Each course is three credits unless noted otherwise.

56:834:501 Foundations of Policy Analysis (3)
The logic of action, decision making, and belief; epistemological issues underlying scientific and policy research; causality, probability, statistics, and public policy; the role of problem definition, description, theory, model building, explanation, and prediction in policy research and decision making. Reviews major substantive theories of public choice and public policymaking and critically examines them from a logical and theoretical perspective.
56:834:503 Law and Public Policy (3)
The place of law in the formulation, articulation, and enforcement of public policy; legal sources, such as constitutions, statutes, cases, administrative rulings, and agency practices; federal, state, and local sources and materials examined for policy inconsistencies, contradictions, and overlap; the effectiveness of fees, taxes, licenses, labeling, injunctions, and other legal sanctions.
56:834:505 Organizational Behavior (3)
Examines organizational behavior of individuals and groups/teams and the organizational  context in which that behavior takes place. Organizational theories as well as behavioral theories and approaches discussed, including seminal historical works and more current treatments.


56:834:515 Introduction to Public Budgeting and Finance (3) 
Combines readings with the development of a budget for a hypothetical city to demonstrate budget formats, the politics of budgeting, and methods of projecting expenditures and revenues. Administration and criteria for selecting taxes.

56:834:521: Directed Study (3)
Offered in lieu of Internship.  Pre-approval by MPA Director required, and written agreement of faculty member supervising the internship.

56:834:522 Educational Supervision of Instruction (3) 
For Education Leadership students, this course is intended to provide a foundation upon which aspiring school administrators  can evaluate the effectiveness of teacher instruction at all grade levels and support the growth and development of teachers. The course examines models of effective instruction, the theoretical underpinnings of supervision, and best instructional practices that would inform effective instruction. 

56:834:525 Public and Nonprofit Management (3) 
Contemporary management approaches, techniques, and skills for managing various kinds of public organizations. Decision making, administrative leadership, planning, implementation, evaluation, ethics, and budgeting are key topics.

56:834:535 Research Methods (3)
Examines research and methodology as a practical skill for public administrators. Topics include research design, descriptive and differential statistics, regression and qualitative research.  Students should enroll in this course one semester before taking the Research Workshop (capstone).

56:834:536 Public Management Information Systems (3) 
Management-oriented computer methods including personal productivity systems and office automation; database management; and the analysis, supervision, and coordination of the management information systems department within the larger organizational culture.

56:834:541,542 Internship I,II (3,3)
Direct experience with public agencies; individual internships, under faculty supervision, in policymaking agencies. 

56:834:544 Educational Leadership Internship II (6)
For students in the educational leadership area of focus and required for principal certification. Students will intern with school principals and work under their supervision. Students will be expected to participate in all administrative functions including curriculum leadership, professional development, supervision of instruction, pupil personnel services, personnel management, policy development, scheduling, school finance and law, student supervision and technical administrative skills. Students must log 300 hours, develop a portfolio, and prepare a professional development plan.

56:834:545 Models for Planning and Policy in Education (3)
This course addresses the theoretical and practical aspects of policy embedded in school reform. Students will be exposed to the significant issues of policy, practice, and implementation, including the improvement of teaching and learning; teacher training; leadership, finance, equity, and excellence; community engagement; partnerships; parental involvement; and restructuring schools and school time. Through discussions and group projects, students will review and discuss the implications of current federal, state, and local policies relevant to a number of aspects of education, including early care and education, school performance and standards-based accountability, school choice, and school finance.

56:834:546 Entrepreneurship and Innovation in Education (3) 
Given the many changes in the educational landscape and the choice movement in public education, this course provides students with an overview of the different opportunities for new ventures in public education. Students will explore ideas for innovation in education and learn new competencies in critical areas such as fundraising, development, leadership, and best practices in education. Students  will be exposed to important business practices, such as writing a business plan, structuring a capital development plan, and engaging in creative financing for large-scale projects. The course features guest speakers who have been successful in launching entrepreneurial ventures–in and out of schools. Emphasis will be placed on areas of supervision of teachers and innovation in instructional practice.

56:834:547 Creating a Culture of Continuous Improvement (3)
For Education Leadership students, this course highlights the key elements that have proven successful in the delivery of high-quality teaching and learning. Students will be able to explore and discuss a variety of strategies for initiating and sustaining improvements in teaching and learning–including content-focused professional development, content and performance standards, market models, strategic planning, parental engagement, and accountability systems. The course will expose students to current research and practice related to school improvement and organizational culture building, as well as to the key competencies that are necessary to sustain improvement in schools and school systems. Special focus will be placed on the areas of curriculum and instruction, specifically as it relates to curriculum development. Course requirements include observation and analysis of classroom practice, development of case studies based on actual practice, and a final project addressing schoolwide improvement.

56:834:548 Developing Curriculum for Deep Learning (3)
For Education Leadership students, this course students analyze and apply principles for designing curricula that focus on developing deep, flexible, and creative understanding. This course aims to construct a useful bridge between theory and practice. Participants in the course apply their emerging understanding to a project that applies course learning.

56:834:549 Curriculum Leadership (3)
For Education Leadership students, this course focuses on a historical overview of the major curriculum approaches; introduces students to key theories about leadership of organizational change as theory applies to schools; and introduces students to key principles in standards-driven reform.

56:834:553 Financial Management of Public Programs (3)
Examines budgetary processes, municipal bonds, cash management, and intergovernmental fiscal relations as they apply to financial management of public programs. Topics include cost-benefit, cost-revenue, and cost-effectiveness analyses, as well as contemporary issues such as privatization and liability insurance. Prerequisite: 56:834:515.

56:834:556 International Negotiations (3) 
This course will examine both the substance and the process of international negotiations – principally negotiations between or among governments.  In the initial phase of the course, students will study the analysis of negotiations.  They will identify issues, interests, and positions of the parties, analyze the environment and structure of negotiations and the trade-offs among issues, the concepts of principled negotiations, and the use of power in bi-lateral and multi-lateral negotiations.

56:834:557 Human Resource Management (3) 
The relationship between employers, employees, and their labor relations organizations in government, health, and human services, the nonprofit sector; leadership and direction of employees; the impact of collective negotiations on critical issues of public policy; civil service organizations.

56:834:558 Executive Leadership and Communication (3) 
Strengths and limitations of various leadership theories. Awareness of personal learning, leadership, influence, and communication styles. Develops leadership skills through interpersonal exercises and through course projects involving current managerial and political issues. Communication skills involving writing, speaking, meetings, media relations, and strategic planning emphasized.

56:834:559 Ethics in the Public Sector (3) 
Study of the federal, state, and local laws governing the conduct of public officials and of ethical standards beyond the boundaries of law. Relates professional standards of public administration to ethical problems in government.

56:834:570 Labor-Management Relations in the Private and Public Sectors (3) 
Analysis of the structure and development of labor-management relationships in the United States and abroad, focusing on both private industry and governmental organizations. Explores the history and the surrounding law while focusing on the negotiation and administration of collective bargaining agreements, related micro- and macroeconomic problems, and issues that accompany the growth of the nonunion sector in both private and public sectors.

56:834:600 Education Law and Finance (3)
For Education Leadership students, this course will focus on the legal and school finance issues concerning K-12 education and schools. It provides aspiring school leaders with the knowledge and skills that are necessary to adequately address legal and finance issues in schools.

56:834:601 Writing for Public Policy and Administration (3)
The writing course will familiarize students with common public policy writing expectations. Furthermore, the course will also expound upon the traditional academic writing experience through the public policy issue brief.

56:834:603 History and Practice of Community Development (3)
The course is an overview designed to acquaint students with the history and practices of Community Development. The course will include Economic Development, Education, Housing, Public Policy, Urban Redevelopment, Community Organizing, Capacity Building, and Community Engagement. While the focus of the class is centered on domestic CD, a review of some case studies of International CD will be included as well. The course seeks to cover these issues: 1) What is Community? 2) What is development? 3) Role of Public Policy, Government and Bureaucracy; 4) Role of Nonprofits and other Institutions; and 5) Role of Private Sector Investment.

56:834:604: Alternative Development Strategies (3)
This course undertakes a critical examination of alternative community and economic development strategies for distresses cities. Alternatives are non-capitalist, though not necessarily non-market approaches to addressing urban poverty and building better, more sustainable communities. The focus is distressed cities in the U.S., but the reach for solutions is global. Special Attention will be paid to the following: the conflict between older strategies that emerged from de-industrialization and contemporary forms of CD, top-down vs (civically engaged) bottom-up strategies: the problem of scale, market-conforming “pragmatic” approaches to solving problems of poverty versus efforts aimed at a broader political transformation in values: cooperation vs competition in structuring incentives and organizing CD work, and the importance of power, politics & voice in advancing social change.

56:834:606  Poverty Alleviation Strategies (3)
In this course we will evaluate various strategies for poverty alleviation at the community level in the US and developing countries. We will begin by assessing the fundamental causes of poverty and the tools the poor possess for survival. We will then address a number of income-generating strategies, from encouraging entrepreneurship (microfinance, skills training) to participation in the global economy through manufacturing work. In addition, we will review the role of the state in poverty alleviation, particularly through cash transfer programs (welfare), and the role of education and health care in improving the living standards of individuals. Throughout the course we will focus on case studies to inform our analysis and provide a snapshot of current trends in community development.

56:834:607 Planning Markets and Community Development (3)

56:834:608 Geographic Information Systems for the Public Sector (3)
This is an introductory GIS (Geographic Information Systems) course. GIS is a broad subject. This class is very applied with many tutorials and examples using modern GIS software (qgis). Students will be able to produce maps, put interesting information in a visually appealing way on maps, and conduct basic research using geographical data in any discipline that uses such data, e.g.: public policy and administration; sociology; criminology; and public health/epidemiology. In fact, GIS is useful in all fields because no matter what you study, it always takes place somewhere and place matters.

56:834:610 Regional Economic Development (3)
This is a weekly seminar designed to expose students to the academic literature on urban and regional economic development policy and politics in the U.S. The goal of the class is to help students understand the complexity of economic development, including the many problems governments face in pursuing economic growth, the diversity of actors involved, variation in approaches to development and the theoretical underpinnings of those approaches, consequences for vulnerable populations, and the hope that well-planned economic development offers communities.

56:834:613 Immigrants and Community Development (3)

This course investigates the unique needs of immigrant communities and focuses on the community development efforts that have been developed to address those needs in the U.S. Students will work from the understanding that immigration politics and policy greatly influence both immigrants’ needs and the resources that are made available to meet those needs. As such, we will treat politics and policy as an integral part of the community development story and spend significant portions of the class studying these topics. The goal of the course is for students to understand the complex realities immigrants face, the way that politics and policy influence what immigrants require, and the strengths and limitations of existing community development efforts. This course is assumes no prior knowledge of immigration or community development.

56:834:615 Housing Policy (3)
This course explores the housing policy in the United States. A historical overview of federal housing policy in the U.S. situates existing housing issues and problems, particularly in urban areas.

56:834:616 International Economic Development (3)
This course will investigate what is meant by “development.” How is it attained? Who is responsible to make sure it happens? What should the international donor community do? What shouldn’t it do? We will look at competing ideas about how to understand, measure, and address international poverty. We begin by examining theories of what determines international poverty, how “advanced” Western states developed and then trace how approaches to development have changed over time. We will end by exploring some of the central contemporary debates in the field. Topics studied include micro-lending, the role of NGOs, debates about the efficacy of aid, and approaches used to address urbanization and environmental change. Throughout, we will pay particular attention to how concepts drive policy and what tools are used to assess the relative success of development initiatives.

56:834:621 Colloquium in Educational Leadership (3)
For Education Leadership students, guides in formulating, researching, and writing a capstone research paper.  Integrates the skills and concepts from the core courses as students use quantitative and qualitative methods to analyze a selected policy or administrative problem.  Students must have completed 21 MPA credits.  Prerequisites: 56:834: 501, 515, 525, 535, 536, 600 and permission of instructor.

56:834:650 Special Problems in Public Policy and Administration (3) 
Conducted by arrangement with a specific instructor. Prerequisites: Completion of core examination and approval of M.P.A. Director.

56:834:675 Research Workshop (Capstone) (3) 
Guides students in formulating, researching, and writing a capstone research paper. Integrates the skills and concepts from the core courses as students use quantitative and qualitative methods to analyze a selected policy or administrative problem. Students must have completed 21 M.P.A. credits. Prerequisites: 56:834:501, 503, 515, 525, 535, 536 and permission of instructor.

6:834:676 International Public Service Internship and Directed Study (3) 
Guides, integrates, and assesses the lessons of the overseas field placement through a system of advising, discussions, and written reports, which require students to document and assess their international experiences. This web-based course enhances proficiency through the analysis of a specific project, program, or policy relevant to the international placement. It offers the opportunity to apply program management tools in real-life situations. Covers topics such as needs assessment; stakeholder analysis; participatory strategies; feasibility studies; SWOT analysis; program/project design including objectives and logical framework; implementation strategies; monitoring and evaluation; lessons learned; and recommendations for program or policy change. Prerequisite: Permission of instructor.

56:834:800 Matriculation Continued (0) Continuous registration may be accomplished by enrolling for at least 3 credits in standard course offerings, including research courses, or by enrolling in this course for 0 credits. Students actively engaged in study toward their degree who are using university facilities and faculty time are expected to enroll for the appropriate credits.