Urban Policy and Administration Master Degree ProgramPolitical Science Department

Brooklyn College

POLS 7400X: Public AdministrationFall 2012

Thursdays 07:40-09:20PMBrooklyn College Graduate Center for Worker Education

25 Broadway, 7th Floor, Room 7-13

Preliminary Syllabus

Instructor: Noah A. Franklin, MPA.Email: NFranklin@brooklyn.cuny.eduPhone Number: 718-781-6914Department Telephone Number (for messages): 718-951-5306Office Hours: After class or by appointment (email me)

I. COURSE DESCRIPTION

This course will consist of lectures, class discussions, written assignments and group projects/ activities dealing with two distinct, but related topics: public administration and labor relations. The first half of the course work will focus on public administration, and the latter half will deal with labor relations. Thorough preparation for and participation in each class session is expected. During many class sessions, students will be required to apply what they have learned in an exercise that will be given during class. These exercises will provide the student with a hands-on experience that will reinforce the subject material. As a result, attendance to each class is crucial.

This syllabus is an outline of the course. Notification will be provided for any required changes. This course is intended to be educational and enjoyable. You are encouraged to ask questions and to participate in class discussions. This will help you to get the most out of the valuable time you are investing in the course.

Public Administration

Many people often become frustrated over the perception of ineffective and unresponsive public institutions and bureaucrats. Yet, government is meant to be responsive to the will of its citizens. In order to evaluate public policies and institutions, it is necessary to have an appreciation of how public institutions operate and how policies get made and implemented. Public administration is government in action. To understand the context of our modern governance structures and operations, one must study the evolution of public administration in society.

The first half of this course will be an introduction to public bureaucracies and those who study them. Over the first few months, we will examine many of the major writings and analyses on bureaucracy, largely as it operates in the U.S. These writings explain the intellectual traditions and theoretical frames of reference that inform public administration as a field of professional practice and study, as well as current and continuing challenges and controversies. In particular, we will analyze a series of fundamental issues in public administration, including efficiency, effectiveness, representation, participation, accountability, transparency and sovereignty. We will also explore the role of public managers and their relationships with clientele groups, the legislature, the executive, and the public.

We will return to certain themes throughout the first half of the course, and these are the questions that you should continue to ask yourself:

What is public administration and its context today and, if applicable, what role do I see for myself in this field?

Where did American public administration come from and how did it get this way?

Why are administrative agencies created? Why (and when) are they disbanded or replaced?

What public policy issues that impact local governments should I be concerned about?

What role does politics play in the behavior of administrators? What role should politics and economic interests play in the behavior of

administrators? What is happening in public administration and governance today? What do I

need to know about them?

This part of the course will help prepare you to make a difference in the public sector by providing you the foundation and framework for understanding the policy, political, organizational, and operational challenges in public administration. This part will also give you ample opportunity to develop and strengthen your analytical ability through our discussion of real-world matters, evaluation of decision-making on important public issues, understanding of what must be done to achieve goals, and improving your presentation and writing skills.

Labor

Union density in the public sector is nearly 40 percent, and as of 2010, public workers constituted over half of all union members in the U.S. In comparison, private sector union members’ share of the workforce has dramatically declined, reaching about 7 percent. Indeed, the shrinkage of private sector unions has shifted many burdens onto public sector unions.

But public sector unions are facing intense attacks from politicians, advocacy and citizens groups. Likewise, unions are under substantial pressure to adapt to changing industrial

and economic conditions. Despite these challenges, public sector labor unions still play a significant role in representing millions of men and women, especially in New York City and State. Similarly, in a handful of other states, public sector unions continue to represent large numbers of workers.

The objective of this section of the course is to provide students with a general view of public sector labor relations. In specific, we will examine the historical development of labor relations and collective bargaining in the public sector. Students will examine the impact of public employee unions on public personnel administration, specifically the interaction between labor and management.

Significantly, the introductory sessions will examine social science concepts and organizational theories that are designed to analyze the structures, functions, and practices of unions. Topics will include models of union leadership, governance and decision-making, power relations, conflict, and diversity in union membership and leadership. In analyzing how unions are built and sustained, we will explore such factors as motivation, commitment and personality as well as the behavior of individuals and groups in unions.

However, the majority of this course will consist of an analysis of major issues in public sector collective bargaining, including: its history, the legal, economic, and social underpinnings, appropriate bargaining units; the duty to bargain, the scope of bargaining, administration of the collective negotiations agreement, impasse mechanisms, and the relationship(s) between the public employer, the union, the individual employee and the public. We will also address federal, state and local bargaining.

Throughout this section of the course, you will be practicing skills in identifying critical assumptions, methods, and types of evidence in relationship to theoretical and practical arguments made by government employers, unions, employees and the public regarding public sector collective bargaining. This course section will also identify and discuss the economic and political and legal theories and systems relevant to the public sector collective bargaining relationship. You will demonstrate this understanding through your written work and through a mock collective bargaining exercise. Participants will be provided with a practical framework from which public managers can address labor issues within the workplace.

II. STUDENT LEARNING OUTCOMES

Public Administration

Students will discuss the historical evolution of the field of public administration and its major theories.

Students will be able to convey the complexities of the modern administrative state in simple terms through the application of various administrative, organizational and political theories to real-world situations.

Students will learn to assess the meanings of public administration and public service as a professional field of study and practice.

Students will develop an ability understand and analyze the major controversies and issues facing the field.

Students will demonstrate their understanding of the role of politics in administrative life.

Students will seek to determine their own preferences and personal styles and situate themselves within the identity of a public administrator.

Students will participate in substantive discussions about the assigned material.

Students will develop their skills and capacities for professional writing, intellectual reflection, and critical thinking.

Students will deliver presentations, conduct analyses and write papers that are appropriate for a professional setting.

Labor Relations

Students will evaluate the functions of a labor union. Students will understand the evolution of public sector labor relations in the

U.S. Students will identify and understand the concept of union representation

rights. Students will appreciate the basic legal and organizational structures

providing for public sector collective bargaining. Students will identify and understand concepts related to employer and labor

organization obligations under the National Labor Relations Act. Students will comprehend the major components and issues of the collective

bargaining process, from bargaining unit determination through impasse resolution, and to participate in a collective bargaining exercise.

Students will understand how major labor relations’ processes (such as bargaining) are influenced by a variety of factors (legal, economic, demographic, etc.).

Students will be able to relate the laws, policies, procedures, and concepts dealt with in this part of the course to broader issues confronting public administrators.

III. REQUIRED BOOKS

These books are required. You may order them from the Brooklyn College Bookstore.

1) Shafritz, Jay M., and Albert C. Hyde, eds. Classics of Public Administration. Seventh Edition. Wadsworth, 2011. Cited in the course schedule below as Classics.

2) Kearney, Richard C, Labor Relations in the Public Sector. Fourth Edition. CRC Press; 2009. Cited in the course schedule below as Kearney.

In addition, there are several other short readings, which will be posted later in the course on the Blackboard

IV. PRELIMINARY COURSE SCHEDULE

This syllabus may be revised at the discretion of the instructor without the prior notification or consent of the student. The schedule below presents an approximate expectation of course progress. The instructor reserves the right to change the overall course grade weighting. Any changes will be announced in class.

I. Foundations for the Practice of Public Administration and Labor Relations in Today’s Environment- Aug. 30

A. Introduction to course B. Review syllabusC. Group assignmentsD. Course expectations and questions

Self-introductions and small group exercise: Discussion and report out comments/ questions about course expectations and questions below.

What is public administration and its context today and what role do I see for myself in this field?

Discussion of the attributes and strengths of effective public managers including the role of imagination, creativity, tenacity, skills, and techniques in serving the public good.

Is the field of public administration in a crisis of competence and what factors have contributed to public dismay with the work of the public sector?

II. Historical Roots and Key PA Administrative State Developments- Sept. 6

A. Governance Prior to the Identification of Public Administration as a Distinct Field; Late 19th Century and Early 20th Century Reform Politics

1. Classical, Enlightenment Era, and Early Industrial Age Theories / Practices in Europe and America.

2. Reform Politics from the American Centennial Era into the Progressive Era.

B. The 20th Century Era of Big Governments Globally and the Rise of the American Administrative State; 21st Century developments.

3. Timeline of Authoritative American Sources, 1887 – 1959

*Classics, Articles 1 – 21

Think-Group-Contribute Discussion Questions: What were the key historical events in the United States from the 1880s to the 1950s? What factors helped shape the development of the American public administration? Why do scholars so broadly define public administration?

Turn in or email by 9 am the second day of class the two get-acquainted assignments: your biography and your reading recommendation

Log Assignment 1 due

III. Structures of Governments and Other Governance Entities. Professional Roles- Sept. 13

A. Theories and Practices of Bureaucracy in Governments, Religious Organizations, Businesses, etc.

*Classics, Articles 6 & 12 (studied earlier) plus 25, 27, 40, & 53.

B. American Federalism and Intergovernmental Relations.

*Classics, Articles 24 & 51.

Written Assignment 1 due

Agency and Department Report Topic Submitted for Approval

IV. Historical and Contemporary Organization Theories and Practices- Sept. 20

*Classics. Articles 4, 8, 9, 11, 16, & 18 (studied earlier) plus 22 & 48.

Think-Group-Contribute Discussion questions: Given the readings you have been exposed to thus far, how would you define Public Administration, and why did it emerge as a field of study when it did? Why not earlier? Is administration separable from politics? Why is the range of discretion for public administrators a controversial topic? What are the drawbacks of bureaucratic organization? What are the advantages? What alternatives exist? What are the advantages/disadvantages of these alternatives?

V. Human Resources (Human Capital) Management; Public Personnel Administration and Collective Bargaining- Sept. 27

A. Human Resources Theories and Practices in Businesses, Governments, and Non-Profits.

*Classics, Articles 14 & 20 (studied earlier) plus 36, 42, & 49.

Think-Group-Contribute

Practitioner Speaker Series: Government Sector

Agency and Department Report due

VI. Budgeting/ Finance and Decision Making- Oct. 4

A. Government Budget Trends. Review challenging governmental financial and budgetary struggles studied and on-going developments.

*Classics, Articles 5 & 13 (studied earlier) plus 23, 28, 37, & 41.

B. Choices among Goods & Evils; Facing Contradictions; Embracing Paradoxes.

C. Practical Theory: Substantive Rationality and/or Procedural Rationality

*Classics, Article 16 (studied earlier).

D. Policy Analysis Theories:

Classics, Article 21 (studied earlier) plus Articles 26, 30, 39, 44, & 55.

Think-Group-Contribute

Agency and Department Presentations of Report Findings5-minute presentations for agencies or departments

VII. Convergence of Law, Politics & Management in Public Administration- Oct. 11

A. American Frameworks of Public and Private Management

*Classics, Articles 3, 10, & 19 (studied earlier) plus 31, 34, 39, 46, 50, & 54.

Written Assignment 2 due

Agency and Department Presentations of Report Findings5-minute presentations for agencies or departments

VIII. Introduction to Labor and Union Leadership- Oct. 18

A. Theoretical Framework & Overview

1. Development of Civil Service Systems

2. Public/Private Sector Differences

3. Development of Public Sector Bargaining

*Kearney,1

B. Union Administration and Management

Jack Florito, “The State of Unions in the US,” Journal of Labor Research, vXXVII, #1, 2007, pp. 43-68. (Will be posted on Blackboard)

Jack Florito, Paul Jarkley and John T. Delaney, “National Unions as Organizations,” Personnel and Human Resources Management, Volume 20, pages 231- 267 (Will be posted on Blackboard)

Think-Group-Contribute

Log Assignment 2 due

Distribute and review New York City December 20 - 22, 2005, transit strike assignment

IX. The Growth of Unionization in the Public Sector- Oct. 25

A. The Public Policy Debate

* Kearney, 2

Debate: When President Reagan fired the striking air traffic controllers, this was a step forward. He gave public officials a new and needed tool in dealing with public sector unions.

New York City transit strike questions due

X. The Economic and Political Environment- Nov.1

A. The Debate Over the Limitations of Public Sector Collective B. Bargaining and the Appropriateness of the Private Sector Model

Richard B. Freeman, “Unionism Comes To The Public Sector”, Nber Working Paper Series, Working Paper No. 1452, Part III, “The New Setting”

Wellington, Harry H. and Ralph K. Winter Jr. 1971. “The Limits of Collective Bargaining in Public Employment.” In The Unions and the Cities, pp. 12-32. (Washington, DC: The Brookings Institute.)

Debate Discussion: Public service unions have used their excessive political clout to accumulate wages and benefits that have become economically harmful to local and state government. There must be a rebalancing.

XI. Legislative Framework for Bargaining- Nov. 8

A. Federal and State Policies

B. Administration of the Law

* Kearney, 3

Practitioner Speaker Series: Labor Sector

Debate: Resolved collective bargaining rights for local government employees should be repealed in New York State.

Bargaining teams prepare for negotiating sessions (mock bargaining assignment distributed)

XII. Overview of Collective Bargaining in the Public Sector- Nov. 15

A. Representation and Bargaining Structure

1. Determination of Bargaining Units

2. Status of Supervisors and Managers

3. Management Organization for Bargaining

* Kearney, 4

B. The Bargaining Process

1. Public and Private Sector Differences

2. Process and Politics of Bargaining

* Kearney, 5

C. The Scope of Bargaining

1. Public Sector Human Resources and Industrial Relations

2. The Duty to Bargain

3. Limitations on Scope

Donovan, Ronald, Administering the Taylor Law: Public Employee Relations in New York, (ILR Press: 1990), Ch. 8, “Regulating the Bargaining Process” pp. 177- 192

D. Bargaining Outcomes

1.Wage Effects, Comparability, Benefits,

2. Pay Equity and Productivity

3. Impact on Management

* Kearney, 6 & 7

Collective bargaining exercise

XIII. Industrial Conflict and Dispute Resolution- Nov. 29

A. Impasse and Public Sector Strikes - PATCO

B. Strike Alternatives

* Kearney, 8

Conclude collective bargaining exercise

XIV. The Future of Public Sector Collective Bargaining- Dec. 6

A. Privatization

* Kearney, 11

B. Union Security

1. Challenges to the Agency Fee

Donovan, Ronald, Administering the Taylor Law: Public Employee Relations in New York, (ILR Press: 1990), Ch. 8, “Regulating the Bargaining Process” pp. 192-196

Debate: Privatizing public services makes unions more competitive, helps drive down costs and makes governments more accountable to the public.

Submit Collective Bargaining Report

XV. Class Review and Final Exam Overview ( Take Home Final distributed)- Dec. 13

Final Log due

XVI. Scheduled Final Exam Period ( Take Home Final Exam due)- Dec. 20

I. WRITTEN ASSIGNMENTS AND EXERCISES

You will have the opportunity to revise and resubmit essays or other assignments with permission from your instructor.

Getting Started: two brief assignments to get acquainted:1. One biographical essay to be emailed to me at NFranklin@brooklyn.cuny.edu or

turned in on the second day of class. Your essay need not exceed three pages double-spaced and should answer two key questions: What has been your career path that brought you to the Brooklyn College

Urban Policy and Administration Master Degree Program and describe your current occupation and responsibilities;

What are the areas of your greatest interest and passion and where would you like to grow and learn more?

2. Please also include in the same email before the second day of class the name of a book that you found significant in your life, professionally or personally. Give the name, author of the book and a paragraph or two of why it was significant. We would like to share this “suggested reading list” from each student with the rest of the class. (Please feel free to throw in a good movie title, too, if you have seen something that you highly recommend to your colleagues.)

Log Exercises (10%)

Please try to respond to all components of each assignment within two pages double-spaced (the final log should be approximately five pages and will be weighted more heavily in the grade for the logs). Entries will be graded according to whether the student addresses each component of the questions, and submits the paper on time (a half-grade will be deducted for each of the following time periods (or their equivalent): from

9:00a.m. – noon, noon-3:00p.m., 3:00-6:00p.m., no credit beyond 6:00 p.m. the day of class). This log is 10% of your final grade.

1. What is public administration? What’s the attraction to public service as a career? If you are interested in this field as a career, use your own experience. Due no later than Wednesday, September 6 by noon on Blackboard.

2. Why are labor unions needed? How would describe what role that labor unions play in influencing government public policy? Could see yourself working in the labor movement? And if not, why? Due no later than Wednesday, October 18 by noon on Blackboard.

3. What does public service and workers’ rights mean to you? What role do you see yourself playing in the future in public service or representing the rights of workers? How will you measure your success? What did you learn from your team discussions about your own viewpoints? This final log assignment should be approximately five pages. Due no later than noon December 13 on Blackboard.

Think-Group-Contribute:

This course is student-driven in many ways: Almost all of the classes will include what we will call “Think, Group, and Contribute.” For these exercises, I will give you questions based on the week’s readings. You are to spend a few minutes thinking of how you would address that question. This will be followed by several minutes of discussion among your assigned groups. Finally, the groups will share the conclusion of their own discussions in a class-wide dialogue. Note that overall course participation counts for 15% of the final grade (10% within-groups grade; 5% individual participation).

Writing Assignment One (5%)

Within the first three weeks, students will be expected to submit a research paper (2-3 pages) that examines a theory of public administration. It should include background information, a summary of the key points of contention, and an analysis of the competing values and viewpoints represented in the controversy. This paper is due on September 13th. This paper will be worth 5%.

Writing Assignment Two (5%)

On October 3rd, Barack Obama and Mitt Romney will have a live presidential debate from 9:00-10:30 p.m. on Domestic Policy issues. In this debate, candidates will sketch their vision for the country‐the goals they hopes to achieve during their term in office, the major programs and initiatives they intends to enact and any significant changes they plans to make in the administration of the federal government. Your assignment is to write an (2‐3 pages) analysis of Barack Obama or Mitt Romney’s comments on their priorities regarding programs or initiatives that would impact government operations.

You must select one candidate. This paper is due on October 11th. This paper will be worth 5%.

Your commentary must answer the following questions:1. Based on their statements, what will be the top three priorities of your candidate’s administration?2. Will your candidate’s priorities be implemented through new programs or new regulations or new agencies or restructuring of existing agencies or other means?4. What are the basic components of your selected candidate’s new programs or new regulations? How will it be funded? 5. Is your initial assessment of your candidate’s plans for administering the federal government positive or negative? Give a reason for your position.

Agency Report (20%): Due September 27th, 2012

A report on an overview of an agency, bureau, or department, including the organization’s mission, clientele, and budget. The report must also examine the applicability of one or more of the issues or approaches discussed in class to the agency selected for analysis. The report should be approximately 10 double-spaced pages (15%). A five-minute presentation of the findings will also be required (5%). Your topic must be submitted for approval no later than September 13.

Questions What are the mission, goals, and values of your agency or department? What

kinds of programs and policies are implemented by this agency? What is the budget of the agency? What percentage of the federal budget is

consumed by this agency? Who are the main users or clients of the agency? Who are the other potential

stakeholders in the organization? What are the history, notable successes and failures of this organization? What would be the impact on its stakeholders and clients if this agency were to be

eliminated? Do you think this agency should be eliminated in the upcoming fiscal restraint measures?

Debates (5%)

An in-class debate between two teams on a specific issue (see the course outline for specific weeks and topics). For each debate, one team will be assigned to argue the affirmative case and one side will argue the negative. The debate will follow this structure:

Affirmative opening (5 minutes) Negative opening (5 minutes) Affirmative rebuttal (5 minutes) (by the team member who did not present the opening) Negative rebuttal (5 minutes) (by the team member who did not present the opening) Class questions and discussion

Prior to the debate, each team must hand in a 1-2 page argument sheet that outlines your major arguments and the facts supporting each argument. This sheet should also outline the anticipated major arguments of the other side and your rebuttal.

Collective Bargaining Exercise/Report (20%)

a. Collective Bargaining Exercise – November 8,15, and 29. A collective bargaining simulation in which small groups of union and management teams negotiate the terms of a new collective bargaining agreement. Students will participate in a negotiation session after being assigned to either the labor or the management teams. Each student will participate in the mock collective bargaining exercise. Students will be responsible for selecting a lead negotiator, preparing proposed contract language and participating either directly or indirectly in the negotiation process. Relevant information will be provided before the exercise. Teams will prepare proposals based on materials in provided to them by the instructor. Results of the negotiations - all proposals submitted on each major contract issue, the final offer or language upon which parties reached agreement, bargaining notes, and other data - will be provided by each team to the instructor in a three-ring notebook.

An initial bargaining session must take place no later than November 15. Before this meeting, each team must construct a negotiation plan. Each negotiation plan should include a bargaining agenda, which contains the teams’ threat point (i.e., the minimum [maximum] acceptable contract changes the union [government] would accept without a strike) and also what the team reasonably hopes to settle for. Both economic and non-economic items should be included in the agenda. Costs should be estimated for the economic items in the packages. These bargaining agendas are not binding during negotiations, but are used to facilitate preparation. Each team must submit their negotiation plan to the Instructor by November 15. The strike deadline is 11:59 p.m. on November 29. Any pair of groups that does not complete an agreement by 48 hours before the deadline must seek mediation from the Instructor. Failure to mediate and/or failure to reach agreement by the strike deadline will result in a grade of C for the exercise for both teams.

Each team will be expected to rotate responsibilities among its members during the course of this exercise. Although bargaining sessions will take place during class, students will be required to prepare for bargaining outside of class. Students shall keep a journal of their collective bargaining experiences to be turned in at the close of the bargaining exercises. Students will be graded on their participation in the exercise.

b. Collective Bargaining Report - due December 6. Submit a report at least 4 pages in length regarding your role in the bargaining exercise and what you learned from your involvement. The report should address both the substance and process of the bargaining with a focus on how the public nature of the employer has influenced the bargaining positions and strategies. Note: this is NOT to be merely a recitation of what happened during the exercise but rather your insights and

observations regarding the dynamics of collective bargaining as you experienced it. The mock bargaining exercise, together with the completed journal report will account for 20% of the final grade.

The Final Exam (20%)

The final exam is worth 20% of the final grade. The final exam will be cumulative and will cover all of the material from the course, including the readings, class discussions, cases, and lectures. It will be a take-home exam with essay questions. They will require a critical and thoughtful analysis of the issues and ideas involved in the course. Some insight will be required in order to do well. There will be no make-ups for the final exam, and late submissions will NOT be accepted.

The final exam will be a series of essay questions that are based, in part, from the questions you will have already addressed through team and individual work. Each essay should be approximately 10-15 pages, double-spaced.

20% for good writing, including correct spelling and grammar and citing references properly (I like Chicago style) 20% for answering the questions asked 20% for incorporating readings from the course 20% for incorporating lecture materials and discussions 20% for thoughtfulness, critical analysis, and insight

Students are welcome to discuss the questions with classmates or other individuals for the exam in order to more fully understand and synthesize the course material. However, the essays must be your own work

II. GRADING AND COURSE REQUIRENENTS

A. GRADING

The instructor reserves the right to change the overall course grade weighting. Any changes will be announced in class.

Method of Evaluation:

5% Debates (2)15% Participation, (10% within-discussion groups grade; 5% individual participation)10% Log Exercises (3)10% Short Writing Assignments (2)20% Agency Report and Presentation 20% Collective Bargaining Exercise and Report20% Final Exam

The deadline for submitting course requirements is the due date specified on the syllabus. Assignments submitted after the deadline will be accepted but will be penalized one letter grade (10%) except in cases of serious personal illness or injury or other unusual circumstances discussed with the instructor in advance. Except for bona fide emergencies or unusual circumstances requiring arrangements mutually agreed upon between the student and instructor in advance of the due date, no assignment will be accepted for evaluation once evaluated assignments have been returned to the class. In addition, there will be no extra credit opportunities will be available.

Grading will be done by percentiles. The final grade is determined by a summation of results from the course assignments and final exam. The letter grades correspond to the below summations:

100-97 A+96-93 A92-90 A-89-87 B+86-83 B82-80 B-79-70 C69-60 DBelow 60 is an F

Essays for this course will generally be marked as follows:

20% for good writing, including correct spelling and grammar and citing references properly (I like Chicago style) 20% for answering the questions asked 20% for incorporating readings from the course 20% for incorporating lecture materials and discussions 20% for thoughtfulness, critical analysis, and insight

B. CLASS PARTICIPATION AND ATTENDANCE

Our common objective in this class is to increase your understanding of the nature and relevance of public administration and labor relations through participation and involvement. Attendance in general, and participation in class discussions specifically, are important components of the learning process in this course. Please read the appropriate materials before class and bring those materials with you to class for discussion. It is important to bring the textbook to class each meeting.

Classroom Expectations: Professors and students are expected to behave professionally at all times. The professors will respect the students, and each student is expected to be respectful of the professors and their fellow students. Professional behavior includes, but is not limited to, the following:

Attendance:Student learning is enhanced by regular attendance and participation in class discussions. The evaluation of your grade will be based in part (15%) by your class participation. If you are not in class, you can’t participate. The instructor understands that some absences may be unavoidable. (Medical and family emergencies, of course, do not count as an absence from a class session. Please let me know if such an emergency occurs so I will not count it as an absence). In this situation, the student should notify the instructor of the absence and proper consideration may be granted. I will expect you to show up on time, as I will begin each session at 7:20pm.

Participation:Your participation is a vital component of the class and will be assessed in terms of active and meaningful involvement in class discussions and group activities. Note that participation is not merely class attendance. Although I will not be formally recording your attendance at every lecture, I do take notice of participation in our class discussions. If you are unable to attend a class, it is your responsibility to obtain any notes from your colleagues and communicate with your team members for group assignments outside of class.

To attain a grade of 'A' on class participation, you must attend all fifteen regular class sessions in their entirety, and consistently be a central contributor to the discussions, exercises, demonstrating in your comments a careful consideration of the readings. Missing one or more sessions, being disengaged in class, or coming to class late or without having done the readings will adversely affect your participation grade

Honesty: Do your own work. Plagiarizing from other students, books and journals, the internet, and other sources is a serious offense and is not acceptable. Be sure to fully cite your work. Make honest contributions to your group projects (do not be a free rider).

Preparation: Come to class prepared to listen, learn, and participate. Attend group meetings prepared to make full contributions and to help other group members make valuable contributions.

Politeness: Ask questions and contribute to class discussions in a positive, inclusive, and respectful manner. Respond to dissenting views with respect and reason. Respect your classmates and your group members.

Attentiveness: Turn off and do not answer your cell phone. Texting, emailing, phoning are to be done during breaks and not during class. Laptop computers are welcome for class-related purposes such as note taking. Other activities are inappropriate and exhibit disrespect

towards the instructors and other students. Limit individual conversations, eating, and other distractions to break times. Focus on the tasks at hand during group meetings.

Timeliness: Complete assignments on time. Be on time for group meetings and for class. Unforeseen events occur and students have multiple demands on their time. If you must arrive late or leave early, do so without walking in front of any speakers. Provide advance notice to the instructors whenever possible. Reserve the seats by the door for those who must arrive late or leave early

C. PRACTITIONER SPEAKER SERIES

5. Practitioner Speaker Series

The purpose of the Practitioner Speaker Series is pedagogical and part of required class time. These are not recruitment talks, nor do they address any one specific organization (including the speakers’ employers). Rather, invited speakers are asked to talk about what careers in their sector (Government, or Labor) look like generally and to give insight how some of the course topics play out the real world.

The practitioner speaker series is integrated into the course schedule and does not require additional reading or time outside of class. For each session, 20 minutes are reserved at the end of class. For those speakers and students who may be interested, once formal class time has ended, the conversation can continue and become more specific to a speaker’s organization.

The tentative dates and corresponding class sessions are as follows:

• September 27- The Roles of the Administrator/Practitioner speaker series: Government • November 8- The Perspective of a Union Official/ Practitioner speaker series: Labor

D. BLACKBOARD

You must have access to the class Blackboard site. Announcements, class related documents (readings, discussion questions, class

handouts, etc.) might be posted there. Your account must be activated to access Blackboard.

Some class announcements may also be distributed via e-mail. Thus, it is important that you actively use your Brooklyn College e-mail account, or have appropriate forwarding set up on your Brooklyn College e-mail.

You will need Adobe Acrobat Reader in order to view and print some of the materials on Blackboard. If you do not already have this (free) software installed on your computer, go to adobe.com/products and follow the download instructions.

III. COURSE INSTRUCTOR

Noah A. Franklin is the teacher for this class. He is the Senior Policy Analyst at the Federation for Protestant Welfare Agencies. He has twelve years experience leading research, analysis and advocacy efforts on complicated policy issues for elected officials, non-profit and labor union organizations: the Bronx Borough President, the City Council Speaker, a City Council Member, the Committee for Hispanic Children and Families, the Federation for Protestant Welfare Agencies, and UNITE HERE. Most recently, he worked as the Senior Policy Analyst for the Committee for Hispanic Children and Families, an organization focused on the issues of child welfare, early care, education, juvenile justice, and the well being of Latino children. Previous to this position, Mr. Franklin served as the Director of Policy for Bronx Borough President Adolfo Carrion; the Chief of Staff for Council Member G. Oliver Koppell; and the Political Analyst for UNITE HERE, Local 355. Mr. Franklin has a Master of Public Administration from American University with a concentration in Urban Affairs, where he was the recipient of the Dean’s Daniel M. Berman Award, and was honored with the Artemas Ward Fellowship. In addition, he holds a Bachelor Degree in Spanish from San Francisco State University.

You may phone Noah Franklin at 718-781-6914 or email NFranklin@brooklyn.cuny.edu. During class days, meetings may be arranged after class.

*******University's policy on Academic Integrity:

The faculty and administration of Brooklyn College support an environment free from cheating and plagiarism. Each student is responsible for being aware of what constitutes cheating and plagiarism and for avoiding both. The complete text of the CUNY Academic Integrity Policy and the Brooklyn College procedure for implementing that policy can be found at this site: http://www.brooklyn.cuny.edu/bc/policies.

*******Student Disability Services:

In order to receive disability-related academic accommodations students must first be registered with the Center for Student Disability Services. Students who have a documented disability or suspect they may have a disability are invited to set up an appointment with the Director of the Center for Student Disability Services, Ms. Valerie Stewart-Lovell at 718-951-5538. If you have already registered with the Center for Student Disability Services please provide your professor with the course accommodation form and discuss your specific accommodation with him/her.

*******Policy on incomplete grades (INC):

"A grade of INC may be given at the discretion of the instructor when the student has satisfactorily completed most, but not all, course requirements and the student provides to the instructor evidence documenting the extenuating circumstances that prevent the

completion of course requirements before the end of the semester. All work must be completed within a period to be set by the instructor but not to exceed a period specified in the academic calendar, starting from the end of the term in which the course was taken. The date for this conversion from INC to FIN, depending on when the course was taken, appears in the academic calendar. If the student fails to complete the work by this deadline, the grade will be changed to FIN (equivalent to an F). Students who have officially withdrawn from the college and have INC grades may be exempted from the above limitations."

*******Nonattendance because of religious beliefs

The New York State Education Law provides that no student shall be expelled or refused admission to an institution of higher education because he or she is unable to attend classes or participate in examinations or study or work requirements on any particular day or days because of religious beliefs. Students who are unable to attend classes on a particular day or days because of religious beliefs will be excused from any examination or study or work requirements. Faculty must make good-faith efforts to provide students absent from class because of religious beliefs equivalent opportunities to make up the work missed; no additional fees may be charged for this consideration.

If classes, examinations, or study or work requirements occur on Friday after 4 p.m. or on Saturday, similar or makeup classes, examinations, or study or work requirements will be made available on other days, where possible and practical. The faculty and the administration will not allow any adverse or prejudicial effects to accrue to students availing themselves of this regulation. If students have complaints about the application of this policy, they are entitled to bring action or a proceeding for enforcement of their rights in the Supreme Court of Kings County.