Main Content
Syllabus
PADM 502: Governmental Fiscal Decision-Making (3 credits). Nature, function, and technique of governmental budgeting viewed as mechanism for allocating resources among alternative public uses.
Overview | Organization | Course Objectives | Materials | Library Resources | Technical Requirements and Help | Course Requirements | Grading | Course Schedule | Academic Integrity | Diversity, Equity, Inclusion, and Belonging | Student Success and Support Resources | University Policies
Course Overview
PADM 502 serves as an introduction to governmental fiscal decision making at the federal, state, and local levels of government. It is designed to provide students with a general understanding of decision making about the acquisition and use of public resources in government contexts. Despite its emphasis on the public sector, many concepts covered in the course are also applicable to nonprofit organizations.
In this course you will become familiar with the general context that surround fiscal decision making, key elements of the budget process, and major sources of funding used to finance public goods and services. Topics covered include (1) principles of public finance, (2) the budget process, (3) budget methods and practices, (4) budget reforms, (5) sources of public finance, and (6) debt administration. Most examples will draw upon the structure and processes associated with state and local governments in the United States.
There are no prerequisites for this course. However, a familiarity with basic concepts of the social sciences, especially knowledge of American government and economics, is recommended.
Organization
There are 12 lessons in this course. The first six lessons center on the expenditure side of public budgeting and the last six lessons on funding sources for public expenditures. Throughout the lessons you will be required to participate in and complete a range of different activities that are described in detail in the course requirement section of this syllabus. They include the following:
- Assessments of readings: Graded assessments aimed at making sure that you have carefully read and understood key concepts discussed and reviewed in the main textbook.
- Assignments related to course content: Graded assignments aimed at widening your understanding of a particular topic area covered in the lessons.
- Review exercises: Ungraded assignments allowing you to practice particular concepts covered in the lessons.
- Water cooler discussions: Those discussion allowing you to discuss topics relevant to the course material covered in the lessons (contributes toward your class participation grade).
- Final exam: The final exam will be scheduled within a two-day period toward the end of the semester. You can take the final exam anytime at the scheduled period.
Some of these activities need to be completed on an individual basis and some in groups. In terms of the group activities, you will be working in randomly assigned groups of four or five. These groups are assigned during the second week of classes and you will be working in the same group on all group projects in this course throughout the entire semester.
In addition to the above listed activities, you will be required to complete a final exam towards the end of the semester. This exam will be comprehensive in nature, which means that it may cover any of the materials studied throughout the semester.
Course Objectives
This course is designed to increase your ability to
- describe key principles of public finance,
- define basic budgeting terminology,
- describe the basic steps associated with the budget process,
- prepare a budget request,
- apply basic capital budgeting tools,
- describe and distinguish historical and contemporary budget reform efforts,
- describe basic sources of public finance,
- perform basic revenue prediction tasks,
- analyze the inherent trade-offs of major funding/financing sources, and
- describe basic concepts related to debt administration.
For more details of the course content, go to the course schedule.
Course Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.Library E-Reserves
This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.
Library Resources
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Public Administration Research Guide
We have created a Public Administration Research Guide with the help of the Penn State University Libraries. The guide helps you find high-quality information and is created by librarians who are subject specialists in public administration. Specially, it provides you with access to databases for Journal Articles, Policy Papers, U.S. Government Information, Statistics and Polls, Reference Resources, and Current Periodicals.
Technical Requirements and Help
| Operating System | Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems. To determine if your operating system is supported, please review Canvas' computer specifications. |
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| Browser | Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites. |
| Additional Canvas Requirements | For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications. |
| Additional Software | All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| Mobile Device (optional) | The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements. |
| Help | If you need technical assistance at any point during the course, please contact the Service Desk. |
Student Education Experience Questionnaire (SEEQ)
During the semester you will receive information about completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.
Course Requirements
The requirements for the course include the following:
Requirement 1: Reading Comprehension Quizzes (15%)
There will be multiple-choice comprehension quizzes of the readings as part of each lesson (starting from Lesson 2) to make sure that you have carefully read and understood key concepts discussed and reviewed in the main textbook. You will be required to complete these quizzes toward the end of each lesson before the given deadline. You will be given two attempts to get an answer correct. You will not be able to complete the assessment after the given deadline.
Requirement 2: Watercooler Discussion Participation (20%)
The success of this course will to a large extent depend upon your and your classmates' active participation in all of the above discussed activities. This includes carefully preparing for class, posting thoughtful comments, engaging productively in all class assignments and interacting with your group members in a professional manner. Another important component in this regard is the various “water-cooler” discussions that are held throughout the course. Participation is strongly encouraged and will determine 20 percent of your overall grade.
The water-cooler discussions will be graded as an overall grade on a scale of 0-100, based on your overall participation in them. In order to provide enough time to create a fluid conversation, please submit your initial posting no later than Thursday, 11:59 p.m. eastern time (ET). Also, comment on at least two other posts by the end of the week.”
Requirement 3: Application Submissions (35%)
As part of the course, you are required to complete 6 application submissions that will be related to the course material introduced in the lessons. These will be aimed at providing you with an opportunity to explore or analyze a particular topic area in more depth or practice major techniques and concepts covered in a particular lesson. Two of these submissions will be completed in groups (these will have to be completed as part of Weeks 2 and 4) and three on an individual basis (Weeks 1, 3, 5 and 6 ). Please note that all individual activities in this course need to be completed on an individual basis. You are under no circumstances allowed to solicit information from other students. All questions regarding individual activities needs to be addressed to me.
The submission assignments may take a variety of different forms, including but not limited to analysis of a select reading, completion of an exercise that covers a particular technique or concept covered in the session, or reflect on a video segment that expands on a particular topic.
Requirement 4: Peer Evaluation (5%)
Five points will be based on evaluations provided by group members regarding your contributions and vice versa. Peer evaluation is important as it gives the instructor insight into how well group members interact with their peers. In the final week, you will have access to a peer evaluation form to be used for this purpose. The form will be available via the Peer Evaluaiton Form link on the main menu. The instructor will assign a point total that is the mean score of your group members' assessments.
Below are the four major evaluation criteria for peer evaluation:
- Actively participated in the discussion; e.g., frequently posting and commenting ideas, keeping close contact with the group members
- Exhibited a positive attitude through the process; e.g., providing constructive feedback, helping keep the group focused on the task
- Was willing to be a real team player; e.g., willing to take responsibilities, respect the group member's opinions, helping make decisions
- Contributed to writing up the group commentary; e.g., initiating and sharing ideas/resources
Requirement 5: Final Examination (25%)
The final exam will be scheduled within a limited period toward the end of the semester. You can take the final exam anytime at the scheduled period. The exam will be open book. It will consist of
- two essay questions to test your knowledge of major concepts and themes developed in the course, and
- three problems to test your understanding of major techniques/practices covered in the course.
The essay questions (you will be given the option to select one of two questions) will account for 20% of your final exam grade, and the three problems will account for 80% of your final exam grade. The exam will be graded on three equally important criteria: (a) accuracy of information presented, (b) ability to integrate material from various assigned readings, and (c) skill in communicating your ideas in a concise and well-organized manner.
Grading Scheme
All facets of student's performance are taken into account for grading purposes. The graded activities and the percentage of your course grade associated with the activities are as follows.
| Graded Activities | Grade Weight (%) | |
|---|---|---|
| Requirement 1: Comprehension Quizzes | 15 | |
| Requirement 2: Watercoolder Discussions | 20 | |
| Requirement 3: Applications Submissions (Two Group Submssions and Four Individual Submissions) | 35 | |
| Requirement 4: Peer Evaluation | 5 | |
| Final Exam | 25 | |
| Total | 100 | |
The grade given is based on the evaluation criteria established for each category of the graded activities described above, as well as the scholarly performance and attainment of the student. Based on the points earned on each of the graded activities, your course grade will be determined by the scales presented in the table below.
| GRADING SCALE | |||
|---|---|---|---|
| Percentage | Grade | ||
| 94.00 and Above | A | ||
| 90.00-93.99 | A- | ||
| 87.00-89.99 | B+ | ||
| 83.00-86.99 | B | ||
| 80.00-82.99 | B- | ||
| 77.00-79.99 | C+ | ||
| 70.00-76.99 | C | ||
| 60.00-69.99 | D | ||
| Below 60 | F | ||
Note: Your grade on assignments will be reduced by 5% for each day of tardiness in receipt of work by the Instructor. Submit your work on time as scheduled.
Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.
Late Policy
Late Assignments will not be accepted. It is your responsibility to contact the instructor prior to the due date of an assignment if you are aware of extenuating circumstances that will impact your ability to meet a deadline. The instructor will determine if alternative arrangements may be made.
Please note: The initial discussion post deadline is not reflected in the Canvas Course Summary or Calendar.
Blank or Erroneous Assignment Submissions
It is your responsibility to ensure that you have uploaded the correct document to each assignment prior to the assignment due date. Please check your assignment submission immediately after uploading a file in Canvas to ensure that it contains content and is the correct file. If you notice an error, such as a blank or incorrect file, you must resubmit the assignment before the assignment due date. Similarly, you are responsible for ensuring that discussion forum initial posts are not blank and that any website URL submissions (such as links to documents, video recordings, etc.) have the correct sharing settings enabled so that they can be viewed by recipients. Any blank or erroneous submissions that you have not resubmitted by the assignment due date will receive a zero for the assignment.
Student Responsibilities and Conduct
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
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Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Instructors may require students to provide documentation with the class absence form or other written notification for events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
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For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Values.
Course Schedule
The schedule below outlines all activities and topics we will cover in this course, along with the associated time frames and assignments. Each lesson covers one week. As you study each week's lesson, please focus on the specific list of learning activities for that lesson.
Note: All due dates reflect North American eastern time (ET).
- Course Length: 16 weeks
Note: The due dates for the assignments are noted in the Course Schedule section of this syllabus, below. Deadlines will be defined as 11:59 p.m. Eastern Time on the last day of the lesson timeframe, unless noted differently.
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Academic Integrity
According to Penn State policy G-9: Academic Integrity (for undergraduate students in undergraduate courses) and policy GCAC-805 Academic Integrity (for graduate students and undergraduate students in graduate courses), an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity or GCAC-805 Academic Integrity as appropriate). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal
integrity; respect other students' dignity, rights, and property; and help
create and maintain an environment in which all can succeed through the
fruits of their own efforts. An environment of academic integrity is
requisite to respect for oneself and others, as well as a civil community.
In cases where academic integrity is questioned, procedures allow a student to accept or contest/appeal the allegation. If a student chooses to contest/appeal the allegation, the case will then be managed by the respective school, college or campus Academic Integrity Committee. Review procedures may vary by college, campus, or school, but all follow the aforementioned policies.
All academic integrity violations are referred to the Office of Student Accountability and Conflict Response, which may assign an educational intervention and/or apply a Formal Warning, Conduct Probation, Suspension, or Expulsion.
Information about Penn State's academic integrity policy is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page.
Diversity, Equity, Inclusion, and Belonging
Equity at Penn State
Penn State is committed to and accountable for advancing diversity, equity, inclusion, and belonging in all its forms. Educational Equity's vision is a Penn State community that is an inclusive and welcoming environment for all.
Fostering Diversity, Equity, Inclusion, and Belonging
Diversity, equity, inclusion, and belonging (DEIB) are foundational elements of Penn State’s academic, research, and land grant missions. Creating an environment that welcomes community members from all identities, backgrounds, and walks of life while providing equitable opportunities for all Penn Staters to thrive as their authentic selves is central to President Bendapudi’s vision for the University.
Diversity Statements
Each course in the MPA program strives to be an inclusive community, learning from the many perspectives that come from different backgrounds and beliefs. Our goal as a learning community is to be respectful to all—all students' learning needs should be addressed, and the diversity that students bring to the learning community should be viewed as a resource, strength, and benefit.
Student Success and Support Resources
The Chaiken Center for Student Success at Penn State World Campus guides you to the right resources and support you need–when you need them–along your academic journey. You can connect with peers and support teams to find direction, information, and networking opportunities. On the website, you'll find information and resources on many aspects of being a World Campus student:
- Finances—tuition, scholarships, and financial aid
- Inclusion and Wellness—diversity and inclusion, mental health services, disability accommodations, care and advocacy
- Enrollment and Registration—course planning, adding and dropping courses, and much more
- Course Work and Success—academic advising, tutoring, and other services
- Involvement and Opportunities—career resources, student organizations, internships, service, study abroad, and more
Following are some key resources.
Student Disability Services
Penn State welcomes students with disabilities, whether permanent or temporary, visible or hidden, into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.
In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Graduate students: Please see the Student Disability Resources website for graduate student resources.
Students with disabilities participating in internship, practicum, student teaching, or other experiential learning opportunities as part of their degree requirements may also be eligible for reasonable accommodations to ensure equal access and opportunity. These accommodations are determined through an interactive process involving the student, their University supervisor, and the site supervisor. Student Disability Resources can assist students with identifying potential barriers, facilitating accommodation requests, and coordinating with University supervisors to promote inclusive learning experiences.
Counseling and Psychological Services
If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:
- Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
- Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
- At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
- At a Penn State branch campus: You can search for counseling information at your campus.
Military Student Information
Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.
Additional Policies
Privacy Notice
In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.Student Responsibilities and Conduct
- Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor. As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
- Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
- Students are responsible for monitoring their grades.
-
Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
- Instructors may require students to provide documentation with the class absence form or other written notification for events such as illness, family emergency, or a business-sanctioned activity.
- Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
- Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
- Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
-
For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
- Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
- Penn State Values.
Report Bias
Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.