PA511, "Public Administration"
PA511 is the basic introductory public administration course. It is taught by many instructors and is usually offered every term.
My version of the course attempts to provide a broad perspective on the development of the field and study of American public administration. The course also introduces the specific areas covered in the MPA curriculum by specific required courses, such as budgeting and organization theory. I have weekly reading assignments, in-class student presentations, in-class student discussion groups, typically one required short essay and one medium length essay, and an in-class final exam. I use a reader of case studies that we draw upon for in-class discussions.
PA551/PA552, "Analytic Methods"
These courses focus mainly on standard statistical methods used for analyzing data in public agencies, but also cover issues of data collection, sampling, and computer analysis skills.
I recognize that many MPA students take the required PA551/PA552 sequence reluctantly, and I feel gratified when I see some students drop their reluctance and embrace learning the material. I especially feel gratified when I receive these types of unsolicited comments from past students:
I view this sequence as critically important to the MPA curriculum, and I challenge all students to learn the most from these courses to increase their basic professional skills and knowledge. The main purpose of these courses is not to train analysts (although I have many past students who have become analysts), but rather to enhance your professional skills at reading statistical reports, dealing with consultants, and supervising more technical employees. I will also try in these courses to provide some intellectual stimulation and interest, and to give you the chance through computer exercises to increase your computer skills.
The PA551/PA552 sequence is offered three times a year, plus sometimes at off-campus locations like Salem. I typicially teach the Fall/Winter sequence, and other instructors teach the Winter/Spring, and Spring-Summer sequences:
Since my teaching approach for these courses differs from the other instructors, I recommend that you consider which instructor fits you best. Compared to other instructors, I typically require more computer work and a greater variety of computer work--typically 4-5 computer exercises a term using three different types of software. I require in-class exams, and in PA552 I require individual data analysis projects, not group projects. I use computer technology, such as my web site and the course listservs. However, I view technology as a way to add to, to enhance, the course, and unlike some instructors I do not believe in using on-line work to reduce in-class time.
PA551 has no prerequisite and presumes no prior knowledge.
PA555, "Program Evaluation"
PA555 is taught several times a year by several instructors. My version of the course provides a broad overview of the field of program evaluation. It includes some coverage of qualitative evaluation methods, and also benefit-cost analysis, but the biggest concentration is on the classic approach (i.e. Campbell/Stanley) to thinking about research design. Course requirements include a course project paper, a course "journal" in which you answer questions weekly and turn in at the end of the term, and usually one or two short in-class quizzes on specific topics, such as research design.
Other PA555 instructors sometimes organize a program evaluation project that the whole class works on, which I have done in the past but which I do no longer. Rather, I require a course project paper in which the student examines the way that different program evaluation methods could be applied to evaluating a specific program. I do allow for the flexibility for students to propose a substitute alternative project, and am available to help students who undertake a course project involving a real-world project from their work or elsewhere. I will only occasionally arrange and coordinate a project involving several students working on a project for an agency. Consider taking PA555 from another professor if a high priority for you is to become involved in an outside class project directed by the instructor.
PA557, "Operations Research"
PA557 provides a non-technical overview of operations research or management science (OR/MS) techniques applicable to public agencies. We focus on techniques that we can apply using computer spreadsheets, and we do a weekly assignment developing a spreadsheet to apply an OR/MS technique. It's a "technique and spreadsheet a week" class. The reasons to consider taking the class include: 1) learn/improve your computer spreadsheet skills, 2) learn about specific management science techniques applicable to specific management problems, 3) de-mystify the concept of modeling used in OR/MS, 4) take part in a small, participatory class of highly-motivated fellow students.
Although enrollment is small so not many students take the course, some who do find the course critical to their graduate training:
I am one of the few public administration professors in the U.S. teaching this type of course. Similar courses have been available at times in several of the top public management programs in the U.S., such as the MPP program at the University of Michigan and the MPA program at USC. Usually, however, study of OR/MS techniques is provided only at a highly technical level in industrial engineering or business programs, and is not available to less technical students, like MPA students. I am the only instructor who has ever taught PA557, and I do not know if the course will be offered after I retire from PSU.
I developed the original version of this course in 1978 while at Penn State, and have taught it ever since. After the popularization of microcomputers, I shifted the course content to techniques that we could implement using computer spreadsheet programs, thus allowing the course to serve the dual purpose of learning about OR/MS methods and also improving spreadsheet skills. Since I made that shift, several textbooks have come out focused on that same purpose, applying OR/MS methods using computer spreadsheets. These textbooks are aimed at the business administration market, but they serve nicely as optional references for us in PA557.
This course is taught about once a year, typically with a small class of motivated students. The course has no prerequisites, and you need have no experience using computer spreadsheets to take the course.
General Comments about My Courses
If you take one of my courses expect a reasonable, not an excessive, amount of work. However, expect to do some work regularly throughout the term. You will do better in my courses if you study and do some work every week, since my courses are not the kind in which you can put off studying and doing the work and then make a big push at the end of the term.
It is not hard to pass my courses, but you should take another instructor if you want a guaranteed "A" grade, if you expect to get a "B" or "B-" if you do not do any work or do not learn the course material, if you want to "contract" for your course grade, or if you do not intend to turn in every one of the required assignments. For most of my courses I assign about 50% (sometimes higher) A's, about 50% B's, and occasionally assign a lower grade for very low performance. Some of my courses, such as PA557, tend to have very high student performance, resulting in high grades, perhaps even all "A" grades. Other courses, such as PA511 and PA551/PA552, always have a wide range of student performance, resulting in predictably about a 50%-50% A-B split (with an occasional C/D), although sometimes higher.
As I stated above, I view technology as a way to add to, to enhance, my courses, and unlike some instructors I do not believe in using on-line work to reduce in-class time. I consider purely web-taught courses appropriate only for reaching distant locations.
My Teaching Style
To promote student learning, interest, and attention, I strive to inject energy into my class sessions. I use humor, but try to limit myself to humor of pedagogic value.
Many students taking my classes I think appreciate my energy and find that it helps keep their interest. However, some students do not like my style, as illustrated by this comment I once received on a student course evaluation: "After a hard day at the office, the last thing I want is to spend the evening with a hyperactive university professor." If you react this way then you should take another instructor whose style fits you better.
I call on students in class. Although I do not wish my students to experience panic attacks and to require Valium before attending my classes, my main concern is to promote student learning, not student comfort. I feel that some excitement and intellectual tension promotes learning, especially for evening classes. Take another instructor if you want more of a focus on reducing anxiety and promoting comfort.
Some students do react positively to my courses, as exemplified by this unsolicited email comment from a past student now working in a research analyst position at a state agency: "I am truly grateful for the education I received in the graduate program at PSU, and most of all for the training I received in your classes."