PPOL G 716 - Syllabus

ProSeminar


Updated: Sept. 8, 2014 Page 1


Instructor Information

Christine Thurlow Brenner, PhD

Email: Christine.brenner@umb.edu
Phone (W): 617-287-6977
Office Location: McCormack Hall 3-425
Office Hours: By appointment
Throughout the semester, I will communicate with you via your UMB email account. You may have e-mail
redirected from your official UMass Boston address to another e-mail address at your own risk. The
University will not be responsible for the handling of e-mail by outside vendors or by departmental servers.
Course Information

Course Title: ProSeminar for Doctoral Students
Credits: 3
Online yes
Course Description: This course is designed to help students navigate their first year in the PhD program
in public policy and introduce them to the professional world of scholarship in public policy. We will work to
build a supportive community that helps all of us grow as public policy researchers. Students are
encouraged to participate actively in this seminar and to raise issues and suggest topics that address their
interests as they develop through the semester.

Context: This is a required course in the doctoral program in public policy. The course introduces
professional scholarship and helps to build a supportive community of fellow scholars.

Prerequisites: None

Prerequisite Skills: None

Course Objectives: By fully participating in this course, you should be able to:
1. Evaluate academic journal articles using established professional criteria.
2. Understand the importance of building a network of scholars who share your research interests.

Core Competencies:
Required Assignments:
1. RefWorks data base assignment: Enter 7 articles into RefWorks that reflect your research interests.
2. Article critique: Read one of the articles you selected for entry into RefWorks using the reading
guide provided on p. 24-5 in Evaluating Research Articles. Reading research articles (but not from
start to finish). Prepare a 1 page article summary based on the questions in Box 1.2, Essential
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Features of a Critique. Come to class prepared to share the research question, key findings and
generalizability of the article (5 minutes per person).
3. Professional Development Seminars: Students will attend three research seminars sponsored by
the Department of Public Policy and Public Affairs and two MGS or campus-wide research talks.
Students will submit a 2-3 page critique of each research talk.
4. Final reflection paper:


Course Rubric:

Assignment/Deliverable Number Grade %
1. Ref Works training and database
assignment
1 10%
2. Research article critique 1 10%
3. Research seminar critiques 5 50%
4. Final reflection paper 1 10%
5. Participation (as defined above) 20%

Course Policies:

Class attendance is critical to success in this course. Participation includes completing all required reading
and writing assignments prior to class, thoughtfully participating in discussions, and taking responsibility for
helping create a positive learning environment by arriving promptly, listening respectfully, and participating
constructively.

All students are expected to engage actively in classroom discussion. Students are expected to come to
class fully prepared by having completed the assigned course readings.

Religious Observations. Any student who is unable, because of religious beliefs, to participate in an exam,
assignment or any other course requirement on a particular day will be provided with an opportunity to
make up the requirement without penalty. If religious observance will prevent meeting a course
requirement on a particular day, please meet with the instructor as soon as possible to identify reason
reasonable alternative arrangements.

It is University policy to excuse without penalty students who are absent from class because of religious
observances, and to allow the make-up work missed because of such absence. Please inform the professor
if you will be missing class due to a conflict with a religious observation of your faith.

Grading

Grading: Grade type for the course is a whole or partial letter grade. (Please see table below)
Note: the lowest passing grade for a graduate student is a C. Grades lower than a C
that are submitted by faculty will automatically be recorded as an F.
Please see the Graduate Catalog for more detailed information on the Universitys grading
policy.
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ProSeminar


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Grading Policy

Letter
Grade
Percentage
Quality
Points
A 93-100% 4.00
A- 90-92% 3.75
B+ 87-89% 3.25
B 83-86% 3.00
B- 80-82% 2.75
C+ 77-79% 2.25
C 73-76% 2.00
F 0-72% 0.0
INC
A grade of Incomplete (INC) is not automatically awarded when a student fails to
complete a course. Incompletes are given at the discretion of the instructor. They
are awarded when satisfactory work has been accomplished in the majority of the
course work, but the student is unable to complete course requirements as a
result of circumstances beyond his/her control. The student must negotiate with
and receive the approval of the course instructor in order to receive a grade of
incomplete
N/A
IF Received for failure to comply with contracted completion terms. N/A
W Received if withdrawal occurs before the withdrawal deadline. N/A
AU Audit (only permitted on space-available basis) N/A
NA
Not Attending (student appeared on roster, but never attended class. Student is
still responsible for tuition and fee charges unless withdrawal form is submitted
before deadline. NA has no effect on cumulative GPA.)
N/A

Required Text(s): Add ISBNs check editions

Bardach, Eugene. 2012. A Practical Guide for Policy Analysis: The Eightfold Path to More Effective Problem
Solving, 4th Edition. Washington, D.C.: CQ Press. ISBN: 978-1-60871-842-9
Boice, Robert. 1996. Procrastination and Blocking: A Novel, Practical Approach. Westport, CT: Praeger
Publishers/Greenwood Publishing Group, Inc.
This is available as an e-book through the University of Massachusetts Boston library.
Girden, Ellen R. and Robert Kabacoff. 2011. Evaluating Research Articles from Start to Finish. SAGE
Publications. ISBN: 978-1-4129-7446-2
Optional text:
Roberts, Carol M. 2010. The Dissertation Journey: A Practical and Comprehensive Guide to Planning,
Writing, and Defending Your Dissertation. SAGE Publications. ISBN-13: 978-1412977982


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Course Schedule
Date MONDAY September 8
Core Topic(s): Week 1: Introduction to Doctoral Study

Learning
Objectives:
Discuss what makes doctoral course work different from masters and
bachelaureate studies.
Class Activities

Introductions
Debrief first week of classes
Lecture and discussion introducing doctoral studies.
Assignment(s):




Due Date:
Prepare to discuss why you decided to come to this program, what do you hope to
gain from it, and what do you think you, at this point in time, you will do upon
graduation.

Register for RefWorks Training http://www.umb.edu/training Upcoming workshops,
library services choose either Sept. 25 OR Oct. 1
Week 2

Date MONDAY September 15
Core Topic(s): Week 2: Why a public policy doctorate at UMass Boston?
Learning
Objectives:
Explore reasons for selecting public policy doctorate
Debrief first week of classes
Reading
Assignment
None
Class Activities

Individual student presentations.
Group discussion
Assignment(s):
Due Date:
Read Bardach. Outline the 8 fold problem solving pathway Bardach discusses and use
this outline to take notes on Sept. 23 research talk.

************* **********TUESDAY, September 23********************************************
Core Topic(s): Week 3: Introduction to Academic Research
Learning
Objectives:
Identify key academic concepts in research presentation.
Reading
Assignment
None
Class Activities

Attend Public Policy Research Seminar Christian Weller
Take notes based on Bardachs problem solving path.
Assignment(s):
Due Date:
Research talk critique
Sept. 29

********** THURSDAY, September 25 OR WEDNESDAY, Oct. 1 **********************************
Core Topic(s): ALSO Week 3: Building a Personal Database of Academic Resources
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Learning
Objectives:
Create personal database of articles related to a personal research interest
Reading
Assignment
None
Class Activities

Attend Your Citations in RefWorks training,
Thursday, Sept. 25, 12:30-1:30pm OR Wednesday, Oct. 1, 5:30-6:30pm
Healy Library, 4th floor
Assignment(s):
Due Date:
Enter information on 7 peer-reviewed journal articles on a topic of your choosing into
RefWorks. Turn in printout from RefWorks Sept. 29


Date MONDAY September 29
Core Topic(s): Week 4: Evaluating Research Articles

Learning
Objectives:
Identify research questions and key findings
Determine criteria for generalizable research results

Reading
Assignment
Chapter 1 Girden & Kabacoff
Class Activities

Discuss how to approach reading research.
Develop method for organizing readings from classes.

Assignment(s):
Due Date:
Read one of the articles you selected for entry into RefWorks using the reading guide
provided on p. 24-5 in Evaluating Research Articles. Reading research articles (but
not from start to finish). Prepare a 1 page article summary based on the questions in
Box 1.2, Essential Features of a Critique. Come to class prepared to share the
research question, key findings and generalizability of the article (5 minutes per
person). Due: October 6

Date MONDAY October 6
Core Topic(s): Week 5: Presenting Research Findings
Learning
Objectives:
Develop public presentation skills.
Learn to respond to public questions and critiques.
Reading
Assignment

Class Activities

Students will present their research findings to the class (5 minutes each).
Peer evaluation of presentations
Assignment(s):
Due Date:
None

October 13 COLUMBUS DAY HOLIDAY

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************** TUESDAY October 20********************************************************
Core Topic(s): Week 6: Departmental Research Seminar
Learning
Objectives:
Identify the value of community-based action research.
Reading
Assignment
None
Class Activities

Attend departmental research seminar presented by 2013-14 Practicum class.
Assignment(s):
Due Date:
Write a reflective essay on the value of community-based research. Consider whether
this type of research might have value for your research interest.
Oct. 27

Date MONDAY October 27
Core Topic(s): Week 7: Internships as a part of Doctoral Study
Learning
Objectives:
Explore value of internship as part of doctoral program.
Reading
Assignment
None
Class Activities

Ana Maria Sanchez, Merritt Hughes and Ryan Whalen will discuss their internship
experiences.
Q&A about internships for doctoral credit.


Date MONDAY November 3
Core Topic(s): Week 8: Writing Workshop
Guest: Cheryl Nixon, English Department

Learning
Objectives:
Explore writing strategies
Access services on campus
Reading
Assignment
Pauline Lippman article.
Class Activities

TBA
Assignment(s):






Due Date:
Please come prepared to talk about your research interests. We will help you
think about what courses and what faculty (in the department and across the
campus) might support you in this research, and what you can be doing to
clarify your interests as they develop (write papers in courses, talk with
experts in the field, etc.). Students can also be thinking about professional
research conferences they might like to attend as well as opportunities to
publish their research prior to the dissertation.
Nov. 10


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Date MONDAY November 10
Core Topic(s): Week 9: Insights from Faculty and Practitioners

Learning
Objectives:
Reflect on the experiences of others who have received their doctorates.
Consider the differences between academic and other career choices.
Understand the academic publication pipeline
Reading
Assignment
Adams, William C., Donna Lind Infeld, Laura F. Minnichelli, and
Michael W. Ruddell. 2014. Policy journal trends and tensions: JPAM and JPS.
Policy Studies Journal. 42 (S1): S118-S137.
Class Activities

Q&A with presenters
Assignment(s):
Due Date:
None

***************TUESDAY, November 18*****************************************************
Core Topic(s): Week 10: Departmental Research Seminar
Speaker: TBA
Learning
Objectives:

Reading
Assignment
None
Class Activities

Attend research talk.
Assignment(s):


Due Date:
Students should be prepared to discuss how they see their research influencing their
own advocacy and also how their own personal and political values influence their
research interests. How can the two be integrated?
November 24

Date MONDAY November 24
Core Topic(s): Week 11: Research and Advocacy
Guest: Ann Bookman

Learning
Objectives:
Discover the relationship between research and advocacy.
Explore the potential ways to integrate scholarship and advocacy
Reading
Assignment
Bruschke, Jon. 2012. Argument and evidence evaluation: A call for scholars to engage
in contemporary public debates. Argumentation and Advocacy. 49: 59-75.
Hindman, Matthew Dean. 2011. Rethinking intersectionality: Towards an
understanding of discursive marginalization. New Political Science 33 (2): 189-210.
Huckaby, M. Francine. 2008. Making use of Foucault in a study of specific parrhesiastic
scholars. Educational philosophy and theory. 40 96): 770-788.
Neitz, Mary Jo. 2014. Doing advocacy from a feminist viewpoint. Religion 44 (2): 259-
275.
Class Activities

Discuss difference between scholarship and advocacy. How can the two work
in harmony? What are the potential conflicts?
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Assignment(s):

Due Date:
Students will be asked to write a short memo reflecting on their values in
relationship to their pursuit of the PhD.
December 1


Date MONDAY December 1
Core Topic(s): Week 12: Building relationships with faculty
Guests: 2
nd
& 3
rd
year doctoral students
Learning
Objectives:
Determine criteria for selecting an effective faculty advisor

Reading
Assignment
Choosing an Advisor from Chronicle of Higher Education 7.21.14
Class Activities

We will discuss various issues including: finding an advisor; working as a graduate
assistant and teaching fellow; approaching faculty in the department, across the
campus and beyond; and starting to think now about your dissertation committee.


Methods of Instruction

Seminar discussion.
Research presentations.

Accommodations

The University of Massachusetts Boston is committed to providing reasonable academic accommodations
for all students with disabilities. This syllabus is available in alternate format upon request. If you have a
disability and feel you will need accommodations in this course, please contact the Ross Center for
Disability Services, Campus Center, Upper Level, Room 211 at 617.287.7430.
http://www.umb.edu/academics/vpass/disability/ After registration with the Ross Center, a student should
present and discuss the accommodations with the professor. Although a student can request
accommodations at any time, we recommend that students inform the professor of the need for
accommodations by the end of the Drop/Add period to ensure that accommodations are available for the
entirety of the course.

Academic Integrity and the Code of Student Conduct

Code of Conduct and Academic Integrity
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It is the expressed policy of the University that every aspect of academic life--not only formal coursework
situations, but all relationships and interactions connected to the educational process--shall be conducted
in an absolutely and uncompromisingly honest manner. The University presupposes that any submission of
work for academic credit is the students own and is in compliance with University policies, including its
policies on appropriate citation and plagiarism. These policies are spelled out in the Code of Student
Conduct. Students are required to adhere to the Code of Student Conduct, including requirements for
academic honesty, as delineated in the University of Massachusetts Boston Graduate Catalogue and
relevant program student handbook(s). UMB Code of Student Conduct
You are encouraged to visit and review the UMass website on Correct Citation and Avoiding Plagiarism:
http://umb.libguides.com/citations

Other Pertinent and Important Information

Coursework Difficulties: Please discuss all coursework matters with me sooner than later.

Withdrawing From This Course: Please refer to the written policies and procedures on formal withdrawal
and add/change dates listed in the Graduate Studies Catalog.

Other Instructor Policies
Assignments are due at the beginning of the class period. No late work will be accepted.
In consideration of your fellow students and to maintain an optimal learning environment, cell
phones and beepers must be set on silent while you are in a WIMBA session. Please keep
background noise to a minimum.
I do not give incompletes unless there is a major family or medical emergency. Documentation will
be required.

As outlined by University policy, incomplete grades will be given only in exceptional circumstances, at the
discretion of the faculty member, and upon the request of the student.
1. Faculty is strongly encouraged to design courses so that students are able to complete courses
within the semester in which they are offered. Faculty who propose course requirements that
generally cannot be completed during the semester in which the course is offered are expected to
discuss the rationale for these course requirements with the Graduate Program Director (GPD).
2. When students take an incomplete in a class, they are expected to negotiate a written contract
with the instructor in which a schedule for the completion of the work required for the course is
specified.
Students are accountable to the faculty member to satisfy the terms of the contract.
3. At the end of each semester, the GPD will review student transcripts to identify any students
who have two or more grades of "incomplete." The GPD will notify the students with two or more
grades of "incomplete" that they are to meet with their faculty advisor to develop a plan for the
timely completion of the courses.
A copy of the notification will also be sent to the GPD.
4. Each year, the number of courses with a grade of "incomplete" on student transcripts will be
taken into consideration by the GPD in reviewing student applications for continued assistantship
support.
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5. Consistent with University Graduate Studies policies, grades that remain "incomplete" after one
year will automatically be reassigned as failing grades.

You are advised to retain a copy of this syllabus in your personal files for use when applying for future degrees,
certification, licensure, or transfer of credit.
Bibliography
You should also be familiar with a number of professional web sites related to policy analysis and public
management:
Association for Public Policy Analysis and Management. http://www.appam.org/.
National Association of Schools of Public Affairs and Administration. http://www.naspaa.org/.
American Educational Research Association. www.aera.net
The Chronicle of Higher Education. http://www.chronicle.com.
PhD Talk. http://phdtalk.blogspot.com/2012/06/ten-great-blogs-for-phd-students.html

There are several additional professional associations that public policy scholars belong to such as:
American Economic Association,
Labor and Employment Relations Association
Urban Affairs Association
American Sociology Association
American Political Science Association
American Educational Research Association
Faculty in our department are active in many of these associations, attending annual meetings to present
research, reviewing articles in association journals, etc. Students are encouraged to begin to identify
professional associations in their field(s) of interest and participate in whatever way you feel comfortable.