Professional Documents
Culture Documents
PA 5318
Summer 2009
Course Description:
Information systems and communications technology have a sustained and powerful impact on
how governmental organizations operate. This course explores how new and current information
systems and technologies change how we, as public affairs professionals, interact, work, and serve
the public by studying government management, decision making, and public policy through the
lenses of technology.
As an example of this concept, this course is taught exclusively online. During the semester,
students will explore current trends and cutting edge technologies in real time as they examine
technology-related public policy.
To understand how politics and policies surrounding the use of technology impact public affairs
To appreciate the benefits and challenges information systems bring to the public affairs arena
To gain an enhanced understanding of the processes and challenges encountered when
implementing and using information systems in public organizational settings
To appreciate how information systems can be used to inform policy decisions
To be exposed to trends and implications of evolving technology
Required Texts:
G. David Garson 2003. Public Information Technology: Policy and Management Issues. Hershey,
PA: Idea Group. ISBN: 1-59140-060-0
Turabian, Kate L. 2007. A Manual for Writers of Research Papers, Theses, and Dissertations. 7th
ed. Chicago: The University of Chicago Press.
The password to access the electronic reserves is provided on our WebCT course home page.
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Citations: In accordance with departmental standards, all citations should use Turabian, 7th edition.
UTD Library Contact for this Course: Carol Oshel, Reference/Distance Librarian;
carol.oshel@utdallas.edu; 972-883-2627. Want more information? To access a variety of
information about distance education at UTD, visit the Distance Learning website:
http://www.utdallas.edu/distancelearning2/students/
Course Requirements
Journal- Each student should build a personal Journal based upon the weekly course
assignments and readings. The journal will have a dual purpose: (1.) it can serve as a handy
source of information covered in this course; and (2.) during the course, it will assist you in
thinking through and assimilating the readings for your course assignments. The link to the
appropriate journal is located within each weekly module on the course website. Students are
encouraged to keep up with their Journals weekly. All Journals are visible to Dr. Hassett
at all times, so progress can and will be monitored throughout the semester.
The text in your Journal may be edited until it is locked for grading.
Each week should have its own “box” in the online Journal.
Within that box, each entry should be clearly labeled.
The “Subject” line should include the Week number.
Your Journal may be seen only by you and Dr. Hassett.
Compose your entries as you complete the readings. In other words, you
should read the assigned reading/lecture, then compose your summary…read the
next assigned reading, then compose that entry, and so on.
Each week, students should make a number of postings to his/her private online Journal.
1.) Lecture Summary: Each lecture should be summarized. This summary should
consist of just a few paragraphs.
2.) Reading Summaries: Each weekly reading assignment should be cited and
summarized in the order in which they are assigned. This summary should
consist of just a few paragraphs.
Each reading should have its own entry. (In other words, do not combine
summaries of readings by different authors into one entry.)
3.) Concept Synthesis: After completion of Lecture entry and the weekly reading
assignment entries, each student should compose one or two paragraphs that tie
all of the assignments together. DO NOT RE-SUMMARIZE THE READINGS
HERE. It is in this section where students should show evidence that they really
understood and "connected" the readings. This brief composition should
synthesize the major concepts of all the week’s readings. This entry should
demonstrate the high level of analysis typically expected in graduate classes. Be
sure to label this section as the Concept Synthesis . This section should be
considered to be of the utmost significance. It should offer a “big picture” view of
the topic and may speak to the applications, costs, and/or benefits of the topic
examined.
You may want to start by asking yourself:
How do the readings assigned this week relate to each other?
What new insights have I gained through these readings?
What are my thoughts about this topic in light of the perspectives
offered by these authors?
Journal Grading. Grading of the Journal is handled a bit differently than other
assignments because it is locked (so no more changes can be made) and graded at the
BEGINNING of the week it is due. Late Journals submitted via email will not be accepted.
The Journal will be graded at various intervals during the semester as described herein.
Journal grades are based the instructions described in this section as well on the degree to
which each student demonstrates that she/he has read and comprehends the assigned
readings. Proper referencing and academic form should be used.
Threaded Discussions- Learning, like almost everything, is more enjoyable when it is a shared
experience. Threaded discussions are a way to provide a way for us to share this learning
experience together.
Due to the shorter summer semester and the demands of the other course projects, our
discussions will be limited to three. This places a premium on engaging in intelligent and
informed discussions that stay on-topic. Students are strongly advised to read the following
description of these discussions and take careful note of the information to take full advantage
of the potential points available via these discussions.
The threaded discussions work this way: A discussion question is posted for each week that it
is due under the weekly icon. Each week a discussion is assigned, you are expected to
participate in the discussions that occur there. The active and consistent involvement of each
student is expected. Each student shall make one “main” posting addressing the weekly
question AND have at least one other posting demonstrating he/she is engaged in the
discussion as it occurs. I will post some final comments and thoughts at the end of the week.
Postings may begin as early as Monday morning and continue until midnight on Sunday. If a
posting is made within ten minutes after the deadline, there will be a one point deduction for
each minute after midnight. Postings made after 12:10 am will be given a grade of 0. It is
crucial that each student stays up to date on the readings in order to get his/her postings
completed on time. Each student is expected to participate in all of the discussions. The
first threaded discussion posting during Week 1 is not graded.
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3. The quality of the posting is more important than quantity. Two to four paragraphs
should be sufficient to get your point across.
4. The posting should include a descriptive and appropriate phrase in the “Subject” field.
This will help to organize the discussion. DO NOT type your NAME or WEEK
NUMBER in the Subject line. Proper descriptions will help to organize the discussion.
5. You are expected to be involved in the discussion throughout the week. You should
visit the discussion several times each week to keep up with the discussion taking
place. Making one post is not adequate to receive full credit. Each student should
make one “main” posting addressing the weekly question AND have at least one
other posting demonstrating they are engaged in the discussion as it occurs.
A helpful hint: If someone makes reference to your contribution or takes issue
with something you have stated, you will want to respond before the time has
elapsed for the week. If you do not respond, it is obvious that you are not
checking back on the threaded discussion as it develops.
6. Since the threaded discussions are our class discussions, the same rules apply as in
class. In general, these include the following: become engaged in class discussion,
be honest, don’t posture, be respectful, and don’t ramble. In addition, each participant
is expected to employ all conventions of good English composition, including, but not
limited to capitalization, grammar, spelling, punctuation, format, and referencing.
8. Do not get in a habit of waiting until the end of the discussion to make your posting.
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Each student will be expected to make some “early in the week” postings. Grades will
be reflective of when the posts are made.
9. Do not post ahead of schedule. While it is acceptable (and encouraged) for students
to work ahead of the stated schedule, work should be posted only during the week it
is due. In other words, students should not post discussion threads or assignments in
Week 10 during Week 9, for example. If students wish to compose their assignments
in advance, they should maintain those on their personal computer and post them
only during the week they are due. If this poses a problem, please let me know.
Grading Policy for Threaded Discussions: In grading the threaded discussion contribution
posted by each student, I will look for three (3) things:
1. How well you respond to the specific discussion question
2. How well you integrate the weekly readings/lecture into your answer
3. How well you respond/react to what others say (if required)
Input that addresses all items well will receive an evaluation of 90 or above (A).
Input that addresses all items marginally or addresses only two of the three items will
receive an evaluation between 80 and 89 (B).
Input that addresses the items inadequately or addresses only one of the items will
receive an evaluation of 79 or below (C/D/F).
Case Study – The purpose of the case study is to expose each student to a real case of
information systems and to apply the concepts discussed in the course to an actual organization.
The organization can be a sub-group (such as a department or division) of a larger organization.
For this assignment, each student will prepare a detailed case study of how a public
organization has dealt with some issue or problem with respect to information technology. A
public organization is required. Programs or schools of educational institutions are also
acceptable. Ideas for cases can be found in technology magazines, newspaper articles, or
public sector publications. Once a case study is identified, each student should research the
case to locate at least three (3) articles that discuss the story. Academic, peer-reviewed
literature on IT in public affairs including course readings, as well as other sources, should be
used to inform the case. The final product should be a 2,000 – 5,000 word report. Respect this
word count guideline. Each report will be checked for the number of words.
The topic of the case study should fall within one of the following broad categories:
how a major IT system (e.g., financial software, GIS system, etc.) played a key role
in the development of a significant public policy at the local or state level (e.g., the
introduction of automated cameras at intersections to enforce the running of red
lights)
Guidelines for writing the case study: The following are suggested guidelines for writing
the case study. Each sub-section should be clearly identified. Students are urged to
use this structure, but may add other sections that are relevant.
2) Introduction: Describe the organization and the IT project. What is the nature
of the project? Why was it undertaken? How is it new or innovative to the
organization? Be sure to explain all concepts and terminology clearly so an
observer from outside the organization would have no problem understanding the
discussion.
6) Analysis: Analyze the case in light of current research. This section should
reference academic literature including our course readings, at least five (5)
outside readings from academic journals, and newspaper or popular
magazine articles. Internal documents from the organization, if available, are
strongly suggested.
8) References. Provide a complete set of references of the works you cited only.
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This assignment has three stages. Each stage is required to receive full credit for this deliverable.
Stage One: The Proposal. Include in the proposal the following sections
clearly identified:
(b) a one-paragraph rationale explaining why you chose it and why it is appropriate
for this course;
(c) a one (1) paragraph draft abstract describing your chosen public organization or
organizational unit as well its associated IT-related topic;
note: If you are unfamiliar with writing an abstract, take a look at some of the abstracts in
Public Administration Review or another academic journal.
at least three (3) articles that discuss the story. These are
typically newspaper or magazine articles that tell the facts of the case.
NOTE: Be sure to see the section on Citation Style in this Syllabus before
completing this section.
(e) identification of which one of the three categories described herein you chose to
explore; and
(f) a one paragraph discussion of how the project fits the chosen category.
Special note about the Proposal: While the Proposal is not graded, late or
poor (including incomplete) submissions will result in an automatic five (5)
percentage point deduction from the final Case Study grade.
Stage Two: The Draft. You will circulate a draft of your report to two class
members for their review and comment. You will also send your critiques of the
drafts you receive for those authors to use; use WebCT private mail to send your
critiques directly to the authors. You do not need to copy me on your critiques, but
let me know if you do not receive your two critiques on your work. This process will
give you the opportunity to professionally critique the work of others and to revise
your work based on comments of your colleagues (a time-honored technique used
in the peer-review process of academic journals). In addition, it will expose you to
two interesting case studies in this subject. As a result of this peer-review
process, all case studies will be held to a high standard.
Special note about the Draft: While the Draft and peer-review process is not
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Stage Three: The Report. Finally, you will e-mail your final report to me via
WebCT mail. Do not wait until the last minute to submit this assignment. Be
sure to include the entire submission in ONE FILE. In other words, do not submit
multiple files.
NOTE TO AOL USERS: It is common for the AOL browser to encounter difficulties with
WebCT. If you encounter problems using the AOL browser, connect using AOL and
then launch a regular version of FireFox or Internet Explorer.
Grading Policy for Case Study: The criteria used to judge case studies will heavily depend on
the following:
The extent and comprehensiveness of your research including the literature review. (It
should be clear that you spent a great deal of effort on this project.)
The extent to which you synthesize the research and offer insights into the case.
The logical organization, quality of the writing, proper citations (per the guidelines
identified on page 1 herein), and overall presentation of the case.
The length of the report (per the guidelines identified herein).
TechWatch - The TechWatch submission consists of two parts. Consult several issues of one
or more periodicals such as CIO, CIO Insight, Government Technology, The Futurist, Optimize,
Computerworld, Government Computer News, Technology Review, Government Computing, or
Science. Armed with those articles, complete the following:
Part 1: Identify four (4) technology innovations that have the potential to
significantly alter society over the next twenty years. Do not use acronyms
in your submission.
Part 2: Using the articles you chose as your starting point, compose a 1200-2000 word
fictional essay about a day in the life of a professional public administrator at any
level of government ten (10) years from now - the more realistic, the better.
You have a great degree of latitude on this assignment, so be creative. For
example, you may take the role of a fictional public administrator in the future and
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write/blog about a day in your work life, or take the role of an election official and
write about a future policy matter and the policy decision process. Let your
imagination and your technology innovations lead the way for the approach you
take.
Interweave your collection of chosen innovations into this essay to explore the
potential effects on
You must build into this essay each of the four technologies you identified in Part
1 to show how they impact the day-to-day life of public administrators and public
policy decisions. This essay should be very believable and well within the realm
of possibility.
Be sure to properly cite the articles used in Part 1 and include a reference
section at the end of the essay. To submit this deliverable, see instructions
in the applicable learning module.
Grade: The course grade will consist of a number of components. The breakdown is below:
* One of the unique features of on-line courses taught through WebCT is that the instructor is able to see how often
individual students log in, what they access/download/view, how long they are on the course site, etc. It is expected that
students will keep up with viewing the lectures each week throughout the semester and will access the additional readings
available on the course website. At random points during the semester, an “audit” will be conducted to assess the status
of students in the class to ensure that everyone is up-to-date. An audit will also be conducted prior to posting final course
grades. The instructor retains the right to adjust the final course grade for failure to access required course readings
and/or lectures.
Course Policies
Late Work
Threaded discussion postings should be made during the week they are due. If a
posting is made within ten minutes after the deadline, there will be a one point
deduction for each minute after midnight. Postings made after 12:10 am will be
given a grade of 0.
emergencies (be prepared to supply documentation). Problems with your personal computer
(such as computer “crashes”) do not count as an exception or an emergency. Review the
schedule in this syllabus. If there are conflicts, please discuss them with me ASAP.
And, please let me know is something significant happens to you during the semester that could
interfere with your submitting class assignments on time (death in family, loss of job, etc.) If
you plan to submit an assignment late, be sure to let me know. Students should make
every effort to submit all final required course assignments by midnight on Sunday of the last
week of class as identified in this Syllabus. Late final course assignments should be the
exception and will be penalized as “late work” as described herein. However, under no
circumstances should students submit an assignment for credit after the last day of
“final exams” as identified in the official University Academic Calendar for the applicable
semester.
Instructor Availability
One of the most important ways to be successful in this course is to have your questions
answered before you submit any assignments for a grade. So, if you have a question and
this Syllabus does not answer it for you, ask me!
Option #1: E-mail. This is likely our best method for communication. Please use
WebCT to contact me. I will generally respond to e-mail within 2-3 working days. If
WebCT is not available to you for some reason, you may email me at the UTD email
address on the first page of this Syllabus.
Option #2: Phone. You may also call me. My phone numbers are listed in this syllabus
(p. 1).
The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules
and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI,
Section 3, and in Title V, Rules on Student Services and Activities of the university’s Handbook
of Operating Procedures. Copies of these rules and regulations are available to students in the
Office of the Dean of Students, where staff members are available to assist students in
interpreting the rules and regulations (SU 1.602, 972/883-6391).
A student at the university neither loses the rights nor escapes the responsibilities of citizenship.
He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules,
university regulations, and administrative rules. Students are subject to discipline for violating
the standards of conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.
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Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the work done
by the student for that degree, it is imperative that a student demonstrate a high standard of
individual honor in his or her scholastic work.
Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one’s own work
or material that is not one’s own. As a general rule, scholastic dishonesty involves one of the
following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students
suspected of academic dishonesty are subject to disciplinary proceedings.
Plagiarism, especially from the web, from portions of papers for other classes, and from any
other source is unacceptable and will be dealt with under the university’s policy on plagiarism
(see general catalog for details). This course will use the resources of turnitin.com, which
searches text for possible plagiarism and is over 90% effective.
Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication
between faculty and students through electronic mail. At the same time, email raises some
issues concerning security and the identity of each individual in an email exchange. The
university encourages all official student email correspondence be sent only to a student’s UTD
email address and that faculty and staff consider email from students official only if it originates
from a UTD student account. This allows the university to maintain a high degree of confidence
in the identity of all individual corresponding and the security of the transmitted information.
UTD furnishes each student with a free email account that is to be used in all communication
with university personnel. The Department of Information Resources at UTD provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.
Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of
the academic appeals process will be distributed to all involved parties.
Copies of these rules and regulations are available in the Office of the Dean of Students, where
staff members are available to assist students in interpreting the rules and regulations.
Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.
Essentially, the law requires that colleges and universities make those reasonable adjustments
necessary to eliminate discrimination on the basis of disability. For example, it may be necessary
to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for
students who are blind. Occasionally an assignment requirement may be substituted (for example,
a research paper versus an oral presentation for a student who is hearing impaired). Classes
enrolled students with mobility impairments may have to be rescheduled in accessible facilities.
The college or university may need to provide special services such as registration, note-taking, or
mobility assistance.
It is the student’s responsibility to notify his or her professor of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members to
verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.
student or the instructor may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into account the
legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of
the chief executive officer or designee.
These descriptions and timelines are subject to change at the discretion of the Professor.
Week Topic
Assignments:
1.) Go through the Lecture in Week 1 module in WebCT.
2.) Introduce yourself to the class via the Discussion POST (see below.)
3.) Begin the Week 2 readings this week so that you will be able to post
to the Week 2 Threaded Discussion beginning Monday.
4.) Begin research for your Case Study project.
YouTube video:
A Conversation with Twitter about the Future of Technology in
Government (3/10/09). Note: Be sure to include a summary of this video in your
Journal. http://www.youtube.com/watch?v=wSE20sVyyeo
E-reserves:
Grading the States: http://www.governing.com/gpp/2008/index.htm
Threaded discussion: Share with the class one point from this week’s
readings that stood out to you. Your comments should focus on the
importance of information technology to public organizations and public
leaders. Do not repeat the points that others have already stated.
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Garson – Chapter XIII: World Wide Web Site Design and Use in Public Mgt
E-reserves:
Wisdom of Crowds:
http://www.governing.com/articles/0902techtalk.htm
Threaded discussion: This week, we will divide the class in half, with each
group addressing a different side of e-government. Relying heavily on the
readings for this week…
Each student whose last name begins with A-L should select and
discuss in some depth one benefit of e-government for public
organizations.
Each student whose last name begins with M-Z should select and
discuss in some depth one challenge of e-government for public
organizations.
Note: When you make your main post, be sure you address an issue that has not already
been addressed by a colleague. Students may agree/disagree with either or both
boards in their follow-up posts.
Gurwitt, Rob. 2002. Behind the Portal. In Governing: Issues and Applications from
the Front Lines of Government, ed. Alan Ehrenhalt, 64-68. Washington, DC: CQ
Press.
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Scott, James K. 2005. Assessing the Quality of Municipal Government Web Sites.
State and Local Government Review 37(2): 151-165.
Norris, Donald F. and M. Jae Moon. 2005. Advancing E-Government at the Grassroots:
Tortoise or Hare? Public Administration Review 65(1): 64-75.
Ho, Alfred Tat-Kei. 2002. Reinventing Local Governments and the E-Government
Initiative. Public Administration Review 62(4): 434-444.
E-reserves:
Case Study Proposal: This week, send me your Case Study Proposal. Be
sure to review the details of this submission in this Syllabus prior to submitting it.
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Garson – Chapter IX: Computer Tools for Better Public Sector Management
YouTube video:
Inside the Transition: Technology, Innovation and Government.
Note: Be sure to include a summary of this short video in your Journal.
http://www.youtube.com/watch?v=InI5n3NTvR4&feature=PlayList&p=
35F2947CFB5D5B2E&playnext=1&playnext_from=PL&index=35
E-reserves:
Perlman, Ellen. 2002. Technotrouble. In Governing: Issues and
Applications from the Front Lines of Government, ed. Alan Ehrenhalt,
72-75. Washington, DC: CQ Press.
TechWatch Assignment (Part 1): Submit your assignment via our class
website. Be sure to read all of the entries made by the class at the end of the
week.
E-reserves:
Security in the Virtual State:
Visit www.virtual.alabama.gov and explore this website to
learn more. Note: Be sure to include a summary in your Journal.
Threaded discussion: Offer the class a personal example of how GIS has been
used to inform a policy decision. What important lessons can we learn from your
example? (If you do not have a personal example, research one from a
newspaper or a technology-based or government magazine.) Do not use an
example already posted by a colleague.
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News article:
E-reserves:
Weitzman, Beth, Diana Silver and Caitlyn Brazill. 2006. Efforts to
Improve Public Policy and Programs through Data Practice:
Experiences in 15 Distressed American Cities. Public Administration
Review (May/June): 386-399.
News articles:
http://www.miamiherald.com/news/miami-
dade/communities/south/story/1031389.html
E-reserves:
A Little Sunshine:
http://www.governing.com/archive/2007/jul/open.txt
Neal, Scott. 2005. What about those Blogs? Public Management 87(5): 18-21.
Case Study Draft. Send your Case Study draft to the two students whose
last names follow yours alphabetically. Be sure to use WebCT private mail
to send your case study directly to these individuals.
Case Study Critique. Send your critiques directly to the authors of the
case studies you received; use the WebCT private mail to send your
critiques directly to the authors. Begin your revisions based on the
critiques you receive. Do not copy me on your critiques, but please let me
know if you do not receive your two critiques on your work by midnight on
Sunday.
YouTube video:
The Future of Collaborative Government Note: Be sure to include a
summary of this short video in your Journal.
http://www.youtube.com/watch?v=Yjqjq3u1Ld8
Case Study Report DUE. Submit your REVISED case study via WebCT.
Please refer to the Case Study section of this Syllabus for other
submission details.