GSPA

PAD 701, Course Syllabus PAD 701, Capstone Seminar
Instructor: Richard Box, D.P.A.
Phones: (ofc) (719) 593-3485; (res) (719) 592-9659

Course Description: The capstone seminar project gives students the opportunity to apply concepts they have learned in their M.P.A. coursework in analyzing a public or nonprofit sector issue, policy or program at the community, state, or nat ional level. The objective of the capstone experience is to strengthen the student's skills by bringing theory to bear on questions of professional practice.

The issue to be addressed by the capstone project may be internal to an organization, such as an aspect of human resources management, financial management, reorganization, etc., or it may be external to the organization, for example, national welf are policy, a state environmental management program, a local anti-crime initiative, etc. The issue chosen should have substantive content related to the student's present or future professional career but it should not be an actual work assignment.

Class sessions consist of a dialogue between each student, his or her colleagues, and the professor about the conduct of the student's work. Only students who have successfully completed all core and track courses may enter the capstone seminar.

Research Project: The capstone project is applied research into a contemporary issue relating to public policy, organizational management, or program development or implementation. Students are expected to draw concepts from their M.P.A. co ursework which aid in understanding political, social, economic, managerial, and other pertinent aspects of the context of the research problem. With assistance of the professor, they conduct archival, analytic and field research in the course of the sem ester. The research will result in a deeper understanding of professional practice and may also result in action which changes an organization or program.

Each student's final product from the capstone seminar will be a research paper, not to exceed 25 pages in length, that does five things:

1. Describes the issue studied, including development over time and the political and organizational context.

2. Identifies the research question(s), theoretical/conceptual framework, and appropriate research methodology(ies).

3. Presents the research findings in a clear and thorough form.

4. Evaluates the efficiency and effectiveness of the policy or program given program goals and the research findings.

5. Suggests further research (including research design) and/or policy or program changes which would improve implementation.

The paper will be presented to the class and the professor at the end of the semester in an oral presentation of 20 minutes or less, followed by discussion. The paper will be a double-spaced (except for the reference list) and will use the parenthe tical reference list citation format described in Chapters 8 and 11 of the fifth edition of Turabian's "A Manual For Writers." It will include a table of contents and section headings.

Topic Options: Before developing a project proposal, students will identify two or three potential project topics for in-class discussion. In an oral presentation of 10 minutes or less, students will outline their topics, including conditio ns external and internal to the organization or program, the research questions or action objectives, and possible research methodologies. The instructor and class members will assist in narrowing each student's focus so he/she may begin preparation of t he project proposal.

Project Proposal: Students will prepare a research proposal, not to exceed five pages in length, that identifies the project topic, frames the research question(s) to be addressed, describes the proposed research design in detail, and presen ts the results of a preliminary literature search. They will present the proposal orally in 10 minutes or less, followed by questions and discussion. Emphasis in the proposal will be placed on creating an appropriate conceptual foundation by drawing upo n concepts from core and track M.P.A. courses, and on choosing a research methodology(ies) that matches the research question(s) and the nature of the policy or program.

Threshold Writing Requirement: The ability to communicate accurately and effectively in writing is an essential part of academic and professional work. Since this is a university-level course and a course within a professional degree progra m there is a required threshold level of competence in writing which preempts grading on other aspects of student performance. This means that to pass the course, class members must in all written work use appropriate language, structure, and citation st yle.

Grading: There will 50 points possible in the course, as follows: Topic options, 5 points; research proposal, 10 points; final paper, 25 points; participation in discussions, 10 points.

Schedule of Classes: The class will meet at intervals depending on the progress of student research. In general, the intent is to meet in several pre-arranged sessions at the beginning of the semester, then at periodic intervals thereafter.

Class # Description

1 Introduction

2 Discussion of topic options.

3 Presentation of project proposal.

4 Meetings at arranged intervals.

5 Presentation of completed papers

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