Assignments

Suggestions for Completing Assignments

Readings Brief

Drawing on both the required and resource readings for a given lecture topic, the reading briefs are expected to examine how the readings fit together with one another (in what sense do they complement one another, are there tensions between them), outline how the readings and the issues they raise fit with the broader set of class discussions and readings to date, and identify the most important topics/issues raised in the readings. Readings briefs should attempt to synthesize the materials (on the one hand, the required and resource readings and, on the other, the readings for that topic with the broader course materials. The reading briefs should have a thesis statement which outlines the students' impression of how the readings fit together and how they fit with the broader themes of the course.

The reading briefs should be no more than 3 pages (750 words) maximum. Students may do a reading brief on any eligible lecture topic but may not complete a reading brief for the date on which they are completing their team-based readings brief or where on the seminar leadership team for an associated topic. (If you are uncertain in this regard, please check with the instructor.) Reading briefs are due before the start of class on the date that the associated lecture topic is discussed. For this reason, there is no provision for late assignments.

Book Reviews

The book reviews require that students undertake a review of a recent book-length work (typically a monograph) in a field relating to public service. Book reviews are expected to examine how the book fits with the broader set of class discussions and readings to date, and identify the most important topics/issues raised in the readings. The book review should assess the degree to which the book contributes to the student's understanding of the material we have dealt with in the course and/or use the course materials and concepts to provide an assesment of the book's main argument. Book reviews should have a thesis statement which outlines the students' impression of how the book fits with the borader course materials and/or how those materials aid in assessing the book's central argument. While the book reviews should not provided a detailed overview of the book, there should be a brief resume which encapsulates the book's central argument.

A list of eligible books will be provided although students are welcome to suggest books for instructor approval. The review will be a normal book review length (1000 words maximum). Book reviews will be due on the last day of class, Monday, December 6th.

Eligible Books for Review:

Roberts, Alisdair. The Logic of Discipline: Global Capitalism and the Architecture of Government. Oxford: Oxford University Press, 2010.

Good, David A. The Politics of Public Management: The HRDC Audit of Grants and Contributions. Toronto: University of Toronto Press, 2003.

Page, Christopher. The Roles of Public Opinion Research in Canadian Government. Toronto: University of Toronto Press, 2006. [Students on the briefing team for Nov. 29th are not eligible to review this book.]

Take-Home Exam

While the specific parameters and date of the take-home exam are TBA, the exam will allow students an extended period to craft long format written answers to broad questions covering the required readings and lecture material in the course. (e.g. The exam will exclude "resource" readings and seminars.)

Team-Based Class Presentations and Seminar Facilitation

Students will be asked to work in teams (comprised of roughly three students each) twice over the course of the term: once to prepare an oral presentation and PowerPoint deck to brief the class on the assigned readings and topic for that particular date and once to facilitate one of the class seminars. In both cases, grades will be assigned to the team on the basis of both the written component (e.g PowerPoint presentation, seminar notes) and the oral presentation and oral seminar leadership.

Reading Briefs

The reading briefs will be expected to outline the most important issues raised by a particular topic, outline how those issues fit with the broader set of class discussions and readings to date, and identify the most important topics for class/lecture discussion. Briefs will be presented in class in the form of a PowerPoint deck which will be available to other students after the class.

While the briefing and decks will be expected to draw on the readings for that topic, it is expected that all students will already have done the relevant assigned readings so the briefings are expected to go beyond the assigned readings in terms of the material covered as well as the readings integrated into the discussion. In most cases, the instructor will provide a set of resource readings in addition to the required course readings to provide a starting point for the briefing team to develop their brief.

The presentation of the brief and deck will take no more than 20 minutes plus an additional ten minutes allowed for questions and discussion.

Briefing teams are required to provide the instructor with summary briefing notes and an outline of the briefing deck (e.g. pictures, etc. are not required) in electronic format by 5:00 pm on the Wendesday prior to their assigned briefing date (for teams presenting on Monday) or 5:00 pm on the Friday prior to their assigned briefing date (for teams presenting on Wednesday.) Following the class presentation (and instructor suggestions), the final PowerPoint presentation will be posted on UW-ACE.

Seminar Leadership Teams

The class will be divided into two for each seminar date with each seminar lasting 40 minutes. For each of the two groups on a given seminar date, a seminar leadership team of three people will be assigned. Seminar leadership teams are expected to provide a one page (maximum) overview of the readings, lectures and course discussions which they feel are most relevant to the assigned topic. While broad topic areas are provided in the syllabus, the seminar leadership team may consult with the instructor to devise a more specific overarching seminar question. The seminar overview should include a list of more specific questions focused on the most important issues raised by the broader question for the class to address over the course of the seminar. The leadership team will be expected to facilitate discussion over the course of the seminar while stimulating discussion among the remaining students.

The written seminar overview will be due at 5:00 two days prior to the seminar and will be posted on UW-ACE.

Assignment of Dates

At the beginning of the course, students will be asked to identify their top choices in terms of topics and will be assigned to teams by the instructor depending on topic preference and even distribution of students across topics.