V502 PUBLIC MANAGEMENT - SPEA Connect · 1 V502 PUBLIC MANAGEMENT Fall 2017 Section 10768 Trent A. Engbers, PhD Visiting Lecturer, Indiana University Assistant Professor, University

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V502 PUBLIC MANAGEMENT

Fall 2017 Section 10768

Trent A. Engbers, PhD

Visiting Lecturer, Indiana University

Assistant Professor, University of Southern Indiana

812-465-1130 (office)

812-477-1432 (home)

zoom: tengbers

Email: [email protected]

Website: http://faculty.usi.edu/taengbers

COURSE DESCRIPTION

This survey course introduces the discipline and profession of public management, and

provides students with an understanding of the institutional, political, organizational, and

ethical context of public management. A better name for this course might be Public

Management in a Democratic Society. The course is designed to help the individual become

a more effective public manager by analyzing ways of reconciling and promoting

administrative and democratic values. It focuses on the roles and functions of managers in

public organizations. The course gives relatively equal emphasis to: (1) the institutions and

context within which public managers operate; and (2) the behaviors, skills, values, and

ethics associated with the manager's role. Students are expected to develop perspectives

about public management strategies and to acquire skills suitable for facilitating such

strategies. Students will have opportunities to apply theories and techniques discussed in the

class to problems and cases. All of the issues we discuss will expose you to essential

knowledge for managing in the 21st century and improve your ability to manage public

organizations.

COURSE OBJECTIVES

To provide students an understanding of public sector institutions and effective

management in the public sector.

To show how public institutions differ from, and relate to, private and nonprofit

institutions.

To increase students' awareness of their managerial styles and competencies and to

facilitate their development as ethical public managers.

To enhance managerial skills to communicate, negotiate, facilitate teams, manage

conflict and change, make decisions, and lead.

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TEXTS

The primary text for the class is: Rainey, Hal G. 2014. Understanding and Managing Public

Organizations (5th edition). San Francisco: Jossey-Bass. The 4th edition is also appropriate.

Hard and electronic copies of the text can be purchased from Amazon and other booksellers

An electronic version of the text

(http://site.ebrary.com.ezproxy.lib.indiana.edu/lib/iub/docDetail.action?docID=10344086)

can also be accessed from the IU Library when you are properly logged in to your IU

account.

I have also assigned readings that are available on Canvas under the Resources tab. These

readings are identified on the syllabus.

SELECTED UNIVERSITY POLICIES

Academic integrity. I take academic integrity very seriously. Academic dishonesty will be

reflected in a score of 0 for the assignment as a reflection of the quality of work. More

information on the code of conduct can be found at http://www.iu.edu/~code/.

SPEA Honor Code. The SPEA Honor Code can be found at:

https://spea.indiana.edu/doc/undergraduate/ugrd_student_honorcode.pdf.

Incompletes. The grade of Incomplete used on the final grade reports indicates that the work

is satisfactory as of the end of the semester but has not been completed. The grade of

Incomplete may be given only when the completed portion of a student’s work in the course

is of passing quality. A grade of Incomplete can be assigned upon a showing of such

hardship to a student as would render it unjust to hold the student to the time limits

previously fixed for the completion of his/her work.

(http://policies.iu.edu/policies/categories/academic-faculty-students/academic-student-

affairs/incompletes.shtml)

Late Withdrawal. Withdrawal after the automatic withdrawal period requires approval by the

instructor and relevant Program Director, and must be based on dire circumstances relating to

extended illness or equivalent distress (IU Enrollment and Student Academic Information

Bulletin). Requests to drop due to a failing grade will not be approved. You must be passing

the course at the time of withdrawal. Contact your advisor or the appropriate Program

Director if you want to petition for late withdrawal.]

Counseling and Psychological Services For information about services offered to students by

CAPS: http://healthcenter.indiana.edu/counseling/index.shtml.

Disability Services for Students For information about support services or accommodations

available to students with disabilities, and for the procedures to be followed by students and

instructors: http://studentaffairs.iub.edu/dss/.

Sexual Harassment. As your instructor, one of my responsibilities is to help create a safe

learning environment on our campus. Title IX and our own Sexual Misconduct policy

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prohibit sexual misconduct. If you have experienced sexual misconduct, or know someone

who has, the University can help.

If you are seeking help and would like to speak to someone confidentially, you can make an

appointment with:

i. The Sexual Assault Crisis Service (SACS) at 812-855-8900

ii. Counseling and Psychological Services (CAPS) at 812-855-5711

iii. Confidential Victim Advocates (CVA) at 812-856-2469

iv. IU Health Center at 812-855-4011

For more information about available resources:

http://stopsexualviolence.iu.edu/help/index.html. It is also important to know that federal

regulations and University policy require me to promptly convey any information about

potential sexual misconduct known to me to our campus’ Deputy Title IX Coordinator or

IU’s Title IX Coordinator. In that event, they will work with a small number of others on

campus to ensure that appropriate measures are taken and resources are made available to the

student who may have been harmed. Protecting a student’s privacy is of utmost concern, and

all involved will only share information with those that need to know to ensure the

University can respond and assist. I encourage you to visit

http://stopsexualviolence.iu.edu/help/index.html to learn more.

CLASS FORMAT

This is a web-based course. Most of our interaction will be via the internet. Our internet

exchanges will, for the most part, be asynchronous (that is, not at concurrent times). This

characteristic of how the course will be delivered has advantages and disadvantages. Among

the advantages are that the format gives you a good deal of flexibility about when you log in

and contribute. It also gives you time to prepare thoroughly and reflect about the issues raised

in the readings, cases, and exercises. The electronic format for our interchanges also provides

an opportunity for everyone to contribute without the constraints of limited time for in-class

discussion and differences in verbal skills.

One of the disadvantages of the format is that we will not enjoy the same level of intimacy

that can be achieved in a seminar format. Feedback among participants will not be as quick

or, perhaps, as rich. My hope, however, is that each of you will carry on your interchanges

with me and your peers recognizing the need for care and completeness in your

communications and the virtues of good humor. Our communications can (and I hope will)

be augmented by phone, Skype/zoom, and other forms of two-way communication if these

alternatives seems more appropriate in a given situation.

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I also am planning on hosting optional synchronous meetings to discuss the course and

readings. The day will vary in order to maximize the opportunities for interaction for

individuals with different schedules. They are scheduled for:

August 21, 8:00 PM EST

September 14, 8:00 PM EST

October 18, 7:00 PM EST

November 16, 7:00 PM EST

December 6, 7:00 PM EST

They will begin at the appointed time and will last until all questions have been answered. Of

course, if you would like to meet with me outside of these times, please let me know. I am

anxious to be available to you.

My philosophy of teaching is quite simple and I do not see a need to change it because of the

format for this course. I believe that students learn best by actively participating in the

teaching-learning process. Since this is a graduate course, I consider each of you to be

experienced professionals in a position to be a valuable resource to each other. You can learn

as much from your classmates as you can from me (in fact, the format may magnify the

importance of this view). You will be asked to participate in numerous cases, discussions,

and exercises.

Part of the learning in this course is cognitive, that is, factual in nature, but much of the

learning is not cognitive. It involves experiences, affect, skills, and self-awareness. This

learning intersects with concepts such as personal mastery and mental models, discussed in

Peter Senge's The Fifth Discipline, but it is broader. I encourage you to prepare yourself for,

and to be open to, the variety of ways you can learn from this course.

Most of our interactions will occur in the context of Canvas, a software system that provides

a comprehensive set of tools for the creation, management, and viewing of sophisticated

world wide web-based teaching and learning environments.

EXPECTATIONS

Although this course is offered in a distance learning format, it does not alter our basic

responsibilities to one another. It is your responsibility to do the following:

Be prepared to contribute each week to the online discussions

Complete assignments on time

Participate in class discussion

Inform me of any problem or situation that may be interfering with your learning or

performance in the course

Provide feedback on the strengths and weaknesses of the course in a professional

manner

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It is my responsibility to do the following:

Provide activities designed to accomplish course objectives

Assist in providing an atmosphere conducive to learning

Grade and return assignments in a timely fashion and appraise students of their

progress on a regular basis

Respond to student concerns

ASSIGNMENTS AND GRADING

Cases are a key element of your course responsibility. Case work will involve online

discussion forums as well as three written case analyses prepared by you individually. The

purposes of this component of your grade are to: (1) expose you to real situations where

particular public management issues must be addressed; (2) provide an opportunity for you to

offer rich and thoughtful insights and recommendations; and (3) demonstrate the value of

thinking analytically about a management problem.

Written Case Analyses. The written case analyses will assess a specific situation and

identify the public management issues raised by the case study. Analysis means that you

draw out pertinent issues from the case. It does not mean you rehash the facts of the case. It

certainly may be necessary to use the facts of the case to illustrate or support your analysis,

but your written report should assume that the reader of the report is familiar with the case.

The case analysis report is an opportunity to apply your knowledge of public management to

the specific situation. These cases should be used to integrate all content covered in the

class up that the due date.

There are three case analyses that require a written paper:

1. “The Blast in Centralia No. 5: A Mine Disaster No One Stopped,” due on Sunday,

September 24

2. “Improving Services to Missouri’s Children and Reforming the System” due on

Sunday, November 5

3. “Meeting for a Need: Jerry Abramson and Citywork in Louisville, Kentucky,” due

on Sunday, November 26

Participation. Participation is very important in this class and accounts for forty-five

percent (45%) of your grade. Your participation grade will depend upon the quantity and

quality of your contributions to discussion forums, a course blog, and chat room. Most of the

Canvas discussion forums will be organized around the case for a given week (e.g., Weeks 1

& 2). This means it will be important for you to login to Canvas early in the week (probably

Monday) to make your initial contribution to the discussion. It will be necessary for you to

return to the discussion at mid-week and probably again before the discussion ends to review

what others have contributed and follow-up with additional contributions. You can find

more information about norms and guidelines about online participation in Canvas.

Leading a case discussion. You will be required to lead discussion of one case

during the semester. Sign up for the case discussion you wish to lead in the class spreadsheet.

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Cases will be allocated on a first-come, first-served basis. It is likely that many of you will

be paired with another student(s) in leading the discussion. Do not sign up to share

discussion leadership responsibility for a case, however, until at least one person has opted

for each of the assigned cases. You can sign up at: Group Leader Sign Up

Leading a case discussion will consist of several tasks. The first is to create the questions

that will be posted to the forum to initiate discussion of the case. Please send these to me

prior to the week that you will be leading the discussion. You will also have responsibility

for offering input during the week to stimulate a constructive and energetic discussion about

the issues raised by the case. This task will be much like what you do each week in the case

discussions, but you will have the extra responsibility to keep the discussion on track,

connect disparate contributions, and provide perspective for your peers. Another task is to

provide a concluding post at the end of the week that offers conclusions regarding the case

and the reading(s) that precedes it, and how knowledge from the case contributes to our

skills as public managers. Your grade will be determined by the extent to which your

questions and leadership result in a robust discussion of the readings and issues for the week

and your concluding post helps synthesize the discussion.

Book briefing. One of your tasks during the semester is for you to read and brief

your peers about one of the books from the Public Manager’s Bookshelf (see the end of the

syllabus). A discussion forum will be established on which you can post your briefings about

the book. You should sign up for the book you wish to read in the book sign-up. Books will

be allocated on a first-come, first-served basis; only one student per book.

As you read the book you choose, consider how it relates to your experience and to the

readings, cases, and discussions you have encountered in this course. When you post about

the book, look at it through the lens of your area of expertise as this will make your

experience more useful and authentic. How might the information in the book change the

way you approach your work? Does the book ring true based on your experience? How does

the author’s outlook align (or not) with other readings in the course?

As you read the book you have chosen, contribute at least 2 or 3 posts along the way. This

will help you gather your thoughts and share questions and impressions with your classmates

as you are reading. Help your classmates by reading and commenting on their preliminary

posts. You can sharpen each other’s focus, suggest other viewpoints, clarify information, and

bring a community’s worth of insight into each other’s understanding. Your final, summative

post should be around 1000 words and will be enriched by the discussions you have around

your preliminary posts.

Final Exam. A final exam will be administered during December 12-15. The exams will

require you to synthesize and analytically reflect upon the course readings, discussions, and

casework. All questions on the exams will be essay questions. Each student will select a day

during exam week when he or she can sit for the exam. I will email the exam to you and you

will need to return it to me within 24 hours after you receive it.

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The weighing of the course elements for the semester grade is as follows:

Written case analyses 30% (10% each)

Final Exam 25%

Participation 45%, distributed as follows:

Briefings about a book from the Public Manager’s Bookshelf, posted to the book-

briefing forum (10% of the course grade)

Discussion forum contributions (30% of the course grade)

Leading discussion of one of the cases assigned for discussion (5% of the course

grade)

The semester grade will be determined as follows:

A 100-93% A- 92.9%-90% B+ 89.9%-88%

B 87.9%-83% B- 82.9%-80% C+ 79.9%-78%

C 77.9%-73% C- 72.9%-70%

All assignments are due by the end of the day (U.S. Central time zone) on the date that the

assignment is due. Late work will be downgraded one full letter grade for each day it is late

and will not be accepted more than 48 hours after the due date. I will consider making

individual exceptions to this policy, but only if an exception is requested in advance, is

legitimate, and can be documented.

Student work will be graded on three criteria: (1) Analytical: the thoroughness and quality of

your analysis and recommendations, including your grasp of the issues involved; (2) Use of

course material: the extent to which you applied course material to the situation and

demonstrated your understanding of the material; and (3) Stylistic: the quality of your written

or oral presentation, including the care you have taken to edit for grammar and spelling in

your papers.

The following will help you understand how this translates into a specific letter grade:

Grades of A+/A/A-: A grade in the “A” range indicates you have performed above average

for graduate work. The organization of your writing or presentation is effective and easy to

follow, and spelling and grammar are correct. Beyond that, your analysis is of above average

quality, as is your comprehension of the material and the solutions that you recommend.

Your analysis reflects an in-depth and thorough understanding of the management issues,

theory, and research. Your conclusions are original and/or well-defended. You have either

been especially thorough in your use of the course readings, or you have gone beyond the

assigned readings to seek out and incorporate additional reading material. Your engagement

of these authors’ insights in your paper and class discussions demonstrates that you have read

and understood them.

Grades of B+/B/B-: Acceptable but not outstanding graduate work will be assigned a grade

in the “B” range. To receive this grade on papers, the organization of your writing must be

easy to follow, spelling and grammar mostly correct, and writing style effective. Your paper

meets all of the guidelines regarding content. Your analysis distinguishes between fact and

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opinion, avoids excessive rehash of facts, and reflects a good understanding of the material.

In most instances, your writing will reflect a good understanding of the management issues.

Your solutions will be based on public management theory and research rather than your

opinion, and follow logically from your analysis and evaluation.

Grades of C and D: Grades in the “C” and “D” range fall below graduate work proficiency.

Such a grade will be assigned if a paper meets some but not all of the expectations described

above, or if it has poor grammar, did not address the issues at hand, or is sketchy or

superficial, reflecting only your opinion without support. These grades may also signify that

I saw little understanding of the management issues in your write-up, and a minimal or

superficial application of course readings and discussions.

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CLASS SCHEDULE AND ASSIGNMENTS Week Date Topic Readings Class Assignments Individual

Assignments

Week 1 August 21-27 Introduction to

Public

Management

Syllabus

FAQs About Online

Participation along with

advice for discussion

boards and group leading

Rainey, Chapter 1, "The

Challenge of Effective

Public Organization and

Management"

Rainey, Chapter 2,

"Understanding the Study

of Organizations: A

Historical Review"

Kettl, "What is Public

Administration?"

Students will make a short post to

Introductions Discussion Forum with

information about their professional

and personal story.

Students will select and sign up for

a book from the Public Manager's

Bookshelf.

Students will select and sign up for

a case for which they propose to lead

the discussion when the case is

scheduled on the syllabus.

Case Study Discussion: The

Administrative State: Enforcement of

Speeding Laws and Police Discretion.

Questions will be posted to The

Administrative State: Enforcement of

Speeding Laws and Police Discretion

Discussion Forum for student

reflection, comment and exchanges

during week 1.

The case discussion

leader for

Grandtown's New

Public Library Case

must submit

discussion questions

to the instructor.

21-Aug Optional

Synchronous

Meeting

Week 2 August 28-

September 3

Institutional

Environments of

the Public

Manager

Rainey, Chapter 3, What

Makes Public

Organizations Distinctive

Rainey, Chapter 4,

Analyzing the

Environment of Public

Organizations

Case Study Discussion: Grandtown's

New Public Library; Students should

consider making a preliminary blog

post about the book they have chosen

from the Public Manager's Bookshelf.

The case discussion

leader for Columbia

Accident must submit

discussion questions

to the instructor.

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Week 3 September 4-10 The Political

Environment of

Public

Organizations

Rainey, Chapter 5, The

Impact of Political Power

and Public Policy

Norton Long, "Power

and Administration"

Khademian and Sharif -

Developing Effective

Relationships with

Legislators - Handbook 9

Watch Columbia Videos

Case Study Discussion: The Columbia

Accident. Students are requested to

reflect, comment and exchange

perspectives in response to the

questions.; Students should consider

making a preliminary blog post about

the book they have chosen from the

Public Manager's Bookshelf. Respond

to some classmates Bookshelf

postings

The case discussion

leader for Blast in

Centralia No. 5 must

submit discussion

questions to the

instructor.

Week 4 September 11-

17

Ethics and Public

Values

Waldo, "Public

Administration Ethics: A

Prologue to a Preface"

Henry, "Toward a

Bureaucratic Ethic"

Ireni-Saban Understanding

the Obligation of Codes of

Ethics - Handbook 33

Case Study Discussion: The Blast in

Centralia No. 5: A Mine Disaster No

One Stopped. Students are requested

to reflect, comment and exchange

perspectives in response to the

questions.; Written Case Analysis due

next week;

Students should consider making a

preliminary blog post about the book

they have chosen from the Public

Manager's Bookshelf. Respond to

some classmates Bookshelf postings

The case discussion

leader for State-Stat:

Performance

Management in

Maryland State

Government must

submit discussion

questions to the

instructor.

14-Sep Optional

Synchronous

Meeting

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Week 5 September 18-

24

Managing

Performance

Rainey, Chapter 6,

Organizational Goals and

Effectiveness

Joyce, "The Obama

Administration and PBB:

Building on the Legacy of

Federal Performance-

Informed Budgeting?"

Written Case Analysis : The Blast in

Centralia No. 5: A Mine Disaster No

One Stopped. Students will prepare a

memo in response to the questions in

the assignment under the Assignment

tab. Turn in you memo to the written

case analysis #1 assignment via the

Assignment tab in Canvas by

September 24 at 11:59 PM. Case

Study Discussion: State-Stat:

Performance Management in

Maryland State Government.

Students are asked to reflect,

comment and exchange perspectives

in response to the questions. ;

Students should consider making a

preliminary blog post about the book

they have chosen from the Public

Manager's Bookshelf. Respond to

some classmates Bookshelf postings

The case discussion

leader for Ellen

Schall and the

Department of

Juvenile Justice must

submit discussion

questions to the

instructor.

Week 6 September 25-

October 1

Strategic

Management

Rainey, Chapter 7,

Formulating and

Achieving Purpose: Power,

Strategy, and Decision

Making

Bryson and Roering,

"Strategic Planning

Options for the Public

Sector"

Case Study Discussion: Ellen Schall

and the Department of Juvenile

Justice. Students are asked to reflect,

comment and exchange perspectives

in response to the questions; Students

should consider making a preliminary

blog post about the book they have

chosen from the Public Manager's

Bookshelf. Respond to some

classmates Bookshelf postings

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Week 7 October 2-8 Conflict

Management and

Negotiation

Blomgren Amsler

Negotiation for Public

Good Handbook 28

Videos: .

Dealing with Obstacles

and Complicating Factors

Setting the Stage for

Productive Negotiations

Dealing with Difficult

Tactics

No case is scheduled for discussion

this week to give you time to finish up

you managers bookshet assignments.

Final Blog posting should be

submitted by October 8 at 11:59 PM

The case discussion

leader for

Reinventing School

Lunch—

Transforming a Food

Policy into a

Nutrition Policy must

submit discussion

questions to the

instructor.

Week 8 October 9-15 Decision Making

and Policy

Rainey, Chapter 8,

Organizational Structure,

Design, Technology, and

Information Technology

Eoyang and Spencer,

"Designing Effective

Programs"

Lindblom, "The Science

of Muddling Through"

Case Study Discussion: Reinventing

School Lunch: Transforming a Food

Policy into a Nutrition

Policy. Students are asked to reflect,

comment and exchange perspectives

in response to the questions.;

The case discussion

leader for Changing a

Hospital's Culture

must submit

discussion questions

to the instructor.

18-Oct Optional

Synchronous

Meeting

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Week 9 October 16-22 Organizational

change

Rainey, Chapter 13,

Managing Organizational

Change and Development

Fernandez and Rainey,

"Managing Successful

Organizational Change in

the Public Sector"

de Vries and Balazs,

"Transforming the Mind-

Set of the Organization: A

Clinical Perspective"

Case Study Discussion: Changing a

Hospital's Culture. Students are asked

to reflect, comment, and exchange

perspectives in response to the

questions;

The case discussion

leader for

Improvement

Services for

Missouri's Children

must submit

discussion questions

to the instructor.

Week 10 October 23-29 Collaborative

Public Networks:

Intergovernmental

Relations and

Intersectoral

Netowrks

McGuire, "Collaborative

Public Management:

Assessing What We Know

and How We Know It"

Agranoff, "Leveraging

Networks: A Guide for

Public Managers Working

Across Organizations"

Case Study Discussion: Improving

Services for Missouri's Children.

Students are requested to reflect,

comment and exchange perspectives

in response to the questions.; Written

Case Analysis due next week

The case discussion

leader for The Case

of Joe the Jerk must

submit discussion

questions to the

instructor.

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Week 11 October 30-

November 5

Motivation

Rainey, Chapter 9,

Understanding People in

Public Organizations:

Values and Motives

Rainey, Chapter 10,

Understanding People in

Public Organizations:

Theories of Work

Motivation and Work-

Related Attitudes

Perry, Mesch, and

Paarlberg, "Motivating

Employees in a New

Governance Era: The

Performance Paradigm

Revisited" Llorens

Compensation Public

Sector Employees -

Handbook 26

Written Case Analysis : Improving

Services for Missouri's Children.

Students will prepare a memo in

response to the questions in the

assignment under the Assignment tab.

Turn in you memo to the written case

analysis #1 assignment via the

Assignment tab in Canvas by

November 5 at 11:59 PM; Case Study

Discussion: The Case of Joe the Jerk

(or, the Very Capable Jerk). Students

are asked to reflect, comment, and

exchange perspectives in response to

the questions.

The case discussion

leader for Who

Brought Bernadine

Healy Down? must

submit discussion

questions to the

instructor.

Week 12 November 6-12 Leadership Rainey, Chapter 11,

Leadership, Managerial

Roles, and Organizational

Culture

Video: Students should

view Admiral Thad Allen:

Changing Government

Requires Flexible,

Learning Leaders

Case Study Discussion: Who Brought

Bernadine Healy Down? Students are

asked to reflect, comment, and

exchange perspectives in response to

the questions.

The case discussion

leader for Meeting a

Need--Jerry

Abramson and

Citywork in

Louisville, Kentucky

must submit

discussion questions

to instructor.

16-Nov Optional

Synchronous

Meeting

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Week 13 November 13-

19

Managing Groups

and Work Teams

Rainey, Chapter 12,

Teamwork: Understanding

Communication and

Conflict in and Among

Groups

Levi, "Understanding

the Basic Team Processes"

Discussion: Meeting a Need--Jerry

Abramson and Citywork in

Louisville, Kentucky. Students are

asked to reflect, comment, and

exchange perspectives in response to

the questions.

Week 14 November 20-

26

Thanksgiving No readings. Thanksgiving Written Case Analysis : Improving

Services for Missouri's Children.

Students will prepare a memo in

response to the questions in the

assignment under the Assignment tab.

Turn in you memo to the written case

analysis #1 assignment via the

Assignment tab in Canvas by

November 26 at 11:59 PM;

The Reading

Discussion Leaders

will submit questions

to the instructor

Week 15 November 27-

December 3

Innovation and

Creativeity

Denhardt, Denhardt, and

Aristigueta, "Fostering

Creativity"

Discussion Forum: This forum will

start at the beginning of the week, but

will not involve a case study. Please

discuss the readings broadly

The Reading

Discussion Leaders

will submit questions

to the instructor

6-Dec Optional

Synchronous

Meeting

Week 16 December 4-10 Managerial

Effectiveness

Rainey, Chapter 14,

Advancing Effective

Management in the Public

Sector

Denhardt, Denhardt, and

Aristigueta, "Managing

Behavior in the Public

Interest"

Discussion Forum: This forum will

start at the beginning of the week, but

will not involve a case study. Please

discuss the readings broadly

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Week 17 December 9-12 Final Exam Week A final exam will be administered

during exam week You will

choose to take the exam on either

December 9th, 10th, 11th or 12th.

The exams will require you to

synthesize and analytically reflect

upon the course readings,

discussions, and casework. All

questions on the exams will be

essay questions. Each student will

select a day during exam week

when he or she can sit for the

exam. You will download the

exam and must upload it the

completed exam within 24 hours