Course Syllabus: Pad 5003

COURSE SYLLABUS: PAD 5003 Research and Analytic Methods Spring Semester, 2006

Professor: Jody L. Fitzpatrick Office Hours: TF: 11:30-1:00 Phone: (303) 556-5989 e-mail [email protected] ______

Texts: Babbie, E., Halley, F., & Zaino, J. (2003). Adventures in social research: Data analysis using SPSS 11.0/11.5 for Windows (5th edition). Thousand Oaks, CA: Sage. ISBN: 0761987908.

Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd edition). Thousand Oaks, CA: Sage. ISBN: 0761924426.

Course Description: “The most frustrating aspect of public life is the endless hours spent on policy discussions in which the irrelevant issues have not been separated from the relevant, in which ascertainable facts and relationships have not been investigated but are the subject of heated debate, in which consideration of alternatives is impossible because only one proposal has been developed, and, above all, discussions in which nobility of aim is presumed to determine the effectiveness of the program. “ Charles Schultz, former Director of the Bureau of the Budget and Chairman of the Council of Economic Advisers

This course will not, of course, solve all those problems, but it’s a step in that direction. One of the goals of graduate education is to help students become more critical and analytical in their thinking, to be able to separate the relevant from the irrelevant, to seek facts, to examine relationships, and to consider alternatives before charging ahead simply because you believe your aim is noble. I want to teach you to use research effectively to make better decisions. Doing that requires a critical mind, one that is willing to question both tried-and-true procedures and new, innovative ideas. Through research methods, you will learn to test new ideas, to collect information on their validity, and to make better choices. In this course, you will learn to formulate questions or hypotheses and test them using real data bases and SPSS software. You will learn to find relevant research and read it critically considering the framing of its argument, choice of methods, analyses, and conclusions. Finally, you will be involved in carrying out a research study with a small group. You will collect data, analyze it, describe your results, and draw conclusions. In completing these tasks, you will then have begun to learn to be both a consumer and a producer of research, but, more importantly, to be a better questioner and a better decision-maker.

Course Performance Objectives: Upon successful completion of this course, you will be able to: • Recognize when research information can be useful. • Find and critique relevant research literature. • Develop questions or hypotheses which can guide and focus research. • Select suitable approaches, designs, data collection, and sampling strategies for a given study. • Develop selected data collection measures (survey and interview). • Analyze and interpret data to answer specific questions.

Grading My grading standards are based on a norm of expectations for graduate student performance developed over my years of teaching. A grade of “B” means the student has met my general expectations for graduate student performance and demonstrates competence in the subject matter studied. This is the most common grade in most classes I teach. A grade of “A” means that the student has exceeded expectations and demonstrated superior competencies. A grade of “C” indicates the student needs more work to achieve competence in the study area.

Your final grade will be based upon the following work: Homework assignments (3): 60% Research Project: 40%

Ground Rules 1. Policy on Absences: Adult students occasionally have business trips and/or family obligations that require them to miss class. You do not need to notify me when you miss a class; however, it is expected that you will obtain notes and information about class assignments from another student prior to the next class so that you will be prepared after the class you have missed. The lectures, class discussions, and cases are an important part of learning. Therefore, missing too many classes suggests it will not be possible for you to attain the course objectives. Students who miss more than three classes are advised to drop the course or will receive no higher than a C in the course. 2. Papers, exams, and presentations which are not turned in on the due date will be reduced by one-third of a letter grade for each day the product is late. (One-third of a letter grade represents, for example, moving from a B to a B-.) 3. Prior to each class students should have completed all readings and practice problems and come to class prepared to present their work and discuss critical issues. Students who do not participate in an active and informed manner may receive a lower grade though no explicit portion of the grade is delineated for participation. It is simply expected that you will participate effectively. 4. During the course we will read journal articles that use the research methods and/or statistics we are studying. The purpose of these readings is for you to see the methods we are studying in practice in the field of public administration. These articles are available in full-text form on-line through the Auraria Library. (Use “Find It” Schedule:

1/17: Introduction: Statistics and Research Readings: Babbie, Chapters 1-4 Jurkiewicz, C.L. (2000). Generation X and the public employee. Public Personnel Management, 29 (1), 55-70.

1/20 Descriptive Statistics, Graphs and Charts Readings: Babbie, Chapter 5-7 Borins, S. (2000). Loose cannons and rule breakers, or enterprising leaders? Some evidence about innovative public managers. Public Administration Review, 60 (6), 498-507.

1/24 Examining relationships: Chi Square Readings: Babbie, Chapters 8, 11, 15 (through page 310) Light, P. C. (2006). The tides of reform revisited: Patterns in making government work, 1945-2002. Public Administration Review, 66 (1), 6-19. See also Koppell, J. (2006). Exchange: Reform in lieu of change: Tastes great, less filling. Public Administration, 66 (1), 20-23. Homework 1 distributed: Descriptive and bivariate statistics

1/27 Correlation and Regression Readings: Babbie, Chapter 14, 270-302. See Borins article from 1/20 for correlation.

1/31 Multivariate Statistics Reading: Babbie, Chapter 17 Homework 1 is due.

2/3 Developing a Data Base and Critique Articles Readings: Chapter 21 (demo in class) Creswell, pp. 153-161 Moynihan, D.P. (2006). Managing for results in state government: Evaluating a decade of reform. Public Administration Review, 66 (1), 77- 89. Pandey, S.K., & Garnett, J.L. (2006). Exploring public sector communication performance: Testing a model and drawing implications. Public Administration Review, 66 (1), 37-51. Homework 2 distributed: Multivariate statistics and a survey

2/7 Data Collection: Surveys and Interviews Reading: Handouts Fairholm, M.R. (2004). Different perspectives on the practice of leadership. Public Administration Review, 64 (5), 577-590. Little , A. (2004). Crossing the Great Divide: Dilemmas of U.K. voluntary-sector leaders who move into government. Public Administration Review, 64 (5), 618-623.

2/10 Planning a Study: Review of Literature Readings: Creswell, Chapters 1-3 Critique/review previous articles’ theory and review of literature

Homework 2 is due.

2/14 Designing Research: Identifying Purposes Readings: Creswell, Chapters 4-6 Review previous articles for purpose.

2/17 Use of Theory and Models, Terms Reading: Creswell, Chapters 7-8 Review previous articles for theory and models. 2/21 Selecting a Research Design Reading: Creswell, Chapter 9 Howell, W.G., Wolf, P.J., Campbell, D.E., & Peterson, P.E. (2002). School vouchers and academic performance: Results from three randomized field trials. Journal of Policy Analysis and Management, 21 (2), 191-217. Fritsch, E.J., Caeti, T.J., Taylor, R.W. (1999). Gang suppression through saturation patrol, aggressive curfew, and truancy enforcement: A quasi-experimental test of the Dallas Anti-Gang Initiative. Crime & Delinquency, 45 (1), 122-139.

2/24 Selecting a Source and Method for Data Collection Reading: Creswell, Chapter 10 Barzelay, M., & Thompson, F. (2006). Responsibility budgeting at the Air Force Materiel Command. Public Administration Review, 66(1), 127-138. Review previous articles for sample and method of data collection. Homework 3 distributed.

2/28 Sampling and Mixed Methods: Matching Methods to Questions Reading: Creswell, Chapter 11 We will review selected articles previously read during the semester.

3/3 Review Homework 3 due.

3/7 Student presentations

3/10 Student presentations Papers due. COURSE SYLLABUS: PAD 5003/CJ 5320 Information and Analytic Methods Research in Criminal Justice Fall Semester, 2000

Professor: Jody L. Fitzpatrick Office Hours: Tuesday 2-4, Thursday on-line 12-2 Phone: 262-4012 (w) e-mail [email protected] ______

Text: Fox, W. (1998). Social statistics. Third edition. Bellevue, WA: MicroCase Corp. We will also make use of on-line lectures for research methods portions of the course.

Course Description: One of the important goals of graduate education is to help students become more critical thinkers. Research methods and statistics are designed to help you do that. We want to teach you to use research effectively to make better decisions. Doing that requires a critical mind, one that is willing to question both tried-and-true procedures and new, innovative ideas. Through research methods, you will learn to test new ideas, to collect information on their effectiveness, and to make better choices. In this course, you will learn to formulate hypotheses and test them on the computer using real data bases. You will learn to find relevant research and read it critically considering its research design, sampling methods, data collection, statistical analyses, and conclusions. Finally, you will be involved in carrying out a research study as a group. You will collect data, analyze it, describe your results, and draw conclusions. In completing these tasks, you will then have begun to learn to be both a consumer and a producer of research.

Course Performance Objectives: Upon successful completion of this course, you will be able to: • Recognize when research information can be useful. • Find and critique relevant research literature. • Frame research questions which can guide and focus research. • Select appropriate designs, measures, and sampling strategies. • Develop data collection measures. • Analyze and interpret data to answer your questions.

DISABILITY: Students with disabilities are to turn in their disability verification letters within the first two weeks of class. For further information, contact Disability Services, Cragmor Hall 104, 262-3354. Grading My grading standards are based on a norm of expectations for graduate student performance developed over my years of teaching. A final grade of “B” means the student has met my general expectations for graduate student performance and demonstrates competence in the subject matter studied. A grade of “A” means that the student has exceeded expectations and demonstrated superior competencies. A grade of “C” indicates the student needs more work to achieve competence in the study area.

Your final grade will be based upon the following work: Homework assignments (2): 20% Research Project: 50% Article critique: 30%

Ground Rules 1. Policy on Absences: Adult students occasionally have business trips and/or family obligations that require them to miss class. You do not need to notify me when you miss a class; however, it is expected that you will obtain notes and information about class assignments from another student prior to the next class so that you will be prepared after the class you have missed. The lectures, class discussions, and cases are an important part of learning. Therefore, missing too many classes suggests it will not be possible for you to attain the course objectives. Students who miss more than three classes are advised to drop the course or will receive no higher than a C in the course. 2. Papers, exams, and presentations which are not turned in on the due date will be reduced by one-third of a letter grade for each day the product is late. (One-third of a letter grade represents, for example, moving from a B to a B-.) 3. Prior to each class students should have completed all readings and practice problems, and come to class prepared to present their work and discuss critical issues. Students who do not participate in an active and informed manner may receive a lower grade.

Schedule:

8/22 Introduction to Research and Course Getting Started and Introductory Exercise, Using MicroCase Work Values Questionnaire

8/29 Doing statistics, Format of a Research article, Reviewing Literature Reading: Fox, Chapters 1-3 (On all occasions when Fox is assigned, the chapters assigned are to be read in both books.) Jurkiewicz, C. and Brown, R. (1998). Generation X’ers vs. boomers vs. matures: Generational comparisons of public employee motivation. Review of Public Personnel Administration, 18 (4), 19-26. (All journal articles are on reserve in the GSPA office or may be found in the journal in the UCCS library.)

Homework Assignment 1: Literature Review, Logic Model, and Research Questions

9/5 No class – UNIVERSITY HOLIDAY

9/12 Statistical Variability, Logic Models and Hypothesis Development Reading: Fox, Chapter 4 On-line lecture on logic models and hypothesis development

9/19 Cross Tabs, Hypothesis Testing, and Article Critique Reading: Fox, Chapters 5 & 6 On-line lecture on critiquing articles. Fritsch, E.J., Caeti, T.J., & Taylor, R.W. (1999). Gang suppression through saturation patrol, aggressive curfew, and truancy enforcement: A quasi- experimental test of the Dallas Anti-Gang Initiative. Crime & Delinquency, 45, 122-139. Homework Assignment 1 due.

9/26 Sampling, Cross-tabs continued Reading: On-line lecture on sampling Sprott, J.B. (1998). Understanding public opposition to a separate youth justice system. Crime & Delinquency, 44, 399-411. Project activity: Finalize research questions, make plans for data collection Homework Assignment 2 distributed: Descriptive stats. & Chi sq.

10/3 Data collection: Sources and Methods Reading: On-line lecture

10/10 Data collection (cont.): Surveys, interviews, focus groups Reading: On-line lecture, exercises Women and Technology: See survey, interview and focus group reports on-line. Project activity: Finalize data collection plans Homework assignment 2 due.

10/17 Research Designs: Descriptive Designs Reading: On-line lecture Article: Fine, C.R., Reeves, T.Z., & Harney, G.P. (1996). Employee drug testing: Are cities complying with the courts? Public Administration Review, 56, 30-37. 10/24 Research Designs: Causal Designs Reading: On-line lecture Article: Riccio, J.A., & Orenstein, A. (1996). Understanding best practices for operating welfare-to-work programs. Evaluation Review, 20, 3-28. Article critique assignment distributed.

10/31 No Class. Students should work on article critique.

11/7 Research Design: Case Studies Reading: On-line lecture Nalbandian, J. (1999). Facilitating community, enabling democracy: New roles for local government managers. Public Administration Review, 59, 187-197. Article critique due. Project activities: Data collection should be ending

11/14 t-tests and Creating Your Own Data Base Reading: Fox, Chapter 8 and Appendix B. Project assignment: Enter survey data and begin analysis

11/21 Regression Reading: Fox, Chapter 10 Project assignment: Analyze data

11/28 Multiple Regression Reading: Fox, Chapter 12 Davis, R.C., Smith, B.E., & Nickles, L. B. (1998). The deterrent effect of prosecuting domestic violence misdemeanors. Crime & Delinquency, 44, 434-442. Draft of project report due.

12/5 Ethical issues in research and evaluation Reading: ASPA Ethics Code Shadish, W.R., Newman, D.L., Scheirer, M.A., & Wye, C. (eds.) (1995). Guiding Principles for Evaluators. New Directions for Program Evaluation, 66, 3-26.

12/12 Group presentations of research project Final project report due.

Timeline for Study

8/20-9/26 Review literature, identify hypotheses/research questions 9/26-10/10 Arrange for data collection 10/10/-11/7 Data collection 10/31-11/14 Data analysis 11/7-11/28 Draft report 12/5-12/12 Revise report, prepare oral presentation COURSE SYLLABUS: PAD 504 Research and the Uses of Technology Fall Semester, 1996

Professor: Jody L. Fitzpatrick Office Hours: Tuesday 2-4 or by appointment Phone: 593-3202 e-mail [email protected] ______

Text: O’Sullivan, E. & Rassell, G. R. (l995). Research Methods for Public Administrators. White Plains, NY: Longman.

Other readings are on reserve in the library.

Course Description: Public and nonprofit administrators deal with research in many different ways. Applied research studies (program evaluation and policy analysis) provide administrators with information to assist them in determining what policies to pursue, what programs to implement, where funds can be saved, where future needs may occur, etc. Basic research studies help administrators consider how their behavior and their organization’s characteristics may affect their employees, their constituents, and the political process.

Administrators may be involved in conducting research through involvement in requesting and planning such studies or through actual data collection and analysis. Most certainly, they will be involved in research through reading technical reports concerning programs and problems of concern to them. Thus, today a public or nonprofit administrator needs a thorough understanding of the purposes of research and analytic methods, their strengths and weaknesses, their utility and cost so that the administrator can play an effective role in requesting research when needed, directing a research effort to meet information needs, and critically reading and using research to help in policy formulation and implementation.

This course will also introduce students to the uses of technology. We will incorporate technology into our learning through the uses of e-mail and listserves for group discussions, study groups, questions to the instructor, and instructors’ feedback to students. We will make use of the Internet and the Web to find information relevant to our research.

This semester students will have the opportunity to take part in research within the setting of the course. Next semester, portions of this course will be offered through a distance education format. In order to give the students practice at research and the use of technology and to give the instructor some valuable feedback, we will pilot test some of the exercises to be used in the distance education course. At various times, you will serve as subjects in the study and as researchers establishing the design and collecting, analyzing and interpreting data. By taking part in a pilot study and seeing the utility of the results, I hope to show you how you can research in your work settings to better inform you of new policies and programs.

Grading Policy: Homework assignments: 25% Diary: 20% Participation in class and on-line: 25% Final exam: 30%

Schedule: 8/27 Introduction to Research and Course Format

9/10 Critiquing Research/Parts of an Article. Defining the Purpose of Research/Intervention Models Reading: Moore, Chapter 1. Homework: 1. Set up e-mail account. 2. Begin your diary on Moore reading; bring in hard copy. 3. Find a research article and critique each section.

9/17 Review of Literature: Building the Case for a Hypothesis or Research Question Readings: O’Sullivan & Rassell, Chapter 1. Moore, Chapter 4. Homework: See handout.

9/24 Review of Literature and Descriptive Studies Readings: O’Sullivan and Rassell, Chapter 2. Fine, C.R., Reeves, T.Z., & Harney,G.P. (1996). Employee drug testing: Are cities complying with the courts? Public Administration Review, 56, 30-37. Homework: On-line discussion with study partner of Fine, et al. Descriptive Design Exercise Literature search

10/1 Case Studies and Focus Groups Reading: Focus Group Guides Other readings to be assigned. Homework: Focus Group Exercise. Case Study Exercise.

10/8 Causal Designs Readings: O’Sullivan & Rassel, Chapter 3. Flow Chart on Design (handout) Homework: Understanding terms Choosing a Design

10/15 Review and synthesis: Hypothesis Generation and Design Readings: Robertson, P.J., & Seneviratne, S.J. (1995). Outcomes of planned organizational change in the public sector: A meta analytic comparison to the private sector. Public Administration Review, 55, 547- 558. Waldo, G.P. & Chiricos, T.G. (1977) Work release and recidivism. Evaluation Quarterly, 1, 87-105. El Paso County: Community Capacity Assessment.

10/22 Sampling Reading: O’Sullivan and Rassell, Chapter 5. Homework: Integrating Causal and Descriptive Designs Selecting a Sample

10/29 Data Collection I: Selecting a Source and Method Reading: O’Sullivan & Rassell, Chapter 6. Data Sources and Methods (handout) Homework: Selecting a Data Source and Method

11/5 Data Collection II: Conducting an Interview Reading: O’Sullivan & Rassell, Chapter 6. Homework: Pilot Testing an Interview

11/12 Data Collection III: Developing a Survey Reading: O’Sullivan and Rassell, Chapter 7. Developing a Survey (handout) Homework: Developing a telephone survey.

11/19 Data Collection IV: Using Secondary Data Readings: O’Sullivan & Rassell, Chapter 9. Homework: Using Existing Data, #1, O’Sullivan & Rassell, p. 262 under Problems for Homework and Discussion.

11/26 Ethics of Research Reading: O’Sullivan & Rassell, Chapter 8. Homework: O’Sullivan & Rassell, p. 233, #7, p. 234, #8; p. 234, Problems for Homework and Discussion, # 3 & 4.

12/3 Communicating Findings Reading: O’Sullivan & Rassell, Chapter 16. Homework, O’Sullivan & Rassell, p. 466, #1, 3 & 4. For problem 3, use two of the articles we’ve reviewed (to be named in class) and the Community Capacity Assessment.

12/10 Review and Synthesis Homework: O’Sullivan & Rassell, p. 467, #1 and 4. Synthesis Exercise

12/17 Final Exam

COURSE SYLLABUS: PAD 504 Research and Technology Fall Semester, 1995

Professor: Jody L. Fitzpatrick Office Hours: Tuesday and Wednesday 2:30-4 or by appointment Phone: 593-3202 ______

Text: O’Sullivan, Elizabethann and Rassell, Gary R. (l995). Research Methods for Public Administrators. White Plains, NY: Longman.

Course Description: Public administrators today deal with research and analytic methods in many different ways. Applied research studies (program evaluation and policy analysis) provide administrators with information to assist them in determining what policies to pursue, what programs to implement, where funds can be saved, where future needs may occur, etc. Basic research studies help administrators consider how their behavior and their organization’s characteristics may affect their employees, their constituents, and the political process. Public administrators may be involved in conducting research through involvement in requesting and planning such studies or through actual data collection and analysis. Most certainly, they will be involved in research through reading technical reports concerning programs and problems of concern to them. Thus, today’s public administrator needs a thorough understanding of the purposes of research and analytic methods, their strengths and weaknesses, their utility and cost so that the administrator can play an effective role in requesting research when needed, directing a research effort to meet information needs, and critically reading and using research to help in policy formulation and implementation. Grading Policy: Literature Search (10%) Exam (45%) Paper (45%) As in any graduate course, it is expected that students will be prepared to participate in class discussions and exercises in an intelligent and responsible manner. Students who do not meet this expectation will have points deducted from their grade.

Schedule: 8/30 Introduction to Research Defining the Research Question 9/6 Review of Literature: Building the Case for a Hypothesis or Research Question

Readings: O’Sullivan and Rassell, Chapter 1. Literature search assignment distributed.

9/13 Results of Literature Searches: Research Questions Introduction to the Internet Reading: Fitzpatrick, J.L., & Hero, R. (1988). Political culture and political considerations of American States: A consideration of some old and new questions. Western Political Quarterly, 41, 145-153.

Literature Search due. Results will be discussed.

9/20 Descriptive Studies I Readings: O’Sullivan and Rassell, Chapter 2. Bailey, Mary T. (1992). Do physicists use case studies? Thoughts on public administration research. PublicAdministration Review, 52, 47-54.

Lyons, W.E. & Lowery, D. (l989). Governmental fragmentation versus consolidation: Five public-choice myths about how to create informed, involved, and happy citizens. Public Administration Review, 49, 533-543.

9/27 Descriptive Studies II

Readings: To be assigned.

10/4 Causal Studies I Readings: O’Sullivan and Rassell, Chapter 3.

10/11 Causal Studies II Readings: Studies to be assigned.

10/18 Data Collection: Operational Definitions Reliability and Validity of Measures Readings: O’Sullivan and Rassell, Chapter 4.

10/25 Sampling Readings: O’Sullivan and Rassell, Chapter 5. First draft of paper due.

11/8 Data Collection: Sources and Developing the Measure Readings: O’Sullivan and Rassell, Chapter 6.

11/1 Exam

11/15 Data Collection: Developing a Survey Readings: O’Sullivan and Rassell, Chapter 7.

11/29 Data Collection: Focus Groups Readings to be assigned.

12/6 Data Collection: Using Secondary Data Ethics of Research

Readings: O’Sullivan and Rassell, Chapters 8 and 9. Other readings to be assigned.

12/13 Data Analysis: Matching Statistics to Purpose and Interpreting Results

Readings: O’Sullivan and Rassell, Chapters 14 & 15.

12/20 Communicating Results Readings: O’Sullivan and Rassell, Chapter 16.

5/5 and 5/12 Presentations of papers COURSE SYLLABUS: PAD 504 U Applied Analytic Methods Fall Semester, l992 Professor: Jody L. Fitzpatrick Office Hours: Thursday 2:00-4:00 or by appointment Phone: 593-3202 ______

Text: O’Sullivan, Elizabethann and Rassell, Gary R. (l989). Research Methods for Public Administrators. White Plains, NY: Longman.

Course Description: Public administrators today deal with research and analytic methods in many different ways. Applied research studies (program evaluation and policy analysis) provide administrators with information to assist them in determining what policies to pursue, what programs to implement, where funds can be saved, where future needs may occur, etc. Basic research studies help administrators consider how their behavior and their organization’s characteristics may affect their employees, their constituents, and the political process. Public administrators may be involved in conducting research through involvement in requesting and planning such studies or through actual data collection and analysis. Most certainly, they will be involved in research through reading technical reports concerning programs and problems of concern to them. Thus, today’s public administrator needs a thorough understanding of the purposes of research and analytic methods, their strengths and weaknesses, their utility and cost so that they may play an effective role in requesting research when needed, directing a research effort to meet information needs, and critically reading and using research to help in policy formulation and implementation.

Grading Policy: Homework (30%) Exam (35%) Paper (35%)

As in any graduate course, it is expected that students will be prepared to participate in class discussions and exercises and their group projects in an intelligent and responsible manner. Students who do not meet this expectation will have points deducted from their grade.

Schedule: 8/27 Introduction to Research Defining the Research Question Homework 1: Literature Search distributed. 9/3 Review of Literature: Building the Case for a Hypothesis or Research Question Readings: O’Sullivan and Rassell, Chapter 1.

9/10 Results of Literature Searches: Research Questions Reading: Fitzpatrick, J.L., & Hero, R. (1988). Political culture and political considerations of American States: A consideration of some old and new questions. Western Political Quarterly, 41, 145-153.

Homework 1 due. Results will be discussed.

9/17 Descriptive Studies I

Readings: O’Sullivan and Rassell, Chapter 2. Bailey, Mary T. (1992). Do physicists use case studies? Thoughts on public administration research. Public Administration Review, 52, 47-54.

Lyons, W.E. & Lowery, D. (l989). Governmental fragmentation versus consolidation: Five public-choice myths about how to create informed, involved, and happy citizens. Public Administration Review, 49, 533-543.

9/24 Descriptive Studies II

Readings: Newell and Ammons

Jos, P.H., Tompkins, M.E., Hays, S.W. (l989). In praise of difficult people: A portrait of the committed whistleblower. Public Administration Review, 49, 552- 561.

10/1 Causal Studies I Readings: O’Sullivan and Rassell, Chapter 3.

10/8 Causal Studies II  Readings: Waldo, G.P. & Chiricos, T.G. (l977). Work release and recidivism. Evaluation Quarterly, 1, 87-105.

Folz, D.H. & Hazlett, J.M. (l991). Public participation and recycling performance: Explaining program success. Public Administration Review, 51, 526-532.

Homework 2 distributed.

10/15 Data Collection: Operational Definitions Reliability and Validity of Measures Readings: O’Sullivan and Rassell, Chapter 4. 10/22 Sampling Readings: O’Sullivan and Rassell, Chapter 5.

Homework 2 due. Will be discussed in class.

10/29 Data Collection: Sources and Developing the Measure Readings: O’Sullivan and Rassell, Chapter 6.

Homework 3 distributed.

11/5 No class

11/12 Data Collection: Developing a Survey Readings: O’Sullivan and Rassell, Chapter 7. Homework 3 due.

11/19 Data Collection: Using Secondary Data Ethics of Research

Readings: O’Sullivan and Rassell, Chapters 8 and 9. Kammerer, G.M. (l964). Role diversity of city managers. Administrative Science Quarterly, 421-442.

Booth, D.A. (l968). Are elected mayors a threat to managers? Administrative Science Quarterly, 572-589.

Take-home exam distributed.

12/3 Data Analysis: Matching Statistics to Purpose and Interpreting Results

Readings: O’Sullivan and Rassell, Chapters 14 & 15. Exam due.

12/10 and 12/17 Presentations of papers