The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.
P ADM 557 Federalism and Intergovernmental Relations (3) Study of how a federal system of government affects the administration of public functions. National-state-local dimensions.
Overview
Intergovernmental relations among the U.S. national, state, and local governments are complex and often ambiguous. Power and authority relationships in the system are fragmented and often uncertain between institutions at different levels in the political environment. Roles and responsibilities are shared. Understanding the theories, debates, and basic tenets of intergovernmental relations is useful to grasp the concepts of the American governance systems as most public policy is intergovernmental in nature. Additionally, the ability of government to meet the demands and needs of citizens is facilitated by a strong intergovernmental system.
This course is a graduate seminar that surveys intergovernmental issues in governance and public policy. Specific topics explored include the legal origins and historical evolution of American federalism; theories and controversies concerning the appropriate roles of various levels of government; the intergovernmental context of U.S. policymaking and service delivery; the evolution and performance of the American intergovernmental system; fiscal federalism; and the politics of intergovernmental reform. The topics covered are done in the context of important policy areas, such as the environment, homeland security, emergency preparedness, assistance for low-income individuals, and education. Attention is devoted to vertical (national-state-local) relationships and also to interstate, state-local, county-municipal, and intermunicipal relationships, including regional approaches to governance and service delivery. Federalism is being shaped by diverse factors including tribal sovereignty, globalization, environmentalism, and terrorism, which are examined in the course.
Course Format
The course is divided into lessons, one for each week of the course. Each lesson consists of an introduction and objectives for the lesson, the readings and activities, background commentary that serves as a guide to the readings and lesson topics, details on the lesson assignments, a list of topics covered in the lesson, a summary, and a self-check exercise. Lesson content should be read first for each lesson, then the required readings, which are assigned articles from the required textbook or other articles and chapters linked to the lesson. In addition to readings found on the syllabus, lessons may add content from the Internet as the course progresses because of the changing nature of current events and ties to course content.
An important part of the course consists of interaction among all course participants, using Discussion Forums for posting materials and comments. At times, the professor instructor will post questions related to assigned readings and students will post comments. On occasion, longer commentary will be required of students in the form of short essays on assigned topics that will be placed in drop boxes for grading and, sometimes, also on Discussion Forums for comment. Each student will do additional readings on selected course topics and develop a literature review on a selected topics. The topic should be discussed with the instructor early in the course. An intergovernmental trends paper and an analysis of a recent president's intergovernmental policies will be completed by each student. The major papers are described in the Course Syllabus.
Course Objectives
By the end of this course, you should be able to
- describe the complex interrelationships among governmental entities at various levels (international, national, state, regional, local), including interactions with the private and nonprofit sectors;
- identify the legal, historical, theoretical, and policy framework for intergovernmental relations with the aim of distinguishing among the major recent and current trends;
- explain fiscal federalism and mechanisms such as grants and mandates;
- locate and use documents and other publications, as well as websites, to assist in relating to intergovernmental relations;
- analyze and explain the intergovernmental dimensions of specific policy problems through a process of careful, rigorous, and systematic thinking at both abstract (theoretical) and concrete (practical) levels;
- recognize when and how collaborative processes can be a useful approach to achieve better intergovernmental program management and results;
- demonstrate the use of models and concepts examined in the course; and
- use knowledge about intergovernmental relations to analyze and identify possible ways to address problems or challenges confronting governmental entities.
Topics Covered in the Weekly Lessons
Lesson 1: Introduction to the Course and Each Other
Lesson 2: Legal and Historical Perspectives on Federalism and Intergovernmental Relations
Lesson 3: Constitutional Institutions and Federalism
Lesson 4: Intergovernmental Roles and Responsibilities
Lesson 5: Managing Intergovernmental Relations: Fiscal Federalism and Mandates
Lesson 6: Managing Intergovernmental Relations: Preemption, Devolution
Lesson 7: Managing Intergovernmental Relations: Collaboration
Lesson 8: Local/Regional Approaches to Intergovernmental Relations
Lesson 9: New Regionalism and Federalism
Lesson 10: International, Interstate, and Tribal Relations
Lesson 11: Economic Policy, States, and Federalism
Lesson 12: Social Policy, States, and Federalism
Lesson 13: Environmental Policy, States, and Federalism
Lesson 14: Homeland Security and Emergency Management
Lesson 15: Intergovernmental Management Challenges
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.
Additional Materials
- Assigned journal articles and book chapters, as well as monographs from government agencies and think tanks.
- Each student must read a major daily newspaper such as the New York Times or The Washington Post and track intergovernmental issues.
- Class members are expected to make extensive use of academic journals and Internet sites. Information on web sites and journals is provided below. Additional websites may be provided to you via e-mail when appropriate as the course proceeds, depending on current events and your expressed interests.
Useful websites
The U.S. Census Bureau is the primary depository of data on governments at every level. The site is especially useful for accessing the Statistical Abstract of the United States.
The Council of State Governments provides information to officials working in all branches (executive, legislative, judicial) of the U.S. government.
The National Conference of State Legislatures represents state legislators, staff, and specialized legislative units.
The National Governors Association lobbies for governors and does research for governors. It includes affiliates, such as the policy advisers to governors.
The National Association of County Officials is the lobby organization for counties at the national level and also provides research and other support to its member counties.
The National League of Cities is comprised of small and medium-sized cities.
The U.S. Conference of Mayors is the lobby and research organization of the largest U.S. cities, although members include medium-sized cities.
The International City/County Association does not lobby, but provides research and numerous services to 10,000 professional managers.
Governing magazine is "written" for those working at all levels of government. The website provides links to thousands of governmental organizations at all levels.
Stateline is a nonpartisan daily update on news affecting the states, including a great deal of information that is intergovernmental nature.
This is maintained by the Federalism and Intergovernmental Relations Section of the American Political Science Association. It provides links to conferences and panels and publications, as well as to various governmental and private data relevant to American intergovernmental issues.
The site is maintained by the Forum of Federations, an international network of federations. The site contains an online library with more than 600 studies, papers, and articles on federal issues in a comparative context.
Major federalism and intergovernmental journals
There are two major intergovernmental journals from which the course will include many required readings:
Publius: The Journal of Federalism
This journal has an annual review issue of developments in federalism that should be useful to you in making topic selections for papers in this class.
State and Local Government Review
A number of other major public administration journals devote attention to intergovernmental issues, including
Public Administration Review
Journal of Public Administration Research and Theory
American Review of Public
Administration & Society
Dozens of other public administration, public policy, urban policy journals, and other specialized topical journals also publish intergovernmental articles.
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.
Some of the required and additional journal articles are accessible through Penn State Library Reserves. To access these materials, click the Student Resources link in the left menu. In the new window, select Library Reserves link. Another window will pop up with the Item Details in title. Choose "Click Here for Full-text" to read the article in PDF.
Course Requirements and Grading
| Assignment | Total Weight |
|---|---|
| Weekly Discussion Forum Participation | 25% |
| Trends in Intergovernmental Relations and Federalism Essay | 20% |
| Strong vs. Weak National Government Essay | 5% |
| Collaborative Intergovernmental Relations Essay | 5% |
| Future of Intergovernmental Relations Essay | 5% |
| Paper on Intergovernmental Performance of Recent Presidents | 20% |
| Literature Review on a Selected Course Topic | 20% |
Weekly Discussion Forum (25%)
This assignment consists of two types of Discussion Forums.
Follow-Up to Class Sessions: This discussion forum is used both by students and the instructor throughout the course to post news or other articles relevant to course topics. Comments on contemporary events or follow-up questions from the previous week's lesson readings and assignments are also appropriate. Students are expected to participate in the "Follow-Up to Class Sessions" Discussion Forum throughout the semester.
Weekly Discussion Forum: Lesson 1 through 15 each have a Discussion Forum at the lesson level. Each week, each student will post three to four summary comments or questions related to that week's readings. One objective is to stimulate interactive discussions among students in the course. Another objective is to show a grasp of course readings. For some of the weekly lessons, the instructor will pose a question or questions for class members to discuss. Use your own creativity in approaching the weekly Discussion Forums. Pick one or more topics or concepts from required readings to reflect upon. Critique material by adding something you can justify, showing how an author missed a point. Validate something based on your own experience or other reading. Relate readings to contemporary events or news.
Note: Although everyone will post on the Discussion Forums each week, you are expected to participate in eight threaded discussions and every essay. That is, during a minimum of eight weeks you must not only post but also respond to other posts.
Trends in Intergovernmental Relations and Federalism Essay (20%)
Prepare a 10–12 page essay on recent trends in intergovernmental relations and federalism that draws on the major intergovernmental, federalism and public administration journals, as well as on the issues of concern to the major intergovernmental organizations examined in Lesson 1. Submit the essay in the "Trends Essay" Drop Box no later than the 4th week of the semester.
Your information sources are the key journals in the field and the websites of the major intergovernmental associations. Both are listed in this Course Syllabus and the associations are discussed in depth in required reading for Lesson 1.
Paper on Intergovernmental Performance of Recent Presidents (20%)
Research and write a 10–12 page essay on the intergovernmental performance of one recent U.S. president: Bill Clinton, George W. Bush, or Barack Obama. Use journal articles, government or think tank reports, and other reputable sources. News articles can be used to provide examples but should not be the primary sources of your information. It would be helpful to use several of the course topics, such as grants in aid or regionalism, or a particular policy (economic, social welfare, education, etc.) as a way to organize your essay. This paper is due in Lesson 9.
Examples of articles applicable to the presidency paper:
Gais, T. L. (May 7, 2010). Federalism during the Obama administration.
Conlan, T., & Dinan, J. (2007). Federalism, the Bush administration, and the transformation of American conservatism. Publius, 37(3), 279–303.
Posner, P. (2007). The politics of coercive federalism in the Bush era. Publius,37(3), 390–412.
Benton, J. E. (2007). George W. Bush's federal aid legacy. Publius,37(3), 371–389.
Milkis, S. M., & Rhodes, J. H. Rhodes (2007). George W. Bush, the party system, and American federalism. Publius,37(3), 478–503.
Bowman, A. O'M. (2002). American federalism on the horizon. Publius,32(2), 3–22.
Krane, D. (2007). The middle tier in American federalism: State government policy activism during the Bush presidency. Publius, 37(3), 453–477.
Literature Review on a Selected Course Topic (20%)
The weekly lessons for the course include lists of required readings drawn from the textbook, journal articles, and/or material on the Internet. Beginning with Lesson 2, the lessons also include a list of "Additional Readings" that are not required but may be of interest to those wanting to pursue a topic in more depth. The literature review assignment involves writing an essay of 15–20 pages that reviews a topic of the student's choice, using the "Additional Readings" listed for that topic as a source bibliography but allowing for other readings that the student finds on the topic.
Your review of the literature reviews the topic by summarizing what is known from the existing literature. Read at least eight articles on the topic and develop a synthesis and evaluation of what is known, not simply a descriptive summary of each article. Information about the credentials of the authors, their research methodology or logic of argument, and findings and conclusions should be reviewed, with comparisons and contrasts among the articles.
The paper is due to the instructor via the appropriate Drop Box during the 12th week of the course.
Grading
Please refer to the University Registrar's information about University grading policies.Written Work:Your papers and essays will be evaluated on content, clarity, comprehensiveness, and creativity.
- Content: Develops and supports a central thesis. Provides a focused argument throughout the essay/paper.
- Clarity: Writes clearly by developing a coherent, well-organized paper; arranges sentences in a logical and coherent manner; uses correct punctuation, spelling, and grammar; and provides correct citations.
- Comprehensiveness: Has reviewed the relevant literature and material, shows an in-depth understanding of the topic, and uses multiple bibliographic sources (books, journal articles, interviews, web-based information). Does not use strictly web-based sources. Able to critique differing points of view on the topic.
- Creativity: Draws the reader in and engages him and/or her in the topic. Attempts to make an original contribution to the topic. Presents material in an interesting and unique way.
| Grade of A | Grade of B | Grade of C | Grade of D | Grade of F |
|---|---|---|---|---|
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Exemplary work in all aspects of content, clarity, comprehensiveness, and creativity; consistent with expectations associated with a professional written product; shows extra effort and initiative. |
Work is better than average quality; demonstrates initiative and extra effort. |
Meets the minimal specifications of the assignment. | Below minimal assignment specifications. |
Extremely poor quality content and presentation. Failure to complete a required assignment. |
Discussion Forum Participation:Your Discussion Forum Participation is evaluated on content, clarity, comprehensiveness, creativity, plus whether the participation is interactive. Commenting once is not really conversing; instead, it's mostly a declaration. You need to check into each discussion several times, reading, thinking about, and then responding to what you have learned from others in the conversation. Use what you have learned from your reading to inform your thinking and your discussion. That is the purpose for the reading and the Discussion Forum is a good way to share learning.
The class is not a group of private individuals who have obligations only to the instructor. Our virtual classroom attempts to create a learning community in which interactive discussions are is crucial to the dynamics of the learning process in creating a community for inquiry, receptivity, and discussion.
| Grade of A | Grade of B | Grade of C | Grade of D | Grade of F |
|---|---|---|---|---|
|
Consistent postings of insightful comments and questions that promote on-topic discussion. Helps in clarifying or synthesizing others' ideas. Disagreements with others are handled politely. "First Post" deadlines are met; follow-up threads occur frequently enough to keep up to date; multiple posts on separate days during a threaded discussions occur. |
Participant was lacking in one or two of the items listed for A-level participation. Participant usually, but not always, expresses himself or herself clearly. "First Post" deadlines are met; student is online on the discussion thread on multiple days and long enough to keep up to date on new posts; multiple posts are submitted on two or more separate days during threaded discussions. |
Participant is consistently lacking in two or more of the items listed for A-level participation. Participant seemed reluctant to participate, even when prompted. Participant rarely expressed herself or himself clearly. Participant met the "First Post" deadline and was online on the discussion thread on multiple days and for long enough to keep up to date on all new posts and submitted multiple posts on at least two separate days during the threaded discussions. |
All weaknesses of C-level participation and Participant attempted to draw discussion off-topic, even if her/his participation was otherwise of high quality. Participant missed the "First Post" deadline, was online on the discussion thread on at least two days and for long enough to keep up to date on all new posts on those days; and submitted two or more posts on two or more separate days during the threaded discussions. |
All weaknesses of D-level and Rude or abusive to other course members. Consistently failed to participate at all, even when specifically prompted or questioned. Missed the "First Post" deadline; failed to be online on the discussion thread on at least two days and for long enough to keep up to date on all new posts on those days; failed to submit posts on two or more separate days during the threaded discussions.
|
Deferred Grades
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Technical Specifications
| Operating System | Windows Vista, Windows 7, Windows 8*; Mac OS X 10.5 or higher *Windows 8 support excludes the tablet only RT version |
|---|---|
| Processor | 2 GHz or higher |
| Memory | 1 GB of RAM |
| Hard Drive Space | 20 GB free disk space |
| Browser | We recommend the latest ANGEL-supported version of Firefox or
Internet Explorer. To determine if your browser fits this criterion,
and for advice on downloading a supported version,
please refer to the following ITS knowledge base article: Supported Browsers and Recommended Computers.
Note: Cookies, Java, and JavaScript must be enabled. Pop-up blockers should be configured to permit new windows from Penn State websites. Due to nonstandard handling of CSS, JavaScript and caching, older versions of Internet Explorer (such as IE 6 or earlier) do not work with our courses. |
| Plug-ins | Adobe Reader [Download from Adobe]
Flash Player (v7.0 or later) [Download from Adobe] |
| Additional Software | Microsoft Office (2007 or later) |
| Internet Connection | Broadband (cable or DSL) connection required |
| Printer | Access to graphics-capable printer |
| DVD-ROM | Required |
| Sound Card, Microphone, and Speakers | Required |
| Monitor | Capable of at least 1024 x 768 resolution |
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Schedule
The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments.
Note: All due dates reflect North American eastern time (ET).
This schedule ensures that all students have the same deadlines regardless of where they live.
| Lesson 1 | Introduction to the Course and Each Other |
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Readings: | Required:
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Assignments: |
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| Lesson 4 | Intergovernmental Roles and Responsibilities |
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Readings: |
Required:
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Assignments: |
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| Lesson 11 | Economic Policy, States, and Federalism |
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Readings: | Required:
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Assignments: |
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| Lesson 12 | Social Policy, States, and Federalism |
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Readings: | Required:
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Assignments: |
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| Lesson 14 | Homeland Security & Emergency Management |
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Readings: | Required:
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Assignments: |
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| Lesson 15 | Intergovernmental Management Challenges |
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Readings: | Required: (all in Networked Governance)
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Assignments: |
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Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.
Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Please refer to the University Registrar's information about University grading policies.
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.
Accommodating Disabilities
Additional Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Disclaimer:Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.