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AS.470.695 Course Syllabus Fei Roberts

Course Syllabus

Course: AS.470.695: Essentials of Public and Private Management Department: Advanced Academic Program, Zanvyl Krieger School of

Arts and Sciences Semester: Summer 2023 Instructor: Fei Roberts, Ph.D. Session times: Mondays & Wednesdays 9:30 AM-12:45 PM Location: 412

AS.470.695 Course Syllabus Fei Roberts

INSTRUCTOR’S CONTACT INFORMATION Office: WDC.829 Email: [email protected] Office Hours: By appointment Note: I prefer to be contacted via email (not Canvas inbox). COURSE DESCRIPTION The purpose of the course is to help equip students to operate effectively as managers in both the public and private sectors. This class covers two major topics: (1) we will discuss the history of public administration scholarship and identify the key questions and debates proposed by the schools of Scientific Management, the “Orthodoxy,” the New Public Administration, New Economics of Organizations, Constitutionalism and Neo- Constitutionalism, New Public Management (NPM), and Collaborative Public Management; (2) we will examine concepts and theories that explain organizations and organizational behavior including factors such as the nature of the political environment, staffing, organizational culture, performance management, and leadership. The impact of these factors is explored in the context of policy development and implementation. As a result of this course (combined with your own experience and skills), you should be able to recognize and define public administration issues at all levels of government, to offer insightful analysis of public administration issues that you encounter in practice, and to ask good questions, offer good suggestions, and make good arguments concerning how such issues might be addressed or solved. The course materials include conceptual and analytic literature as well as case materials and examples drawn from a variety of sources. The general idea is that you should use the conceptual materials to analyze issues raised by the cases and examples. COURSE LEARNING OBJECTIVES In this course, students will be able to:

1. Apply relevant organizational theories and concepts to better define and understand the sources of organizational problems;

2. Become familiar with common obstacles that arise in organizations and potential solutions to these problems;

3. Apply informed understandings of human behavior in organizational settings to managerial and policy decisions;

4. Consider the ethical challenges in public administration; 5. Evaluate what qualities a manager should exhibit in order to be successful and how

managerial behavior should adapt to various conditions; 6. Demonstrate proficient writing, analytical, and presentation skills

AS.470.695 Course Syllabus Fei Roberts

REQUIRED MATERIALS: No specific books are assigned for the course. A wide selection of readings have been assembled for the course, some available on the internet and others placed on Canvas. Many readings are seminal works in the field—that is, they influence the way in which people study and comprehend public administration. Others provide commentary on current topics. Additionally, we shall examine a succession of case studies and some films. COURSE REQUIREMENTS Students will need to fulfill the following requirements:

1. Complete all reading assignments. Come to class with questions/comments to ask of the instructor and fellow students. Class sessions will not summarize the reading but rather will provide the larger systemic context, integrate the materials and explore the implications of the readings. Expect to be called on and ask to talk about the readings.

2. Participate in class discussion. This means actively engaging in discussions of the reading and the cases. In particular, any class with a case study assigned will focus on student debate of the case. Read cases and be prepared to talk about them even if you do not complete a case memo. Feel free to bring up a discussion of public management in the news. To participate, you will need to be in class, so please do not schedule any events during class time, and let me know in advance if you cannot attend.

3. Complete graded requirements on time. Case memos must be submitted by the beginning of the class on the day the case is assigned in the syllabus. Upload cases to the appropriate canvas folder.

GRADING The overall course grade will be based on the following items:

1. Case studies (40% of the final grade): 4 × 10%: a number of cases are available throughout the semester – you are required to complete four case studies; you may complete up to five, and your best four count. Upload your cases to Canvas.

2. Practitioner Perspective project (40% of the final grade). 3. Supplemental readings (10% of the final grade) 4. Class attendance and participation (10% of the final grade)

The following table indicates letter grades corresponding to different levels of performance (percentage equivalent shown).

AS.470.695 Course Syllabus Fei Roberts

LETTER GRADE PERCENTAGE EQUIVALENTS A 94%-100% A- 90% to 93.999% B+ 87% to 89.999% B 83% to 86.999% B- 80% to 82.999% C 70% to 79.999% F 0% to 69.999%

Note: there is no rounding of grades. This course will follow the Advanced Academic Programs Grading Policies and Probation and Dismissal Policy. Case Studies – 40% There will be a number of case memos available throughout the class. The goal of the case studies is to improve your ability to think about a complex scenario, and write a short and concise analysis of this situation – no more than 1 page, single spaced, Times New Roman, 12-point font, 1 inch margins. Memos should be uploaded to Canvas, and no hand-written work will be accepted. The memos should display a critical analysis of the main issues of the case, not a summary. You can assume that I know the basic details of the case. A typical teaching case tells a story (that is, something happened, then something else happened, then something else happened, and so on) about a problem or issue facing a public manager. A good way to get to the heart of a case is to try and summarize the story in case in one sentence. You may be asked for such summaries during case discussions. A quality of a good teaching case is that there is no obvious right answer. Rather, there are many possible answers (decisions, solutions), each of which has advantages and disadvantages and about which reasonable people may disagree. You will be asked to make a good argument for the approach you are recommending, supporting your answer with evidence from the case and theoretical insights from the readings. Good arguments usually require a close and insightful reading of the case. Case discussions in class will generally focus on the actions or problems of public managers in the case as they are caused or influenced by contextual (structural or institutional) factors. You may be asked, “What would you do and why?” Grading the Cases My way of scoring the memos is that everyone starts with a maximum score, and I mark down where I observe a serious problem. The overall criterion is whether you make a strong and clear argument. A strong argument requires the use of evidence where possible, including theory and evidence from course readings, logical claims that are persuasively presented, an ability to meet counter-claims. More specifically, here are the major items I look for:

• Does it cover the major points? Or is there some major aspect of the case you overlooked? In practice, this means that you should deal with the central issue of the case, and when making a recommendation, demonstrate awareness of arguments against your point of view.

• Is there a significant flaw in the logic of your argument? If I think the flaw is so bad as to lead you to offer bad advice, the penalty is doubled.

AS.470.695 Course Syllabus Fei Roberts

• If you present the right conclusions, but do not support them with the level of analysis or detail to be really persuasive.

Any of the above failings will usually see you lose a point or more on a memo. Style, and basic errors will be included as considerations if you are on the borderline between a grade, unless they actually weaken your ability to deliver a coherent memo, in which case they will be counted for more. If you failed to fundamentally understand or answer the assignment question you are looking at a possible fail. In drawing on materials to use you should look for support from the readings assigned for that topic, and other readings in the course. If you wish to look on the web for additional resources and arguments, by all means do so, but always cite any external source for quotation, fact, idea, etc. Supplemental readings In almost every class there will be at least one supplemental reading that is suggested, but not required. To facilitate discussion and learning, one or two students will be assigned to summarize and present that supplemental reading. You should plan to work on this project for a couple of weeks before the scheduled presentation. The presentation should be between 10-15 minutes, and anticipate another 5 minutes for questions and discussion. If you go over your allotted time, you will be cut off. In presenting the reading, identify what you think the core point(s) is, and how you think it relates to the topic of the class, and how it might be presented. This sort of discussion will move you beyond a straightforward summary of the topic. As a general matter, focus on the overall content and conclusions within the articles instead of the critiquing the specific methodologies employed. Assume your classmates will not have read the supplementary readings; thus, it is your job to provide the key management concepts from these readings. You have the option of using PowerPoint, but think seriously about whether it is the best medium to convey your essential point. You should also create a one to two-page summary each of the supplementary readings, which you and your classmates will use as a reference. Consistent with the electronic nature of distribution, please email to me at least 24 hours before class, and I will post on Canvas. Make sure to include the full reference for the article on the memo. One tip on writing style for the summary: resist the temptation to rely on bullet points as a means of summary. It’s a lazy approach that leads to a type of shorthand writing that can be opaque. As with all of your written work, utilize fully developed sentences that form coherent paragraphs. In your presentation, ensure that you relate the reading to the topic of the day. (If you are having trouble finding these connections, come and talk to me). To stimulate discussion you may, for instance, use a set of discussion questions, group work, or a class activity that complements the readings. Be energetic and to be engaged with the materials. Creativity is encouraged. Practitioner Perspective project and presentation – 40% Practitioner Perspective memo: 30% of the final grade. Practitioner Perspective presentation: 10% of the final grade.

AS.470.695 Course Syllabus Fei Roberts

In this project, you will learn about a specific manager of a public, nonprofit, or for-profit organization by interviewing them or reading a book they have written. Your main objective is to make observations about how the manager you study practically handles some of the organizational issues that are covered in the course syllabus. More details on this assignment will be provided in a separate handout. Participation – 10% Every student benefits from the viewpoints of other students. For this reason, your presence is expected in all course units. I reward those who make a strong contribution to the quality of the learning environment in the course. Your participation must reflect your careful reading and consideration of all materials in the syllabus for each unit and your ability to analyze the material and to link it to a broader discussion beyond just the immediate subject. By participation, 

I am not simply referring to attendance and presence. It is also not only active involvement in discussions but also careful and active listening to, consideration of, and respect for the opinions of all peers. I am referring to you making a good argument for the answer that you believe is the best one. I want to underscore that there is no obvious right answer to any of the questions we are dealing with. Rather, there are many possible answers, each of which has advantages and disadvantages about which reasonable people may disagree. You need to articulate your own assessment of reading materials, but also to step out of your own perspective and consider opposing views.

I realize that we all have different characters or personalities; some of us are shy or uncomfortable speaking in public while others are not. Participation is not evaluated by how long you speak or contribute (quantity) but by what you contribute (quality). The unit’s structure will allow different opportunities to engage in general discussion or the small group exercise. Late Submission Policy All assignments must be submitted on time. Turning in assignments past the deadline comes with a 5 percentage point penalty for each day (partial or whole) past the deadline. E.g., an A practitioner perspective memo submitted 10 hours after the deadline will be worth 25, rather than 30 percentage points of your final grade. Case memos submitted after class starts will not be accepted. Exceptions will be based on serious health and family emergencies. Please inform the instructor of these issues as soon as they occur if you think they are likely to affect your ability to complete any part of your course work. If a student cannot submit an assignment on time, they must make arrangements with me for an extension. Keep in mind that extensions are at the instructor’s discretion and not automatically given. Late assignments must be discussed IN ADVANCE of due dates (not few hours before). Medical and family emergencies are exempt from penalties, of course; emergencies caused by poor planning are not. For presentations, please note that if you fail to present at the specified time, you will lose all the points associated with that presentation. However, if this occurs due to serious

AS.470.695 Course Syllabus Fei Roberts

health or a family emergency, you will have the option of presenting to the instructor on an individual basis later. INSTRUCTOR’S ASSISTANCE While it is your responsibility to keep up with your assignments and reading materials, the instructor will be happy to assist you. If you feel that you do not understand a specific concept, if you need assistance or have any concerns about your performance, course content or other matters, please contact the instructor immediately. If you do not ask questions, the instructor will assume that you understand the material and that you are benefitting from the teaching tools and methodology used in this course. Do not postpone sharing your concerns until the last day: inform me of any problems as soon as they occur. CANVAS A Canvas web site has been created for this course. Our course syllabus, case studies, Power Point slides are/will be posted there. I will use CANVAS as a tool to send out mass emails and pose announcements. Therefore, you need to check it regularly, or, make arrangements to forward your emails to the email account of your choice.

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AS.470.695 Course Syllabus Fei Roberts

COURSE OUTLINE

Note: You are required to complete all readings and assignments on time. I reserve the right to make slight modifications in the course outline. Students will be given advance notices in case of any changes in the schedule. Date Topic Course

Objectives Assignment

1 5/22

Course Introduction & Syllabus Overview. Introduction to Different Levels of Government.

1,6 Read advice on how to write a good memo on Canvas.

2 5/24 What is public administration? Managing the bureaucracy: bureaucracy and organization Theory.

1,2,4,6 Case memo 1 due by 5/31 at the start of class

3 5/29

Memorial Day. No Class.

4 5/31

Accountability and blame Performance measurement

1-6 Case memo 2 due by 6/5 at the start of class

5 6/5

Managing and motivating public employees Understanding the decision-making process

1,2,3,5,6 None

6 6/7

Organizational culture Ethics

1-6 Case memo 3 due by 6/12 at the start of class

7 6/12

Hiring, emotions Keeping/losing employees

2,3,5,6 None

8 6/14

Power Administrative Reforms & Organizational Change

1,2,3,5,6 Case memo 4 due by 6/21 at the start of class

9 6/19

Juneteenth. No Class.

10 6/21

Collaboration, Privatization, and Contracts 1-6 Case memo 5 due by 6/26 at the start of class

11 6/26

Peers, social environments Leadership

2-6 None

12 6/28

Final Paper Presentation 1-6 Final paper due on Canvas

AS.470.695 Course Syllabus Fei Roberts

5/22: Course Introduction & Syllabus Overview. Introduction to Different Levels of Government.

Before Class: Watch John Oliver on Special Districts. https://www.youtube.com/watch?v=3saU5racsGE Required Readings: • Kettl, Donald F. 2000. “The Transformation of Governance: Globalization,

Devolution, and the Role of Government.” Public Administration Review. 60: 488- 497.

In Class: Assign supplemental readings Additional reading: You will be asked to write a good number of memos through the course of the semester. Some helpful advice about how to structure an argument and write a memo can be found on Canvas.

5/24: What is public administration? Managing the bureaucracy: bureaucracy and organization Theory.

Required Readings: • Kaufman, Herbert. 2001. “Major Players: Bureaucracies in American Government”

Public Administration Review 61:1:18-42. • Herd, Pamela, and Donald Moynihan. 2018. “Administrative Burden: Policymaking

by Other Means.” Introduction and Chapter 1 (available on Electronic Reserves through Canvas).

• Mintzberg H. (2016). Organizations around Public, Private, Plural. http://www.mintzberg.org/blog/three-sectors  

Case: Iraqi Translator Visas

Supplemental Readings

• Heinrich, Carolyn J. 2018. Presidential address: “A thousand petty fortresses”: Administrative burden in US immigration policies and its consequences. Journal of Policy Analysis and Management 37(2): 211-239. Extra: Weeds podcast: Policymaking by other means Video: Death by a Thousand Papercuts: Curbing Immigration with Administrative Burdens

5/29: Memorial Day. No class.

AS.470.695 Course Syllabus Fei Roberts

5/31: Accountability and Blame. Performance measurement. Before Class:

• Watch the space shuttle Challenger disaster retro report by New York Times https://www.youtube.com/watch?v=- O_DMyHdq_M&list=PL9ojKxTA9z1SVtjEu3r6USKhdSkd-cm1X&index=14

• Watch John Oliver on standardized testing. https://www.youtube.com/watch?v=J6lyURyVz7k

Required Readings:

• Behn, R. (2003). Why Measure Performance? Different Purposes Require Different Measures. Public Administration Review, 63(5), 586–606.

• Fong, Kelly. 2020. Getting Eyes in the Home: Child Protective Services Investigations and State Surveillance of Family Life. American Sociological Review 85(4): 610-638.

• A reporter’s homage to government auditors — unsung heroes of transparency https://www.rollcall.com/news/government-workers-transparency

• Heinrich, Carolyn J. 2010. Third-Party Governance under No Child Left Behind: Accountability and Performance Management Challenges, Journal of Public Administration Research and Theory 20(suppl 1): i59-i80.

Case: The Death of Marchella Pierce

Supplemental Reading:

• Olsen, A.L., 2017. Responding to problems: actions are rewarded, regardless of the outcome. Public Management Review, 19(9), pp.1352-1364.

• Thomas Dee and James Wyckoff. 2015. Incentives, Selection, and Teacher Performance: Evidence from IMPACT. Journal of Policy Analysis and Management 34(2): 267–297.

• Bohte, J., & Meier, K. (2000). Goal Displacement: Assessing the Motivation for Organizational Cheating. Public Administration Review, 60(2), 173–182.

6/5: Managing and motivating public employees. Understanding the decision-making process.

Required Readings:

• Christensen, Robert K., Laurie Paarlberg, and James L. Perry. 2017. Public service motivation research: Lessons for practice. Public Administration Review 77(4): 529-542.

• Pay for Performance (case studies and exercises are optional) (Available on Canvas)

In Class: Watch “The Surprising Truth About What Motivates Us.” https://www.youtube.com/watch?v=u6XAPnuFjJc

Supplemental readings:

AS.470.695 Course Syllabus Fei Roberts

• Linos, Elizabeth. 2017. More than public service: A field experiment on job advertisements and diversity in the police. Journal of Public Administration Research and Theory 28(1): 67-85.

• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.

6/7: Rule of Law and Ethics. Organizational culture

Before Class: Watch John Oliver on Civil Forfeiture. https://www.youtube.com/watch?v=3kEpZWGgJks

Required Readings:

• Belle, Nicola and Paola Cantarelli. 2017. What Causes Unethical Behavior: A Meta-Analysis to Set an Agenda for Public Administration Research. Public Administration Review 77(3): 327-329

• O’ Leary, Rosemary. 2010. Guerrilla Employees: Should Managers Nurture, Tolerate or Terminate Them? Public Administration Review. 70(1): 8-19.

• American Society for Public Administration Code of Ethics. http://www.main.org/aspa/code.htm

• Leading Change: Military Leadership in Civilian Organizations https://apps.dtic.mil/sti/pdfs/ADA561960.pdf

• Pentagon harbors culture of revenge against whistleblowers https://www.rollcall.com/news/congress/pentagon-whistleblowers-often-face- retaliation-that-goes-unpunished

Case: Civil Forfeiture 6/12: Hiring, emotions. Keeping/losing employees

Required Readings • Promote Job Satisfaction through Mental Challenge (case studies and exercises are

optional) (available on Canvas). • Control Voluntary Turnover by Understanding its Causes (case studies and

exercises are optional) • Lee, S., & Sanders, R. M. (2013). Fridays are furlough days: The impact of

furlough policy and strategies for human resource management during a severe economic recession. Review of Public Personnel Administration, 33(3), 299-311.

6/14: Power. Administrative Reforms and Organizational Change.

Required Readings:

AS.470.695 Course Syllabus Fei Roberts

• Sergio Fernandez and Hal G. Rainey. 2006. Managing Successful Organizational Change in the Public Sector. Public Administration Review. 66(2): 168-176.

• Backer, T. E. (1997). Managing the human side of change in VA's transformation. Journal of Healthcare Management, 42(3), 433.

• Shalala Donna. 1998. “Are Large Public Organizations Manageable?” Public Administration Review 58(4): 284-289.

• William Ouchi. (2005). Making Public Schools Work: Management Reform as Key. Academy of Management Journal, 48(6): 929-934.

Case: Burn it Down. Supplemental Readings:

• Gilad, Sharon and Momi Dahan. 2020. Representative Bureaucracy and Impartial Policing. Public Administration.

• Blank, Rebecca. 2016. Implementing Change in Big Public Institutions. Public Administration Review. 76(2):217-218

6/19: Juneteenth. No Class 6/21: Collaboration, Privatization, & Contracts

Before Class: Watch “Prisons for Profit: 18 Months in the Life of the Nation's First Prison Sold for Profit” https://www.youtube.com/watch?v=YQcZzS7eqfY&t=303s

Required Readings:

• Carolyn Heinrich and Youseok Choi. 2007. Privatization and Performance Based Contracting in Public Welfare Programs. American Review of Public Administration. 37(4): 409-435.

• Brown, Trevor L., Matthew Potoski and David Van Slyke. 2006. Managing Public Service Contracts: Aligning Values, Institutions and Markets. Public Administration Review 66(3): 323-331.

Case: Get Out of Jail, Inc.

Supplemental Readings:

• Goodsell, C. T. (2007). Six normative principles for the contracting-out debate. Administration & Society, 38(6), 669-688.

• Amirkhanyan, A., Kim, H., & Lambright, K. (2008). Does the public sector outperform the nonprofit and for-profit sectors? Evidence from a national panel study on nursing home quality and access. Journal of Policy Analysis and Management, 27(2), 326–353.

• Balogh, Brian H. Keep Your Government Hands off My Medicare: A Prescription that Progressives Should Fill. The Forum 7(4): Article 3.

AS.470.695 Course Syllabus Fei Roberts

6/26: Peers, social environments. Leadership

Before Class: Listen to the “Prologue” [or first ~14 minutes...but not Acts 1-3] of This American Life episode. These first 14 minutes of the show deal with research regarding group dynamics. The full show aired on 12/19/08, and is called “Ruining it for the Rest of Us.” You should be able to stream the audio for free: http://www.thisamericanlife.org/radio-archives/episode/370/ruining-it-for- the-rest- of-us

Required Readings:

• Madam C.E.O., Get Me a Coffee https://mobile.nytimes.com/2015/02/08/opinion/sunday/sheryl-sandberg-and-adam- grant-on-women-doing-office-housework.html

o If you get stuck behind the paywall, this is also available digitally through the library here: https://wrlc- amu.primo.exlibrisgroup.com/permalink/01WRLC_AMU/134t8r/BM_eNpj YeA0MDYz0jUxNjbkZJD1TUxJzFVw1nPV89fTUXBPLVHwTVVIVHD OT0tLTeVhYE1LzClO5YXS3Axybq4hzh66BUX5haWpxSXxGXkF8UYG 5iaWJhZmZibGBBUAANYNIdA

• How to Manage a Toxic Employee https://hbr.org/2016/10/how-to-manage-a-toxic- employee

Supplemental Readings: • Antonakis, John, Marika Fenley, and Sue Liechti. 2012. Learning charisma.

Transform yourself into the person others want to follow. Harvard Business Review 90(6): 127-30.

• Dvir, T., Eden, D., Avolio, B. J., & Shamir, B. (2002). Impact of transformational leadership on follower development and performance: A field experiment. Academy of management journal, 45(4), 735-744.

6/28: Final Project Presentation WRITING STYLE All assignments must be typed in Word, on a letter size paper with one-inch margins, and using “Times New Roman” 12 pt font size. Style, clarity and analysis count. Express your own point of view on the subject, suggest new strategies, and defend your position using logical arguments. The following general criteria will equally be used to grade all papers: 1. In-depth knowledge of the material covered in the readings, cases, and lectures; ability to apply it in the analysis.

AS.470.695 Course Syllabus Fei Roberts

2. Writing quality (clear, concise, logical, well-organized and formatted paper with a title, subtitles, bullet-points, and other techniques assisting in the presentation of the material). 3. Innovation and creativity (ability to provide interesting, thoughtful solutions to proposed questions and problems applying the material covered in this and other courses). ACADEMIC INTEGRITY It is your responsibility to complete all assignments on your own. Feel free to discuss general ideas, concepts and techniques with the instructor, your classmates, and colleagues. However, you must work individually on all papers. You may not copy (cut and paste) any information from a book, article, newspaper, web site, other students’ paper, or any other source without clearly citing this source (using a footnote or an endnote) and using quotation marks. If you choose to paraphrase certain published information and include it in your paper, you do not have to use quotation marks, but you must clearly cite the source. Please do not assume that I know the source of information you are incorporating in your paper. For example, if you are working on an organizational analysis paper and would like to describe the history of the organization, you may not cut and paste its organizational history from the web site (without referencing it). Unless you clearly indicate a specific source, I will assume you claim the authorship of information presented to me. You must obtain prior permission from me if any portion of the written work you would like to submit for this class has been used (in prior semesters) or will be used (this semester) to meet the requirements of another course. You are free to discuss ideas for writing assignments with classmates or get feedback on what you have written, but no two students should turn in the same material to me (in whole or in part). UNIVERSITY POLICIES General This course adheres to all University policies described in the academic catalog. Please pay close attention to the following policies: Academic Conduct All JHU students assume an obligation to conduct themselves in a manner appropriate to the Johns Hopkins University’s mission as an institution of higher education and with accepted standards of ethical and professional conduct. Students must demonstrate personal integrity and honesty at all times in completing classroom assignments and examinations, in carrying out their fieldwork or other applied learning activities, and in their interactions with others. Students are obligated to refrain from acts they know or, under the circumstances, have reason to know will impair their integrity or the integrity of the University. Students and faculty in Advanced Academic Programs are required to adhere to the academic integrity guidelines and process laid out in the Graduate Academic Misconduct Policy. Refer to the website for more information regarding the academic misconduct policy. If you use Safe Assign or Turnitin or any other plagiarism detection tool add the following: Please note that student work may be submitted to an online plagiarism detection tool at the

AS.470.695 Course Syllabus Fei Roberts

discretion of the course instructor. If student work is deemed plagiarized, the course instructor will follow the policy and procedures governing academic misconduct. Ethics & Plagiarism JHU Ethics Statement: The strength of the university depends on academic and personal integrity. In this course, you must be honest and truthful. Ethical violations include cheating on exams, plagiarism, reuse of assignments, improper use of the Internet and electronic devices, unauthorized collaboration, alteration of graded assignments, forgery and falsification, lying, facilitating academic dishonesty, and unfair competition. Report any violations you witness to the instructor. Read and adhere to JHU’s Notice on Plagiarism. Copyright Policy All course materials are the property of JHU and are to be used for the student's individual academic purpose only. Any dissemination, copying, reproducing, modification, displaying, or transmitting of any course material content for any other purpose is prohibited, will be considered misconduct under the JHU Copyright Compliance Policy, and may be cause for disciplinary action. In addition, encouraging academic dishonesty or cheating by distributing information about course materials or assignments which would give an unfair advantage to others may violate AAP’s Code of Conduct and the University’s Student Conduct Code. Specifically, recordings, course materials, and lecture notes may not be exchanged or distributed for commercial purposes, for compensation, or for any purpose other than use by students enrolled in the class. Other distributions of such materials by students may be deemed to violate the above University policies and be subject to disciplinary action. Student Conduct Code The fundamental purpose of the Johns Hopkins University's (the "University" or "JHU") regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. For a full description of the code please visit the Student Conduct Code Web Page (https://studentaffairs.jhu.edu/policies-guidelines/student-code) Accommodations for Students with Disabilities If you are a student with a documented disability who requires an academic adjustment, auxiliary aid or other similar accommodations, please contact Talia Varone at [email protected]. For more information please visit the Disabilities Services website. Dropping the Course You are responsible for understanding the university’s policies and procedures regarding withdrawing from courses found in the current catalog. You should be aware of the current deadlines according to the Academic Calendar. Getting Help

AS.470.695 Course Syllabus Fei Roberts

You have a variety of methods to get help on Canvas. If you encounter technical difficulty in completing or submitting any online assessment, please immediately contact the designated help desk listed on the AAP online support page. Also, contact your instructor at the email address listed in the syllabus. Title IX Confidentiality and Mandatory Reporting As an instructor, one of my responsibilities is to help create a safe and inclusive learning environment on our campus. I also have mandatory reporting responsibilities related to my role as a Responsible Employee under the Sexual Misconduct Policy & Procedures (which prohibits sexual harassment, sexual assault, relationship violence and stalking), as well as the General Anti-Harassment Policy (which prohibits all types of protected status based discrimination and harassment). It is my goal that you feel able to share information related to your life experiences in classroom discussions, in your written work, and in our one-on- one meetings. I will seek to keep information you share private to the greatest extent possible. However, I am required to share information that I learn of regarding sexual misconduct, as well as protected status based harassment and discrimination, with the Office of Institutional Equity (OIE). For a list of individuals/offices who can speak with you confidentially, please see Appendix B of the JHU Sexual Misconduct Policies and Laws. For more information on both policies mentioned above, please see: JHU Relevant Policies, Codes, Statements and Principles. Please also note that certain faculty and other University community members also have a duty as a designated Campus Safety Authority under the Clery Act to notify campus security of certain crimes, as well as a duty under State law and University policy to report suspected child abuse and/or neglect. Diversity Johns Hopkins is a community committed to sharing values of diversity and inclusion in order to achieve and sustain excellence. We firmly believe that we can best promote excellence by recruiting and retaining a diverse group of students, faculty, and staff and by creating a climate of respect that is supportive of their success. This climate for diversity, inclusion, and excellence is critical to attaining the best research, scholarship, teaching, health care, and other strategic goals of the Health System and the University. Taken together these values are recognized and supported fully by the Johns Hopkins Institutions leadership at all levels. Further, we recognize that the responsibility for excellence, diversity, and inclusion lies with all of us at the Institutions: leadership, administration, faculty, staff, and students. For more information on JHU’s commitment to diversity, please visit the Diversity at JHU website. Course Evaluation Please remember to complete an online course evaluation survey for this course. These evaluations are an important tool in the ongoing efforts to improve instructional quality and strengthen programs. The results of the course evaluations are kept anonymous - your instructor will only receive aggregated data and comments for the entire class. An email with a link to the online course evaluation form will be sent to your JHU email address close to the end of the semester.