SCHOOL OF PUBLIC SERVICE

14 E. Jackson Suite 1600 Chicago, IL 60604 312.362.8441 312.362.5506 FAX http://publicservice.depaul.edu MPS 500: Introduction to Public Service Management Syllabus (version 10.1.13) Fall 2013 Course Details Time and Location: Section 101 Tuesdays 9:45 AM-1:00 PM Daley 410; Final: Tuesday November 26 9:45 AM-1:00 PM Daley 1326 Section 102 Thursdays 5:45-9:00 PM 14 Daley 806; Final: November 21 5:45-9:00 PM Lewis 105 Mark Light (www.DoGoodGreat.com/Mark.htm) Morning sections: 2 hours after class; Evening sections: 2 hours before class; All sections by Appointment 1602 MLIGHT2@depaul.edu or mark@DoGoodGreat.com (937) 299-4100 http://D2L.depaul.edu or www.dogoodgreat.com/MPS500.htm Course Description Introduces students to organizational theories and practices useful to public service managers. Teaches how to use structural, human resource, political and symbolic perspectives to rethink public service organizations. Provides an introduction to managerial issues including workforce diversity, decision making and leadership; stresses critical thinking and writing skills. Prerequisite There are no pre-requisites for the course. Learning Outcomes Goals: This course is foundation for nonprofit and public management and all Public Service degree programs. We establish these goals. 1. To increase student knowledge of the managerial work based on organizational theory.

Instructor: Office Hours:

Office Location: E-mail: Telephone: Course Content

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2. To increase and strengthen student skills in analyzing organizations, behavior of people in organizations, and organizational issues such as planning, decision-making and workforce diversity. 3. To introduce students to DePaul graduate and MPS academic standards, style of academic writing and to improve student professional writing and oral abilities. 4. To increase students understanding of their own managerial abilities. Outcomes: Students are able to: 1. Explain relevant public service issues to target audiences in the appropriate written and oral formats. 2. Apply conceptual frameworks in analyzing organizations. 3. Determine the interactive roles of the business, government, and nonprofit sectors in securing the public welfare. 4. Analyze the leadership skills essential to managing public service organizations. 5. Work collaboratively in teams. Universal Design for Learning The School of Public Service is committed to helping students achieve to their full potential by removing barriers to learning and making reasonable accommodations when appropriate. Please help us by identifying barriers and suggesting ways we can diminish or remove them. Students with special learning needs or who are in circumstances which necessitate special consideration, must contact the instructor at the beginning of the course or earlier. Students with a documented disability who wish to discuss academic accommodations should contact the instructor as soon as possible and contact DePaul Universitys Office of Students with Disability at http://studentaffairs.depaul.edu/studentswithdisabilities/. DePaul also provides the Productive Learning Strategies (PLuS) Program a year-round comprehensive program designed to meet the needs of DePaul University students with specific learning disabilities and/or attention deficit disorders. Contact PLuS at 773-3251677 or http://studentaffairs.depaul.edu/plus/index.asp Course Reading Material I require or recommend the following texts that are usually available in the Loop DePaul bookstore, 1. E. Jackson, national bookstore chains, and Amazon.com. Check the course content for links to Amazon.com for new and used copies: 1. Required: Bolman and Deal. Reframing Organizations, 4th Edition, San Francisco: Jossey-Bass, 2008. 2. Required: Nolan, Timothy M., Goodstein, Leonard David, & Goodstein, Jeanette. (2008). Applied strategic planning: An introduction (2nd ed.). San Francisco, CA: Pfeiffer.

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3. Required: Documents at course content in the readings section 4. Recommended: Strunk and White, Elements of Style available free online: http://www.bartelby.net/141/ Course Outline 1st Class Topics TH Section Only Readings Introduction to the Four Frames and Management Start in regular classrooms Bolman & Deal: 1-42 Murphy: On Writing and Thinking Structural Frame Start in 14 E. Jackson 806, Light and Einolf co-lecture Bolman & Deal: 43-116 Favorite Manager Paper (A1 0%) Chiefland Memorial Hospital Organization Chart of your work place or another government or NPO organization if readily available Your choice of an organization to study for the Strategic Planning Project (see Selection of team and organization Assignment 4)

2nd Class

Topics TH Section Only Readings Assignments Due Case Preparation Bring to Class Bring to Class

3rd Class

Topics TH Section Only Readings

Communication and Human Resource Frame Start in 14 E. Jackson 806, Nolan & Einolf co-lecture Bolman & Deal: 117-187 Murphy, We want the Best! Assignments Due Strategic Planning Project Organization Selection Report (A4a 0%) Case Preparation Bristol School Mission & Planning Start in 14 E. Jackson 806, Light & Nolan co-lecture Applied Strategic Planning: An Introduction, Chapters 1, 4-9. 11 Assignment Due Structural & HR Frame Analysis: Diversity at the New England Aquarium (A2 20%) Case Preparation Ellen Schall and the Department of Juvenile Justice Bring to class Mission statement of the organization you are studying for the Strategic Planning Project. Topics TH Section Only Readings Assignment Due Political Frame Start in 14 E. Jackson 806, Einolf & Nolan co-lecture Bolman & Deal: 189-249 Strategic Planning Project Progress Report (A4b 0 %) Case Preparation Bread for the World Topics TH Section Only Readings

4th Class

5th Class

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Symbolic Frame Start in 14 E. Jackson 806, Einolf & Light co-lecture Bolman & Deal: 251-308 Holtschneider, No small matter Case Preparation Alabama Confederate Flag Controversy Topics TH Section Only Readings Assignment Due Decision Making Start in 14 E. Jackson 806, Nolan & Light co-lecture Hammond, Hidden traps Rainey, Decision Making Political and Symbolic Frame Analysis: Diversity at the New England Aquarium (A3 20%)

7th Class

8th Class

Topics TH Section Only Readings

Leadership I Start in 14 E. Jackson 806, TBA co-lecture Bolman & Deal: 309-434 Murphy, Servant leadership Posig, Saint Vincent de Paul as Leader of Change Bring to Class Completed Assessments 1 and 2 (0%) Case Preparation Casa de Esperanza - A Topics TH Section Only Readings Assignment Due Strategic Planning Presentations, Leadership II Start in regular classrooms Bolman & Deal: 309-434 Strategic Planning Project Presentations (A4c 25%) Four-Frame Analysis, Course Wrap-up Start in regular classrooms Review All Philosophy of Management Paper (A5 10%) TBA Exam takes place in a DePaul computer lab Course Assignments

9th Class

10th Class Topics TH Section Only Readings Assignment Due Case Preparation 11th class Final Exam

All written assignments should follow these general guidelines: Composition o Use the assignment template posted at course content for layout specifics including font (Arial 12 point), margins (1 all around), single-line spaced, block paragraphs without indents. o Keep paragraphs readable at 75 words give or take. Have one topic per paragraph and open each paragraph with your key point. Use the rest of the paragraph to support your point using examples, theory, and the like. o I recommend reading Murphy, On writing available at course content before and after you write.

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Submission o Students must submit each assignment to the appropriate D2L dropbox folder on or by the beginning of the class in which it is due. Citations o If you use someone elses work directly or indirectly then you must cite the source. SPS encourages the use of APA 6th for citations and you can find information about this style including online links at course content in the resources section and as illustrated in the assignment template. o Refer to the plagiarism section in the DePaul University School of Public Service Policies later in this syllabus for the consequences of presenting the work of another as one's own. Grading o Please refer to the grading section of this syllabus for how I grade written assignments and presentations (unless otherwise noted).

Assignment 1 Favorite Manager (0 points) Details o Follow the general guidelines discussed above for a paper no longer than 1 page in length not including appendixes. o Consider a manager with whom you have personally worked. Favorite manager does not necessarily imply that this person was the best manager ever; it could be that they were the worst. The manager should be a favorite because of what you learned. Content o Introduction Open with a strong paragraph that hooks the reader into the assignment and lays out the plan for what you are going to accomplish in the paper. o Favorite Manager Who is the person? What does he/she do (perhaps a description of the position held)? What is your relationship to the individual? o Generalizations Why did you choose this manager (e.g. what makes this person distinctive as manager)? What specific generalizations you can make about management from your experience with your favorite manager? o Summary In the final paragraph, briefly summarize your conclusions and lead the reader out of the assignment. Evaluation o Your ability to be analytical, explain behavior of an individual, and to generalize from experience o The quality of your writing. I evaluate how interestingly you present your favorite manager, how analytical you are, your spelling, punctuation,

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grammar and syntax. I pay attention to your ability to avoid the dreaded passive voice, the use of negatives and needless words. Assignment 2 Structural Frame and Human Resource Frame Analysis (20%) Details o Follow the general guidelines discussed above for a paper no longer than 2 pages not including appendixes. o Provide a structural and human resource frames analysis of the "Diversity Programs at the New England Aquarium" case. o Assume Ive read the case, know the facts, but want to know the causes. Content o Introduction A brief one paragraph summary in your own words of the key concepts for the structural frame and the human resource frame (in that order) that are relevant to this case and as summarized in exhibit 1.1 of the text. o An analysis of the case Three major problems for the structural frame directly related to the key concepts you identified in the summary paragraph. Three major problems for the human resource frame directly related to the key concepts you identified in the summary paragraph. Remember, please, that your analysis should tell why and how the problem arose, the causes as it were. In other words, do not tell me the facts of the case; tell me what caused the problem. o Recommendations for Cynthia Mackey, the chief operating officer of the New England Aquarium, who can realistically implement them Three structural recommendations and possible negative ramifications for each that specifically address the problems you identified in the analysis. Three human resource recommendations and possible negative ramifications for each that specifically address the problems you identified in the analysis o Summary Evaluation o I will offer a qualitative evaluation the content of your analysis. o In general, I am looking at the quality of analysis around the points above and your general understanding of the frames. o I am also interested in your ability to think more broadly about how this organization came to be the way it is, how you would improve the organization and what you have learned about organizations in general from analyzing this specific case. o I am also interested in the quality of your writing including clarity, conciseness, composition, how easy it is to understand and follow your thinking, and the organization of the paper that honors the readers time and desire for guidance.

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Assignment 3 Political Frame and Symbolic Frame Analysis (20%) Details o Follow the specifics of Assignment 2, but change the frames to political and symbolic (in that order) for a paper no longer than 2 pages not including appendixes. Assignment 4 Strategic Planning Team Project (25%) Overview o This assignment is a team project. o The purposes of the assignment are to: Learn to work as a team Apply planning principles to a real organization; Demonstrate critical and logical thinking skills; Develop decisions based on limited information; Write clearly, concisely and without grammatical error. o The organizations teams will study are real, but the project is academic in nature and students are not rendering services. o Teams should use planning materials acquired from the organization, its website, class or personal experience to help this organization position itself for a successful future. Team members need not be familiar with the organization to be successful consultants. In fact, you may find it advantageous to be refreshingly different. Selection of team and organization o In the first class, I will ask you to identify an organization you want to study and that you will discuss with your team during the second class. Ideally the organization will meet most if not all of the selection criteria: You will know the organization very well; perhaps you are a current or former employee, or you were a volunteer. You will have excellent access to information about the agencys activities including annual reports. You will have contacts at the executive level that could possibly visit with you about the project. The organization will be of a manageable size to study. It could be an organization or a department within an organization, but more than 50 employees will likely be too large. o In the second class: I will group students into teams of 3-5 students (6 teams) beginning by sector (public or nonprofit sector) and then by random selection. Teams, acting as consultants, will then meet o Decide the organization to study considering the criteria in the previous paragraph o Organize your team using the information from Bolman & Deals chapter 5 starting with the tasks and linkages section in small groups and working forward. o Figure out how to produce and submit the team Organizational Selection Report due week 3

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Team matters o I recommend each group schedule a meeting with me before class in the early weeks for a conversation about how you will handle the project. o Remember, this is your team and I expect the team to resolve all routine issues. Teams should consult me if group dynamics turn ugly or problems arise that arrest team development. It is incumbent upon the team member to raise concerns early or live with the concerns later. o You should hold team activities outside of class hours. Written Reports (20%) o Details Follow the specifics (content and composition) as discussed at the beginning of this section. Teams may attach background materials, illustrations, diagrams and other items as appendices to the reports, but be sure that these appendixes add real value and arent just filler. Moreover, if you do add appendixes, be sure the pagination is consistent and that you refer to the appendixes within the body of the main report. All papers should list all team members in the From section of the report. Teams should select one team member and only one to submit assignments to the appropriate D2L dropbox folder. o Assignment 4a Organization Selection Report (0%) In week three, teams submit a report of no longer than 1.5 pages not including appendixes. Introduction Description of organization Selection criteria and rationale Summary In my review of the report, I will let the teams know whether the organization selected is acceptable for the project. o Assignment 4b Progress Report (0%) In week five, teams submit a progress report of no longer than 1.5 pages not including appendixes. Introduction Progress to Date Tasks to Complete (the tasks each student will conduct in the future) Summary

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o Assignment 4c Final Report (20%) In week nine, teams submit a report that addresses all of the relevant Applied Strategic Planning Model elements of no longer than 7.5 pages not including cover page, table of contents, and appendixes. Teams should review the archive of projects in the student resource room for ideas. Teams should also review the Strategic Plan Memo template at course content. Final Presentation (5%) o Each team will make a class presentation in week nine of no more than fifteen (15) minutes not including set-up. Assume the audience is somewhat familiar with the organization. Grading Criteria o Written Report: Clearly follows and uses complete ASP model (2 points) Shows obvious thought and effort, real sweat equity (5 points) Well written including consistent formatting, table of contents, easy to read and clear writing, appendixes (if used) add value, are clear, paginated, and are referenced in main report (3 points) Plan makes sense and holds together, arguments are solid and naturally build to conclusions (5 points) Conclusions make sense, show obvious depth (5 points) o Presentation Thoroughly prepared to present, obviously well-rehearsed and on time (1.25 points) Interests and engages audience, no podium hugging, regular Q&A throughout with the audience (1.25 points) Informative, succinct, and clear, makes sense (1.25 points) Helpful visual aids (1.25 points) I prefer Prezi presentations because they are inherently more engaging than PowerPoint for this setting. If you use PowerPoint, be sure that you have five or fewer slides, use 24 point font or larger for everything, and animate your points. o Team members Team members formally grade teammates on total contribution to the project. These evaluations contribute to the individual grade because I average the grades for each team member and then multiple that average against the overall team grades.

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Assignment 5 Philosophy of Management (10%) Details o Follow the specifics (content and composition) as discussed at the beginning of this section for a paper no longer than 1 page not including appendixes. o The purpose of this assignment is to demonstrate good thinking and good writing. o Write your paper to co-workers especially subordinates who want to know what to expect from you. Thus, instead of addressing this memorandum to me, address it to My co-workers and subordinates. Content o Introduction o Personal Philosophy of Management Write your personal philosophy of management. You should base your philosophy on your life experience and the learning from this course. This is to be your thinking, not mine nor Bolman and Deals. You should be able to summarize your paper in 3-5 concise statements (including snippets from literature where relevant). o Summary Evaluation o I will grade you equally on the quality of your writing and your ability to show the development of your philosophy of management, how it hangs together (its integrity) and how you link to theory (Bolman and Deal or others discussed in class). o The best papers will be free of grammatical or typographical error, negative construction and, of course, the dreaded passive voice. Write with conviction and clarity, organization and purpose. Grades I do not grade your work independently of the other students or on a distribution curve; every student can earn an A in this course. This is because I evaluate your work compared to other students, my experience as an educator, and the standards below. As such, when (and if) I identify an A-quality assignment, I use it as a benchmark to evaluate all of the other assignments. Participation/Preparation: Class participation is essential to the learning goals of this course. I adjust grades upward slightly for those who participate extremely well; for those who offer little in the way of class discussion I adjust grades downward slightly. Preparation for class is also essential; reading the materials as assigned in advance of class is imperative. I use pop quizzes on occasion to evaluate preparation and adjust grades accordingly. Written work: I grade written assignments both on content and good writing. To help students meet graduate-level and SPS standards, I pay more-than-usual attention to writing as an academic and managerial skill. I judge papers on the understanding they

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reflect as well as on their organization, clarity and use of language. I value clarity and an economy of words. If you need help on this matter, please ask for it. If you do come for assistance, be sure to read Murphys On Writing and Thinking (available at course content) first. I also recommend an old standard, Strunk and White, Elements of Style online: http://www.bartelby.net/141/. Also, you may consider getting help from the DePaul University Writing Centers (available in person at Loop and Lincoln Park Campuses and online). Presentations: I grade oral presentations both on content and on the quality of presenting. Students should be thoroughly prepared to present, obviously wellrehearsed, and stay on time. In addition, the presentation should be interesting, engage the audience (no podium hugging), and blend questions and answers into the flow of the presentation. The content of the presentation should be informative, succinct and clear, and make sense to the audience. Use helpful visual aids (Prezi preferred) that accentuate your major points. Due Dates: Please note due dates. Anticipate all possible contingencies (computer failure, family illness, heartbreak or heartburn). Papers received after the due date will receive grades no greater than the lowest grade given to papers received on time. I will not accept any late assignments more than one week after the due date and time. Submit all assignments to the appropriate D2L dropbox folder dropbox on or by the due date and time. Grading Criteria Grading: I determine grades according to the following formula: Class Participation/Preparation Favorite Manager Structural & Human Resource Frame Analysis Political and Symbolic Analysis Assessments (2) Strategic Planning Project (a, b, c) Philosophy of Management Paper Final Examination +/0%/-10% if not turned in 20% 20% +0%/-2.5% each if not turned in during class 25% 10% 25%

Grading Scale A AB+ B BC+ C CD+ D D94-100 90-93 87-89 84-86 80-83 77-79 74-76 70-73 67-69 64-66 60-63 F 59

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Grading Criteria for papers: The A paper reflects excellent performance in the assignment that exceeds expectations for a graduate student. It is original, engaging, and full. It will have virtually no grammatical, usage, punctuation, or spelling errors. It is an original contribution and speaks with authority and clarity. It is rich in detail, showing a clear understanding of differences in levels of specificity; it provides justification or support for all general assertions. It addresses all aspects of the assignment including specific requirements and excels in writing structure, clarity, focus, style, analytical systematization, critical analysis and creativity. It often includes unique or unusual perspectives. The B paper reflects very good performance in the assignment that meets expectations for a graduate student. However, it falls short of an A paper usually in style, depth and analytical development. It has some errors in grammar, usage, punctuation, or spelling, but usually few; or it has some awkward phrases--but in neither case enough to impede the reading of the paper. Its development is consistently strong, with detail and support present in most, but perhaps not every, instance. Its sense of audience is clear. The B paper addresses the assignment directly and satisfies almost all requirements. The C paper reflects fair performance in the assignment which however falls below expectations for a graduate student. It addresses the assignment relatively clearly but without significant depth or clarity. Stylistic errors may be noticeably present, but not in such quantity as to impede the reading in a significant way. A C paper generally provides some support for assertions, but not enough to give the impression of complete thoroughness. The tone and voice of a C paper usually lack a sense of individuality of the author or a sense of authority. The C paper often has an anonymous quality to it, restating standard opinion or assertions without going into significant depth. The D paper reflects poor performance in the assignment. It is available for students who completely miss the specific requirements or submit incomplete or vague responses. The F paper reflects very poor performance in the assignment. It is reserved for students who fail to turn in assignments or turn in assignments that demonstrate basic incomprehension of the assigned topics and an insufficient effort to overcome these problems. DePaul University School of Public Service Policies Policy on Grade of IN (Incomplete): According to DePaul Universitys incomplete policy, the IN grade is a temporary grade indicating the student has a satisfactory record of work completed, but for unusual or unforeseeable circumstances not encountered by other students, and acceptable to the instructor, the student cannot complete course requirements on time. The student must formally request the incomplete grade and the instructor must approve it. At the end of the term following the term in which the instructor assigned the incomplete grade, the IN grade automatically convert to F grades. Students requesting the IN grade should present a plan and schedule to complete the course along with the formal request for the IN grade.

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Students should work out the plan with the instructor, usually scheduling completion within a few weeks of the end of the term in which the IN grade occurs. Academic Integrity: Students in this course, and in all courses where independent research and writing play a vital role in the requirements, must be aware of the strong sanctions carried out because of plagiarism, as stated in the DePaul Universitys Code of Student Responsibility (http://studentaffairs.depaul.edu/handbook). Instructors are able to check each paper with Turn-It-In: Plagiarism Detection Software. If proven, a charge of plagiarism could result in an automatic F in the course and possible expulsion. If you have any questions or doubts about what plagiarism entails or how to properly acknowledge source materials, be sure to consult the instructor. Violations of Academic Integrity: Violations of academic integrity include but are not limited to the following categories: cheating; plagiarism; fabrication; falsification or sabotage of research data; destruction or misuse of the university's academic resources--alteration or falsification of academic records; academic misconduct; and complicity. This policy applies to all courses, programs, and learning contexts in which DePaul University offers academic credit, including experiential and service-learning courses, study abroad programs internships, student teaching and the like. If an instructor finds that a student has violated the Academic Integrity Policy, the appropriate initial sanction is at the instructor's discretion (cf. Section Q). Actions taken by the instructor do not preclude the college or the university from taking further action, including dismissal from the university. Conduct that is punishable under the Academic Integrity Policy could result in criminal or civil prosecution. Cheating: Cheating is any action that violates University norms or instructor's guidelines for the preparation and submission of assignments. This includes but is not limited to unauthorized access to examination materials prior to the examination itself, use or possession of unauthorized materials during the examination or quiz; having someone take an examination in one's place-copying from another student; unauthorized assistance to another student; or acceptance of such assistance. Plagiarism: Plagiarism is a major form of academic dishonesty involving the presentation of the work of another as one's own. Plagiarism includes but is not limited to the following: The direct copying of any source, such as written and oral material, computer files, audio disks, video programs or musical scores, whether published or unpublished, in whole or part, without proper acknowledgement that it is someone else's. Copying of any source in whole or part with only minor changes in wording or syntax, even with acknowledgement. Submitting as one's own work a report, examination paper, computer file, lab report or other assignment that someone else has prepared. This includes research papers purchased from any other person or agency.

October 1, 2013 The paraphrasing of another's work or ideas without proper acknowledgement.

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Attendance Policy: Class attendance is mandatory. I expect students to attend each class and to remain for the duration. Coming 15 minutes late or leaving 15 minutes early constitutes an absence for the student. Students who miss class due to illness or other significant personal circumstance are required to complete the Absence Notification Process through the Dean of Students Office (Student Center #307 & DePaul Center #11001) in order to have their absence excused. All missed classes carry a deduction of 10 points. Three absences for any reason, whether excused or not, may constitute failure for the course. To make up the first or second class missed, you can write a 1.5 page, single-line spaced, block paragraph paper using the memo template on the topic of the class missed. Begin with an enticing introduction followed by a section on what the literature says about the topic. Follow this with a section on what how you should apply this knowledge to your practice. In your summary paragraph, sum up and lead the reader out of the paper. Submit the first or second missed class make-up assignment to the D2L folder by class time of the subsequent class. I grade the first make-up assignment on a 10-point scale from 1-10 (10=best). I grade the second make-up assignment on a 5-point scale (1-5, 5=best), which means that the second missed class will have a negative effect on your overall grade of no less than 5 points. I do not accept more than two makeup assignments for the course. I do not accept late make-up assignments. Classroom Expectations Class Discussion: Student participation in class discussions will be measured in two ways. First, students are highly encouraged to ask questions and offer comments relevant to the days topic. Participation allows the instructor to hear the students voice when grading papers. Secondly, students will be called upon by the instructor to offer comments related to the reading assignments. Students must keep up with the reading to participate in class discussion. Attitude: A professional and academic attitude is expected throughout this course. Measurable examples of non-academic or unprofessional attitude include but are not limited to: talking to others when the instructor is speaking, mocking anothers opinion, cell phones ringing, emailing, texting or using the internet whether on a phone or computer. If any issues arise a student may be asked to leave the classroom. The professor will work with the Dean of Students Office to navigate such student issues. Civil Discourse: DePaul University is a community that thrives on open discourse that challenges students, both intellectually and personally, to be Socially Responsible Leaders. It is the expectation that all dialogue in this course is civil and respectful of the dignity of each student. Any instances of disrespect or hostility can jeopardize a

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students ability to be successful in the course. The professor will partner with the Dean of Students Office to assist in managing such issues. Electronic Devices: I have zero tolerance for the use of electronic devices (cell phones, computers, iPads, tablets, etc.) during class and will deduct 2.5 points for each instance of usage I observe. If you bring a cell phone to class, it must be off or set to a silent mode. Should you need to answer a call during class, students must leave the room in an undisruptive manner. Out of respect to fellow students and the professor, texting is never allowable in class. If you are required to be on call as part of your job, please advise me at the start of the course. Behavior: Vincent de Paul asked the members of the congregation he founded to live as very dear friends. We begin with the imperative that we treat everyone with respect, and as much as possible, we spend our time together as very dear friends. Our behavior, in the classroom, via e-mail and in person begins with respect and civility for all. We offer universal respect for all because of the innate dignity each of us carries. We deserve respect and we offer respect as part of the human condition. DePaul University, as a Judeo-Christian institution, extends respect to all based on the Christian imperative tolove one another as I have loved you, and the Jewish belief that we are created in the image and likeness of God. Furthermore, it is from the DePaul mission components of being Vincentian, Catholic and urban that we build a community of scholars on the basis of respect and Vincentian personalism. We offer each other our attention and respect and therefore we do not use personal computers during class; we turn off cell phones; we consider what people say in class confidential. We prepare for class and participate actively. Faculty who observe students failing to meet behavior expectations may dismiss students from class, report the violation to the Director and Dean of Students, and formally request behavioral changes. Disability Services Students seeking disability-related accommodations are required to register with DePaul's Center for Students with Disabilities (CSD) enabling you to access accommodations and support services to assist your success. There are two office locations that can provide you with enrollment information, or inquire via email at csd@depaul.edu: Loop Campus - Lewis Center #1420 - (312) 362-8002 Lincoln Park Campus - Student Center #370 - (773) 325-1677

Students may contact the Center privately to discuss challenges and how the Center may assist in facilitating the accommodations you will use during this course. Students should do this early in the term if possible and conversations will remain confidential.