Public Affairs 5545: Make a Difference in Washington

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This is a sample syllabus to provide general information about the course and it's requirements. Course requirements are subject to change. This syllabus does not contain all assignment or course detail and currently enrolled students should reference the syllabus provided by their instructor. For a specific syllabus, please email us a request.

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Course Overview

1 Credit Hour
Modalities Available: Online, asynchronous

Make a Difference in Washington orients students to the priorities and complexities of the capital of the United States: what it does, why it does it and how. The mission is to provide a broad view into one of the world’s main power centers. The way the Capital city works doesn’t fit into neat buckets. It is a complex machine that operates under a multitude of controls; it values information for managing political power. The National Intelligence Community is briefly addressed so students can recognize how its function is infused throughout Washington’s power structure. The course addresses Washington’s innerworkings and how they mesh together as the government seeks to serve its citizens and provide a just order for civil society. In 7 units the course will address 24 underlying processes and how they affect each other.  This will facilitate an understanding of how information is developed, processed, and communicated, the key to success in Washington, DC.

Learning Outcomes

By the end of this course, students should successfully be able to:

  • Understand the complexity of the USA’s Capital City and clarify its purpose
  • Describe the impact of the media on Washington DC
  • Explain the overall mission of the National Intelligence Community
  • Describe the legal backdrop in which Washington DC functions
  • Understand the size and complexity of government and non-government organizations
  • Interpret the interplay of multiple priorities
  • Identify jargon and unique terminology to those working inside the Capital Beltway
  • Define the role of an Ask; develop, frame, and deliver an effective Ask

Requirements and Expectations

Reading Notes (Form A1 – A7): 

  • 3 points each
  • 21% of course grade

One-page Issue Papers (Form B1 – B2): 

  • Form B1: 5 points
  • Form B2: 6 points
  • 11% of course grade

Weekly Wrap-Up Forms (Form C1 – C7)

  • 3 points each
  • 21% of course grade

Asynchronous video discussions using the text box/rich content editor in Carmen (VA1 – VA7)

  • 5 points each
  • 35% of course grade

Cerego Set (Cg1 – Cg2): Engage with it daily.

  • 6 points each
  • 12% of course grade

Readings

The topics and number of pages is focused to make best use of students’ time in preparing for the weekly topics.

Instructor Videos

Except for the 1st week where there is an additional intro video, there are 2 pre-recorded instructor videos each unit. They are limited in length to make best use of students’ time, highlighting key concepts, and providing context for readings.

Forms A, B, C

Forms are frameworks for capturing the essence of each assignment. Forms clarify the amount of work needed and help improve preparation and retention, making meetings more productive and therefore more useful for students in the long term. Writing assignments use forms to make the best use of time and clearly define what success looks like. Written assignments must be your own original work. Note: only MS Word documents will be accepted

  • Form A Reading Notes begins each module
  • Form B is a 500-word Issue Paper
  • Form C answers an assigned question and capture learning outcomes at the end of each unit, thereby improving retention and long term value for students.

Video Questions and Answers (VA)

Every week, each student will be assigned a question. Students must post answers and the use of video (vs. typing or just audio) is required. The video function is like being in class, everyone can see and hear the instructor and students. The instructor will use video to post a specific question for each student by name. Student video answers ought to be around 100 to 200 words; 1 or 2 word answers are useless; 10 minute answers are disruptive. Students should repeat the question, then give the answer. Student comments on each other’s video answers are encouraged as they greatly enhance learning outcomes.

Instructor Wrap Up Video

The instructor will provide a video wrap up for the unit. The instructor will embed a final assignment, something students need to think about, that they will then write about using form C. The instructor wrap-up normally runs 3 – 5 minutes.

Cerego Sets (Cg)

Cerego is an artificial intelligence assisted information retention improvement tool; it must never be confused with an exam, test, or quiz. Since the artificial intelligence backbone works with each student to optimize retention, it is essential that students engage with Cerego daily. Attempting last minute cramming or creating exam notes defeats long-term retention.

Consult your instructor's syllabus for more detail on your assignments, course schedule and grading rubric.

Course Modules

  1. How knowledge and power are intertwined

  2. How power processes are controlled

  3. How ideas are framed, managed, and articulated

  4. How time impacts Washington operations

  5. How ideas and information are developed

  6. How the durability and reach of processes is achieved

  7. How success in Washington is achieved

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