UNIVERSITY OF COLORADO AT DENVER

UNIVERSITY OF COLORADO AT DENVER

Graduate School of Public Affairs

PAD 5002

ORGANIZATIONAL MANAGEMENT & CHANGE

Summer 2006

Jane Hansberry, Ph.D.

Weds 5:00 9:00 p.m.

Phone 303-377-1271

Class location: Plaza 121

Hansberry@ecentral.com

Office hours by appointment

Course description:

This course will cover essential elements of management of public organizations including:

The politics of public administration and management

The three sectors of the economy: private, not for profit and public

Leadership in public administration and management

Organizational culture

Strategic planning

Evaluation and performance measurement

The learning organization

Managing for accountability

Course Objectives:PAD 5002 will give you a broad theoretical and practical understanding of the management of public organizations. You will further develop and hone your critical thinking skills as you participate in group discussions and course assignments. In addition you will develop and hone your public presentation skills.

Required Texts:

Robert B. Denhardt, Janet Vinzant Denhardt and Maria Aristiqueta, Managing Human Behavior in Public and Nonprofit Organizations, Sage Publications, 2002. Peter Senge, The Fifth Discipline: the Art and Practice of the Learning Organization, (paper back edition) Bantam Doubleday Dell, N.Y., N.Y. 1994 ISBN: 0385260954

Course outline with Assigned Readings and Written Assignments due dates (therell be some likely adjustments as we go forward, based upon guest speaker schedules)

UNIT ONE Introduction to the class.

May 31

1. Introductions each of us will introduce ourselves including:

a) What you studied as an undergraduate

b) Where you are in your masters program

c) If you are currently employed, what you are doing for work

d) What else is going on with you (family, hobbies, passions)

2. Discussion of course objectives and assignments

3. Discussion of knowledge survey (we will take in class on the 31st) and statement of personal goals for the course (due June 7th)

4. Discussion of Myers Briggs Temperament inventory test that well take in class on the 31st.

5. Broad brush overview of the history of public and nonprofit management up till 1960.

UNIT TWO Management -relationship of the individual to the organization, and the three sectors public, nonprofit and private

June 7

Guest Speaker: David Miller, President and CEO of the Denver Foundation

Readings: Denhardt et al, pp 1-55; pp 121-150; pp 151-180; pp 423-439.

Written assignment: 1-page statement of personal goals for the class

Lecture: Continuation of last weeks overview of the history of public and nonprofit management 1960s to Present

Class discussion: Self-knowledge and management: whats the relationship?

UNIT THREE: Leadership and conflict management

June 14

Readings: Denhardt et al, pp 89-120; pp 181-218; journal articleA Theory of Human Motivation, A.H.Maslow, Psychological Review 50 (July 1943): 370-309.

Written assignment: First journal article review

Student presentations: 5 minute presentation of their journal article review

Lecture and class discussion: Leadership Models

June 21

Readings: Denhardt et al, pp 255-293, pp 295-325; pp 327-351; journal article: Follett, Mary Parker, The Giving of Orders, Scientific Foundations of Business Administration, 1926.

Student presentations: each student will present in 3 minutes or so the roster of their interviews for the interview paper assignment and why they chose these individuals. Students will share the questions (over and above the required questions) that they have designed for their papers.

Lecture and class discussion: Leadership and conflict management

UNIT FOUR: The Politics of Nonprofit and Public Management including the Politics of Change

June 28

Guest speaker: Charley Shimanski, President and CEO of Colorado Nonprofit Association

Readings: Denhardt et al, pp. 221-251; pp 391-422.

Lecture and class discussion: Politics and public and nonprofit management

July 5

Readings: Denhardt et al, pp 353-389.

Journal articles: Comfort, Louise,Initiating Change: A Dialogue between Theory and Practice; Lindblom, Charles,Modes of Inquiry; Argyris, Chris,Initiating Change that Perseveres; Stewart, Jenny and Paul Kringas, Change Management Strategy and Values in Six Agencies from the Australian Public Service.

Written assignment: Second journal article (relating to change, and change management) due

Student presentations: 5 minute presentation of their journal article review

Lecture and class discussion: Managing change

UNIT FIVE: Creativity and the Learning Organization

July 12 - Creativity

Readings: Denhardt et al, pp 57-88.

Lecture and class discussion: Fostering Creativity

July 19 Student group presentations on The Fifth Discipline (see assignment description)

Part I:

How Our Actions Create Our RealityAnd How We Can Change It

Part II: The Fifth Discipline: The Cornerstone of the Learning Organization

Part III: The Core Disciplines: Building the Learning Organization

Part IV: Prototypes

Part V: CODA

UNIT SIX: Evaluation and Performance Measurement

July 26

Readings: journal article, Masaoka, Jan, The Effectiveness Trap: Funders, government agencies and donors get lost on the labyrinth; journal article, Patton, Michael Quinn, Evaluation for the Way We Work, The Nonprofit Quarterly, Spring 2006.

Harrison and Shirom, Assessing Effectiveness and Ineffectiveness, Chapter 3, Organizational Diagnosis and Assessment: Bridging Theory and Practice, Sage Publications, Thousand Oaks, CA, 1999.

Lecture: A brief history of public and nonprofit evaluation and performance measurement

Class discussion: Evaluations role in management

UNIT SEVEN: Student Presentations and Class Conclusion

August 2

Students will make presentations about their interview papers, see assignment details.

Lecture and class discussion: re-cap and summary of major themes of the semester

Written Assignments

There are four written assignments in this course:

Statement of Personal Goals

Two journal article reviews

Interview paper, based on interviews with public or nonprofit sector managers.

Statement of Personal Goals (based on your responses to the Knowledge Survey and class overview). At the second meeting, please turn in a brief (no more than one-page double-spaced) statement of your personal goals for the course. What knowledge or skill areas are you most concerned to target? Why are they important to you? Due Wednesday, June 7 (please submit at class, by hard copy, thanks).

Journal article reviews. Learning to read and review journal articles is a skill that will stand you in good stead. The journal article review assignment consists of 2 reviews of journal articles, each review must be a minimum of 5 pages. The first journal article can be on a topic of your choice. The second journal article must deal with change, change management, change strategy within management.

In your review you will provide a synopsis of what the author was getting at (what was his/her major thesis); if the author(s) are reporting on research, what research methods were used; and finally, an editorial note on why you chose this particular journal article and whether it was useful to you.

Space limit for your review: 2-3 double-spaced pages.

First review is due June 14th.

Second review (this will be of the journal article dealing with change) is due July 5.

The following are some of the outstanding journals in our field (though you may choose from other journals as long as your choices reflect the learning objectives of this class).

Administration & Society (JA3.J65)

Administrative Sciences Quarterly (HD28.A25)

American Review of Public Administration (JK1.A5)

Journal of Public Administration Research and Theory (JA1.J62)

Journal of Policy Analysis and Management (H97.J68)

Public Administration Quarterly (JF1351.P84)

Public Administration Review (JK1.P85)

Public Productivity Review (JK1411.P8)

Human resources Management

Public Personnel Management (HF5549.A2P437)

Review of Public Personnel Administration (JF1601.R4)

Financial Management

Public Budgeting and Finance (HV2052.A2P8)

and a good general-purpose index/abstracts:

Sage Public Administration Abstracts (JA1.S27)

3. Interview paper: This assignment will give you the opportunity to visit with some folks in public and nonprofit management and administration. The assignment, in brief, is to interview 3 public (or nonprofit) sector managers whom you feel are TOPS in their field, and whom youd like to talk with about: their background, their philosophy of management, what their formula has been and is for their success. You will be asking them some prescribed questions, and then additional questions that fit their respective situations.

I urge you to be strategic and opportunistic about this assignment and use it for purposes over and above the class project; that is, if there is someone whom you would like to make a connection with, someone either within or outside of your agency, here is an opportunity.

Project Deadlines:

June 21st: class presentation of your chosen interviews and supplemental questions.

August 2: paper is due. Please submit an up to 8-page, double-spaced summary of your interviews (this page limit refers to your text; appendices and references can exceed this limit). Use a size 10 or 12 font.

Project Description:

Your assignment is to interview three full time managers/administrators, and to write up to 8-page paper reporting on, comparing and contrasting what you learned about the skill sets, worldviews, and responsibilities of each of the managers. At least two of the three managers must be working in the public or non-profit sectors. The purpose of these interviews is to give you a chance to learn about others' views on critical skills used in the practice of public and nonprofit administration, as well as to create an opportunity to talk with others within your own or other organizations about topics related to public administration as a profession.

You will want to have some strategy beyond convenience as a selection criterion for the three managers.

Perhaps you want to talk with someone within your organization, or someone specializing in an area different than you are working, or working in an area that you would like to work. You could interview someone who works within the same substantive area but at a different level of service provision: make the most of the opportunity to discuss public and/or nonprofit administration as a profession. Are you mid-career? You can use the project as a means to let folks know that you are working on your MPA! If you are having difficulty in locating interviewees, ask for help when you first realize you need assistance.

Use the questions below in your interviews as a baseline for the three interviews. Additionally I would like you to write three questions that relate to topics we have or will cover in the course. For example, ask questions about:

The politics of public administration and management

The three sectors of the economy: private, not for profit and public

Leadership in public administration and management

Organizational culture

Strategic planning

Evaluation and performance measurement

The learning organization

Managing for accountability

Treat these interviews with confidentiality. Assure the managers that no one will be able to identify them from these responses (with the exception of the instructor) unless they give their approval. You will report on their opinions, perceptions, actions and behaviors. You do not need to give names within your paper, although you may do so with permission from the interviewee. You should be able to complete each interview within 45-60 minutes. Try to keep to this timeframe. Depending on the circumstances, you might want to send a note of thanks after the interview.

If possible, you should tape record the interviews, and keep notes during your interview. The notes should be as detailed as possible so that you can reconstruct the interviews for your paper (tape recorders do fail). Be sure to keep a record of each person's job title and a brief description of his or her organization.

In order to provide a base line for this project, here are the basic questions that you must ask each of your interviewees:

Please describe a typical day at work.

What are the most time-consuming activities that occupy your workday?

What are the most critical problems you face as a manager?

What are the most critical skills needed to be a successful manager in your line of work?

What are the major reasons managers fail in positions like yours?

If you could design a college course to help students become successful managers, what would the course include?

On a scale of 1 (very rarely) to 5 (constantly), can you rate the extent to which you use the following skills or behaviors* during your workday?

_____Managing time_____Setting goals_____Making decisions _____Defining or recognizing problems_____Using verbal communication _____Using written communication_____Delegating_____Motivating others_____Managing conflict_____Interviewing_____Gaining and using power_____Orchestrating change_____Appraising others' performance_____Facilitating group decision-making_____Listening_____Disciplining others_____Reflective thinking_____Empathizing_____Team building_____Solving problems_____Conducting meetings_____Negotiating_____Addressing the political context_____Establishing or modifying organizational structures_____Working with constituents or stakeholders_____Making choices that involve ethical dilemmas_____Addressing issues involving intergovernmental relations_____Work involving the preparation or following of budgets_____Work involving the use of computers_____Setting of policy _____Implementing policy_____Evaluating policy_____Planning and economic development *skills list from Whetton and Cameron (1984) Developing Management Skills, p. 13.

Participation in class activities and discussion. Each week, you should be prepared to suggest questions for class discussion, relevant examples from your own experience or other reading, and thoughtful, critical evaluation of the week's reading. Be prepared to be called upon to discuss the readings and the assigned work.

Weighting of assignments: To give you a general impression of how important I think the assignments are, the following information is provided.

The interview project constitutes 40 percent of your total grade;

The journal review assignment constitutes 25 percent;

The group presentation of The Fifth Discipline constitutes 20 percent;

Participation in classroom discussion comprises the final 10 percent.

However, grades in a course like this one do not admit great precision: a spectacular job on one assignment may weigh more heavily in your favor, and general sloppiness in several assignments may weigh more heavily against you.

CRITERIA OF EXCELLENCE:

The following criteria of excellence outline what I am looking for in your papers.

A very important criterion of excellence in papers is that they should present a cogent line of argument, supported by appropriate evidence, and leading to a clear conclusion. The reader should, after reading the paper, be able to restate your main point briefly and surely. To achieve this objective, the student should use the well-known techniques of good writing:

*SIGNPOSTING ("Tell 'em what you're gonna tell 'em; tell 'em; and then tell 'em what you told 'em). Have a clear statement of intention early in the paper, and work from an outline that lists all your main points and the sub points that contribute to them. From time to time, summarize for the reader, and make logical transitions from one section of the paper to the next.

*EXAMPLES AND ANALOGIES. Use illustrations that are appropriate to help clarify your meaning. Try to strike a balance between lively and telling detail (good) and overly complicated examples whose relevance is not made clear (bad).

*CLEAR, UNDERSTANDABLE LANGUAGE. Most of all, work hard to make sure that each and every sentence expresses your meaning as you intended it. When in doubt, have other people read your work, and tell you what is plain and what is awkward.

The following is a more detailed discussion of the elements I look for in evaluating a student's written work and the percentage of the grade based upon that element: (these elements and grading scale will be applied to the final short essays and to the interview paper).

1. Understanding concepts, ideas and information: A good masters-level student should develop a solid understanding of the terms and concepts used in the text, other readings and discussions. S/he should be able to use these terms and concepts appropriately. If it seems from the student's discussion that s/he has a solid understanding, but s/he does not express this understanding "in so many words," then the student has implicitly demonstrated understanding. An outstanding essay explicitly demonstrates that the student has a highly developed, complete, subtle understanding of the terms and concepts used in class. 30% of the grade of each paper is based upon this element.

2. Using examples and making analogies; making comparisons and contrasts; connecting theory and practice; synthesizing (integrating) varied material into a coherent whole: The ability to illustrate a term, concept, or principle with examples and analogies is very useful. The clearer the student understands of the material, the more appropriate will be his/her illustrations. Choosing the best illustrations is a bit of an art; very good, skillfully chosen ones illuminate the discussion even beyond the point of merely illustrating a term, etc. Excellent examples suggest subtleties and connections that are particularly interesting, relevant and fruitful. Connecting theory to practice involves showing how examples illustrate or expand theory (by suggesting omissions or complexities).

Similarly, the ability to make appropriate comparisons and contrasts is an important analytic technique: these comparisons and contrasts should be appropriate or, even better, suggestive of more than one level of meaning.

Finally, the ability to synthesize material into a coherent whole is an important skill. Drawing connections and linkages among various ideas, theories, or cases displays this ability. In excellent work, the student points out these connections explicitly and reasons them out with tight, clear logic. 15% of the grade of each paper is based upon this element.

3. Demonstrating critical thinking: The student's critique of ideas, theories or information contained in the text, other readings and class discussion may be either basic or, beyond that, penetrating. A critique can consist of several things:

* pointing out what is especially good, useful or interesting

* showing errors in data, method, or logic

* expressing and examining underlying assumptions upon which

analysis is based and how these assumptions affect conclusions

* expressing and examining the values or ideology upon which

analysis is based and how these values affect conclusions

A masters-level student should be able to point out glaring or fundamental errors when they occur. S/he should be able to evaluate a piece of work (his or her own, an author's, a fellow student's, the instructor's), describing what is good or not-so-good about it, and explaining his/her reasons for judging so. An outstanding student will be able to spot more kinds of errors, explain his/her judgments in more detail and with more sophistication, and will be able to suggest improvements or corrections.

4. Reasoning: A masters-level student should be able to reason logically, making appropriate connections between ideas and explaining each important step in his/her argument. A good essay has a clear line of argument and comes to a clearly stated conclusion, marshalling appropriate evidence along the way. Really outstanding clarity of argument, inference, and conclusion merits extra credit. 30% of the grade for each paper is based upon items 3 and 4.

5. Writing: A masters-level student should be able to express ideas clearly, with reasonably good spelling, punctuation and grammar. Clarity and precision are always important, because words are the tools for expressing ideas, and ideas that aren't understood can't be evaluated or used. Outstanding writing is characterized by particularly graceful, lucid, or striking prose. 25% of the grade for each paper is based upon this element.

6. Originality: Most students--like most scholars, leaders, and managers--

will not be able to be particularly original in their conceptualization or analysis. For one thing, true originality requires thorough immersion in a subject matter, and more than a little inspiration or luck. Originality can be demonstrated, however, in quite a few ways: by organizing material in a new way, by pointing out connections or criticisms that aren't part of the "conventional wisdom" of our discipline, by spotting patterns in complex and confusing data or concepts. Noteworthy originality deserves special praise. Up to 10% in bonus points will be awarded for this element.

The texts for this course will suggest many interesting follow-up readings, but here are some other books that are widely regarded as particularly good:

Barzelay, Michael (1992). Breaking Through Bureaucracy. Berkeley, CA: University of California Press. Details how the Department of Administration in Minnesota reorganized in order to provide better service to its customers without sacrificing accountability to its overseers.

Bolman, Lee G. and Terrence E. Deal (1984). Modern Approaches to Understanding and Managing Organizations. San Francisco: Jossey-Bass, Inc., Publishers. Four basic "frames" or models for understanding organizations: structural, human resources, political and symbolic.

Bowman, James S., ed. (1991). Ethical Frontiers in Public Management. Washington, DC: The American Society for Public Administration. A series of essays on what ethics means in public management, and how to achieve more ethical public organizations.

Chisholm, Donald (1989). Coordination Without Hierarchy: Informal Structures in Multiorganizational Systems. Berkeley, CA: University of California Press. How can interorganizational systems work without hierarchical control? This is similar to the problem within organizations; the answer -- says Chisholm -- lies in informal cooperation.

Cleveland, Harlan (1985). The Knowledge Executive: Leadership in an Information Society. New York: Truman Talley Books. How does one manage /in the contemporary world, where information is the most important resource? Do organizations have to be structured differently in order to work in the new context?

Denhardt, Robert B. (1993). The Pursuit of Significance: Strategies for Managerial Success in Public Organizations. Belmont, CA: Wadsworth Publishing Company. After interviewing "excellent administrators" in three English-speaking countries, Denhardt suggests the common themes that characterize their managerial styles.

Goodsell, Charles T. (1985). The Case for Bureaucracy: A Public Administration Polemic (3rd Ed.) New Jersey: Chatham House Publishers, Inc. Someone has to put in a good word for bureaucratic organizations! Goodsell does a good job of arguing that bureaucrats can be productive, hardworking, and effective.

Herman, Shan (1983). Managing Without Managers: Alternative work Arrangements in Public Organizations. Beverly Hills, CA: Sage Publications, Inc. Critical theory: the author argues that there are ways to organize work that do not require hierarchical structures.

Kaufman, Herbert (1985). Time, Chance and Organizations. New Jersey: Chatham House Publishers, Inc. This book is organized like a two-year-old's questions: "Why do organizations die? Because their engines stop. Why do their engines stop? Because they develop resource problems. Why do they develop resource problems?" Etc. Good stuff.

McEachern, Alex (1984). Organizational Illusions. Redondo Beach, CA: Shale Books. Critical theory: the author suggests that much of our thinking about organizations is based on illusions, which we maintain because they justify giving ourselves, as managers, more power, prestige and perks than worker bees.

Morgan, Gareth (1986). Images of Organization. Newbury Park, CA: Sage Publications, Inc. Eight "images" or metaphors of organizations (such as machines, organisms, brains, cultures, polities) and how they shape our theories about management.

Osborne, David and Ted Gaebler (1992). Reinventing Government: How the Entrepreneurial Spirit is Transforming the Public Sector. Reading, MA: Addison-Wesley Publishing Company, Inc. This book is an important example of the return to the market model as a basis for thinking about public organizations; if you read it, be sure to read some good, critical book reviews of it too (e.g., in the June, 1992 issue of The Atlantic, or the April, 1992 issue of The Washington Monthly).

Thayer, Frederick C. (1973). An End to Hierarchy! An End to Competition! New York: New Viewpoints Press. Fred Thayer is now a grand old curmudgeon (writing furious letters to the editor of the PA Times), but this old book is a fierce critique of hierarchy, competition and "democracy" (in the service of hierarchy, at least).

Thompson, Grahame, et al. (1991). Markets, Hierarchies and Networks: The Coordination of Social Life. Newbury Park, CA: Sage Publications, Inc. Three basic models of organizations and how they affect individual, inter-level and inter-organizational relationships.

Wheatley, Margaret J. (1992). Leadership and the New Science. San Francisco, CA: Berrett-Koehler Publishers, Inc. A very different vision of how organizations work, of what leadership means, and even of the very nature of nature itself. Fascinating reading, almost poetic at times.

As additional basic resources, you may want to investigate the following texts:

Graham, C. B., Jr. and Steven W. Hays (1986). Managing Public Organizations. Washington, DC: CQ Press.

Lynn, Laurence E. (1981). Managing the Public's Business: The Job of the Government Executive. New York: Basic Books.

Lynn, Laurence E. (1987). Managing Public Policy. Boston: Little, Brown and Company.

Perry, James and Kenneth Kraemer, eds. (1983). Public Management: Public and Private Perspectives. Palo Alto, CA: Mayfield Publishing Company.

Starling, Grover (1992). Managing the Public Sector (4th Ed.). Belmont, CA: Wadsworth Publishing Company.

About your teacher

Jane Hansberry is a recent Ph.D. graduate of the Graduate School of Public and International Affairs, University of Pittsburgh. After more than 20 years as a public and nonprofit sector practitioner, Janes desire for a deeper understanding of research, smart management methods, and policy innovations led her to pursue the doctorate.

Janes areas of research include the economic impact of arts and culture, nonprofit and public sector governance and organizational development, regional cultural asset districts, and the facilitation of collaboration. Her dissertation focused on the effects of collaboration on organizational performance. She is currently teaching at the Graduate School of Public Affairs at the University of Colorado at Denver, and consults in the areas of collaboration and strategic management. Prior to her doctoral studies Hansberry served from 1990-1999 as the District Administrator for the metropolitan Denver Scientific and Cultural Facilities District.

Hansberry worked in local government and human services in rural Colorado in the 1980s. She was the founding executive director of a womens resource center in rural Colorado and was a founder of services to victims and survivors of domestic abuse. From 1983-1987 Hansberry served as the General Manager of the Fraser Valley Metro Recreation District in Winter Park, CO and in that capacity was a member of the management team that built Pole Creek Golf Course. In addition to her general management duties she oversaw the development of childrens and adult recreation programs.

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COURSE POLICIES

DROPPING THE COURSE

If after reviewing this syllabus, you conclude that you do not wish to continue with the course, it is very important that you file a Drop/Add form soon. The last date for Drop/Add requests is shown on the UCD Academic Calendar (http://www.cudenver.edu and select the link to the Academic Calendar). After that date, you cannot withdraw and still have your paid tuition refunded. You may still withdraw from the course, but your tuition will not be refunded.

GRADING

GSPA policy regarding grades is as follows: "A" will indicate excellent performance in all aspects of the course. "B" means excellent performance in some aspects of the course and

good performance in the others. "C" indicates good performance in some aspects of the course, but not up to graduate-school standards in others. "D" indicates substandard performance in all aspects of the course.

Since PAD 5002 is a required core course, students who do not achieve at least a B- grade will be required to repeat the course.

INCOMPLETE WORK

The University of Colorado at Denver recognizes two incomplete statuses: IW (Incomplete, Withdrawing) and IF (Incomplete, Failing). GSPA's policy is normally to award IF grades to students who do not complete all assigned work; an IF turns into an "F" after one calendar year. (If the student completes the work later and the instructor turns in a Change of Record form with a grade, the transcript will read "F / [grade]" and only the grade, not the F, will be used in calculating the student's GPA.)

If you find yourself unable to complete the requirements of the course, contact your instructor as soon as possible. If s/he consents, you should create a Memorandum of Understanding (MOU) specifying (a) when you will complete the remaining assignments, (b) exactly what work you will turn in, (c) what will happen if you do the work on time (i.e., the same grade as you would have received had the work been timely, or a reduction in grade), and (d) what will happen if you do not complete the work. A copy of this MOU, signed by each party, should be placed in the student's file at GSPA.

ATTENDANCE/PUNCTUALITY

GSPA's policies state that more than 3 absences can result in a grade of "F." If you must be absent, please inform your instructor in advance, if at all possible or, if not, as soon as possible. If you have some special responsibility that evening (e.g., leading classroom discussion, making a presentation), please have ready a suggestion for how your responsibility could be handled (ask a classmate to fill in; reschedule your presentation).

Please observe punctuality this summer. More than 20 minutes late (without a prior heads up to the instructor) will constitute a class absence.

If you must be absent, it is your responsibility to arrange with a classmate to share their class notes for that evening (if you want notes).

EMAIL SUBMISSION OF WRITTEN WORK

With the exception of the Statement of Personal Goals, all written assignments should be turned in via email. Microsoft Word would be preferred. If you do not have these programs, you may turn in your paper as a text (ASCII) file, or in the body of your email message.

You are responsible for ascertaining that the assignment was received in readable condition, so use Return-Receipt-Requested on your email program, if that feature is available, or ask the instructor to verify by return post that your submission was received.

LATE WORK

If you know in advance that you will be unable to turn in work on time, you must make prior arrangements with me to do so; otherwise, your grade on the assignment will be lowered one notch (e.g., from A- to B+, from B+ to B, etc.) for each day the work is late.

If it is impossible to make advance arrangements, please contact me as soon as possible to arrange an alternate time to turn in the work. If you do so, there will be no penalty for lateness.

Please note: normally, if you know you will be absent the night an assignment is due, I expect you to arrange to turn in the assignment early rather than late.

VIRUSES

Students should obtain antivirus software and update it continually. The instructor will accept no paper that is contaminated. The instructor will immediately inform the student that his/her paper was contaminated and therefore not accepted.

The first time a student sends a contaminated paper, s/he will have one extra week to resolve the problem and resend the paper. After one week, the paper will be considered late and points will be deducted for each subsequent day the paper is not successfully submitted.

If the student subsequently submits a contaminated paper, the one-week window that will be allowed before points are deducted will be shortened to 24 hours.