by any student or employee.
Standards of Conduct
By enrollment at the University, a student or organization neither relinquishes rights nor escapes
responsibilities of local, state, or federal laws and regulations. The “STANDARDS OF
CONDUCT” are applicable to behavior of students and organizations on and off the University
campus if that behavior is deemed to be incompatible with the educational environment and
mission of the University. A student or organization may be disciplined, up to and including
suspension and expulsion, and is deemed in violation of the “STANDARDS OF CONDUCT”,
for the commission of or the attempt to commit any of the following offenses: Dishonesty, such
as cheating, plagiarism or knowingly furnishing false information to the University, faculty, or
Page 13 of 15
other officers or employees of the University. For further information,
http://troy.troy.edu/judicialaffairs/standardsofconduct.pdf
TROY UNIVERSITY LIBRARY
A wide array of holdings and services are available through the Troy Libraries. To access online
services and information, go to http://library.troy.edu
An online public access catalog (WEBCAT), access to a multitude of online database systems
containing more than 18,000 full text journals, online database systems with partial full text
and/or bibliographic references and over 50,000 online full text books are provided. The online
resources are available 24 hours a day from any location. Print books and periodicals are
available either directly through the Troy Library or through Interlibrary Loan.
Detailed library guides are also available on the Library’s Information and Help page:
http://uclibrary.troy.edu/information.html
TROY E-Mail
Effective July 1, 2005, all students were required to obtain and use the TROY e-mail address that
is automatically assigned to them as TROY students. All official correspondence (including
bills, statements, e-mails from instructors and grades, etc.) will be sent ONLY to the troy.edu
(@troy.edu) address.
All students are responsible for ensuring that the correct e-mail address is listed in Blackboard by
the beginning of Week #1. E-mail is the only way the instructor can, at least initially,
communicate with you. It is your responsibility to make sure a valid e-mail address is provided.
Failure on your part to do so can result in your missing important information that could affect
your grade.
Your troy.edu e-mail address is the same as your Web Express user ID following by @troy.edu.
Students are responsible for the information that is sent to their TROY e-mail account. You can
get to your e-mail account by logging onto the course and clicking “E-mail Login”. You will be
able to forward your TROY e-mail to your eArmy e-mail account. You must first access your
TROY e-mail account through the TROY e-mail link found on the Web site. After you log in to
your TROY e-mail account, click on “options” on the left hand side of the page. Then click on
“forwarding.” This will enable you to set up the e-mail address to which you will forward your
e-mail.
Faculty Evaluation
In the eighth week of each term, students will be notified of the requirement to fill out a course
evaluation form. These evaluations are completely anonymous and are on-line.
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PA 6699
Assessment Matrix
This table shows how each Course Learning Objective is assessed by including the module of instruction,
the specific course content, the learning strategy, and the assessment mechanism.
LEARNING
OBJECTIVES
Confirm a mastery of
the concepts, methods
and processes of each
of the program core
areas
Demonstrate the ability
to analyze complex
public sector issues,
identify potential
solutions, and defend
courses of action using
case analysis
methodologies.
Be able to apply the
theories, concepts and
principles from the
MPA program to
identify and define the
key problems/issues,
stakeholders, and
significant
organizational
conditions and
timeframes.
Be able to apply the
theories, concepts and
principles from the
MPA program in
developing alternative
solutions.
Be able to select the
best alternative and
discuss the feasibility
of implementation.
MODULE
CONTENT
STRATEGY
ASSESSMENT
Weeks 2-9
Class review of terms,
concepts, theories;
practice exams, case
assignments and
discussion.
Review of case
analysis methodology.
Assigned simple and
complex case studies.
Group discussion of
completed
assignments.
Assigned exercises
which includes review
of terms, concepts,
theories.
Case analysis/exams.
Student analysis of
case studies assigned
by the instructor.
Case analysis/exams.
Weeks
2-9
Assigned simple and
complex case studies.
Group discussion of
completed
assignments.
Student analysis of
case studies assigned
by the instructor
Case analysis/exams.
Weeks
2–9
Assigned simple and
complex case studies.
Group discussion of
completed
assignments.
Student analysis of
case studies assigned
by the instructor.
Grading of case
analysis/exams.
Weeks
2-9
Student analysis of
case studies assigned
by the instructor
Case analysis/exams.
Demonstrate the ability
to research complex
public issues and
present information
orally and/or in writing
Competency
Week
4
Assigned simple and
complex case studies.
Group discussion of
completed
assignments.
Short case briefs
assigned for analysis
Student presentations
of short case brief. .
Short case brief
analysis and
presentations.
Comprehensive exams.
Conduct examination
to assess student
learning.
Final exam.
Weeks
1-9
Student will interpret,
synthesize and apply
course concepts,
methods and processes
to effectively manage
public agencies,
analyze complex
public sector issues
and identify potential
solutions.
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