Ethics in Public Administration—Context
APA 7TH edition
Sources: Textbook Reading:
Fischer: Lesson 1
Fischer: Worldview History Map
Shafritz & Hyde: chs. 1-4
Presentation: A Worldview Perspective on Organizational Behavior
Article: “Ethics in American Public Administration: A Response”
Article: “Responsibility in Public Administration Ethics”
Article: “Profession of Public Administration: Ethics in Textbooks”
Compare and contrast key approaches toward public administration as detailed in assigned readings.
Evaluate these approaches according to required readings and presentations for this week and a Biblical/covenantal model of statesmanship, leadership and organizational behavior.
Consider the relevance of these approaches to your academic and professional work in public administration.
Grading Rubric:
DISCUSSION ASSIGNMENT GRADING RUBRIC
Criteria Levels of Achievement
Content 70% Advanced Proficient Developing Not present
Thread –
Content 14-15 points
• Each question/prompt is answered thoroughly and logically.
• Major points are stated clearly and effectively.
• Clear, logical flow to post; stayed on topic. 12-13 points
• Each question/prompt is answered.
• Major points are stated clearly and effectively for the most part.
• Clear, logical and focused for the most part. 1-11 points
• Not all facets of the prompt/questions are answered.
• Lack of clarity, coherence, logic and focus in key areas. 0 points
Not Present
Thread: Research Engagement 11-13 points
• Ideas from all the required reading and presentations from the Module: Week and 2 scholarly sources are integrated.
• Relates topic to Scripture/biblical principles where appropriate. 9-10 points
• Ideas from most the required reading and presentations from the Module: Week and 2 scholarly sources are integrated.
• Scripture/biblical principles are included but unfocused at times. 1-8 points
• Ideas from few of the required reading and presentations from the Module: Week and 2 scholarly sources are integrated.
• Missing Biblical integration. 0 points
Not Present’
Reply:
Content 14-15 points
• 2 unique interaction posts with classmates
• One reply posted to each of 2 classmates’ threads.
• Moves the conversation forward with new ideas, research, and analysis.
• Student’s response delivered in a thorough, thoughtful, and analytical manner with the student’s position clearly evident. 12-13 points
• At least 2 unique interaction posts with classmates
• One reply posted to each of 2 classmates’ threads.
• New ideas, research, and analysis are not always included.
• Some commentary is repetitive from one reply to the next.
• At times, reply posts do not seem to actually build upon classmate’s post. 1 -11 points
• Missing one or more reply posts.
• Reply posts are redundant.
• Little in the way of new ideas, research, and analysis are not always included.
0 points’
Not Present
Reply:
Research Engagement 9-10 points
• 2 unique interaction posts with classmates
• One reply posted to each of 2 classmates’ threads.
• Relates topic to Scripture/biblical principles where appropriate.
• Contains abundant citations from required reading, presentations, and 2 scholarly sources. 7-8 points
• 2 unique interaction posts with classmates
• One reply posted to each of 2 classmates’ threads.
• Scripture/biblical principles are included but unfocused at times.
• Contains some citations from reading, presentations, and scholarly sources. 1 – 6 points
• Missing one or more reply posts.
• Missing Biblical integration.
• Limited citations from the required reading and presentations. 0 points
Not Present
Structure 30% Advanced Proficient Developing Not present
Grammar, Spelling, &APA
14-15 points
Minimal to no errors in grammar, spelling, or APA. 12-13 points
Some errors in grammar, spelling, or APA. 1 – 11 points
Numerous errors in grammar, spelling, or APA. 0 points
Word Count 6-7 points
Appropriate word count:
450-500 words for thread; 200–250 words per reply. 4-5 points
100 words more or less than the required length. 1-3 points
Over 100 words more or less than the required length. 0 points
