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Gail Johnson johnsong@evergreen.edu 867-6739 Lab 1, 2005 M/T/Th. 3-5p.m

Gail's home page: http://academic.evergreen.edu/j/johnsong/index.htm

This quarter, we focus on the roles of public and non-profit administrators in in "doing democracy." In doing so, weWe will examine the roles and relationships of administrators in the complex web of democracy. Democracy is a complex and challenging process that involves political, administrative, global and citizenship processes.issues. We will deconstruct explore what is involved in these processes, with an emphasis on the challenges of "doing democracy" in a time of fragmentation, anti-government sentiments and fiscal crisis. Special emphasis will be placed upon the techniques of co-production and democracy, including social movements, working with a diversity of interests and perspectives. We will explore citizen engagement and methods for social justice. At the end of the day, we are all citizens in addition to other roles we play.

PROGRAM OBJECTIVES

1. Explore the roles, relationships and responsibilities of citizens, elected officials and administrators in public and nonprofit organizations in representative and participatory democracy.
2. Become familiar with ways that public administrators and non-profit leaders administration can act as a balancing mechanism when economic and political inequality reduces representation.
3. Understand the concept of participation as it applies to constitutional democracies and other forms of democratic governmental processes in public and non-profit organizations..Gain knowledge of the linkages between policy processes and public dialogue.
4. Explore a community issuepublic policy/program, in depth, from the perspective of citizen participation and engagement; develop literature review writing skills.

Students will receive 4 graduate credits based upon satisfactory and on-time completion of all course requirements and assignments. Credit denial decisions will be made by the seminar faculty team.. No partial credit will be awarded. Plagiarism, failing to complete one or more assignments, completing one or more assignments late (without having made special arrangements in advance of the due date) or two non-excused absences, may constitute automatic denial of credit.

Moyer, Bill and Collaborators (2001). Doing Democracy: The MAP Model for Organizing Social Movements. New Society Publishers. ISBN: 0865714185.

Williamson, Marianne (ed). Imagine: What America could be in the 21^st Century. 2001. ISBN: 0-451-20469-7.

Linden, Russell M, Working Across Boundaries Publisher: Jossey Bass, San Francisco 2002  ISBN: 0-7879-6430-1

Whitley, Diana, Amanda Trosten-Bloom and David Cooperrider, The Power of Appreciative Inquiry: A Practical Guide to Positive Change Publisher: Berrett-Koehler: 1st Edition, Jan 2003 ISBN: 1576752267

King, Cheryl and Zanetti (Manuscript) Transformational Public Service: , 2004. This will be available in the bookstore by mid-April.

Bolman and Deal, Reframing Organizations

Denhart, et .al. and D

Learning Activities:

1. Reflection Papers and Response: Posted to WebX.

We will continue our practice of community learning through reflection papers and response. The requirements are the same (see syllabus from last quarter). Briefly, you will write three short reflection papers (not more than 3 pages) to serve as cognitive maps for your intellectual journey. This should be an integrative process. You will deconstruct the text and demonstrate your ability to integrate the new material into an intellectual journal of our journey this year. You will post your paper to web crossing. Post by Saturday night so others have a chance to read them. You will also write a response to three papers this quarter. You will read at least six reflection papers and respond to one. Read your peer's reflection, then respond with a paragraph that is directly related to their topics, and next move forward with what the paper brings to mind for you personally. You will select a different peer each time for the response. Dates have been set for two papers and responses; you will self-select the time and focus of the third paper and response.

Learning Objective: Mastery of material, writing skills, critical thinking, reflective practice and shared responsibility for a successful learning community.

2. Civic Engagement: Making a Difference
. This is the last part of the learning project begun in Fall 2003. You have looked at the policy and the agency/organization that deals with an issue you care about. This third part takes you into the literature and the larger community. The intention of the assignment is to examine your policy/program from the perspective of civic engagement. This is an individual project. There are two parts to the assignment:

• What have researchers already looked at? What have they ignored?
• What lens(es) did they use?
• What did they find out?
• What are unanswered questions?
• How does this information help you understand this issue in terms of developing a strategy that could engage citizens to bring about change or movements towards social justice?

• Their mission, history, and historical contexty
• The local context
• Their successful strategies
• The factors that contributed to that success
• The lessons they learned that could help others who are dealing with same or similar issues.

1. Personal Reflective Essay. 5-6 pages
DUE: Week 10

We show up to all classes on time.

We are prepared, listen, and share our views.

What is said in this room, stays in this room.

We respect others.

We disagree with ideas, not people.

We do no harm as we engage in the learning process.

We are honest.

We do our best work.

We turn work in on time.

We actively and enthusiastically engage in learning.

We invest in ourselves.

We create a safe place.

We have fun.