INFORMATION SYSTEMS IN POLICY ENVIRONMENTS

PA 5318
Summer 2010

Instructor: Dr. Wendy L. Hassett, Clinical Associate Professor

E-mail: via the mail icon on our course page or wendy.hassett@utdallas.edu
Phone: (334) 329-1083 or (334) 209-1311

Course Description:
Every day, new information systems and technologies change how public affairs professionals
interact, work, and serve the public. Governmental organizations are continually challenged to
understand, use, and adapt to information systems and communications technologies as they
emerge. How can public sector organizations best harness information systems to provide better
public services? What is the role of public policy to regulate issues surrounding the use of these
technologies?

This course will explore the relationships between technology and government management,
decision making, and public policy by studying these arenas through the lenses of information
systems and technology. During the semester, students will explore current trends and cutting-
edge technologies in real-time.

Student Learning Objectives:

 To understand how politics and policies surrounding the use of technology impact public affairs
 To appreciate the benefits and challenges information systems bring to the public affairs arena
 To gain an enhanced understanding of the processes and challenges encountered when
implementing and using information systems in public organizational settings
 To appreciate how information systems can be used to inform policy decisions
 To be exposed to trends and implications of evolving technology

Required Text:

Turabian, Kate L. 2007. A Manual for Writers of Research Papers, Theses, and Dissertations. 7th
ed. Chicago: The University of Chicago Press.

Journal articles cited in this syllabus are accessible electronically via our eLearning
course. The password to access the electronic reserves is provided in our ELearning course.

Citations: In accordance with departmental standards, all citations should use Turabian, 7th edition.
See Chapters 18 & 19.

UTD Library Contact: Carol Oshel, Reference/Distance Librarian; carol.oshel@utdallas.edu; 972-

883-2627. Want more information? To access a variety of information about distance
education at UTD, visit: http://www.utdallas.edu/distancelearning2/students/
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Course Requirements
Journal- Each student should build a personal Journal based upon the weekly course
assignments and readings. The journal will have a dual purpose: (1.) it can serve as a handy
source of information covered in this course; and (2.) during the course, it will assist you in
thinking through and assimilating the readings for your course assignments. The link to the
appropriate journal is located within each weekly module on the course website. Students are
encouraged to keep up with their Journals weekly. All Journals are visible to Dr. Hassett
at all times, so progress can and will be monitored throughout the semester.

General Information about the Online Journal:

 The text in your Journal may be edited until it is locked for grading.
 Each week should have its own “box” in the online Journal.
 Within that box, each entry should be clearly labeled.
 The “Subject” line should include the Week number.
 Your Journal may be seen only by you and Dr. Hassett.
 Compose your entries as you complete the readings. In other words, you
should read the assigned reading/lecture, then compose your summary…read the
next assigned reading, then compose that entry, and so on.

Each week, each student should make the following postings to the online Journal:

1.) Lecture Summary: Each lecture should be summarized. This summary should
consist of just one paragraph.

2.) Reading Summaries: Each weekly reading assignment should be summarized.

 Each reading should have its own entry. (In other words, do not combine
summaries of readings by different authors into one entry.)

 Each reading summary should be completed in the same order as

presented in the Syllabus.

 Each entry should consist of just a paragraph or two. Bulleted points are
acceptable.

 Each entry should include specific quotes and page numbers to

support your statements/conclusions. Each entry should include the
following LABELED sections:

- Full and complete reference (See Turabian, 7th ed., Chap. 18 &19)
- Main argument. What are the author’s main points?
- Take-Aways. What are your "take-away" points from this reading?
Include at least two from each reading.

3.) Concept Synthesis: After completion of lecture entry and the weekly reading
entries, each student should compose one or two paragraphs that tie all of the
assignments together. DO NOT RE-SUMMARIZE THE READINGS HERE.
Instead, compose your insights that show evidence that you really understood
and "connected" the readings. This brief composition should synthesize the
major concepts of all the week’s readings. This entry should demonstrate the
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high level of analysis typically expected in graduate classes. Be sure to label

this section as the Concept Synthesis. This section should be considered to
be of the utmost significance. It should offer a “big picture” view of the topic and
may speak to the applications, costs, and/or benefits of the topic examined.

You may want to start by asking yourself:

 How do the readings assigned this week relate to each other?

 What new insights have I gained through these readings?
 What are my thoughts about this topic in light of the perspectives
offered by these authors?

Journal Grading. Grading of the Journal is handled a bit differently than other
assignments because it is locked (so no more changes can be made) and graded at the
BEGINNING of the week it is due. Late Journals submitted via email will not be accepted.
The Journal will be graded at various intervals during the semester as described herein.
Journal grades are based the instructions described in this section as well on the degree to
which each student demonstrates that she/he has read and comprehends the assigned
readings. Proper referencing and academic form should be used.

Threaded Discussions- Learning, like almost everything, is more enjoyable when it is a shared
experience. Threaded discussions are a way to provide a way for us to share this learning
experience together.

Due to the shorter summer semester and the demands of the other course projects, our
discussions will be limited to three. This places a premium on engaging in intelligent and
informed discussions that stay on-topic. Students are strongly advised to read the following
description of these discussions and take careful note of the information to take full advantage
of the potential points available via these discussions.
The threaded discussions work this way: A discussion question is posted for each week that it
is due under the weekly icon. Each week a discussion is assigned, you are expected to
participate in the discussions that occur there. The active and consistent involvement of each
student is expected. Each student shall make one “main” posting addressing the weekly
question AND have at least one other posting demonstrating he/she is engaged in the
discussion as it occurs. I will post some final comments and thoughts at the end of the week.
Postings may begin as early as Monday morning and continue until midnight on Sunday. If a
posting is made within ten minutes after the deadline, there will be a one point deduction for
each minute after midnight. Postings made after 12:10 am will be given a grade of 0. It is
crucial that each student stays up to date on the readings in order to get his/her postings
completed on time. Each student is expected to participate in all of the discussions. The
first threaded discussion posting during Week 1 is not graded.

Threaded Discussion Guidelines- When posting a response, please keep the following
guidelines in mind:
1. For all discussion threads, students should be careful to respond to all aspects of the
original question(s). There are two formats we will use: general discussions and
posts.
 For general THREADED DISCUSSION, do not pretend you are in a vacuum.
Acknowledge and react to what others have already said. Students are
encouraged to support or take issue with points raised by other students.
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 For DISCUSSION POSTS, students are encouraged to read other posts, but
should not respond to their colleagues. Also, be sure to compose an answer
independent of what others have said. In other words, do not rely on what others
have said for your post.
2. Similar to the discourse in seminar classes, I am looking for only substantive
contributions. Participants are expected to have read the material in advance of their
postings so they can share insightful comments, criticism, and perspectives with the
class. Some students may find it useful to compose the posting in a Word document
to facilitate editing prior to making the actual posting. Be sure to include in your
posting specific references to the assigned readings (by author’s name, year of
publication, and page number) and the lecture to demonstrate your grasp of the
concepts. In other words, you should demonstrate that you have read and
digested the assigned materials. Lectures may be cited, but do not count as an
“assigned reading.”

3. The quality of the posting is more important than quantity. Two to four paragraphs
should be sufficient to get your point across.
4. The posting should include a descriptive and appropriate phrase in the “Subject” field.
This will help to organize the discussion. DO NOT type your NAME or WEEK
NUMBER in the Subject line. Proper descriptions will help to organize the discussion.
5. You are expected to be involved in the discussion throughout the week. You should
visit the discussion several times each week to keep up with the discussion taking
place. Making one post is not adequate to receive full credit. Each student should
make one “main” posting addressing the weekly question AND have at least one
other posting demonstrating they are engaged in the discussion as it occurs.
A helpful hint: If someone makes reference to your contribution or takes issue
with something you have stated, you will want to respond before the time has
elapsed for the week. If you do not respond, it is obvious that you are not
checking back on the threaded discussion as it develops.
6. Since the threaded discussions are our class discussions, the same rules apply as in
class. In general, these include the following: become engaged in class discussion,
be honest, don’t posture, be respectful, and don’t ramble. In addition, each participant
is expected to employ all conventions of good English composition, including, but not
limited to capitalization, grammar, spelling, punctuation, format, and referencing.
7. During discussions, there may be professional disagreement. Do not make
discussions personal. A fundamental premise underlying both academic freedom and
public administration is respect for the individual. Disagree with respect – not with
contempt.
8. Do not get in a habit of waiting until the end of the discussion to make your posting.
Each student will be expected to make some “early in the week” postings.
9. Do not post ahead of schedule. While it is acceptable (and encouraged) for students
to work ahead of the stated schedule, work should be posted only during the week it
is due. In other words, students should not post discussion threads or assignments in
Week 10 during Week 9, for example. If students wish to compose their assignments
in advance, they should maintain those on their personal computer and post them
only during the week they are due. If this poses a problem, please let me know.
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Grading Policy for Threaded Discussions: In grading the threaded discussion contribution
posted by each student, I will look for three (3) things:
1. How well you respond to the specific discussion question
(including following guidelines above.)
2. How well you integrate the weekly readings/lecture into your answer
3. How well you respond/react to what others say (if required)

 Input that addresses all items well will receive an evaluation of 90 or above (A).
 Input that addresses all items marginally or addresses only two of the three items will
receive an evaluation between 80 and 89 (B).
 Input that addresses the items inadequately or addresses only one of the items will
receive an evaluation of 79 or below (C/D/F).

Case Study – The purpose of the case study is to expose each student to a real case of
information systems and to apply the concepts discussed in the course to an actual organization.
The organization can be a sub-group (such as a department or division) of a larger organization.

For this assignment, each student will prepare a detailed case study of how a public
organization has dealt with some issue or problem with respect to information technology. A
public organization is required. Programs or schools of educational institutions are also
acceptable. Ideas for cases can be found in technology magazines, newspaper articles, or
public sector publications. Once a case study is identified, each student should research the
case to locate at least three (3) articles that discuss the story. Academic, peer-reviewed
literature on IT in public affairs including course readings, as well as other sources, should be
used to inform the case. The final product should be a 2,000 – 5,000 word report. Respect this
word count guideline. Each report will be checked for the number of words.

The topic of the case study should fall within one of the following broad categories:

 the process of new technology being implemented in an organization (e.g., using

point-of-sale technology in the food stamp program administered by the U.S.
Department of Agriculture)

 how a major IT system (e.g., financial software, GIS system, etc.) played a key role
in the development of a significant public policy at the local or state level (e.g., the
introduction of automated cameras at intersections to enforce the running of red
lights)

 the impact of technology in a governmental setting (e.g., re-skilling law enforcement

officials to employ crime detection technology effectively)

Guidelines for writing the case study: The following are suggested guidelines for writing
the case study. Each sub-section should be clearly identified. Students are urged to
use this structure, but may add other sections that are relevant.

1) Abstract: As is standard with academic publications, offer the reader an abstract

of your work. If you are unfamiliar with writing an abstract, take a look at some of
the abstracts in Public Administration Review or another academic journal.

2) Introduction: Describe the organization and the IT project. What is the nature
of the project? Why was it undertaken? How is it new or innovative to the
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organization? Be sure to explain all concepts and terminology clearly so an

observer from outside the organization would have no problem understanding the
discussion.

3) Relationship to Organization: What departments/divisions were involved in the

project? Who was in charge of the project? What was the role of the IT staff?
How does the project relate to the organization's existing systems (software and
hardware)? Discuss how this system was expected to help the organization.
(Perhaps expectations were different throughout the organization.)

4) Description and Documentation: Provide a complete, easy-to-understand

description of the project in chronological order. This section should begin with
its inception. This would include, for example, the bid/Request for Proposals
(RFP) process, training, all stages of implementation, and any program
evaluation efforts.

5) Organizational Impact: Provide a thorough description and discussion of the

outcome of the project (observable and unobservable) to demonstrate the impact
of the IT project on the organization. Did it achieve all that was hoped for?
(Newspaper articles will be particularly helpful here.)

6) Analysis: Analyze the case in light of current research. This section should
reference academic literature including our course readings, at least five (5)
outside readings from academic journals, and newspaper or popular
magazine articles. Internal documents from the organization, if available, are
strongly suggested.

7) Lessons Learned: Discuss the following:

 The lessons you learned from studying the case including the problems the
organization encountered.
 If you went back in time and were charged with heading up the project, what would you
have done differently? What would you have done the same?
 How did the case relate to the readings in this course? (Be specific.)

8) References. Provide a complete set of references of the works you cited only.

This assignment has three stages. Each stage is required to receive full credit for this deliverable.

Stage One: The Proposal. Include in the proposal the following sections
clearly identified:

(a) a proposed title;

(b) a one-paragraph rationale explaining why you chose it and why it is appropriate
for this course;

(c) a one (1) paragraph draft abstract describing your chosen public organization or
organizational unit as well its associated IT-related topic;
note: If you are unfamiliar with writing an abstract, take a look at some of the abstracts in
Public Administration Review or another academic journal.
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(d) a brief tentative reference list consisting of

 at least three (3) articles that discuss the story. These are
typically newspaper or magazine articles that tell the facts of the case.

 at least three (3) academic, peer-reviewed journal articles.

Typically, these will not speak to the specifics of your case. Instead,
these sources will speak to a broader topic and help to guide your
analysis of the case. Course readings listed in this syllabus do not
count toward this requirement.

NOTE: Be sure to use proper reference style per Turabian, 7th edition.

(e) identification of which one of the three categories described herein you chose to
explore; and

(f) a one paragraph discussion of how the project fits the chosen category.

Special note about the Proposal: While the Proposal is not graded, late or
poor (including incomplete) submissions will result in an automatic five (5)
percentage point deduction your final course grade.

Stage Two: The Draft. You will circulate a draft of your report to two class
members for their review and comment. You will also send your critiques of the
drafts you receive for those authors to use; use private mail feature of our course
to send your critiques directly to the authors. You do not need to copy me on your
critiques, but let me know if you do not receive your two critiques on your work.
This process will give you the opportunity to professionally critique the work of
others and to revise your work based on comments of your colleagues (a time-
honored technique used in the peer-review process of academic journals). In
addition, it will expose you to two interesting case studies in this subject. As a
result of this peer-review process, all case studies will be held to a high
standard.

Special note about the Draft: While the Draft and peer-review process is not
a graded assignment, late submissions will result in an automatic five (5)
percentage point deduction from your final course grade.

Stage Three: The Report. Finally, you will e-mail your final report to me via the
mail feature of our course. Do not wait until the last minute to submit this
assignment. Be sure to include the entire submission in ONE FILE. In other
words, do not submit multiple files.

NOTE TO AOL USERS: It is common for the AOL browser to encounter difficulties with
eLearning. If you encounter problems using the AOL browser, connect using AOL and
then launch a regular version of FireFox or Internet Explorer.
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Grading Policy for Case Study: The criteria used to judge case studies will heavily depend on
the following:

 The extent and comprehensiveness of your research including the literature review. (It
should be clear that you spent a great deal of effort on this project.)
 The extent to which you synthesize the research and offer insights into the case.
 The logical organization, quality of the writing, proper Turabian reference form, and overall
presentation of the case.
 The length of the report (per the guidelines identified herein).

TechWatch - The TechWatch assignment consists of two parts. BE SURE TO READ BOTH
PARTS BEFORE YOU BEGIN. Details on this assignment are available on our eLearning
Course page. To submit this deliverable, see instructions in the applicable learning
module.

Course Grade: The course grade will consist of a number of components. The breakdown is
below:

Threaded Discussions (3) (5 points each) 15%

Case Study 25%
Journal (2) (15 points for each part) 30%
TechWatch (15 points for each part) 30%
100%*
A final course grade will be assigned based on the following scale:
90-100 points=A; 80-89 points=B; 70-79 points=C; 69 or below=F.

Course Policies

 Late Work
 Threaded discussion postings should be made during the week they are due. If a
posting is made within ten minutes after the deadline, there will be a one point
deduction for each minute after midnight. Postings made after 12:10 am will be
given a grade of 0.

 Late Journals submitted via email will not be accepted. WARNING: Do NOT use
the draft feature to compose your Journal. Converting material from draft to the
regular view has caused students serious difficulties. Your Journal should be
composed online. It should not be composed elsewhere and pasted just prior to the
deadline.

 Other Deliverables. ALL OTHER LATE ASSIGNMENTS WILL RECEIVE A

DEDUCTION OF TEN PERCENTAGE POINTS FOR EACH WEEK OR PORTION
THEREOF FOLLOWING THE WEEK IT IS DUE. Exceptions may include a
mutually agreed arrangement made in advance or bona fide emergencies (be
prepared to supply documentation). Problems with your personal computer (such as
computer “crashes”) do not count as an exception or an emergency. Review the
schedule in this syllabus. If there are conflicts, please discuss them with me ASAP.
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Please let me know is something significant happens to you during the semester that could
interfere with your submitting class assignments on time (death in family, loss of job, etc.) If
you plan to submit an assignment late, be sure to let me know. Students should make
every effort to submit all final required course assignments by midnight on Sunday of the last
week of class as identified in this Syllabus. Late final course assignments should be the
exception and will be penalized as “late work” as described herein. However, under no
circumstances should students submit an assignment for credit after the last day of
“final exams” as identified in the official University Academic Calendar for the applicable
semester.

 eLearning and Computing Assistance

For help with your computer-related questions, call the Help Desk at 972-883-2911 or email them at
assist@utdallas.edu. You can also use the live web support at http://webhelp.utdallas.edu/ to get
answers to your questions online during their hours of operation.

 Instructor Availability
One of the most important ways to be successful in this course is to have your questions
answered before you submit any assignments for a grade. So, if you have a question and
this Syllabus does not answer it for you, ask me!
Option #1: E-mail. This is likely our best method for communication. Please use
eLearning to contact me. I will generally respond to e-mail within 2-3 working days. If
eLearning is not available to you for some reason, you may email me at the UTD email
address on the first page of this Syllabus.
Option #2: Phone. You may also call me. My phone numbers are listed in this syllabus
(p. 1).

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the responsibility of each
student and each student organization to be knowledgeable about the rules and regulations
which govern student conduct and activities. General information on student conduct and
discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered
students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules
and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI,
Section 3, and in Title V, Rules on Student Services and Activities of the university’s Handbook
of Operating Procedures. Copies of these rules and regulations are available to students in the
Office of the Dean of Students, where staff members are available to assist students in
interpreting the rules and regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship.
He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules,
university regulations, and administrative rules. Students are subject to discipline for violating
the standards of conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.

Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the work done
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by the student for that degree, it is imperative that a student demonstrate a high standard of
individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one’s own work
or material that is not one’s own. As a general rule, scholastic dishonesty involves one of the
following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students
suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any
other source is unacceptable and will be dealt with under the university’s policy on plagiarism
(see general catalog for details). This course will use the resources of turnitin.com, which
searches text for possible plagiarism and is over 90% effective.

Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication
between faculty and students through electronic mail. At the same time, email raises some
issues concerning security and the identity of each individual in an email exchange. The
university encourages all official student email correspondence be sent only to a student’s UTD
email address and that faculty and staff consider email from students official only if it originates
from a UTD student account. This allows the university to maintain a high degree of confidence
in the identity of all individual corresponding and the security of the transmitted information.
UTD furnishes each student with a free email account that is to be used in all communication
with university personnel. The Department of Information Resources at UTD provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level
courses. These dates and times are published in that semester's course catalog. Administration
procedures must be followed. It is the student's responsibility to handle withdrawal requirements
from any class. In other words, I cannot drop or withdraw any student. You must do the proper
paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to
participate in the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make a serious
effort to resolve the matter with the instructor, supervisor, administrator, or committee with
whom the grievance originates (hereafter called “the respondent”). Individual faculty members
retain primary responsibility for assigning grades and evaluations. If the matter cannot be
resolved at that level, the grievance must be submitted in writing to the respondent with a copy
of the respondent’s School Dean. If the matter is not resolved by the written response provided
by the respondent, the student may submit a written appeal to the School Dean. If the
grievance is not resolved by the School Dean’s decision, the student may make a written appeal
to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an
Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of
the academic appeals process will be distributed to all involved parties.
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Copies of these rules and regulations are available in the Office of the Dean of Students, where
staff members are available to assist students in interpreting the rules and regulations.

Incomplete Grade Policy

Per university policy, incomplete grades will be granted only for work unavoidably missed at the
semester’s end and only if 70% of the course work has been completed. An incomplete
grade must be resolved within eight (8) weeks from the first day of the subsequent long
semester. If the required work to complete the course and to remove the incomplete grade is
not submitted by the specified deadline, the incomplete grade is changed automatically to a
grade of “F.”

Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities
equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the
Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and
Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22, PO Box 830688, Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments
necessary to eliminate discrimination on the basis of disability. For example, it may be necessary
to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for
students who are blind. Occasionally an assignment requirement may be substituted (for example,
a research paper versus an oral presentation for a student who is hearing impaired). Classes
enrolled students with mobility impairments may have to be rescheduled in accessible facilities.
The college or university may need to provide special services such as registration, note-taking, or
mobility assistance.

It is the student’s responsibility to notify his or her professor of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members to
verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for
the travel to and observance of a religious holy day for a religion whose places of worship are
exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. The student
is encouraged to notify the instructor or activity sponsor as soon as possible regarding the
absence, preferably in advance of the assignment. The student, so excused, will be allowed to
take the exam or complete the assignment within a reasonable time after the absence: a period
equal to the length of the absence, up to a maximum of one week. A student who notifies the
instructor and completes any missed exam or assignment may not be penalized for the
absence. A student who fails to complete the exam or assignment within the prescribed period
may receive a failing grade for that exam or assignment.
If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into account the
legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of
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the chief executive officer or designee.

Off-Campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and
University policies and procedures regarding travel and risk-related activities. Information
regarding these rules and regulations may be found at the website address given below.
Additional information is available from the office of the school dean.
(http://www.utdallas.edu/Business Affairs/Travel_Risk_Activities.htm)
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These descriptions and timelines are subject to change at the discretion of the Professor.

PA 5318 Schedule and Assignments

With the possible exception of the first week, all weeks on this syllabus run from Monday morning through
midnight the following Sunday. All assignments are due during the week, with submission no later than
midnight on Sunday, Central Time. The online Journals are treated differently, however; they are locked
for grading as described herein.

Week Topic
1 Introduction Reminder …these should be completed between May 24-May 30.

Assignments:
1.) Go through the Lecture in Week 1 module.
2.) Introduce yourself to the class via the Discussion POST (see below.)
3.) Begin the Week 2 readings this week so that you will be able to post
to the Week 2 Threaded Discussion beginning Monday of Week 2.
4.) Begin research for your Case Study project.
5.) Review Turabian text, chapters 18-19.

Threaded discussion POST: Post to the Threaded Discussion for Week 1 a

brief professional biography (approximately 50 words) to introduce yourself to the
class. The first threaded discussion posting during Week 1 is mandatory, but
does not count as one of your graded postings.

2 Information Technology in Public Organizations

Rethemeyer, R. Karl. 2007. The Empire Strikes Back: Is the Internet

Corporatizing Rather than Democratizing Policy Processes? Public
Administration Review 67(2): 199-215.

Braman, Sandra. 2006. Bounding the Domain: Information Policy for the
Twenty-First Century. In Change of State: Information, Policy, and Power, 39-
78. Cambridge, MA: MIT Press.

Fountain , Jane E. 2007. Challenges to Organizational Change: Multi-

Level Integrated Information Structures (MIIS). In Governance and
Information Technology from Electronic Government to Information
Government, ed. Viktor Mayer-Schonberger and David Lazer, 63-93.
Cambridge, MA: The MIT Press.

10 ways you might be ...

Video:
 A Conversation with Twitter about the Future of Technology in
Government (3/10/09). Note: Be sure to include a summary of this video in your
Journal. http://www.youtube.com/watch?v=wSE20sVyyeo

The Top Seven Intelligent Communities of 2010

http://intelligentcommunity.org/index.php?src=gendocs&ref=Top7_2010&cate
gory=Events
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States Turn to Technology...

http://www.govtech.com/gt/articles/749686

Online hotel bookers...

http://www.dallasnews.com/sharedcontent/dws/news/texassouthwest/stories/
DN-traveltaxes_06tex.ART.State.Edition1.4c5b3a9.html

Boulder Traffic Cameras...

http://www.dailycamera.com/ci_14513619#axzz0hbwjIIMx

Threaded discussion: Share with the class one point from this week’s
readings that stood out to you. Your comments should focus on the
importance of information technology to public organizations and public
leaders. Do not repeat the points that others have already stated.
(Review the Syllabus information on grading threaded discussions before you make your post.)

Want to read more on this topic?

Optional on E-Reserves:
 Perlman, Ellen. 2002. High Tech, Low Tech. In Governing: Issues and Applications from
the Front Lines of Government, ed. Alan Ehrenhalt, 76-80. Washington, DC: CQ Press.

3 Website Design and Use & E-Government

Scott, James. 2006. E the People: Do U.S. Municipal Government Web Sites
Support Public Involvement? Public Administration Review, May/June: 341-
353.

Tolbert, Caroline and Karen Mossberger. 2006. The Effects of E-Government

on Trust and Confidence in Government. Public Administration Review,
May/June: 354-369.

Can E-Government Make Communities more Competitive?

Engage: Creating e-Government that Supports Commerce, Collaboration,

Community and Commonwealth

Wisdom of Crowds: http://www.governing.com/column/wisdom-crowds

Review only: ICMA E-Government – What Citizens Want. (Not required in

Journal).

Threaded discussion: This week, we will divide the class in half, with each
group addressing a different side of e-government. Relying heavily on the
readings for this week…
 Each student whose last name begins with A-L should select and
discuss in some depth one benefit of e-government for public
organizations.
 Each student whose last name begins with M-Z should select and
discuss in some depth one challenge of e-government for public
organizations.
Note: When you make your main post, be sure you address an issue that has not already been addressed
by a colleague. Students may agree/disagree with either or both boards in their follow-up posts.
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Want to read more on this topic?

Optional on E-Reserves:

 Melitski, James. 2004. E-Government and Information Technology in the Public Sector.
In Public Productivity Handbook, eds. Marc Holzer and Seok-Hwan Lee, 649-672. New
York: Marcel Dekker.
 Gurwitt, Rob. 2002. Behind the Portal. In Governing: Issues and Applications from the
Front Lines of Government, ed. Alan Ehrenhalt, 64-68. Washington, DC: CQ Press.
 Scott, James K. 2005. Assessing the Quality of Municipal Government Web Sites. State
and Local Government Review 37(2): 151-165.
 Brown, Mary M. and Jeffrey L. Brudney. 2004. Achieving Advanced Electronic Government
Services: Opposing Environmental Constraints. Public Performance & Management Review
28(1): 96-113.

4 Information Systems, Productivity, and Seamless Processes

Garson – Chapter VIII: Information Technology as a Facilitator of Results-

based Management in Government
.
Brown, Mary Maureen and Jeffrey L. Brudney . 2003. Learning
Organizations in the Public Sector? A Study of Police Agencies
Employing Information and Technology to Advance Knowledge. Public
Administration Review 63(1): 30-43.

Kim, Soonhee and Hyangsoo Lee. 2006. The Impact of Organizational

Context and Information Technology on Employee Knowledge-Sharing
Capabilities. Public Administration Review 66(3): 370-385.

What States Can Do to Improve Government Efficiency and Service

Delivery

Why Assess Information Sharing Capability?

I am Who I say I am: The role of Identity and Access Management in

Government

Suggested Review: Meghan E. Cook et al. 2008. Assessing Mobile

Technologies in Child Protective Services.
(Note: Summary not required in Journal.)

Case Study Proposal: This week, send me your Case Study Proposal. Be
sure to review the details of this submission in this Syllabus prior to submitting it.

REMINDER: While the Proposal is not graded, late or poor (including

incomplete) submissions will result in an automatic five (5) percentage
point deduction from your final course grade.
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5 New Software, Hardware, and Communication Technologies

Perlman, Ellen. 2002. Technotrouble. In Governing: Issues and Applications

from the Front Lines of Government, ed. Alan Ehrenhalt, 72-75. Washington,
DC: CQ Press.

Making Smart IT Choices: Understanding Value and Risk in Government IT

Investments

Video:
 Inside the Transition: Technology, Innovation and Government.
Note: Be sure to include a summary of this short video in your Journal.
http://change.gov/newsroom/entry/inside_the_transition_technology_i
nnovation_and_government_reform/

California CIO Issues Use Policy for Facebook, YouTube, and other Social
Media
http://www.govtech.com/gt/articles/747525

TechWatch Assignment (Part 1) DUE this week. Submit your assignment via
our class website.

6 Geographic Information Systems (GIS) in Policy Environments

REMINDER: Journals will be locked for grading on MONDAY

morning of next week (Week 7).

Garson – Chapter XI: Geographic Information Systems in the Public Sector

Choose one resource from the website below (mentioned in the lecture),
and explore it: http://www.lib.ncsu.edu/gis/webmap.html
Note: Be sure to include a summary in your Journal.

Threaded discussion: Offer the class a personal example of how GIS has been
used to inform a policy decision. What important lessons can we learn from your
example? (If you do not have a personal example, research one from a
newspaper or a technology-based or government magazine.) Do not use an
example already posted by a colleague.
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7 Organizational Structure, Customer Service, and the Information Technology

Function

FIRST JOURNAL GRADED (Covering Weeks 1-6)

Individual journals will be accessed and graded by Dr. Hassett at some point during this week. Be
sure to have your Journal complete and ready to be graded by 8 AM on MONDAY of this week.
FAIR WARNING: Journals will be “locked” when grading begins. At that point, you will not be able to
add to or edit your Journal. Grades will be assigned based on the status of the Journal WHEN
GRADED. Again, to be safe, be sure your Journal is ready to be graded by 8 AM on Monday of this
week. Late Journals submitted via email will not be accepted.

TechWatch Assignment (Part 2) DUE this week

Weitzman, Beth, Diana Silver and Caitlyn Brazill. 2006. Efforts to Improve
Public Policy and Programs through Data Practice: Experiences in 15
Distressed American Cities. Public Administration Review (May/June):
386-399.

West, Darrell M. 2004. E-Government and the Transformation of Service

Delivery and Citizen Attitudes. Public Administration Review 64(1): 15-27.

For Whom the Toll Bills? For Thee

http://www.jsonline.com/news/wisconsin/29529549.html

Mayor Newsome Launches...

http://www.californiachronicle.com/articles/view/115086

8 Information Systems: Privacy, Security, Stewardship, and Politics

White, Jay D. 2007. Information Security. In Managing Information in the

Public Sector, 217-237. Armonk, NY: M.E. Sharpe.

Solove, Daniel, Marc Rotenberg, and Paul Schwartz. 2006. Privacy,

Information, and Technology, 30-43. Aspen Publishers.

Be IT Resolved: A proclamation for our times.

Delete at your Own Risk

http://www.governing.com/topics/mgmt/Delete-at-Your-Own.html

Misconduct files on Internet

http://www.latimes.com/news/local/la-me-lapd7-2009feb07,0,3336411.story

Employee and Boyfriend Charged in Another Refund Scam:

http://www.washingtonpost.com/wp-
dyn/content/article/2008/06/03/AR2008060303348.html

Tackling public sector IT fraud

http://www.govtech.com/pcio/articles/696349?printall

Effective IT Controls East Computing, Communications and Security

Concerns
http://www.govtech.com/pcio/265055
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Want to read more on this topic?

Optional on E-Reserves:
 Bimber, Bruce. 2003. Information and American Democracy: Technology in the Evolution
of Political Power, 1-25, 89-109, 197-249. Cambridge, Cambridge University Press. (On
print reserve in McDermott Library)

 Neal, Scott. 2005. What about those Blogs? Public Management 87(5): 18-21.

9 Information Technology Case Study Draft Week

Case Study Draft. Send your Case Study draft to the two students whose
last names follow yours alphabetically. Be sure to use our course private
mail feature to send your case study directly to these individuals before
midnight on Sunday. Once you receive the drafts of others, begin your
critiques. See reminder below.

Reminder: While the Case Study Draft is not a graded assignment, late
or missing submissions will result in an automatic five (5) percentage
point deduction from your final course grade.

10 Information Technology Case Study Critique Week

NOTE: Journals will be locked for grading on MONDAY morning of next

week (Week 11). Be sure you summarize Week 11 readings in your Journal THIS
week for they are ready on Monday morning of next week!

Case Study Critique. Send your critiques directly to the authors of the
case studies you received; use the eLearning private mail to send your
critiques directly to the authors. Begin your revisions based on the
critiques you receive. Do not copy me on your critiques, but please let me
know if you do not send or receive your two critiques on your work by
midnight on Sunday. See reminder below.

Reminder: While the peer-review process is not a graded assignment,

late or missing submissions will result in an automatic five (5)
percentage point deduction from your final course grade.

11 Conclusion: The Future

FINAL JOURNAL GRADED (Covering Weeks 7-11)

Individual journals will be accessed and graded by Dr. Hassett at some point during this week. Be
sure to have your Journal complete and ready to be graded by 8 AM on MONDAY of this week.
FAIR WARNING: Journals will be “locked” when grading begins. At that point, you will not be able to
add to or edit your Journal. Grades will be assigned based on the status of the Journal WHEN
GRADED. Again, to be safe, be sure your Journal is ready to be graded by 8 AM on Monday of this
week.

Video:
 The Future of Collaborative Government Note: Be sure to include a
summary of this short video in your Journal.
http://www.youtube.com/watch?v=Yjqjq3u1Ld8

Case Study Report DUE. Submit your REVISED case study.