LOCAL GOVERNMENT ETHICS

PA 5319
Summer 2010

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

E-mail: via the mail icon on our eLearning course page or wendy.hassett@utdallas.edu

Phone: (334) 209-1311 or (334) 329-1083

Course Description:

Public administrators at all levels are faced daily with decisions related to ethical questions. Every
day in the news, we are reminded of society’s growing concern about the morality of local public officials.
And while it is a subject that garners a great deal of attention, it remains one of the most misunderstood
concepts in government today.

Because ethics is of central importance to the study of public affairs, it strongly influences the
quality of government and its administration. A significant responsibility rests on public affairs professionals
to conduct themselves and their organizations ethically. In order to do this, two tasks must be addressed:
to understand the nature of ethical dilemmas and to be armed with knowledge to address them. This
applied class will offer students with a variety of tools, techniques, and principles aimed at seeing ethical
dilemmas more clearly. The topics presented in this course are essential knowledge for contemporary
local government managers and will be presented in the context of real-world situations.

The goal of this class is to prepare students for the ethically-charged situations they will face in their
professional work in local government. Therefore, this course challenges students to recognize and
understand the ethical dimensions of public service and to discern values conflicts that local government
administrators typically encounter. Students who successfully complete this course will have enhanced
reasoning and analytical skills to be better able to approach ethical dilemmas and the values conflicts
embedded in them with honesty, sincerity, and confidence.

Student Learning Objectives:

 To appreciate the unique obligations, responsibilities, and values associated with public service.

 To gain an improved understanding of ethical dimensions of public service through an enhanced

awareness of the values conflicts that administrators typically encounter at the local government level.

 To gain confidence in one’s understanding of and approach to ethical issues.

 To recognize ways ethical leadership can build better organizations.

 To enhance students' reasoning and analytical skills so that in their professional work they will approach
ethical dilemmas and the values conflicts embedded in them with honesty, sincerity, and confidence.
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Required Readings:
 Geuras, Dean and Charles Garofalo. 2005. Practical Ethics in Public Administration,
second edition. Vienna, VA: Management Concepts

 Svara, James. 2007. The Ethics Primer for Public Administration in Government and
Nonprofit Organizations. Sudbury, Massachusetts: Jones and Bartlett Publishers.

 E-reserve journal articles cited in this Syllabus are accessible electronically via our
eLearning course page. NOTE: The password to access the material will be
available once you log on our course home page.)

Citations: In accordance with departmental standards, all citations should use Turabian, 7 th edition.
If you are not familiar with this, pick up a copy of the following to keep on hand:

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

Assistance with Research - 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 the Distance Learning website:
http://www.utdallas.edu/distancelearning2/students/

Course Assignments:

Journal- Each student should build a personal Journal based upon the lectures and weekly
readings. During the course, the journal will assist you in understanding and applying the readings
within the context of course assignments.

Students must compose their Journal via the course website. The link to the appropriate journal is
located within each weekly module. Journals are private and can only be viewed by the student
and the instructor. Journals can be edited until they are locked for grading as explained herein.
Students are encouraged to keep up with their Journals weekly. All Journals are visible to
Dr. Hassett at all times. Do NOT USE the DRAFT feature to compose your Journal.

Important Information about the Online Journal:

 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.

 The text in your online Journal may be edited until it is locked for grading.

 Compose your entries in the online Journal as you complete the readings. In
other words, you should read the assigned reading/lecture, then compose your
Journal entry…read the next assigned reading, then compose that entry, and so on.
Completing the Journal elsewhere and pasting it in just prior to the deadline is NOT
RECOMMENDED.
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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.

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

ii. Each reading summary should be completed in the same order as

presented in the Syllabus.

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

iv. 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, 7 th ed., Chapters 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 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. See the weekly assignments for more details on this matter. The Journal will
be graded at various intervals during the semester as described herein. Journal grades are based
on the instructions described in this section and on the degree to which each student demonstrates
that she/he has read and comprehends the material. Proper referencing and academic form
should be used. Late Journal submissions are not accepted. Once Journals are locked as
described herein, they are graded as-is - even if the Journal is empty.
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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 other course
projects, our discussions will be limited. This places a premium on engaging in intelligent and
informed discussions that stay on-topic. Students are highly 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 throughout the semester. 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 threaded discussions. The first threaded
discussion posting during Week 1 is not graded.

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.
 For DISCUSSION POSTS, students should read all the 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 in the course. 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.

3. The quality of the posting is more important than quantity. Two to four paragraphs
should be sufficient to get your point across.

4. Your posting should include a descriptive and appropriate phrase (a title for your
contribution, so to speak) in the “Subject” field. This 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
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“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. Grades will
be reflective of when the posts are made.

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.

Grading Policy for Threaded Discussions: In grading the threaded discussion contributions
posted by each student, I will look for three (3) things:

1. How well you respond to the specific discussion question

2. How well you integrate the weekly readings into your answer.
Note: You may cite the lecture, but it does not fulfill the requirement to incorporate the weekly readings.
3. How well you respond/react to what others say (if required)

 Input that addresses all three items described above well will receive an evaluation of 90 or
higher (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).

"Ethics in the News" Essay: The purpose of this assignment is to provide an opportunity to
“connect” the concepts discussed in the course with real-life ethical challenges occurring in today’s
local governments.

This assignment involves writing an essay describing and analyzing a situation that unfolded in a
U.S. local government where ethical choices were at the heart of the issue. The situation should
have been covered in the local or national news within the past two (2) years. Ideas can be
generated from newspaper articles, government magazines, public sector reports, or other public
sector publications. Cases that occurred in a city where you worked or where you have been
involved at some level are not allowed. The case should be "new" to you.
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Only one student may select each case. Claim your case on the sign-up sheet on our course
website.

For this assignment, each student will write an original essay consisting of 2,500 – 4,000 words
(not including the reference section) detailing the case. The requirements for your essay are below:

- A U.S. local government case is required.

- Be sure to choose a situation that clearly involves ethics.
- The case must have occurred in the last two (2) years.
- The case you choose should be supported by at least three (3) different
reliable and objective sources that document how the details of how the
story unfolded.
- Only one student may select each story.

Organize your essay into the following sections:

 Abstract: A one paragraph abstract of no more than 150 words should include the central
question considered by the essay, the findings, and the conclusion. (hint: If you are
unfamiliar with writing an abstract, review a few abstracts that precede articles published in
Public Administration Review.)

 Context: Describe the city and the context for the case.

 Competing Issues: What were the competing issues at work in this case? Identify and
discuss each one.

 Players and Positions:

o Who were the players on each side?
o Describe the background of each person you identify;
o Explain why you believe they took the position/decision they did.

 Choices: What were the various choices that could have been made by the players
identified? Analyze these in terms of our readings.

 Outcome:
o What was the catalyst for exposing the case publicly?
o How was the situation resolved?
o What were the consequences of the choices that were made?
o Do you believe this was the best outcome? Why or why not?

 Personal Advice: If you had been asked to advise the decisionmakers on this matter prior
to a final decision, what would have been your five (5) talking points? Support each point
with references to our readings.

 Personal Insight: How did this assignment enhance your understanding of local
government ethics and the material presented in this course?

 References: Include a complete list of the references used in this essay.

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There are two stages to this assignment.

Stage One: The Draft. Each student will circulate his/her essay draft to two class members
for their review and critique. Do not copy me on your critiques, but please 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
revise your work based on suggestions 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. 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 Essay grade.

Stage Two: The Final Essay. Submission of your revised/final essay.

Grading: The criteria used to judge this assignment will heavily depend on the following:

 The comprehensiveness of your research into the case.

 The extent to which you synthesize the course material and literature in your analysis.
 The degree to which you offer insights into the case.
 The organization, quality of the writing, proper citations, length of the report, and overall
presentation of the case, per the guidelines identified herein.

Course Grades: The following are the components of the final course grade:

"Ethics in the News" Essay 25%

Ethical Thought Assignment (#4) 20%
Final Essay 15%
Two (2) Journal submissions (10 points each) 20%
Four (4) Threaded Discussions (5 points each) 20%
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.

Journals - Journals should be written throughout the semester on our course home page.
They should not be composed elsewhere and pasted just prior to the deadline. Therefore,
LATE JOURNALS will not be accepted. Once the Journals are locked for grading, there
may not be any changes or additions. No exceptions. If a Journal is empty when they are
locked for grading, it will be given a grade of 0. Emailed Journals will not be accepted.

Other Deliverables - All other late assignments will receive a deduction of ten
percentage points for each week or portion thereof following the due date. 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
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“crashes”) or sudden loss of internet access at your home do not count as an emergency.
Review the schedule in this Syllabus. If there are conflicts, please discuss them with me
ASAP.

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 helpdesk at 972-883-2911 or email
them at assist@utdallas.edu. You can also use the live web support at
http://webhelp.utdallas.edu/ during their hours of operation. For assistance with eLearning
issues, contact the eLearning helpdesk at 1-888-588-3192.

Instructor Availability
One of the most important ways to be successful in this course is to have your questions answered
in advance of your submission of assignments. So, if you have a question and this Syllabus does
not answer it for you, ask me! You can contact me in a number of ways:

Option #1: E-mail. This is likely our best method for communication. Please use the mail
feature of our course in eLearning to contact me. I will generally respond to e-mail within 1-
2 working days. If our course is not available to you, you may email me at the UTD email
address on page 1 of this Syllabus.

Option #2: Phone. Feel free to call me at the phone numbers listed on page 1 of this
Syllabus.

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.
Page 9

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 by the
student for that degree, it is imperative that a student demonstrates 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 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/staff 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 UTD 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. Copies of these rules and regulations are available to
Page 10
students 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 professors 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 the chief
executive officer or designee.
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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 below. Additional
information is available from the office of the school dean. http://www.utdallas.edu/Business
Affairs/Travel_Risk_Activities.htm

These descriptions and timelines are subject to change at the discretion of the Professor.

Schedule and Assignments

With the 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 on-time submission no later than midnight on
Sunday, Central Time.

Week TOPIC
1 Online Course Introduction
Reminder…these items should be completed between May 24-30.

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 in sync with the class
work and are able to post intelligently to the threaded discussion next week.
4.) Compose your online Journal entries for the readings.
5.) Review the "Ethics in the News" Essay assignment as described in this syllabus.
Begin your search for a story to cover. Once you decide on one, stake your claim to it
via our course website.

Threaded discussion POST: Post to the Threaded Discussion for Week 1 a brief
professional biography (approximately 50 words) to introduce yourself to the class.
Note: This first threaded discussion posting does not count as one of your graded postings.

2 Introduction to Local Government Ethics

Ethical Thought Assignment #1: Complete the Code of Ethics Pop Quiz in the
Svara readings assigned this week and submit it per the instructions in this
week’s learning module. (Your submission will not be able to be viewed by the
class.) NOTE: While this assignment is not graded, late or poor (including incomplete)
submissions will result in an automatic two (2) percentage point deduction from the final course
grade. As a result, be sure to take this assignment seriously and give it the appropriate level of
consideration as any graduate-level assignment.

Svara – Chapter 1 & 2 (pp. 17-25)

Geuras & Garofalo – Chapter 1 & 2 (pp. 15-23)

E-Reserves:
Menzel, Donald. 2006. Ethics Management in Cities and Counties.
Public Management 88 (Jan/Feb) 20-25.

Bowman, James S. and Claire Connolly Knox. 2008. Ethics in

Government: No Matter How Long and Dark the Night. Public
Page 2
Administration Review 68(4): 627-639.

West, et al. 1993. Ethics in the Municipal Workplace, Municipal

Yearbook. Washington, DC: ICMA.

Threaded discussion: Share with the class a situation that required you to
make a decision with ethical implications or overtones. What you contribute to
the discussion should illustrate one point from the readings assigned thus far as
evidenced by references/citations. An experience working for a public agency is
preferred. Private sector examples are also acceptable. If you do not have an
experience to share, share a local government story that meets the criteria
above that is told in a newspaper or magazine.
HINT: Be sure to read the section in the Syllabus on grading threaded discussions BEFORE
you make your first "main" post.

3 Ethical Concepts

Ethical Thought Assignment #2: Answer each of the “Taking your Ethical
Temperature” questions (including the Ansel-Frieda questions) listed in your
Geuras & Garofalo reading this week. Submit your responses per the
instructions in this week’s learning module. (Your submission will not be able to
be viewed by the class.) NOTE: While this assignment is not graded, late or poor (including
incomplete) submissions will result in an automatic two (2) percentage point deduction from the
final course grade. As a result, be sure to take this assignment seriously and give it the appropriate
level of consideration as any graduate-level assignment.

Geuras & Garofalo – Chapter 3

E-Reserves:
Brumback, Gary B. Institutionalizing Ethics in Government

Menzel, Ethical Attitudes and Behavior in Local Government

4 Values, Beliefs, and Ethics

Svara – Chapters 3 & 4

Geuras & Garofalo – Chapter 6

E-Reserves:
deLeon, The Professional Values of Public Managers..., Public
Personnel Management 23 (Spring, 1994), 135-152.

Threaded POST: Conduct some research on conflict of interest in local

governments to find a case that interests you. Based on the readings and
lectures of Weeks 3 & 4, offer the class an analysis of the story as told in the
media. After briefly describing the case, provide an analysis of the following:

1.) What competing values and beliefs were likely in the mind of the main character?
2.) What ethical concepts (from Week 3 lecture) were in play?
3.) Which author that we have read in Weeks 3 & 4 best informs your analysis?

NOTE: This is a POST only, so do not reply to the contributions of others.

Page 3

5 Culture and Codes of Ethics

Ethical Thought Assignment #3: Complete the “Are you an Ethical Public
Official?” from Richter, Burke, and Doig. Submit your score via this week’s
learning module. Do you agree or disagree with the explanations offered in the
analysis? Explain your reasoning along with your score. (Your submission will
not be able to be viewed by the class.) NOTE: While this assignment is not graded, late
or poor (including incomplete) submissions will result in an automatic two (2) percentage point
deduction from the final course grade. As a result, be sure to take this assignment seriously and
give it the appropriate level of consideration as any graduate-level assignment.

Svara – Chapter 5 & review Appendices1-6

Geuras & Garofalo – Chapter 5

E-Reserves:
Review Appendix I in Thompson, William N. and James E. Leidlein. 2009.
Ethics in City Hall. Sudbury, Massachusetts: Jones and Bartlett Publishers.

Frederick, W.C. 1988. The Culprit is Culture. Management Review

August 48-55.

Richter, William L., Frances Burke, Jameson W. Doig. 1990. Combating

Corruption/Encouraging Ethics. ASPA.
 Are you an Ethical Public Official? (**not required in your Journal**)
Optional: Chandler, Ralph Clark. 1983. “The Problem of Moral Reasoning…” Public Administration
Review 43 (Jan/Feb) 32-39.

REMINDER: Your final Journal will be locked for grading at 8AM on Monday of next
week. Be sure you summarize Week 5 readings in your Journal THIS week for they are
ready on Monday morning of next week!

6 Ethical Choices

FIRST JOURNAL GRADED (Covering Weeks 1-5) on Monday morning

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 make
changes. Grades will be assigned based on the status of the Journal WHEN GRADED. To be safe, be sure
your Journal is ready to be graded by 8 AM on Monday of this week. Late Journals are NOT ACCEPTED.

"Ethics in the News" Essay Draft. Send the draft of your Essay to the two (2)
students whose last names follow yours alphabetically. Be sure to use the
eLearning course mail feature to send your case study directly to these
individuals before the end of this week. NOTE: Failure to submit a complete essay draft
as instructed above will result in an automatic two (2) percentage point deduction from the final
course grade.

Svara – Chapters 6 & 7

Geuras & Garofalo – Chapter 7

E-Reserves:
Thompson, Dennis F. 1985. The Possibility of Administrative Ethics,
Public Administration Review, 45 555-561.
Page 4

7 Cases for Consideration

No Lecture this week.

"Ethics in the News" Essay Critiques: Review the drafts you received and
draft your constructive critiques. You will send your critiques to your
colleagues next week.

Geuras & Garofalo – Chapter 9 (pp. 193 – 210 only)

E-Reserves:
Thompson, William N. and James E. Leidlein. 2009. Ethics in City Hall.
Sudbury, Massachusetts: Jones and Bartlett Publishers.
 Chapter 10: Boss, We’ve got a Problem

Richter, William L., Frances Burke, Jameson W. Doig. 1990. Combating

Corruption/Encouraging Ethics. ASPA.
 The New City Manager, p. 18
 Per Diem, p, 25
 Free Lunch?, p. 92-93 plus questions

JOURNAL NOTE: Include in your Journal a summary of only those cases

you did NOT discuss in the Threaded discussion.

Threaded discussion: This week, we will divide the class by the first letter of
the last name and discuss the cases assigned this week.

A - F: Boss, We’ve got a Problem

G - L: The New City Manager
M - P: Per Diem
Q - Z: Free Lunch?

Each student should make one "main" post and then follow-up with his/her
alphabetical colleagues on that one case only. (As always, be sure to specifically cite the
assigned readings throughout your postings.)

8 Leaders, Leadership, and Ethics

"Ethics in the News" Essay Critiques. Send your critiques of the essays
you received directly to the respective authors via our course private mail. Do
not copy me on your critiques, but let me know if you do not receive the two
(2) critiques on your work by midnight on Sunday of this week.

NOTE: Failure to submit a complete essay critique as instructed above will result in
an automatic two (2) percentage point deduction from the final course grade.

Svara – Chapter 9

Geuras & Garofalo – Chapter 11: 251-255; 261-276

E-Reserves:
Behn, Robert D. 1998. What right do public managers have to lead.
Public Administration Review 58: 209-224.
Page 5
Doig, Jameson W. with Douglas E. Phillips and Tycho Manson. 1990.
Placing the Burden Where it Belongs. In Combating
Corruption/Encouraging Ethics, p. 292-296.

Threaded discussion: For this week's discussion, we will look at LOCAL

GOVERNMENT leaders and how they have influenced their organizations.
(Stories of non-profit, quasi-governmental, state, and federal leaders should be avoided.) We will
look at the good, bad, and the ugly, so to speak. Once again, we will divide the
class alphabetically.

A - L: The Good - Offer the class the details of a recent story involving a
local government leader (appointed or elected) whose ethical decision(s)
influenced his/her organization for the "good." Your information can be
based on either personal experience or the news.
Answer:
 What benefits were realized or felt?
 What can we learn from this story?

M - Z: The Bad & Ugly - Offer the class the details of a recent story of a
local public affairs leader (appointed or elected) whose questionable
ethical decision(s) negatively influenced his/her organization. Your
information can be based on either personal experience or the news.
Answer:
 What repercussions were realized or felt?
 What can we learn from this story?

Be sure to make one "main" post and at least one follow-up to either discussion board during the
week. As always, be sure to specifically cite the assigned readings in your posts.

9 Ethics and Organizational Performance

"Ethics in the News" Essay Revisions. Make your revisions based on the
critiques you received.

Geuras & Garofalo –Chapter 13

E-Reserves:
Bruce, Willa. 1994. Ethical People are Productive People. Public
Productivity and Management Review 17:241-252.

Burke, Frances and Amy Black 1990. Improving Organizational

Productivity: Add ethics. Public Productivity and Management Review
14:121-133.

Ethical Thought Assignment #4: Based on the readings, lectures,

assignments, and discussions to date, think about your own conclusions
regarding local government ethics. Compose a unique, personal statement of
what local government ethics means for you.

Heading examples include terms such as respect, competence, reliability,

integrity, honesty, loyalty, accountability, self-restraint, fairness, courage,
humility, caring, duty, honor, confidentiality, and common good. These are
suggestions only. You are encouraged to use terms not on this list.
Page 6
Guidelines:
 STATEMENT: Begin assignment with one or two sentences that include
five (5) value-laden words shown in BOLD text.
 DISCUSSION: Organize your discussion of your statement under your
chosen five (5) value-laden one-word headings.
 READINGS: Demonstrate that your analysis is informed by our readings
by referencing them and using in-text references throughout the
assignment.
 REFERENCES: Conclude your assignment with a complete reference
list in proper academic form using your Turabian text.

Your submission will not be viewed by the class. (Graded Submission)

10 Conclusion

"Ethics in the News" Essay DUE. Submit your REVISED essay to Dr.
Hassett via the instructions in this week’s module.

Geuras & Garofalo – Chapter 14

E-Reserves:
Guy, Mary E. 1991. Using High Reliability Management to Promote
Ethical Decision Making. In Ethical Frontiers in Public Management:
Seeking New Strategies for Resolving Ethical Dilemmas, ed. James S.
Bowman, 185-204.
Stewart, Debra. The Moral Responsibility of Individuals in Public Sector
Organizations. In Combating Corruption/Encouraging Ethics, p. 297-300.

REMINDER: Your final Journal will be locked for grading at 8AM on Monday of next
week.

11 Final Assignments Due

FINAL JOURNAL GRADED (Covering Weeks 6-10)

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 are not accepted.

Final Essay: This assignment will be available on our course page during this
week only. Be sure to budget ample time for this. Look for it to appear in this
week’s learning module.

Complete a Course Evaluation.